The Print | Volume 2 | Issue 1 | Gen Z: Who We Are

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PRINT VOLUME 1 ISSUE1

PRINT

NOVEMBER 2020 VOLUME 2 ISSUE 1

THE PRINT THE NEWS MAGAZINE OF HERITAGE STUDENT MEDIA VOLUME 2 ISSUE 1 November 2020

EDITOR-IN-CHIEF

PHOTO EDITOR

GABRIELLA MENDOZA KELSEY CRABTREE MANAGING EDITOR

ARTISTIC DIRECTOR

SANJANA NATARAJAN RYLEIGH EADES COPY EDITOR

DESIGN EDITOR

MARIA VARGAS HEATH JOHNSON

REPORTERS

Ayat Irfan Shane Edghill Sarah Ward Anna Cardon Amber Gallacher Andre Dobson Amariah Nielsen

DESIGNERS

Daphne Sipper S. Laiba Ali Yosra Riad Bella Campos Hannah McClure Mihira Kandula Sreesriya Vempati

PHOTOGRAPHERS

Hayden Crabtree Kaily Lewis Chloe Fisher Hamnah Vawda Zoe Warren Sachi Jaokar

ADVISER

LEAH watersl@friscoisd.org WATERS (469)-633-5900

PUBLICATION POLICY

The Print is a school-sponsored, quarterly magazine that is created through the efforts of Heritage Student Media and its sponsors. The Print distributes 600 copies to the student body. Due to COVID, this number has been reduced.

All names and persons listed and featured have contributed voluntarily, and all facts were checked with those mentioned and viewed by professionals. Any views presented within The Print and its companion website do not necessarily reflect those of Heritage High School or Frisco Independent School District. All content produced is available at HeritageStudentMedia.com. Submit letters to the editor at ThePrintHeritage@gmail.com.

To our readers, The world is constantly evolving, and the life generations before us lived is completely different from the one we live today. In this magazine, we will give you a tour of our generation and what defines us.

People think we are an ill-informed and lazy generation because we have the world at our fingertips.

But tell me, does having all this knowledge in our hands instead of our brains make us any less intelligent than the generations before us?

It is a function of the Age of Information in which we live that makes us a generation of open-minded people.

We are people of opportunity and possibility, a group that looks for positive change in any little way we can.

But most importantly, we are a generation of fighters.

We are not afraid to speak out about topics others before us have kept quiet.

We are Generation Z. Period.

GABY MENDOZA EDITOR-IN-CHIEF Front Cover design

by Heath Johnson and S. Laiba Ali Back Cover design

by Heath Johnson Social media graphics created by Mihira Kandula 2 | Spread by Heath Johnson

Cyber development pg. 6

The fight for young American minds pg. 8

Law and order in session, pg. 10

All grown up, pg. 12

Who we are, pg. 18

Breadwinner, pg. 20

We the people, pg. 5

On the basis of race, pg. 14

Staying afloat, pg. 16

2Letter |Spread

By Heath to Editor | 3 Johnson Letter to Editor | 3

we the people

A

t 16, you can automatically be tried as an adult for certain felonies. At 16, you can obtain a license to operate a vehicle. At 16, you gain medical freedom to decide what is best for your health.

But at 16, you can’t vote. At 16, you can’t vote for the leaders that hold the power to grant or take away your rights at the drop of a hat.

We all know the basics of American democracy, but let’s have a short refresher.

Democracies derive their legitimacy through consent of the governed. Consent is expressed by voting. Subscription to a system in which decisions are made about us but not with our say is inherently undemocratic. Elections always affected teenagers — now we just want the right to influence the policymaking process.

This isn’t a new argument either. Our history is laced with social movements that aimed to broaden the definition of democracy to be more inclusive. Suffrage was expanded from white men with land (1789), to all white men (1856), to men of all races (1870), to women (1920) and finally to 18-year-olds (1971).

The unifying theme linking these movements together? Each effort was condemned as too radical for its time. Until it wasn’t.

Silent, but always significant

4 | Spread and Illustration by Sreesriya Vempati

Lowering the voting age to allow 16 and 17-year-olds to vote has been a silent, yet significant debate that has dominated local politics for several decades. Already, 13 states have introduced bills that would grant suffrage to a whole new electorate, but not Texas.

We can already hear the outcries: “But high schoolers are too immature!”

“They don’t know enough to be able to vote!”

“Why would we let kids decide the future of our democracy?”

Except that’s not true.

Time and time again, we’ve seen national social movements take shape from the grassroots efforts of youth. The anti-war protests of the 1960s. The environmental justice movement. The recent Black Lives Matter protests.

All of these movements featured widespread student mobilization and leadership. Clearly, we are mature enough to unite around a common cause and force change. Clearly, we have taken steps not only to educate ourselves but to translate that information into real-time action.

And while we’re on the subject of education as a prerequisite for suffrage, I didn’t know we were imposing restrictions on who can vote based on how informed they are. If that’s the case, then adults should be subject to the same scrutiny.

At this point, most of us are aware that Facebook is far from reliable when it comes to factual information. Yet 43% of adults report that they get their news from the same

As today’s youth gets more invested in the political process, the legal age to vote should reflect it social media site that has come under intense scrutiny for its role in spreading misinformation in the 2016 election cycle. That certainly doesn’t sound like an “informed” voter.

Students on the other hand, are discouraged from using social media. In fact, we are taught in school how to research sources, think critically and verify information through reputable sites.

Glitz and glamour

It’s also true that local elections lack the glamour that is associated with national races. National races like those for the Senate, House and Presidential elections are given much more media attention. Increased coverage, in turn, creates the misconception that national races are more important than local elections.

In reality, however, it is our state, county, city and district officials who make the decisions that are — literally — closer to home.

Funding for that extracurricular activity you work so hard for? It’s our school board who is responsible for securing it.

More mental health resources available to you on campus? The school board has to support funding for those resources.

Not only does voting in local elections ensure that student issues are being addressed, it actually increases future voter turnout. In a country where less than half the population between the ages of 18 and 29 voted in the last election, clearly the importance of voting is not emphasized enough.

Voting is a habit. Like any habit, it’s more likely to become a repeated behavior if established during adolescence. Empowering 16 and 17-year-olds to vote in local elections instills this behavior in a whole new generation, making it more likely that they will be an active member of our democracy for years to come.

Speaking of our democracy, ever heard the phrase “no taxation without representation”?

America was founded on the principle of representative government — the principle that if you pay taxes then you are entitled to elect the officials responsible for raising them.

Around 20% of high schoolers are employed, meaning that 20% of high schoolers pay some form of taxes. Seeing as 16 and 17-year-olds are the ones providing government officials with their paychecks, they should have a say in electing them.

This election cycle saw an unprecedented number of youth use their power at the polls to make a decisive statement: we are here, we will vote, and we will not be ignored.

“In a country where less than half the population between the ages of 18 and 29 voted in the last election, clearly the importance of voting is not emphasized enough.”

