Devil's Advocate (Volume 36, Number 1, October 2019)

STANTON COLLEGE PREPARATORY SCHOOL

DEVIL’S ADVOCATE

OCTOBER 2019

TRACING

OUR ROOTS

By JANELLE TENGCO

DEVIL’S ADVOCATE

VOLUME XXXVI

STANTON COLLEGE PREPARATORY SCHOOL

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Sports The Record Student Life Photography

Leveling the Playing Field / Stanton is home to a multitude of sports, but some athletes feel they are being overlooked.

By Aulani Marley

By Brenna Dupries

October 2019 / The names, numbers and notions you need to know.

By Caroline Robbins

Losing History / AP World History reduced its curriculum from 10,000 years to a mere 800.

By Reem Abdelmagid

By Charlotte Rogers

A Student’s Best Friend / Best friends take many forms.

Some have four legs and furry faces.

By Freddy Farah, Prachi Misra, and Tyler Pottenburgh

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Opinions Photography

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photo by Prachi Misra

photo by Hannah Furry

Editor-in-Chief

Contributing Advocates

OCTOBER 2019

photo by Austin Mendillo

By Janelle Tengco

By Maria Dyro, Elise Gideon, Fabrizio Gowdy, Sarah Hiott, Grant Kelsey, and Meghana Kopparthi

Culture / Culture can be expressed in many ways; here are Stanton students displaying their cultures through fashion.

By Hannah Furry, Austin Mendillo, Prachi Misra, and Tyler Pottenburgh

to face throughout the year. It is easy to think of all the ways things can go wrong. Yet each time I stand at the podium during the class opening meeting, I am reassured by each of the 25 faces of other dedicated young journalists that occupy the desks of room 204.

The staff this year is incredible. Each member is endowed with their own unique quirks and assets. It is beautiful how such a diverse group of people can come together to create a publication that represents each and every one of them, as well as the hundreds of other students in the school.

In this issue, our talented first-year staff writer, Janelle Tengco, explores the history of our institution that is often overlooked. Stanton’s history has been interlaced with Black history since its founding as an

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We can also design your ads. Our prices are: $45 (1/4 page), $70 (1/2 page), $75 (insert), $135 (full page), $150 (back page). For an additional $5 fee, we can advertise your business on our website.

Contact Business Manager Ysabella Rodriguez at rodriguezysabella16@gmail.com or our adviser, Mr. Larry Knight, at knightl1@duvalschools.org.

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Cloumns on political polarization, the first day of school for freshmen vs. seniors, abortion, and more.

When I imagined what my high school experience would be like, four years of countless hours dedicated to journalism is not what I envisioned. Now, I couldn’t see it happening any other way.

From intern to staff writer, to section editor, and now to being Editor-in-Chief for the Devil’s Advocate in its 36th production year, I can count on one hand all the times I wasn’t stressed out. It’s a good stress though.

The kind that comes when you badly want to succeed, to do your absolute best, and to produce a publication that you and your staff can be proud of.

It is natural for me to be filled with doubt every time I think of the multitude of obstacles I may have

The Devil’s Advocate is searching for contributing writers, photographers, artists and filmmakers.

Contact Editor-in-Chief Tatyana Esquilin at tatyanaesquilin@gmail.com, Opinions Editor Kennedy Cottle at kennedybcottle@gmail. com or Digital Media Editor Zachary Genus at zacharygenus301@gmail.com.

photo by Hannah Furry

Tracing Our Roots / As Stanton’s alumni population grows, many forget the African heritage the school is rooted in.

Editor’s Letter

Tatyana Esquilin

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photo by Ysabella Rodriguez

Features

NUMBER 1

Printed at Florida Sun Printing, Callahan, Fla. Please recycle this magazine.

all black elementary during the late 1800s. “Tracing Our Roots” follows the evolution of Stanton from an underfunded, primarily African American school to a magnet high school that attracts many cultures from all over the world. Now one of many diverse groups at Stanton, the African American students today are a reminder of how our institution began. This story brings to light the importance of knowing the origins of our school, and how it shapes our community today.

Adviser: Larry Knight Editor-in-Chief: Tatyana Esquilin Managing Editor: Phong Huynh Managing Editor: Katie Stevens Layout and Design Editor: Jake Nachman Business Manager: Ysabella Rodriguez Photography Editor: Prachi Misra Digital Media Editor: Zachary Genus Public Relations Manager: Christa Assi Assoc. PR Manager: Angela Villanueva Art Director: Caroline Robbins Senior Videographer: Dylan Janson Section Editor (Features): Katelyn Colley Section Editor (Opinions): Kennedy Cottle Section Editor (Sports): Seth Abouhalkah Section Editor (Student Life): Tatum Bowen Staff Artist: Eden Kershner Staff Writers: Reem Abdelmagid, Brenna Dupries, Elise Gideon, Fabrizio Gowdy, Aulani Marley, Charlotte Rogers, Janelle Tengco Staff Photographer: Hannah Furry Staff Photographer: Austin Mendillo Staff Photographer: Tyler Pottenburgh

DEVIL’S ADVOCATE | 3

SPORTS

LEVELING THE PLAYING FIELD At Stanton, athletes often feel they are overshadowed by more popular sports, and are not appreciated for the hard work they put in to less recognized sports

By AULANI MARLEY, Staff Writer Mainstream sports such as soccer and football dominate the majority of American high schools, generating the most excitement and receiving high spectator turnouts.

At Stanton College Preparatory School, the student body provides tremendous support for these two teams in particular through attendance at games and constant promotion. The energy and support during such sports seasons are a large part of Stanton’s culture when people come together for pep rallies and games. However, it seems to many this same enthusiasm is not given to some of the other teams.

There is not a definition or list of what the definite ‘minor’ sports teams are, especially since the teams can vary among different schools. Therefore, Stanton students provided their opinions on what they believe to be the ‘minor’ sports teams.

“The underappreciated sports are definitely softball, bowling, flag football, and tennis. If their games are announced, nobody really goes to them, which [is unfair] for those sports because they’re putting all of their hard work and effort to play,” said junior Hannah Grimes, a player on Stanton’s softball team.

One of the reasons the ‘major’ sports receive such high turnouts is because advertising plays a part in generating support for the more popular sports. During football season, posters can be seen around Stanton’s campus promoting the team, Stanton Instagram accounts constantly remind students of upcoming games and tickets are often sold during lunch. Constant promotion is not common with other sports such as bowling, tennis, or softball.

“I think Stanton wants attention placed on the big sports like football because they are the ones that bring money to the school,” said sophomore Stephanie Marques. “A big portion of the student body goes to the homecoming and Stanton versus Paxon games, so they take advantage of that and advertise those more.”

The ‘major’ sports do benefit greatly from promotions and advertising. In addition, they often host the most fundraisers, gaining even more support and popularity from these events because of their exposure to a wider audience. Due to the consistent advertising and publicity the ‘major’ teams are given, they tend to have a larger presence at their games. Stanton’s athletic director, Coach Christopher Crider, emphasized the importance of such events for these teams. “[Sports such as] football are self-sufficient here, which means they pay bills between fundraising, ticket money at

“The fact that Stanton does not promote one of its most consistently well-performing teams is dissapointing.”

—Ronak Venkata, 12th the gate, sponsorships, [etc.],” said Coach Crider.“They are able to pay all of their bills. A lot of sports across the board struggle with that because their sports are expensive.”

The number of events hosted by a team can play a role in how popular they are. However, teams such as softball have made efforts to organize fundraisers as well, namely “Hit-A-Thon” events, which utilize the skills of players to raise money for the team. Despite doing so, they still tend to fall into the category of sports which are perceived to

Infographic by Seth Abouhalkah

photo by Austin Mendillo

The girls’ bowling team has had many successes, however few people show up to their matches.

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be of lesser importance, which suggests there are several other reasons why certain sports teams are not receiving much recognition.

