Devils' Advocate May 2019

The Senior Issue, p. 26

In This Issue — Devilish Athletes, p.12 Shape Up or Ship Out, p.14 In The Frame: Art Show, p.18

HINSDALE CENTRAL HIGH SCHOOL | HINSDALE, ILLINOIS | VOLUME 92 | MAY 2019 front 201141 coverfwe.indd DA_May_r1.indd 1 1

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CO N T EN T S OUR STAFF HANNAH AHDAB SARAH BADAWI OLIVIA BEARGIE AUDREY CARTER CATHERINE DOLAN RAYHAN HUSSAIN ANCHAL KUMAR RIMA RAFIQ KATIE SHARP ANAND YALLAPRAGADA

CONTRIBUTERS ALIZA PANJWANI—PROOFING MICHELLE SHEN—SENIOR ISSUE

01 04 08 10 14 20 23

COVER 03 TABLE OF CONTENTS

PERSPECTIVES 04 EDITORIAL 05 BATTLEGROUND 06 CAM CRITIQUES: ENDGAME 07 DEVILISH ADVENTURE

AROUND CAMPUS 08 DEVIL IN DISGUISE 09 THE DAILY DEVIL

PROFILES 10 THE WOMAN BEHIND IT ALL 12 DEVILISH ATHLETES

FEATURES 14 SHAPE UP OR SHIP OUT 18 IN THE FRAME: ART SHOW

BY THE NUMBERS 20 SUMMER SAVINGS

IN OUR COMMUNITY

23 RECIPE: SUMMER SLUSHIE 24 CHEERS & JEERS

MISSION STATEMENT Devils’ Advocate seeks to provide an open and diverse forum created by and for students from Hinsdale Central. The staff of Devils’ Advocate aims to bring news to the community of the school and surrounding area, by working with students, parents, and faculty, as well as reporting on events in a fair and balanced manner. The publication strives to inform, educate, and improve the atmosphere and student body by sharing information and recognizing individuals and ideas.

CONTACT ADVISER, CHERISE LOPEZ CLOPEZ@HINSDALE86.ORG 630.570.8361

letter from the

[EDITO R ]

After ten long months, school has finally begun to wind down. Caps and gowns have been ordered, AP tests are complete, and the student body is ready to relax. Even as academic life comes to an end for some, the work has only just begun. In this issue we cover two students who have different plans when year gets out. Nationallyranked athletes Elizabeth Litwin and Donovan Lahmann describe their intense practice schedules for the coming season as they prepare to take on the best the U.S. has to offer. Back at school, we also profile Activities Director, Sally Phillip and her role as school’s Activities Director.

In the wake of several recent cases, we take a deeper look at the disciplinary policies at Central and how we operate on a case by case basis. In response to this, students and faculty alike weigh in on their experiences with the system how it has changed over the years. In addition, our editorial critiques issues with the school’s interior atmosphere and its effects on social-emotional learning.

As the stress of finals week looms ahead, our adventure columnist teaches readers a quick way to decompress with a trip to the spa. Finally, our Devil in Disguise goes undercover with the Girls’ Water Polo team.

We hope you enjoy this issue!

HEAD EDITORS

AUDREY CARTER Editor-in-Chief CATHERINE DOLAN Managing Editor ANCHAL KUMAR Managing Editor OLIVIA BEARGIE Head Design Editor

Cover photo by Safi Qadir

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illustration by Audrey Carter

Warning: Panic

It’s nearly the end of ninth period and your eyes drift to the clock. The red second hand jerks in painfully slow increments.

Just ten more minutes until the bell. All of a sudden you hear a voice over the intercom announcing a shelter in place. You are confused, what does it mean?

Central conducted a shelter in place drill on May 9. This drill, although not implemented from a threat or other severe incident, caused much anxiety for many students. Most of these students were unaware of the circumstances and, as such, did not know how they should react.

After the drill, the reason was disclosed.

It was a way for paramedics to have clear halls so they could assist an individual in need. Although ultimately there was no cause for concern, the drill, combined with unawareness, prompted panic among some students and teachers.

According to Scholastic.com, shelter in place is implemented when there are severe weather concerns, environmental hazards, or other local emergencies. When these measures are taken, students are instructed to remain in a room closed off from the outside. A lockdown, also known as a “secure” in place, on the other hand, is used in case of a more targeted physical threat. Students and staff are instructed to stay in place and use what measures they can for protection from the threat which is most often an armed individual.

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schools across the country are conducting an increased number of drills. While these drills are important, they also have the potential to dangerously create anxiety among students and teachers alike. The presence of mass media has made every incident publicly known and so when drills do occur, they can often be misinterpreted and contribute to an air of chaos. When students and teachers are unsure of the severity of an announcement and whether or not it is a drill, they panic.

This anxiety only furthers the stress already felt by the announcement of a shelter in place. Most students were unaware of the difference between a shelter in place and an official lockdown drill, leaving them concerned about what actions they should take during a certain announcement.

While we understand that there is a need to maintain some level of reality in the drills, when students and teachers are not fully aware of how severe the situation is, the outcome can be even worse.

There should be a method to identify the gravity of the moment. There does not need to be full disclosure; although, individuals should know if they truly in danger so they can act accordingly.

Otherwise, as seen last week, the socialemotional health of Central’s student body is being put to the test and can take a serious toll on them.

One solution for more order could be a numbered scale or codes that help people know how worried they should be. If the situation is solely for practice, it could

begin at a one on the scale. A real and active threat could be assigned a number ten. All ratings in between would help students know how they should feel. Additionally, teachers can know how to prepare their students for whatever the case may be.

When those in charge know how to react, it helps keep everyone calm.

Despite instances of disarray amongst students, some staff has been able to reduce stress about the drills. They have reported that upon describing the shelter in place drill, their classrooms have calmed down. While this is true it is imperative that all staff be informed, including substitute teachers and those with positions that require them to go between buildings.

The administration has acknowedged panicking students and as a result, has put together a different solution beginning in the 2019-2020 school year.

“What we have gotten out of these drills is students are panicking. We are going to do more training with students at the beginning of the school year during PE classes,” said Kimm Dever, Director of Deans.

While these methods may work for some instances, the aforementioned numbering solution could be even more effective. Every drill should have a level of clarity, the new training is a step in the right direction but greater detail can still be put in place. With a way for students, staff, administration, and parents alike to be well informed and in agreement on what is happening, dangerous scenarios can be avoided.

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

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BATTLEGROUND Concealed Carry on College Campus

Context —With the U.S. having just passed the 20th anniversary of the Columbine school shooting, gun violence itself is far from a thing of the past. Only a couple of weeks ago, school shootings in Colorado and North Carolina occurred, leaving many searching for solutions to end this bloodshed. Currently, the most prominent yet controversial solution is allowing concealed carry on college campuses. This means both professors and students with licenses may carry their guns to school. With proponents saying this could end mass shootings quicker and opponents concerned about its practicality, the question is: should concealed carry on college campuses be allowed?

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illustration by Audrey Carter

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f you haven’t seen Instagram stories with “PRAY 4 COLORADO” or “R.I.P. KENDRICK CASTILLO,” you either don’t have Instagram or will see them very, very soon. Recently, 18-year-old Kendrick Castillo and two other classmates rushed a school shooter, killing Castillo in the heroic endeavor. Many would argue that if somebody else had a gun to stop the shooter, perhaps his death could’ve been prevented.

However, by allowing concealed carry on college campuses, the opposite would happen. Only more pain could ever occur.

There are currently no real-life examples of when concealed carry prevented a shooting, leaving proponents grasping for straws. In a New Republic article, the main argument for concealed carry is, as Texas Governor Abbott tweeted, that “concealed carry poses no danger…the dire consequences never happened.” However, his view of “danger” is itself dangerously limited. There are the incidents at Utah’s Weber State University, a concealed carry campus, when in 2016, 2017, and 2018, a murder with a gun happened every year. If Cornell University has its infamous reputation for the “suicide cliffs,” according to psychologist Marjorie Sanfilippo who states “the more guns...the higher rates of suicide,” what’s to say about colleges that allow concealed carry?

There is also the issue of free speech. In classrooms, students may feel not only socially, but physically oppressed when voicing an unpopular opinion. Their ability to learn, the whole purpose of college, is adversely impacted. Many teachers revel in the idea of having bare-truth discussions that force students through periods of understanding and maturity. However, could that change knowing there is a gun in the room? What happens when the teacher becomes afraid of the student?

The questions don’t end at simply learning. Many colleges like to throw parties, often involving alcohol. What would happen to the guns then? After all, everybody knows firearms and alcohol definitely mix, right? Or can guns be “waved around” as self defense, even though it could be interpreted as a school shooting? In the end, allowing concealed carry throws an unlimited number of inevitable problems in the already complex college matrix.

However, all these questions reduce to one answer. More guns won’t solve any problems. Yes, it will create mass confusion, increased suicide, Angela Han and a physically oppressive learning environment. But save people’s lives? That it will not.

n his article for The Atlantic “What Critics Don’t Understand about Gun Culture,” National Review senior writer David French states that “The formula is simple: Criminals and the dangerously mentally ill make our nation more violent. Law-abiding gun owners save and protect lives.”

Of course, such a process of background checks and security confirmation associated with this algorithm is likely not as simple as it seems at face-value, but neither is wiping out the presence of guns altogether. As The Washington Post recognized when they fact-checked Senator Marco Rubio, “none of the major shootings that have occurred in this country over the last few months or years that have outraged us, would gun laws have prevented them.” Analyzing 12 mass shootings including that at Sandy Hook Elementary and Umpqua Community College, the study determined that no proposed laws would have stopped the perpetrators from attaining their desired weapons and executing their massacre. In fact, “three of the mass shootings took place in California, which already has strong gun laws including a ban on certain weapons and high-capacity magazines.”

In essence, stronger gun control will only limit students’ capacity to defend themselves. The worst shootings have been those that were well-planned and predetermined to the extent that more complicated access to a gun would not have been a deterrent. Those who have the will to harm, in more cases than not, will find the way to acquire a gun, and when we, as victims, are thrust in such a perilous situation, our only hope for survival is instantaneous self-defense by the weapon we most fear. As French admits, “A man who is determined to kill and who is proactive in finding the means to kill will find guns. He can modify guns. He can find magazines.” If we can’t prevent the planning or the ability to enter a school before the shooting happens, we can at least prevent anyone from getting hurt. The only way to stop a bad guy with a gun is a good guy with a gun.

At the end of the day, blaming guns for school shootings is like blaming McDonald’s as the cause for obesity or blaming automobiles for causing car crashes. And as of now, it doesn’t seem that there’s much support for eradicating fast food chains or protesting vehicles. Behind every misused gun is a crazed shooter, and that is what we Aliza Panjwani must address before all else, not prevent college students from trying to protect themselves.

