Central Focus Francis Howell Central HS Volume 24, Issue 5: May Issue
Exploring Identities Diving into the LGBTQ+ experience allows people to better understand it
STAFF
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EDITORS-IN-CHIEF CENTRAL FOCUS: Kayla Reyes and Natalie Walsh FHCTODAY: Tea Perez EDITORS COPY EDITOR: Essy Ingram PHOTO: Rhyen Standridge & Amelia Vohsen SOCIAL MEDIA: Keaton Frye VIDEO: Hannah Bernard & Paige Fann STAFF REPORTERS Anna Baranowski, Faith Beckmann, Elisa Carter, Sophie Delaney, Faith Jacoby, Maddy Mabray, Olivia McCary, Tea Perez, Isaiah Salin, Sydney Tran STAFF PHOTOGRAPHERS Maya Culian, Samantha Jaramillo Castille, Cole Maxwell, Avery Ott, Chloe Schwab, Aniya Sparrow, Riley Wania, Leanna WelchHerring, Halie Young ADVISER: Matthew Schott
From the Editors n any given hallway, in any given school, students can be heard using words like “gay” as an insult, muttering harsh slurs for comedic
effect and gossiping about who in their grade is a member of the LGBTQ+ community. Attitudes like this have caused LGBTQ+ teens to hide away or stay quiet in an attempt to avoid harassment; however, some have begun to use their voice to speak out against discrimination and promote equality. In this issue, LGBTQ+ students step out to share their stories; from coming out of the closet to what it is like being transgender in today’s cur rent climate. We as reporters aim to share viewpoints that some may not have heard yet, such as those of parents learning to accept their child as
THOUGHTS?
LGBTQ+, in order to
Have a letter for the editor or a question for us? If something we wrote demands your voice, please e-mail us at fhcpub@gmail.com or drop your handwritten letter off with Mr. Schott in Room 139. We can also be reached via snail mail at 5199 State Highway N, St Charles, MO 63304. The Central Focus staff will print the entirety of your letter, providing it meets the standards of publication laid out in the FHC Publications editorial policy, which is available in Room 139 or at www.fhctoday.com for your perusal.
provide perspective on identifying as LGBTQ+ as a teen and to create better understanding of being LGBTQ+ in the school environment.
ILLUSTRATION BY KAYLA REYES
SINCERELY, Kayla Reyes & Natalie Walsh
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What Does Pride Means to FHC: Students share what pride means to them paired with statistics about LGBTQ+ youth. Waving Their Banners ... 14: Stories from FHC students about coming out. Out and About ... 16: The experiences of two transgender students after coming out. Within the Walls ... 18: What FHC does well and how it can do better supporting LGBTQ+ students. Coming to Terms with Coming Out ... 20: Senior Krystal Arias and her parents discuss accepting your child as LGBTQ+.
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2 ABOUT
Twitter: @FHCToday
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Page by Faith Bekmmann & Natalie Walsh
DISCOVER
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Vax Fax: Everything you need to know about the COVID-19 vaccine. A Fulfilled Promise 6: How this year’s upperclassmen got their prom. FEATURE
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The Colors of a Qualifier: Junior Dakota Dunman’s journey to state for choir. Senior Send Off 10: How three seniors crafted the perfect end to a more than strange year.
Looking up...: The inspiration behind the ceiling tile painting tradition.
MOVE
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Something Wicked This Way Comes: Revealing the curse of Macbeth that has haunted AP Literature classes for ages
A Moment Unforgotten: The most memorable moments from your favorite Spartan athletes.
ENTERTAIN
26 Wisecracks: Best of the Best: The kneeslapping jokes teachers have accumulated over the years. VOICE
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All the Journalists’ Inspiration: The film that motivates Kayla Reyes to be a better journalist. A Dent-ist in History 28: Faith Jacoby writes about the importance of the past. Fanning the Flames 29: Hannah Bernard’s stance on the issue of voter suppression. Minor Mental Mania 30: How Elisa Carter feels about bipolar disorder for underaged youth.
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Page by Faith Beckmann & Natalie Walsh
CONTENT
3
VA FAX Everything you need to make an educated decision
viral vector vs. mRNA
Courtesy of Wikimedia Commons
viral vector
They contain a harmless virus that triggers antibody production AstraZeneca and J&J, viral vector vaccines, have “been linked to an extremely rare and potentially lifethreatening blood-clotting syndrome called vaccineinduced thrombotic thrombocytopenia” (CVT News)
mRNA
They do not contain live COVID-19 virus They never enter the nucleus, therefore, never alter our DNA Compared to viral vector vaccines, these are relatively new
both mRNA and viral vector vaccines are seen as equally effective to the CDC
Graphics by Natalie Walsh Print Co-Editor-in-Chief
vaccination sites near me
{
Courtesy of Wikimedia Commons
38.1%
of Missourians have received at least the first dose of the COVID-19 vaccine according to KMBC news, as of May 6.
27.8%
Closest vaccination sites to Francis Howell Central:
of those who have received at least their first dose are fully vaccinated.
44.42%
of Americans have received at least their first dose of the vaccine, according to Our World In Data, as of May 5.
CVS Pharmacy 6083 Mid Rivers Mall Dr, Cottleville, MO 63304 Walgreens 3801 S Old Highway 94 St Peters, MO 63304 Walmart 1661 Jungermann Rd, St Peters, MO 63304
scheduling your appointment
1
find the website for the vaccination clinic of choice after researching whether or not the vaccine is right for you.
2
confirm that you are eligible for the vaccine they are administering.
3
file the appropriate paperwork and bring a parent or guardian to your appointment if you are under the age of 18.
*INFORMATION UP-TO-DATE AS OF MAY 7 UNLESS OTHERWISE STATED
4 DISCOVER
Page by Natalie Walsh
on the market... Moderna
Pfizer-BioNTech Age: 16+ Shots: 2, given three weeks apart Type: mRNA “Based on evidence from clinical trials, the Pfizer-BioNTech vaccine was 95% effective at preventing laboratory-confirmed COVID-19 illness in people without evidence of previous infection,” Pfizer Vaccine overview from CDC
Johnson & Johnson
Age: 18+ Shots: 2, given four weeks apart Type: mRNA “Based on evidence from clinical trials, the Moderna vaccine was 94.1% effective at preventing laboratory-confirmed COVID-19 illness in people who received two doses who had no evidence of being previously infected,” Moderna overview from CDC
In the United States, the only authorized vaccines are Pfizer, Moderna, and J&J. The following are in phase three of their clinical trials and if successful will be open to US citizens:
Novavaz and AstraZeneca
Courtesy of Wikimedia Commons
...and coming soon
On April 9, the state of Missouri opened up vaccinations against COVID-19 to anyone over the age of 16, meaning older students at FHC are now able to receive their shots. Many have already taken the opportunity to do so. Junior Emma Sieveking has received both doses of the Pfizer vaccine on April 2 and April 23. “My experience with getting vaccinated was mostly positive,” Sieveking said. “The process was easy and stressfree, and anyone I came in contact with at the facility was extremely friendly and encouraging.” Sieveking stated she experienced side effects with both doses, but the second was particularly rough on her. “The only side effect with [the] first dose was swollen lymph nodes,” Sieveking said, two days after her second vaccine. “The second dose… has really knocked me down. My body generally doesn’t do well with fighting illness, so I’ve felt pretty run-down and achy all weekend.” Junior Sarah Percy has yet to receive either dose, but plans to. Percy works at Walgreens, a place where the vaccine is administered. “We gave [the] Johnson & Johnson [vaccine], and we gave it for a couple of weeks,” Percy said. “[However], some people were starting to get blood clots because of the vaccine, and so we recalled it, and it took us about a week before we could get Pfizer in.” Percy says a key reason she wants to get vaccinated is to keep others safe at her job, but also at school. “In both situations, I just want to keep everyone safe,” Percy said. “At Walgreens, we have lots of sick people come in, because it’s a pharmacy, and they’re at higher risk, so I
Page by Natalie Walsh
“The J&J/Janssen vaccine was 66.3% effective in clinical trials (efficacy) at preventing laboratory-confirmed COVID-19 illness in people who had no evidence of prior infection 2 weeks after receiving the vaccine. People had the most protection 2 weeks after getting vaccinated,” J&J overview from CDC
Following the pause on the J&J vaccine came a resume with a caution for women under the age of 50
Story by Anna Baranowski Staff Reporter
Age: 18+ Shots: 1 Type: Viral vector
want to get the vaccine so I don’t get them all sick.” According to Sieveking, many students are willing to get the vaccine to help keep the community safe. “I feel like the student body is split down the middle about their decision to get vaccinated,” Sieveking said. “On one side, you have students who have taken the time to educate themselves on COVID and the vaccine. This group of students are [the] same ones who continue to wear their masks correctly.” But, she admits, plenty of students are in the opposite camp, favoring ignorance and disregarding safety. “On the other side, students are oblivious to anything COVID-related and probably are unaware that the vaccination process has reached a point to which they are eligible to get their dose,” Sieveking said. Percy agrees that many students are apathetic toward COVID-19 safety. “I do think that a lot of the kids at our school don’t really see it as a big issue, just based on the amount of cases that we’ve had, overall,” Percy said. “I see a trend of people not really caring as much about COVID, not really thinking it affects them, until it does.” Sieveking claims that there is a third group of students, who she terms “middle grounders.” “There are some middle grounders, who question the vaccine, or still feel that it ‘isn’t their turn’, or ‘don’t want to take it away from someone in need,’” Sieveking said. Percy would likely fall into this group, as she delayed getting the vaccine to prioritize high-risk groups. “I wanted to give the older people a chance to get the vaccine before I got it,” Percy said. “Now that they opened it up to people my age, I’ll probably get it soon.”