Stanton offers a variety of sports for students to choose from throughout the school year, however, the diversity of the school’s student body sets it apart from others because less popular sports attract a relatively large number of participants. Many of these sports are also fairly successful against other teams. Despite this, students feel they still are not always equally represented nor recognized for their victories and achievements.

“We have won almost all of our matches for the last couple of years and placed pretty high for gateway and conference but nobody knows about it,” said senior Emily

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Ziegler, a player on Stanton’s bowling team. Ziegler attributed this lack of representation to more than selective promotion, but rather the student body’s view of the sport itself.

The bowling team has been successful in the past two years, placing in the top three in both district and gateway tournaments. Despite this, their successes are seldom featured on Stanton Athletics’ various social media accounts compared to other teams whose victories are consistently celebrated on platforms such as Instagram.

Tennis is another sport at Stanton which tends to go unnoticed. Senior Ronak Venkata, the captain of Stanton’s boys’ tennis team, has been playing since he was a freshman and feels the tennis teams have been pushed to the side for years.

“The fact that Stanton does not promote one of its most consistently well-performing teams is disappointing,” said Venkata.

He mentioned how both girls’ and boys’ tennis teams acquired numerous victories, including advancing to districts and regionals, yet they did not seem to be acknowledged for these accomplishments.

“If you just look at the past three years of posts for Stanton Athletics, out of the over 400 posts present, I could only find five or six pertaining to tennis,” said Venkata.

“People grew up learning about football... it’s ingrained in our culture.”

—Coach Christopher Crider On social media, funds are a factor that contributes to whether teams and their games are posted. It costs money to design and post images on Stanton Athletics’ Instagram account, meaning the head of sports teams may choose if they want to be featured on the account.

“Some coaches value social media and see it as a priority,” said Coach Crider. “Since social media is fun but not pertinent to sports,it is the responsibility of the coach to send me the material to post.”

Therefore, the involvement in social media is often optional, meaning that the coaches can decide if they want to further promote their team on platforms such as Instagram and increase their online presence.

Student-athletes involved in these ‘minor’ sports are fully aware of the lack of recognition given to their teams since they experience it first-hand. However, students not involved in Stanton athletics also recognize the different

photo by Austin Mendillo

Because swimming is in the same season as football, meets often conflict with football games, resulting in less attendance at their competitions. treatment of teams within the school’s sports program.

“I think football is treated like its above other sports and I don’t think that’s right. All sports should be treated the same,” said senior Camille Petit-Perrin.

Students have recognized a clear difference between the size of the audience at different sports games, with the ‘minor’ sports having a significantly smaller amount of people in the stands. The turnout for a sports team often translates to the amount of support and attention they receive overall, so when there is not a large audience, this can affect players’ confidence during their games.

“I feel like when more people show up, there is more of a drive to do well,” said sophomore Angelina Lee, who plays flag football at Stanton. “I think we just want to feel more like a sports team rather than a club because flag football is a sport.”

The flag football team often has small spectator turnouts with “mostly just the parents of players at the games,” Lee added.

The popularity of ‘major’ sports teams has been shaped by both student support and tradition in culture overall.

Both soccer and football are two of the most well-known sports internationally.

“I think it is more of what the status quo is at the moment,” said junior Alma Katana, who plays on Stanton’s junior varsity soccer team. “Stanton puts the football team first because it’s the most popular sports in America, then soccer and so on.” Katana suggested the student body is not purposefully ignoring other sports teams, but rather,

photo by Austin Mendillo

Sophomore Jet Wall-Holmes has won multiple tournaments, and is one of the players on the boys’ tennis team. The team has been junior team tennis division champs since 2016.

OCTOBER 2019

they are adhering to what is popular.

The ‘major’ sports are known across the country at college and professional levels, which can make them more appealing to high school students. Americans from across the country root for their favorite college and NFL football teams. The World Cup brings people together from all over the world who share a common love for soccer.

Coach Crider referenced how familiarity is a major factor in how people determine what ‘major’ sports are. “[People] grew up learning about football whether they were hanging out with their family or tailgating,” said Coach Crider. “It’s ingrained in our culture, especially in the south.” This reinforces the idea that the perception of ‘major’ sports is shaped by surrounding factors in society.

In addition to society playing a major role in how sports are perceived, the time of year may also be a determining factor.

“If homecoming were another time of the year, then maybe another sport would be the most popular.”

—Jacob Mohrmann, 11th “If homecoming were another time of the year, then maybe another sport would be more popular or the most popular,” said junior Jacob Mohrmann, a player on Stanton’s football team. Mohrmann credited homecoming for being one of the major reasons football is such a popular sport.

Homecoming week is one of the most anticipated times of the year. The excitement is shown as the student body comes together to dress up throughout the week, play games during lunch, and eventually attend the anticipated homecoming football game, leading to the homecoming dance itself.

Regardless of the reason, the lack of attention given to some sports teams, especially at Stanton, can have a negative effect on student-athletes who feel they are not receiving recognition for their achievements.

Whether the popularity of a sports team is determined by advertising, promotion, involvement, or familiarity, it seems that there are different opinions regarding the importance of sports overall. Stanton’s diverse and advanced student body may continue this trend along with many American high schools, or choose to change this, ensuring that every team is appreciated equally.

DEVIL’S ADVOCATE | 5

SEEKING THE SPOTLIGHT Although cheerleaders are typically seen at football games and pep rallies, their prowess extends far beyond the football field.

By BRENNA DUPRIES, Staff Writer As the Stanton College Preparatory School cheerleading team walked up to the blue mat during the semi-finals at the Universal Cheerleaders Association’s National championship in February, the crowd screamed with anticipation. When they began their routine, 16 cheerleaders, in authentic Stanton blue and white, performed in front of an audience of hundreds. As their performance came to an end, the squad celebrated this extremely challenging accomplishment among themselves, but back at home no one seemed to notice.

Due to the cheerleading team’s ambiguous status, they struggle to be recognized as a sport even while putting in countless hours of work.

Across America, cheerleading is often overlooked because it walks the fine line between club and sport.

According to the National Collegiate Athletic Association, “Varsity cheerleading teams are not covered by the NCAA catastrophic policy because cheerleading is not a sport for which the NCAA provides or enforces rules.”

Since June 6, 2008, the Florida High School Athletic Association has recognized competitive cheer as an official interscholastic sport, launching their first year of cheer competitions held by the association, however cheering for a high school sports team is not.

Although competitive cheer is considered a sport in the state of Florida, the Stanton cheer team’s weekly routine of cheering on the side-lines classifies them as a club. In Duval County Public Schools the cheerleading team does not count towards Title IX, a law passed in 1972 that helps create an equal opportunity environment for sports in public school systems.

“Although I believe cheer is a sport, on paper in Duval County it is normally bunched in with the clubs,” said Mr.

Christopher Crider, the athletic director at Stanton. “I think whomever in the district is scared that if cheer is added to gender equity [Title IX] and is officially made a sport, the team will have 100 cheerleaders because there are 100 football players.”

This struggle between sport and club in the district causes problems for the Stanton cheer team. They are often looked at as a sport when they are winning or participating in competitions, but as a club when it comes to finances. When looking through the lens of a normal Stanton student, the cheer team only visibly participates in activities that would make cheer a club.

“People think cheerleaders are popular, ditzy girls who don’t have a lot of sense, but that is definitely not true.”

photo by Prachi Misra

—Nataley Guetherman, 12th

Cheerleaders often have to perform dangerous stunts in practice and competitions.

“I see them on game days, at football games and at peprallies,” said sophomore Isabella Gandy. “We [students] collectively see the cheerleaders when they are supporting other teams and participating in the stereotypical ‘cheerleader’ activities.”

The image surrounding the cheer team forms students’ opinions around campus. Stereotypes play into that image of the typical cheerleader. In today’s society, overcoming stereotypes is difficult for anybody, especially the longstanding ones that follow the term “cheerleader.”