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SPOILER WARNING! “Avengers: Endgame” is written

by Christopher Markus and Stephen McFeely, and is directed by Anthony and Joe Russo. The film, which stars Robert Downey Jr. as Tony Stark aka Iron Man and Chris Evans as Steve Rogers aka Captain America follows the titular team of superheroes as they try to pick up the pieces following the devastating events of the previous film, “Avengers: Infinity War”.

“I think it was a fantastic, cathartic experience for Marvel fans such as myself,” James Lekas, senior, said. “I’m never disappointed by Marvel movies, so I had very high expectations.”

With a runtime of just over three hours, “Avengers: Endgame” is the longest movie in the Marvel Cinematic Universe. To meet this length, this movie splits its three hours into three distinct sections.

While this makes the film feel like a less structured narrative, especially in comparison to the preceding “Avengers: Infinity War”, on the whole the distinct three-act structure keeps the film feeling fresh despite its length.

“You could separate this movie into three hour long chunks,” Will Ricker, senior, said. “The first hour was a little boring. The second hour was good because it connected with the previous movies in the series, and the last hour was an amazing battle.”

“Endgame” begins with the Avengers trying to cope with the 6 | Perspectives cam movie 201141 DA_May_r1.indd review ENDGmE.indd 6 1

deaths of half of the universe’s population caused by the actions of the film’s antagonist, Thanos.

Steve Rogers, as a lifelong soldier, is itching to return to the fight but is lost without a specific battle, as well as feeling displaced from the time he was born into. In contrast, Tony Stark’s years of fighting have left him battle weary, and his primary concern throughout the film is protecting his family.

“The characters that stood out most to me were the trio of Thor, Captain America, and Iron Man,” Hrishi Deshmukh, senior, said. “Thor and Captain America proved their worth to themselves by both wielding Thor’s hammer, and Iron Man, despite being self-interested in the previous movies, sacrificed himself to save everyone.”

The film’s second act involves the cast traveling into the past in an attempt to reverse the damage done at the end of the previous movie. The time travel plot device provides a satisfying way for the heroes to undo the actions of the film’s antagonist while not undermining the shocking ending of “Infinity War”, as well as having the characters relive the previous films in the series as the conclusion to an eleven year story arc. This section breathes life into the movie, creating fun continuity gags such as having characters interacting with their past selves, as well as allowing characters to have poignant

“MORE THAN A MOVIE... AN EVENT”

RED DEVIL RATING: 9/10

k ANTHONY /JOE RUSSO, STARRING ROBERT DOWNEY JR, CHRIS EVANS, MARK RUFFALO, CHRIS HEMSWORTH /MORE. A REVIEW BY CAM GARBER.

scenes with deceased loved ones.

This act juggles humor, action, and satisfying character development well, and this film would have benefitted from expanding this section at the expense of the other two sections instead of cleanly slicing the film in three.

“I think the time travel added a cool sense of nostalgia to the film,” Ricker said. “It helped “Endgame” feel like the real last chapter of the story.”

The film’s final act encompasses a climactic battle which, while visually stunning and rich with fun individual moments for almost every character in the series, mostly comes across as overindulgent. If this section had been cut down to focus more on the most important characters instead of checking in with everyone with a speaking role for the last 11 years, the film would’ve had time to expand the stronger middle section.

“When every character that was resurrected came through the portals, I got a feeling of immense awe,” Lekas said. “I liked how the minor characters were given their own fun moments, but it focused more on the main trio of characters.”

While the movie could have benefited from a tighter focus in terms of structure, “Avengers: Endgame” provides a wholly satisfying viewing experience for anyone who has followed this franchise since 2008.

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photoby byRima RimaRafiq Rafiq photo

Set the

Adventure Devil’s Adventure: Massage Mojo

By Rima Rafiq

Junior Rima Rafiq gets ready for a One of the many marineinexhibits on display massage at Le Meridien Oak Brook. at the Shedd Aquarium.

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ith summer so close, yet so far, I found myself counting down the days until I could spend my time doing what I wanted. The pressure of AP tests on top of regular tests, as well as upcoming finals, made me even more eager for summer. I figured that with the lack of free time this month and the need for a relaxing experience, I would venture to Le Meridien Spa. When I first entered Le Meridien, located at 2100 Spring Road in Oak Brook, I noticed that it doubled as a restaurant and hotel as well. As soon as I checked in for my appointment at the front desk, I was led up to the eighth floor for my massage treatment. The spa atmosphere was a stark contrast from the chaotic, loud energy in the lobby.

The suite had great amenities; it was decked out with hot tea and cookies next to the massage bed. I immediately felt calm and peaceful as the soothing music played through the speakers and the massage therapist started the treatment. While I was a little hesitant at first because I had never had a massage done, I found that it didn’t hurt at all.

At school, my backpack causes a lot of tension on my shoulders, so the massage really helped release the pressure there.

I left Le Meridien feeling relaxed and rejuvenated.

At school, we often spend most of our time sitting in a chair, slumped down, and counting the minutes until we can leave.

This poor posture causes long term health problems, starting with pain and weakness in the shoulders and neck. Massage therapy

soothes the tension and pressure from your back and eases muscle pain, which is great for students like us. Another interesting benefit of massage therapy deals with mental health.

In an article by Reader’s Digest, a recent study found that patients who were anxious and overwhelmed had significantly lower stress levels post-treatment. Also, massages promote relaxation, which leads to a comfortable sleep. For high schoolers, massage therapy seems to be the perfect solution to the stress of school, and I immediately felt the benefits after my visit.

While Le Meridien has one of the top rated spa treatments and massages in our area, there are a few other options that are also available. Reflexion Spa, Enlightened Hands Wellness & Massage, and Elements Massage, the first two located in Hinsdale and the latter in Western Springs, are all stacked with great reviews and treatments.

Depending on the type of massage, the appointment can last from 30 minutes to an hour or two. The back massage I booked at Le Meridien was 45 minutes long and cost $60, excluding tax and gratuity. The prices at Le Meridien range from around $50 to $120, with treatments including scrubs, massages, and facials.

However, spa treatments don’t always have to be expensive. Happy Feet, located in Oak Brook, has foot massages and back massages for around $20, depending on the treatment. If you want to try something relaxing and fun in light of all the AP’s and tests coming up, head down to one of the many amazing spas in our area.

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DEVIL IN DISGUISE An outsider’s perspective on the inner workings of a different club every month.

n the spring, the pool transforms into a different kind of environment.

The lane lines are removed, the nets are placed, and the swimmers switch from swimming independently to working as a team.

As the regular water polo season comes to an end, the team looks forward towards their postseason and reflects on a sport that they love due to the close knit team they have created this year.

“You can’t find another sport that combines all the aspects that water polo does. It’s a ball sport, it’s a team sport, it’s a stamina sport. There are so many unique things about it,” said Tara Tekkey, senior.

This year’s captains are Katrina Geiersbach, sophomore, Chloe Lapointe, junior, and Aman Natt and Tekkey, seniors.

The team voted them as captains because they are well-respected amongst their teammates. “[As captains] we try to hype the team up before games and try to get everyone to bond as much as possible because it’s a smaller team. Communication is really important since the sport requires a lot of focus,” Geiersbach said.

A typical practice begins with a short 600 yard swim and passing drills to help the girls warm up so that they don’t get injured. They then begin doing 6 on 5 drill work and practicing with both the JV and varsity goalies.

“Sometimes we’ll scrimmage the day before a big game to get all of our nerves out and [it] helps us prepare competitively,” Geiersbach said.

As they enter the postseason, their goal is to advance as far as possible into sectionals.

“We usually come up with a few goals before every single game, but for the whole season we really want to advance in sectionals as far as possible. We are in the hardest section in Illinois for sure,” Tekkey said.

However, despite the outcome of their season, the team remains proud of the amazing bonds they have developed throughout the year. This year’s varsity team consists of 14 girls.

During their season, they have endured many injuries including concussions and illnesses.

“We had our goalie out sick for our two busiest weeks of the season, but we had a great JV goalie step in and help us out. It was still a really big adjustment, though,” Geiersbach said.

The athletes also consider water polo a difficult sport. Often times, the referees can’t see what is happening under water as they are standing outside the pool.

Additionally, the sport itself requires athleticism. As you are trying to work with your team to get the ball in the goal, you also have to work to keep your head above the water. However, there is a strong mental aspect as well.

“Sometimes players will try to get into your head. The game can get pretty physically and mentally draining,” Geiersbach said.

Water polo finds itself an unique sport.

It combines the aspects of a ball sport, a water sport and an endurance sport all in

photo courtesy of Katrina Geiersbach

Girls Water Polo

The 2019 Girls’ Water Polo Team poses in the water before the Riverside Brookfield tournament on March 16.

one. While swimmers are dependant on their team to keep the ball moving, they are also dependant on themselves to stay afloat.

“You’re trying to win but you’re also trying not to die. When you think about it you’re always just trying not to drown,” Tekkey said.

As the team heads into their postseason, they said they hope to maintain the team spirit that has gotten them so far.

“The best part is the team. We’re serious about the sport and we’re competitive and want to win but we’re so close knit that it makes it so much fun to be at practice and games because the company is so good,” Geiersbach said.

- Driver Devil

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The Daily Devil T

he lights come up as sophomore Quintin Craig takes a seat across from senior Fiona Connelly, and the two begin to act out the ten-minute story of a blind-date gone wrong. His performance is in full swing in front of an audience of more than 20 people; however, the lines he speaks were written less than 24 hours ago.

“Thank U, Next”, written by Ashley Haggard, was one of the five skits presented Saturday, May 10 at the drama club’s annual 24-hour Theater Fest, where participants were tasked with writing and putting on their own oneact plays in two days. The fest typically consists of five to six ten minute plays with one writer per play.

“The writers finish their scripts Friday night. The next day, their scripts are given to the directors so they can begin planning costumes and actors,” said Mrs. Sarah

Scholz, English teacher and coordinator of the fest, alongside English teacher Mrs. Susan Jaffe.

The writers are also challenged to incorporate one surprise line and one surprise prop into their stories; this year’s line was “breathe easy man” and the prop was a conch shell. Throughout the night, the shell saw use as a telephone, a trumpet, and a weapon.

“It was really challenging for some of the writers [to incorporate the prop and surprise line], but it made them think creatively and ultimately create a unique show,” said Micky Horstman, senior.

This year’s 24-hour Theater Fest combined drama club’s annual banquet and included an awards ceremony for each show, as well as the induction of 23 new thespians and the announcement of next year’s board for the club.

Spring into Spain

By Gayatri Thiru

A

s they arrive from the Granada airport to their hosts’ houses, the exchange students from Central are greeted with a kiss on each cheek. To many, this would be an unusual culture shock. But for these students, it is their first real-world experience of a culture that they have been learning about for years in class.

The World Language Department introduced the Spanish exchange program at Central as a way for students to expand their language skills beyond the classroom, and as of this year, it has been offered by the department for four years.

“I think it’s what language learning is all about,” said Ms. Christy Brodell, one of the exchange program coordinators.

“We want students to be able to use the language, to engage with people, and so for them to be able to make friendships with kids their own age even though they live a world apart is just so special for me.”

