Spotlight November Issue

Spotlight Volume 16 Issue 3 - November 14 - Andover Central High School

Military hopefuls look into post-high school training

INSIDE:

Zellers rides to victory Sexual harassment awareness Fall sports’ post-season success

TABLE OF CONTENTS

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YE Market Day Students sell products to make profit and gain buisness experience. Photo Jason Thompson

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Lady Jags Showcase Dance team performs at the North High School showcase. Photo Megan Weisser

Check out online at spotline.org:

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Ashley Zellers Sophomore uses talents in both the classroom and in the barn. Courtesy photo

10. Teacher memories Staff members tell how teaching changes over the years. Photo Megan Weisser

Copy Editor

Production Staff

Maddie Spurlock Claire Monroe Sydney Sagehorn Colton Trowbridge

Kinsley Ochsner

Webmaster

Sports Editor

Evan Byers

Austin Zellers

Sage Edwards Clark Schoonover Grace Pool Kylie Roman Holly Shortt Jillian Primm Ashley Zellers

Alexandra Shumann

2 Table of Contents

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20. Tennis wrap-up Girls tennis team sends four to to the State tennis tournament. Photo Darryl Givens

22. Raddek Thomas Sophomore returns from successful freshman swim season. Photo Grace Blackman

Debate Update / Musical Slide Show / No Shave November

Editors in chief

Buisness Manager

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Holli Dreiling Brent Lane Huntor O’Connor

Video and aurasma Al Genovese

Photo Editor Grace Blackman

Photographers Jason Thompson Drew Wiens Megan Weisser

Advisor Julie Calabro

on the cover: Photo illustration by Maddie Spurlock and Darryl Givens Visit page 12 for more Page by Holli Dreiling

Calendar 3

Fall production preparations Blocking,choreography, final steps to finish musical Story Sage Edwards Page Jillian Primm

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he theatre department is producing a rendition of Seussical: The Musical.

Will Rainey, senior, is playing General Ghengis Khan Schmitz in the musical.

“My favorite part of performing is just being on stage in front of a bunch of people and being a different person than normal,” Rainey said.

Rainey has been in two other performances with the school in

his acting career, including last year’s musical.

“It’s a different kind of show for us because there’s a lot less lines and a lot more songs, but I think it will still go very well,” he said, “The most stressful thing right now is learning lines and blocking,” he said.

The process of blocking is knowing where to move during a performance in order to obtain dramatic effect.

Sydney Weiss, senior, is also preparing for her lead role of Gertrude McFuzz.

“Right now I’m looking over the choreography and the dances. I’m also memorizing my lines,” she said.

Weiss has been in three performances at Central and 10 at Music Theater for Young People in Wichita.

“This performance will be a lot different than last semesters play, The Crucible, it’s less serious,” she said, “The play is really entertaining; I love Dr. Seuss.”

Seussical: The Musical will be performed on Nov. 17, 18 and 19, and matinee fr the student body on Nov 16.

Weiss posing as her character Gertrude McFuzz. Photo Maddy Miles

Market day success Story Sage Edwards

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Jackson Lewallan, senior Youth Entrepreneurs student, dishes rice for a customer on Market day. “It was a great day for us,” Lewallan said. “We underestimated our buisness a little bit and we feel like we could’ve made a little more than we did. It was a good experience for us. Not just because of the money but the skills and experience; I definitely want to do it again.” Photo Jason Thompson

4 News Briefs

nce a year, pupils line up during their lunch periods to purchase products from members of the Youth Entrepreneurs class.

Youth Entrepreneurs is a class that helps people gain the experience to start their own business later on in life by using hands on experiences like Market Day. Sabina Blowers, senior, is selling Auntie Anne’s products with her partner, Aidan Frevert.

“To prepare for Market Day, we are doing a bunch of stuff. First, we had to figure out the money.

Then, we had to figure out what we wanted to sell and how much we needed of our product. Next, we had to figure out how to advertise and get all the materials we’ll need,” Blowers said.

People participating in Youth Entrepreneurs have to learn about a variety of business strategies before they prepare for Market Day. “I think the students in YE benefit from Market Day because of the things that we learn, like how to interact with outside vendors and how to start everything up and have everything ready on time,” Blowers said.

Jackson Lewellan, senior, is selling food from Emperor’s on Market Day. “The most stressful thing about Market Day is having to contact Emperor’s about it because they open thirty minutes later than the first lunch starts, so we had to get them to make an order for us earlier,” Lewellan said.

Market Day was held on November 2nd during all three lunches.

The girls cheer at home at the Mulvane game. Photo Megan Weisser

Lady Jags perform at the annual showcaseheld at North High. Roman courtesy photo

Practice performances build confidence

Cheer, dance teams bond, prepare for State competition Story Kylie Roman Page Colton Trowbridge

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ovember 18 marks the first time that the cheer team will compete at State in Topeka. This is the first year a State cheer competition is offered, and the registration filled up in a matter of seconds.

The girls will rival 30 teams in the 4A division alone, which means practices have been filled with work.

“The entire time during practices we’re drilling everything. If you get one motion wrong, you have to run, so people have been doing really well. We’re also using signs and megaphones at games to help prepare, since we’ll use them [at State],” senior Brynn Foust said.

The three components are a crowd-leading cheer, a bandled dance and a fight song. At prelims, only one will be judged; they will perform all three if they make it to finals.

