Screamin' Eagles March into 2016

THE

CHRONICLE VOLUME 4 - ISSUE 1 - SEPTEMBER 29, 2016

Screamin’ Eagles March into 2o16

in this issue WHAT THE BEEP?

O4

testing the limits

O6

plugged in

O8

eagle sports

12

marching into halftime

16

black student union

2O

northviews

22

behind the signs

26

skyler says

28

2O16 staff

THE

EDITOR-IN-CHIEF Mary Hirtreiter

design editor Hunter Eisler

photo editors Symone Sanders Kylee Weber

business manager Sara Bridges

advisor

Robert M. Cave, Jr.

CHRONICLE staff writers Isabella Bray Adam Coffman Rachel Delehanty Yustina Erazo Joey Guzman MJ Ferguson Grant Hrabik Tijen Jones Amara Lindsey Haley McGriff Autumn Mesmer Juan Paramo

editors

Skyler Daniels Kailey Scharff Ana Schulte Magda Werkmeister Lauren Yoksh

artists

Abigail Miles Josie Sloan

copy editors Emma Reuter Alex Thompson

WHAT THE BEEP?

Your thoughts and ruminations on the new Olathe North parking situation In this 2016-2017 school year at Olathe North, a new system of assigned parking has been introduced. It has already been established at other schools and appears to work well. Their system goes by the rules of seniority, being that seniors get first pick, juniors second, sophomores/abled freshmen last. At this time “anybody without a valid license is not accepted” says our principal, Mr. Jason Herman. What opinions do you have about this? Is it a fair system? These are the questions we asked some sophomores, juniors, seniors, and staff members.

Cale Dehook, Junior

Sabrina Bogart, Senior

Jack Spanel, Sophomore

“No I don’t think it’s a very good idea. I was lucky to even get one.

It’s not fair for some sophomores because some of them don’t get to park and end up parking in surrounding neighborhoods.”

“The process was hectic, that might be because it was the first year. A lot of people were against it, but I think that anything new is a little weird at first.”

“The situation was not organized very well. The process of waiting and even figuring out how to get a pass was stressful. I think that this worked for other schools, because they have less people.”

Eder Hernamdez, Junior

Lanie Gray, Teacher

Cade Heikes, Sophomore

“I think it’s fine, I think the older kids deserve the privileges of first pick parking. They should add close by or new spots to accommodate those who were left without one.”

“The administration asked us to give parking spaces that we would be interested in, and they gave everyone their 1st or 2nd choice. I think we all appreciated that because we knew with more than 2,400 students it was really important for us to have a numbered space.”

“I think it’s dumb, I think that we should park where ever we want, because I am in band and have to be at school at 6:30 in the morning.”

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There are 890 total painted parking spots.

565 of the 890 parking spots are for students (some of these spots are located at the Nelson fields.)

Out of 552 of the 565 parking spots for students have been sold. Hurry and get one while they last!

5 0 65 5 2 2

55

890

Mr. Herman, Principal “We avoid a lot of danger now that people know where to go. We’re trying to accommodate everybody we can and even have 36 spots painted on the parking lot at the Nelson soccer fields.”

Approximately 250 of the 890 parking spots are for staff only.

There are approximately 250 staff members at Olathe North.

There are 2,352 students at Olathe North.

By Joey Guzman Staff Writer Design by Abigail Miles Editor

Testing the Limits A Brief look at how the stifling modern environment of testing came to be and how it harms students today

By Magda Werkmeister Editor

It’s that time of year again—testing season.

Just kidding. In 2016, testing season is yearround for American high schoolers.

A high school student could hypothetically take the SAT or ACT, if not both, once every month from September to June. (A student can only take the ACT six times in their high school career, which is exactly how many test dates are offered throughout a year. The SAT, however, can be taken as many times as a student wants.) If you don’t believe that students are subjected to such a rigorous testing schedule, I’m taking the PSAT October 19, the ACT with Writing October 22, and the

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SAT November 5.

“But wait!” you may think. “PSAT? ACT with Writing? What are these variations?”

You see, in the year of 2016, students can choose the form their torture comes in. From the SAT with Writing to AP tests to SAT Subject Tests—all are available to haunt high schoolers for years.

They all have different ramifications, too.

Every college in the United States has different requirements for testing. The University of Kansas requires either SAT or ACT scores.

The University of California, Los Angeles, requires scores for the ACT with Writing or the

SAT; in addition, students must report any scores for SAT Subject Tests and AP tests. In the Ivy League, Columbia University requires the SAT or ACT, and accepts SAT Subject Tests if students choose to submit them. At Princeton University, a prospective student must submit the ACT or SAT, both with the essay component, and recommends two SAT Subject Tests.

All these tests can start to get confusing, and with AP classes, extracurriculars, jobs, and everything else teenagers today are expected to balance, it can start to get pretty stressful as well.