Students were paired with one or two students from Guadix, Spain and stayed

with their families during spring break.

Then at the end of April, the Spanish students stayed with their partners’ families for a week, doing activities in Chicago with the Central students, such as going to the Shedd Aquarium and Millenium Park, and watching the Blue Man Group.

“My favorite part was the Blue Man Group and the views from the Willis Tower,” said Cristian Moreno, a Spanish exchange student.

The exchange students also got to shadow the students at Central during their classes so they could see what a typical day as a student in an Englishspeaking country looked like.

“It was the best experience of my life.

I recommend it to everyone; I’m still friends with all the people that were on my trip and I went two years ago, and I’m going back next year to visit them,” said Tina Rivera, senior.

Students (left to right) Katie Holland, sophomore, Phillip Fan, junior and Dan Ortiz, freshman, act in the play “Environmentalist Endgame” written by Hannah Kipperman, senior.

photo courtesy of Tina Rivera

By Audrey Carter and Gayatri Thiru

photo by Gayatri Thiru

Piecing a Play

Paula Berrero and Tina Rivera, seniors (left to right) pose in front of La Alhambra in Granada, Spain during the 2017 Spanish Exchange trip.

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THE WOMAN BEHIND IT ALL

exploring mrs . phillip and her job as activities director

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photo by Rayhan Hussain

ed Devil of the Week, homecoming, prom, trivia nights, and pep rallies. All these things are part of the social agenda that Mrs. Sally Phillip, the activities director, helps run and supervise at school.

Even though Phillip is the activities director, most people in the school do not know how much work goes into her job. Phillip oversees more than 100 clubs, helps the sponsors of clubs plan their activities, hires the club sponsors, and also runs Central’s Twitter account and social agenda.

“If it’s helping them put on big events and securing space for that or cash boxes and helping them plan for that, I help sponsors,” Phillip said. “I use a lot of student council to do all the pep rallies.”

While Philip has many jobs she has some help along the way from her student aids and others in the building. She works with a leadership team which includes: Principal William Walsh, Assistant Principals Ms. Jessica Hurt and Mr. Ryan Maita, the Head of Maintenance, Tim Jensen, and many more. She also said she works pretty closely with the athletic director, Mr. Dan Jones, for certain events like football games.

“I sit on the [leadership] team and we meet once a week to go over things happening in the school and help plan for that kind of stuff, and then Mr. Jones and I work pretty closely together for a lot of events too,” Phillip said.

Mrs. Kimm Dever, Director of Deans, also collaborates with Phillip on field trips, student discipline, and supervision at events. “[Phillip] is all about the experience for students. She wants them to enjoy their time at Central and she makes sure there is something for everyone to be a part of.

We are lucky to have her as part of our Red Devil family,” Dever said.

Phillip also has the help of her aids. Her aids assist her in her day to day activities and give input on certain events that are happening at school. Lauren Wols, senior, has been Phillip’s aid for the whole year.

At first Wols wanted to be a regular student aid, however, she learned about the opportunity to work with Phillip and

By Sarah Badawi thought it would be fun. Wols never knows what she might be doing on a daily basis.

She might be making posters, hanging posters up, or delivering passes.

“For example, before Valentine’s Day, I helped cut out the hearts so [Student Council] could write the names on them.

Otherwise, I study,” Wols said.

Phillip has worked at the school for 16 years, first in the Special Education department and then as the head of Varsity Club. After her experience in Varsity Club she was motivated to take a more active role as the Activities Director. She worked with former Activities Director, Pam Kalafut, during the beginning of her career.

“I loved everything about [Varsity Club] and putting on big events and being part of something that was bigger than me and the classroom,” Phillip said. “That grew into working pretty closely with the former activities director and she just let me help run a whole bunch of other activities.”

Phillip said she was fond of her job as she was able to watch kids grow in starting clubs and doing what they love. This was another reason that Phillip wanted to be activities director.

“It is so fun to watch kids do what they love. Like you go to the musical and you just have such an appreciation for those talents and then you go to a Scholastic Bowl meet and you’re in awe of these kids and of all the questions they can answer,” Phillip said.

Since Phillip began at school, many clubs have come and gone, which prompts her to work closely with sponsors and members to make sure their clubs offer students a place they can call their own.

“If a club isn’t working and kids aren’t interested in it, we’re open to starting new ones and fostering those ideas and dreams too. We don’t make it so it’s a prescription type of program,” Phillip said.

Wols, who has experienced helping Phillip firsthand, said Phillip does it all.

“Many people don’t realize how much work she has, but basically anything that a club does goes through her. None of the activities we have here would be possible without her,” Wols said.

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Devilish Athletes

Athletes discuss the details of their training as they hope for future success in their respective sports

By Olivia Beargie & Katie Sharp

It’s 6 a.m. and Donovan Lahmann grabs a towel on his way to the pool deck. He heads out into the bright sunlight, breathing in the morning air. Rays of sun stretch across his back as he lowers himself into the pool.

Offering a head nod to a few of his friends, a smile stretches across his face before he quickly ducks his head under the surface of the water. Reemerging, he hears the shrill of a whistle declaring the beginning of practice. The still water is broken by harsh strokes of Lahmann’s hand as he kicks off the wall and chases after the swimmers in front of him.

While some students are preparing for a relaxing summer as the school year comes to a close, others are preparing for weeks of hard work put into their sport. Lahmann and Elizabeth Litwin, both seniors at Central, have ahead of them a summer filled with practice and competitions. Lahmann, a varsity swimmer, said he hopes to compete in either the 2020 Olympics in Tokyo or the 2024 Olympics in Paris. Litwin, an archer, said she hopes to become a part of the Michigan State Archery Team in the fall.

Lahmann, who is committed to

photo courtesy of Elizabeth Litwin

12 | Profiles

ATHLETES.indd 201141 DA_May_r1.indd 2 12

swimming at the collegiate level for the University of North Carolina at Chapel Hill, said that his goal is to represent the Philippines during either Olympics.

Litwin is a part of the 2019 U.S. Archery Team, meaning she is one of the top three in the country for Barebow Archery in the “Cadet” age group. After seeing archery in the 2012 Olympics, Litwin decided to pick up the sport in seventh grade.

“I think I first saw archery on the Internet, started researching, and decided to try it,” Litwin said. “I played soccer in middle school and I loved sports, but

photo courtesy of Donovan Lahmann

Elizabeth Litwin competes in a recent archery competition.

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I couldn’t keep up with my asthma.”

Lahmann began swimming at the age of seven by his parents’ request.

“My parents wanted me to take lessons to keep me safe at pool parties,” Lahmann said.

After his swimming career picked up at Westmont Swim Club, Lahmann dedicated himself to the sport during his freshman year, forfeiting his interest in basketball.

The next year, as a sophomore, Lahmann decided to pursue swimming collegiately.

“I have always wanted to be a college athlete,” Lahmann said. “After freshman season was over I realized I was a lot better than I thought.”

Litwin bought her first set of archery gear with her parents approval and began her practices at public ranges.

Today, Litwin is involved with Chicago Bow Hunters, a private club. Litwin’s team is usually made up of 30 competing athletes, depending on the season.

“I am on the advanced line so we are very competitive. We go to state, nationals, and other competitions. Any competition that is open, we will shoot at,” Litwin said.

As of right now Barebow Archery, which Donovan Lahmann competes at a Hinsdale Central Varsity meet as a senior.

Litwin competes, is not yet a part of the Olympics. Featuring no sights, stabilizer, clickings, or markings on the bow, the rules differ from Olympic recurve. Litwin said that they are currently working on trying to include it in the future.

Before coming anywhere near Olympic qualifications, however, both Lahmann and Litwin put in countless hours of work and sacrifice into their respective sports. According to Lahmann, he spends around 10 to 16 hours a week swimming, depending on his schedule.

“Growing up, I always thought my childhood was normal until I got [to high school] and realized I missed out on a lot,” Lahmann said. “I never got to go to summer camps during the summer and I never got to have sleepovers because I had morning practices the next day.”

Litwin usually practices five nights a week during slower seasons but practices every day before more high stake competitions. Even on days when official practice is not being held by her team, Litwin said she spends her extra time shooting with her friends, practicing with a private coach, and fine tuning her skills in her basement where she has her own range.

Remaining dedicated to training has become harder as both Litwin and Lahmann get older, with more to juggle in regards to education and their social life.

“I’ve been lucky in the sense that I’ve been able to balance everything. I’ve

"Growing up, I always thought my childhood was normal until I got [to high school] and realized I missed out on a lot. "

Donovan Lahmann made a few sacrifices in terms of my other passions,” Litwin said. “I’m also an artist here at Central, so a little bit has fallen to the wayside when I’m practicing and really busy, as well as social commitments.”

Olivia Artz, a teammate of Litwin’s, attests to the difficulty balancing athletics with other priorities.

“Local archery tournaments generally

take place on Saturdays and Sundays which makes it hard to find time to fit in schoolwork since shoots generally take four to five hours to get through,” Arzt said.

“Larger tournaments such as nationals [usually] begin on a Friday, which means we have to miss a day, if not two, of school.”

Having to dedicate hours and hours each week to athletics can make it hard to balance both school and sports, but Litwin and Lahmann have been able to manage.

Competing at high levels, according to the athletes, does come with other drawbacks. Practices are difficult and more pressure exists to perform well.

“Archery is a mentally demanding sport, and the amount of focus and patience that it takes can take a toll on anyoneespecially for people who do archery at a more competitive level,” Artz said.

One aspect that has allowed each athlete to reach success is his/her passion for working hard.

“Elizabeth has dealt with a few mental blocks throughout the years...but they have never diminished her spirit or her excitement for the sport. She puts her heart into every shot she makes, and perseveres through whatever challenges archery throws at her,” Artz said.

Swimming is also an extremely physically demanding sport, but it can put just as much strain on an athlete mentally.

“It can be a grueling sport, and sometimes the grind of it can be discouraging; somehow Donovan was always able to see his future goals,” said Brian Lahmann, Donovan’s father. “And he knew that everyday he worked hard, he was doing his best to realize them.”

But despite all of his success, Donovan’s parent said they are most proud of how he has been able to use his gifts to become a true leader and a good person.

“Throughout all of his successes and failures, he has grown into a genuine, honest, and humble young man,” Mr. Lahmann said.

Litwin has also grown from her experience with archery, aside from her advancing skills.

Litwin grabs her bow and squints her eyes as she moves her arms ever so slightly, aligning herself perfectly with the target.

She draws the bow back, keeping her eyes focused on the center of the shooting target.

As she releases the bow from her grasp, you can almost hear the arrow as it shoots through the air and hits the target exactly where she intended. Bullseye!

Profiles | 13

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Shape Up or Ship Out

STUDENTS AND FACULTY DISCUSS THE DISCIPLINARY SYSTEM AT CENTRAL AND ITS PROGRESSION OVER THE YEARS

By Catherine Dolan and Anand Yallapraganda

Philip Fan, junior, takes a photo of his math homework.

