November 17hawk by Kari Riemer

For the Common Good Faculty members with military background share experiences, lessons Many don’t know or ask about the lives of teachers before they became educators. However, after noticing a number of faculty members with military background, their personal stories were sought after and shared to honor their service.

Brisa Espinoza | Reporter

t the age of 18, fresh out of high school, English teacher, Colleen Pepper Ayala was on her way to Fort Dix, New Jersey to start basic training for the U.S Army. After unexpectedly scoring very high on the Armed Services Vocational Aptitude Battery (ASVAB) test, she soon started to get calls from recruiters, before settling on the Army. “I never anticipated going into the military,” Ayala said, ”But I went and took the ASVAB test because I was crushing

Photos courtesy of | Colleen Pepper Ayala

Volume 11, Issue 3

November 10, 2017 INSIDE: Mass Shootings...Page 3

on a guy in the Airforce ROTC. I took the ASVAB class to stare at him and get a couple hours of my senior classes.” She went on to serve 4 years active duty in Italy and the Azores in Spain and two years of inactive training at Fort hood, Texas. In the army she was ranked a “Specialist”. While she looks back at her time in the army, there were moments that were not as pleasant as others, such as the decision making of her Command Officer. “Our Command Officer, did things that made you think, ‘Why did you do that?’” Ayala said. “It altered perception or how you viewed everything. When you see people who are older and in charge then you think that they’re smarter.” Some of her fondest memories were the moments spent with the people she met and the lifelong friendships made with them. “The people were the most interesting characters all in one place,” Ayala said. “Even the people you met at basic and never saw again, the ones whose names just are stuck in your head and the ones who even thought themselves your mor-

tal enemy. All the different personalities, you just don’t get over that” Her time in the army came to an end when she received an honorable discharge before deployed to Iraq, which she was not anticipating to receive at the time. “My unit had been called up expecting to deploy, and at the time I was expecting to get my deployment letters I got my honorable discharge,” Ayala said. “My life went on after that and I’m a teacher now.” Ayala attributes the army to building her self-esteem and changing her as a person. She brings up her experiences when discussing topics with her students where her Army stories come into context because there were times which were relatable with others. “I regretted going to the army at times when things got tough and you just want to leave but looking back at it now, I don’t regret it,” Ayala said. “Having to stick it out and go through those tough times, made me realize I can make it through anything.”

More stories on 10 & 11

UIL Eligibility...Page 8 Fire Academy & EMT...Page 13 & 14

Pflugerville Game...Page 17

News Volume 11, Issue 3

state of the

UNION the DATES

National Anthem Protests

Current domestic issue impacts United States population

the VIEWPOINTS 1

Carolina Yanez | Reporter

the FACTS

the POLLS

Carolina Yanez | Reporter

Ileana Perez | Co-Editor

Holly Hambleton | Asst. Editor

“I definitely don’t agree with them kneeling during the national anthem because it’s not morally right to me. Whenever we do the pledge, we all come together in that one moment. If people are kneeling, that’s just dividing us even more. The flag stands for freedom and equal rights, which aren’t happening right now because of the presidency. I understand they’re taking a knee because of everything that’s happening right now, but they’re also disrespecting what the flag stands for and who fought and died for that flag. ” - Madison Barnard, 12 “I believe both sides of the argument have valid points. If you want to kneel, you should kneel and if you feel offended, you have the right to be offended. I understand they’re protesting issues that they think are significant, so they of course have the right to do that. But because the national anthem is such a symbolic thing, it means a lot to different people. They’re all protesting different things and a lot of people say they don’t take the time to explain why they’re protesting but that isn’t true. People are choosing not to listen to them.” - Luke Sheppard, 12 “In general, I don’t see anything wrong with [the protests] because they’re fighting for what they believe in. Personally, I believe in it and if I could kneel, I would. We have the right to protest anything, anywhere else so why change it on the football field? The main thing they’re protesting is the treatment of African Americans and minorities in general. All of these shootings and situations where minorities are treated like we’re not equal, that’s what they’re protesting. People think when you kneel, you’re disrespecting soldiers that fight but what are they fighting for? They’re fighting for our freedom to do what we are doing right now.” - Coleman Kearney, 11

Do you think the National Anthem needs to be played before every sports game?

If people at Hendrickson started kneeling during the anthem: It would be acceptable because it’s freedom of speech (16.1%)

It would be disrespectful and students should be banned from doing such actions (83.5%)

BY THE NUMBERS

Megan Fletcher | Copy Editor

Abigail Hill | Asst. Editor

America’s first mass shooting was from the Tower at the University of Texas at Austin in 1966. Since then, there have been over fifty shootings in which more than three people were killed. In fact, five of the deadliest shootings occurred in the past ten years, worst just

Features November 10, 2017

Mass shootings increase across country Anna Schulze | Reporter

months ago in October. Below are graphics concerning the nation’s mass shooting problem, from frequency to number to gun. All data shown is obtained from the Washington Post, the Los Angeles Times, CNN, and NBC.

18% obtained illegally

According to an NBC-cited database, over 82% of guns used in mass shootings in the last three decades were bought legally. Usually, the remaining 12% were illegally obtained due to bureaucratic errors in background checks, not the black market.

82% obtained legally

Key In the map to the left, each circle represents one of 49 shootings, defined as the killing of three or more people at once with one or multiple guns. The size of the circles indicates the number of deaths in the shooting, while the color represents the year it occurred, from the University of Texas at Austin shooting in 1996, to the Sutherland Springs, Texas tragedy in 2017. Of annual US gun deaths, mass shootings make up less than one percent, and suicides account for 50 percent of them.

In the graphics to the left, each bar represents the portion of shootings occurring in that place. For example, 10% occur in government buildings, 45.6% in buisness, 4.4% in residences, 9.4% in open spaces, 24.4% in schools, and 3.8% in places of worship. One third of the world’s shootings happen in the United States.

News Volume 11, Issue 3

NEWS BRIEFS

A+ Federal Credit Union, College Career Center team up to educate teens on financial decisions Carolina Yanez | Reporter

The A+ Federal Credit Union partners with the College Career Center to establish Life and Finances, a program to introduce and educate students on present and future financial decisions. “We hope that students will gain knowledge about real life financial situations. There are many topics that cover everything from buying a car to develop-

ing good credit,” CCC counselor Leigh Spradlin said. “Most adults learn about these topics as they are going through financial hardships, which is sometimes too late.” The presentations take place monthly during Talon in the CCC room, located in the main hallway. Students must get a pass from the CCC to attend.

Upcoming Presentations Dec. 14 Careers Jan. 11 Budgeting Feb. 8 Saving/Investing Mar. 8 Avoiding Fraud Apr. 12 Buying a Car Art Club participates in Round Rock Chalk Walk Zachary Valdez | Reporter

Sophomore Katie Bogan won the High School Division at the Round Rock Chalk Walk on Oct. 6th. Art teachers Monica Lawrence and Jacqueline Cardenas took Bogan along with other students to the concrete to make a total of five pictures. They were split into two groups, each made a project. Group A created the “H” that represents Hendrickson, while Group B created a robot koi fish destroying a city.

“There are some really amazing artists out there,” Lawrence said. The remaining three drawings were made by three individual students, Bogan, and juniors Kimberly Zapata and Deven Reyes. The pictures were random, ranging from Bogan’s blue girl surrounded by butterflies to Reyes’ Mickey Mouse and his creator, Walt Disney. “It all depends on the creativity of our students.” Lawrence said.

Hawk Nation helps out Harvey impacted schools Maria Torres | Reporter

The Hawk Nation has raised a total of $2,323.08 for the Hawks for Harvey campaign. This money will be a divided check sent to Port Aransas ISD and Rockport ISD to help fix the damages that were caused from Hurricane Harvey. “More importantly, I think it’ll help their students after the destruction,” Baker said. “The idea was not to just give a bunch of money to some school districts, it’s to give money to the students

down there who lost everything.” The funds raised by all the participants, as well the money raised at the homecoming football game, will help improve the school districts affected by the hurricane. “I come from an emergency service background,” Baker said. “I’m a retired fire chief and so I know how devastated these things can be and I know how hard it is to recover from it.”