Staff Editorial | 5

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Surrounded by pixels, the way Gen-Z grew up had drastic effects on their mentality

t just 4 years old, senior Anoo Mallepalli was browsing games online, like Club Penguin and Nickelodeon Games. By 9 years old, Mallepalli had made an Instagram, Pinterest, Twitter and Snapchat account against their parents’ wishes. Then, Mallepalli’s parents found out about the social media pages and forced them to delete all accounts. But in the end, it didn’t matter. New accounts only take seconds to make. “I think my childhood would’ve been extremely different if I wasn’t on the Internet,�

Mallepalli said. “I think I got nearly all of my personality from being on the Internet really young, so I don’t know what I would be without it.�

With technology around every corner, the Internet has been forever integrated into every aspect of teens’ lives. In 2017, the Common Sense Media reported that nearly 95% of children under 8 in America live in a household with a smartphone, a 32% increase from 2013.

A large number of Gen Z has grown up on the Internet, following trends throughout the years in pop culture, casually learning politics and activism through social media and connecting with people all around the world. “All of the music, movies, shows and people I found through the internet shaped me the most,� Mallepalli said. “I was super lonely in middle school and these online communities and internet friends were basically all I had.�

Even Mallepalli’s current best friend is someone they met on Tumblr three years ago.

Despite the distance, these people are still intertwined in Mallepalli’s life in many different ways — whether they’re texting frequently, talking everyday or simply showing up in Mallepalli’s social media feed.

While Mallepalli understands that the Internet has brought them a sense of belonging, they also see how their life could’ve been different without it. “On one hand, there are some things that I’ve seen on the internet that I definitely should not have [seen] at such a young age,� Mallepalli said. “On the other hand, my parents are very overprotective and I would be a very sheltered person had I not used the Internet to learn things myself.�

Flood of Information

As a young teen, Mallepalli recalls learning about various injustices — such as voter disenfranchisement, cycles of poverty, the school to prison pipeline around them and the systematic factors that caused these prejudices. These realizations opened their

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6 | Spread by Hannah McClure | Photo by Chloe Fisher

Story by Sarah Ward, Reporter

eyes to a new world, a world they believe they could not have seen without the aid of the internet and social media.

With this new information, Mallepalli began to have a pessimistic outlook on the world. It seemed like to them that no one their age knew or cared about the injustices.

Their awareness of these issues weighed them down, almost like the burden of knowing these things changed how they looked at everything in their life. “I felt passionate about wanting equity and abolishing oppressive systems but also I was like 12 years old,� Mallepalli said. “What could I do about it?�

Pew Research Center reports that Gen Z are more ethnically diverse and more educated than other generations, such as Millennials and Gen X. Mallepalli felt a sense not only of being more educated, but being more empathetic as well.

They feel more understanding, kinder and more open-minded with different perspectives, with the knowledge of many people’s suffering around the world. By understanding that a lot of today’s issues are more complex than they seem, Mallepalli began to be more welcoming to different sides of the same argument.

They also became more involved in politics today and social media activism, reposting resources online, volunteering for political campaigns and participating in clubs such as the Gender-Sexuality Alliance, Bring Change 2 Mind, a club about ending mental health stigma and Student Activist Union.

Their internet presence provided Mallepalli with a double-edged sword, simultaneously allowing them to become more educated, but grow up way sooner as a repercussion.

A Sense of Maturity

At 9 years old, Mallepalli experienced rude strangers chatting with them on websites such as Kik and Omegle online.

Mallepalli’s interactions with older people made them feel cool, allowing them a chance to not be babied and act older with a sense of accomplishment.

They felt validated. While Mallepalli believes that they already felt mature for their age in their pre-teen years, the exposure of chatting with those older with them reinforced this mentality. Growing up faster seemed natural to them.

Their perception of people on the internet seeming mature and intelligent meant they would mimic the perceived maturity to fit in. Though they stayed safe Technology | 7

on the internet, Mallepalli says there were a lot of times they could’ve been in danger if the person they were talking to had bad intentions. “Looking back, it’s kind of scary to think about how easily things could’ve gone so badly,� Mallepalli said. “I definitely could have been more careful, but it ultimately worked out.�

Pew Research Center reported that 71% of U.S. parents believe that their children’s access to smartphones is more harmful than beneficial. Common Sense Media reported that parents are the most concerned with their child seeing sexual content, violence content and depictions of drugs and alcohol on the internet. Regardless of this, Mallepalli believes the Internet benefited them more than it harmed them.

A Safe Place

Mallepalli finds the most comfort in Tumblr, a social media website they’ve been using for 6 or 7 years. There, they found communities where they largely felt accepted. “Having a community of people with similar interests and beliefs as me was always extremely comforting,� Mallepalli said. “Especially considering that I rarely shared these interests or beliefs with people I knew in real life.�

Furthermore, CNET, an American technology focus news outlet, discusses Tumblr as a safe space that was inclusive and welcomed people of all different sexualities and races. Mallepalli felt this too, as the website led to them being exposed to many different people of different sexualities, gender, and races which allowed them to become more open-minded.

These online communities welcomed Mallepalli, letting them become more accepting, kind and empathetic. They also helped Mallepalli with their own experience with gender and sexuality.

Mallepalli believes that the Internet’s scope of impact is significant to not just them but the entire generation. Being up to date with trends, pop culture, memes and music is vital to teenagers in 2020. It encompasses how the interact with each other and our sense of humor, it’s become entangled in every aspect of ourselves and the world around us. “I’ve seen people get made fun of for not getting a meme or pop culture reference because they don’t use the internet,�

Mallepalli said. “The internet is extremely essential to every aspect of teenage existence nowadays.�

the fight for young American

J

minds

Story by Ryleigh Eades, Artistic Director and Ayat Irfan, Reporter

unior Kashish Bastola tried to look calm and collected.

But he couldn’t keep his legs still. He was nervous and worried no one would take him seriously. Sitting across the table from a Frisco ISD administration leader in a room full of PhDs, Bastola didn’t have high hopes for their desired outcome of more equality in education. Beside him sat his friend Kate Shaw, a junior who also came that day to speak with district leaders. The topic?

Racial inequality in education.

At the meeting with district leaders, Bastola urged them to offer a course called African American Studies, a class already approved by TEA, but requires local school board approval before implementing. Bastola requested the meeting with the district’s Chief Academic Officer, Dr. Wes Cunningham, to discuss ways to improve instruction about race and inequality.

With Black Lives Matter, All Lives Matter and March For Our Lives protests flooding the streets and social media feeds of millions, it’s hard to ignore the movements happening around the nation. Across the country, people protested, signed petitions and pushed for legislation about the systemic inequality in policing after the death of George Floyd in June. The wave of awareness also flowed into the classroom this fall.

Bastola, a community organizer for Students for Equality Through Education, said he believes that Frisco ISD is failing to provide students with a complete Photo by Camille Mak picture of racism Edited by Hamnah Vawda today and in the We are trying to establish that past. “[The more perfect union we heard our state is] willfully Founding Fathers talk about. And I holding this definitely think that when we come information from us and this together, it’s very powerful.” information is Kashish Bastola, 11 entitled to us,” Bastola said.

