JagWire Newspaper: Volume 23, Issue 6

CHANGE CHANCE TO

PAGE 4

Dr.

PAGE 6

What the structure of an AP Art class looks like and the process of making a portfolio

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Students reveal their theories and opinions following the revival of “The Hunger Games”

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Madelyn

Anna Zwahlen

Maggie Wieland

Leah

Hailey Perrin

Abby Riggs

Ian Chern

Luci Guess

NOW OR NEVER

Students and staff should work to create conversation about climate change in school

by jagwire staff

With wildfires in Australia, severe flooding in the Middle East, tropical cyclone Freddy hitting southern Africa and severe droughts and heat waves in California, there are new levels of climate change affecting nations around the world.

Seemingly, these events would raise concern within governments and big businesses, but instead climate change is getting continually pushed to the back of the political agenda. The passing of the Willow Project in the U.S, allowing for oil drilling in an Alaskan oil reserve, is an example of this.

However, as demonstrated through the backlash from social media, there is no shortage of concern for the environment. The Lancet found in a 2021 study that children and young people are the most susceptible to climate anxiety because they are going to have to face the effects of a changing environment for the rest of their lives.

Therefore, we recognize the critical role that the school is able to play in providing a space for discussion and education on the topic of cli-

mate change. Specifically, the school is able to help students by clearly outlining the option to take classes like AP Environmental Science that have curriculum rooted in examining the current state of our climate and sustainability efforts.

the climate. Taking it a step further, students could reopen our chapter of the Sunrise Movement.

These steps are important because, according to the United Nations, education is uniquely key to helping with climate change through empowering younger generations to make informed decisions. Additionally, education is able to help students facing climate anxiety understand that the reality of climate change is not all hopeless, like it is often portrayed on the news. This could overall mediate the effect of climate anxiety.

According to a 2021 Pew Research study, Generation Z has already taken the forefront of climate change activism through youth-led political organizations and activist voices, like Greta Thunberg.

Students are able to boost conversation through starting new clubs with focuses on conversations about

With this in mind, the school should be an extension of this and help to expand knowledge of the topics students are interested in and care about. With these steps taken, when the next natural disaster appears in the news, students will not be overwhelmed by the grim situation but will be empowered to take steps that help the environment.

Education is uniquely key to helping with climate change through empowering younger generations to make informed decisions.

Jagwire Staff

SIGNING OFF AFTER SEVEN YEARS

AFTER SEVEN YEARS

Superintendent Dr. Frank Harwood is retiring after seven years of working with USD232

by gabby delpleash online editor in chief

by abby writer/photographerriggs

After seven years at the helm of USD 232, superintendent Dr. Frank Harwood plans to retire from the district Friday, June 30 leaving behind a legacy of difficult and important decisions.

The start of Harwood’s job punctuated nearly a year of the district acting under interim superintendent leadership following a 2015 mass resignation of 11 certified administrators. Harwood, who previously served as the Bellevue, Nebraska public schools superintendent, was already familiar with the De Soto community and saw potential for the young district back in 2016.

“When I started, [the district] seemed like it was in a good position to really move forward and make some really positive changes and positive steps all the way around,” Harwood said. “I felt like that was a good fit for my leadership style and what I wanted to do.”

The Board of Education extended a job offer to Harwood in March 2016.

Since his takeover at the district office, Harwood has been involved in numerous district milestones

including the approval of the 2018 bond issue, the district’s One-ToOne technology initiative and, most recently, the ground breaking, of the Panasonic Lithium-ion battery facility in De Soto.

“De Soto has gone through a lot of growth since I started,” Harwood said. “When I was first teaching at Perry-Lecompton in [19]93, a lot of the growth was just starting here. The first year in the

district I quickly noticed how great the community was, not everybody seems to know that. Some of the things we’ve worked on is helping the districts have more recognition for what’s going on. It’s not that we are necessarily trying for rankings or state titles, but those are the kinds of things that we have to make sure people know about.”

