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Evolution of Teaching: the next generation of teachers p. 14

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

photo by Caroline Bowater

Contents

Features

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Why They Instruct

Current and future teachers discuss the profession

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Water Polo Photo feature

Unlikely Majors Education off the beaten path

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Newsfeed

A&E: Infographics

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

Senior Issue

Page 18 See what it takes to graduate high school in this infographic in the senior issue.

See page 21 for more details College decisons, snapthought and more

Letter from the Editor

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Editorial

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Battleground Discussion on the Iran Nuclear Deal

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photo by Clairice Krzysik

Eco-friendly reminders

photo by Caroline Bowater

Perspectives

Profiles Dancing Queen Junior Rheana Montesantos wins national dance award

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On the cover: Mrs. Kathy Gabric & Sophie Brown Cover photo by Caroline Bowater 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.

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Staff Letter From the Editor

Club Contributors Emma Bauschard Audrey Carter Catherine Dolan Emily Goggin Yusuf Husain Nubaira Kabir Elizabeth Litwin Rima Rafiq Jenny Witt

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

Ed Pletas Designer

Cassie Kruse Columnist

Layo Adelakun Feature Writer

Bilal Khokhar Feature Writer

Lauren Lee Feature Writer

Amanda Bagby Feature Writer

As the school year comes to an end, many students await the start of summer.

This month, we ask seniors to reminisce about their worst freshman experiences.

Our columnist, Cassie Kruse, reflects on her high school career and offers advice to future generations of students.

Additionally, with seniors graduating, we take a glimpse into some of their future careers and non-traditional college paths. We also explore opportunities for underclassmen to start getting involved with their passion.

Beyond student experiences, Devils’ Advocate had the opportunity to explore teacher appreciation month and why teachers wanted to go into the field. We explore the struggles and the benefits of the teaching field. In addition, with spring sports taking over the school, Advocate looks into the traditions of each sport and what makes them unique . We looked at the incredible success of one of our own; Rheana Montesantos, a dancer who won the YAGP, a start to her future career. Finally, we argue about the importance of recycling at our school and how greater measures must be taken in order to protect our environment.

Sincerely, Lauren Lee & Annika Agrawal

Annika Agrawal Feature Writer

Zaina Ahmed Feature Writer 3

health & wholeness

by Cassie Kruse

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1. You don’t have to be friends with everyone.

I’m going to let you in on a little secret that took me 18 years to learn, not everyone is going to like you. Sometimes you and another person just don’t mesh well; it isn’t either of your faults, it’s just that your personalities don’t spell out best friendship. Instead of putting time and energy into worrying how you can make this one person like you, focus on all of the other wonderful people in your life. The less time you spend worrying about people liking you, the more likeable you become. This is because then you have the chance to just be yourself, and that attracts all the right kind of people into your life.

2. Say hi to people in the hallway.

This was a lesson that took me until senior year to learn, but if you see someone you kind of know as you’re walking to your next class, just say hi. Skip the whole awkward making eye contact but pretending you didn’t deal, and just give them a smile. For my first three years here I would genuinely not say hi to people because I was too afraid they wouldn’t say it back. Why? If they don’t say it back, who cares. The more kindness you put out into the world, the more there is. Don’t base your actions on what other people are going to do, do what you can to spread love. The best part of this is that I’ve found the more love I put into the world the happier I am, and little things like saying hi to people in the hallway is the perfect place to start.

3. Do the spirit days.

Listen up, nobody is too cool to do the spirit weeks. Do you know who has the most fun during dress days? The people who dress up because those are the people who are just showing school spirit and don’t care if they

4 • Perspectives

look goofy or not. Dress days are supposed to be fun, to bring the school together. There is this high school mentality that high school “sucks”, don’t let this way of thinking be yours.

You are allowed to have fun and enjoy high school. So next year during football season and homecoming week, push yourself out of your comfort zone a little bit. Get you and your friends to be an active part of the student body; I promise you won’t regret it because you will just be letting yourself have fun.

4. Take the class you’re scared to take.

For me, this class was Fits 2. I had been watching the class since sophomore year, and it looked like so much fun. I really wanted to be in the class, but was always a little too scared to. What happened if I was the only girl in my class? What if I made a fool of myself? Finally two weeks before the end of first semester this year I realized that this was a class I needed to take before I graduated. I will admit, the first couple of days I was a little terrified, but as the weeks progressed I became more and more comfortable with being uncomfortable. So if there is something that you want to try, a class, club, or sport, but you’re scared, hear me out.

You can do it, just rip the bandaid off and do it.

It probably will be a little uncomfortable, but a huge part of high school is pushing yourself past your own comfort level to discover more about who you are.

5. Find balance.

Let me redefine well rounded for you, it isn’t being involved in ten clubs, member of three sports teams, president of the student body, an active volunteer, and having a 6.0 GPA. That just isn’t realistic. Being well rounded is all about balance, it’s finding a couple of things you really enjoy and fully involving yourself in them. While you are of

photo by Clairice Krzysik

ith my high school career coming to a close, I’ve found myself looking back at all of the lessons I have learned over my four years of being a Red Devil. Some of them are practical, like finding out, after accidentally doing it myself, that the senior section in the main gym is not for the freshmen, or that the chocolate chip cookies are the best food in the cafeteria by far. But I also have learned lessons that I wish I had known throughout high school, and I want to share them with you to make your high school experience even better.

course supposed to push yourself in high school as I mentioned earlier, you should also enjoy your time here. Being busy to the point that you aren’t sleeping isn’t healthy and won’t make you happy.

Instead of being over involved, be well rounded.

According to Career Vision.org, the biggest tip for incoming freshmen is to, “be selective in choosing involvement,” adding, “Don’t do things just to do them. See the involvement as an investment, contribution or exploratory step.” Involve yourself in extracurriculars that you enjoy and that you see benefitting you down the line.

As I prepare to say my final goodbyes and walk across Dickinson Field, I know that I squeezed every bit out of my time here. While all of my tips mentioned above are important, I want to leave you with one final piece of advice.

Put yourself out there. It’s much better to wish you hadn’t done something than to never know what would have happened if you did.

designed by Jayne Gelman

CONGRATS SENIORS! HINSDALE CENTRAL CLASS OF 2018

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illustration by Julia Baroni

Reduce, Reuse, & Reevaluate

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or lifestyle changes to have a truly impactful effect on the environment, large populations of people need to get mobilized.

Many schools have recognized this and have taken steps to cultivate an environmentally-conscious community within the student body. At Central, “Red Devils Go Green” posters speckle the walls and blue recycling bins tuck into corners.

However, those posters are faded and the recycling bins are filled with banana peels. Caring about the environment has become normalized.

It no longer is important to use a recycling bin to its fullest ability, it’s only important to have it in the room. Simply having a Camelbak or Hydroflask fulfills one’s need to feel like they are doing their part.

Students and teachers need to reassess their daily habits at school and stop turning a blind eye to their harmful effects on the environment.

Changes need to be made in the classroom. According to Edutopia, in a class of 30 students, a student used 833 pieces of paper per year, and that is just one class. Often times, teachers continue to print out worksheets or dense packets despite having the option of sharing them with students on computers provided to them. It is argued that some students prefer tangible paper over digital ones, but it is necessary to make sacrifices for the environment, especially when computers are at students’ and teachers’ disposal. Knowing that school is coming to an end for the year,

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and Central plans on going 1:1 starting next August, this May is the perfect time to start making this transition.

Changes also need to be made in the cafeteria. School lunches produce way too much waste daily, and this is mostly a result of laziness and a lack of willingness to make minor lifestyle adjustments.

According to Quest employee Brittney Steinling, Quest tries to limit the plastic used by the food containers it contributes.

“Most kids just don’t think to recycle,” Steinling said. “They just throw out all of their food together and at once.”

Bringing a paper sack lunch every day, filled with sandwich bags of food, and throwing all of its contents out that go unfinished is also ultimately wasteful. Reusable lunch bags and containers can help combat this issue and provide a way to eliminate food waste and bring home leftover food. And when it comes time to throw out your trash, separate it into waste and recyclable.

Overall, schools simply need to reinvigorate their dedication to the environment with a welcomed sense of urgency. Students know that plastic and paper go in the recycling bin, they just need to go find the recycling bin rather than the nearest trash can. If schools agree to cut the slacktivism when it comes to being environmentally conscious, they can be a driving force behind protecting and respecting the environment.