Where did all these tests come from, and is there a difference? The ACT was founded in 1959 with the purpose of testing what students have learned in school—in other words, book smarts. The ACT is more commonly required in the Midwest and the South.

The SAT, on the other hand, is run through College Board, which is a not-for-profit founded in 1900 with the purpose of expanding access to higher level education. The SAT focuses on a student’s general reasoning, problem solving, and ability to test under pressure. The test is more commonly required on the East and West Coasts.

College Board also administers AP and SAT Subject Tests. AP Tests are over a specific subject, such as AP European History or AP Chemistry. Students who take AP Tests almost always take the corresponding AP class before the test, which are administered once a year in the beginning of May. SAT Subject Tests are similar, but there’s no class that’s designed to

teach the specific content on the test.

This is all fine. But again—why are there so many different tests? What would be wrong with one standardized test, offered a few times throughout the year? What we have now seems like an anarchic melee of test packets and Scantrons.

On the ACT website, they describe their tests and prep books as products, but this is our education on the line. For many kids, this could mean the difference between going to college and not. The fact that ACT, whether intentinally or not, portrays itself as a competing vendor seems insensitive at least.

College Board was founded on a noble idea—the idea that everyone should be allowed to pursue a quality secondary education. But in 2016, that desire seems undermined by the fact that tests like these are often expensive to take and must be taken numerous times. Who is this model helping?

The answer certainly isn’t the students.

is there a culture of overtesting when applying for college?

“Yes, completely so. Everyone feels so pressured to study and cram and get perfect results, because it feels as if your whole life is contingent on a stupid number that only matters for a very small amount of time. You’re always told that ‘it’s for the test,’ and ‘your score will get you in college,’ but no one ever tells you that your life is your own: it belongs to the mass-production and labor based education system that doesn’t really apply to much today.”

—Caleb Bishop, Junior “I believe that an ACT test score should not determine whether you’re good enough for a certain college. Some people excel in testing more than others.”

—Isabelle Nelson, Senior

Art by Josie Sloan a counselor’s perspective “I think there’s always that possibility of a student feeling the pressure to take every test available, whether that pressure is coming from inside of them or it’s coming from family...or even the competition between them and their friends... Students are feeling more pressure now to be competitive with each other and get into selective schools.”

—Tammie Milke

Princeton University requires the ACT or SAT, both with the essay.

Photo courtesy of Steve Werkmeister

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PLUGGED In

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Are SChOOLS PRISONERS to TECHNOLOGY?

By Tijen JOnes

Has technology diminished intelligence?

TEACHERS

Staff Writer

Designed By Ana Schulte Editor

So often in today’s world we see people constantly on their phones, but has it had a negative effect on students? If you go into any classroom you can see some sort of technology in effect. Teachers using power points to explain information, students typing on computers to further their writing ability, and phones in use to look up any questions. Many believe this was the original intent for technology; to be able to connect and access people at the touch of a button. What it has turned into though? Something that diminishes intelligence?

Or a prison that prohibits communication to the people right in front of us?

Recently, as many have noticed, teachers have been adding a lot of technology into class. Despite whether you love it or hate it, one fact is true- the world is changing.

A few of the most prominent apps include Google Classrooms, GroupMe, Edmodo, StudentVue, and Remind.

Each of these allow teachers to connect with their students in an easy and fast way, updating students to any changes in the blink of an eye.

When looking at it in this light, technology is a gateway into achieving amazing academic anomalies. Any math problem can be solved for us with a single thought. Any article that needs to be read can be seen at any time. Any conflict we may have can be solved in

under a second. While technology can solve our grades short term, long term may just be out of the question.

Though we can solve our problems through technology, this quick and mindless action could deteriorate one’s ability to problem solve.

Students brains do not fully develop until they are 25, because of this, technology is wiring our brains completely different from previous generations.

The way we think is molded by the things around us and the experiences we have. Not surprisingly, in today’s society, the most common theme happens to be technology. This leads us to question- what if we were suddenly left without technology, with no way to understand our new surroundings? We would be left completely helpless.

Another intriguing change is how it has affected the English language. Many things can alter a language such as culture, events, geography, but a new category was added when texting was brought about. Instead of saying; How are you? We have evolved to saying; how r u? It is not just texting either. Since we have started using this slang in writing, it has slowly converted into normal diction. All throughout history you can see growth and yet when the cell phone was invented, complexity and challenging intellectual ideas came into reverse, simplifying the

“Technology can be helpful in many other ways, but as far as intelligence, it’s a little concerning.”

Ms. Amy Ast

“In classes like mine [Advanced Digital Photography] I see kids learning real world skills that I think are important on the job market.”

Ms. Mindy Waldron

STUDENTS

“Yes, because more people are relying on technology to do simple tasks in their daily lives.”

