Devils' Advocate March 2018

HINSDALE CENTRAL HIGH SCHOOl-HINSDALE, ILLINOIS-VOLUME 90- MARCH 2018

photo by Adam DeDobbelaere

Contents

Features 14

Walkout

Students join the nationwide walkout to honor the Parkland shooting victims and protest gun violence

18

Photo Feature Yo-yo extraordinaire Andy Lim shows off

A Musical For Modern Times Preview of the spring musical “Cinderella”

20

14

Newsfeed

A&E: Infographics

See page 10 for more details What’s going on in Hinsdale and at school

Page 24 Music to their ears: How students listen to their music

A&E: Trends

See “What’s Trending” on page 26 Find out what’s trending this month and take our monthly quiz

Letter to the Editor

3

Battleground

5

Health & Wholeness How to practice mindfulness

Editorial Talking about our generation

8

6 9 photo by Caroline Bowater

Trump’s tariffs on imported steel and aluminum

6

Profiles Tomi Adeyemi Former student Tomi Adeyemi is back home promoting her novel Children of Blood and Bone

Club Spotlight Upper Room Christian Club

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photo by Clairice Krzysik

Perspectives

8

11

Cover photo by Caroline Bowater Correction: Nubaira Kabir wrote the Class Spotlight on fashion merchandising in the February issue.

Contact Info: @hcDevilsAdvo on Twitter & Instagram @devils_advo on Snapchat Adviser: Cherise Lopez, clopez@hinsdale86.org

Mission Statement:

Devils’ Advocate strives to provide fair and balanced reporting to its readers by working with students, teachers, and community members. It is a student-run monthly newsmagazine that wishes to inform the student body of Hinsdale Central.

Staff Letter From the Editor

Minna Hassaballa Editor-in-Chief

Juliana Mayer Managing Editor

Alex Choi Business Editor

Jayne Gelman Design Editor

Adam DeDobbelaere Design Editor

Julia Baroni Illustrator/Copy Editor

Julia Chatterjee Copy Editor

Charlotte Sudduth Trends Editor

Anya Uppal Feature Writer

Clairice Krzysik Photographer

Nora Wood Photographer

Caroline Bowater Photographer

No matter the political preference, it’s fair to say everyone was horrified by the Parkland shooting that stole the lives of 17 people in February. This month at Devils’ Advocate, our writers explored how the nation and our school reacted in the aftermath of the incident. The feature article dives into the walkout that hundreds of students participated in on March 14 as well as the procedure that the administration has in place to ensure students’ safety during an emergency situation.

Inside this issue you can also read about upcoming events at the school.

We previewed the spring musical Cinderella and why it was selected. To glance into the cast’s day to day lives, our writers shadowed the rehearsals of the actors, the musicians, and the crew.

You can also read about life beyond the school through the profile of Tomi Adeyemi, alum who just debuted her novel Children of Blood and Bone. The school had the honor of welcoming her back this month for a talk about her new found success, like a movie deal with Fox 2000, and the path that took her there.

We hope you enjoy reading about all that has happened in March and we are excited for your return next month after a much needed and much deserved spring break.

Sincerely, Juliana Mayer

Club Contributors Hannah Ahdab Emma Bauschard Katie Buscher Audrey Carter Catherine Dolan Emily Goggin Nubaira Kabir Elizabeth Litwin Jenny Witt

Ed Pletas Designer

Cassie Kruse Columnist

Layo Adelakun Feature Writer

Bilal Khokhar Feature Writer

Lauren Lee Feature Writer

Amanda Bagby Feature Writer

Annika Agrawal Feature Writer

Zaina Ahmed Feature Writer 3

4

Battleground

by Sophia Horowicz and Claire Lozier

TRUTH OR TARIFF

CONTEXT: President Trump has declared new tariffs to be put into effect on March 23, 2018. These will include a 25 percent tariff on imported steel and a 10 percent tariff on imported aluminum, with immediate exemptions for Mexico and Canada, and potential exemptions for allied countries such as Australia. The U.S. is the world’s largest importer of steel, and this decision comes after a nine-month investigation into U.S. imports led by Secretary of Commerce Wilbur Ross. Trump’s announcement caused backlash from many Republicans and trade partners, and concerns over a potential trade war have been raised. Nevertheless, with the support of some Democrats and unions, President Trump continues to defend his legislation, stating that the U.S. had been engaged in “unfair” trade deals, and he promises that this move will bolster the U.S. economy.

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resident Trump’s decision to protect American steel and aluminum workers is the result of an extensive and official investigation. The U.S. Department of Commerce found that the American steel and aluminum industries have been on the decline for decades. In fact, 94,000 people have lost their jobs in iron, steel, and aluminum mills since 2000, and only six aluminum smelters remain open for operation from the 23 that originally existed in 1998. According to the White House, “the decline of American steel and aluminum production has resulted in extensive job losses for hardworking Americans in industries critical to our national security and economic well-being.” Alcoa, a leading aluminum supplier, has faced harsh, permanent closures and “appreciates the actions the Trump administration has taken to address the challenges faced by the U.S. aluminum industry, including Chinese overcapacity.”

As of 2017, China produces 49.2 percent of the world’s steel, in comparison to 4.8 percent by the U.S. To make matters worse, the United States is the global leader in steel imports, according to the Commerce Department in February, meaning that China is dumping steel on us while leeching our economy. With the rising threat of a Chinese dictatorship in the East, it is crucial that the United States regain its foothold in the global marketplace, and that begins with a strong, self-reliable economy.

Back when Trump was campaigning, he made a promise to bring back jobs to the U.S, specifically by limiting excessive steel imports. This is the promise for which the American people voted.

In January, the media criticized Trump for not meeting the goals he had laid out for his presidency. Now, Trump is following through with his plans, keeping perspective on the long-term effects rather than allowing doubt to prevent real change.

Despite fear-mongering news anchors and the horror stories perpetuated by indignant foreign governments, President Trump’s decision is not rash or malicious, nor is it likely to start a “trade war.” Trump is introducing a reciprocal tax--or mirror tax--which essentially ensures that we engage in fair trade deals: “They charge us 50, we charge them 50,” says Trump. This decision is about fairness and the revival of a dying industry, which is desperately in need of help.