“There’s so many different historians who share different perspectives. This information is all out there.”

In the Texas Education Curriculum, also known as TEKS ,the word “race” is only mentioned three times in relation to African American history. According to the TEKS, students are only required to learn to be able to “analyze causes and effects of race relations, define race and ethnicity, and explain the circumstances surrounding increased violence and race riots.”

Although these issues are alive and well in education, according to principal Dr. Katy Gray, she said Frisco ISD is making efforts to expand its teaching on a more robust history of racial injustice in America. She said that the district plans to push the innovative courses for school board approval, a process that takes time.

“The district is already heading that way with education, but it is a long process,” Gray said.

Bastola said he believes that education is the way to correct racism, misogyny and other forms of discrimination and marginalization. And although the curriculum is the actual lessons students are taught, Bastola believes that the way they are taught is what needs to be changed. “[Teachers] have a large burden of educating our entire generation and preparing us for our future,” Bastola said.

Bastola said students are not being taught about the many injustices and discriminations that followed after the end of slavery, leaving cracks in kids’ understanding.

In spite of these cracks in the education system, Bastola said he believes that with the work Generation Z is doing, a resolution is possible.

Dr. Gray said that since the district had already been making moves to reform its teaching of race and inequality in schools, the meeting with Dr. Cunningham added urgency to the problem.

“What our generation is trying to

8 | Spread and Illustration by Yosra Riad

Junior advocates for curriculum reform on racial injustice as librarians offer books with diverse voices do is destroy hate and white supremacy and dismantle these power structures that are continuously oppressing so many different marginalized groups,” Bastola said. “We are trying to establish that more perfect union we heard our Founding Fathers talk about. And I definitely think that when we come together, it’s very powerful.”

Read Woke Program

One of the ways the district is Frisco ISD has made strides toward inclusion of diverse voices is through its support of the Read Woke Program. The program initially started as an opportunity for students to read a variety of novels that include texts from diverse authors. The program’s intent was to increase diversity and make students feel more included.

The program began with the National School Librarian of the Year in the U.S., Cicily Lewis. She realized she needed to spark a movement by formulating a program that

allowed her kids to feel more included.

Librarian Amanda Butler brought the Read Woke Program to the campus this summer after working with other librarians across the district.

“We’re trying to get more diversity in the library. We’re trying to convince more people that reading is good and worth your time,” Butler said. “We’re trying to empower [students] with content outside their normal parameters and encourage inclusion not exclusion. I want people to read more inclusive books and talk about them.”

Although Butler strongly supports the program and encourages more inclusivity among students, not everyone involved with Frisco ISD agrees After FISD’s librarians created a logo featuring a pride flag background with a large BLM fist in black and white, librarians faced backlash from a group of parents on social media, who referenced that schools were “pushing this narrative down our kids’ throats.”

One outraged parent on Facebook called the librarians “evil liberal spies” after sharing their logo.

“We were told to use a specific graphic/logo initially when the program was born but I had already created something, so had librarians at other campuses,” Butler said. “Once our individual graphics ‘got out’, we were asked to use the districtcreated graphic.”

Graphic courtesy of Frisco ISD Librarians The new logo for the program features a blue, bold font. It says “Read Woke” with two horizontal lines bordering the text.

“I like the old logo,” Butler said. “It speaks and has motivation behind it. It has a goal, a message, and a purpose.

Butler said she was frustrated by the move to change the logo and thought it diluted the purpose of the program.

“I feel like [the parents] reacted that way because they were afraid,” Butler said.

“I think most of the time when people don’t understand something, they’re scared of it.

It’s like their default. I feel like human nature is to look at another human and want to see something that is similar to you.”

Butler said she believes that the Read Woke Program is a step toward inclusivity among the students and throughout the FISD district.

“I am so excited about what this step is taking on our curriculum,” Butler said. “And I’m really thrilled about the impact [it’s] going to make on the district as a whole.”

“I feel like human nature is to look at another human and want to see something that is similar to you.”

Amanda Butler, Librarian

Photo by Camille Mak Edited by Hamnah Vawda Education | 9

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juvenile offenders in the country were committed because of minor offenses like public order violations

School Resource Officers are required to complete a mandated training program that includes, but is not limited to: de-escalation and conflict management, racial equity and diversity, child development, and traumatic stress in adolescents

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10 | Spread By Hannah McClure

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of kids feel safer with Police Officers inside of the schools

As calls for defending the police swept across the nation, reform advocates urged it to extend into schools. But are School Resource Officers necessary for student safety and crime reduction?

tudents from kindergarten through 12th grade are constantly under the eyes of officers, a fact that comforts some and unnerves others across America.

School resource officers are the men and women walking the halls during passing periods, watching over students and posted at the entrance of football games.

They also have the authority to arrest students for criminal offenses committed on campus.

After the rise of school shootings, lawmakers and taxpayers alike pushed for more officers or security presence in schools, especially following the massacre at Marjory Stoneman Douglas High School in Parkland, Fla. But, after the surge of protests surrounding police brutality across the nation in the summer, critics of criminal justice have questioned the presence of SROs in schools. In fact, calls across the nation to “defund the police” have reached the ears of school boards, pushing some to reform funding.

Closer to Home

Sources: National Assessment of School Resource Officer Program, American Civil Liberties Union, The Prison Policy Initiative, Washington Street Journal

of court involved children do not have lawyers

law and order IN SESSION

Jeremy Petty, the school resource officer for the past five years at Heritage, says his goal as an SRO is to protect students from gun violence or any other terroristic threats.

In terms of his secondary goal, he said he makes it his job to teach and spread love and objectivity.

“It’s important to teach students how to love instead of hate,” Petty said. “I do not judge you by your skin tone. Therefore you should not judge me by my uniform. We are all humans.”

He tries his best to get to know as many students and help students feel comfortable around him and in the school building.

This works for a majority of students in America, according to a report by the National Assessment of School Resource Officers.

76 percent of students have said they feel safer when there is an SRO present, the report said. With Officer Petty in the building, students can learn with reassurance they are protected, some students say.

“Having an officer on campus helps me feel safer inside my learning environment,” senior Zoey Young said.

Story By Amber Gallacher, Reporter Petty also shares how much improvement has occurred within our schools in the time he has been here. “Since I’ve been at Heritage, the amount of crime occurring on campus has drastically decreased,” Petty said.

He attributes this drop in crime to enforcing a no-tolerance policy that would allow him to arrest any student caught fighting on campus or with e-cigarettes or a vaping device. Once he started busting students for small offenses, he said gradually he saw less and less crime on campus.

“I can personally say that with SROs inside of schools, kids are less likely to make decisions they will end up regretting” Petty said.

Overall, Officer Petty argues that SROs are crucial to helping de-escalate and prevent school violence. He said having an officer on campus who is able to respond quickly to any conflicts can halt a bad situation — and in a worst case scenario, stop an active shooter.