Anna Diehm

“If you’re having trouble doing homework, there are many apps that are able to help you and teach you.”

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e

Graphics By Abby Miles

easiest words into one letter.

Thanks to publicity bashing on this topic, the previous paragraphs are probably old news.

Lots of teachers talk about the negative effects of technology, yet they use popular programs and insure students use them. We are told to keep our cell phones away yet, we are expected to know if practice is canceled automatically by means of Remind. We are expected to work on homework and communicate outside of school yet, we have to be on constant alert for any upcoming homework assignments through Google Classrooms. So why do teachers do this? What is the purpose of this contradiction?

One reason they pose this discrepancy is because without technology, students would become uninterested. Admit it, without technology life would become dull. No T.V., no social media, no gaming apps. How would one live? Teachers recognize this and even if it is a boring educational game, It is something to connect with students.

They don’t always teach with it though, or allow you to have your cell phone out, to encourage each individual student to grow without relying on it.

In history, a common theme is one thesis to create an era, an opposition, and then a compromise. By this I mean that one idea is posed, such as technology is a good thing. Then a negative occurs, such as the proposition that technology is evil. Then a common medium is reached, such as the idea that technology can be used to help but to a certain extent. I believe we are in the original thesis era and soon a terrible opposition will occur and teachers are preparing each student for this shift.

“Admit it, without technology life would be become dull. No T.V, no social media, no gaming apps. How would one live?�

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Photo By Autumn Mesmer

Despite this, technology is constantly changing and so is society. It can either be a terrible distraction or a fabulous connection. It depends on the experience you have had. It is not one or the other, but how it is used which will it. Technology is something that can help increase knowledge or deteriorate brain cells, however you look at it though, technology will still keep shocking us all.

Mon, Sept 13, 3:23

What Do Students think about the conversion to technology?

I love it. It’s great and improves school and everyday life.

33% Wed, Sept 15, 10:30

I don’t care. It doesn’t affect me.

50% Thurs, Sept 16, 1:14

I hate it. I think it hurts our education.

17%

Photo By Lauren Yoksh

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eagle sports October 2016

Photo by: Kylee Weber

Football Friday Night Lights is back and better than ever. After rebuilding from the tremendous loss of seniors, the team has been working hard.

The boys practiced throughout summer and now pracice weekdays 3:30-6:30, along with Saturday practices. They continued to rebuild and adjust to the new leadership roles that were given to the players.

The Eagle football team is eager for the 2016-2017 season.

Junior Drew Rediger states the team’s “favorite part of season is becoming one family, and making long-lasting friendships.” The boys continue to think of themseves as a close family. With the amount of

By Kylee Weber Editor

talent each of them bring to the team, the “healthy competition brings [them] to work harder,” shares Rediger. Senior Jack Staes explains, “We love the crowd; it pumps us up. It honestly makes us work harder on the field.” Every Friday night more and more people come out to support our boys. With the help of our spirit leaders, cheerleaders, band, and Eaglettes, the crowd gets loud pushing the team. “The louder, the better,” Staes shares.

Each Friday night the fans, family, and student population comes out, rain or shine, to support the Eagle football team.

The Olathe North Spirit leaders smile for the camera at the “Tropic Like It’s Hot” Game.

Photo PhotoBy: By:Kylee KyleeWeber Weber Varsity Volleyball player, Michealla McKibben, smiles for the camera.

Volleyball

By Amara Lindsey Staff Writer Dirty knee pads may seem gross to most people, but in the volleyball world, not washing their knee pads has become a growing superstition.

Player Michealla Mckibben says, “I do not like to wash my knee pads AT ALL. I believe it is bad luck.” The varsity girls have a record that continues to grow with wins.

Coach Abby Shopper expresses, “The team gets along really well. However, they need to work on their comfort on the court.”

The main objective for the team this season is to become comfortable with one another for the season.

Also, the team is wanting to work together and become one as a team. Mckibben says, “We are going to get better and we are going to grow as a team.” The Lady Eagles continue to work together and work hard in hopes of going to State this year and winning it all.

Photo By: Hayle McGriff

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Cross Country

By Joey Guzman Staff Writer The Olathe North Cross Country team comes back this season as the reigning State Champions and have been working hard every day since June in hopes for a repeat. As the season begins, every practice, workout, and meet are taken as oppurtunities to get closer to this goal.

At the Greg Wilson Classic, the first meet of the year, the team kicked off the season with Boys Varsity getting 8th out of 15 teams and Girls Varsity getting 9th out of 13 teams. At the second meet, the Olathe North Invitation at Lone Elm Park, the team faced many obstacles of the race being more of a swim meet than a Cross Country

meet due to heavy rainfall, but being able to persevere, the Boys Varsity got 2nd out of 9 teams, and Girls Varsity got 3rd out of 9 teams.