Assistant superintendent Alvie Cater recalled Harwood’s laid-

GET TO KNOW GIBSON

Accomplishments of the new superintendent Cory Gibson

SUPERINTENDENT OF THE YEAR

in 2020, recognized by the Friends of Education Confidence in Kansas Public Education Task Force

BACHELORS DEGREE

MASTERS DEGREE

in elementary education

in school administration

Posing next to the USD 232 sign outside of the central office building, Dr. Harwood proudly presents himself, Tuesday, April 11.

Photo Submitted by Alvie Cater

back disposition and eagerness to interact with the community when he was hired.

“My personal observation is that Dr. Harwood has a very calm and professional demeanor. That is extremely helpful when dealing with complex organizations like a school district,” Cater said. “I think it was very important to the Board to have someone that could interact with staff and members of the public, including our parents and families in a manner that would be

Dr. Harwood looks at the big picture for not only our district, but our community and students.

Board Member Stephanie Makalous

a good representation for the school district.”

School Board member Stephanie Makalous, who has worked with Harwood for three years, appreciated the visionary aspect of Harwood’s character, believing it has furthered the district from where it once was at the start of her own tenure.

“Dr. Harwood is a strategist and looks at the big picture for not only our district, but our community and

students,” Makalous said. “I appreciate his vision for what is to come, he is able to guide our district to be proactive versus reactive when it comes to growth and planning. I also appreciate Dr. Harwood’s calm demeanor; he is able to deal with difficult situations in a very professional manner with an open mind. Having an open mind is something Harwood said he wouldn’t have had in a greater capacity had he not experienced leading the school district through COVID-19, an experience that he “couldn’t have predicted signing up for.”

“Thinking back to the spring of 2020, I was involved in meetings all over spring break about what was going to happen and how this was going to work. It was a matter of pivoting into, ‘Okay, how do we do remote learning?’ In retrospect, we’ve made a really good decision to have one device per learner and the introduction of Canvas because that infrastructure would have made getting through COVID much smoother.” Harwood Said

According to Cater, Harwood went above and beyond to ensure the district stayed consistent in their approach to instruction both inside and outside of the classroom.

“Not many people know this, but he spent many hours really trying to guide the district and Board of Education into areas that we’ve never been before,” Cater said. “I saw his strength of character in terms of being very calm in the midst of trying times which was very helpful to us. None of us are perfect and as you reflect as a school district and Board of Education on all the decisions that were made, the thing that I kept in my mind is that Dr. Harwood and the Board of Education were doing the very best they could for our schools and community.”

Valley Center USD 262 superintendent Dr. Cory Gibson will be appointed to Harwood’s

position effective July 1.

With final employment discussions and formal approval by the Board pending, Makalous holds an optimistic outlook on the district under new leadership.

“In searching for the next superintendent, the board is looking for both strategist and professional qualities like that of Dr. Harwood’s and I believe we have found this in Dr. Cory Gibson,” Makalous said. “Dr. Gibson understands that our district is in a great place and is ready to help us continue to grow and expand.”

To start his retirement, Harwood plans to spend the first two to three months with his family and newborn granddaughter but hopes to return to the leadership scene part time though he undecided on what that leadership role will look like.

Instead of leaving behind a legacy for the district to remember him by, Harwood prefers to leave memories in his absence.

“It really goes back to a feeling, not necessarily a legacy that I want left after me,” Harwood said. “That feeling of things being better than when you started. I think that’s true for everybody in any situation. Financially, the district is in a better position. Some of that is because of the state but I think, internally, when we get good systems in place, we’ve got a great supportive community behind us to support that system. It’s just that feeling of leaving the district knowing it’s in a great place and knowing I had some part of that.”

Joking with board members, Dr. Gibson laughs with his future co-workers at the board meeting, Monday, April 3. Photo by Luke Wood

Raising their hands to confirm Dr. Cory Gibson as the incumbent superintendent, School Board members unanimously agree upon his confirmation at the board meeting, Monday, April 3.

Photo by Luke Wood

Design by Natalie Merley

FREEDOM OF EXPRESSION

choose to submit their work to the College Board. Junior Avery Gullach is among many who are taking the class not for college credit, but just for the experience.

