Free Press: Issue 5, Edition 18

Free Press the

cover by Drake Riner

photo by Mary Brady

Issue 5

Edition 18 6 February 2015

Taking the ‘Lied’

New donations expand middle, high school programs pg 4

Band of Sisters Team chemistry drives girls basketball team’s success pg 11

Freshmen Flip-flop

Single-gender English 9 classes result in ACLU intervention pg 12

2

Free Press page by Sydney Vogelsang

6 February 2015

Table of Contents

6

12

10 6

16

21

#BarackChalk

President Obama speaks at Kansas University

22 23

16 We Can Do It!

New Young Feminists’ Club aims to create safe space for discussion, action

Written by Kyra Haas

10 Super Swim Bros.

Family influence leads to winning trio Written by Catherine Prestoy

12Feature Freshmen Flip-flop

Single-gender English 9 classes result in ACLU intervention Written by Kyra Haas and Maddie Birchfield

Written by Lauren Brittain

21

Product, movie review

Selfie Stick and The Wind Rises Written by Juliana Hill and Evan Frook

22

Concert Schedule

Ariana Grande with Rixton, John Mellencamp, August Burns Red and The Beach Boys Written by Juliana Hill

23

Artists of the Month This month’s featured Firebird art

Follow us @fsfreepress on Twitter or Free State H.S. Free Press on Facebook for current information about school happenings!

2014-2015

News Briefs

Free Press Staff Editors

Kyra Haas Ryan Liston Maria Carrasco Catherine Prestoy Darian Koenig Kristina Foster Fiona McAllister Kenneth Palmer Mary Brady Kaitlyn Foster

Designers Caylee Irving Sydney Vogelsang Lane Weis

Reporters Evan Frook Hala Hamid Trenna Soderling Libby Stanford Sydney Gard Kellie Stofac Darby Gilliland

Editor in Chief Online Editor in Chief Social Media Editor/ Print Managing Editor Online Managing Editor Co- Design Editor Co- Design Editor Co-Copy Editor Co-Copy Editor Photo Editor Business Editor

Drake Riner Addie Wendel Atticus VonHolten

Juliana Hill Maddie Birchfield Lauren Brittain Erin Friedrichsen Maame Britwum Jake Clark Elizabeth Patton

Photographers Sam Goodwin Margaret Uhler Gabrielle Wheeler

6 February 2015

Jessica Merritt Klaire Sarver

page by Sydney Vogelsang

3

Though she usually brings a water bottle from home, senior Brianna Adams takes a sip from the school’s drinking fountain.

Some students question the school’s water quality. “It’s not clear,” Adams said. “One time it was cloudy and foggy.”

Photo by Gabrielle Wheeler

Clear reason exists for cloudy fountain water

Written by Evan Frook

J

think there is,” chemistry teacher Jordan Rose said. “Tap water has tons of stuff dissolved in it … you’d have to do a water quality test. What I saw the drinking fountain, and, a short time other day was bubbling.” later, she notices it herself. The water According to the United States trickling out of the fountain and into Geological Survey website, when her water bottle is cloudy. water is cold, the air around it has “I heard [the cloudiness] was increased solubility in the liquid. It from the construction,” Boden said. follows that during the winter months, The opacity of the school’s water, more air dissolves in water. When however, is probably harmless. this air-infused water leaves a tap, it “I wondered if [there] was is depressurized, and the air leaves something dissolved in it, but I don’t unior Hayley Boden listens to her chemistry teacher mention suspicious water coming from the

the water as bubbles, similar to the process of carbonation. The water is completely harmless, and, if left in an open container, the bubbles will clear, similar to how carbonated soda will go flat.

While dirty water is one of the world’s largest health risks, this type of contamination is usually caused by things like pollution runoff and dangerous algae blooms, not air.

“If it’s just air, it’s not a big deal; I don’t care,” Boden said.

Lawrence Cultural Arts District construction continues Written by Maame Britwum

Our Mission

The Free Press is an open forum that accepts letters to the editor and guest writings. They must include the writer’s name and telephone numbers. Articles may be edited due to space limitations, libel or inappropriate content. Letters may be submitted to Room 115 or sent in care of Free Press to Free State High School, 4700 Overland Drive, Lawrence, Kan. 66049.

The opinions expressed are not necessarily those of the Free Press staff, the high school administraion or that of the USD 497 Board of Education.

W

hen senior Solomon Cottrell walks through his neighborhood in downtown Lawrence, he sees art everywhere. With artistic neighbors, noticing sculptures leaning in yards or artists working on streets isn’t uncommon.

In 2012, hoping to accentuate the historic and artistic spirit of downtown, the City Commission decided to develop the area between Massachusetts Street and Delaware Street into the Lawrence Cultural Arts District. Since then, the city has collaborated with a variety of professionals, from civil engineers to artists, to make the development possible.

Nearly two years into the project, the Lawrence Cultural Arts District blends the history and diversity of the area with the walkability of Downtown Lawrence. The district is the home of the Warehouse Arts District, which is a collection of repurposed warehouses now used as art galleries. The district also houses art studios, art schools and public art.

The nine-member Cultural Arts District Task Force plans to continue

amplifying older areas of Lawrence with renovations instead of resorting to complete reconstruction.

“I’m happy to see that we can develop older properties instead of just tearing them down and building new ones,” said Patrick Kelly, Cultural District Task Force member.

As old warehouses become apartments and public art displays continue to spring up around Ninth Street, feelings are mixed.

Kelly admits there has been a “back-and-forth relationship” between the developer and the neighborhood.

Junior Sydney Combs, who lives on Ninth Street, remembers her neighbors discussing a petition to stop any construction of the district.

“Our neighbors showed us this information, a petition about why we shouldn’t have it,” Combs said.

However, the petition hasn’t stopped developers or Combs’ neighbor Cottrell from supporting the changes being made.

“I think that it looked a little bit rough there for a while so I think it’s good that they’re bringing some new life to that area,” Cottrell said.

Construction continues on new additions to the Ninth and Delaware Cultural Arts District.

While some residents resist the development, their protests have not hindered the project.

“I’m happy to see we can develop older properties instead of just tearing them down,” said Patrick Kelly, cultural arts district task force member.

Photo by Gabrielle Wheeler

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News page by Addie Wendel

T

he point isn’t the points—the point is the poetry. This is the motto at the “Louder Than a Bomb” slam poetry festival, considered the “Super Bowl” of all slam poetry events.

Students from all over the Midwest prepare for this competition by writing various types of poetry. This year, the Kansas City competition will take place March 23-28.

The style of writing at “Louder Than a Bomb” will challenge Free State students because slam poets usually write about subjects that stray from what is normally covered in English classes.

“Now, this type of poetry is more than just writing about flowers

6 February 2015

The Point Is the Poetry

New slam poetry team plans to compete at ‘Louder Than a Bomb’ festival Written by Libby Stanford

and relationships,” club sponsor Brandon Wolak said.

“This is a more urban type of poetry, so it’s a little bit more gritty.

It’s got a lot of roots in hip-hop; it’s a more urban thing. So that’s been a real challenge for some of our poets.”

Free State will compete for the first time in the “Louder Than a Bomb” festival with a team of six poets and two alternates.

To prepare for the “gritty” slam poetry, the team will attend various mic nights around Topeka and Kansas City to share their poetry with an audience.

“We’re excited to be a part of it here in Lawrence,” Wolak said.

“They’re trying to grow from Kansas City to Lawrence, to Topeka. It

Taking the ‘Lied’

also goes across the border to the Missouri side of Kansas City, so it’s the whole metro.”

Originating in Chicago, Louder than a Bomb has expanded to other major cities in the last couple years, including Kansas City, Mo. Sophomore Rowan Plinsky is excited to be part of the team.

“I’m really interested in being able to kind of perform it, just being part of the [team] because I’ve never been in a poetry slam before, [and] I’ve never been able to really share my writing, other than posting it on Instagram,” Plinsky said. “I think it would be kind of cool to hear feedback from people other than just my friends or my family.”

To develop the pieces they will

use in competition, students will spend a couple days a week writing whatever comes to mind.

“We usually write for about 30 to 45 minutes, and we each share a piece, so that’s the one catch,” Wolak said. “The rule is if you show up, you have to write something, and you have to slam.”

