18 minute read
Introducing inclusion
Introducing inclusion Committee creates equity lessons for senior advisory periods
By Elizabeth Payton
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Gathered in the dimly-lit auditorium, senior students watched a story of racial tension and resolution unfold, with the highs of the movie bringing some to insuppressible laughter and the lows bringing some to tears.
As part of a 10-day advisory lesson on equity and inclusion, students watched Remember the Titans, a movie depicting the aftermath of integration told through the perspective of a high school football team in the 1970s.
The advisory committee was tasked to determine how to best fill the first 10 senior advisory periods after winter break. During these advisory days, while underclassmen were enrolling for their next school year, seniors were left with the potential for a comprehensive, multiday lesson.
Shannon Le Grand, advisory committee member and senior advisory teacher, drew inspiration from the equity training Winnetonka staff have received and created the lesson plan, which included her choice of this movie.
“I feel like a story has power,” Le Grand said. “I have used movies before to teach different concepts and… have the characters do the “talking”. It causes students to identify with different characters and then they are willing to talk more about different issues going on.” The lessons had students focus on three main points: reflecting on their own and peers’ identities, microaggressions and recognizing implicit and explicit biases.
As part of the decision to implement these lessons, the committee and principal Dr. Eric Johnson concluded seniors were “ready to talk about it [equity and inclusion],” Le Grand also stated. “We really left it in the hands of the advisory teachers to determine how deep they wanted to take the lessons,” Le Grand said. “We knew going into it that some kids were going to talk about it and some kids were going to be quiet. My feeling though is just being exposed to those ideas was worth it.”
A student survey concluded that not all advisory teachers presented the lesson as planned. However, one teacher who did in its entirety, Clay Masters, said he was “thankful that eventually... the conversations we [the class] started having in advisory felt natural.”
“I had students who are, traditionally in the past, pretty apprehensive to share that sort of information, they shared willingly,” Masters said. “Those who did engage it, they wholly engaged it and some of that transparency can be re
NEWS | 05 ters said the general lack of preparation impacted his ability to have meaningful discussions about specific activities.
“It felt like I was trying to drink out of a fire hose,” Masters said. “At that time in the semester, [there was] so much information coming at me at one time...; it was really hard for me to manage and deliver effectively. I didn’t feel like I did a very good job with the “Messages I Received” lesson [but] I think that can be a very powerful tool in the classroom, even given just a little bit of preparation.”
And as the lesson creator, Le Grand expressed that she felt there wasn’t enough time to finish the entire plan, especially the final assignment, in which students were to write a letter to someone who inspired or believed in them. “I don’t think a lot of classes got to that,” Le Grand said. “That was a finish
Key vocabulary terms relating to equity and inclusion: Equity is fair access to opportunity for all people, accounting for individual, institutional and societal barriers. Stereotypes are preconceived, over-generalized beliefs about a particular group of people; put upon members of the group as fixed expectations. OPPORTUNITY
Microaggressions are subtle or unintentional verbal, nonverbal and environmental messages that target groups of marginalized people. “You don’t look gay.”
deeming and beautiful.”
Overall, Masters said his class utilized the “Circles of Self” discussion the most. For this activity, students reflected on important aspects of their identity and discussed how they could feel both prideful and ashamed of these aspects.
Connecting the discussion to his prior knowledge of human behavior, Masters reflected: “It’s natural and normal for us, as human beings, to reference the world based on [our] own experience… That activity, “Circles of Self,” if we slow down and listen, it forces us to get into the space of listening to “the other” and… realize that there is more than one way to experience what is going on around you.”
However, Le Grand and Masters both identified flaws with the timing of the lessons. As an advisory teacher, Mas
ing piece that I really wanted for everyone because it was beyond just the racial conversation.”
With this being the pilot year for these lessons, if implemented in the future, Le Grand said it could be modified for the underclassmen as well.
“I believe it may be necessary to spend more time on vocabulary and give more examples of “microaggression” and other unfamiliar terms,” Le Grand said. “The activities for identity and the root of beliefs and bias are appropriate for underclassmen, but the teacher may need to unpack the ideas more thoroughly for them.”
Overall, conversations about equity and inclusion are becoming ubiquitous within the North Kansas City Schools District, with goals for all district students to engage with these concepts.
Red “Seas” the day
NKCSD cancels school for “Red Snow Day” after Chief’s win Super Bowl 2
1: Union Station celebrates the Super Bowl victory with Chiefs banners. Submitted photo. 2: Mayor Quinton Lucas runs in the streets during the Super Bowl parade holding a Chiefs flag on Feb. 5. Submitted photo. 3: Junior Alex Kisler keeps himself warm before seeing the parade on alongside the streets of Kansas City on Feb. 5. Submitted photo.
