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MONEY MATTERS
how students’ economic statuses affect lifestyles, experiences, and their futures
BEAR FACTS STAFF
Editors’ Note Dear Readers, In this day and age, one’s socioeconomic status predetermines the opportunities they are offered in life. Every decision ranging from what college to attend, to which car to buy has one important factor that plays into their consideration: money. In the Spotlight section of this December issue of Bear Facts, we dive into the topic of money and one’s socioeconomic class. Whether one values wealth or believes money should not be the focus in life, it can be agreed that money is important. Money enables people to have more control and opportunities over their experiences. Though it is also critical to understand the value of money. Lake Zurich can be seen as a privileged community, and according to a Bear Facts Student Media survey taken from 347 Lake Zurich students, 53.9% of students have a job. Through jobs, students are able to see the work and effort it takes to make money and therefore choose to spend it better. We believe knowing the importance of money and having a job helps students with budgeting and knowing the expenses of life. Each student at Lake Zurich has a different background, is offered different opportunities, and lives a different lifestyle. All of these differences can play into an individual’s perception of money, as the Spotlight section discusses. We would like to thank you for supporting our award-winning publication as our staff works hard to produce interesting and relevant material. Please enjoy this issue of Bear Facts and check out our website LZBearFacts.com for more!
MAGAZINE EDITORS-IN-CHIEF
chloe faris parul pari
DIGITAL EDITORS-IN-CHIEF
caroline sun madeleine lawler
SECRETARY/ BUSINESS MANAGER
emma brumage-kilcourse SPORTS EDITOR
alex ketcham
STAFF WRITERS
annette suk ellie melvin marissa drake max feldman ruby lueras sreelikhi vangavolu ADVISER
carolyn wagner Chloe Faris Parul Pari
BEAR FACTS STUDENT MEDIA
Lake Zurich High School 300 Church Street Lake Zurich, IL 60047 (847) 540-4642
Magazine Co-Editors-in-Chief
AMERICAN LITHO PRINTING 530 North 22nd St. Milwaukee, WI 53233
About Us All decisions are made by the Bear Facts staff. The adviser is responsible for making recommendations based on school rules, applicable laws, ethical journalism, and other concerns. However, final authority rests with the staff. The Bear Facts staff strives to inform, entertain, and showcase high quality work to our readers. We always seek to uphold standards of journalistic integrity, acceptable ethics, and truth.
Our Website Bear Facts is also published online at http://www. lzbearfacts.com. Online materials report daily news occasionally related to our print publication. Advertising To advertise in Bear Facts, please contact our editorial board at bear_facts@lz95.org. Prices vary on size and placement of the advertisement. For a complete editorial policy, please see our website.
Cover design and edits by Chloe Faris and Parul Pari
BEAR FACTS STUDENT MEDIA LAKE ZURICH HIGH SCHOOL
300 CHURCH ST.
LAKE ZURICH, IL
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10. LZ LIFE 6 8 10
Santa Strickler Pledge Perspectives Passion for Chess
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20. SPOTLIGHT
24. SPORTS
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How Kids Get Money
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Year Round Athlete
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Gen Z Businesses
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The Wealth Effect Funding Future: Jobs Socioeconomic Status
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Sports Coverage Specialized Sport Debate
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News in Brief Madeleine Lawler
digital co-editor-in-chief
Caroline Sun digital co-editor-in-chief
NEWS
Grads return for Bears Back Home
For a few of LZ’s 2018 graduates, May of 2018 will not be the last time that they walk through school hallways and talk to their teachers; some of them will be back for the fifth annual Bears Back Home panel to talk about life after high school, on Thursday. December 20th in the college room. “[The alumni] just graduated, so they’re 18 or 19 years old and they were in the exact same position that the current students are in, a very short time ago, so I think [it’s beneficial] to just have a good student perspective of what that first semester of college was like,” Carl Krause, college counselor and organizer of Bears Back Home, said. LZ students who attend will get an insight into college life, says Krause, especially at popular schools like University of Illinois or Iowa State. According to him, “[they’ll] get to learn about the reality of dorm life, what’s that like, how hard are the classes, is an auditorium of 400 kids taking calculus impossible, and stuff like that, that they haven’t experienced yet.”
Recent graduates speak at Bears Back Home in 2016. The event hopes to draw even more students this year. Photo used with permission of @lzhsbears.
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NEWS december 2018
Erin Bajor, senior, gets competitive in the NHS dodgeball tournament. The tournament was just one of the events this year that has helped raise money for charity bash. Photo by Marissa Drake.
Charity Bash...how can you still help?
The final week of Charity Bash may be approaching, but fundraisers and ways to get involved are still going on. Here’s a quick rundown on students can still support the Keep Swimming Foundation, a charity that works to help families in financial crisis from non-medical expenses of a loved one being in the hospital. Auction Wall Closes, 3:20pm TODAY Hosted in the cafeteria by Student Council, this five day event is one of charity bash’s top money makers. Stop by to place a bid on one of the items, including a parking spot in the upper lot and Chicago sporting event tickets. Pickleball Tournament, 6:30pm, Tuesday, 12/18 Habitat for Humanity will provide rackets, nets, referees, and a competitive bracket with the winning team taking home a prize. Donate $5 per player and challenge your friends to a game of pickleball. Bare Voices / Blue Notes / Chamber Strings Concert, 7pm, Wednesday, 12/19 Featuring the auditioned acapella ensemble Bare Voices, auditioned show choir Blue Notes, and orchestra pop ensemble, this free show will be full of classic holiday music and more. Don’t miss your last chance to help charity bash reach it’s goal, and raise over half a million in 15 years.
around the AREA
Photo with permission of Greta Francis
Photo used with permission of flickr.com
ICE SKATING IN CHICAGO
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Lace up your skates and complete your winter bucket list at this iconic outdoor skating rink! Located in the heart of downtown Chicago with the city skyline as a backdrop, Maggie Daley Skating Ribbon offers free admission and a quarter mile of ice. Take the train down to the city for as little as $8 round trip, and experience the holiday spirit of Chicago as well. The rink also offers places to enjoy a cup of hot chocolate and rent skates. Chicago skating is a surprisingly fun getaway for friends, according to Greta Francis, sophomore. “My friends and I went down over winter break just on a whim,” Francis said. “It ended up being such a fun way to escape LZ, I recommend it to anyone looking for ways to make the most of break.”