While it is not surprising that the media is stirring up controversy to sell a story, the plain truth is that Trump’s decision is pragmatic and backed by a nine-month long investigation. By using his power to improve the lives of Americans through real legislation, regardless of skeptical opposition, Donald Trump is finally beginning to act like a president.

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Perspectives

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applaud President Trump for his intent in signing these tariffs: rebooting American industry should be at the forefront of the President’s policy. However, a 25 percent tariff on imported steel and a 10 percent tariff on imported aluminum are counterproductive to the President’s goals of bolstering the U.S. economy. Tariffs on imports have a tendency to lead to trade wars, and they usually kill, rather than create, more American jobs.

On March 6, Trump’s chief economic advisor Gary Cohn announced his resignation, having attempted to talk the President out of his decision. And, according to CNBC, on March 7, 107 GOP members of Congress wrote to Trump, urging him to “reconsider the idea of broad tariffs to avoid unintended negative consequences to the U.S. economy and its workers.” Well, the worst fear of Gary Cohn and those GOP members came true when the European Union (EU) announced on March 7 a list of retaliatory tariffs it would put into effect should the U.S. follow through with its decision. Some of the American goods that the EU would put tariffs on are bourbon, t-shirts, orange juice, chewing tobacco, and motorcycles. The seeming randomness of that list goes to show the broad-sweeping effects that trade wars tend to have on an economy: once one sector is involved in a trade war, the rest of the economy becomes vulnerable to it as well.

On top of the ripple effect that trade wars create, the President’s reasoning that importing less steel and aluminum would create more American jobs, is flawed. For example, one of the largest consumers of steel in the United States is the automobile industry.

American car companies already have to compete with foreign car companies for the desire of the American consumer, and the best way to compete is through low prices. But, when tariffs are placed on imported steel, a vital input for American cars, then the price of the American car would have to increase. However, companies know that inconsistent pricing drives away the American consumer, so instead of raising the price of cars, the American car company lays off more workers to offset the loss in revenue. One might argue that the very purpose of Trump’s tariffs is to promote the consumption of American aluminum and steel, but, if the prices of American aluminum and steel were low enough for American companies to purchase, then why wouldn’t they in the first place?

The overwhelming backlash to Trump’s announcement should serve as a warning that major repercussions lie ahead. The potential for trade wars and the loss of American jobs is too risky for what little gain aluminum and steel tariffs might bring.

What’s best for the American economy is free trade, not protectionism.

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illustration by Julia Baroni

designed by Jayne Gelman • 5

health & wholeness

by Cassie Kruse

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1. Write down three priorities every day.

Having small, set goals will help you give your day purpose. They can be as simple as making your bed, or can range to a grade on a test, getting a workout in, or really whatever you want. According to Harvard Business Review, “everyday progress—even a small win—can make all the difference in how [people] feel and perform.” Every morning when you are checking your phone, make a list of at least three things you want to get accomplished that day. For example, every day one of my goals is to take ten minutes to myself without my phone at some point in the day.

This way you keep yourself motivated, but you also do not overwhelm yourself.

2. Take a walk outside.

A recent finding in a study published in the New York Times says that spending fifteen extra minutes a day outside increases your level of vitamin D, allows you to be more creative, and elevates your mood because of the natural light. On top of these great benefits, going outside allows you to increase your concentration. Increasing your concentration will help you be more focused, which is the whole point of mindfulness.

3. Writing thank you cards.

Thank you cards do not have to be exclusively used for presents, they can also be used to thank someone for being present in your life. If you take ten minutes every week to write a thank you card to someone, you are taking the extra time to think about what people have done for you in your life.

You are taking that moment to practice gratitude, which goes hand in hand with mindfulness.

6 • Perspectives

Thanking people in your life not only allows you to see the good in your life, but how to put good into others. It’s easy to be grateful on holidays, but we really should be grateful every day of the year. Also, handwritten notes are awesome for this because they are personal, and they go the extra mile.

4. Take five minutes every night to recap your day.

This allows you to be present in the moment because it forces you to remember what you did that day. Focusing on what you accomplished will lead to an optimistic attitude because you will realize how much you actually did. You can do this with a partner so that you can say out loud what you did that day. If you do not have a partner, you can write it down in a journal. Both of these ways allows for you to take a step back.

Taking this step back will allow you to see the silver linings in your day, and overtime you will begin to look for them during your day.

5. Put your phone down 15 minutes before bed.

Exposure to the blue-and-white light given off by phones, laptops, and other electronic gadgets at night prevents our brains from releasing melatonin, a hormone that tells our bodies it’s nighttime, according to Business Insider. Not only is it bad for your health, being on your phone until you go to bed takes away time for your brain to relax and think about your day.

When you put your phone down, you will be able to pay full attention to whatever you are thinking about. Also, it allows your brain to not be as stimulated, which makes it easier to go to bed. up on all your TV shows, can be amazing because it makes you feel like you are changing up your life without doing a whole lot.

photo by Clairice Krzysik

ecently I have been focusing a lot on mindfulness, and how to be more present in my day to day life. According to Mindful.org mindfulness is “the basic human ability to be fully present.” Practicing mindfulness is hard because it requires that you take in everything that is going on around you, and also not be overwhelmed by it. Being mindful has many health benefits, including decreased stress, enhanced mental health and functioning, and increased emotional regulation, according to the American Psychological Association. While it sounds awesome, mindfulness can be hard to act on. While I do have a gratitude journal that I use every day, there are so many other ways to practice mindfulness. This month I explored a bunch of different ways to be mindful, and I want to share the most effective five with you.

Mindfulness is a simple way to help boost your overall happiness. While it is not always easy to practice mindfulness because of your busy schedule, in the long run, mindfulness allows you to be more focused on what is going on around you, which allows you to be present in the moment.

designed by Jayne Gelman

7

Author and Alum

by Layo Adelakun

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ight years ago, Tomi Adeyemi was a normal high school student attending Central. Today, Adeyemi, a 2011 graduate, is a published author. Her debut novel, Children of Blood and Bone, was published on March 6 of this year. On March 9, she returned to her alma mater and spent third period in the library discussing her book and her own journey as a writer with a group of 240 students and staff.