“Only six teams make it to finals, which means it will be pretty intense. I’m feeling really confident,” Foust said, “Since it’s such a big ratio, I think we have a good chance, but obviously nothing is for sure, so we just have to keep working hard.”

The cheerleaders have worked non-stop, not only to perfect the routines, but also to solidify the team bond.

“I’m confident in us. As a team, we’re growing more each day.

We’re more comfortable, and we now know each other’s strengths and weaknesses,” sophomore Taylor King said.

The girls will go into the competition with open minds and high spirits.

“I only know Nationals which is very different, so I’m excited to see what will happen. In the end, there’s a lot of competition, but I think we’ll be great,” junior Amanda Day said.

The team looks forward to participating in a new event and gaining new experiences.

Story Jillian Primm

them in the least.

“I thought it looked very strong, but there is always room for improvements. I was proud he North High School showof the team for stepping up and case started the beginning working hard especially since we of an eventful winter season were one of the smallest teams,” for dance team. Schools from coach Jenna Armagost said. around the area prepared weeks Next, the Lady Jags will comin advance to put the best foot forward, having only one oppor- pete at State, which takes place in tunity to prove the team’s skills to Olathe at the end of January.

“State is always exciting the audience. because we get to show off three The November 8 performance of our best dances and compete did not only represent the prior against all the other high schools work of the team, but provided to prove our skills,” junior Elizathe girls with an opportunity to beth Waldrip said. strengthen skills for the nearing The team has done well and State dance competition. earned the “Best of the Best” “I think it went very well. We had to make last minute changes, award for three years running.

To be awarded this, a team must but everyone came together to perfect the dance. North is always score above a 90 on each of their stressful since it comes so fast, but routines.

“I’m excited about the rest of this year I’m especially proud of the year. We have made incredour hard work,” senior captain ible advancements in a short Kylie Roman said.

With only a nine-person team, amount of time, and I can’t wait the girls had to work harder than to see how we look come comtiin previous years, but they did not tion time,” Armagost said. let the small numbers discourage

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News 5

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Ashley Zellers, sophomore, takes a Reserve World Championship victory pass on her horse, Timmy. She placed 2nd out of 28 riders.Photo Howard Schatzberg

On her Zellers earns Reserve high horse National Champion title Story Holli Dreiling Page Sydney Sagehorn

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magine waking up at 6:30 to go spend seven hours at school, going to a stinky, hot barn for four more hours after school, then coming home after 13 hour day to do all your homework.

That is a day in the life of sophomore, Ashley Zellers, who competes in saddle seat riding outside of school.

She won a Reserve World Championship at the Morgan Grand National and World Championship Horse Show this fall.

“Saddle seat is a type of English riding. We [riders] have certain form required for riding just like a dancer has to point their toes when they’re performing. I have to hold this form while I am riding and try to control my horse so they will do the right thing,” Zellers said.

Saddle seat riding requires both horse and riderto look their very best, similar to a car show.

“You go to the competition and show off your horse. People set up fancy barns, it’s very showy. There is so much skill and train-

ing behind it, but you get to the competitions and it’s a big show-off,” she said.

Unlike most sports, saddle seat riding has no clock or score, just three judges.

“The United States Equestrian Federation made a set of rules that the judges judge off of, but it is also based off of performance.

There is no certain criteria you have to meet to win, the judges follow the rule book but also sneak in their personal opinion,” Zellers said.

Everyday after school, Zellers stays at the barn until at least 7:30 pm she works four hours after school every day.

“I’ll usually ride my horse and have a lesson with my trainer. Then I’ll ride probably two or three other horses that need to be ridden. I’ll get other horses ready for lessons, muck stalls, clean tack, guide barn tours, and sweep,” she said.

Riding is extremely different from any other sport, not only because there is no score or competition is with another mammal who is able to think for itsself.

“Basketball players can shoot the ball knowing the ball is going to go where they want it to go based on how they shot it. If I ask my horse to do something, I may be asking it right but I’m dealing with an animal with a mind of its own so it is not always going to do that. I’ve been doing this for 11 years and I still haven’t figured everything out.

There is so much finesse to everything you’re doing; it takes a lot of practice,” Zellers said.

Zellers is learning how to balance a year round season with school life while still participating in school activities with friends.

Hoofer makes it look easy Grant Hoofer, junior, also competes in Saddle Seat with his horse Angie and attended the Morgan Grand National and World Championship with Zellers in Oklahoma City. He placed 5th in Saddle Seat Senior Equitation, ages 14-17. There were 20 people in the competition.

Hoofer works hard as well.

“The whole idea of this sport is to make it easy and fun. If it looks easy then we are doing our job becuase it is everything but easy, “ he said. Courtesy photo Ken Martin

Feature

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Are sexually assaulted sometime in their lifetime

Editors’ note

A

fter recovering from the initial trauma of sexual harassment, assault, or abuse, the next step in finding resolution is reporting the incident to a trusted adult or law enforcement.

However, a number of different reasons, such as fear or ignorance, can lead to a victim leaving an incident unreported.

Despite the seemingly ephemeral topicality of the issue and limited consequences to the abuser, leaving sexual misconduct unreported perpetuates the overlying issue of blissful ignorance towards the frequency of assault, harassment, and abuse.

According to the Rape, Abuse & Incest National Network, only 334 of every 1,000 instances of sexual assault are reported, thus concluding that two in three cases are left unreported. Statistics become skewed when discussing how many cases there are, due to the overwhelming idea that only reported cases are valid. Ideally, by increasing awareness on the relevance of sexual assault and harassment, more cases will be reported.