UIL short film competition offers opportunities Abigail Hill | Asst. Editor

Preparing for the UIL Short Film competition in January, junior Bryan Ndubisi wrote a screenplay about a student applying for a job where the manager and employees are animated, but the student is in the real world. Ndubisi feels exhilarated now knowing that he can showcase his animated films that he made since the age of eight. “I like to make animated films because animation has no boundaries,” Ndubisi said. “Making short films can be difficult because it requires a lot of patience, and editing can become very tedious.” Audio Video Production teacher Belva Sheport provides students the opportunity

to express themselves through the films they create. “I decided to compete because there are many talented people that I would like to challenge myself against and become more experienced and professional,” Ndubisi said. Ndubisi aspires to make it far in the in the movie and animation industry, and by doing so he believes good practice will allow him to do just that. “There is always going to be someone better at doing the same thing you do,” Ndubisi said. “It is best to surround yourself with people you find inspiring and look up to.”

Choir members advance to Pre-Area Kyla White | Reporter

Fifteen members of the Hawk Choir advanced to the Texas Music Educators Association All-Region Choir auditions on Oct. 7. “I’m really excited. I honestly really didn’t expect to get this far, and it’s been really cool so far,” freshman Kelly Ables said. “I started taking voice lessons in choir and I’ve been working with her to advance my voice. It’s been really helpful so far. I’m not sure if I’ll make it to All-State Auditions. If I try my hardest, then maybe I’ll have a chance, but it’s going to be a lot of work, and they’re some really experienced people competing.”

Rachel Luangpahn, Danny Tran, Kelly Ables, Jasmine Anderson, Nathan Roberts advanced to Pre-Area, which is one audition before All-State Choir. Lyndsey Spires, Emma Pitman, Kira Conally, Jake Johnston moved on to Mixed Region. Emily Allen, Ashley Didier, Cindy Mims, Marnique Neille, Alana Bennet, and Kendal Rowe all made it to Treble Region. “If I made it to All-State, I would be really happy, “ Abels said. “I’d probably cry because all of the hard work I’ve done paid off.”

Hawk paintballer competes in World Cup

Kaitlin Mackey | Asst. Editor

From Nov. 1 through Nov. 5, senior LD McCoy traveled to Kissimmee Florida to participate in the Paintball World Cup. The World Cup is the biggest event that occurs in a paintball season. Every year, over 580 teams from all around the world compete in 15 divisions. This season, McCoy attended all of the

National X-ball League (NXL) Events, which put their team in the running for a series podium place as well. Going in to World Cup they were 3rd in the nation. In the NXL Series Final, the team finished 2nd in the nation. With these wins, McCoy will advance to Division 3 next season. He is ranked 22nd in the world.

AWARDS &

accolades

Fall tournaments prove successful for Debate team Kaitlin Mackey | Asst. Editor

The HHS Speech and Debate team competed at the SFA TFA Tournament on Oct. 4. Overall, the team won 4 th Place Sweepstakes honors. Individual winners include: Policy Debate-Champions-Bryce Hann (Third Speaker) and Trey Gutierrez (First Speaker). Domestic Extemporaneous Speaking-Sofia Valdespino (Third Place). Dramatic Interpretation-Laure n Thompson (Fourth Place). Informative Speaking-Kayla White (Fifth Place). Poetry Interpretation-Lauren Thompson

Band finishes top 10 at regional contest

Carolina Yanez | Photographer

Natalie Owings | Photographer

The Hawk Band placed 10th with a score of 90.875 out of over 60 competing bands at the Bands of America San Antonio Super Regional on Nov. 3 and 4. The band performed for prelims on Nov. 3 and placed in the top 14, advancing to finals on Nov. 4. This is the first year the band placed in the top 10 at this contest and the first time they’ve ever achieved a score above 90. Clockwise from above: Chloe Guebara. 10, Noah Carrizales, 10, and Casey Nguyen,12.

News November 10, 2017

Natalie Owings | Photographer

(Third Place). Novice Policy Debate-Omar Islam and Diego Segura (Second Place). Prose Interpretation-Lauren Thompson (Second Place). Individuals who placed in the Chapparal Star/Westlake Swing are: Policy Debate Champions-Dylan Scott and Trey Gutierrez. Congressional Debate: Jenna Dammen (Fourth Place). Domestic Extemporaneous Speaking-Rene Otero (First Place). Rene Otero was also the Chap Star at this tournament.

Opinions Volume 11, Issue 3

Staff Editorial

Recent spurs of book banning are nothing new, school districts as well as entire countries have sought to limit what society can read. Just last month, the Biloxi School District in Missouri banned Harper Lee’s To Kill a Mockingbird after parents complained about its use of “racist language.” Similarly, after parent complaints over The Glass Castle’s graphic descriptions of sexual acts, violence and alcoholism, PfISD sent a letter to parents of Pre-AP English II students. The letter described to parents the process the district uses to select novels taught, however did not censor the book. Although, PfISD sent home the letter to sophomore parents, English II teachers are still allowed to teach the work. Literature has always functioned as a way to progress society. In Jeannette Walls’ memoir The Glass Castle themes of abuse and alcoholism are explored. By explor- ing explicit plots, readers will become inspired to take action against certain causes, such as sexual assault. Recently, social media encouraged sexual assault survivors to come forward with #MeToo. While we cannot completely eradicate the issue, novels such as The Glass Castle and similar works, will lead society to take action to ensure those accused of abuse do receive the consequences they deserve. Whether or not parents wish to acknowledge it, literature acts as an opportunity to expose realities. While parents may not allow their children to read more mature material, these issues are continuing to play out today. The racism addressed in To Kill a Mockingbird continues to occur in Western culture. Readers today can draw sharp contrasts between the way book character Tom Robinson was accused of sexual assault and how some African-

Americans are consistently accused of violent acts by police officers, and as a result creating issues of police brutality. More often than not, readers feel something after reading a novel, so using the classroom to teach more controversial works can lead to discussions on current events and issues. After all, art was created to expand people’s imagination and make readers reconsider their opinions on certain issues. Education serves as a way to prepare students for their future. By reading these works, adolescents learn to recognize symbols of intolerance, hate, class division and prejudice. In older works, such as Sonny’s Blues, these allusions are typically hidden within the story and harder to recognize. As students age, undoubtedly college professors will choose to teach more difficult and mature texts, some of which tend to hide these symbols. Some of the most critically acclaimed authors ever opted for this approach, because they knew society would reject their themes. Readers with more mature works under their belt, however, easily recognize these symbols, causing them to question some elements of society. Sooner or later, children will learn about the harsh realities of the world, so it’s more valuable to learn now than live a life of ignorance. Parents should continue to involve themselves in their children’s education, however, only to a certain extent. Once adolescents enter high school, they are entering the first stages of becoming an adult, and with that comes more awareness to mature texts.

The Hawk, the official student newspaper of Hendrickson High School, is an open forum for the exchange of ideas and opinions.

Hendrickson High School 19201 Colorado Sand Drive Pflugerville, TX 78660 http://www.pfisd.net/HHS (512) 594-1100 Student Population: 2750 Staff: 269

Advisor: Kari Riemer Principal: Daniel Garcia

www.facebook.com/HawkNewspaper

your TURN

Opinions expressed reflect the beliefs of the student author and do not necessarily reflect the opinion of the entire Hawk Staff, the Hawk Adviser, the Hendrickson Faculty and Staff, or the Principal. Letters to the editor are welcomed, and may be dropped off in E211 Corrections will be printed when brought to the attention of the staff.

The Hawk is printed monthly at Granite Printing in Taylor, Texas. 1,500 copies are printed each run, and are distributed to the student body through Talon and newsstands throughout the building.