DISCOVER
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A Fulfilled PROMise Party Central
Party Central was originally an all-night lock-in designed to protect students from the increased number of distracted driving deaths towards the end of the year, as well as provide a way for senior students to get an opportunity to spend one last time together in a safe environment. Along with changes to prom, Party Central has also seen adjustments in response to COVID-19. This year, it will be 6 p.m. - midnight on June 5, where seniors will get a chance to spend time with each other, and show off the senior gift. Instead of meeting in the school, seniors will meet on the football field decked out with inflatables, music, food trucks, and fireworks. “I think the tradition is amazing because it’s just a whole night for one last time with everyone in your class. I’ve looked forward [to] it since I was a freshman,” Mawi said. This event is planned over the course of four years by the Parent Club, who, through fundraisers and ticket fees, collects roughly $35,000-$40,000 to cover the events and activities provided. “[It’s a] fun way we can honor our students for their accomplishments, [and] let them have another neat memory of their time at Howell Central with their friends on our campus...it’s really a neat night,” Dr. Arnel said.
6 DISCOVER
Parents, student leaders organize unofficial prom By Maddy Mabray Staff Reporter
Prom is often viewed as the hallmark of high school, a night filled with laughter and memories, a chance to get dressed up and go out with friends, but with the changes brought on by COVID-19, long-awaited events such as Prom and Homecoming have been cancelled, leaving many seniors feeling like something is missing. It’s not the photos. It’s not the music. It’s the memory: the potential of having one last night to look back on before walking through the big blue doors of Francis Howell Central for the last time. This year, a school hosted prom isn’t feasible with the COVID-19 regulations and restrictions in place, so a collection of student leaders have gathered to organize their own prom. Kevin Mawi, senior class president, is one of the students in charge of assisting in the set up of the prom. “I’m so grateful that they asked me to help out … I never got my own prom and I would love to see everyone one last time before we all head off into our separate paths. I hope that it reminds us of a time before COVID-19 and everyone is able to enjoy themselves,” Mawi said. The prom will be held at the Piazza Messina on Monday, June 7, from 711p.m. The theme is a starry night and the prom will be following safety recommendations set by the St. Charles County Health Department.
Senior Alyssa Winkler also plans to attend and retain the same normality around the event. “I’m hoping it’s going to be...the same as every other year...I didn’t have one last year and I definitely want one this year,” Winkler said. Parent assistant, Doug Hacker, remains aware of the potential spread of COVID-19 and hopes to keep students safe. “It is impossible to say no one would be exposed to COVID-19. However, we feel that we have taken significant precautions in planning this event so that will not be an issue … the venue is outdoors … we are recommending that anyone attending follow the rules from St. Charles County health department. And … everyone that wants to be vaccinated that would be in attendance will have had the opportunity to be vaccinated,” Hacker said. To help maintain safety, both Mawi and Winkler were adamant about wearing their masks and encouraging others attending to do the same. Regardless, some students are still hesitant about attending. Senior Reed Easterling worries about the effect it may have on others if COVID-19 is spread. “It’s mask optional and I don’t value my high school experience over the life of someone who’s taking my order at a grocery store or serving … in any other capacity,” Easterling said.
Page by Maddy Mabray
The Colors of a
QUALIFIER
Dakota Dunman named first male All-State choir qualifier since 2012
By Olivia McCary Staff Reporter
All-State Choir. An achievement that many choral members strive to achieve. But for junior Dakota Dunman, getting accepted into All-State Choir became reality. The Missouri All-State Choir is an honor choir featuring students from high schools all across Missouri. The eleven regions of Missouri are allowed four students in each section (Soprano, Alto, Tenor, Bass) with two alternatives. Each student who applies must audition, and the chances of getting in are slim. A well-regarded clinician is brought in to work with the students and a formal performance of the choir is held later that night. Dunman is the first boy since 2012 to make it into All-State choir; He has been dreaming of All-State Choir for years. “All-State has been a big hope for me ever since freshman year, but I didn’t think I actually think I could make it junior year,” Dunman said. “When I found out I honestly got teary eyed and according to my friends I turned the deepest shade of red.” Dunman claims he could n o t
COVERED IN COLOR: Dakota Dunman is surounded by colors. Each voice brought by the FHC choir is unique, they each bring their own unique colors to the sound. PHOTO BY MADI HERMEYER
Page by Tea Perez
have reached All State
without the help of choir teacher Elizabeth Baird. “Mrs. Baird is supportive of each and every one of her students and she helps us strive for doing our absolute best and reaching our fullest potential,” Duman said. On the other end, choir teacher Elizabeth Baird is proud of Dunman’s achievements. “While Dakota has always been a valuable member of choir, it has been so great to see him grow as a musician and as a leader in the past two years especially. He is also the vice president of the choir program this year and began taking private lessons this year,” Baird said. “Both of these areas have really helped him find his voice in class. He is more confident in his skills and in his ability to succeed. He works so hard outside of school hours and his hard work has paid off.” For Dunman the FHC Choir has inspired and helped him grow into who is today. And he has worked hard to achieve his goal of All-State. “The FHC choir in general has been a big inspiration for me since seventh grade when they performed for the middle schools,” Dunman said. Mrs. Baird feels that the choir is a family as well as a team. “There is a significant family feel in the whole program. When one of us succeeds, we all celebrate with them,” Baird said. “There is always a healthy competition but I never feel animosity among students auditioning for things. They know that they are all individual and bring their own special ‘color’ to the sound of our ensembles. Every voice is valuable and needed. This is the culture we cultivate in the choir room and it shows anytime someone comes in.”
FEATURE
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Something Wicked This Way Comes
The cursed legend of Macbeth comes to life in Mrs. Shockley’s AP Literature class’ By Tea Perez
Web Editor-in-Chief
The play that shall not be named. The M-word. Macbeth. When William Shakespeare first wrote his infamous play, one could assume he didn’t foresee it becoming a token of disaster and misfortune should its name be uttered in a theater, nor would he have foreseen it becoming a most beloved unit and performance in AP Literature teacher Patricia Shockley’s classroom. “We have always read Macbeth aloud in this class, but each year the performances seem to get better,” Mrs. Shockley said. “I think some of the reason is that I encourage this more, but we also have had some talented students in AP Lit.” As students transform into actors for an
8 FEATURE
hour of their day, many find it quite easy to perform with mirth. Shakespeare is always better enjoyed with a jovial spirit in tow. Senior Luke Morrison had the privilege of playing the title role in his hour; he contends that it was an enjoyable experience for the class. “I think we actually had a lot of fun as a class this year,” Morrison said. “Originally, it just started with a couple people trying to spice it up a bit, but by the end, everyone was doing accents and acting parts of the play out.” Playing the Lady to Morrison’s Macbeth, junior Zoe Michals believes the
MURDER FOR A MONARCHY: A skull sits with a crown on its head. In Shakespeare’s classic play Macbeth, the title character kills the King of Scotland after receiving a prophecy from a trio of witches that he will become king. ILLUSTRATION BY TEA PEREZ
interactive lesson was not only fun but beneficial. “We all had fun with it, and I think that it helped us to understand the Shakespearean verbiage better too,” Michals said.
Page by Tea Perez
Although Mrs. Shockley’s AP Literature students don’t perform in a theater, there is no immunity to the supposed cursedness of the play. The curse is said to have originated from witchcraft and a vendetta against Shakespeare. “The play is considered to be cursed because Shakespeare used the real witch incantations like ‘Double bubble toil and trouble’ in it,” Michals said. “Witches didn’t like that, so they cursed the play.” It’s no coincidence that strange occurrences in Mrs. Shockley’s room happen to coincide with the performance of this play. “We had some questionable things happen in the classroom like flickering lights, flipped signs, and weirdly stacked books,” Michals said. And the oddities don’t end there. “A bunch of high school students more or less enjoyed acting out a Shakespeare play as a class,” Morrison said. Skeptic or not, the evidence is damning. While Mrs. Shockley points the blame to her faulty room, there’s no place for
sensibility in cursed plays. “One time the ceiling tiles started jumping up and down,” Mrs. Shockley said. “All of the windows were open, so my logical side knew it was the open section above the room juxtaposed with the pressure of the wind in the room. It was an extremely windy day.” In the torturous units of high school literature classes that consist of Shakespeare, it’s important to find creative ways to engage students in the content without drowning them in iambic pentameter. Mrs. Shockley has been able to do just that. “I think the majority of people enjoyed it and started to have a better mindset whenever we started to read,” Morrison said. “It gave a fun break from all the normal work and essays of an AP class.” The immersion into Shakespeare’s world is never taken too seriously in Mrs. Shockley’s class. “Myself and many other people who helped act out the play just had fun with it, so it made reading Shakespeare bearable,”
Michals said. Mrs. Shockley wants this to be less of an assignment and more of an experience. “The fact that we read aloud adds to the enjoyment of [the lesson],” Mrs. Shockley said. “Plays are supposed to be watched; this is the closest we can get to that.” As he’s taken his final bow as Macbeth, Morrison bestows upon those taking Mrs. Shockley’s class in the future some parting wisdom. “Don’t let it drag you down,” Morrison said. “Plays in English can either be really good or really bad and it all just depends on whether you’re going to sit there and complain about it, or make the best of it and just try to have some fun while you’re reading.” Retiring her role as Lady Macbeth, Michals also departs with some final words. “Don’t take any chances with witches, weird things will happen,” Michals said. “But also have fun with your reenactment, it will make it engaging and develop the meaning of the work as a whole much easier and clearer.”