Junior Khaury El-Amin will also be a part of the team. He plans to write about his past, specifically before he moved to Lawrence.

To get involved, students can simply attend the meetings, which will usually be held on block days after school.

“It just sounded like a really fun activity to take part in,” Plinsky said.

“It was kind of right up my alley.”

New donations expand middle, high school programs

Written by Trenna Soderling

With the help of a new donor, as well as several fundraising opportunities in conjunction with the Schools Foundation, the Lied Center will be able to expand programs aimed at secondary students. “We’re going to go looking for specific artists that we think will speak to middle school-aged or to high school students,” said Anthea Scouffas, the Lied Center’s director of education and engagement.

Photos by Gabrielle Wheeler

F

rom “The Ugly Duckling” to “The History of Hip-Hop,” the Lied Center has brought free performances to elementary school children for many years. However, a similar program did not exist for older students—until now.

A lack of funding has kept the Lied Center from providing free performances for older students, says Anthea Scouffas, the Lied Center’s director of education and engagement.

“It’s something that we’ve always wanted to do, but it’s hard to be able to afford something like that,” Scouffas said.

“Quite frankly, we kind of backed off on stuff a couple of years ago, especially when we lost that Kansas Arts Tuition Fund. We had to say, ‘We don’t have the money to do middle school and high school at this point.’”

However, thanks to a new donor, as well as several fundraising opportunities in conjunction with the

Schools Foundation, the Lied Center will finally be able to expand the programs.

“We want to be able to have USD 497 students attend performances at the Lied Center from the very beginning of their public school career in preschool or kindergarten all the way through 12th grade,” Scouffas said.

Sophomore Cam Edgecomb also believes that arts are important in schools.

“I think [the arts are] very important for keeping kids in school,” Edgecomb said. “A lot of people think that classes are really boring and find art a relief from stress.”

Edgecomb asserted that the arts are an outlet for expressing creativity that may not be able to be expressed in other classes.

For the Lied Center, expanding the programs will make arts education more available, a goal Scouffas considers essential.

“We have always believed that

our education in our country should be an education that educates a whole person,” Scouffas said. “That means that students should have access to not just really great curriculum in math and sciences and the language arts, but that all those other activities and subjects are important, and that includes the arts … and also all those other ‘extra activities.’”

The Lied Center’s Marketing Director Michele Benderson agrees with Scouffas.

“The arts are extremely important for students,” Benderson said. “Our school-only experiences are free so all students in the community have the opportunity to attend at least 13 world-class performing arts events throughout their K-12 careers.”

Although the Lied Center is proud of the opportunities they provide for the younger students in the district, they still feel like it isn’t enough. “[Middle school and high

school] are the times when you’re exploring who you are, figuring out what you want to do with your life, and having an opportunity to be able to see really great art might help to lead them in the direction they might want to go when they leave high school,” Scouffas said. “This is what we do—we do performing arts here, and we want students to be exposed to really good performances throughout their lives.”

Free State’s Art Ambassador Rachel Downs-Blair believes the performances will be able to transform students’ lives.

“I think that it will open up a whole new world to them,” DownsBlair said. “The color of the world will change in some ways because they will be able to apply what they’re learning into a bigger context.”

For the Lied Center, it’s a highly anticipated change.

“We’re just getting a chance to continue what we started.” Scouffas said.

News 6 February 2015

page by Addie Wendel

5

Meet Mattithyah Tillotson

Recent graduate fills open science position Written by Sydney Gard

After science teacher Brad Simon passed away in December, new science teacher Mattithyah Tillotson was hired to teach his classes. Tillotson majored in Chemistry, General Physics and Secondary Education with a Chemistry concentration at K-State University. “I’ve been a teacher assistant for chemistry labs and recitations for three years, I think, so I’ve taught hundreds of college students,” Tillotson said.

Photo by Margaret Uhler

W

hen science teacher Brad Simon died on Dec. 13, students and teachers needed time to mourn. Finals, however, were only a week away, and Simon had AP Physics 1 and Chemistry classes scheduled for second semester.

“The position itself requires a Physics endorsement and Chemistry

Junior Khaury El-Amin works with science teacher Mattithyah Tillotson during his Chemistry class. After the loss of Brad Simon in December, Tillotson was hired. El-Amin

endorsement, and that’s kind of a tough combination to find,” Principal Ed West said.

While West searched for a replacement, he and several teachers within the school taught Simon’s classes and helped with grading tests and entering scores. West also called USD 497’s district science

believes Tillotson teaches at Simon’s high standard.

Photos by Margaret Uhler

representative and requested she call area colleges and advertise the opening of the position.

Mattithyah Tillotson heard about the opening through that representative contacting Kansas State University, where Tillotson graduated with three Bachelor’s degrees at the end of last semester.

“I majored in Chemistry, General Physics and Secondary Education with a Chemistry concentration,” Tillotson said. “I also have a lot of experience teaching both high school and college students.”

Tillotson tutored high school students, assisted teachers in chemistry labs and student-taught at Anthony Middle School in Manhattan.

She graduated in December and expected to take some time off before getting a job.

“I didn’t think I’d get such a great opportunity to join such an incredible school right out of college, so I’m really excited about it,” Tillotson said.

Tillotson teaches two AP Physics 1 classes and three Chemistry classes at Free State.

Though she has only been here for

a few weeks, she feels welcome and loves the school so far.

“I like that it’s kind of relaxed but at the same time academic, and [it has] incredible resources,” Tillotson said. “I’ve never seen a high school with the lab equipment and ability to do cool labs like this school has.”

Students like junior Daniel O’Neil, though saddened by the loss of Simon, enjoys Tillotson and her teaching style.

“Ms. Tillotson’s teaching is very hands-on,” O’Neil said. “She’s very knowledgeable.”

O’Neil plans on taking the Physics 1 AP test in May and said that while a new teacher may have a temporary effect on his learning, he does not believe it will affect his score on the test.

While West expected to find a teacher before spring semester began, he was not expecting to find someone so well qualified for the position.

“She’s fully qualified and certified as a high school teacher in Chemistry and Physics,” West said.

“So she’s got a rare combination.”

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News page by Addie Wendel

6 February 2015

#BarackChalk President Obama speaks at Kansas University Written by Kyra Haas

S

enior Laura Corliss shook the left hand of the President of the United States—at least, she’s pretty sure she did.

“I couldn’t see him,” Corliss said. “But I felt his wedding ring.”

On Jan. 22, President Barack Obama spoke at Anschutz Sports Pavilion on the KU campus in front of about 7,150 people, many of whom were KU students and community members, but some of whom were high school students. Obama reiterated and expanded on several topics mentioned in his recent State of the Union: child care, community college and middle-class economics.

Noting that the average cost of full-time child care for an infant is about $10,000 per year, in his speech Obama advocated for a more affordable approach. His proposed budget would extend federal child care subsidies to cover more families and triple the maximum child care tax credit.

“It is time that we stop treating child care as a side issue or a quote, unquote women’s issue,” Obama said.

To reinforce his stance, Obama had KU senior Alyssa Cole, single mother of three, introduce him. Cole wrote to Obama in 2013 about concerns related to the cost of education and child care.

“I was very nervous when I got the call asking me to introduce him, and I was shaking pretty much the entire time,” Cole said. “But it was definitely an honor because I’m not used to a lot of attention. I’m just a normal person, not anyone special.”

Obama further proposed free community college for “qualified” students— those who attend at least half-time and maintain at least a 2.5 GPA while working toward a degree. Under the proposed budget, the federal government would cover 75 percent of the cost and the rest would be picked up by the states. Obama also wants to decrease monthly student loan payments.

“I’m sending Congress a bold, new plan to lower the cost of community college to zero,” Obama said. “Down to zero. In the new economy, two years of college should be as free and as universal as high school is today.”

For senior Judson King, who arrived at 7 a.m. to secure a decent spot in the crowd, the president’s comments about community college resonated with him the most.

“In America, we are one of the only countries that has higher education that’s super expensive, and offering a free or reduced education option for at least two years can give people that qualify for it an opportunity that they wouldn’t otherwise have,” King said.