Choose and Cut Spring Grove
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Celebrate the old school way this Christmas and take a trip out to Richardson’s to cut your own Christmas tree. They’ll provide free hand saws, bailing, and shaking so your tree is ready to go. In addition to housing over 50,000 trees, the farm also hands out complimentary hot chocolate and coffee, and sells concessions during weekends.
Photo used with permission of richardsonadventurefarm.com Photo used with permission of wikipedia.com
Rock N Lights
Zoolights Lincoln Park, Chicago
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Lincoln Park Zoo isn’t just home to lions, tigers, and bears this holiday season. Wander the park for free and take in the animals, festive activities, and live music, all under the glow of 2.5 million lights. Most animal exhibits are still open, and holiday traditions such as live ice carving, strolling carolers, and a 65 foot ferris wheel are available for all to enjoy.
Grayslake
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There’s plenty of holiday lights to be seen in any Lake Zurich neighborhood, but there’s nothing quite like Lake County’s animated lights, dancing to Christmas music! From now until December 31, pack your family into the car and head on over for a de“light”ful drive thru experience! The holiday experience is located at the Lake County Fair Grounds.
Ski with Santa Wilmot
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Ready to shred the slippery slopes of Wilmot? Why not do it in style, alongside a few holly jolly visitors from the North Pole? On December 21, from 3-5 pm, lace up your snow boots and join Santa, Mrs. Claus, and their elves on the hills for some snow-filled fun! Afterwards, join them for a toasty dinner, and snap a pic or two while you’re at it!
NEWS december 2018
5
LIFE
Dan Strickler posing for a photo with Laurel Carver’s, math teacher, children, Addison and Colin. Each year around the holidays Strickler dresses as Santa and attends many different events. Photo used with permission of Laurel Carver
Living a double life
LZ
motorcyle-riding teacher is school’s Santa til then that we realized how much I look like Santa,” Strickler said. “From there, people saw [me in the
thing] just built up from there.” Since his first event as Santa, Motorcycle rider by day, Santa many people have approached him Claus by night: this is the true story to attend more, according to of Dan Strickler, Drivers Ed Strickler. teacher. “After Toys for Tots, some Strickler has been dress I didn’t think anyone body asked me if I would ing up as Santa each year would believe, but the kids obviousdo some charity motorcycle around the holidays since things as well, and I of course ly did. It’s just fun to go read some the early 2000’s. It started did,” Strickler said. “At as something small, but has silly Christmas story to [the kids] school, Mrs. Caparelli asked now snowballed into a large and watch them smile. It’s nice to if I would do the Santa Claus part of his life. [event] for the preschoolers, “I started going to do bring some magic into their life. since she saw a picture of me the Toys for Tots ride in Dan Strickler, part-time Santa as Santa.” Chicago. My wife thought it At first, he was doubtful would be cute if she made that his character of Santa Claus costume] and I was asked to do more me a Santa Claus suit to wear during was believable, according to Strickevents and more events, and [everythe Toys for Tots ride, it wasn’t unRuby Lueras staff writer
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LZ LIFE december 2018
ler. In order to make everything more believable, his wife made his costume to represent the “typical Santa,” according to Strickler. “I didn’t think anyone would believe, but the kids obviously did It’s just fun to go read some silly Christmas story to [the kids] and watch them smile,” Strickler said. “It’s just nice to bring some magic into [the kids] life.” Each year, Strickler attends the preschools’ holiday performance as Santa. Laurel Carver, math teacher, has brought her children to see Strickler in the past, and said when she first found out about him being Santa she “wasn’t surprised.” “You never judge a book by its cover right,” Carver said. “While Mr. Strickler may ride a motorcycle and have a beard, he’s also a very thoughtful and caring person. I think anyone who judges people by their ‘book cover’ miss out on a lot of great relationships.” Strickler not only does different events as Santa, he also attempts to help spread holiday cheer around on a more personal level. For example, when a coworker of his wife and her family fell upon hard times, Strickler was there as support.
“My daughter ran to him and gave him a huge hug with her feet in the air and everything,” Laurel Carver, math teacher, said about her daughter’s visit with Dan Strickler. Its moments like these that keeps Strickler doing what he does, he says, to spread joy at the holidays. Photo used with permission of Laurel Carver
“The kids [in this family] were getting to be a little bit soured [because] the grandfather had passed not long before Christmas. A couple of the older ones were at that age of questioning whether Santa is real or not,” Strickler said. “The parents and I devised a plan to cheer the kids up. [The parents] left the gifts in the garage, and so I “snuck” into the house so the kids were able “catch Santa.” I was
Dan Strickler, who is known as Santa at Christmas, is also known for his love of motorcycles. Strickler has traveled the country on his bike, including the Badlands of South Dakota. Photo used with permission of Dan Strickler
in their house, singing little Christmas carols quietly to myself as I put the gifts under the tree. I ate a cookie, gave a little ho ho ho and then [I went] out the door. It in a way, it renewed their faith.” Renewing faith and simply making kids smile is why he dresses up as Santa, according to Strickler. Another main reason for doing all the different events is to help out whenever he is able to. “I mainly just do it for people that are in need in some way,” Strickler said. “It’s no cost to me, so I see no point as to why I wouldn’t do it. It’s fun for me, and it’s fun for all the kids, so why not.” Carver has another idea why he does what he does. “I believe he dresses up each year for the children [and] also for the unconditional love and smiles he receives from bringing joy to people,” Carver said. “We all need a little “holiday magic” from time to time and Mr. Strickler [is] fortunate enough to be able to supply it.” As for living the double life, Strickler is used to it, according to Rosemary Caparelli, child development teacher. “Mr. Strickler seems rough and tough but hes a sweet teddy bear at heart,” Caparelli said. “He just doesn’t want anyone to know.”
LZ LIFE december 2018
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To pledge or not to pledge
Immigrants, students, free speech
Ellie Melvin staff writer
Fast facts The original Pledge read, “I pledge allegiance to my Flag and to the republic for which it stands: one Nation indivisible, with Liberty and Justice for all.”