Adeyemi graduated from Harvard University in 2015 and recently released her first book in her three book trilogy. Since publishing her book, she has appeared on shows like Good Morning America and ABC 7 news. Publications have featured Adeyemi in their writing as well, including Teen Vogue, USA TODAY, Cosmopolitan, Essence and more.

Her list of achievements doesn’t end there, notable celebrities like Stephen King and Michael B. Jordan have congratulated her on her accomplishments. She also hit number one young adult bestseller on the New York Times Book review list, and signed a seven figure movie deal with Fox 2000.

Adeyemi’s journey has been a success story for her family, friends, and community. Her book, Children of Blood and Bone, includes adventures in which Adeyemi intertwined magic and West African culture into her story.

She said it is like the movie Black Panther except with magic instead of science fiction.

“We don’t have genetically engineered rhinos; we have giant magic lions that everyone rides and it’s just this really epic adventure,” Adeyemi said.

Adeyemi has made a name for herself in the world but also has left a mark on the school.

During her visit, she talked about the way she made her way to the top, her book, and engaged the listeners with many relatable stories.

In the dedication page of her book she lists some of her most impactful instructors including Mr. McCloud, science teacher, Mr. Friebel, English teacher, Mr. Woods, drama teacher, Mr. Wilbur, history teacher, and a now retired English teacher Mrs.Colianni.

“I made a lot of weird stuff while I was here, like Mr. Friebel found this weird horse

8 • Profiles

documentary me and my friend made for him.

And all my teachers helped me ask my dates to Turnabout in class,” Adeyemi said.

She said that her presentation that day could just be about all the weird things she did when she was a student here. But she shifted her conversation with the group to the steps needed to become a writer, admitting how she doesn’t always have clear ideas of what she wants to do. She always liked writing but didn’t think being an author could be a reality for her. She admitted as of two years ago she still didn’t really know what she wanted to pursue.

She asked the audience what they were doing when they were seven years old and then revealed that was the question her college professor asked her. Adeyemi’s professor said what you were doing when

you were seven is what you should be doing with the rest of your life. At seven years old, Adeyemi was making her fantasies into real life through her stories.

Still, she didn’t think she could have a career in writing, and thought it would be easier and more realistic if she decided to be a doctor, which she said seemed easier than becoming a writer.

She told the audience that while she was in college, she would repeat “You know you can’t be a writer.”

She said she told herself this until she was 22 years old, and when she stopped saying it, she created a book that is now in 17 languages.

“I have a lot more white hairs now than I did two years ago, but I wasn’t happy with where I was two years ago,” Adeyemi said. “I’m here to say if you want to do it, you can do it.” photo by Caroline Bowater

designed by Jayne Gelman

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illustration by Julia Baroni

Talking About My Generation

decrepit man has nothing to wear but a cloth. His disappointed face looks down at his starved arms in confines, the confines of a fidget spinner that is. The innocent toy has been contorted into a pillory by the cartoonist. Another captioned “Meanwhile in 2018” shows a mom asking her disengaged teenager to do the laundry. He proceeds to insert a tide pod into his mouth.

Society divides itself into generations that are assumed to behave homogeneously based on birth year. According to Time, to provide some loose guidelines, Baby Boomers are those born between 1945 and 1964.

Then comes Generation X from 1965 to 1979 followed by Generation Y from 1980 to 1994, also referred to as the Millennials. Anyone born in and after 1995 has made it into Generation Z. While these groupings are loose and not based on anything in particular, they aid in emphasizing evident generational gaps. According to CNBC, Millennials are “entitled, lazy, narcissistic and addicted to social media,” often labeled as the Peter Pan Generation due to the belief of older generations that the younger ones are unable to mature.

However, the younger generations are being unfairly characterized.

The accomplishments of Millennials and Gen Z should not be painted over simply due to the fact that they are being raised in a different world than previous generations. They were born into a world where people live longer, access information instantly, and communicate with an entire population with the click of a button.

The animosity between each generation is due to the different values of older generations and younger generations. According to TIME, 55 percent of Millennials find marrying and having children not important.

In accordance with this, 14 percent of female Millennials today are homemakers, in contrast with 43 percent of women in 1975.

Other than lazy, older generations see Millennials and Gen Z as entitled “navel-gazers.” They believe that younger generations have it easier than they did. While younger generations may not have learned that things don’t come easily yet, they are definitely in the process of doing so.

Millennials and Gen Z are the driving force of progressive changes, such as economic gains for women and overall gender inclusivity.

According to Dr. Daniel Schumer, a specialist in transgender at the University of Michigan, three percent of 9th and 11th grades identify as gender non-conforming, which is a historical high. Millennials and Gen Z reject binary thinking, a concept that older generations became accustomed to growing up.

It is true that younger generations are usually accurately identified as digitally-addicted. Younger generation’s “laziness” in turn leads to efficiency. Ben Brown, a Millennial and technologist, strung together various social media platforms to provide people with real-time updates on nearby restaurants and food trucks. AirBnb, Facebook, Uber, DropBox, and Instagram, platforms spanning numerous generations, are also the brain-children of Millennials.

Don’t underestimate Gen Z or Millennials. Even with a fidget spinner or a tide pod in hand, they are still capable and are forging their own paths, even if you choose not to see them. Of course, these generations are young, so inherently they cannot have experienced or accomplished as much as the older generations; however, given time, they can and will.

This editorial is the consensus of the Devils’ Advocate editorial board.

9

Newsfeed Library March Madness

by Hannah Ahdab and Jenny Witt

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very year when March rolls around, college basketball fans from around the nation create brackets, bet money, and predict which college team will win the NCAA Division I tournament. Even those who are not basketball fans partake in the fun. The so-called “March Madness” craze also sweeps through the school, with students and teachers alike focused on the games.

