Devils' Advocate

In This Issue — Central to Me, pg. 14 Concussion Confessions, pg. 21 Chromebooks, pg. 24

HINSDALE CENTRAL HIGH SCHOOL | HINSDALE, ILLINOIS | VOLUME 91 | OCTOBER 2018 front 2.indd 1

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CO N T EN T S OUR STAFF

LAYO ADELAKUN HANNAH AHDAB SARAH BADAWI OLIVIA BEARGIE AUDREY CARTER GABBY COSTELLO CATHERINE DOLAN CAMERON GARBER RAYHAN HUSSAIN ANCHAL KUMAR RIMA RAFIQ KATIE SHARP GAYATRI THIRUNARAYANAN ANAND YALLAPRAGADA

01 04 07 09 14 24 26

COVER 03 TABLE OF CONTENTS

PERSPECTIVES 04 EDITORIAL 05 BATTLEGROUND 06 DEVILISH ADVENTURE

AROUND CAMPUS 07 DEVIL IN DISGUISE 08 THE DAILY DEVIL

PROFILES 09 SCOUT’S HONOR 10 CLASSROOM SKELETONS 12 BUSY BARISTAS

FEATURES 14 CENTRAL TO ME 18 IN THE FRAME: AUTUMN 21 CONCUSSION CONFESSIONS

BY THE NUMBERS 24 CHROMEBOOKS

IN OUR COMMUNITY

26 PUMPKIN SPICE DONUT RECIPE 27 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.

letter from the

[EDITO R ]

With football season starting, a new rule in the NFL has sparked a discussion about concussions and how they are treated on every level, including at school.

Additionally, the STARZ documentary “America To Me”, which examines racial, economic and class issues has ignited a conversation about our students and the stereotypes that define our school. We dig into the perception that other local schools have about us and how that affects our school culture. In other news, we explore teachers’ past jobs and how those affected their outlook on their current career.

Meanwhile, we highlight the success of senior Luca Ripani, who became an Eagle Scout after more than a decade of hard work (we also want to congratulate all Eagle Scout recipients). Meanwhile, we profile Mrs. Sara Pendergrass, the teacher who created the “Devil’s Coffee” cart, which is run by special education students who deliver coffee to teachers. This month, our Devil in Disguise sits in on German Club and observes their activities during the fall season. Our columnists take a break from the stress of school and go to a pumpkin patch for some fun with friends. Finally, we argue the relevance of physical education and dispute the administration’s efforts to keep P.E. in students’ schedules.

HEAD EDITORS

ANNIKA AGRAWAL

LAUREN LEE

CONTACT ADVISER, CHERISE LOPEZ CLOPEZ@HINSDALE86.ORG 630.570.8361

CONTRIBUTERS

SAFI Z. A. QADIR

AMY DONG | AIDAN LAVALLE | AHMAD SHIRAZ | EMILY GOGGIN

Cover & Back photos by Safi Qadir

Table of Contents.indd 3

TOC | 3 10/25/18 3:09 PM

“We Don ’t N eed No Physical E ducation” F

illustration by Audrey Carter

or years, Illinois has been a national leader in physical education (P.E.) requirements for high school students. According to the Chicago Tribune, it was the first state to mandate daily physical education for all years of secondary schooling, dating as far back as World War II. The only period of time a student may not be enrolled in a P.E. class is when they are taking the statemandated health class, typically in their sophomore year. Statewide, exemptions can be made for upperclassmen varsity athletes, as well as marching band participants, during the competitive seasons of their sports and/or activities.

Hinsdale Central, in particular, has a policy where members of the marching band are exempted from having to take physical education year-round, and varsity athletes are permitted a gym exemption during their competitive season. In accordance with state law, all other students are required to be enrolled in a P.E. or health class during every semester of their time at Central.

In December 2017, however, our state government’s policy on physical education requirements changed. There is no longer any time limit on how long students have to spend in P.E. class. Rather than requiring students to be enrolled in a P.E. class 100 percent of the time, the new law allows for students to only be enrolled in physical education three out of five days a school week, or 60 percent of the time.

Furthermore, it allows students to waive out of PE for academic classes that may be required for them to graduate or attend a specific college.

Many schools throughout Illinois have begun making changes and adopting this new law; Central, however, has not.

While physical education is a valuable commodity, and our school is lucky to possess excellent facilities for the purpose

4 | Perspectives editorial 2.indd 2

of physical education, students should not be required to take more P.E. class than the state law mandates.

The goal of physical education classes is to provide students with time and facilities to exercise, which is critical to maintain a healthy lifestyle. According to Ms. Janelle Maconi, the Chair of the Physical Education Department, “The value we see in [physical education] outweighs drawing back to the minimum because it is proven that classes like gym actually alleviate stress.” However, many students already commit to exercise outside of school.

Varsity athletes for a variety of sports exercise and train year-round, not just during their competitive season, and don’t need additional time to exercise in school.

Even students who are not athletes often perform physical activity outside of school in order to stay in shape.

It is furthermore a common practice at Central for students to enroll in Early Bird P.E., a P.E. class that starts at 7:00 a.m., in order to take another academic class during the day. The students in Early Bird wake up an hour early to satisfy a school physical education requirement that the state no longer even requires.

Beyond a minimal state requirement, further P.E. classes should be available for students who wish to take them, but not forced upon students who don’t feel the need to take them. Students should be able to take academic classes that they feel will benefit their learning career and their future in higher education without having to lose an hour of sleep because of it. Athletes should be permitted to pursue exemptions when they train year-round, and students who exercise on their own should not be forced into multiple years of P.E. class. Exercise is important, but Central should institute the state requirements.

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

10/24/18 12:02 PM

BATTLEGROUND The Confirmation of Brett Kavanaugh

Context —The past month has been one of the most political, controversial battles over a Supreme Court nominee. With Christine Blasey Ford, Deborah Ramirez and Julia Swetnik accusing then nominee Brett Kavanaugh of sexual harassment during his high school and college years, this has thrown both the Senate and the rest of the nation in turmoil. After gut-wrenching testimony from both Ford and Kavanaugh, senators have barely confirmed Kavanaugh into his Justice position 50-48.

B

illustration by Audrey Carter

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n many ways, when watching Brett Kavanaugh’s Senate proceedings, the maxim of “innocent until proven guilty” comes to mind. In short, the burden of proof lies upon the accusers rather than the accused. Using this, perhaps Brett Kavanaugh could, in a different realm of reality, be confirmed. Such were the laws that have governed courts since the dawn of time.

However, this perceived fact is largely illusory. After all, unlike court cases, we are not trying to prosecute or punish Kavanaugh for his behavior. Instead, we are deciding whether he should hold the highest, most coveted position in the judiciary branch. A glorified job interview. Therefore, the burden of proof does not rest on his accusers: Christine Blasey Ford; Deborah Ramirez; Julia Swetnick, but instead, on Kavanaugh himself. He has to prove he is worthy of the title. And through this, by all counts, he has failed.

With a list of evidence consisting of his best friend’s character witness, a less than week-long FBI investigation, and his high school calendar, there is no “proof beyond a reasonable doubt” to back up his confirmation. Splattered with angry “I like beer” rhetoric, proposal of a Clinton orchestrated revenge scheme, and his lies under oath of what certain phrases meant, Brett Kavanaugh has not only failed to prove his innocence, but has shown his demeanor unfitting of the calm and collected manner of judges across the nation. For those reasons, in an ideal world, he should not have been confirmed.