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photo by Hannah Ahdab

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P

hilip Fan, junior, was applying for National Honors Society earlier this year when he discovered an academic dishonesty on his record. After visiting his dean, he began to recall the situation.

Fan had received this mark on his record for sending a picture of his math homework to a friend freshman year.

Central works on a case-by-case basis when handling disciplinary action, which means the same offense can be given multiple different punishments. There are many factors that go into deciding just punishments.

Previous offenses and/or a teacher’s personal rules, among other factors, can help decide what disciplinary action is best. In addition, without prescribed punishments, the severity of how each infraction is treated can vary.

Fan said he believes that the punishment he received was too harsh for his actual transgression.

He claims that this is a common practice at school, with many students sharing homework answers.

Fan also mentioned that the answers for homework were posted online, and that his friend needed help in the process of getting to the solution.

Mrs. Abbey Green was Fan’s freshman year math teacher. She did not discuss specific details about Fan’s situation; however, she did mention some of the values she upholds in her classroom.

“I always encourage honest work and students helping studentss

“It is insane that sending someone Math Homework help was considered academic dishonesty.”

-Philip Fan

through teaching and learning, not just giving the answers,” Green said.

An academic dishonesty offense permanently stays on a student’s record.

Fan said he worries about this affecting his future.

“This [academic dishonesty] is going to follow me. I’m going to have to report this when I apply to college.

This is insane that sending someone math homework help was considered academic dishonesty,” Fan said.

Teachers play a large role in administering discipline. For example, some teachers prefer not to send students to the Dean’s office and rather decide to give students a warning. Other teachers have a different approach.

Ms. Lesley Nagle, English teacher, describes her discipline style as strict when necessary and on a case by case basis. She said she intervenes when a situation is disrupting the classroom structure or function, and she cannot easily recall an instance when she was forced to dish out harsh punishments.

“We all are expected to hold our students to the same standards of being respectful and appropriate in the classroom, but [that] doesn’t have to be that [students only] sit quietly, can’t eat, or joke, or talk to friends,” Nagle said.

In a Devils’ Advocate survey of 124 respondents, 90 percent of students stated that there is a difference in the way teachers enforce discipline.

Cell phone usage, dress code violations, and inappropriate language are all technically legitimate reasons a teacher may use.

Sean Brennan, dean, said there has never been a problem involving teachers giving increased punishments.

“I think teachers here are pretty clear about their expectations and are pretty fair….there are very few surprise referrals,” Brennan said.

Brennan said he does not believe there are any issues due to differences in teacher discipline approaches.

“If [continuous offenses] did start to happen we [would] look to the department chair to see how they could standardize practices within their department, or have their teachers talk and figure out how to handle this issue. But, I’ve never personally been involved in an attempt to supervise these things,” Brennan said.

Prescribed punishments used

to be commonplace at Central.

In the 2014/2015 Central Student Handbook, most offenses had a specialized disciplinary action.

The reason for this change is Senate Bill 100. According to the Illinois Education Association, since the implementation of the bill in 2015, disciplinary systems across Illinois have become further homogenized.

The bill aims to sever the “schoolto-prison pipeline” by reforming the way public schools are able to issue expulsions and suspensions.

Previously, Illinois schools were allowed to establish suspension or expulsion as the default punishment for certain offenses. Senate Bill 100 was enacted to limit lost instructional time, to reduce the racial disproportionality of school exclusions, and to encourage educators to engage the social-emotional needs of students.

In addition, Senate Bill 100 effectively eliminated the use of zero-tolerance policies across Illinois school districts.

Policies in which school officials are required to hand down specific, consistent, and harsh punishments when students break certain rules, are known as zero-tolerance policies. These guidelines were usually enforced regardless of the circumstances and reasons for behavior.

Principal William Walsh, a former dean himself, said he has noticed a shift in the discipline policy following the passage of Senate Bill 100.

Specifically, the tough punishments for certain offenses were eased up.

“In my three years in the dean’s office, [zero tolerance] was the policy.

Whether it was drugs, alcohol, or fighting, there was zero tolerance for those things,” Walsh said.

Walsh served as a dean from 2007 to 2010. Brennan, who became a dean in 2012, said that there was continuity in the discipline policy at Central before and after the passage of the bill, and that Central was already in the process of abandoning zero-tolerance policies. “[Senate Bill 100 has] forced other schools to do what we have been doing. Suspension numbers have always been pretty low because the office here has made the attempt to only use those consequences when they’re truly necessary,” Brennan said.

Another lasting effect of the bill is that discipline cases are now reviewed

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on a case by case basis. Deans look at the context behind a student’s actions to determine why the misbehavior occurred.

In the Devils’ Advocate survey, 85 percent of students stated that they believe a case by case system is fair.

According to the dean’s office, the goal is rehabilitation as opposed to retaliation.

“You always have to look at the context, such as what the student’s history is, and in what environment things happened. [We] look at discipline from before, and there was more of what you would call a punitive approach,” Brennan said. “There really wasn’t a lot of conversation about wraparound support, and how to make sure that the student transitions back.”

Central has a specific room dedicated toward helping students on this path.

The Student Success Center (SSC) is where students go for In School Supervised Study (ISSS), an alternative to an In School Suspension (ISS), which focuses on student rehabilitation and individual connections between the staff and struggling students.

Heather Cullnan, a Special Education teacher, is one of the key components of the SSC. She said the passage of Senate Bill 100 had an overall positive impact on her job and the school as a whole.

A member of Central staff since 2007, Cullnan remembers the system that preceded Senate Bill 100.

“I would have students that would be down there not getting the help that they needed or just sitting there and falling further behind. That has changed. We’ve totally turned it on its head where that doesn’t happen anymore,” Cullnan said.

Maggie Buoy, a social worker, works daily to ensure that students struggling socially, emotionally, and/or academically, attain the aid they need.

Following the implementation of Senate Bill 100, Buoy began working closely with the dean’s office to help students who were receiving punishments for disciplinary infractions. One key part of Buoy’s job is understanding the root causes behind students’ actions.

“There’s a very wide variety of root causes. Sometimes there are underlying mental health concerns or social emotional concerns. Sometimes there’s conflict within the home setting, or even at school,” Buoy said. “Sometimes, as with substance use, I think it can

be escaping or avoiding feelings or emotions that are difficult to manage.”

Social workers only play one role in the team working towards rehabilitating students.

Central administrators, teachers, and other school officials aid students in improving their behavior and preventing further disciplinary actions.

“We have weekly meetings and what we call guest meetings where the social

“I think the biggest goal of any kind of discipline issue is to change the behavior.”

-Sean Brennan workers, the guidance counselors, the school psychologist, the nurse, the deans, myself, and the director of guidance get together,” said Kimm Dever, Director of Deans. “We have conversations about students, and we talk about issues with attendance and other types of behavior. Then we provide wraparound services for students.”

Most of the time, the goal of Central discipline is to reform students and stop misbehavior before it escalates and requires harsher punishments.

However, more severe penalties are still necessary for certain actions.

Serious disciplinary actions such as suspension and loss of privileges are assigned when the deans deem them necessary. Some transgressions may require serious penalties, such as police intervention and expulsion.

When the deans decide that suspension is necessary, there are

multiple steps taken to ensure that the punishment is actually effective in reforming insubordination.

According to Brennan, students now receive greater aid when transitioning back into Central.

“Now a meeting is held and you actually have to to make sure students are transitioning appropriately.

These changes make sure we’re giving students every chance to be successful,” Brennan said. “We want to make sure that if we’re the ones that are causing the students to miss, we are doing everything we can to make sure that [it] impacts them minimally academically.”

For extreme cases such as expulsion, the Board of Education gets involved. The Board will conduct a hearing in this situation, but according to Walsh, this is quite rare.

While the Board technically also decides on the discipline policy itself, Walsh said there is another council which helps shape protocol.

The Parent-Teacher Advisory Council (PTAC) is a group of teachers, parents, and students who discuss ideas for changes to the rules and regulations of the district.

Their proposed decisions are nonbinding. However, according to Walsh, the Board almost always follows the recommendations of this coalition.

For Central, the goal of discipline is reform. Punishments are meant to rehabilitate students and ensure they halt any insubordinate behavior, according to Brennan.

“We are an educational institution.

So, it is our responsibility to work with students so that they can make better decisions,” Dever said.

Buoy said the discipline system at school is strong, and she doesn’t see any necessary changes that need to be made.

She said there are many different people who ensure that it is functioning.

However, in the aforementioned Devils’ Advocate survey, 60 percent of students said they believe that the discipline system is ineffective.

“I think the biggest goal of any kind of discipline issue is to change the behavior, whether it’s anything from a tardy to acting out in class,” Brennan said. “With every single issue that we deal with, the biggest thing is that we make sure it doesn’t happen again.”

Features | 17 deans.indd 201141 DA_May_r1.indd 5 17

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“Classroom Collective” by Angela Han,

“Unpleasant Encounter” by Lara Hayes, senior.

“Whirlwind” by Angela Han, senior.

[In The F

“Unfamiliar

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“Sunny” by Daniel Zhang, junior.

“Game Gals 8” by Isabelle Koev, senior.

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lective” by Angela Han, senior.

“Grip” by Emily Laughman, junior.

he Frame]

ev, senior.

“Unfamiliar Crowd” by Lara Hayes, senior.

“Car Ride With David” by Daniel Zhang, junior. msy photo.indd 201141 DA_May_r1.indd 3 19

“Game Gals 10” by Isabelle Koev, senior.

Features | 19 5/16/19 5/14/19 11:41 2:37 PM AM

SUMMER SAVINGS

$$

By Olivia Beargie

OTHER

81.5% OF STUDENTS HAVE A SUMMER JOB

FOOD SERVICE

LIFEGUARD/ POOL SERVICE

CAMP COUNSELO

30.0% 18.6% 17.1% 14.3%

20 | By the Numbers

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types of summer jobs S 5/14/19 11:41 2:16 PM 5/16/19 AM

$$ 52.9% OF STUDENTS WORK WITH OTHER STUDENTS FROM CENTRAL

72.9%

CAMP COUNSELOR

OF STUDENTS ARE PAID ABOVE MINIMUM WAGE

BABYSITTING

RETAIL

14.3% 11.4%

CADDYING

5.7%

jobs Students have BROOO.indd 3 201141 DA_May_r1.indd 21

2.9%

By the Numbers | 21

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photo & recipe brought to you by our very own Audrey Carter

Pink Watermelon Lemonade Slushie Start to finish: 45 minutes (15 minutes active) Servings: 10

INSTRUCTIONS • • • •

3 1/2 tablespoons

In a small saucepan, over

1 cup cubed watermelon and

medium heat, combine the

another 3 ½ tablespoons of

granulated sugar

sugar with 3 ½ tablespoons

water. Mixture should be pink.

1 1/3 cups water,

of water. Bring the mixture to

refrigerated

a gentle boil and cook for 2

7 tablespoons of water, the

2 cups cubed

minutes. Remove from heat

lemon juice and the sugar

watermelon

and pour into a heat-safe

water mixture from the fridge.