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

FOR MORE NEWS GO TO

online hcdevilsadvocate.com to see an interactive map of where this year’s seniors are going to college news • media • columns • A&E • sports • and more 7

Battleground

by Sophia Horowicz and Claire Lozier

THE IRAN NUCLEAR DEAL

CONTEXT: Iran’s history of building nuclear weapons in secret has built deep-seated mistrust between Iran and other nations, including the

United States. In order to prevent Iran from proliferating nuclear weapons, the United States spent decades imposing sanctions on Iran, none of which significantly reduced Iran’s nuclear capability. Finally, in 2015, Iran agreed to a long-term nuclear program deal with the U.S., U.K., France, China, Russia, and Germany. The original terms of the agreement are simplified to this: in exchange for the repeal of worldwide sanctions against Iran, the country must reduce their stockpile of enriched uranium to an amount that renders them unable to make a bomb; they must cap their number of nuclear centrifuges to 5,000; they must cease to operate their Arak facility, which was designed to help make nuclear bombs; and they must allow the International Atomic Energy Agency to conduct inspections to ensure compliance with the deal. On May 8, President Trump decided to withdraw from the 2015 deal, pointing out that “the deal’s inspection provisions lack adequate mechanisms to prevent detect, and punish cheating,” that the Iranian regime “fuels conflicts across the Middle East,” and, agreeing with Israeli Prime Minister Benjamin Netanyahu, that Iran has lied about their nuclear ambitions. The merit of President Trump’s decision is debated.

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resident Trump’s decision to tear up the Iranian nuclear weapons agreement has drastic consequences for American consumers and the political power of the United States. Iran is the fifth-biggest producer of oil in the world. After the United States signed the 2015 agreement, sanctions were lifted from Iran, allowing Iran to increase its oil production by one million barrels per day. American companies, including airlines, carmakers, hotels, and oil enterprises, quickly signed deals in Iran, causing the oil economy to boom.

Now, as Trump renews sanctions on Iran, this massive supply of oil will vanish from American markets. As Western companies scramble to pull out of Iranian deals before sanctions go into effect, gas prices will soar, hurting everyday American people.

President Trump also chose to ignore the timing of his decision, which comes about a month before the highly anticipated Trump-Kim summit in Singapore. This meeting hopes to begin plans of denuclearization on the part of North Korea and a peace treaty on the part of the United States. This will be the first time a U.S. president will meet with a North Korean leader since the beginning of the Korean War. Yet, Trump’s withdrawal from the Iranian agreement could have a severe impact on the effectiveness of this meeting. By backing out of the Iran deal after only three years, Trump is signaling to Kim Jong-un that any promises made by the U.S. could disappear in an instant. With distrust already apparent on both sides, Kim Jong-un now has even more reason to doubt American agreements.

Donald Trump has now left us in a precarious position, one that harms both everyday consumers and American political leverage at large. And still, there is no guarantee of success. The 2015 agreement was signed after decades of harsh sanctions against Iran—all of which failed to dissuade Iran from producing nuclear weapons. Yet President Trump seems to believe that his sanctions will work.

If Trump’s plan is to slap the most severe sanctions possible on Iran to beat it into submission, he should remind himself that the U.S. economy and people will feel the blows. If he plans to continue to impose sanctions similar to those placed on Iran before 2015, nothing will change.

And so, as usual, Donald Trump has slammed his fist on the table, demanding progress while he himself inhibits it.

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8• designed by Jayne Gelman

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resident Trump’s decision to pull out of the Iran nuclear deal was the right move, given that the deal was poorly crafted in the first place, and it conceded too much to the rogue nation. Withdrawal allows for a stronger, more comprehensive deal to be negotiated, and the United States is now able to reimpose secondary sanctions that will hinder Iran’s ability to fund terrorism, in turn making the Middle East safer than it is under the current deal.

A little known part of the deal is that after ten years, sunset clauses take effect which gradually relax restrictions not only on certain nuclear activities within Iran, but also the level of uranium enrichment Iran is allowed to conduct.

Because the deal includes these sunset clauses, Iran is secretly able to work towards nuclear weapons capability under the cover of friendly goals like a nuclear energy program. On top of that, the agreement only allows inspections on Iran’s nuclear supply chain, leaving out inspections of Iran’s military facilities, where the regime currently builds ballistic missiles that are capable of delivering nuclear warheads.

Even worse, the inspections of their nuclear supply chain are gradually eased within 10 to 25 years as well. It’s important to note that the the elimination of sanctions against Iran literally funds terrorism. According to the State Department, Iran provides financial and military aid to Hamas, which conducts suicide bombings and rocket attacks against Israeli civilians. Annually, Iran provides hundreds of millions in funding to Hezbollah, a terrorist organization based in Lebanon. And Iran supports the regime of Bashar al-Assad, the brutal Syrian dictator who uses chemical weapons against his own people.

Iran’s horrific track record led the U.S. to impose “secondary sanctions” on Iran’s oil sector in 2011, meaning the U.S. refused to do business with countries who bought oil from Iran or aided Iran in running its oil and chemical industry.

Because the U.S. has the largest economy in the world, these “secondary sanctions,” in effect, forced countries to pick the U.S. and to cut ties with Iran, costing Iran billions and limiting their ability to fund terrorist organizations.

The U.S. was not alone in imposing sanctions; the UN Security Council and the European Union had sanctions on them as well. However, this poorlynegotiated deal swept all of these sanctions under the rug, leaving Iran billions of dollars richer, all in exchange for weak nonproliferation terms that are gradually relaxed down the road.

Not only was the Iran nuclear deal poorly negotiated in the first place, but the terms allow a rogue nation to secretly conduct nuclear activity and to perpetuate violence in the Middle East. President Trump’s decision to pull out of it will pressure Iran economically, and is the first step to a more secure deal.

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illustration by Julia Baroni

Perspectives

Dancing Queen

photo courtesy of Rheana Montesantos

Junior wins national dancing competition award

by Layo Adelakun

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lancing at the audience, she does not see people in seats, instead she envisions what she calls a fourth wall, embracing the character she is portraying, so her wall appears as the scene she sees her character in. She arches her toes in a way only a ballerina can, and slightly smiles as she prepares to do her triple pirouette, a spin on one foot three times. She completes the spin and feels the perspiration slide down her back. Behind her she can hear claps as she finishes her performance, one she had practiced for five months.

Rheana Montesantos’s, junior, performed her classical ballet variation of her dance “Raymonda” in Chicago two months ago. being one of the best moments of her career. She designed by Charlotte Sudduth

said it was an indescribable feeling being on stage and although this show was one of her favorites, she can’t really remember the details of the choreography. Montesantos said the only thing she remembers the most was stepping off stage and being brought to tears of joy.

In February, Montesantos received first place at the Youth America Grand Prix competition, better known as YAGP. YAGP is the most prestigious and largest international student dance competition. Elite student dancers around the world start the process by competing in regional competitions held in 18 cities and six international sites. After that, selected dancers attend the finals held in New York, which took place on April 13 until April 19. The dancers can compete in the pre-competitive division which consists of 9 to 11 year olds, the junior age division, which is 12 to 14 year olds, or the senior division of 15 to 19 year olds. Montesantos won the senior division for the classical ballet category and was top 12 in the contemporary section.

Montesantos has been dancing ever since she was three years old but did not start in a conventional way. When she was little she had flat feet and her mom put her in dance lessons to fix that, ever since then she’s been taking lessons at Salt Creek Ballet in Westmont.

Montesantos’s older sister, Stefanee, also attended Salt Creek Ballet, which is why her mom sent Rheana there too.

When Montesantos was little she said lessons were easier and more like an after school activity, and now they are more rigorous and advanced. After many years of dancing her style has also developed, Rheana mainly focuses on her ballet skills, but also takes classes contemporary dance.

“As a dancer, you are constantly evolving and changing the way you dance as you grow older. Rheana has always had the foundation to evolve into a beautiful ballerina,” Stefanee said.

As a dancer Montesantos said she does training to stay in shape, one of her favorites being going on walks. She also does core strengthening, leg toning, and physical therapy for past injuries.

This rigor in her life is different from when she first started dancing; she said her favorite thing about classes now is the focus on technique.

In eighth grade, Montesantos and her family discovered she had Wolf Parkinson white syndrome. According to the Mayo Clinic, this syndrome is when an extra electrical pathway in the heart causes a rapid heartbeat.

“The hardest part of the heart surgery was not knowing how severe her syndrome was until she was put under for the surgery,” Mrs. Montesantos said, referencing how the surgeons would have to actually risk the heart by shocking it in order to treat it.

Within a week of her diagnosis, Montesantos had ablation surgery, which included taking ten catheters to the heart and burning away the extra electrical pathway. The recuperation period entailed taking off two weeks from her dance program and then slowly taking part in the dance practices.

“It was very hard because I ended up in the hospital a few weeks after I had started dancing again, and I started to question dancing and if it was important,” Montesantos said.

After contemplating whether or not she would continue with dance during her freshman year, she said after a conversation with her parents, she decided to not quit because she realized she loved dancing and had to push through.