Police in schools

But according to the American Civil Liberties Union, the presence of school resource officers on campus have shown to negatively affect students, arguing that students should be “educated, not incarcerated.” A 2016 ACLU study showed that students with disabilities were more likely to face suspension than students without. The group argues that instead of policing students, schools should provide access to resources and counseling to curb the effects of neglect, abuse and poverty.

Jacqueline Caspari, a Student Support Coordinator of FISD, believes that there are consequences of having police inside of schools and argues for changes in the support provided for students.

“The penal code and school system is failing our kids because they can’t provide the support students need in court,¨ Caspari said. Support would look like providing a lawyer or an after-educational path to get them back to learning. Without this support, kids fall through the education system and into a criminal one, Caspari said.

Those in opposition of the SRO system believe that police do not make schools safer — they reinforce the criminalization of young people of color instead.

According to the U.S. Department of Education Office for Civil Rights, in 2016 “on average, 5% of white students are suspended, Policing in Schools | 11

compared to 16% of black students.” The data also reveals disproportionate rates for Native-Alaskan and American Indian student suspensions and expulsions.

Another topic activists have brought up is the reports of students with mental illnesses who are more likely to get into police-involved situations.

“If there is a student who has a mental illness and is not getting the help they need, they can be unintentionally affected,” Caspari said.

Junior Madelyn Richardson believes that SROs in general are unnecessary, saying that school shootings are an issue but most are caused by undiagnosed and untreated mental illnesses. ¨The school should fund more training for mental health officials and prevent these issues from happening rather than having an officer to stop them when they do,¨ Richardson said.

Some activists are starting to lobby for changes in how schools fund support services, including Frisco ISD’s move to increase funding for counselors on campus.

Caspari said she thinks that police should remain in schools but believe that there should be more required training along with events with the SRO to help students feel more comfortable around their presence.

“Over everything else, I think there needs to be more opportunities for counselors and SROs to reach out to kids and stop conflicts before kids get into trouble,” Caspari said.

Officer Petty is seen sitting in his office answering a call on his radio. He has been employed as an SRO at Heritage High School for the past five years.

Photo by Hayden Crabtree

all grownUP The moments and experiences that made students who they are today Story by Amariah Nielsen, Reporter

In a world that’s always changing, we often find ourselves dreaming of the possibility of who we could be in the future. But sometimes, plans change and we realize new dreams about ourselves. We reached out to three students and asked them about their childhood ambitions.

Childhood photos provided by Kayla Boyack, Courtney Kachel and Amber Jensen

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Courtney K

achel

“I saw myself as a popular, athletic, wise, and successful teen. I knew for sure that I would have straight A’s, a boyfriend, and go to parties every weekend. I thought I would be the star of the soccer team. I thought I would be getting scholarship offers from Harvard, Yale, and Stanford.

Now, I’m not exactly “popular,” but I do have at least a few great friends in every class. I am by no means athletic and my future isn’t as certain anymore. As it turns out, Ivy Leagues don’t just hand out scholarships on a platter. I also never thought my dream of living an average life in the suburbs would be replaced by my cottagecore fantasy of running away to a cozy self-sustaining home in the woods, raising chickens and growing my own food.

I think that my younger self would be proud of me. I’m closer to God and more focused on what matters most. My goals and long-term vision might have changed, but I have faith that I am headed down the right path, and I am excited to see what the future holds for me.” Photo by Kaily Lewis Kayla Boyack, 12

ack

Kayla Boy

“When I was thirteen I went to my first concert. The

Courtney

first artist I ever saw live was Taylor Swift and [was Kachel, 11 inspired] to learn how to play guitar. When I first started playing guitar I wanted to quit. My wrists hurt and it was frustrating to play because of how stretched my fingers were when I played the chords. But I’m glad I didn’t [quit] because once I learned the basics, things became much easier. Later, I started listening to more rock and metal music. [I would listen to] Breaking Benjamin, LINKIN PARK and Avenged Sevenfold. Now I’ve expanded my tastes to alternative rock. A band I love to listen to is PVRIS. Their passion and energy just inspires me every time.

[In] my first year of high school, I would play [the] guitar, drums and bass every day for hours and hours, and I became so passionate about playing music. It took me a long time but I finally found my sound and who I want to be as a musician. When I’m done with school I’m going to become a music producer, hopefully form a band and eventually play the House of Blues.” Photo by Kaily Lewis 12 | Design and Illustration By S. Laiba Ali

“When I was younger I wanted to be a lot Amber of things. I didn’t have a realistic view of Jensen, 12 what it actually means to have a career, so

my aspirations wandered from world-famous rock star to magic princess to veterinarian to professional athlete. I always knew I wanted to be a mom and have a family. I think my younger self would be proud of who I am today. I cant be really self-critical at times but overall I’m pretty happy with who I am. Today I am a person who always looks for the bright side. Right now I’m working hard on practicing piano and guitar. I want to study music education in college, so I’m trying to be as prepared as possible. I’m very excited to learn how to be a music teacher and bring the joys of music to lots of kids.” Photo by Kaily Lewis

Childhood Changes | 13

ON THE BASIS OF The Black Lives Matter movement has sparked a feud among adolescents

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Above: Kate Shaw, 11 Below: Brycen Bump, 12 Photos by Hamnah Vawda

Story by Maria Vargas, Copy Editor

ith memories filled with tacky red, blue and green beanbags, snack time, recess and the general sticky fingers that all little kids seemed to have, there’s one thing that sticks out the most when junior Kate Shaw looks back at her childhood.

Hair dark, curly, frizzy and out.

They way she typically wore it.

It was normal to her; every time she looked in the mirror that’s what she saw. But, to basically every other kid in her grade, that big poof that sat atop her head was an anomaly. Something they wanted to touch, pull, poof up and even something seen as a pillow for them to lay on.

She didn’t blame them for wanting to touch her hair or comment on it. People often are curious about the ways they are different from one another. But, even though her fellow classmates weren’t in the wrong, their actions are something that kept Shaw from wearing her hair out for years.

Shaw was used to being surrounded by people who were several skin tones lighter than her.

But even though it was normal, it didn’t necessarily mean it was easy.

“I think it was just different that I didn’t have anybody who looked like me, or anybody that I could connect to or I was close to,” Shaw said. “When you’re in a group with 14 girls who are white and don’t really understand you from the standpoint of race, you feel a little uncomfortable. You don’t really know where you stand, and you’re kind of scared of how to act at certain times.”

Shaw felt like a lot of racism was overlooked while living in Melissa, and it wasn’t until she was older that she realized what had been going on.

14| Spread and Illustration by Yosra Riad

“Out there, there was a lot of racism. I would say closeted racism,” Shaw said. “There were a lot of microaggressions that I didn’t realize were happening. And being out there it’s a small town, predominantly white small town, so those kinds of things just don’t really seem like an issue to anybody.”