3 1/2 tablespoons

glass. Place in fridge to cool

Whisk together. If too sweet,

lemon juice,

for 15 minutes.

add more water. Pour into

refrigerated

In a blender, add 1 cup

•

4 cups ice

cubed watermelon and 3 ½

•

1 tablespoon fresh mint

tablespoons of water and

or basil (optional)

puree until smooth.

Using a fine mesh strainer

In a large bowl, combine

glass jugs and store in the fridge to cool for 15 minutes.

Remove mixture from fridge and add pink watermelon lemonade

set over a large bowl, strain

mixture. In a blender, add the

the mixture. Discard the

ice and blend until chunky

watermelon pulp.

smooth. If desired, add mint

Repeat with the remaining

and/or basil.

In Our Community | 23 cake makign.indd 201141 DA_May_r1.indd 2 23

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fun in the sun

What should you do this summer based on how you spent your last days of school?

What’s your favorite part about school ending?

A. No more homework B. Warmer weather—finally!

C. More free time

What time will you wake up during finals week?

How will you celebrate the last day of school?

A. Throwing all my old paperwork into the halls—High School Musical style B. Hosting a huge party to start off the summer C.Getting breakfast with friends before school

How did you prepare for finals?

A. 6 a.m. Got to study for that AP Lang final B. 7:45 a.m. It’s junior year and I’m already done.

C. 11 a.m. First period study hall is the best.

A. I started making flashcards in December.

B. Hahahaha— it’s second semester. In other words, I didn’t.

C. I went to the library with my friends and got nothing done.

How many school supplies do you have left?

What is your sleep schedule?

A. All of my folders are still color coded from the beginning of the year!

B. I have a dying calculator and one notebook—just barely surviving.

C. I borrow pencils from people every day.

A. I have to get eight hours— testing takes atoll.

B. I’m in bed at around 10 p.m. I had to watch the Bachelorette season opening.

C. I go to bed at 12 a.m. If I’m already going to be showing up late, who cares?

How is your attendance?

How much homework have you done?

A. I got the perfect attendance award!

B. What is school? Those 15 doctors appointments take up so much time.

C. I’m trying my best to show up second period but don’t blame me if I show up with Starbucks in my hand.

A. I do my homework every night, it’s easy points.

B. I get some done if there is an upcoming test.

C. I see homework as optional right now...

Go to the beach every day for a week (Mostly A’s)

You clearly are someone who is extremely dedicated to school and need a break. The 180 days of constant studying, homework, and tests have probably taken a toll on you.

The first thing on your bucket list should be relaxing, and going to the beach will do just that! Sit back, relax, and don’t worry about picking up a book (unless it’s for pleasure), pencil or anything else. Hit the beach with your friends, family or even solo for a full seven days of fun in the sun.

Go to concerts and music festivals (Mostly B’s)

You have an adventurous side that you should try and explore this summer by going to see your favorite shows and concerts. See your beloved performers live and get a taste of the festival experience for yourself. Why stop at listening to your favorite songs on the radio or on your phone, when you can get the full effect in person? In addition to the well-known Chicago music festival Lollapalooza, concerts like Pitchfork, Spring Awakening, and other daily shows at Grant Park are other great options for summer concerts.

Go on a trip with your best friends (Mostly C’s)

Whether it’s a weekend trip to the lake with your closest friends or going camping with a big group of your besties, getting out of town with your favorite people could be a fun and relaxing change of pace. All you have to do is set up a date, a place, and a group, then head out for a guaranteed good time. With this fun activity you all get to experience something new as a squad, while enjoying your summer fun away from home.

Cheers & Jeers Cheers to the vape sensors being installed

Jeers to prom pictures taking over my feed

Cheers to AP testing being over

Jeers to last-minute busywork assignments

Cheers to spikeball in the courtyard

Jeers to the nonexistent temperature controls in classrooms

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5/16/19 5/13/19 11:41 7:35 PM AM

THE SENIOR ISSUE 31

Cheers and Jeers

32

College List

40

College Map

43

Senior Editorial

44

Second Semester Senior Syndrome

48

Superlatives

EDITOR’S NOTES LAUREN LEE Editor-in-Chief As my senior year comes to an end, I am finally starting to realize that I have to embrace the unknown. Whether it’s smaller things like [not knowing what grade I got on a test] or larger things like not knowing what I want to do with my life, I have learned to let go, and for the first time I am OK with saying that. Devils’ Advocate has taught me that I have to be flexible and adapt to new challenges.

Over my two years as a staff member and Editor-in-Chief, I have had to scramble for last-minute interviews, rewrite entire articles, and spend 20 hours on a weekend editing spreads and design.This class, which will sometimes completely encompass me in stress, was also one of the best things I have joined in high school. From making new friends to having the opportunity to be a mentor to students, I will never forget the memories I made with my staff. As I graduate and go on to college, I hope to continue writing journalistically, to continue holding people accountable for their actions and giving others a voice.

I am ready to leave high school. After my time on this publication, I am prepared for the real world, especially after our early mornings and late nights that we have spent working on these issues, all of which have taught me the true meaning of commitment and perseverance.

While this chapter is closing, I am ready for a new one to begin.

ANNIKA “ANNIKA” AGRAWAL Managing Editor When I came into high school, I had a plan. Everything was going to be perfect—my friendships, my sleep schedule, my GPA, my life.

Freshman-year me did not know how hard that would turn out to be. Over the course of the last few years, I have seen relationships built and friendships lost, I have seen my sleep levels fluctuate from eight hours a night to none at all. I have found myself in classes where I struggled to get up and keep going and classes I loved with teachers who taught me what I wanted to do with my life. Now, as a senior, I can honestly say, in no uncertain terms, that “perfect” is the last word I would use to describe my time here at Central.

But in the midst of all that imperfection, I discovered I could withstand more than I ever thought possible, I learned I was good at psychology (surprising) but terrible at physics (less surprising), I had the opportunity to meet brilliant teachers in science and English and law who were more invested in my future than even me. And perhaps most importantly, I ended up in Devils’ Advocate, where I found my voice through journalism and one of my closest friends in my coeditor. I am unbelievably excited for college. But I’m going into it with no expectations of perfection, because I know it is the opposite that has made me who I am. Thank you Central, and good luck seniors!

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SAFI “Z.A.” ZAKER ABDUL QADIR Head of Design I didn’t know I was going to be in Devils’ Advocate until the very end of junior year. I didn’t realize I was going to be the Head Design Editor until the very beginning of senior year. And I certainly was not aware of the fact that I would be the only senior designer on the entire staff of the magazine. Over the last year, I can easily say that Advocate has caused me a great deal of strife. I have been forced to come in at 7 a.m. in the morning and stay too late, but through all of it, I can also say I have come out the other end as a better designer.

At college next year, I will be studying computer science, with a concentration in computer graphics and a minor in design, and Central has been instrumental in helping me discover this passion.

In my time here, I have had the opportunity to take numerous graphics classes, from Graphic Communications Fundamentals to Advanced Graphics Honors, and even complete an independent study, where I worked on the creation of my own company. It is because of this that I know I am not truly sad that I am leaving here, for Central has given me all that it could offer. It has given me the opportunity to diversify my passions, to make friendships and forge bonds I will never forget, and last but not least, to create an intellectual skillset that will carry me through my future.

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SENIOR

BIOS

Looking back on the last four years, I have definitely changed a lot from being able to take on more challenges, meeting tons of new people, and finding what I possibly want to do for a career. I don’t think I would trade any of my experiences, as each of them taught me something about what it takes to do well in school and be a good person.

I remember the amount of work my other senior friends and myself have put in these years, and even through the rough times and the good times above all else, my time at Central gave me a strong work ethic. I joined Devil’s Advocate this year, which has been really fun since I made more friends and got to write about interesting topics.

photos by Hannah Ahdab

Gabriella Costello 30 ||The 29 Senior Issue

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In my time at Central, the thing I love the most is the people I met. Between my friends, the people in my classes, and my teachers, I have loved being able to get to know so many new and amazing people. I started in Journalism 1, the following year Ms. Lopez, the Devil’s Advocate advisor, talked me into doing another year of Journalism Online. Due to a clerical error, I ended up being put in Devils’ Advocate Print: Newsmagazine where I decided I wanted to stay.

My partner Cam and I have consistently tried to find the easiest articles to write, but when that failed the harder ones helped me become a better writer. I think if I could, I would do it all over again in a heartbeat.

Cameron Garber Over the past four years the biggest lesson i’ve learned is the importance of hope.

Without hope and grit I wouldn’t feel as comfortable as I do in such a competitive school, sometimes though I think I rely on it a little too much. Regardless at the end of the day this high school is the reason I have developed this unfailing hope and I will try to keep that with me through my adulthood. I also owe this school for so many memories that I will never forget. From the Friday football games to Sunday tennis matches, high school has provided me with moments I will treasure forever.

Gayatri Thiru I have spent my four years at Central taking innumerable AP courses that challenged me intellectually. When I look back, however, what sticks out to me the most are the things I did because I was genuinely interested in them, not just to improve my resume. Joining Devil’s Advocate was the best choice I made all four years, as I was able to express myself creatively, and reading my own material in a published capacity helped me be more confident in myself. My confidence and tenacity as a journalist allowed me to continually wear down my editors until they finally relented and let me write a Movie Review column, which I love. My time at Central, and on Devil’s Advocate, has taught me that the most important thing in life is to live life by one’s own interests and passions. Do what you love, and do it with all of your heart.

Layo Adelakun

5/16/19 11:42 10:56 AM

SENIOR EDITION

CHEERS AND

JEERS

FRESHMEN YEAR ‘15-16

Cheers to getting lockers in the only hallway with natural lighting Cheers to Square Dancing and holding hands with a girl for the first time Cheers to therapy dogs helping us through finals Cheers to watching Romeo and Juliet in English (Leo, oh Leo…)

...

SOPHOMORE YEAR ‘16-17

Cheers to ditching class for the Cubs parade (and also getting extra credit if you didn’t) Cheers to @HCHSsmileys Cheers to the rise of Finsta’s—I’m glad to hear about your fifth breakup Cheers to the peak of hype videos (Can I go for a ride in that private jet?)

...

Jeers to offbeat “tss”-ing during the National Anthem Jeers to mandatory health class, gotta learn it sometime though…

Jeers to PARCC testing, it didn’t even matter!

Jeers to Unit Analysis (2.54 cm to 1 inch, never forget) Jeers to paying for Activities Passes that no one ever Jeers to the end of monthly 10 a.m. late starts used The Senior Issue Jeers to getting our licenses but having too small of a Jeers to going to too many interest meetings then parking lot to be able to park at school never joining the club

JUNIOR YEAR ‘17-18

SENIOR YEAR ‘18-19

Cheers to finally being upperclassmen (no one told us it was about to get worse) Cheers to getting above a 70 on the Constitution test Cheers to Hamilton teaching us all of U.S. History Cheers to students standing up for the Parkland survivors

Cheers to passing the referendum Cheers to making up cold days after graduatiom Cheers to spreadsheets and snapchat reminders (you know who you are) Cheers to good prom weather (even if the boat only went out for 45 min)

Jeers to PSAT NMSQT (what is that, a quarter of the alphabet?)