During the summer of 2017, Montesantos met Olvier Pardina, a professional dancer and instructor, and describes the experience as life changing.

“He was like no teacher I had ever trained with. He informed us about his life and shared so much about how he became a dancer and his love for dance and life,” Montesantos said.

“It inspired me because it’s all of the things I want to do in my life. It gave me hope and he believed in me so much that it changed me.”

The YAGP competition came not too long after this meeting with Pardina and has give Montesantos more confidence and motivation.

“After this experience, the most important thing for me is to always keep dancing no matter what happens. You’re going to be told no because the dance world is so competitive.

This is a really big accomplishment for me because it’s something I’ve wanted to do, but I still have a lot to learn, do and accomplish,” Montesantos said.

In regards to next year, Montesantos has four schools she plans to look into for dance, which include Butler University in Indiana, Marymount Manhattan in New York, Juilliard in New York, or the University of Arizona.

“If I want to make it into a company, I have to keep auditioning and if I go to college to major in dance, I’ll still have to audition,” Montesantos said. “I value education but if I make it into a company, that is where I’ll go.”

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• Profiles

Newsfeed No rest for the Devils

by Emma Bauschard and Catherine Dolan

football camp has the most participants out of the summer camps, but the basketball and lacrosse camps are popular as well.

Some sports camps participate in games against summer leagues from schools in the surrounding area.

“We played at least five games [in the water polo camp],” said Emily Alden, sophomore and water polo player. “Others should join the water polo summer league because it’s a fun team sport that is also really social.”

The other half of the summer camps are

Student artists’ showcase

directed towards kids in elementary and middle school with ages ranging from kindergarten to eighth grade.

Younger kids who participate in these camps get to experience high school and interact with older student-athletes, who often help out with the camps.

This year girls’ lacrosse and basketball camps have also expanded to offer their program to kids of younger ages.

Information about the summer camps can be found on the athletic website.

Senior Jack Crews cradles the ball in attempt to go to goal against Lyons Township on April 19 at an away game.

photo by Caroline Bowater

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s the spring season for sports comes to a close with the end of the school year, athletes have the opportunity to participate in a wide variety of sports camps during the summer.

The 44 different camps that the school offers are spaced out throughout June and July and are typically two weeks in length.

Half of the sports camps are exclusively for incoming freshmen through seniors and run by the sports’ coaches from the regular school season. “[The camps were created to] help students improve their skills. Also, camps provide good team building in the off season,” said Mr. Dan Jones, athletic director.

The summer sports give incoming freshmen a way to get to know their coaches and figure out how the sports program works before the regular season. Students of all ages are able to meet other students that they may be on a team with during the school year.

“The coaches encourage us to take part in the summer camp as a way to not get rusty,” said Saba Ali, sophomore and badminton player.

According to the athletic department, the

By Rahma Rafiq

10 • News

to the artists’ respective series. United under the showcase’s common theme of introspection, as chosen by the students themselves, it was clear each series had a deep personal meaning for the artists.

Bartuch chose to concentrate on ballet and the hardships of dance within her pieces, while other students focused on other themes such as family dynamics or personal growth and acceptance.

One of the few selective art classes offered, the AP Studio Art course requires students to turn out weekly art as part of a larger, roughly 30 piece portfolio to be submitted to the College Board for evaluation. Each portfolio consists of three parts: five pieces to demonstrate quality, 12 pieces to demonstrate breadth, and a final 12 piece thematic series to demonstrate concentration on a particular concern of their chosen medium.

“The purpose of the class is to allow students

to pursue their individual interests in art,” said Laura Milas, AP Studio Art instructor and head of the art department. “It’s gratifying to work that hard and come out with a body of work that really is comparable to what college level art is about.”

photo by Cherise Lopez

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he artistic community kicked off the month with their AP Studio Showcase.

The art department displayed the culminating efforts of the AP Studio Art class of eight students in the Community Room from May 1 through 3.

The artists’ presented works encompassed a variety of different approaches and mediums, from traditional watercolor and acrylic pieces, to more modern digital creations composed in the style of comics. In addition to the finished art displayed, each student wrote a concise statement, communicating their intentions for each piece. Many also provided their sketchbooks as to help viewers better understand their personal processes of artmaking.

“I thought the art show was awesome and definitely a success,” said Madison Bartuch, a senior AP Studio Art student.

A majority of the work displayed belonged

Why They Teach Students and teachers discuss what brought them to the field

by Bilal Khokhar and Lauren Lee

photo by Caroline Bowater

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wenty seven years ago, Mrs. Deborah Powell, support staff in the special education department, entered a classroom in a Chicago public school (CPS), substituting for a music teacher who was on maternity leave. Mrs. Powell did not have any prior teaching experience so she watched while the children recklessly ran around, and wondered how to get their attention. At the time she was not interested in teaching at all, however, the school had begged her to substitute. She took a deep breath, started playing on the piano and sang “The Greatest Love of All.” The children stopped to listen to her sing as her voice magnified the room. In that moment, she said she realized the value of teaching and that it was her calling.

Central currently has 217 teachers and support staff, some who have taught for more than 25 years, while others have been teaching for less than five. Teachers spend roughly eight hours with students for five days a week and find their calling in different ways, whether it was a career change or something they knew they wanted to do since they first played ‘school’ on their own mini chalkboards. As May marks Teacher Appreciation Month and the end of the school year, current educators and future ones reflect on the profession and its evolution.

The school has two different programs available to students who see themselves pursuing education in college, the club Future Educators of America and the class Invitation to Teach.

During this time of reflection, teachers and students, who plan to major in education, discuss why this profession matters so much.

DIFFERENCES IN DISTRICTS

Sophie Brown, senior, participated in the class Invitation to Teach last semester, where she visited schools and participated in the lessons.

Brown went to Mildred I. Lavizzo Elementary School in the Roseland neighborhood, and saw one teacher with 30 students and limited resources, such as basic school supplies and technology, trying to manage the class.

She mentioned how unfortunate it is for teachers to have to educate students with these types of conditions. Brown mentioned that standardized testing could be the main source of underfunding. In an article from Washington Post public high schools usually get about 20 percent of their funding from standardized test; if the majority of students do not take standardized state tests, this 20 percent of funding can be diverted somewhere else. Mrs. Powell later became a full time teacher and saw the struggle with CPS schools, and the underfunding.

“There are standards you have to stick by, you’re governed by the state of Illinois,” Mrs. Powell said.

While schools in the U.S. do not have to administer annual achievement tests, they will 12 • Features

lose funding from the federal government if they do not. Ms. Kathrynne Saunders, English teacher, said she understands why states go through with these tests, but would prefer for them to not take a huge role in curriculum, citing how some teachers take weeks to prep students on standardized testing.

“If I could just close my door and do my thing I would be happier; I love my job, it just gets annoying with all these regulations,” Ms. Saunders said.

According to an article from The Washington Post, Illinois is one of the worst states for education spending. The article mentioned how Chicago Public School district has 20 percent of the state’s students but only gets 15 percent of its funding.

Ms. Dawn Oler, IFACS teacher, mentioned how standardized testing can be unfair to teachers because it has a large effect on their overall ranking. Teacher rankings are based upon the performance of students on standardized tests. Having a low ranking means an administration facing the choice of cutting positions, will remove the teachers with the lowest ranking. According to a 2013 estimate by the National Council for Teacher Quality, 41 states now require student test scores to be a part of teachers’ evaluations. Ms. Oler mentioned that standardized tests do not show all the different ways a student can grow and therefore is not the best way to rank a teacher.

“It’s really hard for a teacher to say that I’m being graded on [student standardized tests] and this will be part of my ranking, yet this isn’t a good scale,” Ms. Oler said. “That’s a deterrent for many people coming into the [teaching] field, that the expectations are so fluid.”

This factor may be one of the reasons why the profession is now facing a shortage of candidates. According to the U.S. Department of Education, for the 2016-2017 school year, nearly every state had a shortage of teachers in at least five subject matters, making that school year one with the highest needs in the last 30 years. In Illinois most of the teacher shortage affects the central and southern areas of the state, with Central not facing this issue.

However, the reasons teachers have cited leaving the profession or for striking (in 2018, there were roughly three national strikes throughout the country in Oklahoma, West Virginia and Arizona), may be seen here. According to The Guardian, most teachers say they face stress from testing demands, underfunding, and frequent changes to expectations in regards to curriculum and technology.

“In my ten short years, I’ve realized there has always been a new movement ranging from common core to technology in the classroom,” said Mrs. Kelly Griffin, math teacher. “There will always be restructuring of the classroom and that’s where I find how some teachers can be frustrated.”