“I’m not submitting because this year was my first time taking the class and I didn’t want the stress of having to have 10 finished pieces,” Gullach said. “I definitely want to take the class again and submit to the judges next year.”

Unique portfolio themes can be found from students all over the AP art classroom. Gullach’s portfolio is about the struggles and triumphs she has faced while growing up.

“I’ve made some [pieces] about growing up and how you feel about your looks or reminiscing about family members,” Gullach said. “I’ve recently made one that’s an animation of a girl going from a younger girl to an older woman.”

by abby writer/photographerriggs by baylen monson assistant editor

Walking into the AP Art class, the atmosphere is different from any other class across the school. Students can be found working on vastly different intricate art projects, with many working towards the final goal of submitting their work to a board of judges at the end of the school year. Rather than being guided by rubrics and requirements for each project, students spend the year creating a portfolio of 10-15 pieces based around a theme of their choice.

The independent nature of the class has led many students to sign up. Senior Sydney Barge, who is taking the class for her second time, said that students have the freedom to make their work different each time.

“I felt like typical art classes weren’t challenging enough,” said Barge.”It’s pretty independent, the way that you’re able to work. It can

be completely different from last year [and] you’re able to choose what you want to do.”

As part of the AP class, students have the choice to submit their work to the College Board on May 5. The College Board assesses each portfolio based on the student’s use of design elements, originality, composition and more. Aside from this basic rubric, students have the freedom to choose whatever theme and materials they want.

Senior Ashlyn Elliot explained that submissions aren’t limited to only completed pieces and themes aren’t restricted either.

“[The submission] can consist of sketchbook work, idea development, and final projects,” Elliot said, “It’s AP, I feel like they’ve seen it all, so you can have ideas beyond what might be considered school appropriate.”

Not all students in the class

Elliot is using her portfolio as a way to combine two passions of hers: art and the environment.

“My theme is humans and their interactions with the environment, and the ironies [of it],” Elliot said. “I chose this theme because I’m really passionate about the environment.”

Elliot has completed several pieces so far, centered around specific topics such as forest fires and improper cigarette disposal, coral reefs, ocean pollution and the negative effects of fast fashion.

With the May submission deadline quickly approaching, Elliot realized she has limited time to complete her portfolio.

“I’m very concerned and very stressed,” Elliot said. “I’ll probably be cramming a lot of projects this month to hopefully [finish by the deadline].”

After scoring a five on her portfolio last year, Barge is sitting in a unique situation as she faces the added pressure of trying to measure up to her past performance.

“[Last year] I got an email saying I had gotten a perfect score, which

With a paintbrush in her hand, senior Sydney Barge works on an piece that uses mixed media Tuesday, April 6. The border of her artwork consists of small pieces of text, and the main focus of her piece is a girl in a white dress that stands in a prairie with a solemn expression.

Photo by Leah Dresvyannikov

AP Studio Art gives advanced art students a chance to independently create a variety of pieces in different types of media

I didn’t know was possible,” Barge said. “I was pretty excited but it’s also hard this year because I feel like I should do [just as well].”

Although time management can be an obstacle for some students, the joy of being able to approach the class however they want is what makes it worthwhile. This is especially true for Barge, who tackled a portfolio with a difficult theme last year.

“Last year my theme was on grief and loss,” Barge said, “It was such a deep topic. I definitely was not as excited to do some of the pieces because it was so sad. This year, I’m trying to make it a bit lighter.”

Barge’s current theme is called ‘Journey to Happiness’. She has created multiple pieces about the people from whom she receives support, and is aiming to highlight those in her life who have made a big impact.

Another favorable aspect of the class is the environment that it provides. Gullach emphasized that she likes the support she gets from AP art teacher Erica Matyak.

“If we’re having trouble coming up with ideas, she’ll sit there and talk with us about it,” Gullach said. “It’s a very chill atmosphere.”

According to Barge, taking the class opens a world of possibilities to those who enjoy art.

“I would encourage anybody who is really interested in the arts [to take the class],” Barge said. “AP is a great time to be able to experiment with different things.”