Although some may not see it happening, sexual misconduct occurs at Andover Central and it is often not taken seriously. In a survey conducted by the Spotlight staff some disturbing responses were received.

“This is a waist [sic] of time you woman think your [sic] getting raped if a guy looks at you wrong, or if someone agnologis [sic] how good looking you are.

PS Trump’s our presedent [sic],” one response read.

The survey was given in complete confidentiality for obvious reasons which was a problem for one survey taker.

“It is awful that you are asking people this on a survey,” a response read. “Anything of this length should be addressed in person.”

Students also wondered why the information mattered.

“This is the dumbest thing ever. When a person gets sexually harassed they arent [sic] going

According to the New York Times

to want everyone to known. So dont [sic] stick your nose into things that you dont [sic] need to know,” another anonymous response said.

The Spotlight staff gave the survey anonymously to ask students about their experiences with sexual harassment and assault so that in no way would anyone’s trauma be exploited and so they could speak freely.

No one was required to take the survey, anyone could refuse if they so wished.

Sexual harassment and assault are serious issues, and the next step to resolving the problem is through discussing it. Without a conversation about the problem, there is no solution.

in in 4 3 1 2 1 1 1 7 in

in

Senior girls

Juniors girls

Sophomore girls

Freshman girls

Have been sexually harassed or assaulted before age 18 In a survey conducted within the school involving 550 students

8 Feature

Looking beyond misconceptions Sexual harassment, assault awareness vital to understanding larger issues Story, page Maddie Spurlock

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hen discussing issues such as sexual harassment and assault, people tend to shy away from the emotionally hard-hitting side. It happens, and it is an issue, but rarely do young people acknowledge it in its entirety.

Unwanted sexual conduct of any nature is oftentimes ignored, and raising awareness is key to becoming more mindful and alert about sexual misconduct.

Sexual harassment is defined simply as harassment or unwelcome sexual advances, requests, favors, and verbal or physical harassment of either a sexual, explicit, or offensive nature according to the United States Equal Employment Opportunity Commission.

Assault, is defined by the United States Justice Department as any type of sexual behavior that occurs without consent of the recipient. The definitions of

sexual harassment and assault are often misunderstood, making them important to understanding the problem.

“I define sexual assault as any sexually realated comments or actions that are unwanted or unconsentual,” freshman Tori Carter said.

An important factor in understanding sexual misconduct is knowing that it is not the victim’s fault.

“Harassment or assault is something that should never happen to anyone under any circumstances,” Principal Cheryl Hochhalter said. “I hope that [victims] can find someone, whether it be a teacher, counselor, or administrator, I hope that they can find someone. When you are a victim of harassment or assault, you are a victim. You are not in the wrong.”

However, understanding that the victim is not at fault, victims all too often remain silent and do not report the incident. whether it be harassment or assault.

“Fear is the most common reason for students to leave cases unreported,” Counselor Laura Scaglione said. “There is definitely a misconception of reporting things that it’s going to make the [victim] look bad, or that they will be called something that they’re not. It’s just fear of what’s going to happen that prevents people from coming forward.”

Incidents also remain unreported because of lack of consequences, which is not the case at school.

“Here [the administration] takes cases very seriously,” Carter said. “But in other places, [not related to school] I can see them [other people] being less serious about it.”

According to a urvey conducted in all English classes, which encompassed over 600 of the building’s 700 plus students, 1 in 2 senior girls experienced sexual harassment or assault, 1 in 4 sophomores, and 1 in 7 juniors and freshman.

Despite this statistic, Hochhal-

ter rarely receives complaints.

“I have at least one or two [incidents] reported of either harassment and in some cases assault in a year,” Hochhalter said.

“It may not be a ton of times, it’s sometimes very hard for people to report. It’s a very gut-wrenching and personal thing, so there is more that goes reported that goes unreported. Andover isn’t a bubble. What happens in the real world happens in Andover.”

Even giiven the definitions of sexual harassment and assault, boys and girls alike often do not understand that their actions are not okay.

“Social media and TV shows portray [sexual harassment] as being okay,” Scaglione said. “In reality, those things are not okay.

Students, especially the younger ones, don’t understand what’s okay and what’s not okay.”

It is important for victims to remember that they are not alone.

“Talk to an adult you trust,” Scaglione said. “Find help.”

Feature 9

Linda Wells teaches a health class. Wells has taught in the Andover system since the 1970’s. Photo Megan Weisser

Modern learners more focused, pressured Desire for instant gratification, technology, changes in society, affect school Story Ashley Zellers Page Holly Shortt

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ndover Central would not be what it is without its amazing staff. Young and old, all teachers have had to opportunity to grow with and experience the school and students changing.

Many things created inevitable changes in the school environment, especially the surge in use and availability of technology.

A few special teachers in the building have worked with students for years, and have first-hand experienced with the changes in school atmosphere.

Health and PE teacher Linda Wells, who has been teaching and coaching since the 1970’s, weighed in on the changes.

10 Feature

“When computers came in it changed a lot, work ethic has plummeted in the classroom and in sports. Everyone wants to be the starting player, or to get an A, but no one wants to work for it, they want instant gratification,” Wells said.

Despite a decline in work ethic, chances for success have increased.

“The opportunities keep multiplying each year, educationally and athletically, I get to enjoy students’ success in more ways than ever before,” Wells said.