“People think cheerleaders are popular, ditzy girls who wear short skirts and don’t have a lot of sense,” said senior Nataley Guetherman. “But that is definitely not true of every cheerleader, especially at Stanton.”

The Stanton student body faces the question of whether cheer is to be considered a sport or a club at Stanton, and these stereotypes can play into the formation of opinions.

The decision is sometimes made unconsciously by each and every individual. Opinions are formed and the cheer squad is left to reap the consequences.

“I do not consider cheer a sport,” said junior Aiden Laurie. “It is not in the Olympics so therefore I don’t think it qualifies” Opinions like these make cheerleading appear inferior when compared to other sports. The team does not receive as much praise as swim or football for their accomplishments, which upsets Stanton’s cheerleaders, especially when they spend countless hours practicing. As the only athletic activity which has a season that lasts the whole year, cheerleaders seemingly never get a break.

“I most certainly think cheer is underappreciated at Stanton,” said sophomore cheerleader Cydne Woodley.

“As a team we spend between 4-7 hours practicing and Stanton’s cheerleaders are known for performing and hyping up crowds at pep rallies we are expected to practice for another few hours at home

each day. I personally end up spending around 28 hours of my time, each week, practicing for cheer.”

This opinion is shared by many cheerleaders but is also supported, in part, by the Stanton Varsity cheer coach Holly Koonce. Appreciation does not lack throughout the deafening cheers at pep-rallies but once students take that step outside of the gym everything seems to change.

“After making it to semi-finals at UCA’s Nationals last year, for the first time in the Stanton Cheerleading’s history, we found phenomenal support among the staff and administration at Stanton but less was noticed from the student body,” said Ms. Koonce “Students cheer at peprallies so loudly you cannot hear our music, which is amazing however, I do not think the students know or appreciate the hard work put in year-round by the cheerleaders.”

Although, the Stanton Cheerleading team does in fact participate in competitions, the school only gets to witness a small part of what the cheer team does.

“We spend a lot of our time practicing for competitions; they are the main activity we participate in,” said sophomore Campbell Miller, a varsity cheerleader. “We do attend football and basketball games but that is not all we do. Competitions are the focus for the cheer team.”

The Stanton cheer team participates in official competitions across Florida throughout the school year and practices for these competitions all summer. Last year they took part in eight competitions across the state and will do the same this up-coming season.

As the cheer team prepares for upcoming local competitions at Baldwin, Creekside, Menendez, and West Nassau as well as state competitions, Ms. Koonce is confident this year’s young team can improve upon its past successes and gain more appreciation from the student body.

photo by Prachi misra

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VOL. XXXVI, NO. 1

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The Record

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DEVIL’S ADVOCATE | 8

Losing History STUDENT LIFE

AP World History is now only covering a small fraction of its original curriculum, which has resulted in mixed feelings among students and faculty.

By REEM ABDELMAGID, Staff Writer

History is made up of events, actions, as well as how societies lived, and people around the world study it to better understand previous civilizations and cultures.

Advanced Placement World History, a required freshman course at Stanton College Preparatory School, previously covered 10,000 years of the past, but this year the College Board is eliminating over 8,000 years of the curriculum.

The change removes the background of older civilizations and focuses primarily on Europe, highlighting the brutal colonization of other parts of the world.

“You need to know how civilizations were formed before you can go in to talk about actual civilizations.”

—Shivani Vancheeswaran, 11th The College Board plans to split AP World History into two new classes: APWH: Modern, which covers 1200 CE to present day and is a mandatory freshman class, and APWH: Ancient, starting at 8000 BCE and going to 1199 CE, an optional sophomore class. The class was split with the intention to make the course easier on students and teachers.

Sophomores already have to take AP European History, so turning a world history class into a similar course may deprive students of knowledge and perspectives on other world civilizations, which affects their ability to be wellrounded and informed. The updated curriculum is more Eurocentric and does not focus on world history as it originally did. Some students refer to the class as a “pre-

photo by Prachi Misra

The new AP World History curriculum doesn’t require knowlegde of many significant events.

OCTOBER 2019

AP Euro” course because the course lacks the “world” aspect of history. “[The original civilizations are] really important for you to understand what comes after. You need the basics,” said junior Shivani Vancheeswaran. “You need to know how civilizations were formed before you can go talk about actual civilizations.”

Stanton prides itself on its various cultural groups, and the new curriculum is omitting their historical backgrounds.

These students come from different places, and when those places are left unacknowledged in history classes, they will eventually be forgotten, depriving students of the chance to better understand themselves and others.

“People like learning the history of where they come from,” said sophomore Nidhi Ramkumar. “They like learning about the new things that they don’t really know about and I think that’s what [AP World History] really did for me, at least, I got to learn stuff about my friends and myself.”

Trying to learn 10,000 years worth of history in less than 90 instructional days came as a challenge to many students and for some, passing the AP exam seemed impossible. “[To pass], you had to depend on yourself, it was a struggle for me,” said junior Abigayl Santos. “It’s good they’re changing it so others won’t have to struggle.”

“There were challenges with having such a wide and diverse scope and scale of history to cover in one school year.”

—Mr. Christopher Macdowell The course was changed because teachers were struggling to teach a large amount of history in a short amount of time. According to the College Board’s website, the class will “begin the course with a study of the civilizations in Africa, the Americas, and Asia that are foundational to the modern era.” The change is intended to lessen the academic load on students and teachers when it comes to learning and teaching the course.

“There were times that as an educator who loves history, there were challenges with having such a wide and diverse scope and scale of history to cover in one school year,” said Mr. Christopher Macdowell, a Stanton AP World History teacher. “At the end of the day, time is a precious resource for every student and teacher.”

The original proposal for the curriculum change by the College Board was to start the course at 1450 CE, which brought enough backlash that the College Board agreed to change it and add about 200 years of history back to the class. There has been continued criticism of the updated course but the College Board has made no announcements to change it, even with the uproar it has caused.

“I felt [pressure] from the very beginning and adding

infographic by Tatum Bowen

to [the curriculum] each year was becoming more and more difficult to cover all the materials,” said Ms. Amanda Hohne, who teaches AP European History at Stanton. “I was unhappy about the 1450 original split, as that is a very Eurocentric periodization, and am glad they changed it to 1200.”

Important events in history, like the beginnings of world religions, major trade routes, and classical empires, are also an establishing factor to the modern era, but are being left out. If students are not taught about them now, they may never learn.

Stanton thrives on diversity, and diversity thrives on knowledge. Cutting off history from the AP World History course not only gives students two Eurocentric courses, but also sets a dangerous precedent for erasing students’ knowledge of the past.

DEVIL’S ADVOCATE | 9

#Chasing_Clout Many teenagers have gained interest in the idea of chasing clout by increasing their online presence and buying trendy products.

By CHARLOTTE ROGERS, Staff Writer As the newest generation of high school students embraces the world of social media, the internet, along with the platforms of self expression that it supports, have become an integral part of modern society’s culture. Social media users have become increasingly obsessed with developing their own perfected online persona, and some have become so involved in the quest for popularity that they are partaking in a newer trend: chasing clout.

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“When you become famous, or at least have a thousand people check something out, you get a sense of accomplishment.”

—Lance Mallari, 10th Social media offers the exciting incentive of going viral by being over-involved online. Students at Stanton College Preparatory School are no exception to this influence and, like many teens, are susceptible to the draw of internet fame.

Many Stanton students post content on social media platforms like Twitter, Instagram, and TikTok. Despite being in its infancy, the latter has rapidly gained popularity with teenagers around the world. Its appeal stems from how easy it is to go viral on the app due to its unique algorithm, which places unknown creators in the spotlight. At Stanton,

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some members of the student body use TikTok casually, enjoying content posted by popular creators on the app, while others are dedicated content creators themselves.

One student, sophomore Lance Mallari, admits his dedication to the app, and his desire to go viral. “When you become famous, or at least have a thousand people check something out, you get a sense of accomplishment,” said Mallari. “It’s like ‘hey, I did this and people found it funny or cool.’”