CHOOSING A THEME

JOURNEY TO HAPPINESS

Using bright hues of orange and yellow, senior Taylor Smith creates contrast through her use of green and blue values in the background of her artwork Tuesday April 4. The center image of her artwork is a depiction of a face, surrounded by eyes in the background.

Working on her AP Art piece, junior Ava Bilyeu continues to sketch a bird on her paper Thursday, April 6. Bilyeu plans to make her piece to be a painting of an American Robin.

HUMANS AND THEIR INTERACTIONS WITH THE ENVIRONMENT

It [shows] quarantine time to now, how I evolved and grew as a person and became happier.

Sydney Barge

I chose this theme because I’m really passionate about the environment.

Ashlyn Elliot

Photo Leah Dresvyannikov

Photo by Elizabeth Summa

Students explain what they chose as the overall theme of their art portfolio for the year

WHAT IS WILLOW?

With President Joe Biden’s recent approval of the controversial Willow Project, an oil drilling project in Alaska, many teens are feeling worse climate anxiety than ever. The project, as proposed by ConocoPhillips, would have included five drill sites located on Alaska’s North Slope. However, Biden only approved three sites and thus reduced the scope of the project greatly. Despite Biden’s efforts to minimize the project’s potentially harmful effects, many climate activists were outraged at the project’s approval, claiming Biden was turning his back on campaign promises. This pushback was particularly felt among members of Generation Z on social media, with the spread of information and petitions.

WHAT’VE WE TRIED?

Long before the Willow Project’s approval, though, students have been making individual efforts to limit the effects of climate change.

For junior Gwen Heideman, shopping sustainably is a great method of helping in small ways, but education can also be an avenue.

“I try to purchase sustainably so my clothes are all from thrift stores,” Heideman said. “I try to use reusable

bags whenever I can. I’ve educated myself a whole lot about climate change. I want to spend some time learning about what I personally can do to help.”

Clubs like In the News have facilitated those conversations. Junior Meron Abebe, club president, explains the conversations about the environment they have had at meetings and the future plans she has to discuss more about actions students can take .

“I know that In the News has briefly discussed topics of climate change,” Abebe said. “I’m considering a meeting in the close future about climate change.”

Another common avenue for education on climate change is social media. For Heideman, teenagers gravitating towards this platform for information can generally be beneficial as long as you take into consideration your sources, and fact-check some of the information you are reading.

“I think that it helps to educate people and I do think that if used correctly, if you look at the right things that you really can learn a lot from it.” Heideman said. “As long as you’re not going on to sources that have misinformation and you [use] unbiased sources.”

Nonetheless, when looking at the efforts of individuals to go green, some are skeptical about their overall impact. Social studies teacher George Walden has seen many individual attempts to go green, but hasn’t seen a large impact since they

COUNTDOWN CRISIS TO

Students discuss the and future of climate

by emma clement online editor in chief

by lucienna writer/photographer

REDUCING YOUR CARBON FOOTPRINT

REDUCING YOUR CARBON FOOTPRINT

Ways for students to combat climate change by changing some of their typical habits

TRAVELING HABITS

Try walking from place to place to limit emissions

Flying less can reduce a large portion of emissions

Using cruise control can help limit gas usage

Carpool with others to limit the number of cars used

Source: The New York Times

COUNTDOWN CRISIS TO

the past, present climate change

by avery gathright editor in chief

have been advertised.

“When I was in high school they talked about reuse, recycle, all that type of stuff, but they also talked about turning your lightbulbs off.” Walden said. “I don’t know if those little actions collectively make a big difference but I don’t know if people are making those changes.”

Similarly, biology teacher Landra Fair believes that as long as we have fossil fuels to maintain our lifestyles, change is going to be more difficult, no matter how many people try to go green.

“In the ‘70s, we were running out of fossil fuels, and cars got smaller and people were interested in solar panels and conserving energy.” Fair said. “But then once the technology got better, and we found more fossil fuels, it was like nobody cared anymore about cars or using less energy because we weren’t running out.”

WHAT IS HAPPENING?