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By Ruth Estrada
On Feb. 2, 2020, 99.9 million viewers watched the biggest game of the year—the NFL Super Bowl. At 9:12 pm, quarterback Patrick Mahomes scored the winning touchdown of the 2020 Super Bowl with the rest of the Kansas City Chiefs football team. They brought home the Lombardi Trophy that night, exactly 50 years after their very first win in 1970. Patrick Mahomes was named Most Valuable Player (MVP) of Super Bowl 54, leading the Kansas City Chiefs to a 31-20 win over the San Francisco 49ers at Hard Rock Stadium in Florida.
“I watched the big game Sunday and had a very excited reaction to the Chiefs winning the Super Bowl,” stu
dent Isabel Velazquez said. “I am very sure that the Chiefs will win the next Super Bowl next year. [I’m] hoping next year they won’t let us down and make it all the way through the season and into the playoffs and onto another great Superbowl.”
The Chiefs season record was 11 wins, 2 losses and 1 tie. While it was not a perfect season, it was the perfect ending to years of waiting for a win, according to Winnetonka Activities Director, Jared Barge.
“I was not here 50 years ago when they first won the super bowl,” Barge said. “I would’ve been negative eightyears-old in 1969. I had my first helmet and jersey at age two. I grew up in the era when … the Chiefs weren’t very good… but I still loved the Chiefs. In the 1990’s we were really good but could never make it to the Super Bowl… I’ve been a lifelong Chiefs fan.” One Tonka family, Gina and Matt Klein, were very excited when the team won.
“I ran out of the house and screamed,” Gina said. They also have faith in our champions of winning the next Superbowl. “It could happen. They have a good team. ”
On Feb. 5, 2020, Kansas City held a parade to celebrate the historic win. The North Kansas City School District canceled school for that day calling it a “red snow day”.
Winnetonka student, Matthew Hernandez said, “It was pretty amazing getting a day off just like when the Royals won the World Series.”
NEWS | 07 Recognizing excellence
By Anthony Gann and Elizabeth Payton
Caption caption caption Caption caption caption Caption caption caption Caption caption caption Caption caption caption Caption caption caption Caption caption caption Caption caption caption Caption caption caption A s he entered the main gym, greeted with cheering students, surprise confetti cannons and his very own drumline, Dr. Eric Johnson was announced as Missouri’s Principal of the Year on Feb. 10.
The Missouri Association of Secondary School Principals (MoASSP) selected Dr. Johnson for the award out of over 900 Missouri high school principals.
“Under Dr. Johnson’s leadership, Winnetonka became the first high school to be deemed an AVID National Demonstration Site in Missouri,” MoASSP wrote in their immediate release. “He has created a college-going culture where all students have the opportunity and are expected to succeed at their highest level. Additionally, Dr. Johnson has developed and facilitated diversity and social justice training in both Columbia and North Kansas City Schools.”
Johnson was announced as Winnetonka’s new principal in February 2017. Previously, he worked in Columbia Public Schools, where he served as an assistant principal from 2010-14 and then as head principal from 2014- 17.
At the surprise assembly, Superintendent Daniel Clemens reflected on when he realized Johnson was the
right choice for Winnetonka.
“A few short years ago when I met Dr. Johnson, he was principal of Columbia Hickman, and at that time I knew he was something special,” Clemens said. “It took- three, four, fivedifferent lunches and dinners with Denisha [his wife] and Dr. Johnson to finally ensure that he [was] going to come home to Kansas City and be the principal of Winnetonka. One of the best decisions we have ever had to make was to bring Dr. Johnson back home, to Winnetonka High School.”
After a series of guests announced Johnson’s accomplishments and gave their congratulations, Johnson gave a speech, recognizing the school as the source of his own excellence.
“This is not about me, y’all,” Johnson said. “This is about you guys. I just have the privilage and honor to serve this assignment at Winnetonka High School. I love this place like no other place and no one can tell me anything different. Y’all kids are the best kids in the state, the faculty [are] the best faculty in the state.” The assembly was followed by a few minutes for students and staff to take pictures with Johnson.
Senior Logan Murray said Johnson’s recognition and involvement in academic programs, such as the AP Cap
stone diploma option, helped him become a distinguished student.
“I’ve been able to recognize that not only are we appreciated by the principal, but we are also valued by the principal; we are not only just students walking around the building trying to get our education, but we are almost like a family,” Murray said. “He’s brought together many, many activities and clubs that previously wouldn’t really have much standing and created a helpful environment out of that.”
Murray was one of 16 KC Scholars traditional scholarship recipients at Winnetonka, which amounted to $800,000 in total for all 16 students, as well as an AVID student since his 6th-grade year.