At the 3rd meet, Turner invitationl, Boys Varsity won the meet and the Girls Varsity got 4th.

Josiah Heikes, team captain and the only senior on varsity, says he “hopes for the team to grow closer as a famly and as a unit” and expects the team “to continue to fight every race and practice to better.” Let’s hope by next issue, we can be praising the team for a State championship, two years in a row.

Photo courtesy of Josh Price The Cross Country run to victory in their first meet at Johnson County Community College.

Golf

Photo courtesy of Josh Price

By Kylee Weber Editor

The Lady Eagles golf team is starting the season off strong. They continue to work hard, and practice every day. The team’s goal is to go to State this year and win it all.

Junior Alyx Bishop shares, “The Olathe Cup is [our] favorite thing about season.” The team continues to bond and have fun throughout the season.

They believe they “make long-lasting friendships” which bring the team closer together when they go play. Tournaments continue to bring the Lady Eagle golf team healthy competition.

Sam Underwood comments about how the team “gets nervous before [they] play each match.” To help calm the girls down before they compete, they like to talk to each other and calm each other down in positive ways. The girls continue to practice and work hard in the hope of winning the Olathe The Olathe North golf flag waving in the wind at a golf tournament.

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Olathe North Boys Varsity Soccer line up for the announcement of their first game.

Soccer

By Amara Lindsey Staff Writer

Photo By: Kylee Weber

The Spirit Leaders lead the fan section with a cheer at the boys soccer game.

Photo by: Amara Lindsey

From August to October, the varsity boys soccer team is practicing hard in order to return to Regionals and dominate over the other Olathe schools.

Head coach Micheal Cox says, “We have a really good team and we have not gotten to our full potential, but the boys are putting in the hard work and it will pay off as we move further into the season.”

The team has kicked off this season with three games won and only two lost, with more wins hoping to come. With practices five days a week and personal running cracked to three miles the soccer team is shooting for a big win.

Sophomore Samson Kanea says, “We all come determined and ready to play; we want to go to Regionals and maybe even win State.”

Come out and see the varsity boys determined and ready for victory.

Tennis

By Joey Guzman Staff Writer

The girls tennis team groups together before their match.

Photo By: Tijen Jones

Of the leagues in the state of Kansas, the Sunflower League is widely considered to have the toughest competition. This doesn’t stop the girls from working hard and competing against them. They have been going out every day since mid to late June trying to get the most practice in order to be ready for this high school season.

The Varsity coach Wendy Robinson says that they are “looking at a tough stretch of the season” and are hoping to “go out every day and try to get better both in practice and in matches.”

The Junior Varsity coach, Jon Downing, explains how they are all young and are hoping to “get as much practice and matches in” as possible so they can get “to the point where they get to compete in [that] tough league of [theirs].”

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Halftime HALFTIME

Into INTO

MARCHINg MARCHING

By Adam Coffam, MJ Ferguson Staff Writer

By Emma Reuter, Alex Thompson Copy Editors

At the population summit that is an Olathe North football game, the marching band may seem

nothing more than just a part of the scenery or a soundtrack to entertain those standing in line for nachos, but when the proverbial curtain is pulled back, the demanding and intricate components of the process behind the spectacle are revealed.

There weren’t always marching bands performing at football games. Many schools had marching bands, but they didn’t perform at football games until 1907 when the University of Illinois Marching Illini played at their football game against the University of Chicago. Marching bands evolved form military bands, which were created when the need to direct armies in battle became apparent.

When marching bands were first created, they started out marching forwards in blocks, much like military bands used to do in battle. The first marching band to create a pictoral formation was the Purdue All-American Marching Band, which formed a “Block P” in 1907.

Through the decades since then, marching bands have evoloved to include much more elaborate pictoral formations, color guard - or drill teams - props, and drum majors. But what does it take to create a half-time show?

Although the first exposure most students have to the Screamin’ Eagles Marching Band may be at a pep assembly or football game, preparations for each season begin while the football field is still frozen. As early as December or January, Director Justin Love and Assistant Director John Wickersham begin “looking at sheet music, listening to ideas, or putting together concepts” for the field show.

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Unlike concert band, which uses almost exclusively sheet music available to anyone, the marching band has in the past performed completely original drill and/or music that was written exclusively for the Screamin’ Eagles.

Marching drill can be confusing in its raw form - thick, individualized packets full of grid-like notation and numbers, that one might expect to find in a zoning board. Rather, each page represents one “set” - a checkpoint of sorts that represents where everyone on the field is at a given time. By chaining together 63 sets, the band maneuvers itself through this year’s show, entitled Phobias.