Despite efforts to shop sustainably and consider the environment, many teens are feeling more climate anxiety than ever with the approval of the Willow Project.

Heideman is one of these teens, and explains the feelings they experienced upon hearing it had been approved.

“I think that it’s really scary,” Heideman said. “I think that there is a lot of harm that is going to come from [the Willow Project] and I think that Biden is going against what he

EATING HABITS

Eating from a plant based diet is another way that people can lower their carbon foot print

originally set out to do by approving the Willow Project and allowing this to happen. I think that it really is going to hurt the environment a lot and I don’t think that we can handle anything else. I think that we need to focus more on reversing the damage that we’ve already done rather than creating more damage.”

Similarly, Abebe was disappointed when she learned about the project’s approval.

“I feel like after finding out it passed I was just really upset,” Abebe said. “[During his campaign,] Biden was like, “oh, I actually want to help the climate,” and in passing this he’s contradicting his own statement.”

Heideman and Abebe’s opinions are not uncommon. According to the Pew Research Center, 79% of Americans say the government should prioritize developing alternative sources of energy. This opinion about the Willow Project, specifically, is reflected among the student body too. According to a JagWire survey, of those who knew what the project was, 72% of students are fully against it and 18% are somewhat against it.

For Fair, while recognizing the impact produced from the U.S, it is equally important to strive for international cooperation in order to produce a more widespread impact.

“Right now India and China are … burning more fossil fuels than ever before.” Fair said. “So even if Europe and the U.S. and Canada decide to limit our emissions, if oth-

Avoiding eating meat can lower the amount of carbon dioxide created (especially when it comes to beef)

ENERGY USAGE HABITS

Turning down the heat and air in a house can help save and reduce energy waste

Replacing regular lights with LEDs is a more sustainable and energy efficient choice

CHANGING STATISTICS

Global climate change statistics and how they have changed over time

CHANGING STATISTICS 4 INCHES

-er countries aren’t doing it, it’s not going to make as big an impact.”

In light of the increased talk on climate change, social studies teacher George Walden, recognizes the science and the importance of doing what we can to help the environment.

However, Walden also believes that we should consider that today, we have better technology to report on and analyze the issues our society is facing.

“It seems like things are getting worse, but I’m also a little skeptical, ” Walden said. “People are living now more than ever in low lying areas, people are living on the beaches, people are living just all over the place. We also have technology that can report on natural disasters. So are the disasters themselves getting worse or are we just seeing them more often in the news?”

The point Walden brings up is not uncommon either. Even among teens, there are many who are concerned about increasing climate change, but don’t feel particularly anxious about it. Freshman Heidi Baillos feels as though people are taking steps in the right direction, which helps to soothe her concerns.

“I’m a little bit [anxious], but I’m generally pretty calm about it because I know people are making the right steps,” Baillos said. “It does scare me that we’ve gone up in temperature over the past few years.”

WHAT COMES NEXT?

One effect of the Willow Project’s approval has been discussion of what changes should be made moving forward.

For Abebe, simply listening to younger people’s voices instead of shutting them down could be a good step forward.

“I think a lot of the time there’s this ideology that Gen Z is supposedly this woke culture that is very performative and I agree that there are aspects of this generation that are very performative,” Abebe said. “However, most of the time and for most of the people that I’ve met, it’s genuine care in wanting things to change. I think just listening to our generation and acknowledging that we want to have change that is actually going to better the generations that come after us is important.”

Similarly Heideman thinks that adults should acknowledge that their actions are now the younger generations’ responsibilities.

“I think that [adults] need to understand that the fallout from their generation, from what they failed to do, is going to rest on our shoulders,” Heideman said “I think that it’s really scary for us because we’re going to have to deal with the world that they left for us.”

Fair believes an important step is prioritizing technology that is,

Junior Meron Abebe leads a discussion Monday, April 3 during the In the News Club meeting. In the past, Abebe has talked about a wide variety of topics, including the topic of climate change. Photo by Elizabeth Summa

“Cleaner and less harmful to ecosystems, so no more oil spills or no more carbon dioxide or smog or acid rain.”