Finding internet fame can instill a sense of fulfillment and validation; students are proud that others enjoy their content. Gaining clout at school is also an exciting aspect of internet fame and is one of the reasons some students try to go viral.

“It’s the idea of being TikTok famous, and going to school and people seeing you as that one TikTok person,” said sophomore June Smith, a student who uses TikTok. In this era, many teens are constantly seeking approval from their peers. They post content that reaches, in some cases, a million people, which boosts their popularity at school and can even help them become a more influential presence.

Several Stanton students have recently found fame on TikTok, amassing likes and followers by posting short comedic videos. One of these students is Stanton’s Student Government Association President Cole Yaffee, who gained clout overnight for a clip he posted about popular culture icon XXXTentacion.

“I just make videos because I find them to be funny and if people like them, then that’s even better.”

—Thamesh Ramjit, 10th

photo by Prachi Misra

Senior Cole Yaffee has gained an online presence with thousands of followers on TikTok.

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Since then, Yaffee’s account has taken off. He currently has over 39,000 followers and a growing fan base that includes many Stanton students.

“Two minutes ago, I was walking down the hallway, and there was a group of four freshmen girls,” said Yaffee. “I was walking past them, and they said ‘look, it’s Skinny Cracker,’ and then I said ‘what’s up’ and they all started giggling.”

Yaffee is not the only Stanton student who has experienced success online on the TikTok platform.

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followers so therefore I’m better,’ and they’re basing it off of a number that may not even be real. They use it as a pedestal and they think that makes them better than they are.”

Some students, especially at this potentially vulnerable stage of life, depend on likes and followers on social media to boost their confidence. Teens may seek validation from their peers due to insecurities and a desire, or need, to be popular. This has both a negative and positive side. While students may become more insecure due to a lack of popularity on social media, they can also gain confidence and show who they are online.

Popular social media sites such as Instagram are not the only platforms that provide students with an opportunity to pursue popularity. YouTube and SoundCloud are two other online hubs that give students a way to express themselves through videos and music. Stanton’s student body includes several creators who exhibit themselves on these apps. One student, sophomore Akiel Smith, is a SoundCloud rapper.

photo by Prachi Misra

Follower count is one method people use to measure their social media clout levels.

Sophomore Thamesh Ramjit recently rose to fame on the app with short comedy videos; some of which have reached an audience of over a million people. Ramjit’s most viewed video, regarding the childhood game “Heads Up, Seven Up,” has grossed 3.4 million views.

Ramjit’s experiences on the app and with peers who watch his videos have been mostly positive; however, he does acknowledge that there is a wavering social stigma surrounding the use of TikTok. “With the app being so new and unusual, it is sometimes considered weird or cringeworthy to make videos,” said Ramjit. “I just keep making videos because I find them to be funny and if people like them, then that’s even better.”

Chasing internet clout, while exciting and occasionally rewarding, can also negatively impact those on social media by setting standards that may seem impossible to follow.

“There are a lot of photos that people see that will make them look negatively at themselves,” said freshman Sofia Tintle. “They have this perception that they have to be what they see other people as.”

“I think you should be more focused on the quality of your friends rather than the quantity of your friends.”

—Quinn LeVasseur, 10th “I really don’t care about the clout,” said Smith. “How I’m seen from a lot of people is ‘he’s that SoundCloud rapper from Stanton,’ but I really don’t care about that.”

Smith, also known as ‘Akiel The Prodigy,’ has released music on SoundCloud, YouTube, Spotify, and Apple Music.

He plans to further his music career throughout high school. His debut album, “888,” will be released soon. He does not, however, prioritize popularity, and he does not

infographic by Tatum Bowen

“[People] think ‘oh I have the most followers so therefore I’m better,’ and they’re basing it off a number that may not even be real. ” —Katie McCoy, 9th Students online who see these types of photos on Instagram and other platforms often feel they cannot live up to the perfect image of content creators who carry such an abundance of clout. What their peers share online can injure their own self-esteem, as some students are unable to capture and edit photos that match the idealized content they see on their feed. There are some students who see these images online and do not feel intimidated or pressured to live up to social media standards.

“They try to gain what they think is popularity,” said freshman Katie McCoy. “[People] think ‘oh I have the most

OCTOBER 2019

photo by Prachi Misra

Freshman Noah Lunberry uses name-brand products, like a Vans backpack, to show clout.

want his peers to know him simply for his music.

“I don’t want people calling me Prodigy,” said Smith. “If you know me, call me Akiel… I just make music because I like making music.”

In addition to popularity on social media, clout in real life can be just as desirable for some students. Following fashion trends and wearing designer brands are a part of the clout wave that many students are jumping on, often in an effort to gain popularity. Clout chasers can frequently be recognized for expensive and name-brand clothes.

Some Stanton students, like sophomore Quinn LeVasseur, do not view clout-chasing positively, but rather as a way to increase popularity at the expense of having real, trustworthy friends.

“People will do anything to get popular. I don’t think that’s right,” said LeVasseur. “I think you should be more focused on the quality of your friends rather than the quantity of your friends.”

Social media can be both exciting and detrimental for students. While it provides opportunities like going viral and expressing oneself online, it can also result in false popularity and deep insecurities. Chasing clout, which used to be a daunting task, is now becoming progressively easier to achieve. Whether it is due to a need for attention, or simply just to have fun and enjoy high school, there is no doubt that Stanton students are becoming more involved in the hype.

DEVIL’S ADVOCATE | 11

A Student’s Best Friend Photography by Freddy Farah, Prachi Misra, and Tyler Pottenburgh

photo by Tyler Pottenburgh

photo by Freddy Farah

photo by Prachi Misra

photo by Prachi Misra

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Each year, over 300,000 students across the United States create original works of art in response to a student-selected theme. The theme for the 2019-2020 program year is Look Within. Students submit their completed works of art in one or all of the available arts categories: Dance Choreography, Film Production, Literature, Music Composition, Photography, Visual Arts.

Reflect. Create Art. Be Recognized.

For contest rules & a student entry form, please visit: https://floridapta.org/reflections-art-program/ 11701 San Jose Blvd., Suite 21 - Jacksonville, FL 32223 Each office is independently owned and operated.

904.624.2207 | Joy@JoySellsJax.com www.JoySellsJax.com

Entries will be due on November 25th, 2019 at the Student Activities Room Should you have questions or need assistance, please email Angela Lopez at StantonPTSAreflections@gmail.com

14 | devilsadvocatepaper.com

VOL. XXXVI, NO. 1

TRACING

OUR ROOTS With over 150 years of history and a growing alumni, Stanton’s African American legacy maintains an important, but often overlooked, role in the school’s fortified heritage.

By JANELLE TENGCO, Staff Writer

When a person walks through the hallways of Stanton College Preparatory School, they first encounter a display of trophies and banners streamed along the walls of the entrance. These accolades signify academic achievement, driven athletic performance, and the talents of gifted individuals attending the nationally ranked high school. Underneath these predominant accomplishments of the student population is the historical prevalence of Stanton in the surrounding communities of Duval County and the state of Florida. What remains overshadowed, however, is the school’s establishment as an educational institution primarily for African Americans during the late 1800s with the intention of providing employment and access to educational resources.

“In order to give homage to the African American community in Jacksonville, we have to be aware of our collective history,” said Ms. Ebony Love, Stanton alumna of 2014. “We don’t move forward by ignoring the past. We have to acknowledge the past in order to see where we are today.”

After the conclusion of the American Civil War and the abolition of slavery in 1865, Florida witnessed a time of recovery classified as the Reconstruction period. During this part of Floridian history, northern investors relocated to southern states in pursuit of business ventures. This also compelled unemployed African Americans to migrate into the area. As a result of the profound presence of African Americans, the state ratified black voting rights and drafted the

OCTOBER 2019

Reconstruction Constitution to grant the construction of public schools in every Florida county.