Librarian Ms.Giarritano decided to capitalize on the major success of March Madness to form a similar concept as a way to get students involved with reading. March Book Madness, as it is called, compares 32 books in eight separate divisions and allows

students to vote on their favorite in each category before finally selecting one winner.

“I look at the circulation numbers to pick the books most heavily circulated for maximum participation, so I know they are popular and students would have read them,” Giarritano said.

With division titles such as “Love is All You Need” and “On the Edge of Our Seats”, each round of the competition is emailed to students as a Google form for them to fill out every week, in a similar timeframe to the actual NCAA championship.

“In the first round we got about 150 votes,” Giarritano said.

This is the fourth year the library has hosted

March Book Madness, although it had been a concept in the works many years prior.

What makes it an ongoing success is students’ eagerness to contribute to something that relates closely to something they are passionate about.

“I think it’s a great way to encourage students to read more. Relating reading to a topic they know more about makes it more fun,” said Anna Conidi, junior.

A cork board outside of the library showcases the brackets and gets updated with every round.

If interested in contributing an opinion in this year’s March Book Madness, check school email for the voting link to help push a favorite book to the top.

Hallway Policy Changes

By Audrey Carter and Nubaira Kabir

10 • News

I have to give consequences to. That is probably my least favorite part (of the job),” Mr. Stringer said.

In order to preserve relationships with students and give them a second chance, Mr. Stringer said he typically sits down and talks to the kids, as opposed to sending them directly to the Dean’s office, a method which he has found to be effective.

According to Dean of Students, Mr. Sean Brennan, this policy has been in place all throughout his six years as dean. “[Students carrying a pass has] always been the expectation, whether or not it’s been in practice,” Mr. Brennan said.

Mr. Stringer said that he understands that students may not respect this heightened accountability due to the extra effort required to obtain a hall pass. This extra accountability also extends to teachers since they now too have to ensure students leave their classrooms with a pass, even if it’s to go to the restroom.

“I think hall monitors are really important.

After the horror that was Florida and Columbine and numerous school shootings, anything we can do to avoid a repeat we’ve got to change,” said Mr. John Naisbitt, social studies teacher. “If it starts with the hallways and if it starts with the school entrance, whatever we can do to try to protect these innocent lives [we should]. The big picture is that we’re trying to keep young people safe.”

Dean Mr. Brennan sees anywhere from four to 100 students a day for various reasons, including unexcused absences.

photo by Caroline Bowater

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r. Dave Stringer, popularly known as “Monopoly Man” by students, has been a hall monitor for 12 years. As part of their responsibilities, Mr. Stringer, and other hall monitors, have always had to reprimand students in order to ensure that no unauthorized outsiders gain access to the premises.

In the wake of the Feb. 14 school shooting at Stoneman Douglas High School in Parkland, Fla., students have said they noticed an increase in hallway pass checks.

The policy reinforcement resulted in increasing the number of people hall monitors must stop in the halls on a day-to-day basis.

The policy states that all people in the hallways during a class period must have a signed pass authorizing their presence. Students and teachers alike have met the new enforcement with both understanding and frustration.

“I get why it exists, but I think over-policing people is a bit too much,” said Aiza Ali, senior.

“I’m stopped nearly every day when I go eat lunch in the band room. I’m asked ‘Why are you going there?’ or ‘What are you doing?”

Mr. Stringer said he understands that students may dislike being questioned, but hall monitors care about the well-being of the student body and take measures to protect them, even if it means enforcing strict policies.

“I love every one of [the students], even the ones

Club Spotlight

by Emma Bauschard and

Catherine Dolan

W

hile the school operates under a public school umbrella, which means there is no religious affiliation to the curriculum or classrooms, there are students who find ways to embrace their religion and spirituality. One way to explore this includes finding club opportunities.

The Upper Room Christian Club aims to create a safe space within the school for students to practice their faith. Every club meeting, the members check in with each other and pray together for those who are struggling.

Along with gathering before school on every first and third Wednesday of each month, the club works on a different service project each quarter.

Corresponding to the upcoming Easter holiday on April 1, Upper Room’s third

photo courtesy of Ms. Annette DeAngelis

Upper room Christian Club takes time to volunteer locally with different organizations, like the Salvation Army.

From left to right: Luke Woolridge, junior, Josie Wooridge, senior, Lindsey Heimsoth, senior, Madison Heimsoth, senior, and Elena Stojka, junior.

Profiles

quarter project is the Bunny Grams fundraiser, an annual event for the club to raise money for charity. Club members began selling Bunny Grams, which consist of an egg with candy and a message inside of it, for $2 on March 12 before and after school in room 259. Members delivered Bunny Grams on March 20 during first period.

Members of the club also spend a lot of time together outside of the club in order to further celebrate and explore their faiths. “[Members of the club] try and meet outside of the club once a quarter and go to a concert or go visit someone’s church,” said Ms. Annette DeAngelis, the sponsor of Upper Room.

Upper Room also participates in the nationwide “See You at the Pole” event, which takes place on the fourth Wednesday of every September. Students join together in prayer at the school’s flagpole before school.

“I really like coming [to club meetings] because I always feel better when I walk out of them and the people that are in the club are really awesome,” said Elena Stojka, junior and club president.

In order to spread the word about the club and gain more members, the club plans to visit and inform local youth groups and churches about Upper Room. The club’s doors are always open to new members.

“We like to be here for everybody. Some people may not consider themselves Christian, but they may still have faith. [These people are welcome] to come and hang out with some [club members] who can lift them up,” Ms. DeAngelis said. “Our vision is that people come to club meetings and find them to be a safe place whether they’re happy or struggling.”

designed by Jayne Gelman • 11

WOMEN IN

by Amanda Bagby and Anya Uppal

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right lights, loud cheering, and the anxious burning feeling in the pit of their stomachs. Being a female partnership in a coed event made the two girls feel nervous. Alyssa Lee, sophomore, and her senior partner, Sanchayana Raghuvir, had placed in a Science Olympiad event.

Competing in a male dominated field, the girls felt all the more excited.