I don’t want to rehash what has been weeks of political drama for men and women across the political spectrum. For believers of an apolitical court, Kavanaugh’s proceedings have been a nonstop nightmare. For feminists remembering Anita Hill, his confirmation couldn’t have been a worse reminder of how little we’ve progressed since 1991. For Republican Senators, this may as well have been a victory. A victory that has already soured with Politico’s poll alluding to energized young Democrats causing a “blue wave” in the coming midterms, thanks to their Kavanaugh outrage.

Frankly, I don’t envy Kavanaugh’s position. Yes, he may have successfully fended off, perhaps wrongful, accusations.

However, his new career as a Supreme Court Justice will forever have an asterisk next to it. An asterisk that undercuts every moral high ground he tries to take in court. An asterisk that might not make Kavanaugh’s Supreme Court win* a real Angela Han win after all.

rett Kavanaugh graduated from one of the most selective boarding schools in the country and Yale Law, clerked for Supreme Court Justice Anthony Kennedy, principally authored the notorious Starr Report, and became a partner in Kirkland & Ellis (the most lucrative law firm in the world). But sadly, recent events nearly proved that to Congress, none of the above was as valid or valuable as the hollow words of one woman who conveniently remembered nothing else of an event than the unprovable actions she stated he allegedly committed against her.

As a result, Kavanaugh’s high school yearbook was desperately uncovered in hopes of encountering potentially suggestive or evidential comments proving such actions or at least implying the character of someone who would do so, but teenage remarks about Fourth of July parties and fun football games could not compensate for the deficit of hard facts on the part of the accuser, along with quotes by “friends” who called him a “binge alcoholic” while girlfriends called him a “perfect gentleman.”

Just as Sheldon Whitehouse found it hard to believe that Kavanaugh’s explanations for “boof,” “devil’s triangle,” and “Renate alumnius” were not references to misogynistic or sexual innuendos, it’s also hard to believe that the woman for whom this case “had the most lasting impact on [her] life” only found it important to raise to the public eye after 35 years—that such powerful emotion could resurge at full strength despite an approaching four decade gap, when they weren’t strong enough to initiate a testimony directly after the attack. And it’s hard to believe that this accusation of a Republican nominee by a Democratic, respected professor involves sexual assault, an action almost impossible to prove, at a time when the MeToo movement was just starting to get old.

It’s hard to believe that everything just worked out this way to almost stop Kavanaugh’s confirmation. But luckily and very surprisingly, America pulled through and realized that feminism is supporting women in the face of blatant discrimination, not siding with them unconditionally when the evidence isn’t interesting or explicit enough to stand alone.

At the end of the day, Christine Blasey Ford’s accusation was not a light one; it questioned the nominee’s integrity, judgment, and even respect for the subject he has spent the last 30 years mastering— an attack on his character that will never Aliza Panjwani leave his memory. The real victim is clear.

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10/23/18 3:21 PM

photo by Saba Ali

Set the Adventure Devil’s Adventure: Falling into Fun

By Rima Rafiq and Rayhan Hussain

Juniors Rima Rafiq and Catherine Dolan goof around at Bengtson’s Pumpkin Patch.

W

hat better way to fall into fall than falling into a pile of leaves? With midterms and tests common during this time, we wanted to take our mind off of school and enjoy the day off with no deadlines or anything of the sort. The pumpkin patch was the perfect place to go; even just walking around with a piping hot cup of apple cider and taking a breather from all the work was really relaxing for students like us.

In choosing the pumpkin patch, we wanted to emphasize the importance of taking a break. Studies have perpetually shown the importance of this, especially during finaWls season. However, there doesn’t have to be an ulterior motive for going. Pumpkin patches are just fun places to bond with friends and spend time outdoors in the fresh autumn weather. Too often, we are stuck inside cramming for tests instead of going out and making memories. And, of course, pumpkin patches are a huge tradition during the fall season.

Now, some of you might be thinking, where did the tradition of pumpkin patches come from? Well, Halloween comes from a Celtic tradition called the Samhain festival. From Oct. 31 to Nov. 1, the Celts would gather to celebrate the dead with fruits and vegetables. Since then, Halloween has become a huge tradition in the United States. In the days before Halloween, people go to haunted houses, pumpkin patches, and more to celebrate the commencement of fall. In the spirit of giving thanks, spending time with your friends and family shows everything you

should be grateful for.

When we arrived at Bengtson’s Pumpkin Patch in Homer Glen, the parking lot was filled. Tons of families came to celebrate fun fall activities with their loved ones. Some of the endeavors included a hayride, petting zoo, haunted house, and, of course, picking out the perfect pumpkin.

Children were riding ponies, flying down the rainbow slides, and feeding the animals at the petting zoo. After we finished up our cider, we visited the haunted house to honor the spooky season.

Now, pumpkin patches are attractions that have established themselves as part of the fall routine for many families over the years. They are geared towards family fun and they don’t have activities that aren’t emphasized with one goal. There aren’t many pumpkin patches near the school, instead they are roughly a half hour to an hour away. Bengtson’s is about 25 minutes away. It is the most popular of all the relatively nearby patches with an overall 4.8 out of 5 rating on Google. The admission prices vary throughout the week from $9.99 to $20.99 depending on the day you go. However, not everyone can find the time to go out on a weekend and spend up to $21 so there is an alternative. Skip the trip to the pumpkin patch and instead take a nice stroll through Downtown Hinsdale during this time with all of the fall decorations and pop into Starbucks for a Grande Pumpkin Spice Latte to get a break and a taste of autumn.

During this season of layers and changing colors, fall into it and make an adventure of your own.

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10/25/18 3:05 PM

DEVIL

IN

D I S G U I S E An outsider’s perspective on the inner workings of a different club every month.

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olkswagen. Schnitzel. Oktoberfest.

That’s about the extent of my German knowledge. Many students here choose to take German, but I have discovered that German classes are not the only place that you can get your German fix.

German Club provides a taste of Germany outside the school day. I am not German, I do not speak German and I have never been to Germany. I was completely useless to them, but I was there, at their Thursday morning meeting. As long as you’re there, you are welcome to participate in their activities and join the German family.

Every Thursday morning, students gather in room 137 to explore their interest in German culture and language. Their goal is simple, create a sense of community throughout the school through the use of German culture.

German Club has existed at the school since the eighties, according to activities director, Sally Phillip. Johannah Juergens, who teaches German, has been the sponsor for the past 24 years and has watched the club evolve into what it is today.

“German Club has been around at Central essentially as long as the world language department has been at Central,” Juergens said.

Back in the eighties the club was filled with pool parties and trips to Oktoberfests.

Although there have been changes to what they do, they still manage to make German Club as interesting as it was when it started.

Today, that comes in the form of mornings filled with trivia and donuts.

The second the donuts were set down everyone in the classroom was on their

feet, grabbing at the box resting on the desk in the front of the room. The activities are always different. The week of trivia was by far the most exciting. People huddled in groups screaming in German at each other while the presidents stood at the front of the room shouting out ‘zehn sekunden’ at the front, which by the way, I learned means ten seconds.

“Our president and vice president come up with the activities that we do in our club meetings every week. They’re the ones who make it super fun,” said Emilie Chadwell, a junior who’s been in German Club for two years.

This year’s German Club president, or Chancellor in German, is senior Jack Lewis, who has been a member for two years.

“The great part about having a student run club is that I can really mold the club into whatever I want,” Lewis said.

Lewis is responsible for creating the activities that the club does every week, and usually he comes up with them at the last minute. Regardless of the activity, however, his reasoning behind it is always the same.

He wants his club members to walk out every day learning something new about Germany.

The greatest part about German Club?

You don’t even have to take German to join. About 15 percent of students who take German are also a part of German Club.

“We have people who take German, people who are actually German, even people who don’t take German. People with all sorts of connections to Germany or none at all,” Chadwell said.