Dubbed the Stanton School, the institution hails from the efforts of Florida legislation enforcing separate, yet poorly funded education for black students at the peak of racial segregation. The school originally held 530 students and four teachers, who taught grades seven through ten. The construction of the institution was developed to accommodate unemployed black educators and the masses of recently emancipated youth in the state.

“In a time when an educated African American was thought to be a threat, Stanton rose up as the product of an organized effort of vigilant and dedicated individuals who sought a better life for future generations,” said Mr. Mitch Hemann, archive coordinator of the Jacksonville Historical Society. “These founding principles can be found even today within its halls, and that is a legacy worth remembering.”

As Stanton emerged as the focus of black education, the state underwent a series of reforms that sought to improve the welfare of African Americans. At the turn of the 20th century, changes in the United States’ educational systems and the promotion of diversity in the school’s student population hindered a developing African American legacy. The addition of classes from kindergarten to fifth-grade levels were incorporated into elementary schools to support the recent

DEVIL’S ADVOCATE | 15

FEATURES these strides.

“For the first time, [African Americans] were able to establish communities for themselves, and build churches, schools, and businesses,” said Mr. Hemann.

“Reconstruction was a time of great progress, but it all ended some years later with the institution of Jim Crow.”

After hearing faculty complaints about the lack of resources, the Duval County School Board permitted the construction of the new Stanton Vocational High School in 1954. In that same year, the Supreme Court voted to condemn separation based on color in the Brown vs.

Board of Education court case. This prompted Stanton to integrate white students with the black majority of its classes, posing new difficulties for both racial groups and the school itself. According to the 1981 report, “‘Dumping Ground’ Given a New Life,” from The Palm Beach Post, performance rates significantly declined and dropout rates became the highest in Duval County. The transition to a district-based curriculum and the absence of college preparatory courses led to the population of 1,701 African Americans to plummet to 450 students in 1971. The school’s black population further dwindled as students left Stanton in search of less rigorous, vocational classes.

This is outweighed by the school’s efforts of preserving the fading African American history through organizations that sustain these roots to this day. photo by Florida Memory State Archives

The Old Stanton Institute, dating back to the 1870s, represents the roots of the school. population growth and attendance of African Americans in schools.

Opening a door of economic opportunities in a divided society, the site of Old Stanton became a focal point for the 62,000 African Americans who relocated to Jacksonville for employment and a chanhhce to recover from a life of slavery. The creation of advocacy and financial aid groups for newly freed slaves, such as the Colored Education Society of Jacksonville and the American Missionary Association, supported a foundation of educators staffed by a black majority in the area. The emergence of black educators became the basis for African Americans to receive schooling at a time that it was discouraged, a fact that is appreciated today.

“It’s important for us to know that we have this school that was built for us.”

primarily for African Americans became a landmark for their success in Jacksonville’s educational system.

“We should always remember that this [was] the first African American school in Jacksonville,” said Ms. Tamla Simmons, one of the sponsors of the Black Student Union, formally known as the Black History Club. “Especially in this community, there wasn’t another option for us. It was revolutionary in the sense that achievement was happening then. [Stanton] didn’t just start being number one. There were scholars that put this school together and came out of the school.”

The institution, however, faced shortages in funding from the school board to support the employment of its African American staff. From 1877 to 1964, the United States passed the Jim Crow Laws in the South, restricting necessary school funding that African Americans could receive, according to the state archives of the Florida Memory. The lack of local funding to employ more teachers and supply educational resources for the growing black population became a catalyst for Stanton to become a high school. This insufficiency in monetary grants resulted in Stanton closing down primary grade levels. The progress local African Americans had been aiming to achieve was impeded with racial and economic policies that hindered

“We [Stanton] didn’t just start being number one.

There were scholars that put this school together.”

—Ms. Tamla Simmons “African Americans are important to the history of Stanton because the roots of the school are based on African American culture and the fact that we’re able to carry on that [legacy] is important,” said sophomore Joshua Walls-Holmes. “Stanton promotes the works of African Americans in the school by utilizing Multi[cultural Club] and groups that put African Americans in the spotlight and to embrace the culture as well.”

By shifting the focus away from a vocational-centered curriculum toward collegiate academia, students were transferred to the new senior high school, Stanton College Preparatory School. To diversify the student body while preserving the school’s African American legacy, the Duval County School Board introduced the magnet system in

—Heavyn Doxey, 12th

“It’s important for us to know that we have this school that was built for us, especially during the time when no one was [willing to] build a school for us,” said senior Heavyn Doxey. “Even though [Stanton] has changed over time, it’s good for African Americans to know that this school has advanced so much and was originally [built] for us.”

These changes were especially evident as the Reconstructionist period in Florida approached its conclusion. Prior funding of local groups for African Americans halted in 1877. Stanton experienced a progression of changes to receive accreditation as a school for black students and transferred under the control of the Duval County School Board to match school and state curriculum. Utilizing the funding from local groups, the school created a training program for teachers before employing a staff of a black majority. Under the leadership of Principal James Weldon Johnson, Stanton became the only secondary school for African Americans in the area, and achieved a 79 percent literacy rate, according to the Stanton High School Collection from the Jacksonville Public Library. The construction of a school that was

16 | devilsadvocatepaper.com

photo by Hannah Furry

One of Black Student Union’s sponsors, Ms. Tamla Simmons, with junior Miniya McNair (left) and senior Camille Feaster (right), two members of the club that aims to preserve black history.

VOL. XXXVI, NO. 1

population, but I think it’s because of ignorance,” said Ms. Simmons. “It’s not malicious, it’s more of they don’t know.

You can’t give credit for something that you don’t really know about.”

The school’s reputation of providing college preparatory education and garnering recognition for its academics places weight on the unspoken unfamiliarity with black history. The school’s attempts to preserve its history is evident with groups such as the Black Student Union, that push for an atmosphere of recognition for minorities from the student population.

“I don’t think we can wait for black students to get the recognition they deserve in Jacksonville,” said Ms. Victoria Williams, Stanton alumna of 2002. “It would take leadership [and students] saying, ‘We want to do this and let’s galvanize the student body and see how we can educate them.’ It’s not going to take just black people, but having those allies to be able to speak out.”

The ongoing call to preserve the school’s black history challenges students, alumni, and the surrounding communities to maintain these fading stories. Despite interior and racial changes, the roots of the institution continue to be represented through advocacy and leadership. Stanton’s African American legacy does not only linger in the pages of history books but with its students. The ability to carry the school’s African American origin and their work is instilled in students as they leave the halls of the school. photo by Hannah Furry

Current members and sponsors of the Black Student Union exemplify combined efforts to keep Stanton’s African American legacy alive despite its dwindling demographic.

1981 to foster a racial variety in the population and place an emphasis on academic performance. Despite the magnet system’s purpose of maintaining diversity in Duval’s schools, a 2017 study conducted by the Florida Department of Education revealed 48 percent of Stanton’s population was composed of white students compared to the 17.7 percent of African Americans. These demographic disproportions posed a barrier between the former black institution and the surrounding communities.

“The legacy of the school itself is not the same as when it was when I graduated,” said Mr. Lloyd Washington, president of the Durkeeville Historical Society Museum and Stanton alumnus of 1970. “Before, it was a part of the community. The school now has a separate [identity] from the community [and it should] open its doors and allow some community activities to take place in the building.”

In response to this claim, the Stanton administration points out that Stanton maintains its relationship with organizations in its surrounding communities. The school continues to offer its support through student community service and projects benefiting its residents.

“In 2017, Stanton’s American Red Cross Club installed smoke detectors for free in the houses [of the surrounding community],” said Mr. Michael Kerr, one of Stanton’s assistant principals. “We also worked with MaliVai Washington Youth Foundation, Emmett Reed Community Center, and Mount Ararat Baptist Church for parking, [recreational activities, and to help promote them in the school]. We keep an open line of communication with these organizations.”