Students begin the day with one hand over their heart and eyes up on the star spangled banner. Forty-nine point three percent of students choose to participate in the Pledge of Allegiance during the daily announcements, according to Bear Facts Student Media survey of 347 students. Students born in countries other than the United States sometimes feel that loyalty or adopted nationalism impacts their actions during the Pledge. “I do stand [for the Pledge of Allegiance], but that’s only to be respectful to other people,” Brynn Nelson, junior from Canada, said. “I don’t want to pledge to a flag or country that’s not my own.” Nelson moved to Lake Zurich three
years ago at the start of eighth grade, but her allegiance still lies with Canada. Nelson remembers the first time she heard the Pledge of Allegiance during the morning announcements at her middle school. “Everyone stood up, [and] that’s all I remember about it,” Nelson said. “No one [had] told me, and [my classmates and teacher] all just started saying the same thing, and it kind of scared me.” Nelson never stood for the Pledge that year and only began doing so as a freshman out of respect for her peers’ participation. The oath is simply not important to her personally since she believes it is meant for Americans, Nelson said. A student’s country of origin does not always influence their participation or even
There have been five official versions of the Pledge. Socialist Francis Bellamy wrote the Pledge for any person of any country to use. The first time the Pledge was published was in a 1892 magazine called “The Youth’s Companion”. Students recited the Pledge in school for the first time in 1892 on the 400th anniversary of Christopher Columbus’ voyage. The Supreme Court ruled in 1943 that requiring a person to recite the Pledge is a violation of the first and fourteenth amendments. At President Eisenhower’s request, the phrase “Under God” was added to the oath during the Cold War to distinguish the country from the atheistic Soviet Union.
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LZ LIFE december 2018
Freshmen in Courtney May’s, english teacher, third period Honors I English class recite the Pledge of Allegiance with the morning announcements. Free speech is a right students exercise daily while choosing to whether or not participate in the oath. Photo by Ellie Melvin
Photo by Ellie Melvin
What do students do during the Pledge of Allegiance? 49.3%
stand and recite
47.6%
stand and stay silent
3.1%
stay seated
Bear Facts Student Media survey of 347 students.
their opinion of the pledge. 87.8 percent of LZHS students born outside the U.S. feel their nationality does not impact their actions during the daily proclamation, according to Bear Facts Student media survey of 90 students. Nathan Bejnarowicz, freshman, was born in Chiddingfold, England but recites the American pledge every morning. “I feel like it’s important to have faith and nationalism [and] to have an understanding and appreciation for where you’re living and what conditions you’re living in,” Bejnarowicz said. “I wouldn’t say [my country of origin influences my opinion]. As long as I have food and shelter, [where I am living] is a good place.” Bejnarowicz moved to the United States at just four years old, and though he remembers he found the Pledge strange the first
time, it is now a regular part of his school day. Students are free to decide for themselves whether they stand, sit, speak, or stay silent during the Pledge of Allegiance. It has never been mandated that students participate in the Pledge of Allegiance at school, only set as standard conduct, according to Bo Vossel, principal. “I think that that’s part of what we’ve based our entire nation’s rights upon, is that idea of you have a right to free speech and free expression,” Vossel said. That idea of guaranteed freedom carries over into the classroom every morning in the form of student choice. “For me, [the option is important] because I’m not from this country,” Nelson said. “So if I wasn’t given the choice, I would probably be upset about that.”
Other Perspectives: The history teacher’s take “We are a country that obviously values education, so that’s [something] we get to participate in, that educational process, I guess,” David Voss, history teacher, said. “[The Pledge of Allegiance is] a nice reminder, kind of a segway into being an American history teacher. It has a nice little bridge into what we’re doing.” Voss’ perspective is relative to his own position as a teacher, he says, but he recognizes the Pledge’s diverse interpretation among others. “Part of what [the Pledge of Allegiance] represents is that idea that people have the freedom to make something like that [oath] mean to them whatever [they want] it to mean, whether that means patriotism, whether that means honoring veterans, [or] whether that means representing the successes of America.”
An immigrant student’s view Alice Draghici, sophomore, moved from Romania to America as an immigrant last year. “First, I was confused why everybody said [the Pledge of Allegiance in school] every single day,” Draghici said. “But [later on] I understood because everyone said that it’s a tradition for American people.” The tradition is one that Draghici takes part in. Each morning, she stands and recites the Pledge, mostly because her peers do, but Draghici also views the tradition as a unifying experience. “[The Pledge] is something nice and respectful. And everybody who comes to this country, they have determination and everything,” Draghici said. “So I think it’s nice to [have that unity when saying the Pledge in] this country.” The same sense of unity is why Draghici finds it important that students have the opportunity to participate in the Pledge of Allegiance. “It’s important for the students [to have the opportunity] because everyone who comes here, or even if they are from here, they act together.”
LZ LIFE december 2018
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Game for the brain
one senior revives his passion for chess Annette Suk staff writer
With online games on the rise, childhood board games may have lost its charm. But a fateful encounter with one YouTube video changed a simple board game’s appeal. For Robert Mepham, senior, his interest in chess grew. Psychologists often state that chess is an effective way to improve memory function. It allows the mind to solve complex problems and work through ideas. A simple game of Monopoly can be entertaining, but chess is the game for the brain. Mepham appeals towards the idea and how his brain functions. “It’s so mental. You have to be able to think of moves for the future,” Mepham said. “When I was playing in that one tournament, I knew certain ways to play the first 10 moves, but there are some people that are not even thinking for the first 20 moves. They just know where to move their pieces. If I move a piece here, then they’ll move it there. I just think it’s crazy that if you memorize it and analyze a game, you just know what to do. Then it takes other people, like me, a little more time to look at the board. It can still make the right move, but some people are just so quick at it.” While Mepham certainly
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does have some competition with chess, he anticipates the final move to checkmate his opponent. He does have to manage his sports and schoolwork, Mepham enjoys his hobby for chess. “I think what’s so mind-blowing about chess is the feeling when you’re playing someone and you see how someone could checkmate you but then they don’t. You just get to make that final move and then say, ‘checkmate’,” Mepham said, smiling. “The thrill of it comes from outwitting your opponent. You see the moves to make and also know what they’re going to make. You kind of have to work around that strategy to finally win and you just outplay them with your brains, essentially.” Involved in chess club, he has made some memories from his friends and the other members there. Nathan Kim, senior, recall the amusing memories of their time playing chess together. “Only after I [met]
him did I know he knew how to play [chess]. He likes to bluff, many of which I’ve fallen for, and he ends up winning a piece or two.” Kim said. Xavier Paprocki, senior, has known Mepham since kindergarten. They did not know each other through chess but became chess buddies. Together, they continue to play chess on their iPad. “We’ve played a lot of games in chess. We had a Spanish class last year and it was so boring, so we would sit in the back and quietly play chess against each other. Sometimes we’ll play when we’re both at home and on break,” Paprocki said. Mepham is also involved in two sports: volleyball and soccer. His interest rose from the concept that chess was different from sports, with more mental than physical attributes. “I think it is the complete opposite end of the spectrum. Sports is definitely skill-based, it’s a lot of athletics and stuff, with physical accomplishments. But chess is the complete opposite. It is 100% skill but there’s no physical aspect of it. It’s all your brain,” Mepham said. “You have to be smart and think into the future.”