PORTRAIT PERFECTION: Paintings of Luke Morrison and Zoe Michals as the characters they were are immortalized on Mrs. Shockley’s ceiling. To commemerate the class’ experience performing Macbeth seniors Ella Yawitz, Paige Fann, and Jessica Hiegel painted a ceiling tile of the stars of the play. PHOTO BY MADI HERMEYER
Page by Tea Perez
FEATURE
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Senior Send Off
By Natalie Walsh
Print Co-Editor-in-Chief
Some seniors will walk briskly into the Family Area to avoid the possibility of being late while others will scramble to find their seat among the hundreds of fold-out chairs; all while six family members from every student will watch as they display their nervous tendencies before their big moment. Some will trip over thin air while walking across the stage while others will strut with confidence as their families are heard roaring their congratulations across the entire arena. Regardless of what some seniors do and some don’t, all seniors will turn their tassels from left to right as Dr. Arnel congratulates the Class of 2021. And as the caps soar across the air, anticipation for what comes next will be found growing in student’s minds. Three seniors will stress the importance of remembering what the past four years have contributed to each and every one of us through their graduation speeches. Lauren Guth is one of these seniors who will be giving this year’s greeting speech at graduation. “It’s always been something I’ve thought about possibly doing as a senior, and this year it was my turn for the opportunity,” Guth said. “Over the last four years I’ve really worked to branch out and try things outside my comfort zone, so I didn’t want to regret not giving it a shot.”
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Page by Natalie Walsh
Photo courtesy of Lauren Guth
Photo courtesy of Jackson Ford
Photo courtesy of Reed Easterling
These three seniors plan the perfect Class of ‘21 farewell In her opening speech, Guth plans to showcase how diverse and different this years’ graduating class is while also stating how, regardless of where seniors go, they all come from the same Francis Howell Central roots. “I talk about how everyone had extremely different high school experiences, and how we’ll all go on to do even more unique things,” Guth said. “The only time we’re really all in the exact same place is during graduation, and I think that’s pretty cool on multiple levels.” After Guth delivers her opening twominute speech, senior Jackson Ford will give the second speech as the main speaker. Different from the other two speeches, his will consists of four minutes in which he plans to address his peers on a deeper level. “I saw this as my chance to see [my] potential [as an orator] as well as talk to my class on a motivational level,” Ford said. In his speech, he plans to not only reflect on the hardships the Class of 2021 has faced (especially over the last year), but also to inspire students to do as we have always done: persevere. “It shows the potential we have for the future,” Ford said when asked about his speech. “We have yet to reach the peak of our lives… it is important to show that we have accomplished so much and [that] we have the ability to accomplish so much more.” And last but certainly not least, senior Reed Easterling will give this year’s closing speech as a final send off to the graduating Class of 2021. Easterling took a lot of fine tuning to make a speech he felt
Page by Natalie Walsh
would encompass everything he needed to say. “I had a document where I basically just wrote down my thoughts about what I wanted to say,” Easterling said. “I then sifted through those until I found what my message would be, and built around that.” His message turned out to be what he felt every individual at graduation could do to create change in our society and how we can work collectively to make that change. “My speech basically illustrates that there are big issues in the world and we need to fix them, but that this class has the tools to do it,” Easterling said. The journey to making a memorable and quality graduation speech is not one that these three individuals took at ease. Several challenges were faced along the way. For Guth, that challenge was originality. “The hardest part for me personally was trying to keep it as non-cliche as possible,” Guth said. “I didn’t want to sound like every other graduation speech ever written. I finally realized that almost any graduationrelated idea I could think of had probably been done in some form or another, so I just decided to write about what I wanted.” On the other hand, Ford struggled with making a speech that everyone could relate to. “Finding a way to connect with everyone in our class [wasn’t easy],” Ford said. “It was difficult trying to capture the attention of such an inspiring group of individuals.” What did Easterling want most? Something memorable. “[The biggest challenge was] figuring out
how to end,” Easterling said in reference to his speech. “It needed to be something that would be memorable, but it needed to not end out of nowhere.” These challenges weren’t just faced, they were conquered; all with hopes to deliver memorable speeches that every senior can carry with them as they navigate the world outside of the classroom. Although that journey might have hiccups along the way, these seniors have confidence that everyone will fulfill their own individual purposes. Guth shares some words of advice as to how. “I encourage others to branch out and expand their comfort zone because I’ve spent the last four years doing exactly that and have experienced the rewards. I’ve learned a completely new sport, conquered a deep fear of public speaking, and made friends along the way I may never have met otherwise,” Guth said. Ford urges seniors to remember their pasts as they create their future. “I want them to remember the challenges they faced through this year and their amazing ability to adapt to that new way of life. I want them to remember the strong bonds they formed with their fellow classmates and remember how they found their niche. I want them to remember the relief they feel graduating this year but also the excitement for what life has to offer,” Ford said. And for Easterling, his last message may be short but speaks to what he believes his peers can do. “They can and will make a difference.”
FEATURE
11
What does
PRIDEmean
to FHC?
g oin ing orld he le d be e t ted w in my ab nd p it s e ent of ligh o rt d e r a d d d e ss mf nfi n l o out , e lue c co n g a e d nd se an ing nd dv in a a an less afe be e rs g n s i ty d ee n a ng nt oth e l in an t, de e s ity i eeli by “Fe rying li F an g.” t ed yb n u s ua i w ul pt on .” “ l m y e y lf.” tr d ex o o s d rs e om orit acc r yb or ou j g an f c f a ve ith y o m ein g it e re he d b din aft e py w hi are ap an r gh u te af yo elin ho d fe w an
“Loving w hoeve r you so.” “Bei wan ng ab t, a n le to LGBTQ+ students db be v able to e e i s ib xpres le p ing a s my describe what pride sti gma s b le rou self urrou .” “A dly t nd i n means to them of peop llow , pa o do g t he L le wh rti i ng identi cu that ty, it o haven GBTQ mys la r ho mea elf ’ l c t y t he c o l ive mm ns a re wev to omm d ga cce be un the comf u n rd er y p i i or t a t s t t y i sa y. e .” in n ble g ou to te wit “Emb g oth me ” “P lf-ac m ll yo r hy y ou racin ers exp ide cep uo s r t e f h i s gw “My or rie s a ti n erw elf live wh n an is e ho se g l i ho c d . ” e o I “A fi n od; s a ns ac t h f a it’s ee tu lly ey s lin wh a a lly ar t go cc at ep am e ke fa ep t c s m cep i ng ta eg nc oi e ng .”