In an era where women are becoming more prominent in the workforce, there is still a disproportion in STEM programs for women.

According to The Atlantic, roughly 18 percent of American computer-science college degrees go to women. With interest growing in the field by both men and women, the school recently revamped its marketing to students to take various technology courses, with the Character Counts photos and cutouts being replaced by information on how to register for courses in engineering and technology.

Also, Women in Engineering, led by Shalni Sundram, junior, is a new club that started having meetings spring semester.

STEM is the idea based on educating students in the fields of science, technology, engineering, and math, and many Central students choose to participate in such activities. There are various opportunities offered at the school to join STEM-related activities, such as an abundance of AP, engineering, math, and science based courses, and various clubs.

There are roughly 68 STEM classes offered through Central including all the science classes, math classes, and several engineering courses.

According to Mrs. Anna Breig, AP Physics teacher, the majority of her students are male.

Roughly 40 percent of her 60 students are female. This is the case throughout STEM classes in the school. Most of the science courses offered are STEM classes, and there are also clubs such as Robotics, Junior Engineering Technical Society (JETS), and Science Olympiad.

The STEM classes include engineering, technology, and some math classes, such as multivariable calculus.

“I have never felt deterred from entering STEM just because it is male-dominated.

Women in Engineering offers encouragement

to young women who have STEM-related interests,” Lee said. “The field is definitely maledominated as of now, but from what I can see, that’s going to change.”

Senior Xinru Li, who is a member of the math team and JETS, said he feels as if there are equal opportunities for both men and women.

“There are near equal amounts of girls and boys in JETS… what’s more important is that we don’t really make a big deal out of it because we focus more on just the STEM part,” Li said.

However, Amani Mryan, junior, said she does feel a struggle being a woman in STEM due to a stigma that women are less competent.

Mryan participates in JETS, takes computer science topics, AP Physics, Precalculus Honors, and is also co-head of the programming division for Robotics. She said she does not think women necessarily shy away from the STEM classes, but they are sometimes faced with not being taken seriously by male peers, which makes the STEM field daunting.

“People, especially men, don’t take you seriously unless you are super bossy and aggressive,” Mryan said.

According to the United States Department of Commerce, nearly as many women hold undergraduate degrees as men overall, but they make up 30 percent of all STEM degree holders. Women make up a small portion of degree holders in the STEM fields, but particularly engineering.

Mr. Marvin Breig, AP Physics teacher, said that from the first year AP Physics-1 ran, there was a total of 170 students, 42 percent of which were female. In the second year AP Physics-C ran and there were 34 total students, 29 percent of which were female.

Mrs. Julie May, AP Chemistry teacher, said that she has an exact split of girls and boys through her three AP classes. However, in her previous years of teaching, she has noticed fewer females in her AP Chemistry classes, but now takes into account that the division is mostly even.

“I hope that girls have their eyes open [and see that] science is an awesome field to go into and being a women in [STEM] does open doors that it doesn’t for men because there aren’t as many

12 • designed by Adam DeDobbelaere

[women] out there,” Ms. May said.

Lijla Carden, senior, participates in a number of STEM-related activities and is president of the Science Olympiad team. In addition, she tutors science to children with learning disabilities, and coaches Science Olympiad at Clarendon Hills Middle school.

“I declared at age four I wanted to be a paleontologist and that hasn’t changed. My goal in becoming a paleontologist and going into an earth science field is to be able to inspire other kids to also have a passion and appreciation [for] the world around us,” Carden said.

Prescott Miller, senior, has taken engineering all four years and has never seen an equal ratio of men to women in any of his classes. He is currently taking the most advanced engineering class offered, also known as advanced engineering.

“In my advanced engineering class, there are roughly 17 students, with only one being a girl,” Miller said.

However, Carden said she feels as if women are encouraged to participate in STEM-related activities and does not notice unequal ratios of men to women in classes.

“I think the school does a great job at empowering young women to really think about joining or being a part of STEM,” Carden said.

“I know that we have a good number of girls as part and key members of our Science Olympiad team, and we have created an atmosphere where I feel that women feel empowered to work alongside the men in the room.”

With the take down of the Character Counts wall, many counselors said they hope to see all students register in engineering. “[The board is] advocating for students to be taking elective STEM classes,” said Mr. Formanski, counselor.

Lee and Raghuvir ended up winning first in regionals and will be moving on with the whole Science Olympiad team to the State Championships in April.

N STEM

Sophomore Ashley Rempert draws a blueprint for her helicopter during Science Olympiad.

photo by Nora Wood 13

WALKO 14

Students around the country honor Parkland shooting victims and speak against gun violence

by Annika Agrawal and Zaina Ahmed photos by Caroline Bowater

OUT

15

“Save kids, not guns! Save kids, not guns!” This chant was echoed by more than 400 students, bundled in jackets, determinedly marching from the gym doors to the main entrance of the school.

Shoes crunched on snow while students huddled together, voices ringing in unison. Some of them hoisted signs reading “Thoughts and prayers are not enough,” and “Am I next?” as others talked to Channel 2 News reporters about their reasons for participating in the walkout on March 14.

A line of students stood on the top of the main entrance stairs, 17 red and white balloons in hand. They called out “Luke Hoyer, 15”, “Chris Hixon, 49”, and so on, referencing the names and ages of each person lost at Marjory Stoneman Douglas High School (MSDHS). Eventually the names stopped, and the mass of students settled to a moment of silence in remembrance for the victims. Hundreds of eyes looked on as students released the balloons, some wet with tears.

Silence gradually became noise, as students shouted “Enough!” and began their march. Heads bobbed up above the rest as students climbed on top of friends’ shoulders to wave their signs and join the chants.

The event had its own Instagram page—@ HCHSWalkout, run by senior Louise Irpino and junior Kathryn Nowak—where students could visit to find specifics on the walkout. At 10 a.m. sharp, participating students got up and left their classrooms, hurrying silently through the halls and gathering outside the school on Grant Street with their peers. The tribute to the victims of the Parkland shooting lasted 17 minutes—one minute for each fatality.