Growing up with a Black mom and white dad in Melissa, a small Texas town, Shaw experienced comments that non people of color would never experience. Listening to people say her mom was “smart for a Black girl” and “pretty for a Black girl.” Getting questions like “Where does your mom sleep?” from people who think a Black woman and white man cannot sleep together. Even things that most people don’t think twice about, like the common inquiry “What are you?” Shaw feels like comments like these dehumanize her as a what and not a who.

Experiences like these have led her to support equality for people of color and eventually led her to become an advocate for the Black Lives Matter movement.

“I think with BLM they’re just trying to say that they’re trying to fight for freedom and equality,” Shaw said. “For black people to not have to leave their homes at any point in the day and fear that they will not come home alive.”

A Spark Reignited

The movement started to gain a following after George Floyd, a 46-year-old Black man was publicly killed in Minneapolis by former police officers, Derek Chauvin, J Alexander Kueng, Thomas Lane and Tou Thao.

Even though the organization was originally started in 2013 following Trayvon Martin’s murder, it didn’t start to take shape and bring awareness to the rest of the country

race until this spring. Floyd’s death sparked global protests and was what felt like the last straw when it came to racial injustice in the United States.

“I felt like I had seen it happening so often and that there was just another news story and another name over and over and over again,” Shaw said. “Seeing this play out on our screens the whole time it was just kind of like “Really?

We’re going through this again?”

Controversy Among Youth

According to the BLM website, its mission is “to eradicate white supremacy and build local power to intervene in violence inflicted on Black communities by the state and vigilantes.”

Despite most young people being aware of the issues BLM is fighting for, not all agree with the movement. In fact, it is an issue that has held almost an equal amount of division. The Pew Research Center reported that 51% of young Americans say they strongly or somewhat support BLM and 42% say they don’t.

Senior Brycen Bump is among those who don’t support BLM because he says it’s not only Black lives who matter. “[BLM] didn’t march for Nipsey Hussle,” Bump said.“They don’t march for the Black-on-Black crime that is happening all over the United States.

And I feel like that’s wrong. If you’re going to march for the Black lives, march for all of them.”

Other problems that Bump has with BLM have been the riots and destruction of property that protesters have resorted to in order to voice their opinions.

“I understand their movement,” Bump said. “I just don’t think they’re going about it the right way. The peaceful protests, I’m all for. The riots, burning buildings down, killing people, trashing streets and cities, I’m not for.”

Shaw doesn’t look at rioting that way. After years of racial injustice, she feels like there’s no better time than the now for rioting.

“I think it’s justified if people riot,” Shaw said. “Each time we see another Black person die and it’s another name

and another hashtag and it’s on the news, nothing really comes out of it.

There hasn’t been any change. We have peaceful protests but nothing comes out of them. So what do you have left if that’s not working?”

Although Bump sees most of the movement filled with BLM protesters aiming to cause disruption to cities and destruction, reports on riots and protests have not held up this thought.

The Washington Post reported that “the protests have had the air of civic-minded street festivals, with music, speeches and public art.” They also reported that in Richmond, Virginia, there have been findings of white supremacists working to make peaceful protests violent.

“There were white supremacists marching under the banner of Black Lives Matter, attempting to undermine an otherwise overwhelmingly peaceful movement towards social justice,” Richmond Mayor Levar Stoney said.

According to Politico, in a 2015 interview, one of the three BLM cofounders declared that she and another co-founder “are trained Marxists.”

Something that Bump feels very strongly against.

“I don’t believe in what they’re standing for, which is Marxism, and I just can’t get beside that agenda. Tearing down what America was built on,” Bump said.

Even though this was said by one of the co-founders, The Associated Press has reported that President Trump portrayed the “hundreds of people arrested nationwide in [BLM] protests against racial injustice as violent urban left-wing radicals. Very few of those charged appear to be affiliated with highly organized extremist groups, and many are young suburban adults from the very neighborhoods Trump vows to protect from the violence in his reelection.”

The fight to eradicate systemic racism and implement police reform, funding reform and legislative changes from BLM protesters has become a more hot topic issue over the past months. There have been differing opinions on what systemic racism is and Race | 15

how it affects today’s society and the communities POC live in.

According to the Cambridge Dictionary, systemic racism, also known as institutional racism is “policies, rules, practices, etc. that have become a usual part of the way an organization or society works, and that result in and support a continued unfair advantage to some people and unfair or harmful treatment of others based on race.”

“Systemic racism plays a huge role in our society,” Shaw said. “Now I think there are a lot of people who are coming to terms with it and seeing that this is something that needs to be dealt with.

This goes from housing differences to disproportionalities in incarcerations, and schooling and health care. It’s everywhere. You can’t look at any aspect of society and say that racism doesn’t have a play in it because it 100% does.”

On the other side of the spectrum, people have debated over whether systemic racism is something that exists in the U.S. at all. Some young people like Bump do not see systemic racism as a legitimate issue.

“I don’t think that the system is racist; I think there are racists in the system, and those racists can have an effect on different things,” Bump said.

“The system hasn’t changed for years and it’s just now becoming a problem. I do believe at one time it probably was, but I don’t believe it is now.”

Hope for the Future

Shaw has been working to bring awareness to other students about racial inequities. Juniors Kashish Bastola and Emily Verhagen, and Shaw have even started their own organization, Students for Equality Through Education, which has been working to implement an antiracist curriculum that is both inclusive and equitable to all students.

“I can still spread awareness, and I can still have the tough conversations, and I think that we have to do something even if it’s not a lot,” Shaw said. “At this point, it’s your problem, my problem, the person who lives next door. It’s everybody’s issue.”

WARNING: The following story contains mentions of suicide. The content in this story may not be suitable for children younger than high school age. In no way is the intent of this story to promote the behaviors and decisions discussed. Reader discretion is advised.

afloat STAYING

I

Story by Isabella Rodriguez-Mendoza, Reporter

hate the month of January. It’s cold and unforgiving. The chill never escapes me. It was also the month that my dad was diagnosed with Tinnitus, a potential result of early-onset dementia.

After I found out, I went to school the next day without an ounce of sleep. I faked my smile, forced myself to get up and sit through class.

School was distracting. How could I be expected to focus on my education while my family crumbled in front of me?

Nights were spent crying in an effort to tire myself out so I could finally go to sleep. My attempts were in vain. I often found myself finally nodding off as the sun began to peek through my blinds.

I watched as my once organized room fell into disarray. Clothes littered my floor, making it barely visible. Used cups and plates were strewn all around.

I thought about cleaning. I really did.

But a minute turned into weeks. And weeks turned into months. My room became a pigsty.

I was surrounded by garbage. I hated it. I felt disgusting. No matter how hard I tried, I couldn’t find the energy to clean up.

These were textbook signs of depression. I had struggled with this all my life.

I used to look at my childhood through rose-tinted glasses. I used to ignore the hours I spent crying. I used to ignore the perpetual state of hopelessness I existed in.

Gradually, however, the realities of my past set in, finally reaching a massive, explosive crescendo. Intensified emotions and desperation drove me to attempt suicide.