What is your opinion on schools banning books? “I think it’s wrong because it encourages ignorance. If we ban books solely on the fact that they make people uncomfortable, we stop receiving the message that they are trying to teach us.” -Keerthana Duvvuri, 11

“Schools should not be allowed to ban books. I think people have the right to read whatever they choose to read, and that schools should not dictate that.” -Lauren Kammerer, 11 “Schools have the right to decide whether or not to ban books. In the end the decision is theirs, but it is not fair to the students who enjoy reading.” -Rodrigo Arellano, 11

“I think schools have the right to ban books, because some content can be too mature for some people, and if a student is really desperate to read a book they can go to a public library.” -Kenzie Arrington 11

“In high school they should not ban books, but for younger grades I think they should if the content is too immoral or if the books have too many undertones.” -Logan Seaton 12

Samuel Perales | Cartoonist

Editorial Staff Co-Editors: Alex Fulton & Ileana Perez Copy Editor: Megan Fletcher Assistant Editors: Holly Hambleton, Abigail Hill, McKenna Lucas, Kaitlin Mackey

Brisa Espinoza Virginia Gaffney Taylor Hawthorne Taylor Hedlund

Reporters

Paul Le McKenzie Quiroz Camryn Sadlier Anna Schulze

Maria Torres Zachary Valdez Kyla White Carolina Yanez

Associations Interscholastic Press League, Texas Association of Journalism Educators, Journalism Educators Association, Columbia Scholastic Press League

Honors ILPC Bronze Star, 2014 & 2015, 2017 Columbia Scholastic Press League, Gold Medalist 2016 Silver Crown, 2017 Crown Finalist, 2018

Brisa Espinoza | Reporter

Photos courtesy of | Colleen Pepper Ayala

Volume 11, Issue 3

November 10, 2017 INSIDE: Mass Shootings...Page 3

More stories on 10 & 11

UIL Eligibility...Page 8 Fire Academy & EMT...Page 13 & 14

Design by Ileana Perez

Pflugerville Game...Page 17

HIT or

Opinions November 10, 2017

MISS

my STORY

Dedication leads to recognition

Over the past month, multiple programs earned local, state and national recognition. On Nov. 4, the Hawk Marching Band was awarded 10th place out of over 60 schools at the Bands of America (BOA) San Antonio Super Regionals. Varsity football will be advancing to playoffs this year, and the Hawk newspaper was named a finalist for the Crown award from Columbia University. The hard work and dedication to these activities and other organizations is right on target.

Adopt-a-Teacher promotes bonds between faculty and students This year, the Hawk Pride Committe established “Adopta-Teacher.” In the program, teachers can submit a form that contains likes and dislikes, then every month a student anonymously presents the teacher with a gift based off of the form. This gives students a chance to not only show appreciation of their teachers, but to also bond with their teachers outside of the classroom. The bonds that are built also create a relationship that isn’t education related, making this a hit.

Senior absences cause lack of extended lunch on Fridays

Since the start of the school year, in order to get a 45 minute lunch period on Fridays, there must be 97% of students at school the pervious week. However, over the past months, the majority of students that have been preventing extended lunches are seniors, with an attendance of only 93%. Although some students are not in favor of a 45 minute lunch, for those that do enjoy the longer time to eat, the low attendance rate causes frustration. The policy was put in to play to encourage all classes to be present at school, but seniors’ lack of attendance denying all grades extended lunches is a miss.

Missing grades cause ineligibility

It’s always been a rule that teachers are to put in a zero for a grade if it is missing. Therefore, if a student is absent one day and does not turn in an assignment, a zero is put in the gradebook. This has the capabilty to bring down grades drastically, and for those that need need to be eligible for extra curricular activties, are unable to participate, therefore the grade of a zero for a missing assignment is a miss.

Paul Le | Reporter

Keeping things practical, the heavy emphasis on Vietnamese customs and Christian faith in my family would derive from my father, a pastor and the pride of Vietnam. Growing up, it was expected of my siblings and me to uphold both practices, which would lead to the great divide in my family. I remember my youth pastor once said in a sermon, “If serving two masters is a game, it’s a game you will never win.” In other words, a Christian shouldn’t have any idols. With how my father presented the Vietnamese culture, he made that into an idol, and another religion of its own. Having to uphold my Vietnamese background would soon serve as an obstacle in my Christian walk. There were many contradictions presented to me by my parents growing up. On certain days, when the Vietnamese pride is prominent, I’d be told that my Vietnamese blood defines me, or everything I do is for the best interest of “my” country. Other days, when they are feeling the Christian spirit, I’d be told that the blood of Christ defines me, and everything I do is to honor the God I worship. Such inconsistencies made me come to a crossroad. Do I want to honor my country, or do I want to honor my God? No hesitation would be involved in making my decision, considering who I saw as my mentor, and who I surround myself with. There wasn’t an exact moment that made me decide to abandon the Vietnamese culture, but rather multiple occurrences that took place in my younger days that persuade me to do so, but the moment that gave me the confidence to stand up against the culture was when my youth pastor’s bible study group talked about the topic of persecution. If memory serves me well, one of the application questions given was whether if I’m willing to be persecuted for my faith or not. Throughout the new testament, the apostles went through many forms of persecution, implying that persecution comes in different shapes and forms. For me, it was through my parents. My father was

proud to hear that I want to serve in the church ministry, but it would be all disregarded when I declared my resentment towards the Vietnamese culture to both my parents. My father disowned me for a period of time for not honoring the Vietnamese people, while my mother ridiculed me for putting service to the church above all else, even my own education. My grandmother even once came to visit, and the first words that flowed from her mouth was how I decided to stay in California for a church conference over visiting her in Arizona. The way my family reacted was telling to me what they valued more between the Vietnamese culture and the Christian faith, and for a period of time, I would talk down and ridicule those who dares to truly honor the culture. With continued mentorship from my youth pastor, though informal, he would be able to turn my resentment for the Vietnamese culture to mutual respect. My harsh tongue would be tamed when he shared his views on the Vietnamese culture. Though he doesn’t agree with it either, he still shows respect to those who takes part in the tradition. I would even learn from him, who primarily serves in an American church, that it is possible to incorporate biblical teachings without entirely abandoning the Vietnamese custom. Regardless, I still don’t believe the culture has a place in what I believe I am called for, especially when soon, I would enter a more formal mentorship with my youth pastor. It took time for my father to accept me as someone of his blood, who doesn’t share the same pride as he does, and it would take my mother time to accept the fact that I value the church over her customs and traditions. As for my grandmother, she has yet to either come to acceptance of where I place my faith, or repentance of her culture. Though, all is reconciled between my parents and I, unity has yet come to fruition in the family until they abandon their culture, for I know, and have seen it still play a hindrance in truly building a relationship between them and I.

Features Volume 11, Issue 3

Making the Grade Brisa Espinoza | Reporter

As students are told the news that they will not be able to participate in the school musical, the final district game, or their next debate tournament, they’re hit with realization that because they did not meet the UIL requirement they will not be able to do their activity. University Scholastic League (UIL) was created in 1910 by The University of Texas at Austin to provide “leadership and guidance” to Texas public school activities, as well as to provide contests within extracurricular activities. UIL Eligibility, was also a part of the set of rules within the UIL policies. Keeping competition fair and respectable. Students participating in a UIL activity must pass all classes, live within the district, not exceed age limits and other certain requirements in order to be eligible to be involved with school activities, such as sports, theatre and band. UIL requirement or, “No Pass No Play,” affects students and athletes at the sixweek mark grading period. Students who receive a failing grade in any of their classes or fails to meet other standards

will be ineligible to participate in their they told us a week before the deadline, extracurricular activities for the next so I had only a week of trying to get my grades up and talking with my teachers,” three weeks following the deadline. “I am totally for [UIL eligibility], they are freshman Jessica Jorgenson said. “I felt students before athletes and it holds them rushed and pressured to get my grades up, but I figured out accountable of their ways to correct my actions,” Basketball work to be passing.” Coach Norma Sierra “When I made the Zombie Coaches push their said. “It’s a fair rule Experience, they told us a students to make the because they have week before the deadline, grades and other many ways to make so I had only a week of tryrequirements. Some up their grades and ing to get my grades up and coaches have study if somebody really talking with my teachers, I hall before practice isn’t going to try felt rushed and pressured as a way to get their then not being elito get my grades up, but I athletes a chance to gible is a deserved figured out ways to correct do their homework consequence.” my work to be passing.” and study for their Many sports teams, classes. As well as activities and stuhaving study hall dents are affected during talon as a by the UIL “cut off.” Students can be ineligible to try out for way to constantly remind their students sports teams or plays, which can cause to stay caught up and working hard. “Talon and study hall are times we utithe team to struggle from it. Students push themselves in the final weeks, using ev- lize to try to get them caught up with their ery possibility to get their grades up and grades and check on them,” Sierra said. “A lot of my athletes are self-motivated, passing “When I made the Zombie Experience, I hold my athletes to a high standard to

Jessica Jorgenson, 9

No Pass, No Play Grade exemption waivers are available to Pre-AP and AP students involved in activities that require academic eligibility, passing grades, to participate. Students with a 60-69 percent grade may request a waiver from their teacher, counselor, or the front office for their teacher and par-

stay passing and to take care of their job in the classroom.” The effects of the deadline can cause change to a team. Students can do as much as they can to maintain their eligibility, some students are still affected. “I wasn’t able to play in one of my varsity football games because I was ineligible because of the cut off,” Junior Isaac Landers said. “A lot of my teammates and some of the team on JV and freshman weren’t able to play either in their games. It affected all the teams as a whole because they lost players. “ UIL gives students a chance to regain their eligibility after losing it at the end of the nine weeks. If they were to lose eligibility at an earlier point, they have three weeks to get their grades to passing to participate in their activities. “I was sad that I wasn’t able to be in the Zombie Experience,” Jorgenson said. “It opened my eyes to the fact that I can’t participate in something I really wanted to do if I wasn’t passing. It pushed me to now make sure I am passing my classes all my classes for I won’t miss out on anything else.”