Jeers to the two major DQs this year—Mr. Hinsdale and #freeNabzam Jeers to Eminent Domain on the AP Lang exam—this ain’t APUSH! Jeers to the trebuchet (what did we learn from that?)

Jeers to postponing Senior Sunrise (did anyone even go?)

Jeers to having to change the senior portrait photographer Jeers to no wifi and senior Chromebooks Jeers to attacking the court yard geese (they are as much a part of this school as we are!)

...

...

The Senior Issue

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| 31

10:58 AM 5/16/19 11:42

class of 2019 The long-awaited compilation of the Hinsdale Central senior class’ post-graduation plans.

Alabama

Alabama Agricultural and Mechanical University Marche Howard

Auburn University Bryce Bernard Caitlin Collins Ryan Jones Morgan Millman Jessie Tribbey Ainsley Wallace William Walsh

University of Alabama Dylan Brown Ryan Hood Lindsay Knutson Margaret Litwin Katherine Melvin Sabrina Messina Charles Parse Grace Rafferty Matthew Ritz Jessica Swick Emmett Wilson Caroline Woodward

Arizona

Arizona State University Taylor Andrews Hunter Belvis Braden Cunniff Mary Grace Grabill Francis Morrissey Morgan Stacy

Northern Arizona University Shannan Barrett

University of Arizona Audrey Bareck Katherine Courtney Katherine Magnesen

John Singer Seth Yancey Melanie Zhang

Arkansas University of Arkansas Jenna So

California

Biola University Rachel Distler

California Polytechnic State University Sarah Hamp-Adams

Chapman University Emily Hines

Loyola Marymount University Allegra Dugan

San Diego Mesa College Chase Rodriguez

San Diego State University Karleen Alleman Mia Dougherty Nidhi Gopagani Alyssa Nasca

Santa Clara University Katherine Erickson Jennifer Stavreva

University of California, Berkeley Daniel Yang Amanda Zhang

University of California, Los Angeles

University of California, San Diego Leo Du William-Rhys Tallentire

University of San Diego Chloe Heiser Leah Stevens

University of Southern California Richard Araujo Ayana Otokiti Leia Pappas

Colorado

Colorado College Brandon Belgrad

Colorado Mesa University Drew Azinger

Colorado Mountain College Steven Miedona

Colorado School of Mines Kristin Beener

Colorado State University Kristin Beener Callum Burke Sean Conway Jacob Cooper Michael Graef Owen Joyce Mikayla Kamon Kathryn Nowak Patrick O’Day

Community College of Denver Kya Collier

Regis University Grace Corcoran

Elaine Yan

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University of Colorado, Boulder Hayden Waters Scott Bitautas Lucca Chiappetta Chloe Ciardelli Aidan Cruickshank Ashley Fodor Jamison Fowler Christopher Freeman Jack Gentleman Charlotte Jaeger Joseph Kolnicki Anthony Kongmanivong Lillian McNichols Maria Naccarato Grace Orput Rachel Pearson Matthew Rodgers Skylar Smith Delaney Whalen Erik Stephenson

University of Denver Melanie Chafin Sydney Collignon Joseph Paulson

Connecticut Yale University Anasthasia Shilov

District of Columbia American University Nicholas Baar

Georgetown University Charles Carter Kathryn Gabriel

The George Washington University Tess Waldron

Florida Lynn University Cameron Dunne

New College Dylan Turrentine

University of Florida Justin Kim John-Paul Lteif Azzam Siddiqi

Georgia Emory University Anna Glowniak Lana Millman Natalie Spitzer

Oglethorpe University Sarah Berg

The Savannah College of Art and Design Lara Hayes

University of Georgia Lily Podracky Jennifer Toyama

University of North Georgia Gabriel Larson

Idaho

Brigham Young University, Idaho Samuel Brandeu

Illinois Augustana College Tristyn Escobedo Jack Glenn Zachary Gooding Lauren Wols

Benedictine University Ali Ahmed Oman Al-Sibaie Aya Beilani Enaya Khan Yessica Martinez Sabur Rizvi

Bradley University Mang Lian Joshua Patacsil Amanda Witzel

College of DuPage Kaise Abuzneid Carmina Aguilera-Chavez Emmanuel Babagbemi Joseph DiJohn Daniel Dufour Dina Esposito Payton Flach Dziugas Guntorius Lucas Imana Savannah Johnson Jake Jones Ryan Katich Naznin Khan Isabella Koev Kaylee Kucmierz Katelyn Letizia John Lewis Bilal Malas Michael Manzhul Hunter Murphy Kathryn Murray Hannah Naji Robert Novak Conal O’Kane Grant Padgett Ever Perez Ethan Rankin Tara Rao Deepthi Rudraraju Maylani Sapaula Soledad Sapaula James Shrader Hammad Siddiqui Owen Stawik Lorainne Tobongbanua Noor Usman Venetsia Vasileva Jaclyn Wittrock Elijah Zakaria Jonathan Zelka Tamaron Zippmann

Columbia College Chicago Jared Callaway

DePaul University Temilayo Adelakun Robert Banda Jack Biondi Anne Chian Lindsey Counihan Aliza Daud Chloe Dillport Michalea Halikias Chloe Johanson Shriyadita Malisetty Julia Paluch Rawshan Rasha The Senior Issue | 33

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Hannah Salas Grace Scheri Abigail Stephens Nathan Tamas Judy Zakieh

Dominican University Giselle Castaneda Anais Karim

Eastern Illinois University Michael Horton

Elmhurst College Gabriel Barrios Samantha Fuller Patricia Weeks

Harper College Melanie Mulvihill

Illinois Institute of Technology Lynn Matar Andrew Petravicius Zahra Tolideh

Illinois State University Mikayla Acovelli Matthew Cangelosi Kayla Hoffman Connor Kroeger Daniel Lickteig John Malickas Edmundas Pletas Zachary Urbanski

Illinois Wesleyan University Ethan Ruth

Joliet Junior College Danell Nicholson

Lake Forest College Lidia Matamala

Lewis University Brendan Donlevy

Loyola University Chicago Omar Barakat Najiyah Bello Timea Both Marina Botros Stephanie Coan Juan Carlo Escobar Nicole Papanton Karan Patel Nasar Qureshi Nabhan Rafiq

Jedd Ramos Zakir Siddiqui Kareem Touleimat Jennifer Vayaliil Cassidy Winiecke Natalie Zayed

Millikin University Amisha Chhangani

Northern Illinois University Kaitlin Parsons Alexander Tellez

Northwestern University Kayla Byrne Grace DeAngelis Matthew Lorenz Eleanor Pope Kelly Tam

Robert Morris University Illinois Jonathan Krawchuk

Southern Illinois University Edwardsville Sidney Lacy

University of Chicago Denise Fischer Sarah Kim Brian McManus Amani Mryan Joshua Terry Emma Wang

University of Illinois at Chicago Mohamad AlCherif Omar Almusaddy Michael Alvero Kareem Alzein Kangtao Bai Shreya Doshi Andrea Gocmanac Amiirhossein Khounsary Diego Palacios Ryan Park Nhi Pham Makiz Salehzai Cindy Tang Kayla Yerlioglu Abanoub Bakheet

University of Illinois at Urbana-Champaign Blerim Abdullai Oluwateniola Akin-Olugbemi Imam Ali

Elisabeth Bieber Kareem Bitar Matthew Bobak Marco Bucciarelli Klaidas Buinickas Amelia Cesarini Chloe Chen Jack Chen Alexander Colban Chris Deng Hrishikesh Deshmukh Helen Fan Graham Gits Alexander Herrold Kayleigh Hester Bahda Hoang Michael Horstman Michael Hu Michael Hysick Elle Jenkins Rehan John Nubaira Kabir Sadie Kapelinski Grace Kennedy Taylor Kosobucki Olivia Kreischer Margarita Kuzmanova Sabrina Leon Allan Li Sunny Liang Edric Lin Jason Liu Jay Liu Alexander Luo Alek Malone Anthony Marcucci Fatima Mubarik Arjun Nair Stacy Nguyen Nathan Ning Claire Owens Katrina Pang Abhi Patel Lindsay Peters Sidharth Pothuganti Rithik Prakash Olivia Randell Luca Ripani Lauren Rothenberger Michael Ryan Shalini Sahgal Anastasia Sakkos Daniel Schaub Brian Schwab Borislav Sharapchiev Michelle Shen Ayushi Singhal Zoe Smith Ann Steephen Shalni Sundram

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Chase Tanquilut Grace Varan Andrew Wan Bobby Wang Peter Wasz Thomas Williams Bilal Yousuf Urte Zakarauskaite Vicki Zou Autumn Zumpano

Western Illinois University Faith Alfers Milica Cirovic

Butler University Alexandra Henry Rheana Montesantos Elizabeth Oakey

DePauw University Matthew Cook

Indiana Indiana University Bloomington

Syed Akbar Adam Bagnall Justin Bradshaw Kevin Cai Arya Chawla Grace Coghill Matthew Daly William Dannacher Amelia Effrein Thomas Fitzsimons Cameron Garber Sean Goldthwaite Marcus Gruvberger Wiley Irwin Emma Kapoun Konstantine Kinnas Maximilian Krupczynski Sean McCleary Timothy Moser Amandeep Natt Milan Outarsingh Emmanuel Paden Capison Pang Amit Puri William Ricker Caroline Riefe Anshul Sankaran Madelyn Schackart Liliana Sobecki Jackson Stone Peter Taylor

Gayatri Thirunarayanan Christopher Usher Duncan Usher Taylor Waldron

Purdue University Ferzam Berki Joshua Lange Jacob Lopez Matthew Ostrowski Safi Qadir Tyler Triplett Jacqueline Tu

Purdue University Fort Wayne Madelyne Elliot

Saint Mary’s College Elizabeth Andersen Allison Bogs Nathalie Espinoza Nina Palma Fiona Connelly

University of Notre Dame Tyler Knapp Camille Knott Hristina Rivera

Valparaiso University Bradley Davis Samantha Guido Joseph Monahan

Iowa

Drake University William Burress

Grinnell College Simon Lane Kaitlin Michaels Anna Szlembarska

University of Iowa Christina Aucoin Benjamin Chiappe William DeDobbelaere Chris Deligiannis Griffin Doney Andrew Doromal Sophie Eck Tess Ellithorpe Francesca Grande Christina Kaufman Lauren Keating Claire Kern Jack LaDieu

Kevin Li James Lynch Abigail Malcolm Matthew Mazure MacAlister McClear Margaret Regan Eva Vukajlovic