For the 2018-2019 school year, the school will implement a 1:1 technology program for the first

time, which means every student in the building will receive an assigned chromebook laptop for instructional purposes. While some teachers say they are worried about the expectations for using these laptops in the classroom, the administration has made it clear that the new technology is meant to enhance current curriculum, and not change it.

While Central does not face some of these more difficult challenges other Illinois districts do, the profession as a whole is experiencing changes according to the national data.

“Yes, technology can take a toll on teaching, but I love [the field] so much it does not matter, nothing can stop me from pursuing my passion,” Caitlyn Isaacson, senior, said

WHY TEACHING

Isaacson, aspires to become a teacher because of the many benefits she says that some people do not understand. She describes the reason that she wanted to teach was because it allowed her to see new perspectives. Isaacson said she liked how her teachers were role models not only with education, but with life lessons as well.

She mentioned how being a camp counselor at Clarendon Hill Park District helped because she liked all the questions kids asked. Isaacson noted that on her birthday her students got her some treats and thanked her for her effort towards the teaching.

“I always wanted to go into a profession where I saw how I was affecting people positively,” Isaacson said. “I always felt that my teachers were advocates for me and I wanted to be that for children too.”

Mr. William Ejzak, English teacher, has been a teacher for two years. He referenced how many of his friends question if they are making a difference in the world with their jobs. He finds that like Isaacson, with any job there are positives and negatives, however teaching is a rewarding job.

“You go to work every day knowing what you are doing is meaningful and matters,” Mr. Ejzak said.

Some teachers like Mr. John Naisbitt, social studies teacher, did not know that he wanted to go into teaching. Initially, his major was journalism, but in his junior year of college he switched. He compares teaching to someone who wants to be a priest or a doctor and how noble it is for people to go into these professions.

Mr. Naisbitt knew that he would not be making the same amount of money as his peers, but he wanted to love going to his job every day.

He said that he could not do anything besides teaching because it would not be mentally stimulating enough.

“I could make parts or sell something, but the fact that I am influencing someone to reach their full potential is an extraordinarily humble idea,” Mr. Naisbitt said.

Similarly Ms. Saunders, initially wanted to go to law school. Her realization to go into the teaching field came when she knew that she would not be able to read and discuss books

What are you going to miss the most?

Definitely the multi-need students and the other professionals I work with.

What are your plans after retiring?

I have a new grandson. I’d like to spend some more time with him. I want to have some time to do some more volunteer work and hopefully see some more of the national parks.

Senior Sarah Hughes participated in Invite to Teach, and has gone to visit her past students.

She plans to major in elementary education at the University of Illinois-Urbana Champaign.

“I like knowing that when kids understand a concept and they have that ‘spark’ I am doing something right with my job,” Isaacson said.

“If someone loves their job enough money should not matter.”

As teaching contributes to a big part of students’ lives, Mrs. Powell, who is retiring at the end of this year, reflects on her impact here. She highlights how she appreciated when students would come to her seeking help both in their education and their day to day life problems.

As for what she’ll miss the most, Mrs. Powell said, “The seeking of knowledge of students that you see every day walking through the hallways...I’m going to miss that like crazy.”

This year’s retirees...

M

r s.

Kathy Gabri

c

What are you going to miss the most?

I’m going to miss the people. It hit me this spring break. I’m going to miss the students I work with and the energy they provide. I’m going to miss my Science Olympiad team a lot.

What are your plans after retiring?

It’s a little island called Pine Island in Florida. I love to fish and Kayak and read. I can just take a boat out there and let it float and just read a book. Just relax. My parents are down there.

The more I go there, the more I fall in love with being on the water.

M

r s.

D e b o r a h Po w el

l

is ew

M

Patty Lindenr s.

L

Brown said that people in the teaching field should get more respect. She finds that people do not believe it is an important enough profession to care about.

Ms. Oler agrees and said that people’s respect and interest in the field can be seen by the amount of students who apply to be in her Invitation to Teach classes. When she started teaching 14 years ago there were about 40-50 student applicants, however, now there are only 24-30.

Brown said she finds that people do not understand how hard teaching is. She said that she believes this because teachers are educating kids about completely new concepts. She really respects teachers at every level for helping with this development of kids.

“People say you are teaching them one plus one, but what they do not understand is that [students] do not know the concept of numbers,” Brown said.

Issaction said that people care too much about money and that success equals their salary. Even though she says people judge her for going into the teaching field, she wants to pursue it to have an impact on kids. When she becomes a teacher, she wants to have relationships with her students in and outside the classroom. Issacation said she does not see teaching as a job because she enjoys it so much.

photo by Caroline Bowater

as a lawyer. She also knew that if she became an attorney she would not make the impact on the world that she wanted. She said she wanted to make a difference that she could see. Ms. Saunders describes how long it would take to make a difference as a lawyer, rather than teachers who have a day-to-day impact on people. She describes teaching as her ‘calling’ and said that some people just know.

“I am really introverted, but I find with teaching that I am not; it comes naturally,” Ms. Saunders said.

While Brown said that her dreams of being of a teacher have been there since she was a child, she highlights that her experiences with her own teachers have boosted this confidence. Ms. Oler, who runs the Invitation to Teach program mentioned that college students who go into the teaching field get an experience like the one the program offers too late. She likes how it gives students the opportunity to see if they like the field prior to starting college.

“It’s kind of like student teaching before you are even in college,” Ms. Oler said. “It’s a terrific benefit.”

Mrs. Griffin mentioned that it is OK if kids do not know what type of job they want. She began in architecture school, and after visiting the company she was going to work for, found that teaching was her true passion. Mrs. Griffin does not regret switching professions. She recalled when she told her father that she was switching from architecture to teaching and saw the disappointment in his face. At the time Mrs. Griffin mentioned how she did not know there was a stigma about teaching, she figured out that this stigma mostly has to do with money.

What are you going to miss the most?

Students are always inquiring, “Hello, Mrs. Powell, I want to talk to you about a certain topic.” Plus, youth gives me youth. When I see youth in young people that energy transforms into me.

What are your plans after retiring?

I’m only retiring from teaching not retiring from life. I’m going to be going into inspirational speaking. I’m going to continue my music and recording life. And I just decided within the last few days that I might just further my education. I’m kind of getting fired up.

designed by Edmundas Pletas • 13

14 • Features

Girls Water Polo Tara Tekkey, junior, passes to another teammate on offense, trying to keep the ball away from Hinsdale South. The cross district game on Monday, April 9 ended with a score of 17-6, the win going to the Red Devils.

spread by Nora Wood • 15

The Road Not Taken Students explore nontraditional career opportunities

by Annika Agrawal and Zaina Ahmed

W

photo courtesy of Lilja Carden, also pictured

hen senior Lilja Carden was three years old, she spent her weekends at the Field Museum explaining the story of the discovery of Sue the Dinosaur to any and all who would listen. Fast forward 15 years, and Carden found herself arms deep in a pile of dirt, carefully chiseling rocks and hoping to find fossils. Carden was one of the few high school students selected to take part in the University of Chicago’s summer paleontology program, Stones and Bones, in 2017.

Stones and Bones, which is a program all high school students can apply for, amongst others at the University of Chicago, involves four weeks spent in Wyoming with leading paleontologists. Carden joined an ongoing Field Museum expedition digging fossils in the Eocene. However, paleontology is not just a hobby for Carden. She will be majoring in it this fall at the University of Chicago.

“People are surprised when I initially talk about it,” Carden said. “I’ve been told I won’t make any money, and that paleontology is not a real science. But those who know me best and who care about me have supported me the whole way through and that is all I could ask for.”

Beyond Stones and Bones, Carden has done a number of other summer activities to help prepare her for this career path.

“I have done many years of camps at the Morton Arboretum,” Carden said. “They taught me everything from the anatomy of vertebrates and invertebrates to how to teach new ideas and concepts to a variety of people.”

When picking a college major it’s easy to fall into the most conventional routes. According to the National Center for Education Statistics, 35 percent of the 1.9 million bachelor’s degrees earned in 2015 were clustered in only three fields: 19 percent in business, 11 percent in 16

• Features

health and related professions, and 6 percent in biological and biomedical sciences.

A large number of Central students typically also pursue these nationally popular majors.

According to Ms. Lisa Hikes, guidance counselor, the most popular majors among her students are health sciences, business, and engineering.

Though there are thousands of possibilities for what one can major in, like adventure education, auctioneering, and theme park engineering, it seems to some like there are only a few to pick from because they’ve never even heard of the more unconventional ones.

However, some students have found their unique majors and programs by following what matters most to them.

Like Carden, senior Josefine Wooldridge knew early on what she wanted to do with her life. Wooldridge has been horseback riding for eleven years, and that led her to her not-sotypical major: equine facilitated mental health.

“My dream is to rescue horses and then have people build a bond with those horses,” Wooldridge said. “I want it to be a rehabilitation for both the horse and the person.”