“We figured students would be hesitant to participate because they thought no one would do it,” Nowak said. “So, we made the account to spread the word to get more people to join in.”

On Feb. 14 of this year, former MSDHS student Nikolas Cruz, killed 17 people, mainly students, in Parkland, Fla. in a mass shooting.

After the tragedy, students at the high school began taking action to catch the attention of legislators to alter gun control laws.

The students of MSDHS partnered with Women’s March, an international organization dedicated to organizing peaceful protests for a variety of causes. Women’s March has since set up a website for schools across the country to register their own walkouts and send messages to the Parkland community. Together, Women’s March and Emma Gonzalez, 18, a prominent figure and MSDHS student survivor who is vocal about her agenda for political change, created two organized walkouts. They also generated the hashtag “#Enough” to spread on social media platforms such as Instagram and Twitter.

“Usually when [school shootings] happen, we 16

forget about them within a week so I think it’s important to continue to spread awareness,” said Andrew Benington, senior.

However, MSDHS is not the only mass shooting to have made the news in the last two decades. The third deadliest school shooting in history, MSDHS is surpassed by the shootings at Virginia Tech in 2007 and at Sandy Hook Elementary School in 2012, according to CNN. All three of these events followed the massacre at Columbine High School in 1999, which was the first school shooting in United States history to have a death toll in the double digits.

“We can’t just keep saying we want to prevent another tragedy and do nothing,” said Marc Maritz, sophomore. “I think this walkout is the first step of many that will help us stop gun violence in schools.”

After the Parkland shooting, attention has been drawn to the securities of schools all over the country. The National School Board Association published an article detailing how it it essential for district leaders to be constantly vigilant about outsider access to schools and new security technology. According to Mrs. Karen Warner, the Director of Communications for District 86, security is always on the forefront of all administrators’ minds when deciding on renovations or allocations of revenue.

“We had a safety audit in November 2016, and things like the BluePoint system were added since then,” Mrs. Warner said. “It is an administrative job to evaluate security constantly, but anytime there’s a security breach in a school environment, we are always looking to see what we can learn from that.”

The BluePoint system includes blue pull stations, similar to fire alarms, in various locations around campus. However, rather than activating a fire alarm, pulling it activates a mobile device alert system that initiates a rapid emergency response from local law enforcement.

Some of the recent security questions by parents and students that have been posed to the Board have asked about items such as whether or not all doors are locked before, during, and after the school day, and how restricted access to campus is. The administration holds various safety drills throughout the school year, including soft and hard lockdowns.

Out of the 471 respondents to a Devil’s Advocate school-wide poll regarding school security, 59.8 percent said that they felt safe at school, with 33.4 percent agreeing or strongly agreeing that there are effective security measures and safety protocols in place. However, there were respondents who do not feel completely safe at school.

“All those other students never thought that they would be the next ones to get shot,” said

Madeleine Anglin, freshman. “I’m kind of scared, and I want a change.”

Those who participated in the walkout had various reasons for doing so, including wanting to bring more attention to the cause, stopping gun violence, and/or bringing about further gun control.

“I think gun safety is something that affects students as a whole and it’s really important that we all come together to take a stand,” said Sarah Kim, junior.

Walkouts all across the country have led to large community pushes to enact change.

Parents who wished to join the student march came to Central, some holding posters of their own.

“I came out today to support the students because they’re the future,” said Maureen Claffey, Central graduate and parent. “I think everybody who participated in this walkout will remember it and that type of change is what revolution is all about.”

The Board of Education has received emails from parents and concerned citizens at a near constant rate.

“We heard from both sides,” Mrs. Warner said. “People wanted us to support the walkout, and others wanted us not to support the walkout. Overall, people are very emotional.”

Pressures like these from students and parents recently led to Florida Governor Rick Scott signing into law several gun limits that extended the minimum age necessary to purchase a firearm to 21, and the minimum waiting period to three days. According to The New York Times, this action was the single most aggressive decision made in regards to gun reform, breaking Scott’s previously solid relationship with the National Rifle Association. His decision was greatly valued by the families of MSDHS, especially Gonzalez.

“It’s time to value peoples’ lives,” said Gonzalez on Twitter. “It’s time to remember empathy in times of tragedy and kick apathy to the curb.”

In 1993, President Bill Clinton signed a bill that banned possession of assault weapons. The bill was created in response to school shootings in California, and narrowly passed the Senate with a vote of 52-48. According to The New York Times, the assault rifle ban was challenged several times and opposed by the NRA. After the law expired in 2004, no significant federal gun reform was implemented in its place.

“I walked out because I feel like we need stronger gun laws and that these shootings shouldn’t still be happening in 2018,” said Jackie Mullins, junior. “There should definitely be stricter laws, more screenings, and more regulations to prevent tragedies like this.”

However, there were many who did not participate for several different reasons as

well. One argument made was that a walkout could potentially be dangerous for students, as students walking out of school would put them in an exposed environment. In order to ensure the safety of students protesting, the administration worked closely with the Hinsdale Police Department to close campus to outsiders and organize teachers, hall monitors, and administrators to protect and guard students during the walkout.

“We worked with local law enforcement to make sure we were looking at blocking the streets, extra police presence, that type of thing,” Mrs. Warner said.

According to the Devil’s Advocate poll, many who did not participate questioned the effectiveness of the walkout, answering that pressuring legislators to create new laws and electing leaders in favor of gun control may have a greater impact.

“Legislators have the job of protecting their citizens. State legislators need to pay attention and realize that this is something serious,” said Julia Sant, senior.

Similarly, many also emphasized looking to the underlying causes of school shootings, such as bullying and mental health issues.

The father of a Parkland victim strongly encouraged kids to “walk up, not out,” meaning that students should try to make an effort to walk up to kids and change their lives, rather than walking out of school.

“We need to stress safety in schools, whether that is checking up on kids who feel bullied in schools, or kids who have issues with mental health,” Nowak said.

Due to all of these reasons, several students who did not participate said they believed that protesting would not have any desired effect.