Teens review efficiency of AP class waiver

ent to sign, allowing the student to remain “eligible,” even though their grade is failing. Waivers apply to one class, once a semester, for one eligibility check, and are obligatory for teachers to sign when they are presented.

“I think UIL waivers are good, because people in band and in sports can use the waivers to give them another opportunity to play. I think that UIL waivers are okay to use for grades like sixty-nines, but not something drastic, because then it wouldn’t be fair. Overall teachers need to explain UIL waivers more, because many students simply don’t know about them.”

Jhenessis Alvarado, 10

Eligibility standards create strain on involvement in UIL activities

“My AP waiver wasn’t accepted because I turned it in late. I was a bit bummed out especially because I wasn’t able to march, but I understood I couldn’t, so I decided I had to work harder the next three weeks so I could be eligible and march again.”

David Clary, 11 “Not using a waiver meant I was ineligible, I missed out on a big band event. But my time off from band let me focus and actually bring my grades up.”

Connor Gaffney, 11

Features November 10, 2017

Chain of Command

ROTC leaders describe individual roles in institution McKenna Lucas | Asst. Editor

Carolina Yanez | Photographer

With their matching hats, uniforms, and combat boots, the students of ROTC resemble one united organization; an organization set on fostering attributes of bravery, unity, and justice among high

McKenzie Quiroz | Photographer

school students. Like any sports team, success in ROTC isn’t achieved by one individual, but by the group of students as a whole.

Commanding Officer, Penny Pellegrini “The MCJROTC Battalion Commanding Officer’s job is essentially to lead from the front. The Battalion CO is the visionary of the unit. I, as the Commanding Officer mold and better the Battalion as

a whole by communicating ideas to my subordinates effectively and efficiently, then ensuring those ideas are implemented appropriately. A CO exemplifies all the traits and principles of leadership on a large scale, in that I serve over 210 outstanding cadets of the HHS MCJROTC unit.”

Executive Officer, Sarah Flynn “The Battalion Commander comes up with policies and standards she wants

to implement; the job of the XO is to enforce the ideas and to keep the Company Commanders on top of their responsibilities.”

Sergeant Major, Darryl Simpson

what

“As Sergeant Major, I answer to the Commanding Officer, Penny Pellegrini. I look over all the first years to make sure they know we are doing. We make sure

they develop leadership skills and learn the basics of the Marines. ROTC wants to teach students become better leaders by giving them leadership roles, so they can learn traits like integrity and decisiveness.”

Adjutant Officer, Daniela Romero “I basically do the paperwork for 204 cadets. I have the help

of my company S-1’s. I also do attendance for any big events for ROTC like the upcoming birthday ceremony.”

Operations Officer, Camilla Garcia Rey “I basically prepare what would be required or necessary for events, I help sketch the Battalion CO’s ideas into actual plans to be executed. We

handle paperwork for the cadets and their files, we handle the supply room with all the uniforms and all the equipment, we handle the armory and rifles. Operations is what goes on in the background and helps the program move on through smoothly without any errors.”

Logistics Officer, Natalie Brenes “A S-4 is in charge of logistics. Basically I’m in charge of the

supply and armory rooms. I work with other cadets and make sure everything is clean, organized and in the right place.”

Special Projects Officer, Quintin Wesolick “All I do is manage my 2 chiefs, one of which is like my personal assistant and the

other focuses on recruiting new students into the program. I also manage social media and such.”

Former student aspires to join Airborne after training McKenna Lucas | Asst. Editor

e’s on a plane flying to a training camp in Fort Leonard Wood, Missouri. With his head in the clouds, he glances out the window. He really doesn’t want to be on this plane. He wants to be jumping out of it. Five months after graduating, Hendrickson graduate Jerry MacFarland’s life would seem unrecognizable. He enlisted in the Army, and currently resides in Fort Leonard Wood, where he is completing basic training. “I’m in the Army, just finishing my training for my job in the Army as well as driving military trucks,” MacFarland

said. “Once I get done with AIT [Advanced Individual Training] and [with] Airborne training they will send me to an Airborne unit for my first duty station. I’ll probably get sent to 82nd Airborne if I make it through Airborne.” Currently, MacFarland is an 88M Motor Transport Operator; he delivers supplies and transport cargo; but MacFarland dreams of becoming a paratrooper at the Airborne School in the Army. A paratrooper learns to jump safely out of airplanes with parachutes, before MacFarland can become a paratrooper he must graduate from Advanced Individual Training and Airborne Training. “Basic training is very difficult, it’s a

huge challenge,” MacFarland said. “You have 10 weeks of intense training with drill sergeants. The Army is strict; they need to make you very well disciplined soldiers.” Basic training teaches future soldiers to march, rappel, and shoot various rifles. Soldiers learn specialized skills for their career choice in Advanced Individual Training. The ultimate goal is to teach trainees how to survive in battle. ROTC helped prepare MacFarland for the intense training he is undergoing now. “ROTC helped me earn extra rank,” MacFarland said. “It helped me become the leader I am trying to be in the Army.” MacFarland finds inspiration to con-

tinue training through his family and friends in ROTC. He regularly calls them for support and encouragement after basic training. Joining the military wasn’t just a career choice, but the continuation of a generational legacy passed down in the MacFarland family. “I joined the U.S. Army because my family has been in the Army and I wanted to continue the tradition,” MacFarland said. “The Army changed my life by showing me that I can do anything that I set my mind to. Becoming a soldier is one of the most honorable jobs in the world and I’m proud to be a part of it.”

Features Volume 11, Issue 3

For the Common Good

Aiken

Ayala

Faculty members with military background share experiences, Justin Oderkirk Camryn Sadlier | Reporter

even days after high school graduation, IPC teacher Justin Oderkirk was sent off to boot camp where he learned seamanship, military bearing, shooting, and more. He wanted to experience the world and live his life before it got away from him. The Coast Guard gave him experiences that he never would have imagined. During his service, Oderkirk learned the Coast Guard’s three core values: Honor, Respect, and Devotion to Duty. These three values have made him the person he is today. Oderkirk displays them as a teacher and coach in hope to transfer them to his students and athletes. “At the age of 17, I knew I wanted to do something adventurous instead of go to college, so I looked into all the military branches,” Oderkirk said. “The Coast Guard stood out to me because I really enjoyed the beach, swimming, and I wanted to be in the medical field.” When he graduated from boot camp, he was sent to the Coast Guard Station, Humboldt Bay in California, a small boat station with a big job. “My mission was to help local fishermen

when they were in trouble at sea where the waves were sometimes as big as 20 to 40 feet tall,” Oderkirk said. “My best

“My best memory was standing on the deck of the boat, breathing in fresh sea air, and being able to only see water on all sides of me.”