The theme of the show dictates many of the auxiliary features that go along with the band’s playing. The Eaglettes’ uniforms change year to year to reflect some aspect of the show; in the past they have worn costumes representing astronauts or a phoenix. Each show also includes several props that sit on the field and come into play at some point. This year a climax is reached when an Eaglette “falls” off of an elevated platform, representing a fear of heights. Between the bevy of students and objects on the field during the show, the audience’s focus is meant to be dynamic, shifting from soloist to section to Eaglette, all located on different parts of the 100 yard-long canvas.

Part of the reason the band is so large, rostering 160 students, is because of the freshmen that audition every year to join the group early. Sophomore through senior students enrolled in band are required to march, but any ninth grader who wishes may audition for a spot. This can be a scary process, especially for students who may not know a single person in the band prior to arrival, but this year 28 freshmen have dared to take the plunge. Freshman Caleb Hamblin, who plays the trombone, says he auditioned for marching band because he “wanted to play harder music”. Although Hamblin plans on continuing band through his high school career, he acknowledges that band “takes up more time” than his other classes.

There’s no doubt that marching band is a large time commitment for its members. In addition to assorted mini-camp rehearsals during the months of June and July, band camp begins in earnest August 1st and continues until the 9th, consisting of grueling nine-hour days on the turf field. Band members also have to forgo sleeping in on school days; normal rehearsals begin at 7am and continue through the end of 1st hour.

This element of investment often times creates a unique affiliation for some particularly dedicated students within the program.

Although it may appear on the schedule like any other class, band becomes an identity for its most involved members, and in turn can provide them with the opportunities and rewards that come with such an identification - scholarships, chances to practice their craft at higher levels, and the metaphysical enrichment that comes from the practice of the fine arts.

The Screamin’ Eagles also demand a large time commitment from their constituents outside of the normal school day. Obviously, the band is a staple at any home football game, but the largest component of the band’s competitive season are the numerous competitions and festivals they attend each year. North typically attends three festivals each year; this season they will be competing at the Bellvue East Marching Invitational in Nebraska, the Kansas Bandmasters Marching Championships in Topeka, and the Heart of America Marching Festival in Lawrence. The Heart of America Festival, at which North has been Grand Champion twice, is entering its 25th year of competition and involves dozens of bands from all over the Midwest.

A typical day at a festival is a long endeavor and may result in the band leaving early in the morning and returning shortly before midnight, performing once, or sometimes twice, for a panel of judges. In competition, bands are judged on music, marching, general effect, percussion, and color guard, the last of which refers to the consolidated efforts of the Eaglette drill team.

The Eaglettes don’t play any instruments as part of the show, but they are essential to the success of the band both visually and in competition. Although the Eaglettes wear corresponding uniforms which, unlike the band, change from show to show, they stand out by design, often by wearing brighter colors or carrying large flags. The color guard does not get the luxury of anonymity towards the audience, and because of this high-stakes nature, their maneuvers must be incredibly precise. Sophomore Kaitlyn Rupe says working with flags or other auxiliary items is “kind of challenging at first” but admits that “it’s a lot of fun to do something besides just dancing”.

“There`s No Doubt that marching band is a large time commitment for it`s members”

Top Left: Marching band students running through morning practice.

Above: Marching band students practicing their routine among the eaglettes.

Photos by Rachel Pelechanty and Yustina Erazo

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In addition to coordinating a routine to pair with the band show, the Eaglettes also prepare additional routines for use at pep assemblies and other events, although senior Rachel Price mentions that the drill team “spends most of their time on the field show”. Rupe says her favorite part of the process is “performing the show and seeing the end result”, which certainly serves as a motivation for many members of the band.

Between the novelty of the new season and thrill of public performance however, complacency and apathy tend to set in, at which point Love relies on his student leaders to push the band forward towards their goals. Many upperclassmen audition for a bevy of leadership roles in the spring prior to the marching season, seeking to help lead their peers as music leaders, drill leaders, librarians, rehearsal coordinators, or drum majors.

Some student leaders may have an interest in music education beyond high school, which is why Love gives them “as many opportunities to be involved in teaching as possible”. Because the marching band includes 160 students, two directors aren’t enough to oversee every component of the show on an individual level, which mandates a hierarchy of the teaching process.

With regards to training his leaders, Mr. Love says, “we spend a lot of time with the student leaders working on how they teach so it stays consistent”. With the more intricate bits and pieces of the show taught by section leaders in a more intimate setting, Love and Wickersham are free to manage, rather than micromanage, the larger, all-encompassing concepts and rhythms that dictate the general effect of the show.

Time is of the essence when rehearsing, as just over six weeks go by between the start of band camp and the band’s first public performance of the show.

Once the performance aspect of the marching season begins, things get hectic; the band will perform at three

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festivals, four home football games, and two parades between mid-September and early November. Performances in all forms are long endeavors that require focus to be maintained over the course of several hours and distractions, leaving the band both mentally and physically exhausted. Each performance is bittersweet for the marching Eagles, showcasing the end result of a lengthy group effort but also underscoring the finality of the show’s progression.