Thirty percent of respondents said they believed it would not have any results, whereas 27.6 percent said they believed the walkout would have an effect. The remaining 42.6 percent answered “Maybe”.

“One walkout on its own won’t be effective, but I think if a lot of schools [walk out], it demonstrates to the government that kids have a voice and that we want that voice to be heard,” said Amogh Mantri, freshman.

Clarendon Hills and Hinsdale Middle School conducted walkouts of their own, with each participant receiving an excused absence from school. At Central, students who participated received an unexcused absence and a truancy charge for the time that they were absent from class. However, this did not deter many students who participated.

“It’s a good idea that we stand up for what we think is right and protect our fellow students,” said Charlie Cave, sophomore.

During the March 14 walkout, local residents brought their own children and signs to the student protest to show support for participants.

As for the younger students and parents who participated, many showed support to Central students by chanting along, as well as flying an American flag from across the street since the school prohibited outside visitors from campus grounds.

“When a very large group of severely traumatized teenagers asks for our support, who are we to say no?” said Karen Seehausen, who brought her fifth and sixth-grade children to the walkout.

When handling the walkout, the administration decided to mark participating students unexcused because it was not a school sanctioned event. According to Mrs. Warner, the issue was not about students’ First Amendment Rights, which does encapsulate the right to protest.

“Just like you can’t yell ‘Fire’ in a crowded theater, you can’t just get up and walk out of school,” Mrs. Warner said. “There is a time, place, and manner, and really, this was not a First Amendment issue, but more about disrupting the learning environment.”

Administrators and teachers alike are not permitted to present opinions regarding political standpoints. However, several teachers took steps to ensure that students who desired to walk out would not be punished academically for it.

Mrs. Julie May, a chemistry teacher who had an exam scheduled for March 14, split the test in half for students to finish taking after they returned from the walkout.

“I wanted to give students a chance, if they felt strongly about something, to participate in that without being negatively affected in the class,” Mrs. May said.

Although students walked out for several reasons, the March 14 walkout itself was

organized to give support to the families of Parkland who were primarily affected by the tragedy on Feb. 14.

“Even if this walkout doesn’t have that big of an impact, I just came out to show my respect to the families of those who passed in the shooting,” said Hannah Gallinaitis, senior.

Many students came out to show support regardless of how they felt about the politics behind gun violence.

“I’m so happy that everyone came out today because it shows that we’re all united under the decision to make our school a safer place no matter what side of the spectrum we stand on,” said Sophia Karris, senior.

Gonzalez and the Women’s March Organization have organized another walkout in honor of Columbine to occur on April 20 of this year. Some key differences between that walkout and this recent one is that students who are walking out on April 20 are planning to leave school for the entire day, as well as actively protest for gun reform.

Although there are no plans at Central for April 20, currently, Nowak said she may take charge of the walkout if students are interested.

“We might make some changes,” Nowak said.

“We will have it regardless, but a whole day can be hard for students, and we might have to change the time span of that walkout.”

Overall, students who participated in the walkout noted that they felt empowered by the event.

“This walkout is just part of this huge movement,” said Krise Dang, senior. “It will be interesting to see where it might go.”

designed by Adam DeDobbelaere • 17

18 • Features

Andy Lim: Yo-yo Extraordinaire In the summer of 2015, Andy Lim started competing in yo-yo competitions across the country, despite only starting to practice his tricks a year prior. Since then, he has placed in the Top 10 at Nationals in his division.

People like Alex Hattori, who is a national yo-yo champion, motivated him when he first started. He recently performed in the Variety Show, and was among one of the crowd favorites. He showcases his tricks on his Instagram page (@andyoyo1).

“I really like being different and standing out from the ordinary high school kid.”

-Andy Lim

spread by Nora Wood • 19

A Musical for Modern Times

A behind the scenes look of the school musical: Rodgers and Hammerstein’s Cinderella

by Lauren Lee and Bilal Khokhar

Sophomore lead Emma Gordon and Senior Katie Schaber rehearse the songs “When You’re Driving Through the Moonlight” and “A Lovely Night”.

photo by Clairice Krzysik

E

veryone trickles into the choir room after school waiting for practice to start. The underclassmen come early, waiting eagerly, while the upperclassmen confidently stroll in. Everywhere there are boys and girls separated into their seats continuing their conversations. Mrs. Jennifer Burkemper, choir teacher, sits down and a swell of music comes from the piano to signal everyone to stop talking. As practice starts the students go through the song “Ten Minutes Ago,” and lead Emma Gordon, sophomore, starts to sing. Her voice fills the room and fellow lead Duncan Usher, junior, joins in on the duet.

This year’s spring musical is “Rodgers and Hammerstein’s Cinderella.” While the Disney Cinderella classic is most known, this version offers a twist to the story with new characters and different themes. In this version, Cinderella, also known as Ella is played by Gordon. The lead role Topher who is Prince Charming in this version is played by Usher.

Each year the school puts on only one musical during the spring, but preparations began in the summer when it was selected. While students, family and staff see the final product in April, there are many aspects ranging from music to crew jobs to line memorizing that bring the musical to life.

English teacher, Mrs. Susan Jaffe, is directing the musical. She says that she has always loved Rodgers and Hammerstein’s musicals. She also highlights how this musical is different as it uses its original score, but how the script has been modernized which adds a little bit of flare. In this version of Cinderella, Prince Topher’s parents have died leaving him to rule the kingdom on his own. He is influenced by his prime minister Sebastian, who makes the prince pass bad legislation that represses and robs his people. Ella in the play is a beacon of hope for the prince and calls out his hypocrisy. Usher likes this twist in the play, and said it made the musical more relatable. Gordon added that the play goes into more depth about the characters than the original version.

“You see Ella as a person and how she is stuck in her world, and it is the same for Topher, they find a way to make change,” Gordon said.

Prior to choosing a musical, Mrs. Jaffe said that there are many things that a director must consider including the type of ensemble they should have for orchestra pit, and if they will have enough men and women for the roles. “[It’s] sort of a perfect storm [of reasons],” Mrs. Jaffe said.