German Club knows how to have fun,

photo by Hannah Ahdab

German Club

Leaders, Justin Tatooles, sophomore, and Jack Lewis, senior, walk the club through an activity.

but they also do their part in contributing to the school.

“Central’s a pretty big school, and our goal as a club is to create a sense of community. Our club members are a little family that we invite everyone to join,” Juergens said.

They are, indeed, a little family, and they truly are welcoming. At my first German Club meeting, I was welcomed in and immediately thrown into a game of German trivia.

Every Fall, German Club tries to bring you one step closer to their culture by hosting a Rootbeer Garden in the cafeteria, where they sell little pretzel balls with root beer. It used to be a part of the ethnic fair, but after seeing its success, the club moved it to lunch periods to reach more people.

All of the proceeds from the Rootbeer Garden go to the Ronald McDonald Foundation, which was chosen by last year’s leader.

Want a little piece of Germany in your life? Club meetings are Thursday mornings at 7:30 a.m. in Room 137. Also, don’t forget to visit the Rootbeer Garden during your lunch period on Nov. 2.

- Deutsch Devil Around Campus | 7

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10/25/18 2:17 PM

The Daily Devil

By Amy Dong & Aidan Lavelle

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ince August 1991, District 86 has housed a “buffer zone”, an area of neutrality between the two borders of Hinsdale Central and Hinsdale South, respectively. The buffer zone allowed parents to choose for their children to attend either high school. As the population in the area grew, Central became increasingly crowded.

On Sept. 17, the board voted unanimously on firm boundaries for each school in place of the buffer zone. This move stirred up controversy among many residents of District 86, and also affected the reception of the new plans for renovation at Central, which will have a referendum vote on the Nov. 6 ballot. Some parents have said they do not want to support updates for a school their children no longer attend.

“I don’t think they should redraw the boundaries because it’s not fair for people who bought a certain house so that their

kids could go to a certain school,” said Vicki Zou, senior who moved to avoid the buffer zone conflict.

Some, however, are content with the change. “We would rather have gone to South actually, it’s less overcrowded,” said Greta Guntorius, freshman.

Ms. Xiaochun Tong, a parent residing in the Central side of the buffer zone boundary expressed that any change in boundaries is destined to cause conflict in the community.

“What affected us most were how these issues divided the people. Suddenly your best friend’s interests are the opposite of your interests,” Tong said.

Overall, the matter of the buffer zone has long been up for debate, and for now parents and students who want to express thoughts may attend the next board meeting on Nov. 5 at the Hinsdale Central campus.

photo by Safi Qadir

The Buffer Zone: Latest Developments

New architectural layouts show detailed plans for the proposed expansion of Central.

By Ahmad Shiraz

K

ey Club, sponsored by Mrs. Sara Pendergrass, special education teacher, is a club dedicated to providing its members with volunteering opportunities, held its premier event, the Day of Service on Oct. 13. Members of a diverse selection of clubs helped out nonprofit associations.

Whether it be in the form of therapeutic horseback riding at the Hanson Center or the food provisions donated by Feed my Starving Children. The Day of Service is a new tradition for Key Club, originally held during the year of 2017.

“We did a rough head count of 25 volunteers from our own club, while Habitat for Humanity was able to convene more than 50 members for their participation in the Day of Service,” said Hrishi Deshmukh, senior and Key Club vice president. “Overall, countless organizations can get together and allow people to help out in any way possible because of this event’s large scope, so I feel that the number of its participants will

continue to grow.”

Although there were many organizations in attendance, the schedule flowed with the event starting at 8 a.m. and ending around 12 p.m.

In addition to being a platform for volunteerism, the Day of Service also poses an opportunity for individual clubs to grow as a whole. The Muslim Student Association, for example, is a club that seeks to make the image of Islam benevolent and philanthropic to non-Muslims.

“It’s great for all of us, not only when it comes to the idea of person service and altruism, but in terms of the fact that we are growing as a club,” said Omar Shaikh, Communications Director of the MSA board.

While the Day of Service allowed multiple clubs to meet and work together, it also provided many opportunities to provide charity to the local area.

photo by Emily Goggin

Day of Giving Service

Volunteers prepared for Day of Service by making snug hug blankets for the Pediatric Department at Hinsdale Hospital on Oct. 13.

8 | Around Campus newsfeed.indd 2

10/25/18 3:13 PM

Scout’s Honor Luca Ripani shares his experience of becoming an Eagle Scout

Luca Ripani (top left) and group of scouts work on his Eagle Scout Project of honoring police and firefighters. photos by Kristin Allison

By Cameron Garber and Gabriella Costello

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s a young Cub Scout, Luca Ripani, senior, gave himself a goal: he would become part of the four percent of all Boy Scouts to achieve the rank of Eagle Scout.

“It was something really inspirational for me,” Ripani said. “It gave me a goal to work towards. It’s been a long journey, almost my entire life.”

From learning basic skills such as cooking to more in-depth skills such as long-term goal setting, achieving the rank of Eagle Scout is, according to Ripani, the culmination of nearly two decades of hard work and dedication. In August of this year, Ripani earned Eagle Scout after working on his project for more than a year.

Ripani said the best thing about being an Eagle Scout is the pride of setting a goal and accomplishing it.

He also said it’s a beneficial addition to his college and job applications.

Within Boy Scouts, members can advance through the ranks—Tenderfoot, Second Class, First Class, Star, Life, and Eagle Scout—utilizing the specific skills they learn along the way. To become an Eagle Scout, one must have earned and maintained a leadership position within the Scouts for at least

six months. In addition, a Scout needs to get recommendations from a respected adult who can vouch for the character of the Scout. Prospective Eagle Scouts must also earn at least 21 Merit Badges, as well as planning, organizing, and participating in a service project. Some badges, such as Personal Fitness, Communications, and Lifesaving, are required for any Scout who wishes to become an Eagle Scout.

“It gave me a goal to work towards. It’s been a long journey, almost my entire life.”

Luca Ripani “My favorite badge to get was the Citizenship in the Nation Badge,” Ripani said. “It taught me how to be a civically responsible citizen and helped me know more about the inner workings of our country and my place in it.”

Ripani’s Eagle Scout Project involved creating a memorial for firemen and policemen who lost their lives in the line of duty. Located at the Hinsdale Fire Department, the memorial consists of a series of stone steps and statues.

“Luca planned this project for more than a year,” said John Thormodsgard, Ripani’s Scoutmaster. “It went through a pretty iterative process. He initially thought of getting a piece of the World Trade Center, but eventually decided on the statues because they were more feasible.”

Not all of Ripani’s endeavors during his time as a Scout panned out in the end. After achieving all but one requirement for the Astronomy Merit Badge, Ripani learned that he would need to chart the stars for nine months straight, whereupon he decided it would be best for him to spend his time earning other badges. Ripani’s efforts at earning the Rifle Shooting Merit Badge were similarly in vain.

“Rifle shooting was a lame badge because you actually have to be good at it, and I was not good at it,” Ripani said.

These short-term disappointments helped Ripani learn from his mistakes.

“Eagle Scouts has helped me see how to plan and achieve something that is long-term,” Ripani said. “This Eagle Scout journey has been over a decade, almost my entire life working on this, and being able to say that I set myself a goal and stuck with it for so long is the biggest takeaway I’ve [received].”

Profiles | 9

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10/25/18 2:38 PM

Skeletons in the Classroom Teachers share their past careers, and what led them to education.

By Catherine Dolan and Anand Yallapragada photos by Rima Rafiq & Anand Yallapragada

According to Statista, only 33 percent of Americans report being very satisfied at work. This prevalant disatisfaction among working Americans can lead to multiple career moves. Many students only know their teachers within the classroom. It can be odd to imagine these educators outside school, with complex lives and experiences of their own.