Athletic Director and Assistant Principal Doug Carr, who has been in the education workforce for 30 years feels students are more focused and more pressured than in the past.

“Students are more goal specific oriented, I think today you

see kids that want to be specifically a certain thing,” Carr said.

“Something I see today, that bothers me a little bit, is that kids feel more pressure to succeed, not that they didn’t used to want to succeed.”

Carr also saw an increasing need for instant gratification among teens.

“I’ve had to become accustomed to the students’ desire for instant gratification, students want to take a test and know the answers right away, technology allows them to get information at such a rapid rate,” Carr said.

There is no denying that technology has had a huge impact on not only how schools function but how the students function as well. This will probably always be the case, as technology continues to advance and change.

[ ] “I think that between societal changes, parents, and peers, there’s all this pressure on kids.

Students don’t go home and play outside anymore, they stay inside and study or practice.”

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Military hopefuls look forward to post high school training Story Colton Trowbridge Page Maddie Spurlock

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he United States military maintained a solid enlistment since its establishment in 1775. Sam Wilson, sophomore knew he wanted to join the army as a young boy.

“I’ve known I wanted to join the military since I was seven,” he said. “I just always thought that it was interesting, and both of my grandpas served.”

For those who heard the calling to serve their country, the armed forces were a perfect way to fulfill that longing.

“I want to join the military because I feel like everyone has the right to serve and this would be my way of serving the country. I’m capable of doing it, so I thought I should,” senior Jack Steiner said.

Business teacher Steven Huskey agreed but

Steven Huskey

12 Feature

felt that the military was not the only way to serve one’s country.

“I served five years in the Navy. I was an aviation warfare systems operator,” business he said, “I think the misconception these days it that to serve your country you have to be in the military when firefighters, police, doctors, nurses, dentists, lawyers, whoever, anybody who is doing public good, serves this country. I think sometimes we over emphasize it.”

One reason junior Zach Crawford joined the military was college affordability. Colleges offerred scholarships and price reducing incentives to those who enlisted.

“Its good for me because I can get massive college benefits, I can get benefits that my brother can’t get. With me serving in the military you’ve got the GI Bill, you can get free college tuition, and you’ve got money you can support your family,” he said.

Jack Steiner

The military has five branches, and each branch has its own opportunities, so those wanting to join have plenty of options for jobs.

“I want to be in the Navy, and I want to either be a pilot or a Navy Seal,” Steiner said.

Crawford, a Marine hopeful, also considered special forces.

“The jobs I want are all field jobs. The ASVAB has numbers so I was going to go through 03-31 which the description is machine guns, you are infantry basically, but with the amount of work and motivation I have, I hope to be Force Recon. They are the only special operations unit in the entire marine corps,” he said.

Serving ones country, college affordability or looking for a particular job, are all valid reasons to join the military. Whatever the reason, they all see the military as the righ environment to pursue their passion.

Sam Wilson

Marine-bound junior Zach Crawford talks military Q. A. Q. A. Q. A.

Q. A.

When did you decide you wanted to join the military?

“I was living in Iowa I saw a man in full on army gear, come to our school and talk to us about the military. I got into the military channel and I was big on history and it was the coming of eighth grade when I decided I wanted to join the Marine Corps.”

What made you decide on the Marines over any of the other branches?

“The Marine Corps to me, and I’m not bashing on other branches cause all of our branches are amazing, but the Marine Corps to me is the most well disciplined, well dressed, and the worlds finest fighting force.”

Q. A.

“During my freshman year I started talking to recruiters and two summers ago, about a year and a half ago, I wanted into a recruiting office at sixteen and starting my sophomore year, which was scary to me because you’ve got all those kids who have just graduated high school and you have all the recruiters looking at kids. I’ve been with them for a year and a half just basically working out with them.”

Q.

Can you tell me about your time with the Young Marines?

A.

“I was in it from 2013 to 2017 and it is run by former Marines. They don’t necessarily get you ready for boot camp, but their main goal is to strengthen the lives of American youth.”

What are relationships like [in the Young Marines]?

Q.

“You build a bond, because you are friends with people who are leaving for three months, that’s how ling our boot camp is, and you have guys coming back in dress blue uniforms, shaved heads, and you get to hear their experiences.

I got to spend time with my friend who I was really close to last week and we basically talked about his experience so that I could get ready for it.”

A.

Have you had family in the military?

What pre-emptive steps did you take to prepare for the military?

Is there a certain position or job that you are striving for?

“All the jobs I do wish for are field jobs. I do not wish to serve at a desk job for a four-year contract while you have got other guys serving a bigger cause in the field. If Force Recon doesn’t work out, then I do wish to be a rifleman. With all of that you can actually be stationed, after your contract, you can be stationed for drill team which is the guys with the dress blue and they’re flinging the rifles around, and you can be stationed in Washington DC doing shows out there.

Right now it is Force Recon, but if it doesn’t work out then I do wish to be part of another infantry job base.”

“I have had one family member who served in WW2 in Sicily I believe, but I don’t know his whole history and stuff, so from that I will basically be be the only person in the military.”