To support his “middle-class economics,” Obama called on Congress to pass a law that ensures equal pay for both genders, referring to the step as “sort of a no-brainer.” continued on next page

Addressing a mostly enthusiastic crowd, President Barack Obama motions during his speech at the Anschutz Sports Pavilion on KU Campus on Jan 22. Obama centered his remarks around “middle-class economics” and hoped to garner support from the public for initiatives he believes will improve the middle-class economic condition. “And that’s something that, by the way, shouldn’t be a Democratic or a Republican issue,” Obama said. “That should be an American issue.”

Photo by Kyra Haas

News 6 February 2015

page by Darian Koenig

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Free State

Journalism Supporters Q: What is a Free State Journalism Supporter?

Organized in lines, thousands wait to hear President Barack Obama speak at the Anschutz Sports Pavillion on KU campus. Tickets to the event were free to the public on a first come, first serve basis. “They snaked it (the line) around the parking lot, and we were like, in the fourth snake, so that was pretty good,” senior Judson King said. Photo by Darian Koenig

A: Businesses or people that want to support the mission of the Free Press through a donation. Funds from the supporters go toward staff development opportunities like workshops and contests, printing and any supplies the staff needs.

First Amendment Supporters

Antonio and Mary Andrade Scotch Fabric Care Services Joda and Friends John and Daleen Reed Karlin Family Crown Toyota

Go Green Donors Looking out into a sea of smartphone cameras, President Barack Obama addresses a crowd of about 7,150 at Anschutz Sports Pavilion on KU Campus on Jan. 22. Obama’s speech reiterated and expanded on several topics mentioned in his recent State of the Union: child care, community college and middle-class economics. “I’m a Kansas guy,” Obama said. Photo by Kyra Haas

KU junior Miranda Davis, News Editor for the Daily Kansan and 2012 Free State graduate, agreed.

“When he referred to women getting equal pay as men, that was a very strong comment,” Davis said. “I mean, it’s 2015, duh.”

Obama also reiterated his desire for Congress to raise minimum wage, a point he pressed in his State of the Union on Jan. 20.

“Like I said on Tuesday (Jan. 20), if there are members of Congress who

really believe that they can work fulltime and support a family on less than $15,000 a year, they should try it,” Obama said. “And if not, they should vote to give millions of hardworking people across America the raise that they deserve.”

Junior Kierstin Hutfles, who, like Corliss, had the opportunity to shake Obama’s hand, felt Obama’s remarks toward the Republican-dominated Congress were justified.

“He made sure he stuck it to the

Republicans a little bit by making little digs at them, but, it’s like, how can he not?” Hutfles said. “The things he’s asking for are so reasonable. They just have to be done.”

Many students, regardless of political affiliation, valued seeing and hearing the president speak.

“It really was a memorable experience,” Corliss said. “It’ll be something I can tell my children.”

Railroad Signal Design Barrister Books Jellystone Park Hy-Vee Sylas & Maddy’s

Fueling the Fire Friends

Thompson Financial Group, LLC ABS Legal Advocates, P.A. Westar Energy

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Opinion page by Atticus VonHolten

6 February 2015

Teaching to the Test

Staffers debate AP approach

Advanced Placement (AP) prep books outline material covered on AP tests.“I don’t think there’s enough time for discussions outside of the textbook,” senior Sophie Westbrook said.

Photo by Sam Goodwin

By the Book Written by Elizabeth Patton

A

t the beginning of every

school year, students enter Advanced Placement (AP) classes, prepared for nine months of hard work in anticipation of the AP tests in May. To learn all of the necessary curriculum with only four class periods a week, AP students must work under time constraints that require teachers to stick to the AP curriculum and recommended schedule.

These restraints exemplify the importance of focusing class time on curriculum, rather than outside knowledge students can explore on their own.

AP students are consciously tackling much more difficult work than other students, so rather than spending valuable class time on outside discussions, they should be provided the tools to handle the

Beyond the Norm Written by Kenneth Palmer

D

ay in and day out, we are asked to read a textbook, view a powerpoint presentation and follow the machinations of the AP curriculum. Sure, we learn valuable information, but we aren’t

AP test that holds the potential to save thousands of dollars in their collegiate career.

Senior Sophie Westbrook, who boasts a perfect PSAT score, as well as an acceptance letter from Harvard, has taken many AP classes in her years at Free State.

“I wish the AP classes were more standardized,” Westbrook said.

“Right now, teachers have a lot of leeway, so some of them are very much about talking and trying to learn together, but you have other classes, specifically science and math classes, that are teaching to the test.”

The way math and science classes hold tight to a rigid curriculum-based schedule to ensure students are fully prepared for their AP test is a standard that should be more forcibly enforced across all AP courses, as students should be offered the same chance for AP success. AP courses use a curriculum that requires students to take an analytical approach,

therefore teaching students to expand their way of thinking beyond the typical high school demand.

The College Board has mandated that while, “each individual school must develop its own curriculum for courses labeled ‘AP,’ each AP course has a set of curricular and resource expectations that college and secondary school faculty have established for each AP course.”

The requirement of high school classes’ focus on strictly AP curriculum has been a long-lasting and clearly effective policy.

According to the College Board’s most recent data analysis, “20.1 percent of public high school graduates in the class of 2013 earned a three or higher on an AP Exam, compared to 12.2 percent of graduates in the class of 2003.”

AP tests are scored on a one to five scale, with five being the highest possible score.

At most institutes that accept AP credit, anywhere from a three

to a five on an AP test is sufficient to receive credit, as the student has proved he or she has an adequate understanding of the topic.

Juniors Ethan Kallenberger and Kierstin Hutfles each juggle three AP classes, and their biggest concern regarding outside curriculum is the time crunch they have in the classes.

“It would be great to go more in-depth on topics that the AP test doesn’t cover as much or that we find more interesting, but in the end what really counts is how you score on the AP test,” Hutfles said.

Kallenberger agrees.

“The problem is, we don’t have enough time in the year to do both,” Kallenberger said. “You have to get a lot of stuff in, in not a lot of time.”

AP students are some of the most driven of the high school community. They deserve the opportunity to succeed at an AP level through sticking close to the AP curriculum schedule to receive as much information as possible, in already highly analytic classes.

expected to think beyond the material given.

While students who already think critically may not be negatively affected by this system, others are just pumped with information. Maybe they earn good or even great scores, and maybe they save some money.

However, AP curriculum does little to further critical-thinking skills necessary in and beyond college.

There needs to be a space for challenging thought for students who, by no fault of their own, have not had these influences.

This is not to say teachers are at fault; they have little choice in the matter. They do their best to work within the system, and many teachers try to encourage in-depth analysis, but time restrictions limit how much can be done.

With the appeal of reduced educational costs, it is not always easy to see the harmful attitude espoused by the College Board. It is vital, however, to remember that good test scores and intellectual exploration are not mutuallyexclusive. We always need facts, but we also need thought. continued on next page

Editorial

For the Love of Saint Valentine

6 February 2015

page by Atticus VonHolten

9

Editor encourages realistic approach, chocolate Written by Kyra Haas

A

s you peruse this edition of the newspaper, you may notice that the words “Valentine’s Day” are nonexistent, that is, if you disregard this sentence and the rest of this article.

Part of the reason we’re sticking to other news this February is simple: in the past, the couples we interviewed usually broke up just before the deadline—a week later. The lovebirds would go from giggling and telling reporters about their favorite date together, to avoiding eye contact and demanding their quotes be pulled from the story.

This would have left big blank spots in the paper, just as it seems to have done in their lives.

Yes, we covered relationships in Issue 2; however, breakups are not nearly as prevalent in September as they are this month. A recent analysis of Facebook relationship statuses found the largest number of breakups occurs between January and late March.

For couples, Valentine’s Day can be daunting, with a pressing cultural expectation of Pinterest-level thoughtfulness, foresight and romance, coupled with a carefully calculated flower-chocolate-intimacy combination. In high school, this holiday is working its way up there next to Prom and Formal in terms of money and time required to convey the correct level of appreciation and admiration for the other half of the relationship.

Grandiose displays of affection can be truly wonderful, but why need they be limited to one calendar day of the year? I like to think if you love someone, Valentine’s Day is one affectionate day of many, and is by no means the defining “make or break” 24-hours of the relationship.