However, some teachers had other careers before being drawn to education. These unique and often unexpected careers have helped teachers gain real life experiences and other skills they are able to translate into the classroom.

Chris Billie

M

r. Kurt Vonnahme, the Math Department Chair, began his career as a corporate banker.

After double majoring in economics and mathematical methods at Northwestern University, he immediately settled down as an analyst for Wells Fargo.

As an employee of Wells Fargo, Vonnahme was able to expand his mathematical expertise and learn different skills. He also received several rare opportunities to travel. However, Vonnahme found something jarring about the work environment of the business world. “[Wells Fargo was] always very dollars and cents driven. And so I never felt that comfort level of getting to truly be myself,” Vonnahme said.

While he never envisioned himself 10 | Profiles Teacher's Jobs.indd 2

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or the past 35 years, Mrs. Chris Billie has been in the workforce, however, she has only worked at Central for the past 14 years. Before teaching, Billie worked at a relocation company called Phh Relocation and Budget Rent-a-Car. Billie attended Western Illinois University with aspirations of becoming an elementary school teacher but decided to change majors to business on the advice of her college counselor.

Her first job out of college was a customer service representative at Budget Rent-a-Car. While Billie enjoyed her time at Budget, she knew it was not a long time career option.

For the bulk of her working life, Billie worked at Phh Relocation, a company that now calls itself Phh Corporation and specializes in

home loans. “[Being a contract negotiator] required high interpersonal skills with people, and the ability to keep a level head,” Billie said.

Due to an unexpected merger and the location shift of the headquarters, she was forced to find a new job. She had always wanted to be a teacher. However, she did not want to teach at an elementary school.

“As I got older, I realized teenagers were much more of my passion and who I wanted to work with,” Billie said.

Today, Billie views the merger with a sense of appreciation.

“I would have never left the business world if I wasn’t pushed out. And it was the best thing that ever happened to me,” Billie said.

Kurt Vonahme

as a teacher, Vonnahme recalls aspects of his college experience which heavily foreshadowed a future as an educator.

“I remember people calling me the morning of an exam, asking me those lastminute questions, and I always got a lot of personal satisfaction about helping other people understand pieces of whatever we were learning,” Vonnahme said.

After finding little satisfaction at Wells Fargo, Vonnahme decided to return to school and earn a degree in secondary education. He admits that his job at Wells Fargo may have been more lucrative, he feels that teaching is the right fit for his personality. “[Your career choice] can’t be just about what sounds the sexiest when you tell people what you do for a living, or the one that’s going to make the most money,” Vonnahme said. “It better be something that you enjoy.”

10/25/18 3:03 PM

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t Central, Mrs. Sasha Boheme serves as a Speech Language Pathologist.

Yet, many might not know that Boheme moonlights as a yoga instructor at Yoga By Degrees.

Yoga wasn’t always a passion for Boheme, but the stress of starting a career after college left her in need of an outlet. Boheme’s mother recommended yoga, due to its numerous benefits for both the body and mind.

“I think when you go to yoga you’re in a community. You initially feel so alone but then you find out they’re also struggling with similar issues,” Boheme said.

She admits that teaching yoga was something that originally scared her. However

Janelle Hoeksema

her teachers recommended she obtain her own teaching certification. Boheme currently teaches one yoga class a week.

She balances this with her career at Central.

While she admits this has been difficult at times, being a yoga teacher has given her skills that she carries into school.

“Being able to learn classroom management and overall teaching is something I can use here,” Boheme said. “I help teach social communication classes that works on different social skills. Now I am not afraid to get up in front of the class and teach, versus just being the person in the background kind of doing the behind the scenes work.”

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rs. Janelle Hoeksema is currently a business teacher and Forensics coach. However, her career at Central was not her first; Hoeksema tried out different jobs before eventually deciding to teach.

With a passion for business, Hoeksema began her working life as a salesperson for Canon Copiers.

“I stayed there for two years which was longer than I probably should have because I think it was ingrained in my mind that you get a job and stay there,” Hoeksema said.

Hoeksema then got a job at the American Cancer Society. Cancer has affected Hoeksema’s life. Both of her husband’s parents have passed away from cancer and she has witnessed as several of her friends’ parents experienced it as well.

“I loved the idea of giving back to the community,” Hoeksema said.

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rs. Susan Jaffe is a member of the English Department. Before joining the Hinsdale community, however, she was a communications consultant working out of Chicago.

“Basically a client would call and say ‘We have this event or this problem. We need somebody to kind of spin it and help us to handle it in the media,’” Jaffe said.

Right out of college, Jaffe joined a small, Chicago-based firm called KemperLesnik.

After three years, she decided to shift to a larger corporation known as MSL Chicago.

One aspect of her job was travel. On the weekdays, Jaffe took business trips across the country, including Hawaii. Occasionally, she traveled internationally as well.

Sasha Boheme

However, Hoeksema said the job wasn’t a fit for her. Hoeksema’s experience in education began with her next job as an Admissions Director at Devry University, at the same time she judged local speech tournaments.

“I realized at the time that I was the happiest when I was at speech tournaments. And then it was obvious I needed to be a teacher,” Hoeksema said.

Hoeksema’s past careers continue to influence her current work. She notes that her experience in business management has taught her a lot of classroom management.

“Life can take you in a variety of different directions. For me it seems like it was kind of all over the place. Yet, it all makes sense to me,” Hoeksema said.

Susan Jaffe

“The best part of travel was getting to see the world and the country and fly into a lot of really awesome places. But I also missed being home and my family, so it’s a double edged sword,” Jaffe said.

Jaffe has an undergraduate degree in journalism from Iowa University. She directly crafted stories for the media, but she was also instructing clients on how to communicate effectively with said media.

Jaffe’s natural disposition and passion for working with children eventually swayed her into the education field.

“I was helping companies and not people. And so that’s one thing that I love is that I’m able to interact with people and feel like my job matters[here],” Jaffe said.

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Busy Baristas

By Katie Sharp and Sarah Badawi

I

t’s second period and Mrs. Sara Pendergrass walks through the hallway alongside one of her students, pushing the “Daily Grind Coffee Shop” cart toward the bookstore. They are delivering their classic blend with two hazelnut cream cups to Mrs. Karen Ford, bookstore manager, who is nearing her 310th coffee order in three years, setting the record at Central.

The daily coffee cart was a thought turned into action by Pendergrass at the start of the 2015 school year. By filling out an online form, any faculty member can order a fresh cup of coffee, tea, or hot chocolate, from the students in the special education department.

“It is the best service ever,” Ford said.

“These kids are great, they’re always friendly, and always on time. It’s always hot and good.”

Pendergrass has known since she was a teenager that she wanted to work with children with disabilities. Participating in “Miracles In Progress,” Pendergrass swam once a month with kids who had various disabilities in her community. Becoming a teacher in the special education department has helped her fulfill this wish, instructing English, math, science, prevocational, and resource classes where she teaches domestic skills such as cooking, cleaning, and self-care.

Beginning this coffee business, Pendergrass did not have big expectations.

She thought it would provide a good way for her students to get out of the classroom, and deliver a few coffees here and there. But they ended up filling more than 1,000 coffee orders during their first year in business.

“It’s been a lot of of fun,” Pendergrass said. “It turned into a bigger project than I thought it would but it’s been really cool.”

Pendergrass explained that her students learn valuable skills through this job training. They work on the steps to complete the job, but also focus in on their responsibilities as an employee and work on social interactions.

“When Carolyn (a special education

Mrs. Sara Pendergrass connects students in the special education department with teachers and peers, while using coffee to teach life skills

student) is the barista we do the fist bump and fireworks,” Ford said. “We always have our little connection with [the students].”

