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LEFT: Ashley Lock facilitates a discussion between sophomore Lilah Faron and other students of the History of Social Change in the U.S. The class consists of student-led discussions. “I’m learning a lot from my classmates,” Faron said. “I knew a lot coming in, but [I’ve gotten to learn more] small details.” RIGHT: Senior Jessie Stefek comforts it a dog during an exam. To keep animals safe, it’s important to keep them calm while using needles for blood work. “It’s a once-in-a-lifetime opportunity,” senior Ava Hagen said. “There’s no other situation where I’m [going to] learn how to do blood work tests.” (Photos by Mac Huffman) New lessons to learn

Social studies and science departments introduce new classes to curriculum

by Sydney Collinger

photo editor

adue introduced three new

Lclasses this school year: the History of Social Change in the U.S., the History of St. Louis and Preventative Animal Wellness Service and teaching clinic.

Sophomores and up are eligible to take the History of Social Change in the U.S. and the History of St. Louis. Juniors and seniors who have successfully completed biology and chemistry may enroll in the PAWS course. These three yearlong classes have been in the works for multiple years.

Molly Beck and Ashley Lock teach the History of Social Change in the U.S. with empathy and purpose. It has replaced the semester-long sociology course with a more comprehensive history of America as a multifaceted nation.

“Students who are seeking to see themselves represented in U.S. history will enjoy taking this course,” Lock said. It supplements the curriculum with issues of race, sex, class, environment and other identities not typically represented in American history.

Meg Kaupp and Zach Garrison teach the History of St. Louis from a sociological perspective. Students learn the history of St. Louis to understand the current issues of their city.

“It’s all in our backyard,” Garrison said. “This is a chance to really think about things that directly relate to us and what’s happening now [in St. Louis].”

A vital part of the curriculum includes understanding demographics through maps of St. Louis. Students go on a guided bus tour of the city and a tour of the Bellefontaine cemetery. Key themes include the effects that the Great Depression, suburbanization, deindustrialization and segregation have had on St. Louis.

“[I like how the History of St. Louis] doesn’t have an intense schedule, so you can take time on the things that you’re learning,” sophomore Rocky Erekson said.

In another hallway, Dr. Allen Weltig teaches PAWS, a hands-on veterinary science experience through clinics. Students learn comparative anatomy and physiology in parallel with clinics.

“That knowledge and understanding [of anatomy and physiology] is the core of what veterinary medicine relies on,” Weltig said. The clinics consist of comprehensive exams of dogs, cats, a few small mammals and reptiles. These exams include blood work and physicals. Faculty and staff in the dis-

“Wouldn’t it be cool if you can have a clinic right trict are welcome to bring their pets in for a check-up here and the kids can see in which students that in action?” check in on the pets wellness and Allen Weltig, teacher potentially detect disease early on . “[PAWS] offers students a chance to see the connection between the stuff you’re learning at a table and the stuff that you might actually do in a real world situation,” Weltig said. Prior to the exams, each student has a role they sign up for. The combination of different roles keeps the classroom and exams moving smoothly. The classroom is set up like a vet’s office. “I’m really enjoying how interactive it is and how it’s a hands-on experience,” senior Ava Hagen said. “[It’s] unlike any other classroom.” P

Tradition takeover

Admin and Blue Crew host pep rally for the student body for first time in three years

by Mahith Samarathunga

news Staff

lue Crew hosted the first

Bpep rally in three years outside at the stadium Sept. 9 to celebrate fall sports and train students on traditions.

“It was fun,” senior Edward Zhang said. “It was definitely quite energetic. Only the seniors had the tradition[s] so far. Everyone under us, juniors, sophomores and [freshmen], it was their first pep rally so they weren’t as loud as we’d like, but, maybe in future years, they’ll get more hyped about it.”

While the seniors may have been less than impressed with the cheering from the underclassmen, the spirit of the seniors did not go unnoticed by everyone at the pep rally.

“I was shocked how loud [the seniors] were,” freshman Will Minkler said. “But I'm probably gonna be like that my senior year.”

With three-quarters of the student body having never attended a pep assembly before, it’s not surprising that many people felt there was a lack of tradition and enthusiasm during the pep rally since new students had never been to a game before.

“I think that our school could have more spirit, like be more loud,” freshman Jo Gyawali said. “I mean, that's just from a cheerleader's point of view. I feel like we can be more engaged and more involved in our school.”

While one of the goals of the pep rally was to teach students cheers, another main goal was to show students simply how a pep rally is run.

“It [gave] me a basic overview of what a pep rally is because I didn’t know what that was before, so now I have an idea,” junior David Morgensztern said. “[My favorite part was] definitely when the football team came out. The football team was very hype, and [so was senior Dylan Brosseau] on the microphone.”

Now that all grades have seen how a pep rally is run, the student council is expected to host a second pep rally during the week of homecoming in mid October.

“Obviously, homecoming is a really exciting week for high school students,” senior Jordan Hunt said. “And this is the first [homecoming pep rally] that we've had in so long, so I don't think people are used to it, especially all the underclassmen because they've never been to one. I'm excited to expose them to what high school should be like and really bring everyone together. I think it's a really fun event. It makes school more fun.”

P

After three years of not having a pep rally, students and teachers are hopeful that the return of pep rallies will bring back more energy and school spirit back to Ladue.

“I think it was nice post-COVID to have a pep assembly,” Assistant Principal Mike Tarpey said. “That's great for any high school to kind of just bring that energy together. Not only to celebrate the fall teams, but also the other organizations that are involved in providing energy that's at lots of games. Anytime you can bring the student body together in a way that's celebrating each other, it's a good thing.”