To avoid joining the ranks of heartbroken statistics, set expectations as a couple beforehand.

Don’t make it as much about the money paid as you do the time spent together. Do make it about the chocolate, though (unless, of course, you are allergic, then you can make it about some equally delicious alternative). Just avoid setting your expectations so high in the sky that even Cupid can’t reach them.

Of course, at the same time, singletons grapple with Single Awareness Day (SAD). Speaking from personal experience, buying yourself your own roses and having your only Valentine’s Day card arrive signed “With love, Grandma” isn’t super awesome. However, approaching the day with a SAD attitude only intensifies the SADness.

And, regardless of your relationship status on Facebook, don’t buy in to the commercialized, Hallmark movie-esque version of V-Day, socially engineered to sell Hallmark cards. Each of you is worth chocolate (or an allergy-friendly alternative) every day of the year.

Photo By Lindsey Pratte

Teaching to the Test continued...

The problem arises when students are used to putting in a certain effort and getting a specific output. Even if the students obtain a good job without strong critical thinking skills, they learn a certain complacency. These satisfied, apathetic students become an uninterested, unquestioning citizenry.

If we condition people to believe that one is rewarded for taking in and reciting the fact they are presented without objection, we subtly encourage a mentality that doesn’t criticize information.

Schools powerfully influence the way society thinks, and if education doesn’t include learning to question the status quo, then citizens are vulnerable to manipulation.

Even if a few people break from this box and attempt to lead, their efforts are only really scrutinized by a small group of other people who, somewhere along the way, learned to think critically. These people become the politicians, the scientists and the people who get to make decisions, and they have the potential to take advantage the people who have not developed the habit of criticism. Critical thought is the best tool against deception by

those with power.

This may seem like a dystopian exaggeration, but if one does not learn to challenge ideas and think without limitations, there is no amount of pure information that can protect him or her from manipulative politics, pseudoscience or other oppressive systems and ideas.

Learning to challenge the world’s standards starts in high school or earlier.

A few leaders cannot drag everyone forward kicking and screaming; people must be active and open to change, and where else

Critical “thought is

the best tool against deception by those with power.

“

but the classroom will people learn to think twice about a questionable headline or a skewed fact?

People need a strong foundation of independent thought, and the AP system, a symptom of a broader problem, does not foster this. We must interweave hard facts with hard thought, and if we opt for the easy way out, then we create a nation of unthinking people, ill-equipped to fend for themselves in the midst of a world of predatory, calculating groups that will outthink them at every turn.

10

Sports page by Darian Koenig

6 February 2015

Super Swim Bros.

Family influence leads to winning trio Written by Catherine Prestoy

Right: Diving into the pool, freshman Adam Ziegler competes at the Free State swim meet on Jan. 15.

Top: Along with brothers junior Carson Ziegler and senior Jack Ziegler, Adam started swimming because of family influence. “My dad was a swimmer so he got my brothers to do it, and they got me to do it,” Adam said.

Photo by Margaret Uhler

S

enior Jack Ziegler positions himself on the starting block, waiting for the signal to send him plunging into the pool with only one thought in mind: break the record.

One stroke after the other, Ziegler nears the end of the last lap and reaches to touch the wall and stop the clock: 21.64 seconds—just .28 milliseconds quicker than the current 50-yard freestyle record.

Meanwhile, brothers and teammates junior Carson Ziegler and freshman Adam Ziegler hold

their breath, waiting for the time to be revealed. After a beat of silence, Carson shouts, “Jack broke the record!” His exclamation drowns in uproarious applause.

The Ziegler brothers are members of the Boys Swim team, inspired, in part, by their father.

“My dad was a swimmer in high school, so that definitely influenced me and my brothers as well,” Jack said. “He was definitely happy that I became a swimmer.”

While the brothers now practice and compete together, they find their

relationship has, if anything, simply become more supportive.

“It is about the same,” Adam said. “We cheer for each other.”

The Ziegler brothers agree supporting each other is more important than winning.

“It’s more about cheering each other on than being rivals,” Jack said.

Come time for a meet, the brothers calm their nerves and only focus on one thing: going as fast as possible. However, once in the water, they find that everything else melts away.

“I just try to go as hard as I can without stopping,” Carson said. “It’s pretty quick once you’re in. There’s not much thinking when you’re in the water.”

Realizing the rarity of their situation, the brothers are taking advantage of their time on the team together while it lasts.

“Not a lot of people probably get to do [be teammates with their brothers],” Jack said. “I’m grateful that I get to experience it.”

11

Sports 6 February 2015

Band of Sisters Team chemistry drives

girls basketball team’s success

O

Written by Ryan Liston

n the bus to an away game, members of the varsity girls basketball team listen to music and joke around with teammates of all grade levels, a scene which is a stark contrast to the attitude of last year’s players.

Starting off the season 7-0 for the first time in school history, Coach Bryan Duncan and his players attribute much of their success to strong team chemistry. “... There’s been just a little different air to this group,” Duncan said. “They just seem to find the right mix of having fun and really competing hard, and I think that leads to success.”

Senior Morgan Gantz and sophomore Madison Piper believe

that cliques broke up the varsity team last year and damaged the camaraderie.

“This year, it doesn’t matter if you’re a freshman or senior,” Gantz said. “Whatever age you are, everyone can always talk to each other.”

Freshman Cameryn Thomas didn’t know how the season would play out because of the diversity of player styles.

“We have such a different team, such different players and player types, so I wasn’t sure how the season was going to go,” Thomas said. “But I felt like, before the season started, we all knew each other really well, and we were ... a great, cohesive group.”

After their impressive early

Waiting for the game to begin, members of the varsity girls basketball team chat with one another. Coach Bryan Duncan believes the team’s chemistry is driving them in the right direction. “They just seem to find the right mix of having fun and really competing hard, and I think that leads to success,” Duncan said.

Photo by Mary Brady

season performances, the team struggled against an aggressive Leavenworth in a 30-60 loss, making the Firebirds 7-1. Duncan, however, believes the girls needed to lose in order to get better.

“We talked a lot last night about, ‘Okay, we got that loss out of the way; we got beat,’” Duncan said. “‘Tomorrow in practice, we’ve got to regain that same style we’ve had all year, and we’ll be fine.’ And that’s the key, you know, can you do [well] in good times and in bad?”

Instead of getting disheartened by the loss, the team got serious about preparing for the rest of the season.

“At practice yesterday, we definitely pushed ourselves more than usual because we wanted to

vs. vs. vs. vs. vs. vs. vs. vs. vs. vs. vs. vs. vs.

Topeka 44 Central Academy 29 Mill Valley 40 Lansing 51 Lawrence High 47 S. M. East 44 Olathe North 29 Leavenworth 40 Olathe Northwest 51 Topeka West 19 Hutchinson 35 Wichita Heights 44 Schlagle 48

Wins Losses

learn how important all of those little mistakes were,” Gantz said. “... It kind of reminds us, ‘Hey, we still have to try, we’re not just gonna beat anybody just because we’re talented.’”

Thomas said the girls wanted to “come back and try [to] win as a team,” and they did just that. Three days after the Leavenworth game, the Firebirds edged out Olathe Northwest, 63-59, making them 8-1.

The display validated Duncan’s belief that the girls would rebound and use their tight teamwork to their advantage.

“We’re a team; we’re working as a team,” Piper said.

At the time this paper went to press, the Lady Firebirds were 11-2.

Upcoming Games

Lady Firebirds’ Stats

FS 61 FS 49 FS 42 FS 59 FS 59 FS 54 FS 63 FS 30 FS 63 FS 58 FS 34 FS 48 FS 65

page by Darian Koenig

Feb. 6

S. M. Northwest

5:30pm

Feb. 10

S. M. North

5:30pm

Feb. 13

Olathe South

5:30pm

Feb. 17

S. M. South

5:30pm

Feb. 20

Olathe East

5:30pm

Feb. 24

S. M. West

5:30pm

Feb. 27

Lawrence High

5:30pm

Key

2013-2014 Loss

Home Game

12

13

Feature

Feature page by Drake Riner

6 February 2015

6 February 2015

page by Drake Riner

Percent of Undergraduates Who Receive Job Offers after Leaving College Source: Bloomberg Businessweek

80

Female

70

Male

60 50 40 30

Freshmen Flip-flop Single-gender English 9 classes result in ACLU intervention Written by Kyra Haas and Maddie Birchfield

W

coeducational. hen freshman Aidan Dietz The ACLU cited Title IX, United entered their seventh hour States v. Virginia and guidelines English 9 classroom on the issued by the Department of first day of second semester, they were Education’s Office of Civil Rights as met with confused stares from their reasons for the classmates. request.