12 FOCUS
Page by Sydney Tran
Starting with Statistics 1 in 6 Gen Z adults are LGBTQ+ For every six LGBTQ+ students, two are bullied on school property
2%
of high schoolers are transgender
LGBTQ+ youth are
5 times
more likely to attempt suicide Statistics from: CDC, Washington Post
Page by Téa Perez and Sydney Tran
FOCUS
13
Waving Their Banners
The realities of coming out as an adolescent By Faith Beckmann Staff Reporter
One December night, only a few years ago, a 12-year-old boy sat at a kitchen counter, writing a letter to his mother about why he needed to quit the Boy Scouts immediately because he just couldn’t wait until summer. As he neared the end, the boy added something slightly out of place at the bottom of his letter; he wrote that he was gay. Junior AJ Vargas (He/Him) thought nothing of the letter and sealed it up before placing it on his mother’s nightstand. He
didn’t know what would happen when she read it, but at that moment, he felt like he would be okay. Coming out is one chapter in the life of an LGBTQ+ member. It is a simple phrase on a banner that makes an announcement to the world saying, “This is who I am.” Everyone’s story is different, and everyone’s story deserves to be told. For Vargas, his story began when he realized he was attracted to boys in third grade. He had no clue what it meant, just that he was more intrigued by boys than by girls. It wasn’t until he was ten years old
and learned what being gay meant that he realized he was a part of the LGBTQ+ community. “After I learned what being gay was and that there was a whole community of people who shared this experience I started to realize that I was different from the other boys in my class,” Vargas described. At the time, Vargas went to a private Catholic school where he dealt with a lot of misconceptions about the LGBTQ+ community on the basis of religion. “I had the Church telling me all these things about people like me that I knew
GRAPHIC BY SYDNEY TRAN AND TEA PEREZ
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for a fact was incorrect,” Vargas explained. “For example, I remember my religion teacher once told my class that being born gay was like being born with Down’s Syndrome. While that still greatly upsets me to this day because it’s overtly disgusting and incorrect, it never made me question my self-worth or dignity as a gay person.” Another student, senior Emily Zuehlke (She/Her) also dealt with a lot of misconceptions when she came out, only unlike Vargas, she deals with misconceptions from the majority of people. Zuehlke identifies as asexual, meaning she feels no sexual attraction to any gender whatsoever. Zuehlke remembers the moment she realized she was asexual. “My whole life I just never was sexually attracted to anybody and I just thought, ‘Oh, once I hit puberty,’ [but it] never came,” Zuehlke described. “And then I just remember one day I was scrolling through Instagram and I came across an LGBTQ+ account and they posted art of this person with an asexual flag, and I was trying to educate myself on what the flags were and I searched [the flag] and it just
like automatically clicked with me. I knew right away, ‘Oh, yeah, that’s what I am.’” Once she figured out who she was, Zuehlke struggled with when she should come out due to the general public’s lack of knowledge regarding asexuality. “I was very scared that people were going to be like, ‘Oh, that’s not a thing,’ or they were not going to understand it,” Zuehlke explained. “Once I came out, [I] had to constantly explain what it meant to every single person I met. And [when] I came out to my mom and I told her multiple times what it is, she still didn’t fully understand it. Then I came out to my dad and he laughed in my face and was like, ‘That’s not a thing.’” Likewise, Vargas also struggled with coming out to other people, especially his father, due to predetermined perceptions of the LGBTQ+ community. “I didn’t come out to [my dad] until I was 15 because unfortunately I had to mentally prepare myself for the idea that he might disown me because he’s pretty religious,” Vargas said. “Thankfully that didn’t
Page by Sydney Tran & Faith Beckmann
happen, but 15-year-olds shouldn’t have to worry if their parents will stop loving them.” However, Vargas has said that even though coming out may be difficult, it has made his life so much easier. “While my religion teacher was awful, she did say something true about [LGBTQ+] people that I think about a lot, which is that their crosses that they carry (meaning the load that gay people have to deal with throughout their lives) are extremely heavy,” Vargas stated. “Some days I feel so absolutely crushed by all of the heteronormative expectations pressed upon me by my family and society that I’d rather just lie on the floor than keep going.” “But let me tell you, the first time I came out, it felt like for once in my life, my burdens got lighter. This pressure that had been building on me for years had finally eased up a little. It felt glorious. And while my load has gotten heavier over the years, it has become easier and easier to carry with each coming out. I live for the day that I can finally stretch my back, relax, and not feel pressured by anybody to live a certain way.”
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ut & Ab ut
How transgender teens accept and embrace their identity By Sophie Delaney Staff Reporter
Like any student after a long lecture, senior Seth Wilcox (He/Him) headed to the bathroom before his next period. Except unlike other kids, Wilcox experienced threats, physical assault, and verbal abuse all from restroom visits. Wilcox is a transgender male within our student body. Out of fear, he chooses not to use the restroom at school anymore, not
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because he wants to but because he will not put his safety in jeopardy. “It is not a good situation to be in, so I avoid anyone that could possibly cause me harm in any way, shape, or form,” Wilcox said. A student should not have to live in fear everyday by simply trying to use the restroom, according to Wilcox. It is petrifying to have to think about being physically beaten, assaulted, or threatened just when doing the most mundane activities. As society evolves, we see more and more transgender individuals comfortable with expressing their true identity. Unfortunately, seeing full acceptance for trans youth is a controversial issue in society. Whether it’s transphobia from others, internalized transphobia, or simply the ignorance of not understanding this group of people, they continue to face adversity in becoming the real them. Freshman Jay Shore (He/Him) expressed that his selfconfidence went on the decline after sharing with others a r o u n d him that he is transgender. “Some
people in my life were not very accepting,” Jay said. “They would try to keep me from others or insult me, and it really affected my self-esteem.” Transgender youth face these situations on the daily. Whether it be people mocking them, comments in the hall, or glares from people in the supermarket, Seth and Jay always feel they are being judged in some way by someone. “There is a group of kids that make it a point when I leave school to call me the local tranny,” Wilcox said. “I have no idea who they are, but they make it a point.” Similarly, Jay shares his specific experiences dealing with transphobia and being his true self. “The most difficult thing about being transgender is all the trouble I get from others,” Jay said. “When my friends parents found out I was transgender, they said they could not talk to me, or even associate with me.” According to the National Center for Transgender Equality, 75 percent of transgender students feel unsafe in their school environment. Transgender students feeling unsafe additionally results in lower GPA and higher absence rates. As a school, teachers, faculty, and administrators should do everything in their power to make transgender youth feel more comfortable being who they are in a very public setting. Seth shared his experience of having a teacher create a stellar environment for him to be himself. “My Spanish teacher always refers to me with male spanish terms like chico or señior,” Wilcox said. “I love her to death, she is my favorite
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teacher.” Spanish teacher Jennifer Mertz says she supported Wilcox from day one in his transition. “Supporting Seth through his transition as a no-brainer for me,” Mrs. Mertz said. “I didn’t know Seth before his transition but when his parents reached out to me and told me that the name on my roster wasn’t the name he chose to be called, it was an easy switch.” Additionally, Mrs. Mertz said she knows how hard it is for students to be themselves and that is why she supports anyone for who they are. “I’ve struggled with my identity being a part of the LGBTQ+ community myself, and it takes a lot of bravery to tell someone who you are,” Mrs. Mertz said. “Our trans students should not be punished for taking that step and it takes no effort to make sure someone who is trans feels normal.” She emphasized how crucial it is, to her personally, to make even the smallest changes to support a student. “Seth is a wonderful student with incredible intelligence,” Mrs. Mertz said. “I believe in accepting people for who they are, if making small changes in my vocabulary is how I can do that, I will.” Mrs. Mertz also added transgender individuals should continue to be supported because they aren’t any different from what others define as normal people. “It’s easy for us to use a different name when someone gets married, and this is no different.” Mrs. Mertz said. “They are not a different person when they transition, they are just a different gender.” Mrs. Mertz says the most important part to supporting trans people is to remember they are like everyone else. “Transgender people are people, and they deserve to be treated as such,” Mrs. Mertz said. “It’s my job as a teacher to respect all students in my classroom, and making sure trans students have someone who won’t misgender them or deadname them is a part of that.” Additionally, Jay says he has had a huge supporter in his life through his sister, Sophie Shore. “She has been one of my biggest supporters throughout my entire life and as soon as I came out she was as supportive as she could be,” Jay said. “She used my correct pronouns and called me by my right name. She is basically my shelter from the storm.” Sophie shares that she has felt being there for her brother has been crucial in supporting who he is. “I am obviously supportive of
Page by Sydney Tran
him because he is my closest sibling,” Sophie said. “I would support him no matter what he feels he needs to be.” Sophie added the crucial nature to being an ally because she knows the struggle transgender people are going through. “They are going through a tough time and are trying to figure out who they are,” Sophie said. “It’s so important for them to know that they will always have someone to be there and support them.” Recently, President Joe Biden also voiced his support for transgender Americans in his presidential speech to congress on April 28th, 2021, saying they are brave people and he has their back. Seth expressed how much he agrees with the statement the president made. “What he says is true. People who are transgender are brave and very resilient when it comes to all the factors they must deal with,” Wilcox said. Commiting to their transition and who they are is the most rewarding part for transgender students, realizing they are becoming the true versions of themselves. Usually, transgender youth feel trapped in the gender they were assigned with at birth. “When I was a kid I never really fit into a specific box,” Wilcox said. “Once I hit middle school, when puberty set in, I was shoved in the female gender box and knew that didn’t match who I was.” Knowing he did not feel he was his true self with his birth assigned gender, Wilcox took to researching if there was a term for how he felt. “I looked up on the internet and was like ‘Oh there is this word for transgender, that makes a lot of sense’,” Wilcox said. “I have identified with that for about five years now.” Jay also agrees with Wilcox in that the smallest first step in identifying who they are is very rewarding. “A couple years ago I tried to force myself to think I was in the right body,” Jay said. “When I started shopping in the men’s section, that was when I began to feel a lot more
comfortable with myself and who I am.” The continuation of support for our trans youth is crucial to their self-confidence. Many trans kids feel their most rewarding thing about transitioning is commiting to becoming their true selves and seeing their peer support. “Being out has really helped me be myself and unapologetic about it,” Wilcox said. “Being around friends who are like ‘Seth you’re amazing’ I’m like ‘Yeah!’ or my boyfriend who’s like ‘You’re the best person ever and an amazing boyfriend,’ is incredible.” Similarly, Jay shares how his selfconfidence has shot up since transitioning, and how he has changed as a person. “Transitioning has made me more confident in myself,” Jay said. “Everyone I am close to has supported me and I have become more outgoing, more happy, and more open to other people.” The most crucial thing to understand about the transgender community is that they are normal people according to Wilcox. They are just like everyone else. “We are all different. It is not all these teenage white born female people who are trans, it is people of color, its people who are assigned male at birth, it’s all different kinds of people,” Wilcox said.