Wooldridge is attending Asbury University, a small school in Kentucky that carries the equine facilitated mental health program.

According to Wooldridge, Asbury is one of the few schools in the nation that provide her unique major, which would be a double major in equine wellness and psychology.

Often students who have multiple interests consider completing double majors or minors.

However, some students pursue specialized programs allowing them to utilize and combine multiple different interests.

“I had a pretty large drive for business for most of high school, but I thought I should major in computer science since that was my best skill,” said Marshall Demirjian, senior.

“It was a safer path for me, but I wouldn’t be happy.”

Demirjian first heard of the Jimmy Iovine and Andre Young Academy at USC from a friend that overheard him complaining about how he couldn’t find a major that combined both his skills and his passion. This program allows him to study business and computer science together.

After finding out about it, Demirjian began building his portfolio and researching ways to finetune his skills. He has since been accepted into the program and will continue to pursue his goals. Though this is a more specialized path, many other schools, like the University of Minnesota and Boston University, also carry this program.

Although some students know exactly what they wish to major in in college, others look towards future careers they wish to have. While Central’s most popular careers include those in science and business, some students are passionate about fairly nontraditional futures.

Anasthasia Shilov, junior, will be pursuing

a career in forensic pathology. A forensic pathologist does autopsies to determine the cause of death of a patient. Shilov first heard about this career path at a medical exposure camp in 2014 where the Cook County head medical examiner showed slide after slide of interesting cases.

“It wasn’t a scary or risky decision to choose forensic pathology as my career path, but I did get some odd looks for it,” Shilov said. “After reading Stiff by Mary Roach in middle school, doing autopsies became my life goal.”

But many people don’t know exactly what they want to do. According to The Mentor, an academic advising journal by Pennsylvania State University, about 20 to 50 percent of students enter college as undecided or undeclared majors.

Of those that enter college with a decided major, about a third change their majors in the first three years, according to a report by the Education Department’s National Center for Education Statistics.

Even after getting a degree in a certain field, many still change their minds later on in life. Data from the U.S. Department of Labor shows that the average person will change careers three to seven times over the course of a lifetime.

In fact, Ms. Janeen Tomas, math teacher, was not always a math teacher. She started out in actuarial science, a career where she would use statistics to assess the probability of a situation and its financial consequences. Sometime into her first job, she realized actuarial science wasn’t what she wanted to do—teaching was.

Today, she has taught math for 13 years.

“It was such a quiet environment, and I’m not a quiet person,” Ms. Tomas said. “I looked forward to volunteer teaching more than going to work.”

Due to the large variety in major and career options, summer options have grown to include several choices for students interested in many different fields, shying away from the traditional summer sleepaway camp that dominated in the past.

One of these summer options is the Science Inquiry and Research (SIR) course offered through Central and taught by Mr. Mark Wollschlaeger. In this course, students learn how to conduct scientific research by formulating hypotheses, designing experiments, and eventually presenting their findings.

Those who take SIR for multiple summers are given the opportunity to do professional research in a graduate lab under a mentor of their choosing. Some students go on to publish their research in academic journals and present at national conferences.

“The passion that these students have with regards to seeing science beyond high school is just overwhelming, and there’s no prouder moment than seeing high school students being published and presenting at symposiums,” Mr. Wollschlaeger said.

These professional research projects range

in topics from immunology to microbiology to biochemistry to computer science. Daren Chen, junior, has taken SIR for three summers and is about to embark on his fourth summer of research. He works at FermiLab conducting technological research.

“My research is on the Monte Carlo modeling of magnetron sputter deposition,” Chen said. “I like doing it because it allows me to make more connections and expand the limited knowledge I get from school in this subject.”

SIR is not the only way to get a real-world experience. Like the University of Chicago, many other universities across the country offer summer sessions for high school students to gain experience through programs on their campuses. Some of these include Brown University, Stanford University, and the University of Illinois at Urbana-Champaign.

Camille Knott, junior, will be participating in a summer program at Stanford for computer science this year.

“I’ve taken computer science classes in school and I like finding new applications for the things I’m learning,” Knott said. “At this camp, we’re going to be programming artificial intelligence into robotic hamsters.”

Even in Illinois, there are many opportunities to explore career paths and get exposure to real-life work. The iD Tech program, offered at multiple college campuses, provides technology-related camps to students of all ages to take part in artificial intelligence research, build robots, and so much more. The King Conservation Science Scholars program at Brookfield Zoo allows teens aged 13-17 to learn about animals and conservation through research opportunities, workshops, and community projects during the summer.

However, some say that pursuing a dream is up to the individual. According to Demirjian, one good way to figure out your interests is simply looking things up and asking questions.

“I think camps are a great way to get started but when push comes to shove, you have to just pursue things on your own,” Demirjian said.

At Central, there are several opportunities to try out nontraditional activities, both during the school year and throughout the summer.

Classes such as Internship Honors, Invitation to Teach Honors, AP Research and others give students the chance to receive an in depth education in a career path of their choosing.

Many of the students who are now embarking on nontraditional career paths have emphasized that taking a vast variety of classes, especially elective classes, helped them figure out what they wanted to do.

However, beyond Central’s doors, summer opportunities are endless. Although some require applications, others are open to everyone.

“Never be afraid to follow your dreams,” Carden said. “You cannot go wrong if you trust yourself, be kind to others and follow your heart.” designed by Charlotte Sudduth • 17

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Elective credit includes one semeser each: Fine art, practical art, computer literacy, and consumer education

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Comparing required courses at four local schools Data from each school’s website design by Adam DeDobbelaere Each icon represents one year

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U.S. Elective credit includes one year each: Fine art, practical art, social studies and consumer education

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GPA Breakdown 1.409-3.906 3.914-4.475 4.484-5.105 5.108-5.974 Bottom 25%

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27.6 99% Avg. ACT 2017

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Percentage of graduates who are college-bound

National Merit Finalists (Class of 2017)

88.7%

Percentage of graduates attending 4 year colleges

947

Number of students who took an AP test (2017) 19

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An (in)complete list of the entire class of 2018 p. 24

HINSDALE CENTRAL HIGH SCHOOl-HINSDALE, ILLINOIS-VOLUME 90-SENIOR ISSUE 2018

The Senior Issue p. 23: Cheers and Jeers p. 24: College Decisions p. 30: College Map p. 32: Senior Columns p. 34: Superlatives p. 35: Snapthought p. 38: Freshman Experiences p. 39: Senior Regrets

22

Editor Notes Minna Hassaballa Editor-in-chief

Juliana Mayer Managing Editor

Even if I had the entire magazine, I would not be able to express how much Central has taught me over the last four years. Being able to experience high school from the lens of Devils’ Advocate has been truly amazing, as I’ve been able to witness the ins and outs of many activities, sports, and organizations that I never got to be apart of myself. With writing about everything from the new administration to how students celebrate Día de los Muertos, I have been able to give a voice to those at Central who don’t normally have one. This has been a goal of mine since I joined staff two years ago, as a scared sophomore who’d never interviewed anyone before. Since then, I have grown to trust my instincts - the first time around, that is - and push myself to always take it to the next level. Looking back on the last four years, I can say with confidence that Central, and primarily my teachers, helped shape me into the person I want to be.

Adam DeDobbelaere Design Editor

As our class, the Class of 2018, counts down our last days of high school, it’s easy for nostalgia to fill our minds as we reminisce over these past four years. But, the truth is, between the half dozen conversations with friends over how we’ll stay in touch at college, I realized I’m not genuinely sad. Central has offered me all that it could - meaningful friendships, challenging classes, tight knit teams - so though graduating will mean leaving it all behind, I know my time here has been well spent. Though I complained about high school stress the first three and half years, in hindsight, I’m thankful I threw myself into activities I’ve loved, like Devils’ Advocate.

I guess what I’m trying to say is that though I’ll miss everyone and even the courtyard geese, I’m ready to move on and I know the rest of our class is, too.

Jayne Gelman Design Editor

I will not be sad when I leave this school. That is not to say that I didn’t enjoy my time here, it’s just that the school has given to me all it can. Advocate has pushed me to the limits of my design ability, my classes have forced me to learn to study and actually care about my education, and lacrosse taught me that I’m not an athlete. I’m sure that once I get to college I’ll miss the stability, or maybe those few people who I only saw at school. But I will not be sad that my time here has come to an end. I’m 18, I’m an adult. If this was medieval Europe I’d have been married for four years now. There is only so much a person can accomplish when they still live with their parents. College will have its own set of unique challenges I’m sure, but there is no reason to think that I, or anyone else from Central, won’t conquer college in the same way they’ve conquered Central. Good luck everyone.