“At first people While were looking at me Dietz identifies like, ‘What the heck with both the is wrong? There’s a male and female chick in our class,’” genders, they Dietz said. “But they asked their just kind of rolled counselor to be with it.” in the all-male This English class and prefer 9 class was one of it to the current freshman Aidan Dietz three single-gender coeducational classes offered arrangement. briefly at the start “I felt kinda less like I was being of January, two all-male and one alljudged [in the single-gender class],” female. After the Kansas American Dietz said. “… Not all girls, but some Civil Liberties Union (ACLU) sent a can just be really snobby and rude— letter to Superintendent Dr. Rick Doll just like guys can be snobby and rude, questioning the legality of dividing but they don’t make you feel really students by gender and requesting insecure about it.” such division be discontinued, In their letter, the ACLU noted the classes were rearranged to be that in order to provide a single-gender

... guys can be “snobby and rude, but they don’t make you feel really insecure about it.

-

“

class, under Department of Education regulations, participation must be voluntary and with parental consent.

While students in the classes were not told about the single-gender arrangement before the semester began, Dietz learned of it when, in December, they noticed a difference in their second semester schedule.

The classes, which were not a district-wide initiative, sought to help freshman students excel in the English classroom by cutting out the distraction the administration believed the opposite gender might have.

In an interview on Jan. 5, a day before classes resumed for second semester, Principal Ed West noted his research and prior experience showed both genders could benefit from singlegender classes, although girls would benefit more.

West also cited interest differences between genders as reason for the split. “… The types of things that students are interested in are more gender-specific than what we might

20 10 The administration decided to divide two freshman English classes into three single-gender hours; two male classes, and one female class. In January, the ACLU questioned the change, and the classes soon returned to being coeducational. “It [was] kind of different, I know that, but it [was] fun because it [was] with my friends and everything.” freshman Tanner Cobb said.

Photo by Mary Brady

think,” West said. “Whether it be long novels, fiction, nonfiction, short stories, those types of things, as well as just the level of conversation that you can have is different between males and females.”

Because the idea originated at the school level, Doll had no prior knowledge of the single-gendered classes before he received the ACLU’s request.

“That was an initiative that was specific to Free State, kind of a neat idea, but no, I didn’t know about it,” Doll said. “I got to know about it after we received a complaint.”

Although counselors began rearranging schedules to create coeducational ACLU classes after the release of the ACLU’s letter, many of the male students involved, including freshman Avant Edwards, agree that the single-gender setting was a good

experience.

“I prefer all boys, probably because we just do boy stuff in the class, instead of having to worry about the girls being there,” Edwards said.

Research, however, appears to show no advantage to a single-gender set up. In their letter, the ACLU cited a meta-analysis of over 1.6 million students conducted by the American Psychological Association, which “showed that, when proper controls are used, there are no benefits to single-sex education.”

Without the presence of females in the classroom, content was taught with examples focused on topics specific to helping the boys connect with what they were learning.

Edwards described the class as more physical, noting an activity where students went around the classroom to posters and wrote down people, places or things that deserved respect.

Dietz also felt that the class

...there are “ no benefits

to single-sex education.

-

“

0 ries a ent fits re ing ate sing edi ust ank lth Ca eal Est overnm onpro dverti t/M d B n n t I N a e n l A R G e Al He nm stm rtai Inve Ente was more active than their previous English classes.

“Mr. (Brandon) Wolak would choose things that were more what a lot of guys are in to,” Dietz said.

“Like, talking about football and stuff, but in an English context.”

Freshman Gage Collins preferred the all-boys class because he felt more focused there than he did in his coeducational classes.

“I don’t get distracted,” Collins said.

With the hasty shifting of students, some freshmen cited the newly coeducational classes as “quieter,” and most said they preferred the prior arrangement.

Dietz, however, is indifferent.

“I just, I mean, I really don’t care,” Dietz said. “It’s more about the people than the gender. Like, I like people’s personalities, and some personalities I don’t like. It’s not like it’s specific to male and female.”

“I actually think it’s a really bad idea because, I assume it’s based on some gender issue thing, if we don’t have all issues on the table at once then we can’t fix any of them to a level that will satisfy anyone for a long-term basis.”

- sophomore David Parscale

“

What do you think of singlegender classrooms?

“

“Obviously, since it’s illegal, it shouldn’t be happening. It’s not really fair to have certain people in a certain group. It doesn’t matter what gender they are.”

- junior Morgan Fowle

12

13

Feature

Feature page by Drake Riner

6 February 2015

6 February 2015

page by Drake Riner

Percent of Undergraduates Who Receive Job Offers after Leaving College Source: Bloomberg Businessweek

80

Female

70

Male

60 50 40 30

Freshmen Flip-flop Single-gender English 9 classes result in ACLU intervention Written by Kyra Haas and Maddie Birchfield

W

coeducational. hen freshman Aidan Dietz The ACLU cited Title IX, United entered their seventh hour States v. Virginia and guidelines English 9 classroom on the issued by the Department of first day of second semester, they were Education’s Office of Civil Rights as met with confused stares from their reasons for the classmates. request.

“At first people While were looking at me Dietz identifies like, ‘What the heck with both the is wrong? There’s a male and female chick in our class,’” genders, they Dietz said. “But they asked their just kind of rolled counselor to be with it.” in the all-male This English class and prefer 9 class was one of it to the current freshman Aidan Dietz three single-gender coeducational classes offered arrangement. briefly at the start “I felt kinda less like I was being of January, two all-male and one alljudged [in the single-gender class],” female. After the Kansas American Dietz said. “… Not all girls, but some Civil Liberties Union (ACLU) sent a can just be really snobby and rude— letter to Superintendent Dr. Rick Doll just like guys can be snobby and rude, questioning the legality of dividing but they don’t make you feel really students by gender and requesting insecure about it.” such division be discontinued, In their letter, the ACLU noted the classes were rearranged to be that in order to provide a single-gender

... guys can be “snobby and rude, but they don’t make you feel really insecure about it.

-

“

class, under Department of Education regulations, participation must be voluntary and with parental consent.

While students in the classes were not told about the single-gender arrangement before the semester began, Dietz learned of it when, in December, they noticed a difference in their second semester schedule.

The classes, which were not a district-wide initiative, sought to help freshman students excel in the English classroom by cutting out the distraction the administration believed the opposite gender might have.

In an interview on Jan. 5, a day before classes resumed for second semester, Principal Ed West noted his research and prior experience showed both genders could benefit from singlegender classes, although girls would benefit more.

West also cited interest differences between genders as reason for the split. “… The types of things that students are interested in are more gender-specific than what we might

20 10 The administration decided to divide two freshman English classes into three single-gender hours; two male classes, and one female class. In January, the ACLU questioned the change, and the classes soon returned to being coeducational. “It [was] kind of different, I know that, but it [was] fun because it [was] with my friends and everything.” freshman Tanner Cobb said.

Photo by Mary Brady

think,” West said. “Whether it be long novels, fiction, nonfiction, short stories, those types of things, as well as just the level of conversation that you can have is different between males and females.”

Because the idea originated at the school level, Doll had no prior knowledge of the single-gendered classes before he received the ACLU’s request.

“That was an initiative that was specific to Free State, kind of a neat idea, but no, I didn’t know about it,” Doll said. “I got to know about it after we received a complaint.”

Although counselors began rearranging schedules to create coeducational ACLU classes after the release of the ACLU’s letter, many of the male students involved, including freshman Avant Edwards, agree that the single-gender setting was a good

experience.

“I prefer all boys, probably because we just do boy stuff in the class, instead of having to worry about the girls being there,” Edwards said.

Research, however, appears to show no advantage to a single-gender set up. In their letter, the ACLU cited a meta-analysis of over 1.6 million students conducted by the American Psychological Association, which “showed that, when proper controls are used, there are no benefits to single-sex education.”