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Within these Walls
The discussion regarding acceptance of LGBTQ+ students and staff
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Page by Natalie Walsh Page &by Kayla Téa Reyes Perez
By Faith Jacoby Staff Reporter
The LGBTQ+ community at FHC, both students and staff, can sometimes be overshadowed by other issues present in the school. Although the community is respected, they aren’t represented as much as they’d like to be and feel they should be. French teacher Amy Roznos, who has been at FHC for five years, believes the school is inclusive, but could do better. “I think it would help to have a day school-wide where we celebrated LGBTQ+ visibility day,” Roznos said. “Or if we talked about how to approach conversations about LGBTQ+ issues.” Starting conversations about LGBTQ+ topics can be difficult and awkward, especially with older generations. Roznos expanded on the issue of starting conversations revolving around the LGBTQ+ community. “I think that talking about these kinds of things makes some people uncomfortable and so they avoid these kinds of important conversations,” Mrs. Roznos said. “That being said, I think that that may describe my generation more than the students’ generation. I have seen more students talk about issues like LGBTQ+ with much more ease and comfort than some people my age or older.” One form of representation shown at FHC is the GSA, or Gay Straight Alliance, founded by Barb Riti (She/Her) in 2017 to make members of the LGBTQ+ community feel safe and seen at FHC. “The GSA functions differently depending on the students who are involved in the club,” Riti said. “Typically at the start of the year, we make decisions as to what our purpose we will serve. In recent years, the group has chosen our purpose to be supported so our activities are centered around that. We had Halloween and Christmas parties, craft making, game playing, etc.” Junior Audrey Beahan (She/Her), who was a member of the GSA her freshman and sophomore year, spoke up about the club and its purpose. “The GSA has always been a safe, judgement-free place to discuss our experiences with our identities,” Beahan said. “It’s a place to reach out and find people similar to you if you need that outlet, but no one is forcing you to stay, and
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I think that in and of itself makes it feel safer overall, too.” The GSA’s sole purpose is to make members of the LGBTQ+ body at FHC feel included and supported. Roznos touched on the supportive environment at FHC and how students and staff treat her. “I definitely feel supported at FHC,” Roznos said. “When I got married this year, most people offered their congratulations. I didn’t hear anything negative from anyone.” Beahan agreed that the school is inclusive and supportive of its LGBTQ+ community. “I have plenty of peers and teachers that I know I am comfortable with talking about this topic without judgement,” Beahan said. “We’re far from perfect, especially
“Part of being accepting of the LGBTQ+ community is letting people come out and talk about it on their own terms, not your own.” - Audrey Beahan, junior
among students, but overall it’s a pretty supportive place.” Mrs. Riti explained that although the majority of people at FHC are supportive, there are always bound to be bad apples. “I have [seen discrimination], but it typically comes from a place of ignorance and immaturity,” Mrs. Riti said. “Those moments can become opportunities to educate.” However, Mrs. Riti also expressed that she believes the LGBTQ+ community is treated justly and there aren’t many problems. “I do believe LGBTQ+ students are treated fairly at FHC based on conversations during our GSA meetings and my personal experiences,” Riti said.
“Does this mean there are never issues… no… it just means that when there is an issue, that it is handled in a way that is fair.” With the LGBTQ+ community comes stereotypes and stigmas, whether it’s at school, work, or even just out in public. These stereotypes come from the way people dress, talk, and act. Beahan shares her opinion on assuming people’s sexualities based on society’s stereotypes and stigmas. “...A lot of kids tend to speculate on the sexuality of their teachers, which is really weird to me,” Beahan said. “I have only ever had one teacher who is openly a part of the LGBTQ+ community, but before they told us about it, a lot of my classmates were speculating about whether they were or not, and something about that just really rubs me the wrong way.” Beahan then voiced the purpose of being an ally and the process of coming out when you’re ready. “Part of being accepting of the LGBTQ+ community is letting people come out and talk about it on their own terms, not your own,” Beahan said. “It’s really weird to try to decipher what your teacher’s (or one of your peers’) sexuality is based solely on the clothes they wear and the way they act. A person’s sexuality has nothing to do with their character or who they are as a person, so why does it matter?” While the FHC entity is pretty supportive of most, there are things they can be exclusive about. Mrs. Roznos shared her thoughts on how people are treated at school based on what they identify themselves as. “Unfortunately, I think that many are more accepting of the LGB and less accepting of the T (trans),” Roznos said. “Like I said earlier, honest, open conversations could lead to a lot more understanding about this topic. Maybe FHC should make those kinds of conversations happen. I would like to see that.” As a whole, the FHC body is reasonably supportive and inclusive of the LGBTQ+ community that lies in its walls. While there are a few instances here and there and points of advances for more equality and respect, most LGBTQ+ identifying students and staff members feel safe and seen at FHC. Nevertheless, there is always room for improvement.
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COMING TO TERMS WITH COMING OUT One family shares their story of acceptance By Kayla Reyes
Print Co-Editor-in-Chief
Since as early as third grade, senior Krystal Arias (She/Her) has known she wasn’t exactly like the rest of her peers. Despite this, she never struggled to be social. She identified with her female friends; they would talk about boys they had crushes on and celebrities they adored. There was always a part of Krystal she didn’t see in her friends, however: the part that liked girls. Though Krystal didn’t always have the knowledge to completely understand this piece in the puzzle that completed her, she now recognizes it as bisexuality, or the attraction to two or more genders. Krystal’s journey has taken up over half of her life, but she didn’t share it with her parents, Lourdes (She/Her) and Henry Arias (He/Him), until two-and-a-half years ago. Still recalling the exact date she came out to her parents, Krystal describes her recollection of the events with precision, detailing the rollercoaster of emotions she went through while revealing an integral part of her identity. “I told my parents Nov. 19, 2017,” Krystal said. “I wasn’t nervous to tell them because I knew they would love me no matter what, and that they’d eventually come around… but in the moment I was an emotional wreck.” Upon learning about her daughter’s sexuality, Mrs. Arias was taken aback. After years of hearing Krystal talk to her about boys, discovering Krystal liked girls came as a surprise. “The coming out for me… was shocking at first. I think… I was shocked in the beginning
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because… we’d be watching shows or be out in the street and she’s like ‘Oh my god that guy’s so hot’ and then all of a sudden she’s like ‘Well I like girls,’” Mrs. Arias said. “At the beginning I was like ‘Wait what’s going on?’ but now I think we better understand… there’s so many more identities nowadays that I was unfamiliar with so I’ve had to learn a little bit more about it.” While Krystal’s mother never suspected her daughter was anything but straight, Mr. Arias always had an inkling that Krystal was attracted to her own gender. “Once she told me, I was like “Oh, you know… I kind of knew it.‘ For my wife it was pretty shocking,” Mr. Arias said. “It’s my daughter, and I love her no matter what. It was something new for us, but… we learned how to deal with it.” Mrs. Arias shares the same unconditional love her husband has for Krystal, and she never let a once confusing label change that. “I’m a pretty open-minded person and I have always taught my kids to… love everyone,” Mrs. Arias said. Though her love for Krystal never wavered, Mrs. Arias did have worries about the hardships Krystal may experience due to her sexuality. “[As a parent] you worry about all the stories that you hear in the news, like bullying or people that are [going to] dislike her, what’s the family [going to] think? You go through all those things in your mind, and obviously it wasn’t that we didn’t accept her or love her... it was what the outside world is [going to] think, what was she going to go through?” Mrs. Arias said. Despite the concerns Mrs. Arias had, she
wanted to do only one thing: support her daughter. “I think that we just have been supportive to her like we have been accepting of what she is and… the decision she made,” Mrs. Arias said. “We try to make her partner feel as welcome and loved as we can… We try to tell her all the time that we love her no matter what, and I’m just happy that she can be herself. For me it was always I wanted my kids to be happy, however they are.” Because of how Krystal’s parents reacted to her sexuality, she has been able to be her true and authentic self around them. “I’m the happiest I’ve ever been honestly,” Krystal said. “And a huge chunk of that is because of them.” Though Krystal’s parents never had any trouble accepting her for who she is, Mr. Arias has some advice for parents who may be more apprehensive about their children’s identities. “At the end of the day, that’s your son or your daughter. You’ve got to accept them as they are… You always want to see them happy,” Mr. Arias said. “I know for some people it might be hard, but they’ve got to work on it… because otherwise, you’re [going to] have a miserable kid.” Mrs. Arias agrees; regardless of a parents personal beliefs, the most important thing they can do is support their child. “Every parent wants the best for their kid and they want them to be happy. If you don’t support them, they’re [going to] go to somebody else that might not give them the right advice. I know you might think that it’s [going to] be hard, but… [when you] accept them, they’re happy, they trust you.”