Additionally, Fair believes that with more discussion people are able to recognize and help advocate for change.

“I see a change now where the consumers are saying, Hey, we can’t do this without the government and without the corporations making regulations and driving this change.” Fair said. “We really need all the governments of every country to agree that this is important and make changes.”

Similarly, Walden also recognizes that individual aspects may not have

a large impact, but he also thinks that drastic change from governments and businesses is not guaranteed. Thus, small efforts like utilizing solar power can be the best way to move forward for average people.

“[I] don’t know if you can really stop an entire planet from doing what it’s doing, especially with all the emissions that we’ve put out there for years and years and years.” Walden said. “So, I think we’re gonna have to get really good at adapting to whatever our planet brings us,

there’s probably going to be some migration that happens in the future.”

Abebe agrees that even though small actions may not solve all environmental issues, they are important.

“Even though one person being vegetarian or one person recycling may be small, you’re still doing something,” Abebe said. “I think that’s worth all the while as opposed to doing nothing and just sitting and letting it happen.”

THOUGHTS ON CLIMATE

CHANGE

THOUGHTS ON CLIMATE CHANGE

I am fully against the Willow Project I have not heard of this/I have no opinion

I am fully in support of the Willow Project

I am somewhat against the Willow Project

I am somewhat in support of the Willow Project

of students say that they are somewhat anxious over the current state of climate change

of students say they think climate change is an urgent issue for their generation

68.1%

Scanning the clothing rack at Savers thrift store, junior Gwen Heideman looks through the women’s clothes Monday, April 10. Heidman shops at thrift stores because she thinks it’s better for the environment and she can also find more unique pieces of clothing. Photo by Elizabeth Summa

A look at students’ stances on climate change and the Willow Project

Survey of 91 students

WHAT ARE YOUR OPINIONS ON THE WILLOW PROJECT?

I think that [adults] need to understand that the fallout from their generation, from what they failed to do, is going to rest on our shoulders.

Junior Gwen Heideman

Design by Katelyn Krosky

WHEN WILL WE DRAW THE LINE

The government should prioritize the future of the planet rather than corporations

by anna writer/photographerzwahlen

We’ve all been urged to “go green” since our first introduction to environmentalism in third grade, when we learned to recycle and reduce our carbon footprint. However, the recent approval of the Willow Project demonstrates a lack of commitment of the U.S. government to reduce America’s carbon footprint as a whole. Instead of approving more carbon emitting projects like Willow, the government should be using its power to work towards reducing emissions by, at the very least, incorporating emissions mitigation into harmful projects.

The project is expected to emit 277 million tons of carbon dioxide over the course of its operation. While many in America are cutting back on their own emissions, big oil companies and large corporations are being given the green light by the U.S. government for further climate destruction, each approval being unaccompanied by any form of emission offsetting amendments.

Despite the predicted environmental impacts of the project, it has many supporters in unions and bi-

partisan legislatures. They argue that the project will cut emissions by enforcing regulations stricter than that of the companies whose oil America imports and will create jobs for the local populations.

The Willow project does have the

emissions and global warming despite immediate economic concerns.

It was well within the hands of the government to offset the negative impacts of the project and others like it in the long run. In fact, an amendment to the approval of the lease was ultimately dropped which would have, according to Biden, mitigated at least 50% of the project’s emissions.

Rather than the lax conditions under which the Willow project was approved, the U.S. Government should be operating in more environmentally conscious ways. With the approval of a new project, there should be increased investment in renewable energies and environmental conservation.

The world is only being pushed closer to the edge of the cliffs of disaster by the passage of acts like this. Without at least some modicum of restraint in our pursuit of oil, we can’t hope to see investment in renewable energy.

benefits of a lesser evil. It has been cut from five drilling pads to three and provides jobs while cutting imports. However, it remains true that more needs to be done to curtail

While it may be true that oil and fossil fuels are a necessary and quick resource for the present day, there has to be a middle ground between demand and climate progress.

It was well within the hands of the government to offset the negative impacts of the project and others like it in the long run.