Without the presence of females in the classroom, content was taught with examples focused on topics specific to helping the boys connect with what they were learning.

Edwards described the class as more physical, noting an activity where students went around the classroom to posters and wrote down people, places or things that deserved respect.

Dietz also felt that the class

...there are “ no benefits

to single-sex education.

-

“

0 ries a ent fits re ing ate sing edi ust ank lth Ca eal Est overnm onpro dverti t/M d B n n t I N a e n l A R G e Al He nm stm rtai Inve Ente was more active than their previous English classes.

“Mr. (Brandon) Wolak would choose things that were more what a lot of guys are in to,” Dietz said.

“Like, talking about football and stuff, but in an English context.”

Freshman Gage Collins preferred the all-boys class because he felt more focused there than he did in his coeducational classes.

“I don’t get distracted,” Collins said.

With the hasty shifting of students, some freshmen cited the newly coeducational classes as “quieter,” and most said they preferred the prior arrangement.

Dietz, however, is indifferent.

“I just, I mean, I really don’t care,” Dietz said. “It’s more about the people than the gender. Like, I like people’s personalities, and some personalities I don’t like. It’s not like it’s specific to male and female.”

“I actually think it’s a really bad idea because, I assume it’s based on some gender issue thing, if we don’t have all issues on the table at once then we can’t fix any of them to a level that will satisfy anyone for a long-term basis.”

- sophomore David Parscale

“

What do you think of singlegender classrooms?

“

“Obviously, since it’s illegal, it shouldn’t be happening. It’s not really fair to have certain people in a certain group. It doesn’t matter what gender they are.”

- junior Morgan Fowle

14

Feature

page by Drake Riner and Darian Koenig

6 February 2015

Ambassadors LEAP Forward Male students, community leaders partner in pilot program Written by Fiona McAllister and Kyra Haas

Speaking to a room of male students and comunity leaders, assistant principal Keith Jones begins the Ambassador program’s first formal meeting. Students discussed their school performance and involvement with their assigned mentors.

Photo by Mary Brady

nine through 12 were chosen as “ambassadors” to be mentored by male Lawrence community leaders.

Jones took recommendations from counselors to decide which students would represent Free State.

Students and their mentors will meet five times during the year over lunch. The first meeting started in the library s sophclassroom with omore a lunch provided Diallo

by Free State on Jan. 28.

Jackson walked Afterwards, the down the hall to the office with students gave a pass from tours to their assistant princimentors.

Jones pal Keith Jones hopes, through in his hand, Jackson worried the Ambassador he might be in Jane Rock, LEAP committee program, the school’s trouble. member Before partnership with local businesses and the students’ winter break, Jackson and 14 other Free State male students networking abilities can be enhanced.

“One, I want to strengthen were selected to be a part of the Ambassador program, a pilot program the partnerships with our business created by the Free State Lawrence communities, and two, get more males involved in our programs, Education Achievement Partners and three to get some of the kids to (LEAP) and Jones. develop their leadership skills and Male students of all races to get something from the partners,” and academic status from grades

Editor’s Note: On Jan. 29, the American Civil Liberties Union sent a letter to Superintendent Dr. Rick Doll asking for Free State to suspend the Ambassador program and asserting the program violates Title IX. At the time this publication went to press, no other information was available. For updates, go to fsfreepressonline.com.

A

I don’t think “you would find many males to come in and mentor a teenage girl.

-

“

Jones said.

He also sees the community leaders playing a role in the classroom. Eventually Jones would like to see these leaders become guest speakers in Free State’s classes.

Superintendent Dr. Rick Doll, one of the Ambassador mentors, views the program as a high school version of Big Brothers, Big Sisters, a non-profit organization that pairs adult mentors with children in need of a role model.

“I think the ambassadors or the mentors ought to be somebody that a student can talk to,” Doll said.

Doll hopes mentors can help students with “navigating the system.”

Jackson agrees that he and some of the other boys in the program may need some help maneuvering life in high school.

“We tend to do silly things that get us in trouble,” Jackson said.

A concern has been raised that the program does not include females.

According to LEAP committee member Jane Rock, the decision to have male-only mentors was partially based on the assumed preference of the community leaders.

“I don’t think you would find many males to come in and mentor a teenage girl,” Rock said. “I think it might be a little easier for [a] male to talk [to a] male than a female to a male. They didn’t even check [whether there were females available] because their goal was to do it with males.”

Jones felt the school would benefit the most from male mentors because he said most of the faculty is female.

“Only a third of them (faculty members) are male,” Jones said. “Just having a male presence here makes a big difference.”

While the Ambassador program is currently only for males, Jones thinks it could open up to females in the future.

“This is a pilot program and will continue to grow as we look to enhance the program by reaching out to more Free State students and business [and] community partners,” Jones said.

Doll believes another reason the program is focused on males centers around discrepancies between male and female graduation rates in recent years.

15

Feature 6 February 2015

page by Drake Riner and Darian Koenig

Left: Waiting for the meeting to begin, sophomore Drake Calub talks with Calvin McConnell, assistant director of freshman recruitment at the University of Kansas. The lunch meeting took place on Jan. 28 in the library classroom and the Commons. “[The program] is a great way to expand [our] varieties on what [we] want to do in the future,” Calub said.

Right: During a lunch meeting for the Ambassador program, sophomore Arlo March talks with Colby Wilson, director of the Lawrence Boys and Girls Club. The program partners adolescent boys with community businessmen to discuss future career paths. “[The program] is definitely a learning experience for [students],” March said. “It’s just cool to interact with adults.”

Photos by Mary Brady

According to numbers gathered by Terry McEwen, director of assessment and research instructional resources for the district, 95.3 percent of female students graduated while just 88.2 percent of males graduated in 2014.

When the numbers were divided by race and gender, the difference between the number of male and female graduates was most distinct with a 23.1 percent gap between African-American males and females. While 97 percent of African-American females graduated in 2014, only 74.1 percent of African-American males did.

“We can celebrate a 93 percent [overall] graduation rate, which is up a lot from five or six years ago,” Doll said. “... Then you redouble your efforts to try to take the data you have and solve the next piece of that puzzle. The puzzle for us continues to be race, and the puzzle for us continues to be gender.”

At their Jan. 26 meeting, school board members were presented with this information.

“I was previously aware that females are going to on to postsecondary educational institutions at higher rates than males, so it wasn’t extremely surprising that graduation rates mirrored this trend,” said Vanessa Sanburn, school board vice president. “I was most surprised by the discrepancy between black males and females—it really illustrates our need to examine and tailor our equity efforts to address this gender gap.”

School board President Shannon Kimball noted that along with initiatives like the

Ambassador program, blended learning programs could assist in closing the gender gap at earlier ages.

“I think we need to be looking at what we are doing in middle school and even at elementary school,” Kimball said. “Students don’t decide suddenly as ninth or 10th graders to drop out of high school.”

Kimball also mentioned the importance of reaching out to all genders and races instead of solely focusing on one group.

While male graduation rates lag behind, some female students struggle as well.

“Historically women fall off pretty significantly in math and science starting around eighth grade,” said Katie Batza, assistant professor at the University of Kansas Department of Women, Gender and Sexuality Studies.

Kimball and Sanburn both expressed a desire for females to be included in future initiatives and in the Ambassador program.

“If there are female students interested in the program who have been turned away, I would suggest we look for opportunities to meet their needs,” Sanburn said.

For Jackson, he hopes his ambassadorship leads him in a better direction.

“I look at it like it’s a blessing for me and an opportunity to keep me on the right path,” Jackson said. “I don’t want to be just some guy, 21, living with my parents.”

Junior Donovan Young and sophomore Arlo March, students selected to be in the Ambassador Program, get to know their business partners before the start of the program’s second meeting. The students were selected based on counselor recommendations. Photo by Mary Brady

Lawrence graduation rates by gender *Source: BOE report

2013-14 Males

Females Gender Variance over 5 years (% difference range)

88.3%

White

74.1

Black

90.1

Hispanic

100

Asian

85.7

Native

95% 3 - 7.4%

97 11.8 - 22.9%

90.1 0 - 38.7%

100 0 - 30%

94 4.4 - 28.8%

16

Profiles page by Caylee Irving

6 February 2015

We Can Do It! New Young Feminists’ Club aims to create safe space for discussion, action Written by Lauren Brittain

Photo by Sam Goodwin

it. I wanted it to be a safe spot where people could have their voices heard, and if something happens in the school, we could try to do something about it.”