I thought that would end my life, relieve my parents of the burden I felt I was.

Instead, I found myself clinging to the toilet like a wet rag, puking my guts out. I went about the

“I suppose the most jarring part was that while I was deciding whether or not I wanted to live, it felt like no one else noticed. I know there are procedures in place that ‘help’ students like me, but it wasn’t enough.”

16 | Design and Illustration By Bella Campos

A sophomore’s struggle with balancing anxiety, depression and the stress of high school all comes crashing down next day like nothing ever happened, as if I hadn’t lost about half my body weight in vomit the night prior.

I felt so selfish.

All I wanted was for everything to go back to normal.

False Sense of Security

As my dad devolved into a vegetative state at home, I was figuring out proofs in geometry and finishing “To Kill a Mockingbird” in English. I was exhausted every waking hour of my life.

I longed for something, someone, to get me out of this miserable state.

That someone came in May, in the form of a lanky, gawkish boy who loved League of Legends more than he did me. Literally. He would ignore me for hours while clicking away.

Still, he was a distraction from everything raging in my head. He made me happy, that’s true, but my happiness came in waves, crashing against jagged rocks. The tide would recede and I would be left empty and dull. I never stayed in the same state of mind for too long.

Not long after we broke up, I went back to online school. Starting sophomore year was exciting, even

if it was through my grainy chrome book screen. I was thrilled.

Against the Current

That feeling was short-lived.

Sept. 3 came in a flash. Facing the hallways that made me feel so isolated last year, the emotions came rushing back to me.

I was moving backward again, against the current. I was being swept away by the waves. And there was nothing I could do to stop it.

Every day was the same: endless amounts of busy work that didn’t help me at all, coming home exhausted and eventually going to bed at 3 a.m. after doing homework all night. Rinse and repeat the next day. The school system does a fantastic job of reducing students to solely their grades and extracurriculars. It was working all too well.

One mental health day turned into two. Two turned into five. Soon, I was gone for a full week.

I suppose the most jarring part was that while I was deciding whether or not I wanted to live, it felt like no one else noticed. I know there are procedures in place that "help" students like me, but it wasn't enough.

Ten minute conversations in an empty room with the air conditioning

Mental Health Column | 17

buzzing louder than the words we spoke. Pats on the back from teachers who told me that "it'll all be alright."

But how would they know?

After wallowing in self pity, I finally got myself up and told my parents I wanted to drop out of school.

Their reaction gave me whiplash. I wasn’t sure if I heard correctly. They told me that they loved me and that they would support me until the end.

Embracing the Sea

I acknowledge 8-year-old Isabella. I think of her. I cherish her. There is no way she could ever imagine the scene laid out before us now: the setting sun casting amber beams over the water as I approach in bounding strides.

I am running barefooted towards the water, my feet kicking back clouds of sand behind me. I am running faster and faster toward the water. I feel the burning in my lungs.

I want to give younger me a hug now; how cynical she was.

I am uncertain if she would stop crying, but I know now that my tears have dried, and I am finally the one thing I have longed to be since childhood: happy.

Young people are diverse and fiercely individualistic.

S

tubborn, naive, screen-obsessed zombies.

Think back to the number of times you’ve been told that having an opinion makes you “difficult.” That envisioning a better future for our world makes you “impractical.” That being on your phone will “ruin your life.”

These traits are all that Generation Z amounts to in the eyes of most adults.

Including anyone born after 1997, Generation Z is one of the largest and most diverse population groups in recent history.

According to Pew Research Center, most of Gen Z came of age after the Great Recession. We were gifted with a strong economy, which in turn has shaped our world view. It’s a view from which money and finance takes a backseat to issues such as racial equality and environmentalism.

What stands out, however, is that Gen Z does more than just care about the issues that we’ve decided matter.

We are willing to put our money where our mouth is. In an article published

by Forbes, 67% of Gen Z said that they have stopped purchasing from a brand that behaved in a manner that was inconsistent

who

we are Story by Sanjana Natarajan, Managing Editor

with their beliefs.

Does this make us stubborn? I believe that it is a testament to our dedication, instead.

Gen Z also has much higher expectations for the world. In the same study

by Pew Research center, almost 70% of Gen Z believes that the government should be doing more to help people.

We expect more from our leaders. We expect them to take action to improve our lives, not sit back idly while we try to solve our problems on our own.

Does this make us naive? I believe this exemplifies our optimism, instead.

Finally, we’re left with the tired and surface-level notion that all that Gen Z is capable of is being attached to their phone.

While it is true that Gen Z is the generation that spends the most time on their phone, this is merely a function of the environment we grew up in.

The “Digital Era” in which we were

“I think that Gen Z is commonly misunderstood and misheard because older generations see us as reckless, disrespectful, and all over the place.

When we protest basic human rights, we are not listened to because of the way older generations, they sometimes don’t recognize that things need to change. Even though we’re young, we accept and support the fact that it’s okay to be gay, trans, straight, Black, or white. Older generations just have to open their minds some and just listen to what we have to say because we’re helping further world peace.”

Danielle Tinson, 11, She/Her

But what truly defines the hearts and minds of Generation Z?

“I think that most older generations think that we just use social media to waste time and are just lazy. We are spreading positivity and are helping make great strides in gender and racial equality.

Also with more advancements in psychological research, our generation strays away from the industrial ways of thinking to focus more on mental health, while older generations think the amount of work done determines value.”

raised has surrounded us with technology ever since we were little.

Most of us can’t even imagine a world without iPhones and Instagram.

Additionally, there is a misconception that if a teenager is on their phone, they must be wasting time.

In reality, Gen Z is a generation of activists. Nearly three quarters of Gen Z believe that being politically and socially involved makes you a good citizen. These activist ideals have best been translated into action through the power of social media.

We’ve seen this narrative play out numerous times in modern history.

From the powerful March for our Lives movement to the recent Black Lives Matter protests, social media — and Gen Z’s use of it — has played a dominant role in raising awareness.

However, the question still remains: who is Gen Z? Well, we are a generation who won’t settle for less. We are a generation focused on progress. We are a generation that harnesses the power of technology to force change.

But most importantly, we are the generation of the future.

Gen Z have big brains and are less likely to drop out of high school and more likely to go into college than other generations. Gen Z is on track to be the best educated generation yet.

And when discussing race relations, two thirds of Gen Z are more likely to address racism and white privilege and educate themselves despite upbringing or privilege.

anatomy of Gen Z

Gen Z is more racially and ethnically diverse than the older generations. In fact, one in four Gen Zers in America are Hispanic, 14% are Black, 6% are Asian, and 5% are another race, or two or more races. Twenty-two percent of Gen Zers have at least one immigrant parent.

Fun fact, according to Census Bureau projections, the majority of Gen Z is projected to be nonwhite by 2026.

Research shows teens today are inclusive, educated and on pace to be highly involved in society Reporting by Anna Cardon, Reporter

At their core, Gen Z is much more comfortable using gender neutral pronouns, as more and more accept changing ideals about gender identity.