My Hinsdale Central experience was filled with complaining about things that really weren’t that bad and muttering to myself and my peers about how I did “NOT want to be here right now.” As dramatic as that seems, some days, especially during junior year, I wanted to be anywhere else than in the cinder block walls under the fluorescent lights. But as my days here become numbered, I have started to look at the disgusting colored lockers with halo of nostalgia. I think I’m actually going to miss the familiarity of sitting in an uncomfortable desk every day. I’m actually going to miss being united with my classmates against a common enemy: end of the quarter projects. But most of all, I’ll miss the people I’ve bonded with over complaining about our day-today lives.

Cheers •

Freshman

• • •

Cheers &Jeers

To the paper tiger guy, you’ll be a meme forever in our hearts To @hinsdalevalentines — where did this go??

To eight state championships in one year To the polar vortex; those four days of school won’t be missed

Jeers

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•

Sophomore

Junior

Senior

• • • •

To #selfieswithkolkman To becoming part of the Jeep epidemic To Red Devil of the Week (even though I’ve never won) To foreign exchange students coming to our school for the first time

• • • •

To missing school for the Cubs parade To the memes after the SAT and ACT To half my wardrobe being college t-shirts To Win and Woo - the fastest thousand dollars ever made

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To no senior finals To the positivity hallway — this hallway alone saved me from my crippling depression To the solar eclipse — why are my eyes bubbling ??

Cheers to the courtyard geese; you’ve always kept us grounded

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To that all-day shelter in place :( To the freshman swim unit, just a no To that one kid who always said “If the teacher doesn’t show up in 15 minutes, we can legally leave!”

To reading 1000 pages of Owen Meany

To Reviving Ophelia… Lifetime movies are not the best teachers To funding falling through and yet another year with a bathtub pool To the performing a Shakespeare monologue To our school spirit taking a nosedive; sorry Wes

To fake late starts; 50 minutes ain’t late To getting rid of Fits 3, what are the mildly athletic kids supposed to do??

To the pencil behind Principal Walsh’s ear To everyone telling you junior year is the worst year … thanks that helps

To “cumulative exams” instead of finals To the buffer zone drama To Senior Assassins becoming Senior TAG To coming to school on Presidents’ Day

23

CLASS OF 2018 Devils’ Advocate asked the class of 2018 their future plans, and where these plans will take them

Alabama Auburn University Auburn University Auburn University Auburn University Auburn university University of Alabama University of Alabama University of Alabama University of Alabama

Cole DeCaigny Evan Fallon Kevin Kajevic Kate Shroyer Gunner Wolfe Katya Antipov Olivia Fix Emily Graham Maud Willemse

Arizona

Arizona State University Michael Brose Arizona State University Madeleine Pergantis Grand Canyon University Elijah Villa University of Arizona Jennifer Cohen University of Arizona Nick Fendon University of Arizona Tatum Lovelace University of Arizona Annie O’Malley University of Arizona Justin Taylor

California

Loyola Marymount Julia Blankenburg University San Diego State University Stephanie Nevarez Santa Barbara City College Rose Nigri Santa Clara University Mackenzie Airhart Stanford University Andrea Collins Stanford University Micaela Dugan University of California Rachel Wu Berkeley University of California Amanda Cashman Santa Barbara University of California, Caroline Cheng Los Angeles University of California, Joonsoo Kim Los Angeles University of California Justin Lue Los Angeles University of California, Alex Martin Los Angeles University of California, Grace Panos Los Angeles University of California, Quentin Wallace Los Angeles University of San Diego Sean Stanton 24 • Senior Issue

University of Southern California University of Southern California University of Southern California University of Southern California University of Southern California University of Southern California

Marshall Demirjian Joseph Hayes Evan Ostrowski Maddie Studnicka Nick Tienken Marissa Zayed

Colorado

Colorado School of Mines Chance Deckard Colorado School of Mines Meera Duggal Colorado State University Lauren Dandorph Colorado State University Meghan DeJong Colorado State University AlexGama Colorado State University Jessmine Kazi Colorado State University Antonia Ioannou Colorado State University John Penland Colorado State University David Thormodsgard Colorado State University Paige Wilder Fort Lewis College Luke Collins Fort Lewis College Madison Helm Regis University Quinn Maloney University of Colorado Emily Anderson Boulder University of Colorado Ashleigh Benson Boulder University of Colorado Nick Biancalana Boulder University of Colorado Layla Byrd Boulder University of Colorado Grant Coghill Boulder University of Colorado Mackensie Boulder Cruickshank University of Colorado Lauren Freeman Boulder University of Colorado Grace Hafner Boulder University of Colorado Alexis Hamdan Boulder University of Colorado Charlie Kapp Boulder University of Colorado John Kohnke Boulder

University of Colorado Boulder University of Colorado Boulder University of Colorado Boulder University of Colorado Boulder University of Colorado Boulder University of Colorado Boulder University of Denver University of Denver University of Denver University of Denver

Greta Kumskis Max Kuropas Morgan McCarthy Kamilla Mitkus Sydney Seda Nicole Turano Patrick Naphin Sam Rasmussen Evan Thom Patrick Naphin

Connecticut Fairfield University

Thomas Willemse

District of Columbia George Washington University George Washington University Georgetown University Howard University

Laine Williams Emma Sauder

Florida Florida Atlantic University Lynn University Ringling College of Art and Design Ringling College of Art and Design University of Miami University of Miami University of Miami University of South Florida University of Tampa University of Tampa

Sara Villanueva Kai Foster

Izabela Christopher Keithan Walker Anushka Nair Jack Clark Phillip Dressler Sophia Gerard Nathan Hurst Ashten Litke Brianna Smith Peter Madden

8

Georgia Georgia Institute of Technology Savannah College of Art and Design Spelman College University of Georgia University of Georgia

Praveen Balaji Belle Logue Nylah Parham Sophie Brown Eugenia Bouchelion

Hawaii University of Hawaii

Max Thompson

Brigham Young University Idaho

Jasmine Cerezo

Idaho Illinois

Augustana College Grace Cook Augustana College CassieKruse Benedictine University Zerghania Berki Benedictine University Samia Douedari Benedictine University Amber Meah Benedictine University Amaris Hernandez Benedictine University Sedra Khan Benedictine University Sarah Nasif Benedictine University Nikki Salbego Bradley University Emily Garrett Bradley University Nolan Hypes Bradley University Juan Varela Bradley University Angela Wong College of DuPage Anwar Altabba College of DuPage Alexandra Bergquist College of DuPage Jack Borys College of DuPage Griffin Casey College of DuPage Gianluca Di Nunno College of DuPage Christian Estrada College of DuPage Jiqian Fu College of DuPage Eddie Grant College of DuPage Charlotte Graves College of DuPage Sophie Griffith College of DuPage Nolan Holmes College of DuPage Clara Karas College of DuPage Haya Kousa College of DuPage Shelby Kruep College of DuPage Michael Lindsey College of DuPage Aviana Macon-Villegas College of DuPage Matt Mishevski College of DuPage Kotryna Pazemeckas College of DuPage Ryan Pokorny College of DuPage Harib Rana College of DuPage Karim Shah College of DuPage Scott Spinazola College of DuPage Scarlett Zuzic DePaul University Alyssa Burgonio DePaul University Natalie Burjek DePaul University Alexa Byers

DePaul University Daniel Chval DePaul University Nicholas Seda DePaul University Alex Smirnov DePaul University Eleni Tsokolas DePaul University Sabah Vikaruddin Eastern Illinois University Sara Katsis Elmhurst College Elizabeth Garrett Elmhurst College Brielle Imana Elmhurst College Jonah Schaik Illinois Institute of Bilal Khokhar Technology Illinois Institute of Alexander Technology Shepardson Illinois State University Chloe Barofsky Illinois State University Nick Carta Illinois State University Vincent Carta Illinois State University Maria Chagoya Illinois State University Dylan Gnat Illinois State University Jihad Mahan Illinois State University Ethan Mortensen Illinois State University Kristina Novosilec Illinois State University Jessica Racine Illinois State University Evan Talbott-Swain Illinois State University Rachel Vesely Illinois State University Aurora Wallat Illinois State University Dean Zubi Knox College Raunak Malhotra Lewis University Amanda Perez Loyola University Munaj Alikhan Chicago Loyola University Anthony Angileri Chicago Loyola University Jonathan Chen Chicago Loyola University Zachary Chibucos Chicago Loyola University Stephanie Dal Porto Chicago Loyola University Musa Disli Chicago Loyola University Jackie Greager Chicago Loyola University Esther Hirsch Chicago Loyola University Alina Junejo Chicago Loyola University Samone Khalil Chicago Loyola University Demi Limparis Chicago Loyola University Grace Manske Chicago Loyola University Juliana Mejia Chicago Loyola University David Phlamm Chicago Loyola University Barbara Riazanskaia Chicago Loyola University Safwan Saleem Chicago