In fact, the marching season may go by in a very similar manner to the show it is built around - a flashy beginning meant to draw people in, an introspective and thoughtful secondary component, and a culmination of values, ideas, and concepts that grow faster and faster-paced in a finish designed to invoke emotion.

Above: Marching band students hold their instruments in formation.

Photo by Rachel Pelechanty and Yustina Erazo

The marching season unfolds over a couple months, but an individual rehearsal takes place over the course of roughly two hours. How does Love and the band manage their time each day?

Arrival/Set Up

Most members of the band begin waking up around 5:45, up to an hour before many would for a normal school day.

Many students, particularly those responsible for coordinating the field, arrive on-site even earlier than the 7 am start time mandated by Love. The band’s drum majors arrive on the field by 6:45 at the latest, according to senior drum major Ayawna Singleton. This wake-up time can cause strife among members of the band who may need to devote a large chunk of time to homework or other commitments, such as senior trombone player Grayson Goyer, who has “hardly any time to sleep” on weeknights.

Drill Work

The majority of the band’s rehearsal time is spent learning and perfecting their competition show. The band will learn new drill from early August to late September, then spend the rest of the season refining weak points. Love has to keep the rehearsal going at an uptempo pace, as the band must be ready to perform the show in its entirety by the date of the homecoming football game, a concrete deadline for a very complex process. At the crux of learning drill is repetition. The band reviews and learns specific chunks over and over, knowing that any misstep can cause the desired effect to be lost.

Stretching/Music Warmups

Because marching requires so much focus and movement, the band begins each rehearsal with a physical and music warm-up period. Stretching, push ups, and basic marching steps put the band through their paces to begin with, followed by musical exercises meant to ramp up the mental readiness of the Screamin Eagles. Warmups can occasionally get tedious, which is why Love and the drum majors break the monotony with fun exercises such as “Wacky Jacks”. The pace is thorough but brisk, as much work remains to be done in rehearsal.

Clean Up

The band rehearses out on the field, so they are usually dismissed around 10 minutes before the end of first hour, with the pit released slightly before. This allows the band members to make the trek back inside the building, put away their instruments and other equipment, and change clothes before 1st hour. Perhaps one of the most important tasks to be done by most is to remove the small chunks of artificial turf that becomes lodged in one’s shoe, particles affectionately referred to by the band as “turf turds”. Once the bell rings, the band melts into the fabric of the school, appearing similar to any other student but having come from a very different start to the day.

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student perspective

by symone sanders Photo Editor

WHY A Black Student Union Matters T

he definition of the word union means to join or be joined together; that’s the exact goal of the Black Student Union. The Black Student Union is a group designed for Black students, but any persons of color who desire to see a unity of all walks of life at Olathe North and those who strive to see a greater change in the Black community are welcomed to join.

O

ne of the many great focuses of the BSU is education. The African-American community has the lowest ranking when it comes to test scores, high school graduation, and college enrollment. In order to counteract and change the stereotype of Black students, BSU meets on topics of how to improve a student’s educational experience. Examples include looking at financial aid for those in need to take the ACT, exploring different methods of furthering education through HBCU’s (Historical Black College/University), and emphasizing the opportunity to attend extracurricular activities like ACT workshops or study groups at North. The BSU believes that every student has the right to a strong education in their life, and that they should be able to do so despite a statistic.

Andras Glenn

“I wish to create difference and awareness, not only to blacks, but to all. I want to be a person that sparks the mind of the few that change the world.”

N

ot only do we see a struggle with education in the Black community at school, but also the lack of awareness of current events happening to the Black society. Shootings, murders, kidnappings – all are tragedies happening to the youth in the Black body. These undisguisable matters are what the BSU want to embody in the school, making issues known to the public to bring forth a stronger, more united school foundation. They plan to work with topics like this by asking speakers to come give presentations, making announcements and signs at school to reach out to students, and demonstration social issues by wearing a certain color or shirt in order to make a statement silently. In efforts to exemplify the seriousness of these current events, the BSU looks forwards to more unity amongst North students.

Ronni Rease

“BSU is an important club to recognize because it’s not only focused on black students but our group is very diverse.We as a group are on a mission to bring unity to the many challenges we face. Hope you join!”

A

ll are great topics to discuss, but why call it the Black Student Union instead of the Student Union?

Just like the Black Lives Matter movement they don’t

discriminate and put the Black race above any others; they are founded on Black students due to the broken structure amongst the Black community. They see the importance of uplifting the Black community so that generations to come won’t have to endure poor educational practice or the dismemberment of a high school body. The BSU was created as a student led unit to unshackle the chains of social segregation among high schoolers, and to bind minds together in a time of need for reform.