ECONOMIC EFFECTS
This section explores the idea of money and how students’ experiences and lifestyles are shaped by trying to stay in the black without seeing red.
Student spending
employment drives spending habits Sreelikhi Vangavolu
staff writer
SPOTLIGHT
Teenagers are spending over 60 percent of their money on unimportant, materialistic things. But where are these students getting their spending money? According to a recent Bear Facts Student Media
survey, 68 percent of students rely on their parents for money, but a select few are earning their own, through a job. Getting a job early helps students learn important skills, teaches them ways to be a more efficient spender, Jakub Mierzejewski, senior, said. “Besides making your own money and learning the
Jakub Mierzejewski, senior, believes he is a wise spender because his job has given him more knowledge of how to be a smarter spender. Having a job teaches and forces students to learn to be more responsible with how they spend their money, according to Mierzejewski. Photo by Sreelikhi Vangavolu
12 SPOTLIGHT december 2018
value of currency, jobs teach students crucial life skills and expose them to many different opportunities, such as networking and experiencing a future profession,” Mierzejewski said. “The younger students learn to problem solve and think critically, the better off they will be in the future, and the they will make the world a better place.” Having a job forces students to be responsible with how they spend their money, based on how much they are earning, according to Mierzejewski. “I’ve always been taught the importance of money and the power money has in today’s society, so my view hasn’t really changed,” Mierzejewski said. “What has changed is the way I spend my money. I feel more freedom now because I can go out and get whatever I want within responsible limits, of course [due to my job].” Mierzejewski says that along with gaining new experiences at his job, his perspective on money also changed drastically. “Money is definitely more valuable and important in my life now that I make my own, at my own job” Mierzejewski said. “Working for hours on hours just to spend everything in two hours at the mall is not something appealing to me, and only after I got a job did I realize how easy it is to spend money rather than to make it.” Out of the 54 percent of students with a job, Mierzejewski believes learning how to be a wiser spender, and having a job which he is passionate about gives him a better taste of his future, as a job holder. “On top of five AP classes, playing hockey at a club level, and being social media editor for the high school yearbook, I work as well. All of these activities together challenge me and my schedule everyday,
but at least I know I am growing as a versatile and adaptable human being,” Mierzejewski said. “I always wanted to be a doctor, and recently I found out that dentistry is an interesting subject I enjoy. So, I got a job at a dental office to familiarize myself with the field and expose myself to the task of a general dentist.” Unlike Mierzejewski, 79 percent of students depend on their parents for money for necessities, but are expected to pay for other tasks, says Ashley Lueder, junior. “My parents expect me to pay for my gas once a month, and expect me to buy [any extra] clothes and shoes other than the ones they buy me,” Lueder said. “But they do buy me things that are needed for my everyday life, like school supplies, food, and clothing. I think it teaches me to be more wise when it comes to spending money.” Students like Lueder, who get their money from their parents understand the value in having a job, but don’t think it’s necessary, Tiffany Pham, sophomore, says. Pham says the only thing stopping most students from getting their own job is their age. “The only other thing is that since I can’t get my license yet it’s harder to get a job to get money and pay for things,” Pham said. “But once I get my license I’ll definitely find a job, and start earning my own money.” Whether someone has a job or not is not the end all be all, Pham says. All that really plays a role in the long run is if it makes you a better person, according to Pham. “I just think that as long as you know how to spend your money, where you get it doesn’t matter,” Pham said. “But I think having a job is good because it teaches you how to be more responsible and helps you learn more useful life skills.”
Students believe their spending habits depend on whether or not they are employed. According to a Bear Facts Student Media survey of 347 people, students break down their perceptions about whether having a job impacts spending. Do you have a job?
53% YES
47% NO
Are you a wise spender?
75% YES
25% NO
Is having a job in school important?
88% YES
12% NO
SPOTLIGHT december 2018
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Budgeting for success how Gen Z does business Parul Pari magazine editor-in-chief
Photo by: Parul Pari
Stock X and GOAT are just some of the apps that in today’s day and age have acted as a portal into the more unconventional ways of starting a business amongst the youth of America. “I remember many years ago, students talked to me about selling things on eBay and they said they could make more doing that than having an $8 an hour job. Now I think what I hear more than anything is not so much starting a business, but it’s flipping name brand clothing like Supreme clothing or shoes and then reselling that for more profit,” Darren Rothermel, business teacher, said. “I think you hear more from students of that, it’s not really a structured business where you have a plan or invention that leads to something long term. I don’t want to say it’s a ‘get rich quick’ concept, but it’s taking money and purchasing something and flipping it for more.” One of the students who recently has gotten involved in the buying and reselling business of shoes is Ryan Derousse, junior. “It first started when I bought a Su-
s
Who’s interested in starting a business someday?