Photo illustration of Zach Crawford by Maddie Spurlock photo by Darryl Givens

Feature 13

Tempting traditions

Revealing family recipes Page Claire Monroe, Kinsley Ochsner, Photos Megan Weisser Stories Grace Pool

[ ] Favorite Thanksgiving foods

Mashed Potatoes 41% Pie 26% Turkey/Ham 23% Stuffing 10% *Twitter poll, 39 votes recorded

Kylie Litavniks

Jackie Tschohl

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sophomore

ugar pie is a dessert well-known in Northern France, Belgium, and Quebec, as well as select few American Midwestern states where it’s referred to as sugar cream pie.

“My family and I like eating sugar pie on Thanksgiving, it’s a tradition we started when we lived in Canada.” Litavniks lived in Canada for three years before moving to Andover.

Sugar Cream Pie Recipe: -Pastry for single-crust pie (9 inches) -1 cup sugar -1/4 cup cornstarch -2 cups 2% milk -1/2 cup butter, cubed -1 teaspoon vanilla extract -1/4 teaspoon ground cinnamon Preheat the over to 450 degrees, line pan with pastry, and pre-cook crust covered in foil for 8 minutes. Uncover and bake for 5-7 minutes. Cool and reduce heat to 375 degrees. Heat sugar and corn starch in a saucepan; bring to boil. Reduce heat and stir for 2 minutes. Remove from heat and stir in butter and vanilla. Transfer to crust and sprinkle with cinnamon. Bake for 15-20 minutes, cool, and serve chilled.

14 Fun Recipes

freshman

hether opting for ham or turkey, the Thanksgiving classics are always a good way to celebrate the holiday with loved ones.

“We always eat ham and cheesy potatoes on Thanksgiving, and then we go to our friends’ house to get together with everyone.”

Cheesy Potatoes Recipe: -1 pint (2 cups) sour cream -1 can (10 3/4 oz) condensed cream of chicken soup -1/2 cup butter, melted -1 tablespoon garlic salt -1 cup chopped onions -1 bag (30 oz) frozen country-style shredded hash brown potatoes, partially thawed -2 cups shredded Cheddar cheese (8 oz) Heat oven to 350 degrees, add all ingrediants into a bowl and stir until blended. Poor into ungreased 3-quart caserole dish. Bake 45 minutes. Serve hot.

Mason Nickel

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junior

hanksgiving is a great way to use food to bring family and friends together.

“Every year my mom asks everyone in the family to provide a dish for the Thanksgiving dinner; my dad always wants blueberry Jello and I always want stuffing. Then, I help in the kitchen and I bake while my mom cooks.”

Blueberry Jello Salad Recipe: -1 can (16-ounces) crushed pineapple (reserved drained juice) -1 cup boiling water -2 boxes (3 ounces) of grape or berry Jello -1 can (16-ounces) blueberry pie filling -1/2 cup fresh blueberries, washed -1/4 cup chopped pecans Drain pineapple juice into a measuring cup and then fill the cup with boiling water until it equals 1 cup. Pour the gelatine into the pineapple juice/boiling water mixture and stir until dissolved. Add crushed pineapple and blueberry pie filling. Pour mixture into a 9x13 inch pan and cover and refrigerate until firmly set. Spread cream cheese whipped topping on top and sprinkle fresh blueberries and chopped pecans on top. Serve chilled.

Ads 15

Indirect interaction

Does online communication count as being social?

Story Alexandra Schumann Page Claire Monroe,

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n the heat of the digital age, social media usage has become a part of daily life. The majority of the student body possesses some kind of online social platform.

Twitter, Instagram, Snapchat, and Facebook are just a few applications that open students up to connecting with others online. While it may seem like social media does not cause any problems, these forms of “connection” do just the opposite.

Communication in the present day is completely different from that of previous generations. Face-to-face interaction used to be the only way to talk to someone, but adding phones to the mix puts less emphasis on having traditional conversation. For instance, the simple task of checking social media allows for avoiding eye contact and conversation. Not only does the device itself stifle communication, but social media takes away the value of human connection.

The problem with broken communication lies in the over-attachment to social media to the point where it replaces real-life conversation. Snapchat is one of the biggest culprits in this sense. Most interactions with friends on the app consist of sending a random picture captioned with the word “streaks.” This concept is not a genuine

y: n: [ ] Do you think social media takes away from real-life connection?

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* 21 Spotlight staff members polled

16 Staff Editorial

way to keep up with peers. Also, being “left on open” on Snapchat occasionally causes the sender to feel ignored or offended. These trivial aspects lead to misinterpretations that obstruct conversation, and they should not be a part of communication in current times. The only true way to make a natural connection with someone happens in person through face-to-face interaction.

Some opposing sources argue that social media does not obstruct communication in this sense. Instead, it is an efficient way to keep up with peers and form new relationships with people. It allows someone to reach out to people they might not get the chance to meet without the aid of an online platform.

A solution to this disagreement is to find a balance between personal and online communication. It is impossible to completely avoid communication on social media, but the ratio of in-person to online conversation should be greatly increased. Use the phone to meet people, but once the bond strengthens, take the conversation to a real-world setting. This is the best way to make long-lasting relationships.

Human interaction is a necessary part of life. Without meaningful relationships, it becomes harder to ease the stresses present in life and school.

Social media should not be the sole medium of communication. By closing the apps and interacting face to face, actual communication is possible.

The Andover Central Spotlight is the official student newspaper of Andover Central High School and makes an effort to supply readers with unbiased stories and accurate detail. The Spotlight is a forum for student expression and not subject to prior review in accordance with the Kansas Student Publications Act. The staff is comprised of Andover Central High School newspaper students. Views expressed do not necessarily reflect upon the views of the faculty, students or community as a whole. Letters to the editor are appreciated. Please note that letters and messages are subject to editing for clarity or brevity. The editorial board reserves the right to reject a letter that is perceived as inappropriate.