20 | The chronicle | issue 1

BSU 2016-2017

“Peace, Love, and Unity Above!”

statistics of blacks in education -African Americans are more likely to attend high-poverty schools—that is, public schools where more than 75 percent of students are eligible for free or reduced-price lunch—and are less likely to graduate from high school and subsequently attend college at rates lower than any other racial group.*

IMMEDIATE COLLEGE ENROLLMENT

~ ~

-Despite a 20 percent overall drop in out-of-school suspensions since the

2011-12 school year, for example, black students were still nearly four times more likely to be suspended than white students in 2013-14.*

~

~

WHITE LATINO BLACK 70% 61% 56%

-Race and family income is highly correlated with whether a student immediately enrolls in college. The immediate college enrollment Black Students Are 4 Times As rates of high school graduates from low- and middle-income families trailed those of their peers from high-income families by more Likely to Get Suspended Than White than 10 percentage points in each year between 1972 and 2007.* Students ~ ~ -In 2007, the enrollment rate gap between students from low- and high-income families was 23 percentage points and the gap between students from middle- and high-income families was 15 percentage points.* ~ ~

-In 2007, the immediate college enrollment rate was 70 percent for white high school graduates and 61 percent for Latino high school graduates, compared with 56 percent for African American high school graduates.* *Statistics found from usnews.com and jbhe.com

BLACK

WhITE

Top 10 Historical Black Colleges/Universities in america 1) Spellman College Atlanta, GA 2) Howard University Washington, d.c.

3) North Carolina a&t state university greensboro, nc 4) xavier university of louisiana new orleans, la 5) florida a&m university tallahassee, fl

6) tuskegee university tuskegee, al 7) hampton University hampton, va 8) tougaloo college jackson, ms 9) winston-salem state univeristy winston-salem, nc 10) prarie view a&m university prarie view. tx issue 1 | the chronicle | 21

Nort hViews

By Lauren Yoksh Editor Photos by Ana Schulte, Kylee Weber, Magda Werkmeister, and Lauren Yoksh Editors 1. Freshmen attended the Olathe North Activities Fair on August 25th. The fair allowed freshmen to learn about ways to get involved at North and to meet new people.

2. Students Alaura Custard, Misha Marin, Hannah Osborne, and Caleb Bishop (left to right) posed wearing rainbow in support of the Gay-Straight Alliance (GSA) Club. When asked about his overall feelings concerning the Activities Fair, Caleb Bishop stated, “It was good meeting potential club members.�

2

22 | The chronicle | issue 1

1

3

5

4

North

3. The Junior Varsity Eaglettes put on a performance at the pep assembly before the first home football game. Sophomore Camryn Brown said, “I think they did really, really good! It was very clean and they seemed really on top of it.”

4. Olathe North students displayed their school pride in the student section at the first home football game of the school year.

Junior Sabriyah Richardson said that she loves “how loud and hype [students] get no matter what” at football games and how everyone gets involved, especially when it comes to dressing up for themes.

5. The annual Old Settler’s Day parade took place on September 10th. The Olathe North Screamin’ Eagle Band marched through downtown, played their instruments, and represented Olathe North. “I was excited before and after the parade,” said sophomore Dustin Hughes.

issue 1 | the chronicle | 23

6

Views

8

7

6. The 2016 homecoming court was announced at the homecoming football game on September 23. Seniors Arvind Subramanian and Annalise Holland were crowned homecoming king and queen during halftime, along side the underclassmen on the court.

7. The homecoming parade was held during 7th hour on Friday, September 23. The parade showcased many of the clubs and groups at Olathe North as well as the homecoming court and the finalists for king and queen. “It was a great showcase of the teamwork Olathe North has,” said junior David Genis.

8. On Saturday, September 24, Olathe North hosted its annual homecoming dance. The theme for the dance was New York, New York, and the main gym and commons were decorated to the nines. StuCo member Shillan Thaithi helped set up before the dance and stated that, “[StuCo members] did a lot of set up and I think the decorations looked really good.”

24 | The chronicle | issue 1

THE

CHRONICLE

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issue 1 | the chronicle | 25

Behind the signs Exploring deaf Culture At North

Questions for cUSTER, Intepreter At ON

BY JOSIE SLOAN Editor and Artist

BY EMMA REUTER and ALEX THOMPSON Copy Editors DESIGNED BY ANA SCHULTE Editor Many students on their way to Olathe North will pass the Kansas School of the Deaf, but only a few will even acknowledge the school and what it stands for for many kids in the state of Kansas.The Kansas School of the Deaf opened in 1861, with free services for many deaf kids across the state and has continued to offer free tuition ever since. Some courses offered to the Deaf students are ASL (American Sign Language) and English. The learning methods depend on each individual student’s situation and progress. The students, if they so desire to spend more time with their family can take the class together for only 25 dollars. The Kansas School of the Deaf also offers the same class for citizens or just regular students at local highschools who don’t have a deaf or hearing impaired relative can all learn ASL for 25 dollars each. Students also have an option to come to a local high school to complete credits not offered at the Kansas School of the Deaf. Coincidently enough, down the road from Kansas School of the Deaf is the Deaf Cultural Center. The Deaf Cultural Center’s education is just as beneficial as the Kansas School of the Deaf, with many progams geared towards the public and informing them on what it means to be deaf. These programs help better the understanding of the lives of deaf people. The center’s outreach also includes many things that local teens don’t spend enough time in, which is a digital library, fine arts and a free museum.