7.5%
72%
of students nationwide
of LZHS students
source: Bear facts Student Media survey of 347
Who runs a business as a high school student?
s
source: Bear facts Student Media survey of 347
according to research done by Santander University
8.4%
33%
of LZHS students
preme sweatshirt with some bad words on it and my mom told me that I couldn’t keep it so I had to sell it and then made probably like 250 dollars off it so then I realized oh, you can make a little bit doing this,” Derousse said. “If you just want to make 300 or 400 dollars quick, you can just buy something and sell it quickly. There are some people who have businesses, but if you want to be professional about it you can be professional. Some people [even] do it as a living.” Having a better off socioeconomic status, according to Derousse, helps kids have more opportunities to buy and resell products in this industry. “Younger kids now have the money resource to buy these expensive things and their parents help them out a lot. I’m not saying that I buy every single one of my shoes, like my parents do help me in some cases, but when it’s in a 500-600 dollar range, I buy it. Kids get into it and it’s almost addicting because you
according to huffingtonpost.com
get a new shoe and then you see someone else with another one and then you want that one too. If you look at any of the soles on my shoes, they are beat as hell,” Derousse said. “It’s a culture that feeds off of each other so if you don’t buy the latest thing, people think that you’re lame or think you’re not caught up. You’ve gotta stay caught up which is a part of the addicting [aspect].” The Internet provides an easy access into the world of buying and selling, but according to Rothermel, the success of a student in the business world varies from student to student. “It depends on the individual student and their family just as far as the risk they are willing to take as well as degree of financial backing the parents are willing to provide whether it be through crowd-sourcing or individual family members. So it always depends on the individual student,” Rothermel said. Kaylee Buckley, senior, is
of students nationwide
one of the students whose family was willing to take the risk to invest in her new business idea after seeing her passion. “My dad’s brother is an entrepreneur himself, so he creates products all the time, so my dad took [my business idea] to him and he came up with a bunch of other ideas to go off. My dad is a financial advisor and is willing to put down money for the patents and willing to help me as much as he can because he sees that I am taking [my business] very seriously,” Buckley said. “He knows how much I’ve struggled so the idea of helping someone with my sickness in the future would be a dream come true for the both of us.” Buckley suffers from Postural Orthostatic Tachycardia Syndrome (POTS), which causes her blood pressure to lower and results in her fainting a lot. Even though Buckley is a newcomer to the business
world, she says that her business plan is based on creating products to help those with problems similar to her own. “I knew that I wanted to start a business because of the way I see the world and with my sickness, there aren’t a lot of products designed for me but there are so many people with my sickness that I felt I had to create those people,” Buckley said. “I definitely have no idea what the hell I’m doing. I’m just kind of going off of classes I’ve taken like entrepreneurship here, marketing, Intro to Business. But that is about where my knowledge begins and ends.”
The Wealth Effect
college choices affected by family finances Max Feldman staff writer
“My parents have been very quick to tell me that money should not be a factor when I decide Picking a college is tough, but for many stu- what I want to do, they really just want to see me dents the challenge is even greater just perform the best I can at the best school I can,” because of how much money is in the bank. Praseed said. “So since they have told me that I With most of the Lake Zurich com- shouldn't worry about the money, I have been apmunity falling into the middle class range, plying to the best ranked schools I can and have according to the United States Census Bu- not let economic status stop me.” reau, students like Andy Gatza, junior, are Though some families may be more fortunate realizing that it is nearly impossible to go than others, money is still a consistent roadblock to top tier schools on your own. for most students when picking colleges, Craig Le“To go to a decent college, you might high, counselor, said. Students from families of all be looking at upwards of $30,000 to income levels still look at cost as a factor for pick$40,000 a year. It’s just unattainable ing which college to go to, Lehigh said, but there for someone who can only get jobs for are always options to make the process easier. minimum wage and doesn’t have full “People who are [in a lower income bracket] support [from parents]. So a lot of stu- can sometimes qualify for guaranteed student dents are going for colleges with tuitions loans or grants, whereas a lot of people in the under $20,000 a year, which is much middle class make too much, so they find it more more attainable,” Gatza said. “I had a difficult as far as affording college,” Lehigh said. friend who graduated last year, she had “In addition to grants, there are also scholarships tons of AP classes, was taking night classes that students can take the initiative to go for. [Some at the community college, eight clubs, just other things] are if a college wants a student bad an outstanding resume. But she was still aim- enough, money can come from their end, too. Coling to go to a college that was a $20,000 tuition, leges are also cheaper in state than out of state, simply just because she didn’t have the money.” and then community colHowever, some leges are other options.” families may have an However, for students easier time than others Money is such a huge who want to go to those do. Students who come more competitive, expenfactor in terms of college, famifrom families with sive schools, scholarships lies that can afford it, can really higher incomes often seem to be an attainable have more opportunioption, Gatza said. push their children to achieve ties when it comes to “If you are a junior more. college, according to right now, you should be Neha Praseed, senior Neha Praseed, senior, applying for scholarships, who says she is from a because that’s where the majority of your income higher income family. With more wealth, students is going to come from. Realistically it will not be can rely on their parents to help pay for school, possible to pay for all of your college tuition just and that makes all the difference when it comes to by working, it doesn’t matter how many jobs you student futures, Praseed says. have, it doesn’t matter how many hours you fit in,
“
16 SPOTLIGHT december 2018
Many students say that college has been an expense that has caused serious contemplation on educational futures. Some students say this huge expense is prompting the possibility of other alternatives. Photo by Chloe Faris.