Wartburg College Charlie Otto

Kansas University of Kansas Kate Jacobs Anna Jasko Robert Mikes James Pappas

Kentucky University of Kentucky Nick Beaulieu Emily Condon Brett Gasior Jack Gerami Piper Huffman Taylor Marquez

Louisiana Loyola University, New Orleans Zachary Brewer Raven Zbikowski

Tulane University Joseph Daw Mahir Hussain

Maine Bowdoin College James Giltner

Maryland University of Maryland Matthew Casey

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Massachusetts Bentley University Lauren Lee

Boston College Jane Bibby Anna Conidi Justin Lee Nathaniel Sutton Jennifer Witt

College of the Holy Cross Peter Hughes

Emerson College Matthew Giacchetti

Endicott College Abigael Gaffney

Northeastern University Brendan Chow Wyatt Princen Abigail Stockmal Dalton Walsh

Williams College William Dineen

Michigan Calvin College Luke Wooldridge

Hillsdale College Samuel Thoele

Michigan State University John Kessinger Sophia Levine Elizabeth Litwin

Michigan Technological University Michael Stockmal

Northwestern Michigan College Matthew Sayre

University of Michigan Anne Huetteman Ameera Ilyas John Lo Anthony Nasharr William Sessa 36 | The Senior Issue college list.indd 201141 DA_May_r1.indd 6 36

Tara Tekkey Leah Vaikutis

Western Michigan University Joseph Ambrose Jonathan Amezquita Alexis Sygnator

Minnesota Carleton College Aya Klos Thomas Monson

St. Olaf College Hannah Swoyer

University of Minnesota Olivia Giammanco William Kallas Sarina Upadhye

University of St. Thomas William Dodson Michael Ward

Mississippi University of Mississippi Brooke Shryock

Missouri Saint Louis University Ella Baderman Madison Charlier Donald Chow Pranika Kumaran Kiernan Lynch Max Matura Parker Shiell

University of Missouri Brittany Doneske Beatrice Ioannou Kyle Kroeger Caroline Lyman Kristin Moser Joseph Napolitano Matthew Potocki Michael Rhodes Emma Socolich Olivia Sommer Itanella Urgo Raymond Wohlever Sarah Zidell

Washington University in St. Louis William Johnson Matthew Kusak Harini Loganathan Rehan Mehta Nader Mujtaba Saguna Raina Matthew Rush Anisha Sunkara

Montana Montana State University Burke Liam Nicholas Armonda

University of Montana Olivia Oosterbaan

Nebraska University of NebraskaLincoln Adam Baluch Ean Cassity Gillian Filer Damini Ramakrishna Kyle Wisch

New Hampshire Dartmouth College Zachary Drescher Eleanor Geier

New Jersey Princeton University William Haarlow

Seton Hall University Conor Dunne

Stevens Institute of Technology Nicolas Maritz

New Mexico New Mexico Military Institute Malachi Grimm

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New York Colgate University Jonathan Cain Sara Draddy

Cornell University Daren Chen Kyra Graeb Alec Hill Joshua Lundmark

Fordham University Nicolette Makris Alexandra Moreton

Hamilton College Ethan Harrast

Hobart and Willam Smith Colleges Mitchell Thompson

New York University Hannah Fuechtman

Pace University Jordan Cibinski

Rochester Institute of Technology Sahana Maheswaran Paige Wulff

Syracuse University Allan Baek Grace Risinger Sophie Simmons

University of Rochester Aliza Panjwani

North Carolina Appalachian State University Fletcher Spillers

Duke University Annika Agrawal John Antonelli Lelia Jennings Melissa Li

Elon University Morgan Chisholm Madeleine Heil

High Point University Casey Watts

University of North Carolina at Chapel Hill Donovan Lahmann

Wake Forest University Beatrice Camplone

Wake Technical Community College Olivia O’Bryon

North Dakota University of North Dakota Luke Skokna

Jake Ognibene Alexander Perez Jackson Seymour John Sprengel Katherine Usher

Ohio Northern University Vincent Sclafani

Ohio University Kyle Ayres Kate Trott

The Ohio State University Emma O’Hea Kylie Torsberg

Xavier University Samuel Stout

Oklahoma The University of Oklahoma Charles Burr Richard Snyder Jack Woodward

Ohio

Oregon

Denison University

University of Oregon

Parker Bailey Isabella Gaber Andrew Lim Vincent Zelisko

Kent State University Kristal Moseley

Kenyon College Ayden Head

Miami University Madison Boshardt Matthew Brixie Dylan Brown-Limjuco Caitlin Chval Greta Garber Liam Griffin Austin Kane Hannah Kiperman Emily Kizior Julia Krasuski Richard Lozanoski Trystan Lundgren Sofia Marino Jack McCarty Jack McDonnell

Samantha Brescia

Pennsylvania Carnegie Mellon University Rachel Fuechtman George Gao

Lehigh University Brendon Passarelli

Penn State University Laasya Naga Gowda

Saint Joseph’s University Katherine Sinars

University of Pennsylvania Angela Han Reeya Patolawala Chuqi Zheng

Villanova University Jacqueline Dorsett

The Senior Issue | 37 college list.indd 201141 DA_May_r1.indd 7 37

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Rhode Island Brown University Sean Kelly

South Carolina Clemson University Keegan Caveny Gabriella Costello Michael Waelter

University of South Carolina Madigan Lynch Madeline Mikes Aidan Miller Isabella Pisani

Tennessee Belmont University Alyson Biegel Ryder Guido Elise Heimke Tate Renner Claire Repicky Adele Ruby Jonathan Tatooles

Southern Adventist University Madeleine Bokich

Vanderbilt University Alexandra Augustyn Elizabeth Floersch Anne Kuckertz Dev Patel Omar Shaikh Ahmad Shiraz Aparna Srinivasan Nicholas Sutton Katie Tanner

Texas Austin College

Baylor University Grace Kisluk

Rice University Hajera Naveed

Southern Methodist University Christopher Lewis

Texas Christian University Ryan Counts Andrew Harzich Lindsey May Elena Stojka

Utah University of Utah Austin Fikejs Eric Miscimarra Evan Sant Benjamin Simon

Vermont Bennington College Jasmine Groom

University of Vermont Michaela Malec Kristiana Strtak

Virginia Liberty University Chase Sandlin

Washington and Lee University Grace Owens

Washington University of Washington Tyler Cashman Ella Farrell Madison Neiman Elisabeth Fridholm

Whitman College

Wisconsin Beloit College Harry Priester

Carthage College Sean Palm

Lawrence University Jacqueline Blake

Marquette University Hannah Eichelman Kaylee Haff Kabir Sawlani Gavin Schwarz Raabia Sheikh Joseph Sullivan Ethan Valeo

St. Norbert College Natilie Varney

University of WisconsinMadison Ryan Biegansky Connor Chisnell Colin Chval Erin Crews Matthew D’Aprile Emma Dillard Ashley Haggard Marelena Halikias McKenna Hayes Reilly Hayes Kevin Hopkins Sophie Hutchison Sami Imam Mae Javois Kevin Jay Anne Krillenberger Andrew Li Bryan Li Justin Li Charles Lyne Samantha Moriarty Avi Puri Emeri Sana Thea Sankari Ann Schulz Ambika Sharma Shreya Sharma Trey Tabachka

Lucy Davis

Cayden Griffith Zachary Griffith 38 | The Senior Issue college list.indd 201141 DA_May_r1.indd 8 38

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Margot Brunet

University of WisconsinPlatteville Caitlyn Doneske

University of Wisconsin-Stout Matthew Alder Grayson Charlier

Abroad University of Amsterdam, The Netherlands Laila Riba

Bishop’s University, Canada James Lekas

University of Toronto, Canada Alyah Afzal

Manchester Metropolitan University, England Ethan Carr

Royal College of Surgeons in Ireland Natalija Lakic

American University of Beirut, Lebanon Masa Najjar

University of St. Andrews, Scotland Emily Goggin

Trade Icon Collectives, California Spencer Galati

Douglas J Aveda Institute, Illinois Jillian Grossi Karla Schueler

Military United States Army Roy Fuller

Gap Year Colin Donnelly Sophia Garza Celina Gregor Isabelle Lail Anthony Lin Elena Menendez

Athletics Hockey Stephen Konroyd, British Columbia Hockey League (Victoria Grizzlies) Zachary Zeidel

Unreported

*

Conor Coyne Sarah Dandorph Keaton Donahue Connor Dressler Juliana Gutierrez Daniel Keck Nakyoung Lee Varessa Staana Luke Vozenilek James Horwedel Mikhail Klechkarovski Theresa Mazariegos Jessica Moleterno Adolf Paglinawan James Parker Tsvetan Tenez Patricia Weeks *Although Devils’ Advocate tried extremely hard to contact each and every senior through Google forms and direct contact, we were not able to do so.

Furthermore, we sincerely apologize for any mistakes. We sent out confirmation emails and corrected errors for those who replied. This section also represents those who chose not to report where they were attending or who were undecided at thetime of publication.

congrats seniors!

University of WisconsinMilwaukee

Our publication would like to extend its sincerest thanks to Michelle Shen for compiling a significant portion of the college list and organizing senior superlatives.

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Each pin represents a school where four or more seniors are attending 40 | The Senior Issue 40-41.indd 201141 DA_May_r1.indd 2 40

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The Top six Most Attended Schools University of Illinois at UrbanaChampaign 73 University of Indiana 35 University of Wisconsin-Madison 28 Miami University 20 University of Colorado Boulder 20 University of Iowa 20 The Senior Issue | 41 40-41.indd 201141 DA_May_r1.indd 3 41

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[military tribute] Devil’s Advocate would like to thank and congratulate the students who are planning on serving in the United States armed services either immediately after high school or after college. This publication recognizes the strong conviction and sense of duty that these students have for planning on dedicating themselves to the protection of others, and would like to wish these students luck on the tough road that awaits them. Devil’s Advocate would similarly like to extend this thanks to those who currently have, will have, or have had loved ones serve in the military. We thank you for the sacrifices you have made for the sake of this country and all of those who live in it. We salute you. As a further tribute, we have profiled two of the seniors who are planning to enlist in the military after graduation.

You can find this article on hcdevilsadvocate.com.

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5/13/19 11:42 5/16/19 10:15 AM PM

“ THANK YA TEACHERS.” On an average day at school, it is easy to hear complaints such as ““Half the stuff we’re learning is useless anyway,” and “When am I ever going to use this?” in conversation. Across their four years at Central, students unabashedly express their distaste for certain curricular aspects; namely, the graduation requirements and lack of flexibility.

“I think the requirements are very, very limiting to those who want to pursue multiple elective classes,” said Melissa Li, senior.

The truth is, most graduation requirements are state-mandated.

According to the Illinois School Code, required courses include four years of English, three years of math, two years each of social studies (one of which must be U.S. History) and science, a semester of “civics,” and one year of either art, music, world language, or vocational education.

It is true that Central imposes some of its own requirements as well: a world history class, two elective arts credits instead of one, three years of math as opposed to two, and one semester of consumer economics.