Hidden history: Story, page, cartoon Sydney Sagehorn

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hen my family and I saw Nate Parker’s 2016 film “The Birth of a Nation,” which chronicled Nat Turner’s 1831 slave rebellion, we were the only white people in the theatre.

It wasn’t much of a surprise; people tend to gravitate towards the entertainment they feel the most connected to.

The issue is this: if white people are not interested enough to learn about black history on their own, it needs to be taught in schools, but it is not being adequately covered.

The middle school American history curriculum is taught in the 8th grade. It starts with the founding of America and continues through the Civil War. The very last unit covers the Reconstruction era.

The Reconstruction era took place immediately after the Civil War, when the federal government stepped in to rebuild the South. In doing so, they granted protection for freed slaves, who began to prosper politically and economically. This made white southerners feel threatened, so they retaliated with violence towards black people who tried to exercise their rights by forming hate groups, most notably the

How social studies education fails to address America’s pivotal eras

KKK. It was a period where being rich and black did not give you more power, it made you and your family more of a target for angry whites. It is vital to understanding why the 13th, 14th, and 15th Amendments lead to the civil rights movement 100 years later instead of immediate prosperity

many lessons as possible, which often results in a skimmed-over version of this pivotal time in our country’s history. Even then, teachers feel the need to keep the material at a PG level, so as not to shock children who are unexposed to race brutality. The next history class after 8th grade is not

Information from “Lies My Teacher Told Me” by James Loewen and PBS.org

for black Americans.

However, understanding the ebb and flow of race relations after the Civil War is tricky, and it is even trickier if you are an 8th grader five days away from summer vacation. By that time of year, focus begins to slip and teachers are rushed to cram in as

taught until 11th grade.

By structuring the curriculum with these massive gaps in knowledge, the Kansas State Department of Education seems to favor an image of uninterrupted forward momentum towards the present. There’s seemingly no connection between the Recon-

struction era and the Civil Rights Movement a century later.

The biggest lesson that we as Americans can learn from the Reconstruction era is that it is possible for our country to take a step backwards. The sooner we realize that, the sooner we can remove ourselves from blind patriotism and take threats to our progress seriously.

Our district is not against the idea of adding to the set curriculum; on-level classes begin with a unit on America’s founding, even though that lesson is not set by the KSDE. We teach that material because it provides a foundation for everything to come. The whole point of teaching history is so we as a people will know how to navigate modern topics.

Similarly, the Reconstruction era has a sizeable impact on today’s climate. Much of the current race issues between white and black Americans can be traced back to a minimal understanding of their history.

Adding in this small unit would take away a day from teaching turn-of-the-century imperialiosm or industrialism or 50’s fads, but revisiting the issue of slavery and reconstruction with a more mature understanding of the world would help students know more about our country’s history than names and dates.

[ The KSDE curriculum skims over the Reconstruction Era. Here’s what you may have missed:] In Hinds County, Mississippi, an average of one black person was lynched per day, many of them servicemen.

in Kan2000 murders sas committed

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of the first Kentucky Derby winners were black before black people were banned from the sport Only

10%

of voters needed to renounce slavery to be re-admitted into the union.

by klansmen with connection to the 1868 election

2 black senators were elected to congress from 1870 to 1875. No more were elected until 1967.

13th, 14th, 15th Amendments that granted former slaves freedom, citizenship, and the right to vote

Editorial 17

Racial incidents up over previous years Principals issue behavior statement Story, page Maddie Spurlock

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ndover, Kansas is not a diverse community, 93%per cent white, according to the 2010 census, never before has the use of racial slurs and hate incidents in school been a problem .

However, according to a statement by the administration read fourth hour on Tuesday, Nov. 7, it has become bigger issue than ever before.

“Andover Central High School is an inclusive environment that welcomes and respects all of our students regardless of ethnicity, creed, or culture,” the statement read.

“Racial comments and intolerance of others is not acceptable.”

New student, Amari Lipscomb, senior, has not seen any evidence

of the intolerance but knows how she would react if she did.

“It hasn’t happened to me yet,” she said. “But I’m super cautious about it. I know how I can be if I were to hear that kind of stuff, towards me or anyone else. I would tell them that it isn’t cool and always stick up for the victim.”

There is a fine line between joking and racial intolerance.

“It’s disrespectful to their culture,” Lipscomb said. “For someone to go out of their way and call someone a [derogatory] name isn’t cool.”

No matter the nature or context of racially insensitive comments or actions, they should always be taken seriously.

“Racial intolerance or harassment of any kind whether it is done in person or via social

media during the school day is against board policy,” according to the statement.

Despite the increase in racially based hate, maintaining a safe environment for the student body is a top priority among administrators.

“Students who violate this policy will be subject to discipline including suspension and up to expulsion,” The statement read.

The way to eliminate the

Racism has no place in school... or anywhere else.

Cartoon by Owen Spurlock

Feature

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behavior is to take action when you see it and to not engage in the behavior in the first place.

“If you are a bystander, please take a stand for what is ethical or you are condoning the behav-ior,” the statement read.

“Witnessing intolerance isn’t humorous.”

The administration hopes the statement will call students to action to prevent and stop the problem.