Anna Zwahlen

Over a decade after the original films’ release, “The Hunger Games” series has returned with renewed interest and content on TikTok and other platforms. Marking the 11th anniversary of the first film, Netflix released the movies for users on March 1. Fans were quick to pick up right where they left off in their love for the series.

Freshman Avery Clement said TikTok helped her and others get more engaged with the series.

“I think [TikTok] has brought attention to many theories and edits of things in the books and movies that makes people want to watch [the series],” Clement said. “They might not have read about it, but they see stuff on TikTok and it sparks interest.”

Despite the series’ recent TikTok revival, its fan base has been steadily expanding since 2022. In June of last year, Lionsgate announced that it would release “The Ballad of Songbirds and Snakes” movie in November 2023.

According to Vogue, Rachel Zegler will play the role of Lucy Gray Bird and Tom Blyth will play Coriolanus Snow, the original story’s antagonist. Unless the film significantly departs from the novel, most of the actors from the original films are not anticipated to return for filming.

The prequel is set during the 10th annual Hunger Games, 64 years before the events depicted in the original films. Seeking fortune for his family, Snow mentors Lucy Gray from District 12, the country’s poorest district. He sees potential in her and plots to help her win.

Despite Snow’s seemingly protagonist role, the prequel references his villainous characteristics. Junior Audrey Holick believes that people won’t sympathize with Snow.

“I don’t think that any book will

cause people to sympathize with Snow because he is such a bad guy. I am sure that no matter what backstory we get, he will still be a hateable character,” Holick said via text.

The movie series has helped cement each actor as the face of our favorite and least-favorite characters. Reading the book series has helped Clement attribute certain characteristics the movies failed to capture.

“I would say my favorite characters are probably Joanna, Finnick and Peeta,” Clement said. “I think that they have a lot of character depth, and I like how that is revealed throughout the books.”

Holick’s favorite character is the protagonist of the original series, Katniss Everdeen. Everdeen is relatable through personal narrative, and Holick is able to see things from Everdeen’s perspective.

“The movies do a good job events wise, but character wise they differ because you’re not inside Katniss’ head. You don’t often see her opinion on things,” Holick said.

The universal love for the plot has allowed people to come up with their own speculations about the actuality of events in the books and movies.

“I saw a TikTok once about the bowl and how the [characters] got reaped for the first time. It was all Prim’s name. Snow wanted Katniss to volunteer, which I don’t think was ever true. He saw her hunting or something and wanted to have her volunteer,” Holick said.

These theories can change the meaning to the overall plot of the series, Clement said.

“It could change [the plot] by making it even more real,” Clement said. “Like, that the Capitol had really planned out everything going on. To think of what we knew could have been even more.”

FAN THEORIES

Speculations about “The Hunger Games“ books and movies

President Snow made the same offer to Joanna that he did to Finnick, but she denied it, which is why she had no loved ones left

OPINIONS ON THE GAMES

Students share their own Hunger Games opinions

of 91 Who should Katniss end up with?

Which character would you save?

LET THE GAMES BEGIN (AGAIN)

by leah writer/photographerdresvyannikov

Through TikTok, the Hunger Games series has had a major resurgence in popularity

Lucy Gray from the prequel “The Ballad of Songbirds and Snakes” is Katniss’s grandmother

DIAMONDS IN THE DUGOUT

by ian chern writer/photographer

With baseball season underway, two new coaches have joined the team to help train the players. Paraprofessional Tim Thomas is a new junior varsity assistant coach and teacher Chris Borchers is the new JV head coach.

Thomas has multiple coaching experiences with baseball and football. He also has previously played baseball for baseball head coach Jeff Strickland at Mill Valley in 2013.

“Working in coach Strickland’s class, we started working together again as we’ve worked together in the past,” Thomas said. “He just saw me as a potential [coach] to come in and see what I could do and I just looked forward to the opportunity.”

Borchers was a baseball coach at Olathe South for 17 years before coming to Mill Valley in 2020.

“When I got hired here, I talked to coach Strickland about the

possibility of coaching,” Borchers said. “A couple years in, he had a lot of openings pop up and he knew [about] my experiences so he asked me to become a coach.”