Dr. Johnson will officially be presented with the award on March 30 during the annual MoASSP Spring Conference. He will represent Missouri for the 2020-21 National Association of Secondary Schools’ Principal of the Year program.
1974: Griffin drawing
1974: Girls volleyball game
1981: Family foods
1987: Love letters from students
A glance at the past
By Maria Bisby
Winnetonka has been standing strong for 50 years and continues to do so. Over the last 50 years Tonka has seen a lot change with a new track, new administration, and a new security system. It has been the home of families to learn and grow and Tonka has created a bond for families to share.
“There’s so many positive, amazing memories I have from Winnetonka,” Caitlin Jewet, current English teacher and former Tonka student, said. I think one of my favorites was getting a spirit bus my sophomore year of high school to cheer on the boys basketball team at sectionals. We traveled up north and we showed them what Tonka spirit was all about. Or any game night, dressing up in the theme and leading the cheers for the student section.”
Winnetonka for most students created a warm environment to come back too even after graduation. Generations of families have been Griffins and more to come. The last 50 years have created big achievements for the Griffin family. Dr.Johnson 1990’s: Dress code
winning principal of the year, new staff, and a new entrance are just a few things. Winnetonka has become something for all families to share and how it affected them.
“My mom liked it and tried to be involved where she could be,” freshman Drake Zion said. “I had the impression that Tonka was fun for both my sister and mom and they said I would like it and so far they are right.”
Families generations after generations have shared what it is like at Tonka. Favorite memories such as, football games, class clowns, and pep assemblies. There are so many things to be involved in. The Tonka experience is something that all families can share.
“I think it’s cool to have family members that have gone to Tonka you can kinda exchange your memories,” senior Kelsey Cowden said, “especially with my dad, it’s helped us grow closer- talking about what it was like to be in school in the 70s vs now.”
Things have changed over the years
here. The biggest change is the classes that come and go. From 1970 to 2020, things are so different. The class of 1970 crazed trends such as hair perms and funky pants. One of the biggest things they all share is Tonka pride. For 50 years Tonka has had its share of crazy dances, fun football games, and student growth. For many classes to come and go there is always one home they will never forget. Graphic by Owen Garoutte, (2019)
2002: Marching band
Leadership, Grillin’ Griffins, Key Club, African Student Union, Art Club, Coloring Club, Book Club, Healthy Living Club, Gold Medallion, Tea Club, DECA, Step Team, Louder than a Bomb, Scholar Bowl, Spanish Club, Quill and Scroll, Griffin Rites, FCCLA, Poetry Club, Odyssey Yearbook, RISE, We Dine Together, International Thespian Society, Boys Golf, Blacks Achieving Greatness, French Club, HOSA, Film and Literature Club, Gay-Straight Alliance, 48th Street Players, Griffinite Robotics, Book Club, Renaissance Mentors, Cap pies, Football Team, Pro-Start, Debate, Capstone Diploma, Tonka Talks, Student Council, Photography Club, TSA, Fellow Christian Athletes, N2Sports, Color Guard, Pride Band, Griffinettes, Basketball Team, Varsity Cheer, Girls Golf, Grillin’ Griffins, Key Club, Afri can Student Union, Art Club, Coloring Club, Book Club, Healthy Living Club, Gold Medal lion, Tea Club, DECA, Step Team, Louder than a Bomb, Scholar Bowl, Spanish Club, Quill and Scroll, Griffin Rites, FCCLA, Poetry Club, Odyssey Yearbook, RISE, Leadership, Gril lin’ Griffins, Key Club, African Student Union, Art Club, Coloring Club, Book Club, Healthy Living Club, Gold Medallion, Tea Club, DECA, Step Team, Louder than a Bomb, Scholar Bowl, International Club, Sports Marketing, Student Ambassadors, Guitar Club, FBLA, National Honors Society, Prom Committee, Stand-up Comedy, AVID, , Tea Club, DECA, Step Team, Louder than a Bomb, Scholar Bowl, French Club, International Thespian So ciety, Griffin R Tea Club, DECA, Step Team, Louder than a Bomb, Scholar Bowl, Spanish 10 | FEATURE “ Clique ” in to fit influence of social circles in Understanding the negative, positive