Loyola University Ethan Wang Chicago Millikin University Justin Mysliwiec Millikin University Vladimir Vincent North Central College Amber Page Northern Illinois Tyler Bukovic University Northern Illinois Alexandria Haynes University Northern Illinois Chrisse Patras University Northern Illinois John Perez University Northern Illinois Ben Schilder University Northwestern University Ali Ardehali Northwestern University Xiaohe Chen Northwestern University David Jin Northwestern University Meghan Johnson Northwestern University Davis Miller Robert Morris University Michael Koveshnikov SAE Institute Chicago Roland Chira University of Chicago Natalie Bourand University of Chicago Lilja Carden University of Chicago Lauren Cecchini University of Chicago Alex Choi University of Chicago Sophia Horowicz University of Chicago Lally Johnson University of Illinois at Omar Abboud Chicago University of Illinois at Matt Alvero Chicago University of Illinois Kyle Bazaldua Chicago University of Illinois Adam Bouzo Chicago University of Illinois at Jonathan Chen Chicago University of Illinois at Owen Duffy Chicago University of Illinois Enrique Garcia Chicago University of Illinois at Noe Gonzalez Chicago University of Illinois at Ngozi Ihemeson Chicago University of Illinois at Mora Isaac Chicago University of Illinois at Tamara Laban Chicago University of Illinois at Ramzi Rimawi Chicago University of Illinois at Sarim Sheikh Chicago University of Illinois at Milen Spegar Chicago University of Illinois at Isabel Tamas Chicago University of Illinois at Basil Zakkar Chicago designed by Jayne Gelman • 25

University of Illinois at Chicago University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign University of Illinois at Urbana-Champaign 26• Senior Issue

Kamile Zemblys Zaina Ahmed Ayah Albareedi Mia Balice Tomas Baliutavicus Jeremy Bao Sol Barrios Chloe Bassett Emily Beach Andrew Benington Uma Bhattacharyya Alek Bogdonoff Sam Booras Liam Bots Michael Callahan Ava Chami Ming Chen Nicole Cheung Robert Cremin Peter Cychowski Krise Dang Rachel Dannhausen-Brun Kevin Ellis Tara Entezar Lorenzo Ferro Ashley Fu Abigail Fuller Michael Gachich Ava Gaddis Hannah Gallinaitis

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Loyola Univeristy New Orleans

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Maryland

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designed by Jayne Gelman • 27

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Texas

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Claire Elman

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Washington Abroad University of Wyoming

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Aiza Ali Mac Anderson William Leader Amy Guo Julia Sant

RWTH Aachen University, Germany University of British Columbia, Canada University of Edinburgh, UK

Nia Pham Murphy Juska Clairice Krzysik Lauren Turano Pablo Veliz Maansi Vanani Timothy Lindsey

Clara Fellows Christian Haleas Kathleen Hynan Maggie Kemp Amanda Leon Garrett Mahoney Griffin Mitchell Maria Mulvihill Breana Songco Nora Wood Meghan Lowery Jad Alamuddin Andie Davis Adam DeDobbelaere Shea Draddy Everett Eck Lara Klein Abby Lee Grace Thrana

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Charlotte Sudduth

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Faith Negley Jacob Nunez Christopher Birch Aaron Fuller Brendan Cain

Anya Egli

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Janine Frieze

Gap Year Caleb Lagestee Victoria Vincent Adam Schaefer Eliza Brooks Nathaniel Colleran

Unreported* Al Dasoqi, Mohammad Ali, Mohammed Almazan, Armando Atkins, Alexandria Barnes, Kathleen Belk III, William Berg, Luke Boutchia, Matthew Brorson, Donald Brown, Davis Burkhart, Joseph Centracchio, Madeline Chen, Rebecca Chen, Yu Chen, Ziheng Chuluunbaatar, Turbold Contreras, Jose Daway, Brandon

Edgar, Austin Esposito, August Fitzgerald, Cullen Fitzpatrick, Liam Franco, Joseph Frasca, Nicholas Frieze, Gillian Gale, Bradley Grabill, Thomas Gregory, Jerimiah Grubic, Luka Gutierrez, Caylin Hamburg, Cameron Humiston, Elena Jacob, Margaret Jeannides, Berenger Johnson, Nathaniel Kachru, Parth

Kelecich, Alexander Koznarek, Luke Kuckertz, Rose Kuzmanovski, Kiril Lau, Jonathon Lazu, Kelvin Letizia, Esther R Levine, Samuel Lin, Xi Liu, Xinyang Logan, Jazmyne Lohmeier, Jason Luther, Trenton Majzoub, Ryan Mallek, Erica Maniar, Nischay Massouras, Evan Mathew, Ashley Maturino, Madeline McClear, Courtney McGaha, Joseph Menini, Andrew Merrell, Victoria Miranda, Christopher Mistry, Rishabh Mo, Kevin Moore, Christian Naborowski, Elena Nadeem, Rida Nain, Shobhit Nwankpa Jr, Amajindi Nwankpa, Adaugoamaji Ochoa Rodriguez, Yoltic O’Connell, Sean Omira, Ruba Owens, Baylee

Paglinawan, Adolf Panzarella, Veronica Park, Matthew Parrillo, Connor Patel, Krupa Paulson, Emma Peracha, Zaid Piekos, Paulina Roca, Alexander Rodriguez, Ryan Rohan, Marissa Rojas, Yazmin Rojas, Yeimy Ryabko, Michael Sadkowski, Kyler Safvi, Sky Santilli, Nicole Shah, Ibrahim Smith, Jeffrey Spyropoulos, Konstantinos Stalinger, Justin Stoch, Matthew Sun, Louise Sunbuli, Mhd Tamonis, Mykolas Thomas, Tre’ci Thornton, Landon Tirmizi, Nausherwan Tobin, Briana Toyama, Kaitlin Ulziisaikhan, Julia Vinci, Cole Vucicevic, Lazar Walsh, Riley Ward, Jackson Zinic, Katarina

*Although Devils’ Advocate worked very hard to get the information on the students’ future plans, we were not able to obtain information for every person. Along with those individuals, the unreported section also includes students that did not want their information shared, as well as those who were still undecided at the time the information was collected.

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30 • Senior Issue

26-50 students 11-25 students 6-10 students 2-5 students 1 student 0 students

99+ students 51-99 students

the Geographic D

CLASS O

Diversity of the

OF 2018 designed by Jayne Gelman • 31

Senior Columns Alex Choi Business Editor

I spent the better half of my high school stressed: about grades, about sports, about any number of menial bullet points on my endless to-do list. So speaking as someone with experience: don’t stress. It sounds cliche (hey cliches exist for a reason) but take a deep breath and keep your head held high. Things tend to work out whether you stress about it or not, and sometimes it’s nice to throw caution to the wind and see where things take you. Plus it doesn’t hurt to pause and take a look around, because before you know it you’ll be on your way out of here.

Clairice Krzysik Photographer

With high school coming to a close, I often feel as if everyone is looking for seniors to have this overwhelming sense of sadness as we part ways with the people that we’ve come to know so well all while being in an environment that we can call home. While, I’d be lying if I said I won’t miss running up to my friends, giving them hugs before class or forming these bonds with my teachers and classmates, I am anything, but sad. Instead, I’m hopeful. Hopeful and excited for life after graduation and I’m looking forward to getting the chance to use the skills and lessons that I’ve accumulated over my four years of high school.

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Julia Chatterjee Copy Editor

My dad always told me to enjoy the ride that is high school and to never wish it to be over. I tried to apply this as I tread through my four years at Hinsdale Central. High school was great, but I definitely would not want to do it again, which I think is pretty special. I’m sure I’ll reminisce about my time at Central in a few years and nostalgia will somehow make me miss this place. Now that I think of it, I’ll miss packing my lunch every morning, crossing out assignments in my handy assignment notebook, and having to ask an adult if I can, I mean may, go potty. Go devils!

Cassie Kruse Columnist

If I had to take the beautiful mess of mistakes and victories that was my high school experience and sum it up into one sentence it would be this: you aren’t going to find yourself. I spent my first couple of years trying to “find myself” only to realize that you don’t just miraculously stumble upon who you are supposed to be. Every class you take, friendship you make, expectation you break, makes you into the person you are today. Don’t let your high school experience be weighed down by the idea that you need to figure everything out.

Just enjoy your time, and do me a favor, smile a little more.

Julia Baroni Copy Editor

It certainly feels strange to be ending high school.

It’s been a long time coming and I’m very much ready to go, but the idea of officially graduating soon makes me feel reflective nonetheless.