In an attempt to limit unproductive conversation about injustice toward women, Clark plans to include guest speakers, volunteer opportunities and group presentations to generate more involved discussion.

Club sponsor Hilary Morton pointed out that speakers of National Organization of Women, GaDuGi SafeCenter and Willow Domestic Violence Center hold great insight into the lives of women. In the future, the Young Feminists’ Club hopes to volunteer for these organizations.

“Ms. Morton and I both agree that we don’t want this club to be, ‘Come sit for an hour and complain about men and the patriarchy,’” Clark said.

Senior Olivia Embrey plans to be active in the club and agrees all types of members should feel welcomed.

“We want feminists who already have strong beliefs and want to be a part of this club completely, and we also want young people who are trying it out, who don’t know what it’s about [and] want to

learn and see if this is for them,” Embrey said.

Senior Paige Soukup, another participant, reiterated Embry’s sentiment, adding that she hoped the club would cater to all genders.

“I’m kind of excited to get some guys involved,” Soukup said.

Clark was exposed to Lawrence High’s Young Feminists’ Club at a summit for NOW, and hearing of their success urged her to start a similar group at Free State.

Before meetings started in - senior Olivia January, the yearbook’s Club Photo Day took place in December. Future Young Feminists’ Club members attracted over 50 students through social media and word-of-mouth to be in their photo.

Clark hopes to bring students together to tackle issues such as the lack of a sexual harassment procedure in the student handbook and the casual hallway use of words like “gay” and “slut” as insults.

“I’m just most excited to get all different kinds of people together for one goal, and I’m excited to make some positive impacts at this school,” Clark said.

Embrey finds while views of feminism may be misconceived, the movement still holds a place for everyone.

“A lot of people don’t know what it is or why we still need it and why the era for feminism isn’t over Embrey yet,” Embrey said. “It’s about protecting people and liberating those whose voices aren’t being heard. To bring that to Free State, bring awareness— that’s really important.”

A lot of people “don’t know what

it is or why we still need it and why the era for feminism isn’t over yet.

“

W

hen senior Kayla Clark began writing the constitution for Free State’s Young Feminists’ Club, she remembered the girl in her American Literature class. Caught in an unplanned speech for gender equality, this girl looked around waiting for her peers to back her up. She kept looking. No one said anything.

“I know some people talk about it in class and get weird looks and stuff,” Clark said.

‘It’ may have been met with strange looks, eye rolls or misunderstanding in Clark’s class. However, in the Young Feminists’ Club, ‘it,’ is feminism, and Clark hopes to provide students with a safe place for discussion and action relating to this movement.

Meetings for the Young Feminists’ Club are held from 6-7 p.m. on Mondays in the choir room, Room 153.

“We need this club because people here are feminists,” Clark said. “People will talk about feminism, but when they talk about it, … it’s not gonna go anywhere. It’s not organized. It may not even be a safe place for them to talk about

Club members freshmen Hanna Koontz and Juna Murao discuss feminism in the library. Young Feminists’ Club had its first meeting Jan. 26. “I’m very excited and think it will be something good for the school,” Murao said.

Profiles

From the Classroom to the Field

6 February 2015

Ashley Frankian doubles as paraprofessional and athletic trainer written by Maame Britwum

What do you do as an athletic trainer/para?

“As a para, I work in the Autism classroom, and it’s low-functioning Autism. And so, we have four students, and there are four paras so we’re one-on-one. So every class hour of the day we work individually with one of the students. And they have a normal schedule like every other high school student does. So, we either go to classes with them if they’re in general ed classes, or we do stuff in our classroom if they don’t have a class that hour to work on life skills and teaching them how to do stuff on their own. And as the athletic trainer, I cover all Free State sports, practices and games, and I cover games for varsity home sports and also away football varsity.”

Have you or do you still play any sports?

“I played basketball and volleyball in high school. All of college I played intramural basketball at KU and soccer at KU. And now I play recreational volleyball.”

What made you want to become a para and an athletic trainer?

“I went to college for athletic training. I broke my ankle in high school and had surgery, and I thought that what my athletic trainer did was pretty cool. And so, that got me interested in the field. I graduated from KU with an Athletic Training degree, and then I got the job here at Free State, but it’s only part-time so I needed something else to do. And being a para (paraprofessional) interests me and my mom was a special education teacher, so I always thought that was pretty cool.”

What do you like most about Free State?

“I like how Free State seems like a family atmosphere. That you [can] walk down the hallway, and you see another staff member and ... they say hi and that kind of stuff. I just feel supported by the people that work above me; I don’t feel like intimidated by them.”

What’s the best part about being an athletic trainer and as a para?

“The best part of being a para is when you see one of your students succeed on a task that you’ve been working on with them for a long time. A big part of the stuff that we do in our classroom is working on independence and getting them to do stuff by themselves. And so once you finally get them to be independent in something, it’s pretty cool to watch them succeed.

In athletic training, the best part of that job is [not only] building relationships with the athletes but also the same thing with if a kid was injured with a serious injury, [then] you kind of help with rehab and get them back to playing and seeing them play in a game is pretty cool.”

W

hile some students outside of the sports’ realm may not know Ashley Frankian, her influence goes beyond helping rehabilitate athletes.

Frankian is an Autism paraprofessional during the day and the athletic trainer after school

at practices and varsity events. After studying Athletic Training at KU, Frankian was hired at Free State right after graduation.

“I broke my ankle in high school and had surgery, and I thought that what my athletic trainer did was pretty cool, and so that got me interesting in the field,” Frankian said.

To read the full profile about Frankian, go to fsfreepressonline.com

page by Caylee Irving

17

18

Profiles page by Caylee Irving

6 February 2015

Bird’s Word

? d r o W hose

W

What do you think of single-gender classrooms?

“I think it’s pretty dumb to separate the genders. I don’t see what that would have to do with education, or how that would improve or change it.”

- sophomore Anthony Felix

“I don’t think they’re a good idea, even if they work a little bit better.”

- senior Wynn Feddema

“I think that having single-gender classes can be effective but not effective, but I think it’s a good idea.”

- freshman Samantha Deitz

“They’re making it seem like girls and boys should be separate when a girl can do anything a guy can do and a guy can do anything a girl can do—except have kids.

And we’re not learning how to have kids; so therefore, we should be able to have different sexes in the same classroom.”

- sophomore Lanice Brown

How much do you think AP teachers should teach based off the AP Exam?

“Half-and-half. I believe that they should focus more about teaching the curriculum itself, like teaching them how to do it, rather than just being like they’re just going to teach what’s on the AP Test because then you’re just learning what’s on the test itself and not learning the material.”

- senior Parkin Srisutiva

“I think they should at least ... not specifically say everything that’s going to be on it, but cover the basics.”

- sophomore Payton Gannaway “A lot. That’s pretty much the only reason you take an AP class is to take the exam.”

- junior Jared Jegen “Pretty much all the time.

It should be based off the AP test.”

- senior Shirley Rao

“I think there should be a combination of both because I think you need to know what goes on the AP test, but, at the same time, I trust the teacher to know what I need to know since I’m taking this class.”

- junior Nikki Myers “I think that AP teachers should teach about the test because the test and stuff is what’s going to go on your transcript.”

- freshman Quincy Beeler

Graphics 6 February 2015

page by Kristina Foster

New Inclimate Weather Procedures

19

Courtesy of USD 497

What happens How is a Two-Hour Who makes the How do I find out if the weather Delayed Start about schedule decision?

Parents may choose to worsens during the Managed? changes? keep their children home If a two-hour delay is The districts sends autoschool day? for health and safety Make sure the school has current emergency contact information.

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When it is necessary to dismiss children early during a regular school day, the district will contact parents and area media outliets.

If weather conditions worsen and school remain open, parents may choose to pick up their children early after informing school staff.

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issued, buses will pick up students at their regular bus stop two hours after their regularly scheduled time.

Schools open two hours after their regularly scheduled start time.