The job also allows these students to build relationships with new teachers and peers. Pendergrass said it helps them feel more a part of the community and creates a warmer high school experience.

“I love spending time with them,” said Grace Kennedy, a senior in Peer Buddies.

“They’re a big part of my life and it’s really fun to see them every day and see what impact you have on them.”

Pendergrass said she loves to watch her students expand beyond her classroom and brighten other peoples’ days.

“Last year we filled over 1,000 coffee orders.”

Sara Pendergrass

“People really love their coffee, so they’re excited to see [the special education students], and it’s really a fun interaction to watch,” Pendergrass said.

They can prepare and deliver anywhere from three to 20 orders on any given day, depending on who orders. They have a variety of different blends, caterable to anyone’s taste, and cream and sugar.

They also offer seasonal specials, such as pumpkin during the fall and hot chocolate during the winter. At the beginning of the school year, Pendergrass sends a Google order form to faculty with selections.

One of Pendergrass’ close colleagues, Mrs. Jennifer Madonia, a special education teacher, said she is impressed and inspired

by Pendergrass.

“Her students are always her first

priority,” Madonia said. “They are more than students to her—more like her own children.”

The coffee is one dollar per cup, with all the profits going back into the business. The first year, Pendergrass said they had enough profits left over to celebrate their success with a pizza party at the end of the year.

Pendergrass has inspired many students to work in the special education department in the future, one of them being Kennedy.

“Freshman year I didn’t even think I would do anything with special education and now it’s a huge part of my life,’’ Kennedy said. “I definitely want to do special education [in the future].”

Kennedy slowly started her future in special education by working with the kids as a peer buddy during physical education and becoming best friends with them inside and outside of school.

Pendergrass has provided an opportunity for her students to learn integral skills that they can use beyond their years at Central. “[Mrs. Pendergrass] is a great person on the inside and outside,” Madonia said.

In the future, Pendergrass said she hopes to expand the business to students.

Presently, teachers can assign certain days where their class can order or they can order for their class, but students right now cannot order on their own.

Outside of running the business, Pendergrass takes her students to do small community based trips to the library or local stores every other week. She tries to give her kids the best possible resources and experiences she can.

As Ford sips her fresh coffee, Pendergrass reflects on her original idea for this coffee business several years ago.

“I really love that it has received so much exposure,” Pendergrass said. “I think it’s kind of funny that it started off and I thought it would just be some little thing that we did, and it turned out to be so huge.”

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s

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photo by Katie Sharp

Mrs. Sara Pendergrass and Jeremiah Adams, freshman, are ready to deliver fresh coffee.

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Cent to

In the wake of the documentary series “America to M perceptions of the

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ntral Me

a to Me�, the Hinsdale Central community examines f the student body Words & photos by Anchal Kumar and Audrey Carter

Pictured: Elaine Carter and Aanya Sanghavi

OPRF.indd 3

Features | 15 10/25/18 2:56 PM

“P

lay within the rules. Play smart.

Ignore anything they have to say to you.”

As the huddle of burnt orange and navy breaks apart, John Hoerster, coach of the Oak Park and River Forest (OPRF) football team, keeps his advice short and succinct. He manages a diverse group of players; OPRF is known as one of the more racially integrated schools in the local area, with 46.1 percent of their student body considered to belong to a minority group, according to the Illinois State Board of Education. As a result, part of Hoerster’s coaching involves preparing his players for the racist words that may be used towards them on the field. In this instance, the team they’re playing is Hinsdale Central, and the people using such slurs are former members of the varsity football team.

The scene is from 2015 game footage originally shot for the Starz documentary “America to Me”.

The documentary featured Central only briefly. For some, the ten minutes showed a whole new side of the community, yet for others, it was a picture all too familiar.

Being an affluent, majority white area, the outside perception of Hinsdale is frequently influenced by its lack of diversity in certain areas like race and socioeconomic status.

For some, Hinsdaleans are most defined by their wealth, for others, their success.

According to some students, the ways in which groups outside of Hinsdale see this community often differs as as a result of their own environments and demographics, such as the scene in “America to Me”. While the film sparked discussion, for some students this perception had already been a topic of conversation.

On August 26, 2018, OPRF hosted its first public showing of “America to Me”.

The multi-episode series directed by Steve James explores the experiences of select minority students at OPRF, particularly in regards to the systemic issues the students face. James’ piece has seen critical acclaim, being one of the New York Times’ Critics’ Picks of 2018.

“It sparked a conversation in part that was not really there before-hand,” said Declan Johnson, senior at OPRF. While the piece garnered positive reviews by individuals throughout the nation, some members of both Hinsdale and OPRF have found issues with the film’s portrayal of their respective communities.

“I think they’re telling a story, in a way.

A lot of these stories are true, but they

don’t give the full picture of the school,” Johnson said.

According to a Devils’ Advocate survey of 93 respondents, more than 37.6 percent of students disagreed with the message of the piece. More specifically, they disagreed with the way Central was portrayed in the documentary, especially with the aforementioned scene conveying racial tension.

“I’m for the idea [of the documentary]... but a lot of the way that they do things has raised some concerns,” said DJ Walsh, senior and member of Central’s 2018 varsity football team. “In general, I think Hinsdale Central culture is very accepting, more so than other schools might think.”

Despite mixed sentiments, controversy and the subject matter of “America to Me” has sparked a conversation amongst Central’s student body

“

Everyone thinks we live in mansions and drive BMWs, which we do.

”

David Gust

regarding perception and reputation of the school.

“When students hear ‘Hinsdale Central’... they automatically go ‘isn’t that that rich school’ or ‘isn’t that that really white school’,” said Philip Fan, junior at Central.

According to the Devil’s Advocate survey, 76.3 percent of respondents deem the perception of Hinsdale Central by other schools to be negative.

“It’s hard to make generalizations, but the stereotype, at least with Hinsdale, is wealthy, white, and privileged,” Johnson said.

More than 80.6 percent of survey respondents indicated they considered wealth to be the primary influence on Hinsdale Central’s reputation.

“Everyone thinks we live in mansions and drive BMWs, which we do,” said David Gust, junior at Central.

During some sporting events, opposing fans of Central frequently chant things like “daddy’s money” in reference to the affluence of the community. A similar dynamic was shown in a later episode of “America to Me” between OPRF and the

private Oak Park high school Fenwick.

Footage of the basketball game shown highlighted the impact of affluence on the schools’ perceptions of one another.

“You hear a lot of things like ‘dirty’, ‘ghetto’, ‘aggressive’,” Johnson said of OPRF. In comparison to the United States average $59,000 a year, the median household income of Hinsdale is $173,500, according to the U.S. Census Bureau.

Juxtaposed against the median incomes of Dupage County and Cook County, Hinsdale’s median household income is respectively $116,600 and $92,000 greater.

“Of course we perform well at academics and sports, but I think the socioeconomic issues that separate [Central] from others paint our school as a Goliath in a sea of Davids,” wrote one respondent of the Devil’s Advocate survey.

Although it serves as the center of Central’s involvement in “America to Me”, only 3.2 percent of survey respondents considered diversity to be the primary contributing factor to perception of the school.

According to the Illinois State Board of Education, as of 2017, Hinsdale Central is 71.4 percent white. In the Devils’ Advocate survey, 39.8 percent of respondents considered the student body to be overall diverse.

“I think [Central’s student body] is more outside the norm in terms of race... but we have diversity on our campus in other aspects,” Principal Walsh said.