Leadership, Grillin’ Griffins, Key Club, African Student Union, Art Club, Coloring Club, Book Club, Healthy Living Club, Gold Medallion, Tea Club, DECA, Step Team, Louder than a Bomb, Scholar Bowl, Spanish Club, Quill and Scroll, Griffin Rites, FCCLA, Poetry Club, Odyssey Yearbook, RISE, We Dine Together, International Thespian Society, Boys Golf, Blacks Achieving Greatness, French Club, HOSA, Film and Literature Club, Gay-Straight Alliance, 48th Street Players, Griffinite Robotics, Book Club, Renaissance Mentors, Cap pies, Football Team, Pro-Start, Debate, Capstone Diploma, Tonka Talks, Student Council, Photography Club, TSA, Fellow Christian Athletes, N2Sports, Color Guard, Pride Band, Griffinettes, Basketball Team, Varsity Cheer, Girls Golf, Grillin’ Griffins, Key Club, Afri can Student Union, Art Club, Coloring Club, Book Club, Healthy Living Club, Gold Medal lion, Tea Club, DECA, Step Team, Louder than a Bomb, Scholar Bowl, Spanish Club, Quill and Scroll, Griffin Rites, FCCLA, Poetry Club, Odyssey Yearbook, RISE, Leadership, Gril lin’ Griffins, Key Club, African Student Union, Art Club, Coloring Club, Book Club, Healthy Living Club, Gold Medallion, Tea Club, DECA, Step Team, Louder than a Bomb, Scholar Bowl, International Club, Sports Marketing, Student Ambassadors, Guitar Club, FBLA, National Honors Society, Prom Committee, Stand-up Comedy, AVID, , Tea Club, DECA, Step Team, Louder than a Bomb, Scholar Bowl, French Club, International Thespian So ciety, Griffin R Tea Club, DECA, Step Team, Louder than a Bomb, Scholar Bowl, Spanish in By Cheyenne Brown M ost people want to find a group of friends that they “click” with, whether they spend their Saturdays in detention or only wear pink on Wednesdays. These friend-circles, formed by the need to feel accepted, are known as “cliques.”
“As humans, we have an innate desire to belong and be accepted,” 9th grade counselor DeVaughn Hurt said. “That desire leads people to find and sort of seek out other people that they view as similar to them. Then through time, those cliques are formed.”
According to “Introduction to Sociology 2e,” published in 2015 by OpenStax, all groups, including cliques, can be defined as primary, secondary or both: primary groups serve for emotional connection rather than functional ones, whereas secondary groups are built on common task-oriented goals.
Stereotypical cliques, such as “the popular crowd” can often be categorized as primary groups,however, cliques in high schools, which are more club-based, can be categorized as more so secondary, with primary groups within.
Because of this difference, reasons for exclusion may not be as simple as based on the way someone looks or their social status. Leadership advisor and social studies teacher Sarah Green adds how those in cliques might react to “outsiders.”
“We are fearful of somebody who is outside of our group,” Green said, “and so once I’m part of a clique, I might give that vibe that ‘you’re not like me’ or ‘you are different’ or ‘I don’t know you and so I don’t want to hang out.’”
Cliques are presented in all types of media, from movies and television shows to musicals and books, and often, they are portrayed as heavily selective friend circles. However, Green said she believes society gives cliques a generally negative connotation. “If you think about TV shows, movies that portray high school cliques, they seem to be a little more exclusionary than they really are,” Green said, “We still have lots of cliques and lots of groups but it’s not necessarily to exclude others or the bullying aspect of it [cliques].”
Likewise, Hurt said he believes that the way these platforms portray cliques can be accurate, “but there can also be some misconceptions.”
“Sometimes people may assume people are excluding others when they really aren’t,” he said. “You just kind of have to get to know the people before you make that judgment.” Regardless of how cliques are depicted, the influence they have on individuals should be interpreted “case-by-case,” Hurt said.
“It could provide a sense of belonging [and] community. The impact could be positive, but they just have to be careful that it doesn’t come at some emotional cost to them. If I feel like I belong, but I’m kind of having to pretend to be somebody I’m really not, then that isn’t true belonging,” he added.
OpenStax stated that the feeling of belonging in a group can be positive for some but feeling excluded from or being in competition with one can be negative.
“I think a clique can give you some confidence, again because we tend to gravitate to people who are like us, so then I might become more confident in those areas,” Green said.
“I really have always felt like Winnetonka was more inclusive,” Green added?, “People that I see in the hall, I would see them with a totally different group at a basketball game or a totally different group at lunch. We [Winnetonka] still have our cliques and our exclusivity here, but I feel like we are more welcoming and broadening to talk to different people, than I have experienced elsewhere.” Q & A “I think that the term is at its fundamentals not a bad term but depending on the people and the clique it can be bad.” “I see cliques as kind of a negative term from personal experience. But it could be positive depending on the people in the cliques, it all depends on their personality.” “They can be good and bad, when [they are] bad is when one clique is negative to another.” Alex Beynon, Freshman Miyon Rosten, Sophia Gianello, Senior Sophomore Do you see cliques as a positive or negative term?