In fact, Gen Zers are much more likely to know someone who prefers to go by those pronouns.

“One of the main things some of the older generations think about Gen Z is mainly the confusion about the LGBTQ community. Many of them think it’s a part of a phase or don’t understand the meaning of ‘coming out’ and pinpoint it as a mental illness, or think the person is joking and/or faking it. In reality, our generation is more understanding and welcoming toward the community as a whole, rather than trying to put it down, or label it as ‘being confused.’”

Alex Chavez, 10, He/Him

Joel Canedo, 10, He/Him “We’re fighting for a cause the boomers believe will separate us more than unite us. It’s a fight for justice and healing toward black people across the globe, but the rebellious acts are a call out for help and a scream that they’ve had enough.”

Photos By Zoe Warren

Familial and societal changes are seen as positive to Gen Z, who hold different opinions about family roles and LGBTQ+ marriage and adoption. They are more likely to open their hearts to all forms of love and self-expression; approximately half of Gen Z say gay and lesbian couples being allowed to marry is a good thing.

Ninety-five percent of 13 to 17-year-olds have access to a smartphone, and a similar share (97%) use at least one of seven major online platforms.

“I think, in general, our generation is much more understanding, accepting and open-minded. But with every generation, older ones have some misunderstanding or have their own interpretations.

You always hear the ‘when I was your age...’ But that’s been a thing throughout history. It’s almost expected now.”

Haylee Ringgenberg, 11, She/Her

Gabrielle Tinson, 10, She/Her

18 | Design & Illustration By Daphne Sipper

Opinion | 19

Gen Z is more likely to hold the government accountable for issues in America and to be on the frontlines of social movements. With inspirations like Greta Thunberg, Emma Gonzales, and the Gen Z influence on protests such as Black Lives Matter, they have a hand in changing the world. Gen Zers also share many similar views on climate change, with 54% of Gen Z saying that the earth is getting warmer due to human activity and error.

working

“I work at Layne’s Chicken Fingers. It’s a fun environment to work in because most everyone that works there goes to Heritage or any other Frisco school. I decided to get a part-time job, because I got a car and I needed money for gas. I had a lot of free time aside from school so I figured getting extra money on the side would be nice, especially since I needed to start saving up for college. It wasn’t easy to manage work with schoolwork at first, but with communicating to my managers about my schedule, I noticed it start to get a lot easier on me.”

“I work at Total Care Animal Hospital and technically I’ve been employed there since I was in eighth grade.

I started by working in kennels, which consisted of washing and feeding animals, but I eventually moved up to work in reception. A few weeks ago, I turned 18 and I could finally work my way up to be a veterinary technician.

My mother is a veterinary technician, which is what originally sparked my interest in this career.”

“I love the people I work with because they are like family to me. I wanted to get a part-time job so I could start saving up for college. It helps having extra money for myself. This is my first job, and I’ve found it is easy to manage work with school because we close pretty early which gives me enough time to go home and get my schoolwork done.”

Photos by Sachi Jaokar

WITH CLASS

bread

winner Camryn Spalding, 12

Lauren Goldschmidt, 12

Senior juggles school, jobs to pay bills, keep lights on Story by Andre Dobson, Reporter Photo by Gaby Mendoza, Editor-in-chief

U

nlike most high schoolers who come home to Netflix and homework, senior Ashlyn Raley had been living in Frisco with her mother and older brother Gavin. And up until August 2019, she and her brother dedicated all their free time to making enough money to get by.

“The second I got my first job, me and my older brother were paying the bills and keeping us all alive with electricity and water and rent,” Raley said.

Raley worked as a lifeguard and was a server at Babe’s chicken for 2 years. In total she worked 40 hours a week.

Prior to her beginning work her brother had been working at Starbucks. This combined with child support sent home from their father was just enough to keep the lights and water on.

“We had food stamps for food,” Raley said.

They had very little disposable income; every cent they made went directly to her mother to pay for bills. The details of her employment were questionable and Raley often questioned whether or not she was employed at all.

“I wanted to work to save up money,” Raley said. “I didn’t know at first she would take it all."

Living with her mother was constantly a highstress situation. Her mother was easily angered and it was unpredictable what would make her upset, which kept Raley on edge at all times.

“It was like walking on eggshells,” Raley said. “You always wanted to do the right thing so that you weren’t the object of her anger.”

Eventually, Gavin — who at that point was in college — moved out of the house.

“It got to a point where my brother moved out for his own mental health,” Raley said. “I was proud of him. Glad he made it out. It was more hope for me than sadness.”

Esther Park, 12

20 | Spread by Bella Campos

“I had to deal with things and interpret them differently because I was forced to be an adult before I was supposed to be.”

Ashlyn Raley, 12

Escaping the Enclosure

During June at the end of Raley’s junior year, tensions between her and her mother escalated. Not long after her brother moved out, Raley was accused of assaulting her mother, a claim that Raley denies, but she decided not to take it to court in an effort to try and end the conflict as quickly and easily as she could.

She was under house arrest for a month at her mother’s house and given probation for 6 months afterwards. Raley felt that the situation took a drastic toll on her mental health.

“I kinda have like [Post Traumatic Stress Disorder] from that whole experience,” Raley said. “I can’t talk about it in detail without breaking down. For a while after I’d watch TV and see something that reminded me [of the incident], and I’d have to fast forward or turn it off.”

It was during this time that Raley decided that she could no longer bear to live with her mother. She made the decision that once her probation had ended, she was leaving her mother’s house permanently.

“I told my mom when I moved that I was done, that the second I was off probation and the school year ended, I was moving,” Raley said.

For the first two months of her probation, she left Frisco and went to live with her cousin in Los Angeles.

After returning to Frisco, Raley officially left the house and went to live with her father in Florida for two months while her probation was still in effect before returning to Texas. She currently lives with a family friend and resumed her job at Babe’s Chicken.

“It was definitely worth it,” Raley said. “I love my job we’re all like a family here. It’s real close-knit and fun.”

Home Away From Home

Having left her old household and her mother, she feels content with her new life. Prior to leaving she had no one to lean on besides herself after her brother left.

“I had to deal with things and interpret them differently because I was forced to be an adult before I was supposed to be,” Raley said. “I pretty much had to raise myself most of the time.”

Dealing with these circumstances, Raley said, helped her develop a sense of work ethic, responsibility, and self sufficiency.

The experience has taught her to prioritize herself and she prides herself on paving the way for her to be able to live a life that was better than the one that had been granted to her.

“There’s going be moments when it’s all going to suck and you’re not gonna want to [work] all the time,” Raley said. “But, at the end of the day the earlier you start, the easier your life’s going to be in the future.”

Student Profile | 21

MEET THE REPORTERS

Maria Vargas, 11

Maria, the copy team lead, is excited to work with her staff, train new writers and publish a magazine. She enjoys art, literature, music, writing and playing with her dog Cheerio.

She believes in the importance of independent journalism and the freedom of the press.