Page by Natalie Walsh Page by & Kayla Reyes
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21
CAUSING A RAQUET: Senior Erin Reitz steadies her gaze before serving against her Francis Howell opponent. This match was a turning point for the team this season, according to Reitz PHOTO BY MAYA CULIAN
A Moment Unforgotten Senior athletes relive their most notable sports experience By Essy Ingram Copy Editor
Varsity tennis player and senior Erin Reitz recalls her most memorable moment in the time the team travelled to Jefferson City to compete. Faced with the higher ranking teams in the area, almost every player lost their match. However, the players weren’t upset by the team’s nearly unanimous loss. Instead, they took to fostering a positive sentiment. “It was all about growing closer as a team. We cheered each other on and supported each other regardless of what the score was,” Reitz said. It was not the euphoria of victory nor the disappointment of defeat, but the joys of companionship with her teammates that remained the most impactful memory of Reitz’s athletic career. The memories with her teammates were the most memorable. “That’s what high school sports should be
22 MOVE
all about,” Reitz said. “Making relationships and growing as a team.” For senior and varsity basketball player Tevin Tipton, the most memorable moments of his sports were made during his practices, as they continually encouraged him to push himself to physical extremes. “When your teammates are going through the same thing next to you, it makes a memory that’s unforgettable,” Tipton said. While varsity soccer player and senior Carter Redford has four seasons of memories to choose from, his most memorable one is from this past season, when the team won the conference title in a moment of high stakes. “It was the final minute of the last overtime and we had a free kick,” Redford said. Redford went in for the free kick, but the ball was off-target, hitting the post instead. Fortunately, one of Redford’s teammates,
sophomore Tanner Jones, was in the right place at the right time. Jones kicked the rebounded ball back towards the goal and scored. “This moment was so awesome because I just remember how happy and excited we all were,” Redford explained. “It was just the perfect feeling and experience of what high school sports is all about.” Also having been an athlete for all four years, senior Emily Pettig is a varsity track runner and varsity cheer member. With more than just a few experiences to reflect on she settles on a particularly notable sentiment from both. “The feeling that you get after you finish a race or the feeling that you get after you finish performing — that is what is most memorable to me,” Pettig said. Senior Natalie White, also a varsity track athlete, recalls a special memory made during her freshman year. It was
Page by Essy Ingram
“We cheered each other on and supported each other regardless of what the score was.” - Erin Reitz, senior
during that season that she advanced to the sectional level with her four-byeight teammates. “It was pretty cool because I never made it past districts in cross country [the season before,]” White said. Varsity lacrosse senior Nikki Crangle also experienced her most memorable sports moment during her freshman year on the night the senior players were being celebrated. “[It was] a really beautiful night for lacrosse, and then the whole team went out for snow cones afterwards,”
Crangle said. “We got to celebrate some great seniors and just enjoy a fun night together as a team.” Sports can be a place for discipline, for working towards the best mental or physical version of oneself. A place for people to commit to something larger than themselves. A place where, beyond lost games, inside jokes, and sweaty practices, there will always be the community of athletes who were there for one another — an aspect of sports that will forever remain unforgotten.
SHE’S A RUNNER, SHE’S A TRACK STAR: Senior Natalie White paces through another lap of her race. Over the past four years, she has accumulated varsity letters in cross country, soccer, and track. PHOTO BY RHYEN STANDRIDGE
PHOTO BY RILEY WANIA: After assisting on Tanner Jones’ conference title-winning goal, senior Carter Redford is chased down to celebrate the team’s 3-2 victory over Fort Zumwalt West on Oct. 22. It was the first GAC South title the Spartans had captured since 2015. PHOTO BY RILEY WANIA
Page by Essy Ingram
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AN UPWARD ART: In classrooms throughout the school, students leave their memories embedded in art on the ceiling. A dragon eye from Mrs. Shockley’s room. PHOTO BY MADI HERMEYER
Mrs. Dena Dauve, a math teacher, had her first ceiling tile painted in 2010. It started when a student left a math pun on her white board which students continued to add to. By the end of the semester, the entire board was filled and the class decided to transfer their jokes and drawings onto class t-shirts. From there, Mrs. Dauve has kept their memories alive by painting their jokes on the ceiling. “It’s just like a history for me of all the kids that have been in my room...I can’t imagine just walking away from these,” Dauve said.
LOWER LEFT: A depiction of characters from The Scarlet Letter in Mrs. Patti Shockley’s room. PHOTO BY MADI HERMEYER
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Senior Alli Rush is one of many students who has painted a ceiling tile. After an ongoing pun ‘math jail’ in Mrs. Dauve’s calculus class, she and her friend Robin Ziegemeier presented their idea, got a tile, and went to work. “We drew up…a random drawing one day in math and we said ‘Mrs. Dauve, we want to paint this on the tile,’ and she was like ‘Cool, we’re getting it down,” Rush said.
Page by Maddy Mabray
Looking Up The traditions behind decorated ceiling tiles
By Maddy Mabray Staff Reporter
It’s not uncommon to find students staring at the ceiling in class, but it isn’t because of boredom. All throughout the school, students can find their teacher’s ceiling tiles painted with bright colors and corny jokes. For Dr. Sonny Arnel, the tradition has become a unique way to embody the culture at FHC. “It represents our students’ passion and our students’ talent. And that is school spirit.
Mrs. Trisha Morrow, a math teacher, first started having her ceiling tiles painted two years ago, where she gave each hour a tile and any teacher assistant their own half-tile. To her, they represent the bond she creates with her class and students throughout the year. “I like it from a teacher’s perspective because I can look back at them I can remember, like, ‘Oh my gosh, I remember that hour always said that phrase’ or whatever it is that they put on there, and I think it’s a good memory,” Morrow said.
That’s who we are...We are just a brick and mortar building, [but] what makes us [a] neat school...is our kids and our faculty,” Arnel said. Although each teacher may have their own personal requirements, the only restrictions Dr. Arnel has set is that it must have purpose, and you cannot leave a hole in the ceiling. To get a tile, you must ask maintenance for a spare tile to paint, which will then replace the ceiling tile in the classroom.
When Mrs. Jane Kelley’s AP world history students approached her five years ago about painting a ceiling tile, she was admittedly afraid to do it. After giving in, the tradition remains strong as each year her AP classes get to create their own design related to the curriculum. “The ceiling tiles are really a celebration of the academic achievements of my students. I do it with the AP kids... they work so flipping hard throughout the year that I like to reward them with doing a ceiling tile and they always have a good time,” Kelley said.
Although not an annual event, Mrs. Cori Stallard, the theatre director, has allowed students in the past who approached her with specific designs to paint her ceiling tiles. They feature favorite actors and plays, and were the result of a student unexpectedly asking if they could paint them for her. “I just felt honored…[and] like to look up and them [and] think of those students,” Stallard said.
Page by Maddy Mabray
A tile in Mrs. Rowe’s class of flowers blooming from a heart. PHOTO BY MADI HERMEYER
A portrait of President Barack Obama in Mr. Beckmann’s government class. PHOTO BY MADI HERMEYER
ENTERTAIN
25
WISECRACKS: Best of the Best
Teachers share the best joke they’ve ever heard
TAKE-OFF: With no particular destination in mind, Mrs. Dena Dauve spreads her wings in anticipation for a long flight ahead. PHOTO BY ESSY INGRAM
By Essy Ingram Copy Editor
All jokes were not created equally. Although they vary greatly in size, ranging from corny one-liners to drawn-out antics, their A SWEET EXCHANGE: Mrs. Teresa Odle poses for a silly picture. Most of her jokes are donated by the trick-ortreaters that visit her house each year. PHOTO BY ESSY INGRAM
defining elements are highlighted within the joke itself. The teachers at FHC have heard many-a-joke in their lifetime and have finally agreed to convene and deliver the best jokes they’ve ever heard.
“The Rick Astley Paradox is that if you ask to borrow his copy of the movie ‘Up,’ he can’t give it to you, because he’s never gonna give you ‘Up.’ But in doing so, he lets you down, but he’s never gonna let you down.”
“What’s brown and sticky? A stick.”
- Mrs. Teresa Odle
- Mr. Patrick Reed
“What is the very best gift, ever? It’s a broken drum. You can’t beat it.”
“Why did a seagull fly by the sea? Because if it flew by the bay, it would be a bay-gull!”
“What’s the most popular dance in Europe? The Ghengis Khan-ga!” - Mrs. Jane Kelley
- Mr. Brian Cissell
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- Mr. Patrick Reed
- Ms. Cori Stallard
“I saw this cute lady standing against the wall one day, and I walked up to her, and I told her that she must have been made up of copper and tellurium because she was C-U-T-E.”
“What’d the fish say when he hit a wall? ‘Dam.’”
“Why do elephants wear shoes with yellow soles? When they go to parties, and they’re shy, they can hide upsidedown in big bowls of mustard, and nobody sees them. Have you ever seen an elephant in a big bowl of mustard?”
“How do you make a Kleenex dance? You put a little boogie in it!”
- Mrs. Dena Dauve
- Mr. John Kozlowski
- Mrs. Diana Unrein
THE JOKE THAT MADE HEADLINES: Mrs. Diana Unrein grins for the camera after sharing her riddle. PHOTO BY ESSY INGRAM
- Dr. Jennifer Miller
“Why was the skeleton afraid of the storm? ‘Cause he had no guts!”