it’s just not realistically possible for a lot of people,” Gatza I'd learned at the dinner table every night and encouraged said. “The amount of money you will get [from scholar- me to get the most I could out of school. Maybe I felt like I ships] is not a lot, like $500 dollars for example. It adds up needed to impress them at first, but it's raised my personal over time if you apply for enough of them, and that makes standards of my work and as driven me to take pride in it.” Ultimately, however, those scholarships do not pave a difference when it comes to living costs and tuition.” While scholarships are an option for a lot of students, the way for every student to get into a competitive college, Praseed says that academic opportunities and success may Gatza said, for many students, there are still struggles. “[My parents said] come easier to students they would help me with a from higher income couple of the living costs families, especially those when I start out, but they who value education. “Growing up in a wouldn’t help me with any tuition. That was the family and a community that values and end of it, there’s no quesinvests time and montion in me paying my own ey into how you do in tuition unless something school and how you devastating happens to grow as an individual me. I’m on my own for in school, that opens the tuition, and it’s just expected of me to do it,” up your doors to purGatza said. “So it’s great suing anything in high if you get accepted into a school,” Praseed said. college, but if you don’t “Having a family that have enough scholarships is invested in my acthe percentage of the percentage of to go, you can’t go. Nothademic performance the percentage of whose students whose students whose ing is going to change, you was always strong mo- students parents see college parents want them either have the money or tivator, especially when parents want them as a lower priority to pursue a cost efyou don’t.” I was younger. They'd to go to college debecause of cost fective college question me about what spite cost
Parents shape education
66.5%
26.8%
6.7%
SPOTLIGHT december 2018
17
Funding your future
how jobs affect college decision Chloe Faris magazine editor-in-chief
Source’s last name omitted per request For many students, working a job can provide spending money for their social life, but for others, it may be necessary to help their family make ends meet or to save for college. Xavier, senior, worked over the summer at Twin Orchards Country Club for 6 to 7 days a week, at least 6 hours a day, sometimes 10 to 12 hours a day. “My parents don’t pay for any of my stuff, so I am very conservative with my spending. I try not to buy a lot of stuff,” Xavier said. “When you are working for it, it’s a huge difference than when you’re getting it from your parents. When you want to buy something you kind of have to think how much it’s going to cost me, not just in money, but also how it is going to cost you in time and what you are going to have to do to make up for it. Let’s say I bought something for a couple hundred of bucks over
the summer, I saw it as ‘this is three to four days of work, is it really worth it?’” One part of having a job for students is to save for college, according to a Bear Facts Student Media Survey of 347 students, 16.9% of students’ primary reason for having a job is to save for college. For Xavier, another reason for having a job is to receive a possible caddy scholarship so his future college education will be at a much cheaper cost. “I was working, and I had the scholarship in mind, and I was trying to make connections with people so I could be more likely to get the scholarship. If I get [the scholarship], the charity scholarship would pay for it, full ride housing and everything. If I don’t get it, my parents said they would pay for it, but I would pay them back once I got a job to make myself feel less guilty,” Xavier said. In addition to scholarships, many students apply for financial aid. 55.1% of Lake Zurich students have or will apply for financial aid. This makes college options more realistic, Xavier said.
“Not going to college was my plan B. We looked at some schools that gives financial aid so now those are fairly realistic. Also Europe is very cheap, since I am a EU citizen so I can go there,” Xavier said. “Price is most important.” According to Carl Krause, college guidance counselor, 82% of all full-time undergraduate students receive some form of financial aid. “I want to go to a good school that gives me a lot of money, but money is very important. I don’t want to leave college with that burden of loans hanging over my head that makes me decide that maybe I won’t go to my dream job, but I’ll go to a job that pays off my loans or something like that,” Xavier said. “I feel like if you have the loans hanging over your head, there is more stress to what you are doing. If you don’t have loans you have more freedom.”
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Financial Facts
Of the 82% of undergraduate students who received financial aid: 92% from private colleges; 76% from public institutions 60% of all funds awarded to undergraduates were from a scholarship or grant In 2017-18, average financial aid offer was $18,500 Source: Carl Krause
survey says:
MONEY AFFECTS YOU Photos by the Bear Facts staff
Source: Bear Facts Student Media survey of 347 students
How does your source of money impact your spending habits?
Caroline Sun digital co-editor-in-chief
What are the effects of having a job in high school on students? “I think it really it helps them develop good leadership skills that they’re going to need later on in life to apply for jobs in the future, and it helps them for college as well.” Dylan DeWitt, sophomore.
“I get most of my money from my parents and because of that I feel like I spend less because I don’t want to take advantage of what they give me.” Gretchen Quinn, junior.
53.9%
of LZHS students have jobs
56.3%
of students say parents will help them pay for college but they will need to find supplemental funding
WHERE STUDENTS’ MONEY COMES FROM 30%
8.6%
“I’m going into PT (physical therapy) so for that, you usually you start off with a ton of debt, but then [my pay] exponentially grows. My parents are supporting me for now and then I’m going to pay them back later, which is easier because it launches me sooner so that I can get into things a lot faster.” Max Howard, senior.
19.3%
15.6% 13.8%
1/2 parent, 1/4 parent, 3/4 parent, 1/2 job 3/4 job 1/4 job
How are you planning to pay for college?
12.7%
all from parent
all from job no reliable source of income
SPOTLIGHT december 2018
19
Money: let’s talk about it
OUR VIEW
Why talking about money is actually a good thing when it comes to how wealth affects us The Bear Facts Staff believes...
A person’s financial status influences a lot about the way they see the world and their daily experiences, from the brand of backpack they carry their books around in to the kind of cell phone they use to text their friends. But in our society,, we tend to forget that not everyone lives the same way we do. The solution to this loss of perspective is learning to talk openly about money Is to gain a broader understanding of our communities. According to surveys from Bear Facts Student Media, 73.7 percent of Lake Zurich High School students consider themselves middle or upper middle class . But what does that mean on a concrete, more literal and material level? And how can we create a more class-inclusive school where students of all income levels feel visible and validated enough to break the silence around money?
“How do you think your financial status has influenced your perspective ?”
20 SPOTLIGHT december 2018
Looking at 2018 data from Onboard Informatics, the median income for Lake Zurich is $101, 872 for a household, which is about 25 percent more than the median income for the state of Illinois ($76,950). This means that when we think about wealth in our community, we often look at the usual suspects: the students with the largest houses and the nicest things. We forget about the more nuanced levels of inequality within our community, and we forget to compare ourselves with the world around us rather than just those next door. When society has created a taboo against talking honestly about the role money plays in our lives, people find it even harder to get realistic perspectives about their place in the class hierarchy. Forgetting about the money in our lives is a major problem. While students may be intellectually aware of the diverse amount of neighborhoods
WILLIAM CHIALDIKAS, freshman
NATALIE MENDEZ sophomore
“My economic status has [allowed] me to see more of the world...so I could witness different culture sand see how the world works. I think I am more educated because of it.”
“My perspective on financial problems has changed through the years because now that I’m a sophomore I pay attention to prices more, as well as what I buy.”
THE PROBLEM
People who live in communities where people are similar to them have a limit on their big-picture perspective. LZHS is no different.