“We have such a rich history of the black students that attended Stanton but we don’t talk about it.”

—Ms. Ebony Love

This communication could be hindered, however, with resonating changes to the student population. Stanton faces a persistent conflict of upholding the traditions and history of its founders. The conspicuous diversity

OCTOBER 2019

and accolades of the school place the history of African Americans and their contributions under scrutiny, especially with a decline in their population.

“When I hear [about] Stanton today as an alum, I don’t think of [the school itself],” said Ms. Love. “I think of an invisible community that isn’t acknowledged all the time.

We have such a rich history of the black students that attended Stanton, particularly the Old Stanton, but you wouldn’t know that because we don’t talk about it. When I hear Stanton as an institution, I think of Stanton as [a school of] trailblazers.”

“[Black recognition] is also about having those allies to be able to speak out.”

—Ms. Victoria Williams Like Love, concerns of the recognition for African Americans have caused Stanton alumni to deliberate about whether the school itself commemorates their history. Though educating students about the history and the promotion of their works offers a way to encourage remembrance, attracting the interest and initiative of students to learn more about the black history of the school may pose as another challenge.

“There’s a fine line between educating and propagating,” said Ms. Jaelyn Taylor, Stanton alumna of 2018. “[This means] not using black and brown people in Jacksonville as propaganda for the city, but going into those communities and learning [about them]. The media has so much power and if we could use it to educate the masses without victimizing and propagandizing, I think it would be a really good place for Jacksonville to start making amends with these communities.”

The decline in Stanton’s African American population and their representation in the student entity affects how their works are promoted throughout the school and the local area. The lack of resources to educate these communities about Stanton’s black history lays a foundation of potential ignorance toward the issue.

“I would say African Americans [and their cultural heritage] don’t get enough recognition from the student

infographic by Katelyn Colley

DEVIL’S ADVOCATE | 17

OPINIONS

In Honor of Lance iiiiiAugust is supposed to be a time of new beginnings, at least for the student body.

It was the first week of high school for the freshmen, and seniors returned, eager to conclude their high school careers. But on the second day of school, a moment came when everything went still. The intercom sounded during second period and Principal Nongongoma Majova asked for a moment of silence. The sadness in her voice was unmistakable and students prepared themselves for the worst. Then, the unthinkable happened: Mrs. Majova announced there had been a death in our family. Senior Lance Alip, someone universally known for his bright smile and friendly demeanor, took his life on Aug. 12, 2019. iiiiiIn the days following the announcement, it became clear that Lance had been a bright spot in the lives of many here at Stanton College Preparatory School. During a senior assembly on Aug. 16, Mrs. Majova asked the Class of 2020 to share their thoughts about Lance and what he meant to them. It took a moment, but the first person stood up to speak. Then another, and another. The microphone was not set down until the buses couldn’t wait any longer to depart. Though not everyone had a chance to speak, nearly every member of our 350-person class had a story to share about Lance’s kindness.

There was a lot of sadness on the day of the assembly; however, something else was visible. Certain students, who would not typically be comfortable speaking in front of large body of people, willingly took the mic to share their stories in front of all their classmates.

People were hugging and comforting those next to them, whether they were best friends or near-strangers. This was the first major loss many Stanton students had experienced and it was devastating. The shared experience, though, the shared loss, brought the senior class together. iiiiiSeveral of the students who spoke during the assembly encouraged the class to appreciate their friends and family because you never know when those people could be abruptly lost from our lives. Many seniors took that advice to heart, sending messages to friends they hadn’t spoken to in a while, telling them how much they cared about them.

Others stepped out of the auditorium and took immediate action, seeking out their friends to give them a hug that very moment. The tragic event clearly inspired the class to look upon the world with a new perspective. iiiiiThough Lance was clearly well-loved by much of his class, he may have still felt isolated. Because he was so outwardly cheerful, it went unnoticed that he was not as happy as he led others to believe. One potential stressor is that, in the environment that our society cultivates in regard to mental health, it is difficult to discuss topics like suicidal thoughts. People who suffer from mental health issues are often stigmatized as violent or weak. iiiiiThis is not the first time in recent years that we have lost a Stanton student, and each loss has been a tragedy. Stanton has experienced relatively few deaths by suicide during its tenure, with the majority of losses caused by unfortunate accidents or illnesses.

Certain losses, though, are especially impactful when we realize that they could have

DEVIL’S ADVOCATE Established 1983 I Stanton College Preparatory School

2019–2020 Editorial Board Tatyana Esquilin Phong Huynh Katie Stevens Jake Nachman Zach Genus Ysabella Rodriguez Prachi Misra Christa Assi

Editor-in-Chief Managing Editor Managing Editor Layout and Design Editor Digital Media Editor Business Manager Photography Editor Public Relations Manager

The Devil’s Advocate serves as the official newspaper of Stanton College Preparatory School. It is produced quarterly by members of the Journalism class. The editors reserve the right to edit any material submitted to the paper for content, grammar, length and accuracy.

The Devil’s Advocate is a public forum for student expression, which encourages free exchanges of opinions concerning controversial and non-controversial community and school related issues. The advertisements and ideas expressed within the newspaper are not necessarily those of the newspaper adviser, newspaper staff, Stanton administration or the Duval County Public School Board.

The Devil’s Advocate accepts advertisements from all businesses in the Stanton community. The ad format can be given to the staff or the adviser, Mr. Larry Knight.

Students, faculty, and parents may contact the staff and adviser at (904) 630-6760 ext. 012204 or at knightl1@duvalschools.org.

OCTOBER 2019

photo obtained from Phoenix Yearbook

been preventable had we only been more aware. iiiiiThe state of Florida has, of course, already been dealing with this crisis for years.

According to the American Medical Association, suicide has become the second leading cause of death in adolescents aged 15 to 24. In response to this development, and concerns about the epidemic of school shootings, the state has recently put a law into place which mandates a minimum of five hours of mental health education per year. iiiiiIn our school, this has manifested as “Wellness Wednesday,” a half-hour interactive lesson once a month focused on coping with stress and mental health issues. The first session consisted of a 12-minute YouTube video which addressed the meaning of terms like “stigma” and “mental health” which prompted students to engage in discussions about those topics. The second session followed the same format, but focused on the difference between a mental challenge and a bad day. Additionally, every school in the district has been assigned a resident psychologist who is on campus each day every week, and for short periods before and after school hours. Stanton’s psychologist, Dr. Katherine Amaro, can be found in her office in the world languages building. Students who are diagnosed as mentally ill are not the only ones who can benefit from her services; she is available to give counseling by appointment to any student who needs it. iiiiiSome Stanton teachers are taking initiative and providing additional support for students. Teachers Sheila Heggood and Tamla Simmons, in conjunction with Gifted Coordinator Thomas Baczkowski and Guidance Counselor May Ibasco, hold sessions on Mondays in Ms. Simmons’ room where students can come to talk, receive guidance, or vent frustrations. The sessions have been taking place sporadically for years now, but are now being held weekly. Mrs. Heggood believes they have, and will continue to, provide substantial help to students who are struggling. iiiiiWhile the state and school’s attempts to take action are commendable, some students are underwhelmed by the new programs. The videos presented at the first and second “Wellness Wednesdays” were frankly uninspiring and even juvenile. The video left students in need of additional ways to combat the stress and rigor that accompanies adolescence; one potential alternative or supplement to the sessions would be the construction of a “wellness center.” This wellness center could be a space within a school where students would come to receive guidance, or just to decompress during stressful or traumatic circumstances. There are issues with that plan regarding the limited space on campus, but students and counselors are collaborating to find a suitable workaround.

SGA Officer Prachi Misra and Ms. Ibasco have had preliminary discussions of possible locations and alternatives should the wellness center be implemented. iiiiiThere are innumerable ways Stanton could combat the developing mental health crisis, but none are simple. The issue is overcoming logistical hurdles to implement policies that promote the wellness and benefit of students. That all starts with the stakeholders— students, parents, staff and administration—coming together and declaring the mental health and well-being of our peers is worth any amount of effort. Hopefully, we can cultivate a better environment to support students like Lance in the future.