- Mr. Ryan McCoy
“What is black, and white, and read all over? A newspaper.”
“How can you tell if a tenor singer is at your door? They can’t find the key and they never know when to come in.” - Mrs. Elisabeth Baird COURT SHENANIGANS: While coaching the boy’s volleyball game, Mrs. Kelley stops to emote for the camera. Kelley first heard this joke from one of her AP World History students. PHOTO BY KIKI FRYE
“You wanna hear what my grandfather told me right before he kicked the bucket? ‘Watch, Grandson, how far I can kick this bucket.’” - Dr. Sonny Arnel
Page by Essy Ingram
All the Journalists’
INSPIRATION By Kayla Reyes
The film that motivates me to be a better journalist
Print Co-Editor-in-Chief
PRESIDENTIAL POWER: Woodward and Bernstein, played by Robert Redford and Dustin Hoffman, pose for a movie poster. Throughout the film, the dynamic duo shows their immense dedication and tenacity. PHOTO COURTESY OF PIXABAY
Cinematography From the iconic shots to the seamless editing, the cinematography in “All the President’s Men” is practically flawless. Director Alan J. Pakula does justice to the reporting of Woodward and Bernstein with his masterpiece of a film.
Plot The story of the Watergate reporting is one of suspense and intensity. To the avergae teenager, it may not sound initially appealing, but a journalist will find themself on the edge of their seat throughout the duration of the film.
Characters Woodward and Bernstein’s persistance, while inspiring to a journalist, may come off as irritating to the typical viewer. Nonetheless, their cleverness and dedication makes them intriguing and easy-to-follow characters.
Page by Kayla EstherReyes Ingram
In my sophomore year, my Newspaper advisor, Mr. Schott, announced that my Journalism class would be watching “All the President’s Men,” a film about two reporters who broke the story of the Watergate scandal. Though I loved journalism, spending a week watching a movie from the 70’s about a couple of white guys who investigated a now ancient political scheme was not an idea that initially piqued my interest. Once the opening scenes rolled, my preconceptions were immediately dismissed — my apathy and indifference were replaced with intrigue and fascination. The film begins with a shot of a typewriter, gently clacking as the buttons press blueish-black ink into the shape of letters. The camera pans over to the Democratic National Committee building; a security guard is monitoring the halls and comes across a door, slightly ajar with tape covering the latch so it won’t lock. Five men are found in one of the rooms, each wearing gloves and acting indubitably suspicious. Bob Woodward, a young Washington Post reporter, is assigned to the story. Immediately, his persistence is palpable. He follows his gut instinct, one that leads him to break one of the greatest journalistic stories of all time. Woodward is paired up with Carl Bernstein, a more seasoned writer. Each show strengths in different areas; Woodward is seen as the better reporter, and Bernstein the better writer. Together, they create an unstoppable force of journalism. Nothing stops them. Doors slammed in their faces, thousands of library checkout cards, insistence from government officials that their reporting is unfactual and unsound — even a severe lack of sources willing to go on record — does not keep them from reporting on what they know to be an important story. This perseverance proves to be worth it; Woodstein (that’s the combined name given to them in the movie) deliver the most important piece of journalism in history, they become the inspiration for journalists for decades to come. During our paper’s last news cycle, Mr. Schott’s journalism class was watching “All the President’s Men.” As I sat at a computer working on finishing the paper, I listened in on the film, giving an occasional glance to the smartboard to admire the cinematography. It was my fourth time seeing the movie in room 139, though I had seen it upwards of a dozen times on my own. The film’s action was coming to its peak; Woodward had discovered the names of the people involved in the Watergate scandal, meaning he and Bernstein would be able to complete their article and have it published in the morning’s paper. As I watched, I couldn’t help but smile: a genuine, joyful, ecstatic grin was plastered onto my face as I worked on my Indesign documents. Despite knowing the outcome of the film, its suspense was almost tangible. Even after seeing it numerous times, I was still on the edge of my seat. When I’m overloaded with work putting this paper or I’m struggling to finish a story or spread, “All the President’s Men” reminds me why I love journalism. It is trying and difficult and demanding, but that is what makes it so amazing. Woodstein’s story urges me to be the best journalist I can. It is my biggest desire in life to be as persistent, dedicated and confident in my journalism as they were. Whether it’s a simple news update or the next Watergate, I strive to give each project my all. “All the President’s Men” inspires me to be as curious, tenacious and determined as the duo it follows; only then will I be the journalist I want to be, the best journalist possible.
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TALKING TEETH: A pair of dentures shouts, “The British are coming!” referring to Paul Revere’s job as a dentist. ILLUSTRATION BY SYDNEY TRAN
“The British are coming!” A DENT-IST
in History
Why learning real history is so crucial By Faith Jacoby Staff Reporter
Paul Revere was a dentist. That’s right, Paul “the British are coming!” Revere was a dentist. Unless you’re some trivia god with stacks of random knowledge packed in your mind or a Revere historian, I don’t expect you to be familiar with Revere’s side gig. In 1768, Revere published an ad in the Boston Gazette promoting his skill of replacing teeth that weren’t only for show, but were good for eating and speaking. In the midst of rebellion and revolution, Revere was dealing with root canals. Like many other figures of the American Revolution, Paul Revere’s story is coated with lies and legend. For example, George Washington’s dentures weren’t made from wood, they were made from slaves’ teeth. In grade school, children are brainwashed into thinking the founding fathers are patriotic heroes that deserve countless monuments and museums dedicated to their fight for freedom. In reality, their so-called “fight for freedom” was really the push for the freedoms of the upper class white man. They loved to preach that Great Britain was treating them unfairly while holding hundreds of slaves under their belt. Thomas Jefferson wrote “all men are created equal” on the Declaration of Independence with around 600 slaves to his name. Don’t get me wrong, I think these men and their sacrifices for our country are truly
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magnificent, and the story of our revolution is something that has always fascinated me, but they should still be held accountable for their actions. A common point brought up is that back then, slavery was popular. But at the same time, it was unpopular. Cousins John and Samuel Adams didn’t own slaves. Neither did Alexander Hamilton, John Jay, or Thomas Paine. I don’t know about you, but I don’t remember being told that our beloved American hero, George Washington, owned slaves. That’s where the problem arises; at a young age we are taught that these men are gods who could do no wrong. I’m not saying we should go around telling third graders our forefathers owned other humans and treated them like animals, but, you know, it shouldn’t be twisted and taught incorrectly to spare their perceptions of them. I could argue for days upon days about how history is the most important subject students are exposed to in school and why the raw narrative is vital. History is our culture, language, and the very ground we stand on. If you asked someone why we have classes dedicated to ruins crumbling to dust and rotting corpses, dedicated to studying history, most would say so we don’t repeat the past. While I wholeheartedly agree, I also believe it’s important we’re familiar with our foundations and the architects that constructed our past while paving the way
for our future. It’s not just about catching their mistakes and avoiding them hereafter, but studying their accomplishments and recognizing their efforts for a better future. History reminds us that we’re human. Whether or not they lived centuries ago, they were human beings with feelings, goals, and values. And no matter how perfect our history books cut them out to be, even our ancestors can make mistakes. But with great mistakes comes greater achievements. Without the brilliant minds of past thinkers, we wouldn’t be anywhere near where we are today. Sometimes history silences the true heroes and inventors of our modern era, and it is our duty to tell their stories and give them the credit they rightfully deserve. And to share their story, we must learn their story. The tales and triumphs we study in history motivate and move us. Tears cloud our vision when we’re reminded that Anne Frank never lived to see her 16th birthday. Our hearts soar with pride when we think about the American revolution and our victory over Great Britain. Whether it’s a triumph or loss, the tales we’re taught humanize these ancient characters and reinvent our past. The quicker we understand that the messages exemplified in the past define our future, the easier it is for us to make sense of our reality. And the better we understand the past, the better we understand the future.