Justin Oderkirk memory was standing on the deck of the boat, breathing in the fresh sea air, and being able to only see water on all sides of me.” After two years he went to a Health Service Technician School where he learned all the basics of being a medic, this included giving IV shots, diagnosing conditions, and prescribing medicine. Oderkirk was then stationed on the 378-foot CG

Chase in San Diego, California, where his mission was to stop drug trafficking, help local fishermen, and patrol for any possible threats to the US. “I have traveled all over the world,” Oderkirk said. “From the whole West Coast, down to the tip of Baja, and up to Alaska. My absolute favorite location though, was Victoria, Canada.” Oderkirk joined the Coast Guard because it gave him the skills to succeed in his life. He learned how to show compassion, help others, and how to be devoted to the job he loves. He served for eight years active duty and two years reserve with a E-5 Health Service Technician Second Class rank. “An experience that stuck with me is when I saved an 18-year-old from dying. They had gone into Ventricular Tachycardia (Heart condition) and stopped breathing, so one medical personal and I were administering CPR,” Oderkirk said. “I put on the AED and we shocked him back to a normal rhythm where he started to breathe again. It was my last day in the Coast Guard, so it will always be a lasting memory.”

“I joined because I wanted to h sort of break away from wha definitely shaped who I am to The experiences I went throu work really hard.”

“When you join at a young ag of things and you grow up so y of life. You appreciate the sm I appreciate having a bed, no morning, and when it’s 90 de weather when it was 125 degrees.”

“The Military taught me ho different factions from aroun just focused on being with a all kinds of people with all ov

* While not mentioned, Gary Milton, Jerry Ric and Eugene Dominguez are other faculty me

Features November 6, 2017

Tom Lucas Holly Hambleton | Asst. Editor

Lucas

ces, lessons

anted to have some adventure in my life and from what everyone else was doing and it’s who I am today and taught me good work ethic. went through taught me to respect people who

young age and then you deploy, you see a lot ow up so you mature fast and learn the values ate the small things so I’m at the point where a bed, not getting shot at five o’ clock in the t’s 90 degrees outside because I’ve been in degrees.”

ght me how to work well with people from all rom around the world, so I’m not necessarily ng with a certain type of people. I can be with ith all over backgrounds.”

erry Richey, Carey Westin, Ashley Sullivan, culty members who served in the military.

n Christmas morning in 1989, Tom Lucas sits in the middle of a jungle in Central America eating a meal of coffee and plantains. While serving in active duty of the Army Reserves, Lucas experienced new cultures through stations in Panama and Honduras, eventually learning he wanted to know more about political science and Latin American studies. After deciding to take a break from college during his first semester, Government/Economics teacher joined the Army to find out what he wanted to pursue in his career and life. “When I got out of active duty, I was a much better student in college. I just needed time to grow up and experience

things to find out what I didn’t want to do,” Lucas said. “My first time in college I was a business major who was thinking ‘money money money,’ but after my time in the Army I knew there were more important things than money. My experiences in Central America highlighted the political side that I enjoyed which was what the United States had been doing in Central America throughout history, and what the United States should be doing instead.” Coming from Arkansas, Lucas never knew anyone who outrightly resented the United States until he travelled to countries in Central America. Through these experiences, Lucas’s perspective on the United States opened him up more to un-

derstand why people dislike the government. But, by serving in the Army, he decided what he wanted to do to help solve these issues. “A big question I had while serving was, ‘why are they mad at us?’ because people in other countries weren’t mad at me personally but I was in uniform and a representative of the United States, so some anger was directed at me,” Lucas said. “I loved my job. It was like I was being paid to go camping and that was fantastic. Getting the chance to travel all over the place, see new people and new cultures was incredible and I wouldn’t trade that for anything. The positive definitely outweighs the negative.”

Jana Powers Ileana Perez | Co-Editor

oming from a family in the south who didn’t have much of anything, Jana Powers wasn’t a model student in high school. She made C’s and D’s, and when she graduated high school, her grade point average was a 2.0. Ineligible to attend junior college or university, and knowing she wanted to get away from home, Powers decided to instead join the military. Now a psychology and world history teacher, Powers served in the Air Force for four years and was deployed at the Bagram Air Forces in Afghanistan, and later Al Udeid Air Base in Qatar. During her time, she served in Operation Enduring Freedom, the official name used by the U.S government for the Global War on Terrorism between 2001 and 2014. “The military made me a more disciplined person,” Powers said. “I don’t take things for granted. I know what it is to not have stuff so I live my life not extravagantly. Now, I raise my kids to be self-aware and be disciplinarians for themselves. I teach them to take pride in everything they do and know that there’s

a consequence for every action that you have.” Through the military, Powers was able to obtain an education and she eventually

“I grew up in the south and there’s a of stereotypes. There’s a lot of things that I was taught and if I hadn’t joined the Air Force, I would’ve just been another statistic.”

Jana Powers

attended nursing school. Powers’ time in the Air Force made her more aware of the differences of those around her, ultimately leading to a greater emphasis on cultural understanding.

“I’m still a combat nurse,” Powers said. “I keep that certification open just in case I get tired of teaching but I became a teacher because I wanted to interact with kids from different cultures and take that on. That’s made me a better teacher because I was exposed to it earlier in my life and I wouldn’t have learned it back home. I grew up in the south and there’s a lot of stereotypes. There’s a lot of things that I was taught and if I hadn’t joined the Air force, I would’ve just been another statistic.” Other than being away from her family on long tours of duty, she believes the military was the best experience of her life because as a result she was able to strengthen herself. “I wish everybody could have the experience of being in the military,” Powers said. “Some people think negatively but [the military] is not all about war and it’s not about conflict. It’s about meeting lifelong friends and becoming a structured person overall. I definitely say the four years that I spent in there were the best years of my life.”

Feature Volume 11, Issue 3

From Class to Combat

Ileana Perez | Photographer

Shea Ludwig | Photographer

Ileana Perez | Photographer

Pellegrini reflects on camaraderie with ROTC members McKenzie Quiroz | Reporter

ince the Civil War, women have been fighting for America. Although combat positions for women including ones in ground combat forces and elite units like the Army Rangers and Navy SEALs have increased dramatically, mixed opinions about the matter have risen. Some feel that women do not have the ability to fight alongside men on the battlefield, however, Senior JROTC member Penny Pellegrini believes that women can carry their own weight. “If a servicewoman can meet the standards required by the job, then she is just as qualified as any serviceman,” Pellegrini said. “The scuttlebutt [rumor] about women having both emotional and physical inabilities to handle combat is, in my opinion, biased and factually inaccurate.” Pellegrini, who fulfills the duty of Battalion Commander, plans on serving the country as an Officer in the United States Marine Corps. Her inspiration to become a Marine primarily derives from her father, Dennis Pellegrini, a retired combat marine. He’s raised her to be extremely patriotic and grateful for the freedoms America has given her. She wants to follow in his footsteps and serve her country as he once did, hoping to make him

proud of her. Pellegrini also respects the country at the same time.” When deciding to join JROTC, aside from cadets under her command and the influence and examples set by her Marine her father and aspiration to serve, PelJROTC instructors First Sgt Ed Amadis, legrini desired a way to give back to CWO4 Matthew Carter, and Lt. Col. Ronald her community and better society, while Weston whom she strives to be as great as. simultaneously bettering herself. She “Everyone has their dream and where wanted to be a productive high school they see themselves later on in life,” Pel- student, make friends, and learn how to legrini said. “Serving my country and lead others. “I never expected to leading Marines is gain an abundance what I see myself “I never expected to of knowledge and exdoing.” Through Magain an abundance of perience through the Pellegririne Corps Junior knowledge and experi- leadership,” ni said. “They have ROTC and the ence through the lead- readied me for life privilege of serving in many leadership. They have read- in the real world and my time in the Marine ership roles which ied me for life in the real Corps.” have brought her Pellegrini has never up the chain of world and my time in the felt that her and other command PelMarine Corps.” females have to be legrini has seen more closely knitted her passion of together. However, leading others to she has met many success, inspiring minds, and setting an example for society female cadets in JROTC who she’s maintained very close relationships with. shine through. “I want to help others and make the world During her sophomore and junior year, a better place,” Pellegrini said. “Serving she was the commander of a female Color my nation as a Marine officer will allow Guard team who competed in many comme to do just that, while giving back to my petitions, including a regional competi-

Penny Pellegrini, 12

tion, where the team had won many first and second place trophies to bring back to the school. “The females on the team were amazing people,” Pellegrini said. “We had created a unique sisterly bond, which I’m grateful for.” Although surrounded by many boys in class, Pellegrini feels there is never aside from the levels of competition for physical fitness any pressure with them there. There has never been a time where she has felt undermined by others during training. The JROTC program has always been inclusive and motivational in Pellegrini’s eyes, and she always strives to make training the same way for her subordinates. To Pellegrini, leaders without their own capabilities in mind should push their students or subordinates to their absolute limits in order to help them grow. “Especially in the role I am in now, being the Battalion Commanding Officer at the top of the command chain, I see my male subordinates in the same light I see the females,” Pellegrini said. “I have always pushed my subordinates male or female to be better than me, especially in physical fitness, because that is what leadership is about.”