Page Clark Schoonover

FOOTBALL TENNIS Record: 4-5

SOCCER Record: 16-3

Stefan Anthemides, Photo Drew Wiens

Jazzmyn Williams, Photo Darryl Givens

Bryce Fimreite, Photo Will Rainey

RESULTS

RESULTS

RESULTS

10/27 vs Maize South: 13-23 (L) 11/3 @ Mulvane: 30-21 (W) Regional Champs

10/15 @ State: Liba Cermakova 3rd (singles) Jordan Maddex/Sydney Sagehorn 9th (doubles)

10/24 vs Independent: 5-0 (W) 10/26 vs Berean Academy: 1-0 (W) 10/31 vs Hays: 4-0 (W) 11/3 vs Spring Hill: 1-0 (W) 11/4 vs Bishop Miege: 0-3 (L)

GIRLS BBALL

XC

BOYS BBALL

Ryann Stearns, Photo Will Rainey

Boys XC team, Photo Grace Blackman

Easton Leedom, Photo Will Rainey

RESULTS

PREVIEW

PREVIEW Returning Starters:

Ryann Stearns (senior) Ashtyn Brown (senior)

Boys @ State: 2nd place Girls @ State: 2nd place

Returning Starters:

Xavier Bell (sophomore) Braden Belt (junior) Easton Leedom (junior)

Scoreboard 18

Fall sports wrap up long seasons, look for late victories Soccer, cross country, tennis find postseason success Stories Hunter O’Connor Page Brent Lane, Maddie Spurlock

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ollowing a season with three state qualifiers, the girls’ tennis team was poised to follow up last season with stronger performances, as well as more state qualifiers. With senior state qualifier Jordyn Maddex returning, expectations were high for the players on the team. Though the team lost two state qualifiers from last year’s team, Maddex saw no reason that the team would regress.

“Going into the season, we had a great team dynamic and we had a lot of fun, which helped us perform,” Maddex said.

Among players new to the varsity team was Liba Cermakova, who went undefeated in regular season 4A play. She continued her unbeaten run into Regionals where she secured the cham-

pionship in singles. In her only year on the team, the exchange student put together one of the most impressive seasons in school history, and went into state as the top seed.

“Winning Regionals felt amazing, to play and win in America was a dream,” Cermakova said.

Cermakova was not the only member of the team to find success at regionals, as the Jags also qualified sophomore Jazzmyn Williams in singles and the doubles team of seniors Jordyn Maddex and Sydney Sagehorn.

Williams showed experience beyond her years, becoming one of the few sophomores to qualify for the State tournament, placing 5th at Regionals. Maddex was looking to defend the Regional

title her doubles team won last season, this time with a new partner, Sydney Sagehorn. The duo’s 3rd place finish helped secure the team a runner-up finish. Following Regionals, the focus was quickly shifted to the state tournament. Though Williams fell in the second round, Cermakova continued her run in the singles bracket, making it to the semifinals.

Jordan Maddex, senior, looks for a return shot at State tennis.

Maddex finished 9th with Sydney Sagehorn, senior, to end her final season. Photo Darryl Givens

Liba Cermakova, senior exchange student, returns a serve. Cermakova placed 3rd at State tennid. Photo Darryl Givens

20 Sports Feature

Though she would not reach the final, she still managed an impressive finish, winning the third place match. In the doubles bracket, Maddex and Sagehorn started well, winning their first two matches. Their run ended in the quarterfinals, but they still finished 9th and medaled.

“It was a little disappointing, but for how much practice we had together, I’m proud,” Maddex said.

Defender Colton Trowbridge, senior, passes ball back into play. Photo Rachel Stefanek

Midfielder Layton Harper, sophomore dribbles down the field. Photo Rachel Stefanek.

Midfielder Jacob Cromley, senior, prepares for a kick.

Photo Rachel Stefanek.

Soccer secures school record with first time State runner up win

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ollowing the best regular season in school history, the boys’ soccer team was primed to one-up their state performance from last year, with eyes on the state title. The Jags’

secured their trip to state with a win over Berean Academy and a dominating win over Hays.

With momentum on their side, the Jags faced off with Spring Hill in the semifinals. It took

two overtimes to decide, but the Jags prevailed 1-0, with senior Forward Jackson Lewallen netting the winner. Waiting in the finals was Bishop Miege, who were looking to defend their title from

last season. It took both teams until the second half to find the net, and when the breakthrough came, the Jags fell 3-0, but still improved on their finish last year, securing the runner-up trophy.

Boys, girls cross country both win second place in Wamego

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oth Jags Cross Country teams began their runs for the State title with successful Regional meets in El Dorado. The boys placed second, led by senior Matthew Maki and junior Monty Christo, who both medaled. But,

the girls’ team stole the show, placing first at the meet. Medalists were juniors Cailan Steward and Alexandra Schumann.

“We really set high standards for ourselves heading into the meet, then we just met those

Matthew Maki, senior, begins a race at the Newton cross country meet. Maki went on to finish 9th with a timeof 16:49.1 at the State race. Photo Cailan Steward

Cailan Steward, junior, heads to the finish line at the 4A Regional Championships. Steward finished 14th with a time of 20:27.3 Photo Cailan Steward

expectations,” Schumann said.

With momentum heading into the State meet, both teams enjoyed a successful day, bringing back two second-place finishes. Despite frigid temperatures, the teams were unfazed by the

Wamego course, with all medalists from Regionals backing up their performances and several hitting a personal record.