A report by Public School Review found that the average minority enrollment for Illinois schools is 51 percent. In contrast, Central has a minority enrollment of 28.6 percent. While the percentage of Asian students at Central is above the state average at 17 percent, Hispanic and Black enrollment lies below at 6 percent and 2.1 percent respectively.

“In some ways we have a diverse population, but we also have a very homogeneous school community. When it comes to class there’s not much diversity.

When it comes to race and ethnicity, I have seen that grow,” said Mrs. Sanskruti Patel, social studies teacher at Central.

The extent to which this racial makeup influences experiences of minority groups at Central is widely contested.

“Central kids know that their school is lacking in...diversity...but they often don’t feel like that’s a bad thing,” Fan said.

According to the Devil’s Advocate survey, 55.9 percent of respondents reported hearing Central students use

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racial slurs. Sophomore Kendall Griffin described an incident outside of school in which a group of students drove past her while she was walking her dog and shouted the N-word. According to Griffin, the students passed her twice using the word both times in a car decorated with Hinsdale Central decals.

“We like to say that at Hinsdale Central no one is really discriminated against, but it happens and we never really talk about it,” Griffin said.

Other students, however, reported contrasting experiences.

“For the most part I would say there is a good balance of integration within the school; I don’t think you see segregated social groups,” said Zamaan Qureshi, junior.

“We’re all high schoolers and peopIe like to make jokes and make fun of one another.

Sometimes that can be taken too far; I can say that I’ve seen that but I haven’t heard outright claims of racism at Central.”

While student perspectives remain divided, the “America to Me” documentary depicts an unambiguous interpretation of the racial climate at Central. This perspective is one example of the way Central is viewed by members outside its own town. In a scene of the film, an OPRF football player recounts being called the N-word by Central team members and being told to ‘get back on the bus and go back to where you came from’. The student, in retelling his experience to his class, described Hinsdale Central as a “place I hate being”.

Further sentiments were echoed by other OPRF students.

“Even before the documentary, I’ve always heard anecdotes about Hinsdale students just saying despicable things,” Johnson said. “I played in the soccer program for three years and one of my [African American] senior mentors..told me about how he was called a gorilla...by a Hinsdale student. I’d always heard from football players especially black ones, that they just don’t want to play Hinsdale.”

Principal Walsh responded to these comments and said, “I would be disappointed if that were the case, but again, those are accusations.”

Since the release of the documentary, however, the athletic department has stressed the importance of sportsmanship to its players.

“They basically told us that for the rest of the season we would be under a microscope as a result of this documentary and that

whether we liked it or not...the entire reputation of the school is resting on our shoulders,” DJ Walsh said. “[The coaching staff] said it wasn’t fair to us, but that we had to continue, with even more effort, our standard of good sportsmanship and keeping it...about the competition.”

Over the past few years, Central’s administration began strengthening current policy in an attempt to prevent racial discrimination within the school.

In an interview within Oak Leaves, local newspaper for Oak Park and contributor to Chicago Tribune, Central’s Principal Walsh and Superintendent Bruce Law discussed their intolerance for racial slurs.

Should an incident of racial prejudice be brought to the attention of the administration, Principal Walsh explained it would be addressed on a case by case basis depending on the surrounding circumstance. The administration revealed they heard no report of the actions taken

by Central students within the “America to Me” series at the time they occurred.

“I don’t have any details surrounding it.

I don’t have the game, the date, the time, the place, the manner, any of it,” Principal Walsh said.

Mr. Billson Rasavongxay, Social Studies Department Chair at Central, expanded on Central’s approach to racial conversations.

He elaborated on how in the prior school year five of Central’s teachers attended a district wide conference called Courageous Conversations. This conference is one which offers a variety of different perspectives on race and other social discussions by individuals such as pastors and scholars.

The presenters of this conference discussed not only current social barriers but also methods to address them effectively. The conference attendees have spread this message to their colleagues.

“The more and more people that get so called ‘trained’ in that conference are helping other staff members implement agreements and protocol from that conference, specifically on how to discuss race in a safe way in a safe space for all of our students,” Rasavongxay said.

Similar to the student demographics, according to the Illinois State Board of Education, as of 2016, 79.1 percent of teachers at Central are white.

“I believe that I carry a bigger burden to speak on behalf of staff of color, to advocate for staff of color, and to bring voice to an underrepresented population here at Hinsdale Central which includes staff and

students alike,” Rasavongxay said.

Mr. Ruben Rodriguez, social studies teacher and sponsor of Muslim Students’ Association, explained how greater diversity can influence students’ world views.

“I’m not sure how much of a different perspective [Central students] get on a daily basis compared to some other schools, because of the community you live in,” Rodriguez said. “The question that it begs though is do you need to see other groups of people in order to understand what they’re going through?”

According to Central’s website, Central offers more than 90 different clubs and activities. Groups like the Muslim Students’ Association, Christian Student Alliance, Indian Culture Club, and Ethnic Fair give students the opportunity to share their identity. Also, each February, during Black History month, the organizers put together a panel to discuss diversity at the school.

“There is generally a lot of diversity [at Central], not comparable to other schools; there are different ethnicities, faiths, religions represented within the school,” Qureshi said.

Following the release of the documentary, an opinion piece appeared in the Wednesday Journal, a news outlet based in Oak Park. The article, written by Reverend Elizabeth Ritzman, expressed the need for Hinsdale Central to address the accusations presented in the documentary.

“The question both Hinsdale Central and OPRF high schools must answer is how they can truly deal with systemic issues that they aren’t willing to truly address, and when confronted, deny,” Rev. Ritzman wrote. “The time is past due for an apology, Hinsdale.”

While opinions still vary on the “America to Me” documentary and reactions to it, Central’s administration said that it continues to make strides and accommodate students of all backgrounds.

“Certainly we have an issue, I’m not sure if we have done a good job of acknowledging the issue and trying to confront it openly…I do know that [we] are working towards making that a more consistent part of our conversation,” Rodriguez said. “We need to start saying some of these things openly with students… and it’s not just race, it could be gender, it could be any other group….we need to start having those conversations.”

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10/24/18 11:58 AM

Concussion Confessions Different student athletes discuss the impacts of concussions and the school’s role in adressing and preventing them

By Olivia Beargie & Gayatri Thiru

Drums echo through the stands, one half green, the other red.

On the field, Central players take their positions in front of York on the line of scrimmage. Christian Letts, junior linebacker, exhales, noticing his breath linger in the crisp, fall air. As the referee steps out onto the field, the familiar feeling of adrenaline returns and Letts focuses his eyes on the jersey in front of him.

As soon as the ball is snapped, Letts accelerates, ducks his head, and plows into the player in front of him. A harsh sound of colliding plastic rings through Letts’ ears as the top of his helmet comes crashing into another’s.

A few seconds pass and Letts shakes his head.

Following the next play, he runs off the field and squints up at the beaming stadium lights, unable to shake the cloudiness from his head. After the game, while walking back to the locker rooms with a pounding headache, Letts is forced to accept the disheartening reality that he has a concussion.

This reality is one that afflicts athletes in all levels of sport and one that calls for action from a multitude of organizations Senior Charlie Lyne catches a football during a game against Proviso West on Sept. 29. photos by Lauren Lee

Untitled-1.indd 1

and professionals.

In order to set a precedent for making football a safer sport, in October, the National Football League (NFL) made a notable rule change regarding the execution of tackles. The rule issues that players are no longer allowed to initiate a hit with their helmet, and it is one of the first seen by the league to actively reduce incidents of concussions, a traumatic brain injury caused by a blow to the head, according to the Centers of Disease Control and Prevention (CDC).