DEVIL’S ADVOCATE | 19

Jacksonville: The Bold New City of the South

By ELISE GIDEON, Staff Writer

iiiiiI’ve heard stories from my brother’s friends about his time in college and how he’d boast that Jacksonville was the best city. I used to think Jacksonville was unextraordinary compared to the other major U.S. cities I’ve visited. I believe there are better cities, but compared to most, our city is great. Every time I’ve traveled to other major cities, I was in awe of how beautiful and bustling they were compared to Jacksonville. Even though Jacksonville has the largest park system in the U.S., it does not have the highrises in Chicago or famous landmarks in St. Louis.

Aside from the beaches and Adventure Landing, there isn’t much to do here. Be that as it may, what makes this city truly great is the atmosphere and culture enveloping all of our lives. iiiiiAlthough there aren’t a lot of activities in our city that peak my interest, I can list several unique sections of Jacksonville that make up for it. Places like Riverside, Springfield, the St. Johns Town Center, and Five Points are just a few of them. Each one contains their own little aspects which make each of them both quirky and special.

By taking the time to think about the small individual aspects and places in Jacksonville, you begin to see how diverse our city is compared to some others. iiiiiRestaurants, both local and franchises, are a huge part photo by Tyler Pottenburgh

of Jacksonville’s culture as well. Often we take for granted how many cuisine options we have to choose from. The international fast food chain, Burger King, got its start right here in Jacksonville in 1953 and its flagship location is still standing on Beach Boulevard. One trendy restaurant located in Springfield, Crispy’s Springfield Gallery, recently celebrated its two year anniversary. My dad and I both

“Ultimately, the multitude of local restaurants add a certain cultural uniqueness to Jacksonville.” agree that Crispy’s is our favorite local restaurant because of its pizza, which is to-die-for. Hopping into downtown, Burrito Gallery, a Jacksonville local, has fantastic nachos and some pretty amazing burritos. Then there’s Hoptinger in Riverside that has some of the best burgers I’ve ever tasted. The wide range of local restaurants helps to set Jacksonville apart from other cities that only have big

chains and a few locally-owned eateries. At every single one of these restaurants I’ve been to, I have been treated with stereotypical, but delightful, southern charm by employees. Ultimately, the multitude of local restaurants add a certain cultural uniqueness to Jacksonville. iiiiiAnother eccentric characteristic of Jacksonville is its abundance of water, which consists of the beach, the St. Johns River, and the many canals and channels that flow off of the St. Johns River. The river is also a unique part of Jacksonville since it is one of the only ones that flow north in all of North America. My parents selected the water as their favorite part of Jacksonville because of how beautiful it makes the city. I wholeheartedly agree with them because driving over the bridges and being able to look around at the river below you is breathtaking. At night, driving over the Hart Bridge and seeing the Matthews Bridge lit up is almost magical; as the lights appear to be hovering in midair. Add Jacksonville’s famous beaches into the mix, which is a vacation spot for people from all over the world, and you make a stunning city. iiiiiWhen looking to see if a city is great, one cannot just look at the big picture but at the small things that make cities stand out from one another. Next time when you hear someone bad mouthing our beautiful city, stick up for it because other places don’t have clean natural waterways or access to every cuisine you could possibly think of. Tell them Jacksonville is the Bold New City of the South.

A Fresh Start

Beginning of the End

iiiiiMy first day of high school was very exciting, even though I was a ball of nerves. When I woke up that morning I was extremely nervous, but by the time I left my 4th period, I was so thrilled for the rest of freshman year. I knew that Stanton College Preparatory School would be a hard school, and I’ll admit I was not very happy to hear my teachers talk about how rigorous the courses would be. This changed later on as I realized how great of an opportunity my new high school would be and that the next four years of my life would be some of the best of my life. iiiiiAs I woke up in the morning, I realized that I was about to start a new four year chapter of my life. I rushed to get ready, hardly ate breakfast, and left my house twenty minutes early. When I walked into my first period class and was introduced to what I thought would be an easy course with little homework, I was convinced that every class would be the same way. However, this mindset quickly changed by second period when my English teacher, Mrs. Amy Mele, told my class about how advanced Stanton is and how each course will require a lot of work. I had already heard about this from upperclassmen and Stanton alumi, but hearing it from a teacher made me take the concept a lot more seriously. At this point, I just assumed this was one teacher’s opinion, and that it wouldn’t be the same for each class. Yet again, I was proven wrong in AP World History when Mr. Christopher Macdowell explained the high expectations in his class and at Stanton. After Mrs. Mele’s class, I wasn’t entirely surprised, but I still wasn’t happy to confront how much we have to put into the courses in freshman year. iiiiiI began to lose confidence in my ability to perform well at Stanton when I walked into my fourth period, Mr. Larry Knight’s class. Mr. Knight told us as well about how difficult Stanton could be and that journalism itself is a hard class to take, which added to my anxiety. However, he continued to talk about how Stanton could pay off in the future, how successful graduates from Stanton can be, and said if we work hard, we can achieve great things. It was a small point opposing almost everything I had heard over the day, but I immediately felt better. I started thinking about my future, college, and how Stanton could benefit me, and my concern was nearly gone. iiiiiI can admit I was scared Stanton would be too difficult for me, but after eating lunch in the courtyard with my friends and navigating my way through the halls, I felt so much more confident about the next four years of my education.

Homework will add up, and tests will be stressful, but this school is completely worth it in the long run. Each person, from staff to student, make the school far better and promote our learning and enjoyment. After my first day, I realized that as long as I effectively manage my time and try my best in each class, Stanton will be the school for me.

iiiiiThe first day of school has always held a special place in my heart.

I have always thought it was one of the most exciting times of the year because you get to see all of your friends again, and you meet your teachers for the first time. To me, it is similar to the way the New Year feels. Unknown possibilities have many people feeling hopeful and nervous about the future, and new things on the horizon make me feel hopeful. iiiiiBut, this year, the first day was particularly important to me. It was my last first day of high school. In the morning, as my alarm sounded and I groggily hit snooze, a feeling of sudden panic and nervousness hit me. Today was the day I would start my journey to graduation, then adulthood and the rest of my life. However, after a few moments, the panic subsided, and I was left with sheer joy that I was starting my last year of high school. It was truly a feeling of hope and anticipation for the future. iiiiiI was worried about what was going to happen to my friendships that had developed throughout high school. I always hear adults talk about how they don’t talk to any of their friends from high school, and I know that I do not want to end up that way. The friends I have at this point in my life have shaped me as a person. It feels as though we have grown up together. Through our struggles and triumphs, we have become closer than most friend groups, and I truly love the people I have surrounded myself with. iiiiiThroughout the beginning of the school day, I began to feel a bit disappointed because everything about it was so ordinary. I had expected the day to be much more dramatic, a constant reminder that everything is changing, and that, after this year, we will never be high schoolers again.

However, the day was particularly mundane until I went to my third period class. iiiiiWhile we were going through the normal formalities of the first day of school, my AP English Literature teacher said something so profound that it made me feel as though I had just gone down a huge drop on a rollercoaster. My teacher, Mr. Steven Ingram, said: “At eighteen years-old, there are dreams you will have that you will never be able to have again.” That is when it hit me: this day may feel normal now, but when I look back a year later, my life will be more different than it ever has been. Although some of my ambitions are far fetched, I have no choice but to try as hard as I possibly can to achieve them. Doing anything less would be a disservice to myself. Without dreams and goals, there would be no next step for me. This day was the first step into my future. I do not know where I will end up, but by attending the first day of my last year, I took a step closer to where I am meant to be.