73.7%
Lake Zurich High School takes students from when a student has spent a majority of their life going to elementary and middle school with students from their neighborhood they can forget just how obvious the differences between them and their classmates can be from person to person. In 2018, we are bombarded by media covering income inequality: but in other places, affecting other people distant from us. We are aware of income inequality on a larger scale, but when it comes to our own school, we have a habit of creating a false equality where we think that everyone’s experiences with money are roughly the same, and that standards of living change very little within the community. The fact that 69.2 percent of students all believe themselves to be at the same (usually well-off) income level as most other LZHS students demonstrates this dangerous, toxic side
effect of our silence around financial issues. Speaking up sounds easy, but the reality of opening up often feels intimidating and alienating. The barriers to transparency can seem insurmountable, so students can be hesitant to speak up about the differences they see between the role money plays in their lives as compared to other students. Shame and a desire to conform are the root of why we do not talk about money, and they are our greatest enemies in working towards a better and more straightforward dialogue around the impact of money on our lives. While full transparency about money may be only a dream, but there are smaller steps we can take to help. The solution to this is breaking the silence around money and earning to talk about finances in a way that makes students of all income levels feel included and heard.
of students consider themselves and their families to be upper or upper-middle class.
69.2%
of students think most students are from the same social class as they are
28.2%
of Lake County lives below the federal poverty level, according to 2017 Census data
THE SOLUTION DIANNA GASTY junior “I think sometimes people buy things without thinking about the consequences, and that depends on how much is in your bank account at the moment.”
MEREDITH SCHIFEREL, senior
CHRIS BENNETT, teacher
“I have a job and I have to pay for gas, so I’m a lot more money-conscious than I used to be. I know that I need to be saving instead of spending, and spending less.”
“My financial status allows me to live comfortably[...] I’ve made a lot of really good decisions with money over the years and never really have to worry about [money].”
Opening up more about how our finances affect our world views can help students of all classes feel less alone.
source: Bear Facts Student Media survey of 347 students
SPOTLIGHT december 2018
21
Never an Offseason:
students play school, club teams year round Marissa Drake staff writer
SPORTS
15 hours is a typical amount of time an athlete spends on a week at practices and games, not including hours on the weekends that might be spent on the doing competitions, meets and tournaments. For an athlete, their season (usually 6-7 months) is where athletes push their hardest, honing in on their skills and competing in meets, games or competitions. After their season ends, students usually have 5 months to rest, improve and prepare for the season to come. However, some students have taken this break to join outside teams and gain experience. Kelsey Rothas, junior who does gymnastics inside and out of school, her love for gymnastics allows her to genuinely enjoy going to practice and have the desire to be successful. Having a positive mentality going into practice helps with confidence. “[Doing Gymnastics outside of school] keeps me in shape all season long, so for when I come back [to the school season] I’m not sore and I have all my skills,” Rothas said. “I definitely do gymnastics and track out of the season because I enjoy doing them, it’s not a punishment. I genuinely enjoy going to practice. It definitely helps [with my mentality at practice], I become more confident in myself and my skills since I’ve had a lot more practice. I’m not coming off of not doing my skills for a long period of time.” Being conditioned and improving skills is a big reason why students do offseason teams, however Jack Shelby, freshman who does travel hockey and plans to high school hockey later in his high school career, has found friends among his team and teams he plays against.
22 SPORTS december 2018
Jack Selby, freshman who does club hockey and plans to do high school hockey, skates with the puck during a game. Through 11 years of practices and games, Selby found a love for hockey deciding to commit time year round to improving his skills. (Photo used with the permission of Jack Selby)
“It keeps me conditioned over the years and I gain a lot more friends from doing [hockey]. You meet so many people, from the people on your team and the people on other teams that you can always count
67.5%
of LZHS students play at least one sport taken from a Bear Facts Student Media survey of 347 students
on.” Shelby said. “From different teams I have a bunch of kids snapchats and we always communicate. It fun because it’s not always about just your team, you can always hang out with other people from different teams and nobody cares about it.” Kennedy Williams, sophomore softball player, invests her time and money into playing the sport she loves and feels that she belongs too inside and out of school. The schedule is long and grueling but Williams fights through it because she’s passionate about what she does. “I thought about trying other sports out at a young age because you usually want to start a sport early so that you can be at the same level as your peers because it’s not just about
80.9%
amount of LZHS students athletes who say they manage their time well taken from a Bear Facts Student Media survey of 347 students talent, it’s about of the mechanics of each sport,” Williams, who is on the high school varsity softball team and Illinois sluggers, club team in Schaumburg, said. “I’m more of a mental person, a lot of sayings in softball and baseball is that the sport is 90 percent mental. I feel like I was meant to do this sport because I love the competitiveness, I love [how you get to bond with your team], and I love the sport itself. Just the concept of it, how your brain always has to keep going, knowing where the play is, knowing where you need to hit the ball, knowing where you need to throw it, and how to get the person on third to home to score.” The passion for their sport behind the drive to do better is a main reason why student athletes to do offseason teams, Williams shows how her dedication for the sport is not just because she has to, she wants to work hard and get better because she loves what she does. However sometimes the sport she loves can intervene with school work. “Honestly it’s a lot. It’s a great life lesson to manage time because usually, including in the school season, I go from practice, to game, to homework/study, and then I go to sleep. Honestly I love softball, or else I would have dropped it awhile ago, then again it is a lot on my body,” Williams said. “Sometimes my grades will take a toll from it, one
weekend I’ll have a huge tournament and we’ll go deep into Sunday maybe until [the championship of that tournament] and I won’t get home until 7:30-9:00 at night and I haven’t started homework.” School is important and student athletes have to manage their time in order to achieve greatness in both the academic and athletic world. It can be tough but if you work it is worth it because you’re able to keep doing what you love, William said. “It’s honestly just the thrill of it, not just being in the game or games it’s being in practices. Even though sometimes the work gets boring and your doing the same thing over and over again, you understand because you have a purpose doing it, every time,” Williams said.