While intended for nationally competitive athletes, the effect of this decision has trickled down to high schools and sparked conversation about the further preventative measures that need to be taken in order to reduce concussions in all sports. For instance, Athletic Director, Dan Jones, discussed how many sports updated equipment to promote safer playing conditions in 2017. However, the effectiveness of this effort is one that relies on student initiative. With some students describing the athletic atmosphere as “aggressive and competitive,” there are instances when students under-report concussions from fear of losing play time.

The decision on whether or not to report a concussion is one faced by both NFL athletes and ones at school. Researchers from Harvard and Boston University conducted a study in which they looked at football concussions on the collegiate level. The study focused on 794 football players and revealed that for every single concussion suffered over the course of these players’ careers, they also had four suspected, but unreported concussions, according to Vox. In 2017, concussion diagnosis reached an all time high in the NFL with 291 athletes throughout the year sitting out due to their brain injury, according to CNN, however, Features | 21 10/25/18 2:23 PM

these numbers may not be a true reflection of the amount of concussions actually received by athletes.

Many prominent players including Tom Brady have recently admitted to hiding several concussions from the league.

As for high school levels, the Clinical Journal of Sports Medicine conducted a nationwide study and discovered that 52.7 percent of concussions sustained by high school football athletes go unreported.

At Central, all sports seasons in 2017 yielded a combined amount of 33 reported concussions out of an approximate 2,100 total athletes in the school. These concussions were not limited primarily to football and were sustained from various sports in similar proportions. Again, these numbers may not be fully representative of all concussions sustained by athletes since a number of concussions remain unreported, according to some student athletes.

In a report by the the National Institute of Health, soccer comes in as a close second to football in regards to the number of concussions sustained at a collegiate level.

“I had a game at 8 a.m. and while I was going in for a tackle on the dew covered field, I slipped back and hit my head,” said Abbie Gaffney, senior.

Gaffney received her concussion while playing club soccer, and although students are not obligated to report club sport related concussions to the

school, Gaffney chose to do so in an effort to gain the most support before going back into season.

However, in order to gain this support, a concussion must first be recognized by the school or athlete.

“Concussions that happen during play are almost split second, and there isn’t much a student can do while playing to be able to prevent that,” Gaffney said.

The ambiguity that surrounds recognizing the symptoms of a concussion can oftentimes leave students confused as to whether they have a concussion or if their potential symptoms are due to other factors. For this reason, the school also cannot give a definitive answer in regards to whether a student has a concussion or not.

“When they come to see us at the athletic training room we can’t diagnose anybody,” said Liz Wohrley, trainer. “When we suspect someone has a concussion, we say they possibly have a concussion. The next step is contacting Mom and Dad to let them know what we found and to let them know how to proceed.”

While recent amendments to NFL regulations show a progressive step for players and their concussions, other league sports are yet to offer more thorough protocol for concussion evaluations and prevention, as noted by a study done

by Northwestern University’s sports counseling service.

However, the most recent decade has brought an increased awareness about concussions, putting more pressure on the school than ever before to take an active role in preventing and treating them.

Beginning in the early 21st century, what some refer to as the “The Concussion Crisis” has come to the forefront

of safety concerns held by the public. In 2006, 1.6 to 3.8 million concussions occurred in sports and recreational activities, according to the CDC. Since student responsibility in the incident of a concussion comes to play in reporting and recovering, the school has recently instituted more precautions for reducing them.

“One of the things we’ve done is get better equipment. When athletes practice, the quality of the equipment, like better football helmets, can definitely play a role in enhancing the safety of the player,” Jones said.“We’ve replaced the cheerleading mats so that the impact is reduced in the case of a fall.”

Sophia Levine, senior cheerleader, said that this equipment upgrade has had a significant impact on concussion prevention.

“I definitely think that the new mats for cheerleading have made an impact on reducing flyer injuries. Last season we had almost four concussions but this season we’ve had none. I’ve never really seen that happen which is pretty good,” Levine said.

Besides the preventative measures taken by the school, there is also a focus to educate athletes and parents about the severity and effects of concussions.

Athletes begin each season with a mandatory concussion safety meeting and concussion baseline testing.

“We also have parents click through information on concussions when registering their student to play a sport,” Jones said.

As for rule changes in sports, there has been none so far that directly correlate to preventing concussions, and many players hope to see it remain this way.

“Concussions are never going to go away, and I feel like the more and more you make rules about these hits, it’s just going to hurt the game of football,” Letts said.

While the school does have resources for education, prevention, and treatment of concussions, some students do not utilize these.

One contributing factor for this may be linked to the school’s current

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host of some of the most highly accomplished sports teams in its division.

According to some athletes, this makes it extremely difficult to stand out in front of school coaches.

“I think the school takes concussions very seriously, but I think a lot of people downgrade [the severity of concussions] because players don’t want to miss time,” Letts said. “I remember freshmen year, not a lot of the guys took [the concussion tests] seriously, and if they had a concussion, they wouldn’t have known. A lot of us fear that the next guy up is going to take our position. If you are in a really competitive spot...you don’t want to be sitting out a week and lose your chance to play in next week’s game.”

Wohrley recognized this attitude from her own experiences in high school.

“I was a three sport athlete all four years of high school, and I’m not going to lie, I probably had a couple of concussions in my athletic career. You don’t want to sit out. The more you sit out, the less time you get to play in the game. You feel like you are letting your team down. Basically, you are just afraid of losing your spot,” Wohrley said.

However, after four years of training experience with the school, Wohrley now warns students about the dangerous effects of this mentality.

“Getting a concussion and playing through is super serious because it can result in either getting another concussion that’s even worse, or you can get hit hard enough where it can actually kill you,” Wohrley said.

Despite Wohrley’s warnings, some students continue to hide their concussions.

“Kids these days know the repercussions of not coming forward when they have a concussion, but they don’t think it is going to happen to them. They think, ‘nope that’s never going to happen to me,’ until it does happen to someone they know,” Wohrley said.

Nick Daly, junior, plays hockey and admits to hiding a majority of his nine concussions from the school.

“There’s pressure because a concussion is not an injury that you can physically see, so coaches and other athletes will think you’re faking or not being tough enough,” Daly said.

Isa Hitchens, sophomore football player, also said he feels this pressure. “I think players that have concussions hide it because they don’t want to feel weak.

The varsity football team played against Glenbard West in the conference championship on Oct. 5.

They also don’t want to be replaced at their position,” Hitchens said. “I think coaches need to stress the fact that it isn’t a sign of weakness if you notify your coaches that you have an injury. Coaches need to continue to teach their students about the dangers of concussions and how it impacts a player beyond just the football field.”

Other players on the football team, however, acknowledge other sources of pressure.

“I feel like it’s more internal desire to keep playing than external pressure from coaches or teammates,” said Mac Quast,

“There’s pressure because a concussion is not an injury that you can physically see, so coaches and other athletes will think you’re faking or not being tough enough.”

Nick Daly junior. “The coaches here are really good about dealing with injuries.”

There are students, however, that take advantage of the school’s resources for concussions. Caroline Klobach, junior, hit her head while at dive practice and sought out the school’s trainers.

“When I went to the doctor, and it was confirmed that I had a concussion, I went to the trainer. They were very understanding, and they asked me a lot of questions about my symptoms on a scale from one to six,” Klobach said.

After Klobach’s symptoms disappear and she scores similar to her baseline concussion test, she will be expected to complete what the school calls ‘the return to play’ procedure in order to integrate herself back into practice. This procedure requires students to complete five days of scheduled workouts and activities in order to evaluate whether or not their brain has

recovered from injury.

“Day one they only get to bike [and] that’s it. The next day they run a mile either and the third day is agility. [This] is about 20 to 50 minutes of agility stuff such as sprinting, burpees, [and] anything that we can think of that will get their heart rate up enough. Day four is light practice, so this means no scrimmaging, no contact with other athletes. Basically, you are there to participate in drills but not actually scrimmage. The fifth day is regular practice,” Wohrley said.