“I feel like the only thing that was different was the stakes,” Junior Kale Flores said.

The boys and girls cross country teams pose for a picture after both placing second at the Regional meet. They went on to both bring home runner-up placings at State in the 4A State Championship race at Wamego. Photo Cailan Steward

Sports Feature 21

New leaders look to get PERSONAL BEST swimmers to State tourney TIMES Boys swim finds leader in underclassman Story Brent Lane Page Gracie Pool

T

he Jaguar swim team lost one of the best swimmers in school history when he graduated last year, Spencer Kruger, who graduated at the end of last year. The team has optimism for the future as sophomore Raddek Thomas looks to continue the tradition.

“I constantly compare myself to Nicholas and my other teammates because when I see them succeed it motivates me to do the same.

Thomas and the swim team look to battle for a State title this year with other competitive young swimmers.

“I definitely hope to making state but I’d like to place in the top five in the 200 freestyle. I’d like to see more nonclub swimmers make it to state. Some people who started swimming in high school and progressed from there.”

The team got a new coach this year, Chesley

Kilgore, who swam in college at Georgetown University.

“Both of our coaches have excellent swim backgrounds so they know how to coach us.

I’m excited to see all of us swim and to see how they coach the newer kid,” he said.

Thomas said his only rituals are listening to music because of all the time he’s committed to the sport. He thinks his practice is what he needs to succeed.

“I like to listen to Eye of the Tiger before I race. I’m taking one of my friends old rituals listening to the Pokémon theme song to hype me up,” Thomas said.

With the bond issue passing over the summer, Thomas is excited for the facilities the school will get.

“The new swimming facilities are going to be a game changer for us. To have a great pool right on campus will really help us prepare and be able to host more events.”

Hosting meets could be great opportunity for the school and district to bring more awareness to the different offered programs.

[ ] "Practicing nearly every day, trying to compete every day is part of my success."

22 Player Profile

200 FREE: 1:47:55 (2017 State time) 200 FLY: 2:02:53 100 FREE Thomas swims the butterfly stroke during practice at the Andover YMCA. Photo Grace Blackman

THE PRIVATE SCHOOL

PRIVILEGE

Public, private schools play despite recruiting differences Story, page Austin Zellers

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[Private school recruiting zones]

ansas high school sports were created to provide an equal opportunity for young aspiring athletes.

The dilemma today has to do with the direct competition between public and private schools.

With the exception of a few open-enrollment districts, public schools must form teams from the athletes who live inside a school district, whereas private schools get the benefit of recruiting, “Private schools have an open system. They can draw kids from the whole population,” athletic director Doug Carr said, “for example, kids from the whole Wichita metro area could go to Kapaun, Bishop Carroll, or Independent.”

The state of Kansas State High School Activities Association (KSHSAA) commissioned a study in 2007 which concluded that although private schools win a disproportionate amount of State Championships that they did not think it necessary to separate public and private schools.

Kansas law states that high school classifications are determined by enrollment numbers. Larger states such as Texas have separate League and State tournaments for private schools, but the state of Kansas is not large enough to use that as an alternative.

A possible alternative would be to take the approach that Missouri has implemented, which multiplies private school’s enrollment numbers by 1.35 the actual student count.

Regardless of how it is handled, if it is not addressed private high schools will continue their reign of dominance in the state of Kansas.

KC-area school districts

“In 2015 our very talented football team played Miege in the State Finals and got destroyed,” senior lineman Isaac Rozario said, “There

was zero competition. It was like playing against a college team.”

The main point that public schools must acknowledge is the fact that legally private schools are not doing anything wrong. There is no State rule against hand selecting kids to attend their school.

This idea does not ease the tension between the types of schools, but it sets a fundamental policy that makes it hard to argue with.

Whether or not law makes the debate tough, athletes and coaches from public school districts still hold strong opinions.

“It’s unfair and I’m sick of it,” senior baseball player Hunter Flanigan said, “I think it is extremely unfair that they get to go on recruiting trips and get a bunch of crazy athletes to come to their school.

Schools like us don’t have the ability to give scholarships and get they players from wherever they want.”

As time moves on an eventual solution will found in the State of Kansas.

With the enrollment multipliers and separate leagues that other states apply, or a possibly new idea that has yet to be pitched, there are many ways the state could bring balance to high school athletics.

For the moment, public schools and private schools will continue to compete head to head and athletes on both sides can only play as hard as they can with whoever they end up with as teammates.

Wichita-area school districts

Sports Opinion 23

Tricking out the trunks for lots of treats 1.

1. Eliya Deckinger, sophomore, hands out candy to a child, dressed as Rocket from Guardians of the Galaxy.

2. Dressed as a cactus, Taylor Wolf, senior, gives away candy to kids. “I liked being able to provide festivities in a safer manner for younger kids and allowing them to participate,” Wolf said.

3. A group of seniors from the Kids 4 Kids club dress as characters from Scooby Doo during Trunk or Treat.

“I like participating in Trunk or Treat because I love seeing the reaction on children’s faces when they see our costumes and receive their candy,” senior Holly Shortt said.

4.During the Wasler trunk or treat competition, students from choir dress in a Narnia theme. They won the competition and received a 1000 dollar check.

5. Kylie Roman, senior, dressed as Velma from Scooby Doo, talks to a child and hands out candy.

Photos Maddy Miles, Julia Miller (check photo) Page Jason Thompson

3.

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Photo Essay