The coaches have already made a great impact on the team by helping them improve and learn, according to JV baseball player and sophomore Zach Zaldivar.

“They help us become better versions of ourselves so that we can compete the best we can,” Zaldivar said. “Coach Thomas helps us keep the energy up and coach Borchers is just a good coach all around.”

Thomas and Borchers both became coaches because they love spending time with the players and watching them develop.

“I love coaching,” Thomas said. “I love the sport. I love working with those young guys and helping them grow into the best young man that can be. Not only just on the field but off the field obviously.”

GET TO KNOW THE COACHES

The baseball team welcomes two new coaches, Tim Thomas and Chris Borchers, to their coaching staff

Concentrating on hitting the ball, JV head coach Chris Borchers swings the bat during a drill at practice. Coach Borchers has enjoyed sharing his love of baseball with the team

Photo by Maddy Welch

1. Attended KU

2. Was an all-state football player

3. Was a silver stud at Mill Valley

Tim Thomas

1. Has three kids

2. Attended KU

3. Has coached players who became MLB players

Chris Borchers

Assistant baseball coach Tim Thomas hits a ball infield to players while facilitating a catching drill Wednesday, April 12 Photo by Maddy Welch

Design by Maggie Wieland

GUIDE TO GENERATIONS

From trends to stereotypes, each generation has its own distinct traits

BABY BOOMERS (1946-1964) GEN X (1965-1980)

Staples/Trends

Bright colors

Stereotypes

Stubborn

Poodle skirts

Dislike technology

Drive-in movies

MILLENNIALS (1981-1995)

Staples/Trends

Skinny jeans

Aviators

Concert T-shirts

Hardworking

Stereotypes

Later life milestones

Staples/Trends

Claw clips

Stereotypes

High divorce rate

Leather jackets

Independent

MTV

GEN Z (1996-2012)

Staples/Trends

Baggy clothes

Socially aware

White sneakers

Latch-key kids

Stereotypes

Ability to multi-task

Negative

Entitled

GENERATIONAL VIEWS

Students share their opinions on the generations

67% 67%

TikTok

Addicted to phones

60% 60% 96%

of students feel as though they fit into the Gen Z stereotypes

96%

*Survey of 91 of students think generational stereotypes are somewhat accurate

of students think there is a social divide between generations

Design by Chloe Miller Research by Hailey Perrin

*Sources: Four Hooks, NABBW, Zenefits, PureWow, My Hub, and Scrappy Apparel

Design by Grace Brookshire

A LOOK INTO EDTEC

Students explore what various potential career paths could be like after high school

Tightening down screws in the engine bay of the Auto Collision Technology truck, senior Alex Schmidt cleans up rogue wires in the shop of Auto Body Repair, Wednesday, April 5. Photo by Luke Wood

During the Health Careers class at Eudora, junior Jenna Graber is being lifted up from patient care bed in a lift by junior Elle Vanrheen to practice moving patients from place to place Wednesday, April 5.

Photo by Sydney McGlasson

Sanding the roof of the class truck project, junior Cannon Rhodes cleans up his paint job in Auto Body Repair at Eudora, Wednesday, April 5. Photo by Luke Wood

Standing by the stove top, junior Ashlyn Bellmyer whisks ingredients to make a sauce for chicken tenders in Culinary Arts I Wednesday, April 6. Photo by Baylen Monson

During a Health Career class at EDTEC, senior Cadence Mayhugh places a blood pressure cuff around junior Olivia Maddox’s arm to practice taking her blood pressure in Eudora Wednesday, April 5. Photo by Sydney McGlasson

In their Culinary Arts I class taught at Eudora, juniors Ashlyn Bellmyer and Lily Jensen make pizza dough in preparation for the pizza to be made later in the week Wednesday, April 6.

Photo by Baylen Monson

Junior Olivia Kerstetter pushes around a simulated handicap person, learning how to properly transport the dummy in a safe manner during Health Careers Wednesday, April 5. Photo by Sydney McGlasson