According to Wohrley, the athlete must complete a full practice before they are permitted to fully return, meaning if that fifth day lands on a game, they are not allowed to participate. Athletes are also required to check in with the trainers daily to make sure no symptoms are reoccurring.

If at any point during the five days the recovering athlete experiences new or worsening symptoms, they must start the ‘return to play’ process over again.

Senior, Zach Griffith, underwent this ‘return to play’ procedure after his concussion.

“I got my concussion while playing water polo and I immediately told the coach when I started to feel symptoms and the whole return to play process really helped me,” Griffith said. “I followed the advice I received for dealing with my concussion and didn’t strain myself too much. I know some other people I’ve encountered who’ve mentioned not wanting to report concussions, and I think they should feel comfortable enough to do so.”

Daly, however, said he does not like having to go through this system.

“I hate the concussion protocol, and I feel it’s over the top in some cases,” Daly said.

Daly said it is another one of the reasons he hid his concussion from the school, and he is not alone. Letts also suggests the protocol is another contributing factor to students hiding their concussions.

“People don’t want to take the time out of their busy schedule to do boring and sometimes difficult workouts just so they are allowed to go to practice. It seems excessive,” Letts said.

Ultimately, the decision to report a concussion falls on the student athletes.

“As winter sports approach and outdoor sports such as football and soccer return to off season, preventing and bringing awareness to concussions is something the school and coaches strive to provide,” Jones said. “There isn’t really much for stopping a concussion from occurring, but definitely, I think our school has some very good resources for students with any injury to take advantage of.”

Features | 23 Untitled-1.indd 3

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[ 15.3% ]

LOVE

Yes, students be able to use a piece of technology tha No, it prevents cheating on tests.

[ 27.2% ]

LIKE EM’

No, as long as it is only used during class.

Yes, if teachers want to monitor what we’re doing, just No, it’s good we’re monitored.

Yes, some families cannot afford another laptop; the s

Yes, but we don’t have the right to privacy because we Yes, because they can close tabs as they see fit.

[ 20.6% ]

HATE

[ 16.8% ]

DISLIKE

YES YES YES YES

[ 20.1% ]

NEUTRAL

Sometimes.

of students use their chromebooks every day.

24 | By The Numbers chromebook infographic.indd 2

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f technology that they’re paying for however they’d like.

ass.

we’re doing, just turn our desks towards the back.

her laptop; the school shouldn’t be able to see everything.

vacy because we are minors, so it doesn’t matter.

hey see fit.

of students use chrome books for personal use.

“Give it to a younger sibling.”

“Take it with me to college.”

“Run it over with my car.”

“Get rid of it.”

31% students charge their chromebook frequently.

Based on a survey of 268 responses.

By The Numbers | 25 chromebook infographic.indd 3

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Pumpkin Spice Donut Bites INGREDIENTS 8 servings • 2 cups flour • ¾ cup sugar • 2 teaspoons baking powder • 2 teaspoons pumpkin pie spice • 1 teaspoon salt • 1 ¼ cups pumpkin puree • 1 egg • 2 tablespoons melted butter • Oil, for frying TOPPINGS • ¾ cup sugar • 3 tablespoons pumpkin pie spice for

As we get deeper into fall, pumpkin spice recipes slowly start making a comeback, reminding us of why we love the season.

Pumpkin spice donuts are especially iconic, combining a warm pastry with the tang of cinnamon spice to create a dessert that everyone can enjoy.

Recipes: Tasty.co

1.

2.

3.

4.

5.

6.

In a large bowl, mix together flour, sugar, baking powder, pumpkin pie spice, and salt.

Add pumpkin puree, egg, and butter to mixture and stir until fully incorporated. Set aside.

Heat oil in a frying pan to 325˚F (160˚C) Shape the dough into balls and fry for 4-5 minutes, until golden brown. For best results, fry only 3-4 at a time.

Mix sugar and pumpkin pie spice for topping in a small bowl.

Drain donuts on a paper towel and immediately transfer to topping bowl.

Gently toss to coat.

7. Enjoy!

26 | In Our Community food hit.indd 2

photo by Layo Adelakun

PREPERATION

10/23/18 3:25 PM

spooky slumber What kind of monster are you based on your sleep?

How do you spend your Friday nights?

What is your favorite meal?

A. I usually stay out with my squad after the football game, of course.

B. I stay in and finish all my homework; Saturdays and Sundays are for sleeping.

C. I get to bed really early and wake up early so I can have a longer day.

A. Dinner is always the best.

B. Lunch 100%.

C. Brunch, duh.

What’s your favorite time of day?

How much sleep do you get?

A. Late night. Prime for procrastination.

B. Afternoon. I’m most productive at this point after a morning of coffee.

C. Early morning. It is the most peaceful time of the day.

A. I don’t really sleep (unless naps count).

B. If I don’t get more than 8 hours I can’t function.

C. 3-5, it’s a bad cycle.

When do you shower?

What is your night routine?

A. Night. I do not have time during the day.

B. Right after school. I want the feeling of school off of me.

C. Morning. A nice hot shower gets me awake before my coffee does.

A. Procrastinate on phone until midnight, crash, wake up in a few hours and finish homework.

B. Get home from school, change to pj’s, go to bed. ...nothing in between.

C. Dinner, homework, shower, brush teeth, read, sleep.

You’re Dracula! (Mostly A’s)

You are more of a night-owl than an early bird, and prefer laying under the stars to basking in the sun. During the fall season, you thrive off of going to the scariest haunted houses you can find with your other spooky friends. The best part of it all?

You get your hands on all the candy you can when it goes on sale after Halloween.

You’re a Ghost! (Mostly B’s)

Do you wear socks to bed?

How many alarms do you set?

A. Yes of course, Chicago weather is a grind.

B. Of course not , I have common sense.

C. Sometimes, depends on my mood and how cold it is outside.

A. Only one because I am a light sleeper.

B. As many as possible, and I still won’t wake up.

C. I wake up naturally, getting the eight hour sleep cycle.

You wreak the most havoc during the day. At school you try to blend in, but secretly, you are a Halloween fanatic! You prefer to go ghost hunting and do other chilling activities when you can.

Your absolute favorite part of Halloween is when all the kids go trick-or-treating. When they come ringing your doorbell, you either scare them with a ghoulish costume or with a bowl of worms rather than candy. Thrilling!

You’re a Witch! (Mostly C’s)

It is finally your time when you are your best self. The darker side of you comes out and all of a sudden, getting people to do what you want is way easier than usual.

During this thrilling season, you don’t hesitate to ask teachers for extra credit or a curve on the test you know you need it on, or your parents for permission to visit your sibling in college for Halloween (by yourself). Of course, you accomplish all this in the early morning, the best part of your day. Crazy costumes are by far the highlight of the holiday and you wouldn’t miss a costume party for your life.

Cheers & Jeers Cheers to Boys’ Golf & Girls’ Tennis Cheers to Pumpkin Spice Lattes Cheers to the end of Early Action

Jeers to the end of football season Jeers to snow in October Jeers to Halloween on a weekday In Our Community | 27

FOLIO BASELINE FOR ADVO 2.indd 2

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FOR MORE NEWS COVERAGE: HCDEVILSADVOCATE.COM

Physical Therapy.

Now available without a prescription.

Request your free assessment * today.

Athletico Western Springs 4700 Gilbert Ave Ste 43A Western Springs, IL 708-783-1044 WesternSprings@athletico.com *Per federal guidelines, beneficiaries of federally funded plans are not eligible for free assessments.

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