Auditions began the week after winter break. When selecting students to cast, Mrs. Jaffe said that they looked for students who claimed their role during their auditions or metaphorically raised their hands. She said that it was visible to see students who walk into auditions saying “this [role] is mine.”

“When [Gordon] was auditioning I didn’t feel like I was seeing an actor playing Ella, I saw Ella coming to life,” Mrs. Jaffe said. “I think all of the cast showed that.”

This is Usher’s second time acting in a musical, the first

being in his eighth grade production of “The Little Mermaid.”

Both Usher and Gordon said that they are a little anxious to play their roles but are still excited for the experience.

“I’m a little nervous because [Topher] is such a big role, and like I said, I don’t have too much experience with acting, but I’m very excited as well because I know it’s going to be a really great experience,” Usher said, in an interview with Devils’ Advocate Online.

In the weeks leading up to the actual show, the cast goes through many different rehearsal stages. One such rehearsal was dedicated completely for vocal practice where the cast went through every song with Mrs. Burkemper. She tried to emphasize the correct pronunciation of every word in order for both the music to be in unison and also for it to match the mood of the scene.

“It helps that the majority of the cast also happen to be in choir classes during the day with me,” Mrs. Burkemper said.

“They are used to my routine and expectations as well general vocal technique and training.”

Another rehearsal consisted of blocking actual scenes for the musical. Mrs. Jaffe began each session by instructing every person on where they will be located on the stage for each scene. She then walked each individual through how they should act from their facial expressions to their body movements.

“Some scenes, ever since we’ve picked the show, I’ve been thinking about how I want them to look like, feel like, sound like,” Mrs. Jaffe said. “Other scenes can be created on the fly with the students.”

Another rehearsal is dedicated solely to choreography, where they had a professional choreographer come in and teach them moves.

Orchestra pit, on the other hand, spent their rehearsals running through each piece of music. The music director, Mr. Matt Goeke, would read and act out the play so his students could get a sense of what the music was about.

“He sings the part along with [orchestra pit], so we know how it fits into the play; it is really nice because then everyone is on the same page,” said Alex Martinez, senior who plays oboe for orchestra pit.

Although the audience can see the cast and orchestra pit during the show, many are not able to see the work of the crew who operate behind the scenes. In the beginning of each play it is the crew’s first job to take down old sets. As Senior Eliza Brooks took down the set for the winter play Rumors in preparation for Cinderella, she recalled all her past plays, and realized this will be her last musical.

“I’m going to miss the feeling of watching the first performance all unfold perfectly,” Brooks said. “It’s an experience you can’t really get anywhere else.”

Brooks, props designer, has been a part of crew since freshman year. Her job mainly consists of getting together all props necessary for a production. Prior to every production she reads through the script and lists all the props needed to Feature • 21

photo by Clairice Krzysik

Senior Eliza Brooks helps take down the set of the spring play Rumors in preparation for the musical.

be made and their uses with the director.

“I buy them, I make them, I borrow them,” Brooks said. “That’s a lot of communicating back and forth with the director, with the cast, with the tech director, and managing a budget.”

In the following weeks she will meet with the cast to make sure her props complement the actors using them. Brooks noted that although she likes making props for other plays, making them for productions like Cinderella is a lot more interesting. She compared this year’s musical with last year’s musical The Little Mermaid, which she said required unique props, such as a giant gold seashell or a trident.

“It’s a lot of fun to make a more dramatic almost comical prop, which is exciting,” Brooks said.

Senior Nicole Cheung has been a part of orchestra pit since her freshman year. Like Brooks she noted the difference between Cinderella and past musicals. She says that past musicals performed by the school, like Fiddler on the Roof, had a darker tone of music. “[Cinderella] is definitely more light and bouncy,” Cheung said.

Like Cheung, Martinez mentioned how in this play there is a more airy feel to it, and in order to play the music correctly the band really has to understand the play and its tone. She said that she finds tone is one of the most important aspects in music. She appreciated the dedication that Mr. Goeke had for acting out the play.

“Every musician can get notes down, but it is all in how you present the music and how you want your audience to feel,” Martinez said. “That is the difference between [school and] professionals, when [professionals] play they add a sense of emotion.”

The musical as a whole is made up of two acts and 27 22 • designed by Edmundas Pletas

songs. Martinez said she felt a bit overwhelmed having to learn all this music in a month. During a concert cycle the bands have at least a month to complete two pieces of music.

Martinez also said musicians must be aware of actors’ stage positions when performing.

“You have to adjust to how the person is moving; the conductor has to be very aware of the pace of the play,” Martinez said.

Mr. Goeke added, “Rodgers and Hammerstein are notable for writing comedic and emotional music that draws the audience in.”

In the upcoming weeks, the cast will begin to be practicing one act at a time, instead of individual scenes. They will eventually pull the pit orchestra into the rehearsals and work on timing with dialogue with the music. They will work like this until the performance is seamless.

“In theater you have to work hard, because once you get on stage you have one crack [at] it,” Gordon said.

After weeks of spending hours after school rehearsing on varying days of the week, the cast will be ready for opening night. The show will be performed in the auditorium on April 19-21 and tickets will be sold in early April. Mrs. Jaffe said she is excited to see the play come together. She notes that the amount of effort from the extra hours the students put in to make this production come to life is apparent.

“An extracurricular like this reinvigorates you, the teacher, and reminds you why you love working with these students so much,” Mrs. Jaffe said.

music to

82.4%

stream music

Devils’ Advocate asked stu about their music listening

17.6% 17.8%

0-1 hours a day

26.0%

1-2 hours

26.8% 15.6% 13.8%

24 • Infographic

spotify

208

radio

114 67

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soundcloud

64

3-4 hours

apple music

4+ hours

62

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number of hours a day spent listening to music

download

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39.8%

201

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156

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212

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111

paying for a premium streaming service

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finding new music

through friends

267

0

# of respondants

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60.2%

prefer to listen to music with headphones

other

51

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do not pay designed by Jayne Gelman • 25

Walkout participants released 17 balloons in remembrance of the school shooting victims from Parkland, Fla. photo by Caroline Bowater