Any before school care, practices, activities or zero-hour classes will be cancelled.

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Notify your child’s school of this decision.

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A cold breakfast will be served two-hours later than your school’s regularly scheduled serving time.

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The superintendent confers with other administrators and the district’s transportation provider and makes school schedule decisions based upon safety, current weather conditions, forecasts and the condition of roads, sidewalks and school parking lots.

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School lunch will be available as usual and school dismissal times remain the same.

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Teachers and staff will not be on duty until 15 minutes before school begins.

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When will school schedule changes be announced?

The district will make announcments by 10 p.m. the preceding night, or by 6 a.m.

If no announcement is made, school is in session.

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Local media also make frequent announcements.

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Please Note School schedule changes do not apply to Lawrence Virtual Schools.

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School employees with 12 month contracts report to Lawrence their School District building for duty.

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A delayed start may allow temperatures to warm, storms to pass, morning fog to lift and/or roads, sidewalks and parking lots to be cleared.

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The District Office is open and staffed.

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Who’s on duty when schools are closed?

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mated phone and email messages to staff and parents.

Call (785) 832-5000 or go to www.usd497.org Lawrence School District

reasons.

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4821 W. 6th St. Phone: (785) 841-5252

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Reviews 6 February 2015

21

page by Lane Weis and Kristina Foster

‘The Wind Rises’

Director Hayao Miyazaki blows viewers away Written by Juliana Hill

W

hen I was a child, I obsessed over every film Studio Ghibli released. I still have fond memories of watching them after school on a rainy days and less fond ones of having nightmares that my own parents would turn into pigs, “Spirited Away” style.

When I learned “The Wind Rises” would be Hayao Miyazaki’s final movie before retirement, I wondered if his movies had changed in quality after his many years as a director. I was pleased to find that “The Wind Rises” is just as enjoyable as his past works.

“The Wind Rises” follows Jiro Horikoshi through his life as an aviation engineer. The film starts with Jiro’s childhood and follows his life as a young man working on engineering projects.

While many of Miyazaki’s past films take place in outlandish fantasy worlds, “The Wind Rises” deals with the realistic horrors of poverty, illness and war. Set during World War II and the Great Depression, the film shows how tragedy affected many.

Other Hayao Miyazaki films Source: Wikipedia

Overall, “The Wind Rises” exemplifies stunning animation, complex characters and interesting plots, all for which Miyazaki is famous.

The animators take you from a beautiful dream world to a war-torn wasteland. The sometimes eccentric but compassionate personalities of the main characters, Jiro and his lover, Naoko, make them relatable.

Miyazaki also shows his characteristic ability to invoke the watcher’s emotions. As Nakao contracts tuberculosis and deteriorates, Jiro becomes more respected as an engineer, which prompts a deep sense of injustice.

An otherwise gorgeous film, sometimes “The Wind Rises” moves slower than Miyazaki’s past films. Viewers may be impatient and want it to “get to the point” faster, but it is worth the wait in the end. Though I wouldn’t say it beats out “Spirited Away” or “Howl’s Moving Castle” as my favorite Miyazaki films, “The Wind Rises”stays true to his known and revered characteristics.

Spirited Away Released: July 20, 2001 Gross Box Office: $330,000,000

Kiki’s Delivery Service

Released: July 29, 1989 Gross Box Office: $18,000,000

photo public domain

‘Selfie’ on a Stick

Reporter reviews recent trend Written by Evan Frook

T

he holiday season saw a rise in the popularity of many gadgets, from current cult classics, to now laughable fads. This season’s most widespread was the “selfie stick,” which has drawn mixed reviews.

The concept of the selfie stick is to extend one’s arm artificially for pictures of oneself, or “selfies,” via a pole or monopod, with a fixture at the end to hold an iPhone, GoPro or other photography device.

In business, sales rule, and the selfie stick is indeed selling, with huge profits at Christmas and widespread use during New Year’s festivities.

“Regardless of the reason, the trend is very real,” Buzzfeed reporter Charlie Warzel wrote in a recent article.

Users are divided on the practicality of selfie sticks. Some reviews call them useless frivolities that extend your arm with a steel rod for no real reason. Others say they better create opportunities Freshman Haley Finstad captures a photo of her AVID class using the SelfieStick. SelfieSticks have become more popular since the summer of 2014.

“I enjoyed being able to fit all my friends into one photo with me,” Finstad explains. “With the SelfieStick I can see the bigger picture.”

Photo by Jessica Merritt

for both fun pictures with friends and interesting angles on artful shots than one could take otherwise.

“Once I finally shook off my feelings of selfconsciousness, I found that the [selfie sticks] were a lot of fun to work with, and they definitely helped me capture several great selfie and group shots,” wrote Kate Kilner, photographer and product reviewer for Explora.com.

On the other hand, Chris Thomas, product reviewer for Reviewed.com, features the selfie stick in his article titled “Don’t Buy These Camera Accessories.”

“Aside from the existential sadness of using a stick to replace a human friend, holding your camera out on a stick will render even the most amazing stabilization completely ineffective,” Thomas writes. “… If you’re really that vain, you’d be better off using the timer function and something to set the camera on.”

Though the selfie stick became an instant sensation, monopods have existed for a long time.

As a tool for serious photographers, I encourage the implement. As for its marketed use as an armextender, I’m much less keen.

22

February

A&E page by Lane Weis

6 February 2015

concert schedule Written by Juliana Hill

Feb. 7 Granada Theater Lawrence, Kan. 7 p.m. $20 advance, $23 day of concert

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August Burns Red photo by Derrick Austinson

Christian metal-core band August Burns Red will be at the Granada on Feb. 7. They are best known for their songs “Meddler” and “Beauty in

Tragedy.” Members of the band include lead vocalist Jake Luhrs, JB Brubaker, Dustin Davidson, Brent Rambler and Matt Griener.

Feb. 13 Ameristar Casino & Hotel Kansas City, Mo. 8 p.m. $45-65

The Beach Boys

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American rock singer-songwriter John Mellencamp will play at the Midland on Valentine’s Day. He is famous for his 1982 hit “Jack and Diane,” along with singles like “Hurts So Good” and “Cherry Bomb.” Some

Feb. 14 7:30 p.m.

Midland Theater Kansas City, Mo. $42.50-118.50

The Beach Boys, a popular band from the 1960s and 70s, will play their rock and pop music at Ameristar Casino and Hotel in Kansas City, Mo. Founded in 1961 by Dennis, Carl and Brian Wilson, along with Mike Love and Al Jardine, the band currently includes vocalist Brian Wilson,

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photo public domain

percussionist and saxophonist Mike Love, rhythm guitarist Al Jardine, lead guitarist David Marks and keyboardist Bruce Johnston. They are best known for their album “Pet Sounds” and songs “Good Vibrations” and “I Get Around.”

John Mellencamp photo by Andrea Sartorati

of his accomplishments include selling 40 million albums worldwide, having the most No. 1 solo tracks on the Hot Mainstream Rock Tracks, 13 Grammy nominations and one Grammy Award.

Don’t see your favorites?

Tweet us @fsfreepress to let us know about upcoming concerts.

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Feb. 25 Independence Event Center Independence, Mo. Tickets start at $45 7:30 p.m.

Ariana Grande with Rixton

Ariana Grande, a pop singer of Nickelodeon fame, will begin her Honeymoon Tour in Independence, Mo. on Feb. 25. Her second concert tour, the Honeymoon Tour will promote her new album, “My Everything.” The

photo by Melissa Rose

singles currently released from this album include “Problem,” “Break Free” and “Love Me Harder.” British boy band Rixton will also be playing their pop and R&B music as guests.

Artists of the Month “Feelings from Spring” junior Eliot Eckersley

A&E 6 February 2015

page by Kristina Foster

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“Sanity of Color”

freshman Blake Nations

Junior Eliot Eckersley prefers taking pictures of small details and flowers, like in her photograph of a pink rose. Eckersley takes pictures as a hobby, not for a class, and had no inspiration for “Feelings from Spring.”

“It was taken in a garden in Kansas City,” Eckersley said. “It was a really pretty day, and the flowers were perfect.”

“Frayed”

freshman Elizabeth Mullins

“Worn and Weathered” senior Kristina Foster

Arts and Entertainment