However, these courses exist for a reason: preparing students to be successful later in life.

“Graduation requirements, such as consumer economics, are good” said Arnima Agrawal, freshman. “I’m in Introduction to Business, which fulfills that requirement, and you learn a lot in that class about independent living.”

Ms. Sanskruti Patel, who teaches AP U.S. History and American Politics, says that core classes are not only about the subject, but also the core skills they teach.

“In social studies, you learn to understand how history has shaped our nation,” Patel said. “You learn how to evaluate and form arguments, and how to become an engaged, informed citizen, especially when students are closer to adulthood and being eligible to vote.”

As students, when we complain about subjects we don’t want to take, it is important that we recognize that every subject is uniquely important in teaching us life skills and values. At Central, 97 percent of seniors are college-bound, and 85 percent of colleges report that they enforce distribution requirements, which ask students to complete courses in several different areas of study, such as ethics, natural sciences, quantitative methods, and many others.

In the end, the environment here helps set a foundation for the future success of so many students. Our teachers are incredibly qualified—76.4 percent have Master’s degrees or higher—and many go out of their way to help students succeed.

“I feel very prepared for college. We have very capable teachers who care about students,” Li said. “I know I’ll be able to adjust to college easily because Central really gives you a good foundation. For example, Mr. Freiler’s [AP European History] class was the first fast-paced class I took and it taught me how to study.”

Even with the core requirements, our school offers significantly more electives than most other schools in the the country.

According to the Program of Studies, we have 28 art classes, 18 business classes, 34 English classes, 19 FACS classes, 32 math classes, 25 music classes, 16 P.E. classes, 24 science classes, 23 social studies classes, 29 technology education classes, and 38 world language classes, spread across four languages. Although it is true that some students may not get to take all the classes they want, there are still more options offered here than in many other places.

“I’m really impressed with the music department because we have four different bands, three different orchestras, [and] several levels of jazz bands,” Agrawal said.

“I know a lot of students who are pursuing music education and I think that’s largely influenced by the way teachers have nurtured and exposed their students to different fields.”

As students, it is easy to forget the point of high school in the midst of homework and tests, especially within Central’s competitive community. But that goal is to educate, in every way possible, and the school does a very good job of doing it.

This editorial is the consensus of the Devils’ Advocate senior staff.

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“What we’re doing as human beings is we have a project, and that project is civilization,” said Mr. Chris Freiler, AP European History and Philosophy Honors teacher. “I think a well-rounded education is a good thing in high school. If you’re going to watch the news, how are you going to be able to evaluate those arguments and make intelligent decisions without a historical background?”

And in fact, seniors who want to specialize in certain subjects before graduating often are given the opportunity to do so, should they choose to pursue it.

Senior Jackie Dorsett elected not to take a science or world language course her senior year in order to double up on business classes by taking AP Macroeconomics, AP Microeconomics, Business Law 1 H, and Business Law 2 H. “I think Central’s business department did a really good job preparing me for college,” Dorsett said. “I was able to do three internships and create many products and companies in my classes, which many students do not have the opportunity to do.”

Graduation is rapidly approaching, and with it comes a chance to pick four more years of classes in college, but as we barrel towards the finish line, our community of students and parents should remember how much Central has given them. Our phenomenal teachers have made sure that every class we took had a purpose.

Our school board has approved numerous electives that have given us a myriad of options to explore.

So this week, instead of complaining about how many AP tests you have to take, take the time to appreciate how many AP classes Central is able to offer. And seniors, before you graduate, take the time to thank your teachers—even the ones in classes you did not love—because they have given you a foundation that will set you up for the rest of your life.

The Senior Issue | 43

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Second Semester Senior Syndrome Seniors ruminate about their change in motivation during second semester

By Cameron Garber and Gabby Costello

photo by Safi Qadir

The dreaded day has arrived; your favorite school is releasing its admissions decisions today. You’re sweating profusely, obsessively refreshing your email for the decision that will change your life forever.

The email pops up and you click on it with the fury of the thousands of hours of stress that have led to this singular moment. You’ve been accepted by your dream school!

You go to class tomorrow radiating sunshine and confidence, all of which vanish when you find yourself being lectured about things that no longer matter to you. This is the end of your senior year, why do you need to continue learning meaningless formulas when you will soon

taste the sweet release of graduation?

You find yourself in your counselor’s office, explaining to him/her that there’s no need for you to be taking such hard classes considering how close you are to the end, and that most colleges don’t even need second semester grades. Your schedule suddenly become much easier after dropping half of your classes, you are taking classes that don’t assign homework, yet you lack even the motivation to show up to school. You realize that you have officially been diagnosed with Second Semester Senior Syndrome.

Kristin Moser:

Q: How would you define a “second semester senior”?

A: A second semester senior is someone who doesn’t show up to school that much, doesn’t do any homework outside of school, doesn’t really care enough about going to class, and will try to scheme out of as much as possible.

Q: How much effort are you giving your classes this semester on a scale from 0 to 100 percent?

A: A 5 out of 10 effort is when a student does some homework, and on that scale I’d be a 3, because if it does not get done in between classes it will not get done.

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Q: Have you gotten into college yet? And how has this influenced your senioritis?

A: Getting into college has 100 percent affected how much effort I put in to school.

After I found out that I got into all of the schools that I wanted to get into, it made me realize that working hard in school isn’t really going to affect anything in my later life.

Q: How much effort did you put into your first semester final exams?

A: I didn’t put enough effort into my first semester finals; I didn’t study at all.

Q: Can you give an example of how senioritis has affected you personally?

A: At the beginning of fourth quarter, I had already been on on the “No Call List” for three weeks.

Q: As a second semester senior, what advice would you give to someone from another grade level?

A: I would advise any future seniors to grind it out in the first semester, then you don’t need to worry about the second semester. Also apply to more colleges; apply to as many as possible.

GraceDeAngelis:

Q: How would you define a “second semester senior”?

A: Someone who doesn’t care about school or grades anymore.

Q: How much effort are you giving your classes this semester on a scale from 0 to 100 percent?

A: [I am putting in a] 60 percent effort this semester.

Q: Is this a significant difference from the effort you’ve given your classes in previous semesters?

A: In previous years my effort would’ve been around 80 or 90 percent.

Q: Can you give an example of how senioritis has affected you personally?

A: For my Honors Seminar class, our final was to write a four page reflection paper, and for my paper, we were allowed to do it in whatever format we wanted. So I wrote four pages of haikus, and I probably put about an hour into them, did not edit them at all, and just turned it in.

Q: Have you gotten into college yet? And how has this influenced your senioritis?

A: After I got into college, I just absolutely did not want to do any work anymore.

Omar Shaikh:

Q: How would you define a “second semester senior”?

A: Someone who loses motivation and starts slacking off from all of their responsibilities.

Q: How much effort are you giving your classes this semester on a scale from 0 to 100 percent?

A: Considering that I haven’t gotten into college yet, I’m still trying to keep my grades up, but I do know that the second I get into college or I get a decision back, that my effort will go down.

Q: Is this a significant difference from the effort you’ve given your classes in previous semesters?

A: I think there’s a tendency to want to stop trying, and to some extent I have.

First semester, I felt it. Part of me still feels the need to not fall for the senioritis.

Q: How much effort did you put into your first semester final exams?

A: I have never put in too much effort into exams to begin with, because they tend to not do a whole lot to your grade, but I know that this past semester was particularly difficult to focus on studying for finals.

Q: Can you give an example of how senioritis has affected you personally?

A: We had a project for a certain class where we had to write a reflection and prepare it before the class period for that final. We had to have it done before then, and I walked into class about 20 or 30 minutes late because I was finishing it up, and I had actually started it at 4 a.m. that morning.

Lauren Wols:

Q: How would you define a “second semester senior”?

A: Second semester seniors are so different from any other high schooler.

First semester seniors are pretty normal, they’re still in the same mindset as they were for the rest of high school, but second semester, people just give up and just want to have fun. So many people start taking choir during the second semester of their senior year, or they take it all four years except for first semester of their senior year. Second semester seniors are just living their life, and I’ve always been so jealous of them, and now I’m one of them.

Q: How much effort are you giving your classes this semester on a scale from

0 to 100 percent?

A: I’m still kind of doing some work, but I’m not as stressed. Normally I would put in 100 percent, freshman through junior year, but this year I’m putting in a solid 70 percent.

Q: Is this a significant difference from the effort you’ve given your classes in previous semesters?

A: I didn’t open my textbook once for any of my classes except for AP Biology because I needed a 57 percent, and I still studied for that for 10 minutes, and usually I’m the kind of person who starts studying for finals in November.

Q: Have you gotten into college yet? And how has this influenced your senioritis?

A: [Getting into college] definitely has affected how much effort I put into my classes. I think as soon as you receive that first ‘Yes’ back, your mindset completely changes. Up until that point you’re grinding, and your only goal in life is to get into your top school, and as soon as you get that first ‘Yes’, it’s like ‘I’m done’. That’s when everyone starts slacking because it’s like ‘I’m there, I’ve reached my goal, what am I even working towards anymore?’

That’s the case for most people and it’s definitely the case for me.

Q: As a second semester senior, what advice would you give to someone from another grade level?

A: To juniors who are choosing classes right now, I would say that there is absolutely no reason for you to try and cram all of these hard classes into your senior year. I decided last year that I wanted an easier senior year and took easier classes because it truly is frustrating when you’re in difficult classes and you feel like you’re not doing them for any reason. My advice is to choose a couple AP classes, and other than that, just take regular classes unless the AP credits will really help you—they didn’t help me because my school doesn’t take them. I think more juniors need to realize that next year they’re not going to want to do all of that work because there’s no point.

Most graduates will move on to college once their time at Central has concluded, where they may once again feel the motivation to work hard at their schoolwork, as they no longer have the safety that comes with certainty about one’s future. But for now, most seniors are simply biding their time until graduation.

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“Most likely t

“President” Eric Miscamarra

o be...”

“Fortune 500 CEO” Charlie Carter

“class clown”

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Connor Dressler

“BEST FRIENDS”

Nabhan Rafiq

Ferzam Berki

“cutes

“Class PARENts”

Michelle Shen

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“BEST driver... worst driver”

Cam Garber

Ferzam Berki

“cutest couple that never was”

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Christina Aucoin

“BEST smile... best dressed”

Ambika Sharma

Abigail Stephens

“Most likely to win an egot”

Tim Moser

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“Most likely to be late to graduation”

“Most changed”

Will DeDobb

Julia Krasuski

“Most likely to survive the hunger games”

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“most likely to be...”

James Lekas

“A Reality TV Star” Mitchell Thompson

“A Viral Meme” Kevin Hopkins 5/16/19 5/15/19 11:42 3:14 PM AM

“BEST HAIR”

Jonathan Tatooles

ly to

ral Meme” in Hopkins

“loudest”

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“Prom king & Queen”

Caroline Wagner

Eric Miscamarra

“Most likely to become a pro esport athlete”

Justin Kim

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