Instagram :@maria.vargas.8 Ayat Irfan, 10

Anna Cardon, 11

Anna stumbled upon journalism in her sophomore year and found that she enjoys writing stories. When she’s not at work or doing homework, she can be found curled up on the couch having a reading marathon or watching Brooklyn Nine-Nine.

Instagram: @annaecardon04

Ayat joined newsmagazine to meet new people and learn more about the journalism environment. In her free time, she enjoys baking, working out, doing makeup and traveling with her family. Ayat is excited to become a better writer and meet amazing people.

Instagram: @ayat.irfan

PHOTOGRAPHERS Kelsey Crabtree, 12

Kelsey, the photo team lead, is excited to work with new photographers. When she isn’t playing with cameras and Photoshop, Kelsey enjoys listening to music, embroidering and watching her favorite shows.

Insta: @kelsey.crab

Zoe Warren, 10

staff

Shane Edghill, 11

Shane loves to listen to ‘70s rock, watch the Kentucky Derby and SharkFest, play chess and read in his free time.

This year, he is excited to help the newcomers to the staff and create the second volume of magazines for The Print.

Amariah Nielsen, 11

Amariah enjoys the arts and creative writing. When she isn’t typing away at the computer, she’s tinkering at the crafting table painting and creating.

Instagram: @amariah_nielsen

Hayden Crabtree, 10

Hayden enjoys taking Zoe joined newsmagazine pictures, doing things with his this year out of interest friends and also working on in learning more about and driving his car. photography. In her free time Instagram: @hayden_crabtree she enjoys baking for her family, reading and hanging out with friends. She also has two dachshunds, Ted and Molly.

Instagram: Z.oe104 22 | Spread by Sriya Vempati

Amber Gallacher, 11

Amber joined this year to improve her writing and make new friends. In her free time, she enjoys playing with her dogs Penny and Cocoa, swimming, hanging out with her friends, and watching crime shows. This year she looks forward to building on her passion for writing and being part of the HSM team.

Instagram: @ambergallacher Andre Dobson, 12

Andre joined newsmagazine this year because he wanted to try something new. Andre is excited to see what stories and trials the current year will bring. He enjoys playing video games, listening to music and going on long walks.

Twitter: @AndreDobson1

Kaily Lewis, 12

Kaily joined Newsmagazine to learn more about how a magazine is organized and put together. She enjoys doing makeup, painting, and fashion.

Kaily is excited to learn new skills, work with her team and finish her last year of high school.

Instagram: @kailylewis

Sarah Ward, 11

Sarah is a first time member of The Print who’s excited to get out of her comfortable zone to write stories and meet new people.

Sarah feels most comfortable on the marching band field and enjoys playing the clarinet, admiring artwork, playing video games, and traveling to theme parks with her family.

Instagram: @sarah_shrugs Isabella Rodriguez-Mendoza, 10

Isabella joined newsmagazine this year to gain experience in journalism.

Isabella is excited to meet people who share her interests.

She enjoys writing, listening to music, and making art in her free time.

Instagram: @shineeisa

Chloe Fisher, 12

Chloe joined news staff to expand her skills on taking photos, to gain experience, and to learn to do things as a team. In her free time she loves to be spontaneous and go on adventures with her friends and family.

Instagram: @chloe.lou.who

The Print is a school-sponsored magazine that is created through the efforts of Heritage Student Media staff and its sponsors. The Print distributes 600 copies to the student body. All names and persons listed and featured have contributed voluntarily, and all facts were checked with those mentioned and viewed by professionals. Any views presented within The Print and its companion website do not necessarily reflect those of Heritage High School or the Frisco Independent School District. All content produced is available at HeritageStudentMedia.com. Submit letters to the editor at ThePrintHeritage@gmail.com with questions and/or concerns.

DESIGNERS

Heath Johnson, 12

Heath is the design team lead for the print magazine.

When he isn’t working at Canes, he is at home on his computer. He loves to travel and find new things to do.

Instagram: @heathajohnson

Hannah McClure, 12

Hannah is a senior that joined the student magazine this year to meet new people and develop her graphic design abilities. Hannah’s happy place is curled up with a book, warm tea, and a cat in her lap, but spending time with her friends is a close second.

Instagram: @hannahcm03

Sachi Jaokar, 12

Sachi has been taking photography classes throughout high school. She enjoys makeup, fashion, and most of all photography. Sachi is excited to learn new skills, work with her team and finish her last year of high school.

Bella Campos, 11

Bella Campos is a digital artist and likes to meet new people, but she is shy so it’s hard to make friends. She likes anime because it makes her forget about this world.

Instagram: @b_amelia_c

Hamnah Vawda, 11

Hamnah is a photographer for The Print Magazine. When she’s not snapping away with her camera, she enjoys working at Sonic, hanging out with friends and going on random adventures.

Instagram: @HhamnahVvawda

Yosra Riad, 12

Daphne Sipper, 12

Yosra joined the staff this year as a way to experience what it’s like designing and illustrating for a magazine.

Aside from art and design, Yosra has a passion for film-making, literature and traveling.

Instagram: @bin0clarde

Ryleigh Eades, 11

Daphne joined newsmagazine last year to learn new ways to expand her skills and to meet new people. In her free time, she likes playing video games, world building, and visiting new places with her friends.

Mihira Kandula, 11

Sreesriya Vempati, 12

Mihira has a keen eye for color schemes and coordination. She has loved art since she was a little girl and has taken art classes all her life. In her free time, Mihira loves to draw, read and listen to music.

She also sings and is learning to play two instruments.

Instagram: @mihira14

Sreesriya joined HSM because of her passion for digital art and media. She joined The Print Magazine staff in order to lear more about digital illustrating.

She hopes to learn a lot from this experience and use it in her career.

Instagram: @sriya_v

EDITOR IN CHIEF

Gaby Mendoza, 12

Up until this year, Gaby bounced around from hobby to hobby trying to find her spot in society.

She tried everything from theater to volleyball, and after a shift in her life, she found her calling for photography. This led to a new found love and passion for journalism.

Instagram: @gaby.101 The Print Staff | 23

ARTISTIC DIRECTOR

Ryleigh has been on staff for multiple student-led publications. This year she took the Artistic Director role for The Print Magazine. During her off time you can find her playing with her dog Finley or spending time with her sister and other family members.

Instagram: @re.33.5 Amarion Baker, 12

PODCAST LEAD

Amarion is the Lead for the ForRealTho Podcast and when he’s not working on editing audio and clips, he’s skateboarding and getting skate clips.

Sanjana Natarjan, 12

Sanjana enjoys watching football (go Seattle Seahawks!), listening to music, and traveling.

This year, she looks forward to fostering the same passion for journalism that she discovered last year, in the new members of the HSM family.

Instagram: @sanjananatarajan

MANAGING EDITOR

HERE’S THE TEA Staying informed is an important part of being an educated citizen.

Visit the Heritage Student Media website for more at HeritageStudentMedia.com and watch for our next issue that comes out in 2021.

IN THE MEANTIME: Support Independent Journalism