Features November 10, 2017

the

Future

Senior cadets learn skills through inaugural Fire Academy program Abigail Hill | Asst. Editor Abigail Hill | Photographer

hen senior Tom Arnold first heard about the opportunity to be in a free Fire Academy, he voluntarily chose to apply for the course in hopes to gain knowledge about being a firefighter. “For a class that costs thousands of dollars, and for it be given to you for free is the best opportunity you’ll ever receive in your life,” Arnold said. In any job Arnold takes on, he hopes to apply the various technical skills being taught in class. “I’m going into the Marines, so I could use those skills in order to have more opportunities,” Arnold said. For example, some things cadets do in the academy include putting on commissioned gear, getting to use fire extinguishers, tooling with fire hydrants and climbing on the fire trucks. “The most challenging part is it’s very fast paced, things are thrown at you every week,” Arnold said. “It’s double blocked, but it’s still not enough time to get things done.” Arnold favors the entertaining experiences, despite the work load and although each week he and his classmates are given various tasks, the course teaches them how to work as a team. “The best part [about the academy] is it teaches you discipline and leadership, because it’s such a small class, you learn how to work with a small team and how to get things done,” Arnold said. “If you stay on top of your

work then it’s a lot of fun, and the firefighters you get to all understand,” LaMarre said. “It’s never an individual thing, we never try to compete and we all want to be the meet are really cool.” Of the 18 people in the fire academy, senior Tyler best as a group.” Engineering Design teacher James Baker, LaMarre hopes to learn more a retired fire fighter who was in the fire about safety with fire, how “We’re all taking care of service for 38 years, was chosen to teach the to control it, and how to survive in case of danger. He Fire Academy. Having numerous each other and making inaugural experiences as a firefighter, Baker believes feels that the fire academy sure we all understand. that the majority of people are good and is not a typical class, as far to help, but there are bad people out as applying what they do in It’s never an individ- want there as well. class, to what they will need ual thing, we never try for future. “For the most part people want to do the right thing, sometimes they get themselves “Every single thing we to compete and we all into situations and need some help to get learn has something to do want to be the best as a out of it and that’s what firefighters do, we with jobs, and with actually solve problems and generally try to solve working at a fire station, we group.” them quickly,” Baker said. “Then there learn how to keep our stuff are some people that are just bad and they organized and clean,” Lawill intentionally do bad things to others, Marre said. Going into the class, Laincluding firefighters.” Baker presumes that as a teacher, there Marre wasn’t sure about becoming a firefighter, but now that he has been introduced are no challenges, resulting in a fun environment for both to the material, and getting to see what [firefighters] do, him and his students. “The best part is getting them to see the meaning behind LaMarre is reconsidering becoming one. “The best part about the course is the group dynamic, why they have to learn all these skills and why they have we’re all taking care of each other and making sure we to have all this knowledge to be a firefighter,” Baker said.

Tyler LaMarre, 12

Features Volume 11, Issue 3

Call to Action Emergency Medical Technician Academy creates new opportunity for aspiring EMTs Alex Fulton | Co-Editor

ver since he was a child in the Cub Scouts, to the nursing home and they’re going to the hospisenior William Becker knew he wanted to save tal and they were only allowed to observe,” Chittenden said. “Through the EMT program, we’re allowed others. At the beginning of the school year, Becker was en- to interact with patients and take vitals. They’re rolled in the Health Science Practicum class. How- training for their Certified Medical Assistant (CMA) ever, once his teacher Christine Gilbert told him and we’re training for our EMT Basic Certification.” Originally, students in the program were going to about the inaugural Emergency Medical Technician be responsible to pay for the training. However, the Academy, he knew he had to apply. “Before this, I was looking at doing the Fire Acad- district created a grant for the course. Because the emy, just so I could have first responder training to application process did not start until the beginning of the school year, students hopefully become an EMT,” did not have their first class unBecker said. “Now that this class has been introduced, “Being a first responder til after the first nine weeks. Once program started, students reit’s definitely helped with almost seems roman- the ceived a schedule outlining the my career path.” tic, in a way, because chapter they will take notes over The program, which is through the Travis County you’re the first person for homework, what skills they will learn each day, whether or Emergency Services District there. You’re saving not they go to clinicals, as well as No. 2, requires applicants to receive a recommendation lives. You’re making a who teaches that day. “It’s a pretty high course load from one of their teachers, difference.” considering it’s usually a year show they had passed their long course or longer and we’re STAAR tests, prove they had doing it in three quarters of that enough credits and meet the time, but it looks great on college required GPA of 3.0. After resumes and trying to get into students submitted the necessary documents, those being considered for the medical school,” Becker said. “Some medical schools academy were interviewed by a panel consisting of actually require you to be a paramedic before you certified EMTs, Fire Academy instructor James Bak- take your second year.” While this year, four seniors -- Hannah Imhoff, er, as well as school district officials. “I want to do something with medicine or the medi- Janie Hurt, Becker and Chittenden -- are enrolled, cal career pathway, so the EMT Basic Certification in addition to two students from Conally, the district Program is a really good stepping stone,” senior Ana hopes to expand the program to include 16 aspirChittenden said. “Not a lot of people stay at the EMT ing EMT trainees. Through the Emergency Medical Basic Certification level, but it’s really good to get Technician Academy, the district aims to inspire students to pursue a first responder career. into different things.” “I’ve always wanted to be a first responder, which Within the next two months, students will begin to complete the 48 hours of ER clinical rotations and 60 is kind of cliche, but I’ve always had a fascination hours of ambulance rotations necessary to take the and I’ve always wanted to do it,” Becker said. “Being EMT Basic Test at the end of the year. During am- a first responder almost seems romantic, in a way, bulance rotations, students will be responsible for because you’re the first person there. You’re saving lives. You’re making a difference.” making five emergency calls as the lead. “In Health Science Practicum they were going to go

William Becker, 12

Just like the seniors enrolled in the Fire Academy, students in the Emergency Medical Technician Academy must wear certain gear to prepare them for a first responder career. Here’s a breakdown of their uniform. Alex Fulton | Co-Editor

Polo

The blue EMT Trainee polo allows the first responders to be recognizable by whoever they are saving. With the emblem, those looking for help can easily spot the EMTs while knowing they will get them to safety.

Cargo Pants For any other supplies that won’t fit in their fanny pack, EMTs use the cargo pants pockets to store additional tools, such as scissors. Some EMT employers require their employees to purchase pants on their own.

Fanny Pack Often, EMTs must rush to the scene of an emergency and the fanny pack acts as a way to store all of their supplies; including their bandages and stethoscope.

Boots EMTs never know what kind of minor accidents, such as running over their feet with a stretcher, will occur on duty, which means they must wear steel-toed boots. Professional EMTs must wear closed toed shoes while at work.