Kelsey Rothas, junior who does club and in school gymnastics, gets ready to perform her routine. (Photo used with the permission of Kelsey Rothas)
Waiting for the ball to be played, Kennedy Williams, who does club and school softball, sits on base. Her passion for softball has made her dedicated to the sport, deciding to do a club sport helps her gain experience and do what she loves. (Photo used with the permission of Kennedy Williams)
SPORTS december 2018
23
Sports Coverage Alex Ketcham sports editor
Wrestling: Two wrestlers practice during the LZHS Blue/White Matches on November 17. UPCOMING EVENTS: December 14- match vs. Lake Forest, December 15- Niles West Invitational, December 20- match at Libertyville, December 21- Wauconda Quad, January 5- Geneva Invitational, January 11- match vs. Mundelein. Photo by Max Feldman
Girls Gymnastics: Jane Fabbrini, sophomore, prepares to land a back flip during a practice while preparing for upcoming meets. UPCOMING EVENTS: December 15- New Trier Quad, December 18- meet at Evanston, December 20- Lake Forest Quad, January 5- Sandburg Invitational. Photo by Emma Brumage-Kilcourse
Competition Poms: Faye Werksman, junior, poses along with the rest of the poms team during a practice while preparing for upcoming competitions. The poms team will be looking to repeat as state champions this season. UPCOMING EVENTS: December 16- Warren Invite, January 11- NSC Championship, January 19- IHSA Sectional, January 25/26IHSA State Championship. Photo by Annette Suk Girls Bowling: Amanda Kouros, freshman member of the girls bowling team rolls the ball down the lane during a practice to prepare for upcoming matches and invites. UPCOMING EVENTS: December 15- Vernon Hills Invitational, December 17- match vs. Antioch, January 5- Grant Tournament, January 7- match vs. Warren, January 16- match at Zion-Benton, January 19- Wauconda Tournament. Photo by Ellie Melvin
24 SPORTS december 2018
Fall Sports Highlights Boys Cross Country: The boys team finished 23rd at the State Championships as a team. Jack Gilboy, sophomore, and Jake Myers, sophomore, finished 37th and 46th respectively Girls Cross Country: Emily Burns, senior, advanced all the way to the State Championships where she placed 45th with a time of 17:34 Boys Soccer: The boys made a run to the Sectional Championship, where they eventually fell to Libertyville. They picked up a Regional Championship on the way to their Sweet Sixteen appearance Girls Tennis: Sophia de los Reyes, senior, advanced all the way to the State Championships for singles. She advanced all the way to the second round of the consolation bracket.
Boys Basketball: Players prepare to inbound the ball from the sideline during the LZHS Blue-White scrimmage. The boys look to build upon their run to the Elite Eight last year. UPCOMING EVENTS: December 14- game at Libertyville, December 15- game vs. Barrington, December 17- game vs. Grant. Photo by Sreelikhi Vangavolu
Boys Bowling: Joey Kovanda, sophomore, rolls the ball down the lane during a November 15 match vs. Libertyville. The boys hope to end this year with another state run. UPCOMING EVENTS: December 15- Warren Tournament, December 18- match vs. Glenbrook North, December 27match at Guilford. Photo by Ellie Melvin
Competition Cheer: Lydia Elliott, junior, performs an arabesque during a practice which will eventually be performed at competitions. UPCOMING EVENTS: December 15- Rolling Meadows Invitational, January 5- Lake Zurich Invitational, January 12- Grayslake North Invitational, January 13- Niles West Invitational. Photo by Marissa Drake Girls Basketball: Anna Biergans, senior, prepares to shoot a free throw during a November 16 game vs. Cary-Grove. The girls look to build upon their run to the Sweet Sixteen last year. UPCOMING EVENTS: December 15- game at Libertyville, December 17- game at Grayslake Central, December 26/29- Montini Tournament. Photo by Ruby Lueras
SPORTS december 2018
25
The right move?
one sport vs multiple Alex Ketcham sports editor
A single sport’s season does not last year round, so there often is enough time for a student to play another sport. However, within the last few years, the number of LZHS students who are multi-sport athletes has trended downward, and the numbers of single-sport athletes has increased, according to Andrew Lambert, athletic director. “The sports world has turned into an environment where we’ve marketed it to where you need to be doing it year-round if you are going to be good at it,” Lambert said. “Last year when we went to hand out our four year, three sport athletes, we had two out of 1100 athletes.” There are many reasons for choosing to specialize in a sport, or choosing a sport to play, train, and practice for year-round, Lambert said. However, there also are many reasons why students choose to play multiple sports. “ T h e [reason why students might choose to specialize in a single sport] of students believe that stands out to me is the that playing multiple possibility of receiving some type of scholarship. The Claudia Kieda, senior volleyball player and track runner, prepares sports is better than more time you dedicate to a to spike the ball during a volleyball match. Kieda says she enjoys playing one sport, the better you are going being a multi-sport athlete because “it’s just fun to be involved in Taken from a Bear Facts to be, and the better chance something constantly because each sport has a different season.” Student Media survey of you have of receiving a Photo used with permission of Claudia Kieda 347 LZHS students scholarship,” Lambert said. the playing field, but can also benefit people’s personal skills Another reason why students might choose to play one sport and qualities, said Claudia Kieda, senior multi-sport athlete. over multiple is that the repetition of skills makes you better in “Sports definitely shape you into who you are. They help general at the sport you are specializing in, according to Mi- you grow as a person. I’ve been able to develop friendships chael Byrd, girls JV tennis coach. that I’ll have for a long time,” Kieda said. “Multi-tasking and “They have the opportunity to get better at that particular being able to have those skills helps with staying in shape and sport by doing it over and over again. That is one of the major always doing something. benefits that they take away,” Byrd said. While playing multiple sports has its advantages, there are While the opportunity to get also disadvantages, with the better at a specific sport can be most prominent being time Having no rest time tends to be a tempting, by doing the same molost due to the sport, accordtion repeatedly, injury becomes potential issue. There is a lot of time ing to Byrd. more likely, Byrd said. He adds “There is a huge time comthat you have to give up and a lot of that by playing more sports and mitment with doing something sacrifices involved. becoming more versatile and over and over and over again,” Michael Byrd, girls JV tennis coach flexible, athletes can increase according to Byrd. their performance in a primary Overall, the advantages to sport and stay as injury-free as possible. being a multi-sport athlete outweigh the disadvantages ac “I have some players of mine that are soccer players as well cording to Lambert, Byrd, and Kieda, as the idea of being as tennis players,” Byrd said. “I can typically take any soccer a more balanced athlete has more benefit to athletic perforplayer and make them into a great tennis player because of the mance and to the athlete’s health. footwork aspect that they have and the agility skills that they “I am a proponent of being a multi-sport student,” have which are incredible.” Lambert said. That will help them in life with many skills, Playing multiple sports not only can help performance on time-management, managing expectations and such.”
59.9%
“
26 SPORTS december 2018
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