Page by Faith Jacoby
Fanning the Flames New voting restrictions threaten democracy as we know it
By Hannah Bernard Video Editor
The most sacred right in our country is the right to vote. If we can’t vote, we can’t voice our opinions. If we can’t vote, we can’t select our leaders. If we can't vote, we can’t call ourselves a democracy. Voter suppression is a tactic used to manipulate the outcome of an election by restricting or impeding particular populations from voting. For a lot of us, our introductory lesson in voter suppression took place in the Jim Crow south. We are taught that poll taxes, grandfather clauses and literacy tests are racist relics of a distant era. I wish I could say this was true. The plethora of new voting regulations in America are giving a lot of people deja vu. The 2020 presidential election saw unprecedented levels of voter turnout. Over 161 million people voted, the most in American history by far. The Democratic Party was constantly calling and texting voters, sending out targeted social media ads and most importantly, educating voters on registration and early voting procedures. The pandemic was responsible for a drastic surge in early voting. From mail-in ballots to drop-off boxes, there were many ways for people to fulfill their civic duty from a safe distance. These voting methods were popular among Democrats, and many believe they secured a win for Joe Biden. This leaves the Republican Party at a crossroads. They can either adapt their platform, or stop their opponents from voting. Much to Lady Liberty’s dismay, states are beginning to choose the latter. Georgia. Home of peaches and Senate Bill 202: the next big thing in voter suppression. Headlines about the bill have grabbed our attention since its passage on March 25,
but is this bill really as dangerous as some make it sound? Short answer: Yes. S.B. 202 restricts access to early voting, creates new voter ID requirements and makes giving water to voters a crime. Under the new law, fewer drop boxes will be available and will only take ballots during poll hours rather than 24/7. Additionally, it shortens the period Georgians have to request, fill out and mail back ballots. Such restrictions on early voting are a direct result of Georgia’s recent Democratic victories. New voter ID requirements as well as the food and water restrictions disproportionately affect Black voters. Black Americans are less likely than their white counterparts to possess the necessary form of identification to vote. Areas with higher Black populations are also more likely to have longer poll lines.To address this, community members often bring those in line bottled water and snacks while they wait. Now, these volunteers would face up to a year in jail and a $1,000 fine. Because Black people make up a large amount of Georgia’s population, this bill’s intentions are clear. The state of Georgia has done more than restrict their own people from voting, they have set dangerous precedents that affect Americans around the country. As of March 24, 361 bills have been proposed in 47 states that limit access to voting. Half of these restrict mail-in voting, and a fourth impose stricter voter ID requirements. Over 70 of these bills have come from Arizona and Texas alone. Both states had high levels of Democratic turnout in 2020. Georgia, Texas and Arizona may seem far away, but voter suppression is happening
in our own backyard. The Missouri state legislature is currently debating nine bills relating to mail-in voting, early voting, voter registration, voter ID and voter roll purges. With many students currently eligible to vote, and many becoming eligible in the coming years, we may witness the disastrous effects firsthand. Mail-in ballot arrives too late? No vote. Polls close before you get off work? No vote. Name was mistakenly purged from voter records? No vote. No valid ID? No vote. If we don’t take action, this may become our reality. If Congress can pass the For the People Act, we could avoid this election dystopia. The For the People Act modernizes and simplifies voter registration, preserves Native American voting rights, supports voting in U.S. territories, seeks to curb partisan gerrymandering, enhances campaign finance transparency and improves the security of our elections. The Supremacy Clause of the Constitution would allow this bill to supersede any statelevel regulations. Such reform would do more than counteract voter suppression, it would make our electoral system fairer than it has ever been in the history of our country. Our democracy is only as strong as we make it. If we stand up against voter suppression now, we can protect our future and the future of those we care for. If we stand back, we may never be able to right our wrongs, and American democracy as we know it will disappear.
LIGHTING THE MATCH: Lady Liberty uses her torch to ignite a ballot box. Lady Liberty is a symbol of jutsice and law in America. In this case, the law is deadly to democracy. ILLUSTRATION BY SYDNEY TRAN
Page by Hannah Esther Ingram Bernard
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M
inor ental ania
MIRROR MADNESS: Junior Elisa Carter stands in front of a mirror, in the bathroom, looking at her reflection. She finds chaos in her reflection due to her mental health. ILLUSTRATION BY HANNAH BERNARD AND SYDNEY TRAN
Bipolar disorder in underage teens is more of an issue than realized
By Elisa Carter Staff Reporter
Up down up down up down. That is what my head does almost everyday. I have many highs and lows with my depression increasing some days and mood swings taking over my life on others. I display symptoms of bipolar disorder but have not been diagnosed because of my age. I am 16 and in order for me to become officially diagnosed with bipolar disorder I must BE 18 years old or have a more severe case, which I am nowhere near. My diagnosis consists of major depressive disorder and anxiety. I have no official diagnosis for my mood swings, but I take medication that is used as a mood stabilizer and can also be used in combination with my other medication to treat my depression. I use it for both; however, the dosage that I am on does almost nothing to help treat my mood swings. Due to my case not qualifying for a diagnosis, I cannot receive the medication or dosage I need to help with the symptoms I have. Bipolar disorder is also known as manic depression and consists of emotional highs and lows. The emotional highs consist of mania or hypomania and the lows include very strong depressive episodes and can sometimes include suicidal thoughts and actions. Bipolar disorder is a disorder that is serious and should not be joked about because of
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how many people struggle with it. It is also a disorder that people shouldn’t feel afraid to talk about, yet people are because when you struggle with mental health and you deal with serious issues throughout your life people see you differently. That shouldn’t be the case. The case should be that having bipolar disorder, or any other mental health disorder, does not come with the stigma that you are broken. It may mean that you struggle with some issues mentally and those issues may cause you to require treatment, but they do not need to be fixed. There is absolutely nothing wrong with who they are, it is just the fact that their brain is wired a little differently than others. I have had my own personal experiences with the symptoms of bipolar disorder. I have had some experience with hypomania, but I have had many experiences with depression. I have struggled with depression for over 3 years and it has been a long constant battle with myself in my head. Fighting this fight has been one of the hardest experiences of my life. I have had some very good days where I look forward to my future of building a family and going to college and having the career of my dreams. Then there are the other days — the days where I have no motivation to do anything because all my energy is taken up by the civil war going on inside me. I have thoughts that are very personal and very triggering. I scare myself with the thoughts
my brain creates. I have had thoughts in the past that scare me to the point where I burst out in tears, I have anxiety attacks, and I panic. The thoughts that I have aren’t unique to me, it’s a reality for many other people who struggle with bipolar disorder and other mental health issues as well. It simply needs to be talked about more. This topic needs to be put out there more, especially the topic of being bipolar under 18. There are many teens out there that may be struggling with less severe cases of bipolar disorder, but may not be receiving the treatment they need because they are under 18 and/or their case is not severe enough to be diagnosed. I know from personal experience that not getting the help you need can have a large impact on your life moving forward. I know this is said a lot but if you or someone that you know is struggling with symptoms of mental illnesses such as depression, anxiety, and bipolar disorder, please tell someone, please try and seek help because you are not hopeless, you are not worthless, and you are not alone. It does get better, and the first step to that is speaking up and saying something. It is not that easy to do, I know that it can be hard to open up about how you feel; I used to be that way, but the moment I spoke up and the moment I got help it got easier and it will for you too.
Page by Elisa Carter
FROM THE STAFF:
Action in allyship
I
t’s easy to live in a world where you are what’s considered the “norm”. To be a cisgender, heterosexual individual is to be accepted. With no need to come out of the closet or come to terms with a sexuality, it can be hard to understand what members of the LGBTQ+ community go through. There is no book to read, movie to watch, or song to listen to that will reveal the full extent of emotions and experiences a member of the LGBTQ+ community will undergo. As people born with the privilege of being the “default,” we need to be the ones to uplift and support those who do identify differently. Allyship is vital to the success of any war; in this case, it’s the battle for equality and acceptance. Striking down hate speech when you see it, correcting the usage of the word “gay” to describe something in a negative connotation, denouncing the usage of homophobic and transphobic slurs, are all ways in
which one can promote a more inclusive and safe environment for members of the LGBTQ+ community. Furthermore, educating people who are ignorant about LGBTQ+ issues is a vital part of allyship. It is not enough to be aware of the struggles LGBTQ+ people face; taking it one step further to help others understand is fundamental. On a more personal level, it’s important to be there for your friends who may belong to the community. If someone has the courage and trusts you enough to come out to you, don’t betray that trust. The gender they identify as or their sexual orientation doesn’t make them a different person, so they shouldn’t be treated as such. Being supportive throughout the process of a loved one coming out can help them feel less alone and less alienated. It’s important to recognize, however, that someone’s sexuality or gender identity is a piece of information
Supporting members of the LGTBQ+ makes their experience easier
to keep safeguarded. It is never someone’s place to out another person. The process of coming out can be quite delicate to some and should be done solely on their terms, nobody else’s. Being an ally to the LGBTQ+ community can come in many forms, but the root of it all is kindness. It is easy to simply say to love one another, but of course we all know change is never that easy. The iron grip of homophobia is loosening, but it can’t simply be up to members of the community to continue fixing these issues. That grip is held by those unaffected by homophobic slurs and jokes, it’s those who are straight who perpetuate the stigma of being different. That means those are the people who must also contribute to the destigmatization of the LGBTQ+ community. It isn’t difficult to accept others, to not be concerned with how they live their lives, to simply be kind. COMING TOGETHER: Two figures hold hands, one rainbow colored to represent the LGBTQ+ community and one gray to represent straight allies. Being supportive of people who are not straight helps them feel accepted on their jounrey with coming out. ILLUSTRATION BY KAYLA REYES
Page by Kayla Reyes
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Drawing Up a Victory
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Freshman Katelyn Guth took the first draw of varsity lacrosse’s home game against Northwest. The game was a nail-biter in which the Lady Spartans pulled ahead in overtime with a goal scored Guth, giving FINAL by them a much FRAME deserved 10-9 victory. By Madi “The energy Hermeyer level for the game Staff was really high. Photographer There was no way we were going to lose to them twice - especially on our own turf,” Guth said. I like this picture mostly because of the lines. The fifty yard line leads your eyes up to the players, and their eyes and sticks lead you straight up to the ball - which is both sharp and visible. I also really like that the flags on the away bleachers frame the action taking place.
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Page by Madi Hermeyer