Reviving Rituals

Features November 10, 2017

Senior reflects Native American heritage, traditions Anna Schulze | Reporter

Bright regalias flash across the room as women move up and down to the sound of the deep drums and the signing of the men. Elaborate beads decorate their long dresses and hang from their necks, as their hands clutch large tail feather fans. The Southern cloth dance is one of many unique Native American dances that senior Liandra Nayah has participated in at powwows. “My family helped draw up the treaty in Fredericksburg to create the powwow,” Nayah said. “These rituals and dances are an important part of who my family is, and I feel it’s very important for people to understand Native American culture.” While November is a month of remembrance for many families across America, as they celebrate Thanksgiving and Columbus Day, recalling his alleged discovery of America and the first settlers that arrived. For Nayah, November is a month to officially celebrate their Native American heritage. “Especially around this time we try to educate people on the truth about Columbus, and the mass genocide that occurred,” Nayah said. “Columbus Day for

us is a time to celebrate the native people.” Controversy surrounding celebrating Columbus Day has sparked many debates across the United States. In fact, four states and 57 cities have changed the name Columbus Day to Indigenous Peoples’ Day, including Austin, Texas. “When we try to educate people about our history, it can be hard because for a lot of people what they learned in school is not true,” Nayah said. “To them it sounds like we are making Columbus the bad guy, but to the Native Americans he was.” When Columbus first arrived in America, it was estimated that the native popu-

lation was around seven million, and that 80 to 90 percent of this population perished after the arrival of Europeans in North America alone. “I feel like we lack representation in today’s society [because] there [are] so few of us,“ Nayah said. “People are always raising their voice at the lack of representation minorities receive, and even though Native Americans are minorities, it feels like we’re overlooked.” The effects of Columbus’s arrival in the Americas are still seen today, as Native Americans make up only two percent of the total population in the United States, approximately a fourth of

Liandra Nayah, 12

which live on reservations. “My grandparents live on a reservation in New Mexico,” Nayah said. “Many new traditions have been introduced to Native Americans there, that have now become an important part of their culture.” For Nayah and her family Thanksgiving is celebrated with some of these traditions. Special kinds of food introduced to the reservations are now a normal part of many Native American meals today. “During Thanksgiving, my mother actually makes a kind of fried bread,” Nayah said. “When people from different tribes gather together at powwows, we actually exchange fried bread recipes. Our culture changed when the settlers first arrived in America, and still continues to.” For Nayah and her family, November is a month that is much more than celebrating the first settlers in America, it’s a month to remember the first people in America. “For us, it’s a month to honor Native American life, and to educate people on the true culture and significance of my people.” Nayah said.

Thanksgiving, Columbus Day considered in depth Virginia Gaffney | Reporter

Indigenous Peoples’ Day was first celebrated in the United States in 1992 when Berkeley, California did away with Columbus Day. Since 1994, 55 cities, three states, and six universities have made the switch, including Austin, in 2017. America’s Thanksgiving traditions

are religiously rooted, but have been celebrated secularly since 1789 with George Washington’s harvest festival. The Indigenous people of the Great Plains celebrate “wipola,” a feasting of thanks, as the cultural tradition of breaking bread that existed pre-Pilgrims.

“People take things to heart too much, people shouldn’t make this such a serious issue. It’s not about Columbus, it’s about the founding of our country.”

Julia Porter, 12

Gabe MacKenzie, 12

“In the US, most people would say that Thanksgiving is something to do with the settlers and [natives] getting together. But I think it’s kind of changed, much like Christmas has. Y. I think we should recognize Columbus Day is part of our history where we messed up, and we messed up bad, and we’re still messing up, in a way, with things like the Keystone pipeline and water reserves that keep the Midwest alive. You look at Flint and you look at Standing Rock, and people forget the disrespect of Americans and Native Americans is still going on. It’s something important that we all have to remember and we all have to look at as a country and realize that we messed up here. It is something that we need to talk about that people either don’t want to talk about, or don’t think it’s an issue, and it is.”

Entertainment Volume 11, Issue 3

Pages to Pictures Holly Hambleton | Asst. Editor

In September, the second movie remake of the horror classic It came out and took Stephen King fans by surprise. It, written in 1986, cultivated an intense following and a televised mini-series was subsequently aired by ABC in 1990, helping bring Pennywise the Clown to life. The creepy but inspiring as-

pect of kids brought together by tragedy is appreciated by all ages and popular in any time. While the original miniseries terrified a generation of kids by creating a real life image of Pennywise, the 2017 rendition reintroduced a fear of clowns to a whole new generation and successfully

tied in a coming of age story. Both the miniseries and the movie left out controversial but important parts of the novel’s plot, leaving many King fans disappointed. But with the cliffhanger of the 2017 movie and a 2019 sequel on the horizon, more of King’s twisted horror story will be explored.

tie reveals the true nature of humanity as tension between the passengers twists and turns throughout the story. Just like it did in 1934 and 1974, Murder on the Orient Express is expected to be a big hit in 2017. Though many critics are skeptical of the 2017 reboot: the star-saturated cast featuring Daisy Ridley, Judi

Dench, Johnny Depp, and more is the film’s only advertising point. The teaser trailer has more flashes of the cast members’ names than actual footage of the film. It’ll be interesting to find out if the train loses its steam on Nov. 10, when the film is released.

Murry, her family, and her classmate Calvin O’Keefe on their adventure through A Wrinkle in Time or a “tesseract.” With the help of Mrs. Which, Mrs. Whatsit, and Mrs. Who they go to save Meg’s father who has gotten lost within the tesseract. While trying to not be discovered by the dark overseer of the wrinkle, they find meaning

within life and relationships. The film shows the strength of the different characters when battling the impending darkness which threatens to spread outside of the wrinkle. The movie is set to debut March 9, 2018. With a a diverse cast and the film industry’s increased skill in CGI, the book can clearly be represented.

Megan Fletcher | Copy Editor

This reboot is twofold: 2017’s Murder on the Orient Express is both a remake of Agatha Christie’s 1934 novel and Sidney Lumet’s 1974 film. The movie follows Christie’s favorite detective, Hercule Poirot, on a lockedroom murder mystery. From the doctor (Leslie Odom Jr.) to the princess (Judi Dench), everyone is a suspect. Chris-

Taylor Hedlund | Reporter

The science fantasy book, A Wrinkle in Time, is getting a movie remake. The 1962 book, was followed by the 2003 movie and now second remake by Disney. The book manages to be descriptive through its depiction of scenes but the 2003 movie couldn’t represent the similar descriptive nature. The book focuses on Meg

Entertainment November 10, 2017

Second installment of Netflix series creates lasting impact Megan Fletcher | Copy Editor

After Stranger Things 2’s October release, it seems everyone is on a couch binging the new season of the cult series. There’s more than a little something unique about the show that gives it its massive success. In recent years, filmmakers have created an entire genre around awards. These “Oscar-bait” films and series as cynical moviegoers dub them are usually filled with raw humanity and topped with aesthetically pleasing lighting and props; they are low-budget, low-risk, and highreward. Stranger Things is not one such production. Despite winning Screen Actors and Producers Guild Awards, the series succeeds in maintaining its brand as a science fiction show and doesn’t present itself as something it isn’t in order to win

money and awards. Stranger Things is also renowned for its nostalgic aesthetic, reminiscent of the 1980s. Unlike many remakes and remembrance films, it’s not overdone: from Joyce Byers’ (Winona Ryder’s) indoor smoking habit, to Will’s obsession with the Clash’s hit Should I Stay or Should I Go, the series relies on understated reminders of life in 1983, as well as Reagan-era campaign signs. It also doesn’t hurt that like many other ‘80s films such as The Goonies and E.T., Stranger Things has a cast comprised mainly of children with especially demanding roles, like Millie Bobby Brown as Eleven. The series’ distinctly human element is beloved, and with good reason. The central story, the case of Will Byers, is relatable

to everyone who sees it. Without this common aspect, the series would be unable to convey the more sci-fi elements present in Stranger Things. Additionally, the sheer anticipation of the second season, dubbed Stranger Things 2 by its creators, is the true indicator of the series’ success. In the days leading up to the release, Netflix had a countdown timer up, Spotify offered an “Upside-Down” look at the screen when one listened to the Stranger Things soundtrack, the list goes on. But this isn’t just extreme advertising: it works because the cult series is already highly anticipated. People just like the horror-meets-science fiction genre, the nostalgia, and the sense of humanity in the series’ writing.

Avid series watchers review new episodes Holly Hambleton | Asst. Editor

“The reason I like Stranger Things so much is because it’s spooky. I don’t like scary things but Stranger Things is scary enough to get my heart beating but I don’t freak out and turn off the tv. I think it’s so popular because it has different demographics represented. The kids, Barb, Nancy and all of the characters bring a lot of different perspectives to the show. Stranger Things is scary but there is also real life issues that high schoolers can relate to.”

Calvin Householder, 12

“It’s such a refreshing show and I love anything 80s and there is such an 80s vibe present throughout the show with a mix of sci-fi. The actors are all so talented and really make the show what it is. Season two was amazing. At first I was scared because they had so much to live up to following the first season but they played everything out so well and definitely surpassed my expectations. I think it’s popular for older people because it makes them feel nostalgic of movies and shows they watched when they were younger. I think [it’s popular] for younger people because of how different it is from every other show we see now.” Makaila Chiplin, 12

“Stranger Things is horror that I can actually enjoy. The humor is really similar to the lines in It and makes the creepy parts less scary. The kid’s nerdiness attracts a lot of viewers and I think it’s cute how it adds to the storyline throughout season one and two. I binge watched the second season for nine hours straight right when it came out. I really liked Steve’s character development in the second season, he became kind of a big brother to the group. His storyline doesn’t completely revolve around Nancy anymore, which added to the experience.”