"The whole concept of school spirit is really fun. Being proud of your school and wanting to be involved in other sports is really cool." Jo Gyawali, freshman

Chants and traditions

Students share their favorite chants and parts of the pep rally

Saba Fajors (12)

"When the tennis team ran out that was my favorite part, since I'm on tennis. My favorite chant is 'Do it' because it's a classic and it's catchy and sometimes people mess up and it's really funny."

Sawyer Bland (11)

"My favorite part of the pep rally was slingshotting the t-shirts because I'm on the Ram Shack. 'Do it' was my favorite cheer beacause everyone knows it and the energy is insane." "I like the energy. My favorite chant was 'Go, Fight, Win, the one that the cheerleaders do during football games sometimes."

Noah Temple (10) Marisa Schriner (9)

part of softball and it was such a cool expereince. My favorite chant to do was 'L-L-L-A-D' because it's so hype."

TOP: Various students from different grades partake in Ladue's famous "Do it" chant in the They cheered and jumped up and down as their grade was called to participate in the chant. (Photo by Jay Heintz) MIDDLE LEFT: Senior Nahome Tewelde watches senior Mia Wallis announce directions into the microphone. They were giving instructions for the next chant. "I like to be active and heard. It's a nice way to represent the school," Tewelde said. (Photo by Vincent Hsiao) MIDDLE RIGHT: Sophomore Laduette Avery Berg dances on the sidelines to music. The Laduettes performed a halftime routine during the pep rally. "My favorite part was doing our hip-hop dance because we don't get to do it that often and it gets the crowd really hyped," Berg said. (Photo by Vincent Hsiao) BOTTOM LEFT: A group of seniors make their way to the front of the bleachers during their part in "Do it." Blue Crew stood at the center of the by Vincent Hsiao)

Illegal identity

Dissecting racially targeted drug laws, the history of drug criminalization and current legalization

MASS INCARCERATION

DECRIMINALIZATION

OF THE 2.2 MILLION PEOPLE IN PRISON 373,500

ARE SERVING SENTENCES FOR DRUGS

1,600

1,400

1,200

1,000

800

600

400

200 U.S. prison population in thousands

Prison population peeks at 1.6 million people, making the U.S. incarceration rates the highest in the world

Clinton Crime Bill passed, which was 'tough on crime'

The Controlled Substances Act starts the War on Drugs

people in prison for drugs total people in prison

1930 1940 1950 1960 1970 1980 1990 2000 2010 2020

LEGAL STATUS OF CANNABIS ACROSS STATES

38% have legalized

cannabis recreationally 22% have not legalized medicinal cannabis 78% have legalized medicinal cannabis

Sources: ACLU, Alcohol and Drug Foundation, Brennan Center, Britannica, Center for American Progress, David F. Musto, Drug Enforcement Administration, Harm Reduction Journal, JAMA Network, Library of Congress, National Institute of corrections, National Library of Medicine, New York Times, Norml, PEW research center, Prison Policy Initiative, Sentencing Commission, Uniform Crime Reporting and Vera Institute

Legalization • A person cannot be penalized for the use or possession of a substance under a certain amount Decriminalization • There are no criminal charges against a person for use or possession however, there can be civil penalties Regulation • Government oversight of the production, purchase and safety of a substance

STUDENT OPINIONS

"If people want drugs they're going to get drugs. At least decriminalization means they can get drugs safely." Lillian Chen (12)

"I think the criminalization of drugs stems from racism and the government [using it to] control incarceration and who's in power. Drugs, especially weed, should be decriminalized or at least less criminalized." Fiona Hayreh (12)

"The number of minorities and lower class people being persecuted for drug crimes is so high even though all classes and [races] use drugs at almost the same rate." Tatum Curran (9)

HISTORY OF DRUG CRIMINALIZATION 1915

(photos courtesy of Harris & Ewing studio via Library of Congress)

The Harrison Narcotics Tax Act regulated opioids and cocaine. Previously prescriptions were not needed to get them, which led to high rates of addiction.

1925 19

1937 937

The Federal Bureau of Narcotics created the "Marihuana Tax Act" which made cannabis illegal. In order to do this, Harry Anslinger, the head of the FBN weaponized xenophobia against Mexicans in the wake of the Mexican revolution by referring to cannabis as its Spanish translation, 'Marihuana.' Linder v. United States made it illegal for the federal government to interfere with doctors' prescriptions, like opioids, to patients that were addicted to them. Some mark the legalization of excessive opioid prescriptions as the foundation for the modern opioid epidemic.

1958

photo illustration by | MAC HUFFMAN

Rehabilitation centers were uncommon and often abusive. The Synanon Center, which was respected at the time but was eventually deemed a cult, was known for not giving medical care to people going though life-threatening withdrawal symptoms. Most treatments required people go ‘cold turkey,’ causing withdrawal, and used unethical therapy tactics.

1971

The War on Drugs started with the Controlled Substances Act signed by Nixon. This overruled Linder v. United States by creating classes of drugs. The CSA attempted to decrease prescriptions of addictive drugs and increased the punishments for illegally distributing higher classed drugs.

However, the CSA classes drugs that are primarily used by Black people, like crack cocaine, higher than their counterparts that are used primarily by white people, like powder cocaine.

2010

2010

The Fair Sentencing Act signed by Obama reduced the disparity between sentences for crack cocaine and powder cocaine to 18-to-1. Previously the penalties for crack cocaine were 1-to sentence for both. In 2011, the FSA was updated to retroactively apply to those already serving a sentence for crack cocaine. This gave 12,000 people, 85% of whom were black, the chance to have their sentence reduced.

illustration by | MAC HUFFMAN

Black people make up 13.6% of the U.S population and use cannabis at similar rates to white people, 16% of the Black population and 14% of the white population, yet they're four times more likely to be arrested for weed on a national scale and up to eight times regionally.