Overwhelmingly, I feel lucky to have received a fantastic education at this place and for the nurturing backdrop it left my peers and me to grow up. But on the more personal side, I feel proud of my own growth in these four years. I started here as a very insecure freshman who clung onto unkind friends and could barely address an socratic seminar of six students. Over time, I got the hang of school and developed interests that led me to new people and new experiences. Though I struggled a lot in the first few years of high school, I’m now more confident and passionate than I ever had been before coming here and ever would be if I didn’t. High school is difficult in some way for most people, but Central can be a great place to figure yourself out if you let yourself.

Bilal Khokhar Section Editor

The biggest difference in me from now and the boy who started at Central four years ago is six inches in height and a good heaping of confidence. High school has pushed me to get out of my comfort zone and face challenges through its variety of tests and trials whether it be in my academics or my social life. What I’ve learned is the ability to give myself room to speak for myself. Instead of only listening to the voices of others, I’ve learned to trust in and respect how I feel. I know that this next chapter of my life will continue to throw curveballs at me, but I know that what I’ve learned here will stick with me forever.

Amanda Bagby Section Editor

There’s many up and downs in high school for everybody no matter who you are, everyone experiences the good and the bad. Many don’t understand the fact that I am choosing to graduate early and not come back my senior year. Senior experiences are not the world and will not make or break you if you don’t participate. While I may not be walking across the same stage as you, I will still be achieving the goal many strive to achieve: graduating high school and going to college. The high school chapter is closing, and the college chapter is beginning.

Zaina Ahmed Section Editor

Now that all the terrible parts of high school are over (tests, college applications, general stress about the future), I don’t really want to leave.

I spent so much time worrying about the next obstacle that would be hurled my way that I often forgot to savor my time here. High school is coming to a close, and I’m finally in a position to miss it. So when you’re zoning out during a pep rally, or thinking of taking a nap instead of going to the football game, remember that you’re only in high school once. Try to make all the memories you can.

Anya Uppal Section Editor

As I am starting to clean out all my folders from senior year, I start to reminisce on my entire high school experience. From freshman year to senior year, I have learned not only academics but life lessons. I have learned to accept challenges and face them with confidence, I have learned to take risks, and lastly, I have learned to be myself no matter what. While I am extremely happy that I have been able to spend some of the best four years of my life at Hinsdale Central, I am happy to be moving towards my future.

Nora Wood Photographer

Although I can’t say I’ll miss high school too much, Hinsdale Central has given me so many memories and opportunities that I will never forget. Thinking back to my freshman year, I don’t think I would ever imagine where I am today, and who I have grown as a person. At Central, I’ve learned to not stress out about the little things, take advantage of any free food opportunity, and actually take classes that I’m passionate about. I’m cool with the fact that I don’t know exactly what I’m doing with my life, and I think that’s what makes me so excited for the future.

Charlotte Sudduth Trends Editor

As a freshman, I thought the seniors had their entire lives figured out. Now I’ve come to realize that none of us really know what we’re doing.

My best advice to underclassmen is to enjoy yourselves as much as you can. Take that nonhonors class that looks interesting but could hurt your GPA. Go to the dances, even if they’re lame.

Switch language classes in junior year if Spanish seems like a chore (sorry, Señora). Give yourself opportunities to find out who you are. Also, the old late starts were better. Waking up at 8:10 is not sleeping in.

Caroline Bowater Photographer

High school has taught me a lot about myself and my abilities. Without it, I never would have discovered that I’m horrible at sewing but good with a camera, and that a little confidence makes a world of difference. I think the most meaningful part of my high school experience has been all the beautifully complex people I’ve met along the way and the fresh perspective each one has offered.

For all these reasons and more I’m grateful for the past four years, despite the stress they brought, but I’m ready for the next chapter in my life and everyone that comes with it.

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Senior Superlatives Eddie Grant Prom King

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Caroline Cheng Prom Queen

Tomas Baliutavicius & Marshall Demirjian Best Friends

Emily Graham Best Smile

Chloe Barofsky Most Likely To Be Carded When They’re 30

Lucian DiPofi Class Clown

Charlie Johns and Molly Schwarz Class Parents

Olivia Fix Loudest

Katie Schaber Most Changed

Quentin Wallace Most Likely To Be Famous

Alex Choi Most Likely To Be President

Courtney Ciciora Most Likely To Be On Reality TV

Reilly Revord Sportiest

Angela Wong Most Likely To Strike Up A Conversation

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Superlatives Continued Kelly Nash Most Likely To Brighten Your Day

Joel Guerra & Brianna Smith Cutest Couple That Never Was

Alex Kujalowicz & Jane Cole Cutest Couple

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Joel Guerra Best Second Semester Senior

Alex Martin Most Likely To Be Late Because The Line At Starbucks Was Too Long

Snap Thought Favorite cafeteria food?

Wing toss Scottie Spinazola

Sugar cookies Parker Frankiewicz

Hamburger Duncan Ferguson

Wing toss Evan Fallon

Favorite song?

Mr. Blue Sky by Electric Light Orchestra Claire Mueller

Roll with me by Davie Julia Sant

Once In A While by timeflew Yusuf Hussain

Stay by Iamjakehill Ben Schilder

Favorite spot in Hinsdale?

Favorite teacher?

Fuller House Anna Hyland

Roof of Hinsdale Hospital Nik Andrejevic

Mr. Mitchell Maddie Fowler

Mr. Friebel Meg Keller

Corner Bakery Amanda Cashman

Nabuki Cole Grosshans

Mrs. Patell Sachin Shiva

Mr. Palmquist Alex Hughes

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WORST

FRESHMAN EXPERIENCES

“Every first day of school from freshman to senior year, I’ve fallen down the stairs.

I don’t know why but I just fall down coincidentally every first day.”

“I couldn’t open my locker for the life of me.

I thought I forgot my combo and was about to ask for help but turned out I was trying to open the locker right next to mine. Luckily the person next to me didn’t use their locker so they didn’t see.”

-Amber Meah

-Mackenzie Airhart

“I closed my locker door on my favorite hoodie because I was in a hurry, and then I couldn’t remember my code again and I ended up ripping the sleeve off my hoodie.”

-Munaj Alikhan

“I fell down off the benches at a swim meet and my leg started bleeding, so my coach locked me in the office until the trainer came so I wouldn’t injure myself more.”

-Stephanie Rakos

“I dropped my food in front of my crush during lunchtime and my entire lunch spilled and I was really embarrassed.”

-Antonio Contreras

“It was my first time basing for cheer, and during tryouts I pushed the girls foot in my eye and I was walking around with a black eye for the week.”

-Jennifer Cohen

“I stepped in dog poop the first day of school so I was walking around and people kept saying something smelled, and then I realized I stepped in it.”

-Maddie Labedz

-Quin Kanagy

“When we were doing the pacer - I have knee problems - my knee gave out and I fell flat on my face in front of all the classes” -Kathryn Hodakowski

“I feel asleep in the library for six periods and nobody woke me up and I had late slips for all of those classes that I missed.”

-Griffin Mitchell

“I was on volleyball with Kaitlin Barbour and we asked our coach if we could go and get the water cooler for our game. We got the cooler and brought it upstairs, but we pushed the cart too fast and the cooler was heavy so it fell over and spilled gallons of water down the tunnel.”

-Natalie Burjek

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“I forgot to get my date a boutonniere for freshman year homecoming and I was the only one without it during pictures.”

“I called Mr. Griffin by his first name on the first day of school and I was the first student to ever be kicked out of his class.”

-Kosta Kelikian

SENIOR

REGRETS One regret I have is not talking to some of the people in my classes until second semester senior year, we could have been closer!

- Isabel Krupp

Taking physics.

- Grace Hafner

Not taking a creative extracurricular class such as cooking or art because I filled up on APs and Honors.

- Sachin Shiva

My biggest regret would probably be not going to that many activities with the school, like sporting events or meets or things like that.

- Charlotte Priester

Not being able to take a selfie with Dr.Kolkman - Jacob Nunez

Waking up at 2 in the morning to finish homework. I never actually finished it though, I just watched Friends and played candy crush till I had to leave.

- Michelle Hoisova

Not laying out my priorities in advance and sticking to them. I found that aside from physically putting in the time and effort to do academic tasks, I always faltered at the mental part of it in terms of true motivation and intention.

- Suhaib Qasim

I regret not taking a choir class or acting/singing in a musical.

- Chinaza Nwankpa

I regret not going hard in Senior Assassins.

- Bella Salerno

Not taking philosophy.

- Chase Ackerson

I regret not taking Health over the summer to free up another period, because there are some really cool classes at Central I would have had the chance to take.

- Andrew Benington

I regret taking all honors classes freshman year because I feel like most of my high school experience was stressing out about classes instead of having a good time with friends.

- Aiza Ali 39