By SARAH HIOTT, Contributing Writer

By MARIA DYRO, Contributing Writer

photo by Tyler Pottenburgh

illustratio

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photo by Tyler Pottenburgh

s n by Caroline Robbin

VOL. XXXVI, NO. 1

A Pragmatic Take on Abortion

By FABRIZIO GOWDY, Staff Writer

iiiiiI am solidly pro-life. Plenty of people may hate me for saying that, but I honestly couldn’t care less. I believe human life is inherently sacred, and once created by God, it is immoral to snuff it out. Pro-choicers deny abortion’s immorality by propagating a shaky distinction, insisting the fetus is not human life. They claim a fetus is still developing and can’t live independently of its mother, rendering it “not viable,” meaning killing a fetus is not equivalent to killing a child. However, there are several problems with this distinction, starting with the fact that “fetus” is Latin for “offspring,” a word synonymous with “children.” iiiiiFurthermore, “viability” is a ridiculous standard by which to judge whether or not someone is alive. A baby is no more viable than a fetus, because if left alone, a baby would certainly die. People on life support are only kept alive by a machine, so they definitely are not viable, but killing someone on life support is still murder. So a lack of viability does not mean someone isn’t alive, and the presence of life does not necessarily guarantee viability.

This makes it impossible to determine when life begins, which is why we ought to recognize life as beginning at conception, not viability. iiiiiWith all that said, I don’t support overturning Roe v.

Wade or banning abortion. As a libertarian, I believe people should be free to make their own choices, even if I fundamentally disagree with them. I do understand why women who unexpectedly become pregnant turn to abortion. Forty percent of women who get an abortion say they cannot afford a child, according to a 2017 National Institutes of Health study. Another 36 percent say it’s “not the right time,” often because they lack necessary photo by Tyler Pottenburgh

parental resources.

As a result, 600,000 unborn children are lost to abortion every year. But it does not have to be this way. Emergency pregnancy services networks assist women who don’t have the financial resources or parenting skills to have a baby, and paid maternity leave ensures mothers are not forced to choose between their job and their baby. While contraceptives and sex education help prevent unplanned pregnancies, about half end in an abortion according to the same NIH study. iiiiiInstead of handing Planned Parenthood $500 million taxpayer dollars annually, we should redirect that money towards emergency pregnancy services, maternity leave, contraceptives, and sex education, which are highly effective in reducing the need for abortion. Planned Parenthood is not worthy of our tax dollars. It was founded at the height of the eugenics movement with the intention of “cleansing” society by reducing the number of blacks, Jews, and Italians, according to PBS’s “American Experience”. Its blatantly racist founder, Margaret Sanger, spoke at KKK events and would be thrilled to hear minority babies are still disproportionately aborted. iiiiiPlanned Parenthood’s supporters cite the fact that its 665 clinics provide various reproductive health services such as STD testing and birth control. However, it does not provide a single service that can’t be accessed elsewhere, such as America’s 13,540 community health clinics. Planned Parenthood is financially independent and could exist without a dime of our tax dollars, and liberal billionaires would trample over each other to pick up the slack if it was defunded. iiiiiI am not saying we should outlaw abortion or do away with Roe, I simply think we should seek practical ways to reduce the overall need for abortion so less innocent unborn human beings have to die.

Don’t Blame the Game

By GRANT KELSEY, Contributing Writer

iiiiiWith the recent mass shootings in El Paso, Texas, and Dayton, Ohio, violent video games have yet again been proposed as one of the main causes. In President Donald Trump’s official remarks on these shootings, he stated, “We must stop the glorification of violence in our society. This includes the gruesome and grisly video games that are now commonplace.” Unlike Trump, I believe video games are not to blame for mass shootings because scientific studies show the relationship of violence in gaming and acts of violence among youth to be minimal; and factors such as home environments and demographics play into violent behaviors.

Most video games have violence in them, even classics like Super Mario; with Mario jumping on and shooting fireballs at Goombas. Prohibiting violence in games would destroy gaming companies and ruin classics. Take “The Elder Scrolls: Skyrim,” for example. You can use magic to fight dragons and explore vast dungeons, which is fun for many people. It’s a good way for people to take their minds off of their troubles and feel the satisfaction of leveling up. photo by Tyler Pottenburgh

illustration by Caroline Robbins

OCTOBER 2019

If violence in video games were removed, people would not be able to explore the realm of fantasy that makes games like “Skyrim” the masterpieces they are.

In addition, The Entertainment Software Rating Board (ESRB) protects youth from the violence in games by placing restrictive ratings on the games intended for more mature players. Only people who are 17- years-old and older can buy games with an M (Mature) rating.

Whitney DeCamp, a professor in the Department of Sociology at Western Michigan University, has done extensive research on the relationship between kids who have played violent video games and subsequent acts of violence. In his publication, “The Impact of Degree of Exposure to Violent Video Games, Family 3 Background, and Other Factors on Youth Violence,” DeCamp explains, "Consistent with previous research, indicators of home environment, relationship with parents, and demographics were all stronger predictors of violent behavior than video game play.” In the same publication, he also states, “The meta-analysis revealed that overall results were supportive of null/trivial and non-significant effects, and that video game violence has minimal impact on youth violence.”

This information goes to show that the blame should not immediately be placed on video games, and instead people should be putting more emphasis on the issues of home environment, relationships with parents, and demographics.

Stopping video game violence would do much less than improving home environments, so the focus should be taken away from games. Politicians see people being shot in games and people being shot in real life, and blindly put the two together. Video games are not the problem, so stop blaming the game.

Pop the Bubble

By MEGHANA KOPPARTHI, Contributing Writer “Feel free to unfollow me if you believe ________.”

Comments like these constitute only a sample of the toxicity caused by social media and its adverse effects on today’s politics. The 2016 election is, arguably, responsible for creating one of the most divisive times in our nation’s history. According to a 2017 article published by the Pew Research Center, the average partisan gap increased from 15 points to 36 points since 1994, demonstrating a larger divide than other demographic differences. The disparity between the views of Republicans and those of Democrats is shocking, to say the least. However, what is even more shocking is the fact that, as a whole, we are unwilling to amend those differences and work towards creating a better America. Instead, we are too fixated on our own beliefs and ideologies that we begin to form a bubble.

We isolate ourselves from opposing views, prevent ourselves from seeing the other side, and therefore fail to compromise. While this is a widespread problem among the politicians and government officials representing us, the root of the issue begins with a pandemic that permeates the American public. It is time to pop the bubble. photo by Tyler Pottenburgh

"Instead of collaboratively discussing varying ideas, we develop uniform opinions among ourselves."

In my opinion, the greatest problem impacting American politics and, therefore, American society is not inherently the difference in opinions. Instead, it is the fact that we choose to confront opposition with closed ears, shut eyes, and echoing voices. Differences are inevitable; after all, we all come from various backgrounds and upbringings that mold the way we think about and view the world. It is not acceptable to discount the views of others without taking the time to listen to their stories. With a lack of proper communication comes a tunneled view of the world and an inability to comprehend the viewpoints of others.

By failing to listen to others or consider their perspectives, we continue to hear only our own thoughts and see our own views. This is when we create an echo inside our own bubble.

We begin to surround ourselves with those who think like us and agree with us, not allowing for diverse opinions.

We see this behavior constantly at school, college, and work-places. Instead of collaboratively discussing varying ideas, we develop uniform opinions among ourselves.

Homogeneous thinking becomes a frightening reality when all we learn to do is suppress alternating views, preventing our perspectives from evolving. The ultimate question remains: What are we afraid of? Are we fearful that when we actually do sit down and listen to one another we might actually compromise? That we might actually find better solutions for the problems that continue to hinder our growth? The challenge with creating compromises does not lie with difficulty faced in influencing other peoples’ opinions or convincing them to listen to your own. The challenge comes from allowing ourselves to reciprocate the same open mind we wish others would have for our own ideas. We must do better. Let’s pop the bubble.

Columns published in the Devil's Advocate represent the views of the contributors, not those of the newspaper.

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