“My favorite part in Stranger Things is when Eleven is in the bath and finds Will because the scene shows a lot about her and her abilities. People like the show because it’s something different, it’s not like any other thing they would put on Netflix. The characters show different personalities and how they all get along without drama. I like the 80s nostalgia because they’re

Natalee Gaba, 12

Samantha Coleman, 9

helping bring it back.”

SEASON FACTS Sean Astin plays Bob Newby, a new character who works at the Hawkins THE GOONIES Radio Shack and falls in love with Joyce. Previously, Astin portrayed Mikey, the captain of The Goonies. When season one ended Netflix released the episode titles for the second season. Originally >>> the season two finale was entitled The Lost Brother, but when season two came it was named The Gate. The opening scene doesn’t take place in Hawkins, Indiana, instead it takes place in Chicago. and doesn’t include any of the characters shown in season one. The Duffer Brothers, the creators of the show, have a 30 page document explaining the Upside Down. Although not everything was explained in season one, season two and beyond will.

Sports Volume 11, Issue 3

More Than Just a Game

Players answer questions regarding recent volleyball season Taylor Hawthorne | Reporter

Gia German, 10

Q: What’s been your favorite moment this season? A:

“My favorite moment this season is our jam sessions before each home game while we chant and beat on the lockers to get hyped up. Playing our favorite songs and being able to sing at the top of our lungs

brings such a carefree environment that helps us get loose for the game. We have so much fun singing, dancing, and playing around, it is a really great bonding time for the team.”

Q: What does “No Manila” mean? A: “It means no basic, boring volleyball. The idea came

Elizabeth Drost | Photographer

from a manila folder and helps remind us to play our own game and be predictable. Coach Sulak came up with the idea to use a manila folder to inspire us to play better and unique volleyball. The phrase is put on the back of our warm up shirts as a reminder before our game to be unpredictable with our plays and that mindset begins with our warm up.”

Torrey Padgett, 12 Klaire Torrez, 12 Q: How do you, as a team, prepare for district? A: “Before we play a team, we always watch film it be because they are the best player on the opto see what will work for us to score points and see what we need to do defensively to prevent them from scoring. Watching film also helps us see which players we need to watch out for whether

posing team or they are a player that struggles with certain plays. We watch for the players we should target to potentially score easily.”

Q: How has volleyball impacted your life? A: “Volleyball, school and club, has given me everything and have been a valuable part in my the opportunity to meet so many new people and make tons of friendships that I’ll cherish forever. These girls have pushed me to be my best, on and off the court. They have supported me through

support system in volleyball and life in general. We always hold each other accountable whether it be in volleyball, school, life, or in off season.”

Klaire Torrez plays as libero in a volleyball tournament. The libero is the best defensive player on the team. “We look for what plays our opponents run so we know where we need to set up defensively” Torrez said. Shealeigh Ludwig | Photographer

Hometown Throw down

Sports November 10, 2017

Local competitiveness increases school spirit, brings community together Taylor Hawthorne | Reporter

Known as the Battle of the Ville for the people of the community, the Pflugerville vs Hendrickson game is on Nov. 10 and the last district game of the season. The game is considered a rivalry to most city residents due to Pflugerville High School’s close proximity. The football team has won five consecutive years against the Panthers and the team hopes to make it six. “I feel super confident, I think we are going to win and dominate considering we have won the past five games against them,” junior Blaine Barker said. “I believe we are well prepared for this game and we are excited to go out on the field and get the victory.” The game will be played at the new home field for both of the schools, The Pfield. The football team will have the home side while the opponent will be on the visitor side. Some feel there is not a home field advantage due to The Pfield being right across from the rival’s school. “I don’t think there will be any home field advantage because The Pfield is both of our home field,” senior Jamari Tipton said. “The stadium will be packed on both sides regardless.”

The rivalry game is the last district game for the football team, which to many students make this game even better. “I think the Battle of the Ville is the best game of the year because it is a bigger

Olivia Fish, 10 deal than any other game if we win,” sophomore Olivia Fish said. “More people show up with more hype for this game and it makes it such a fun game overall.” The football team and students feel this is a special game, a game that represents which school gets to claim bragging rights. “There is a hometown throw down ex-

Senior Tobias Harris makes a touchdown at the McNeil game. “I grew up with football. When I was little I would watch my brother play, he is my biggest role model,” Harris said. Harris is a center back and wide receiver for the varsity team. Natalie Owings | Photographer

citement about this game, it is more than just any district game,” senior Kylee Cantrell said. “The rivalry concludes who gets to say they ‘run the ville,’ we have beat them five consecutive years now so we have to win this year.” The fans plan to bring a whole new level of hype to the hometown rivalry. Many believe this game brings the school together and increases school spirit. “My favorite part of the Battle of the Ville is the school spirit that is shown at the game,” Fish said. “At that time, everybody is together cheering for our team and it brings so much excitement, it creates such a positive environment that is fun to participate in.” Along with the increased school spirit that is present during the rivalry, comes an atmosphere that the football team and students finds unexplainable. “The atmosphere at the game is extremely loud, mainly because most of the town of Pflugerville is there,” junior Cliffton Styles said. “Sometimes I get chills listening to the crowd cheering as loud as they can. The whole feel of the game is something you don’t get during other district games.”

Five year winning streak The football team’s five consecutive wins increase confidence for tonight’s football game, while also intensifying pressure to continue a legacy.

2016

34-31

2015

22-6

2014

21-6

2013

34-0

2012

32-7

A player from McNeil tackles sophomore James Hester. “I’m excited for the game with Pflugerville, because it’s the ‘Battle of the Ville’ and it’s going to be hype, loud and fun,” Hester said. Hester plays wide receiver on the varsity team. Lexi Walker | Photographer

Humans of HHS Volume 11, Issue 3

Down Memory Lane

Coaches look back on their high school athletic careers Brisa Espinoza | Reporter

With over 20 coaches, a majority have played and gone through sports in high school. From before and after school practices, conditioning and strengthening, enduring games, meets and tourna-

ments, coaches have experienced it all. They know what it takes to be an athlete now they apply what they know to their student athletes.

“I played football all of high school except senior year and I played baseball all through high school. I wanted to become a coach mainly because I love these sports so much and I just wanted to be around them, as I continued I like the influence kids. I make sure I’m doing everything for the right reason, which is to help kids and their future and not just focus on winning games. Sports now are more individually driven not team driven. Kids get caught up in the stats and putting themselves out there versus playing on a team, for a team, which I believe can get you further in life.”

-Coach Douglas Pearce, football and baseball

“I like watching kids work hard towards something and achieve their goals. In high school they volunteer, they’re doing it on their own. They come out every day and put in all the work because they love the sport. In high school when they hit that frustration to not come to practice, they could easily quit but they don’t. I never ask my athletes to do something I haven’t done, I understand the perseverance, the pain and the struggle they go through. They have to understand that everything they do pays off in the end.”

-Coach Rennie Rebe, soccer

McKenzie Quiroz | Photographer

Natalie Owings | Photographer

“I played volleyball my freshman year of high school, I made varsity basketball and softball my freshman year as well because of that I quit volleyball to focus on those sports. I went to college to play softball and basketball but it ended up being too much so I ended up just playing basketball. Something that’s stuck with me throughout the years is to, ‘Be adaptable’ because you never know, you may have 30-40 kids every day, 10 aren’t in a good mood and the other 20 are just feeling something else, you just have to able to roll with the punches and always be adaptable to whatever situation is going on.”

“I decided to become a coach because I had a previous coach that I felt really cared about me and wanted me to succeed. I wanted to make sure I could contribute the same he did and make sure these young men become good citizens. I wanted to coach Football because I love the Friday nights when the lights are on and the national anthem is playing. I love the chess match between the coaches and I like the battle of the game.”

-Coach Lindsay Eaton, softball and volleyball

-Coach Sean Mathews, football and track photo provided by Lindsay Eaton

Anna Salcedo | Photographer