Deaf cultural month is celebrated at the Cultural Center throughout March and into April. The Deaf Cultural Center partners with Nelson Atkins Museum to start off the month with featured art and art talks from local deaf artists. Lastly the celebration of deaf cultural month ends with the monthly patio party at the Cultural Center. This annual social gathering is a way for the public to come together and meet their local deaf citizens in a fun and inviting environment.

Overall in the state of Kansas it is very easy to see that there are different ways to get involved in the Deaf Culture.

26 | The chronicle | issue 1

Why did you chose to be an interpreter?

“I met a deaf guy and couldn’t communicate with him, so I took some sign language classes. Then I learned that people actually signed for a living and that’s all it took. I was hooked!”

What do you enjoy about your job?

“I love working with kids and not having too much responsibility with them as well. This job gives me the sense of helping to educate people without having to grade papers!”

Are you an active participant in deaf culture? How involved are you outside the school?

“Sadly, I’m not very active in the deaf community any more outside of work. I volunteer when I can, but family activities and work take up most of my space right now.”

What are some of your hobbies outside of school?

“I love to read and watch my children in their sports. Currently I’m learning how to make quilts!”

Basic Sign Language

“HELP.”

Raul Melgar (left) and Jaeden Rolofson (right) talk about their experiences as deaf students.

“NO.”

Do you switch between schools? What is that like?

JR: It can be difficult having to switch back and forth from the Kansas School of the Deaf. I have to leave class early in order to be on time for my third hour at Olathe North and sometimes I miss important information.

How do you feel when people express ignorance or pity about hearing conditions?

RM: I feel shut down, or deflated.

Have you ever felt discriminated due to deafness?

JR: No, not discriminated here at North, but more limited.

“OKAY.”

What are some activities you like to do or hobbies you have?

RM: I like to create things with my hands whether that would be picture frames or clay pots, crafting is what I like to do in my spare time.

JR: I enjoy competing in sports such as football, track and field and basketball at KSD, but I also like to hang out with friends.

What do you want people to understand about deaf culture and how can they further embrace it?

JR Deaf culture is beautiful and that people can’t really insult what they haven’t tried to understand.

RM: It’s amazing how facial expressions have a strong influence with communicating with others and is a unique trait that sign language provides.

“GOODBYE.” issue 1 | the chronicle | 27

skyler says...

By Skyler Daniels Staff Writer/Editor

“remember that time i ate taco bell for a week?”

28 | The chronicle | issue 1

taco bell

is one of the biggest and most successful fast food chains in America,

despite their less-than-stellar reputation. People know their meat is fake, people know their obsession with chips in burritos is weird, and people know that it isn’t good or healthy for you. But yet it thrives - with each million in revenue they gain an indestructible protective shield up there with the likes of McDonalds or Chipotle. No matter the rumors, these three restaurants will survive anything, perhaps the apocalypse. With such a steady audience, I began to doubt Taco Bell’s awfulness. How bad could your food really be if people badmouth you on the daily and it doesn’t so much as chink the money armor you’re wearing? So I decided to eat the menu, the whole menu, and all with a newspaper deadline of a week. A week only of Taco Bell for breakfast, lunch, and dinner. I was hopeful I’d survive.

“At Taco Bell, when we say “we’re feeding peoples’ lives with más,” we

mean it. We make bold food you can’t get anywhere else. It’s food that ignites passion. It’s food you want to talk about. It’s food that you’ve got to have and

can’t wait to eat again...”

-Taco Bell official Nutrition Statement

Weight gained: 5 pounds Money spent: $73.41 DAY one

The day before, I decided that getting extra items then and heating them all up today would be a more realistic alternative to actually getting up early enough for the Taco Bell breakfast menu. A re-grilled leftover quesadilla is honestly not the worst way to spend a breakfast, it just doesn’t stay in your stomach. Like, at all. By the time lunch happened, I was crawling towards the microwave to heat up my first burrito. And that’s when I learned the cruel lesson that would punish me throughout the week – reheated Taco Bell? The worst thing ever. Those tortillas, the meat, the radical nacho cheese, none of it was meant for micro radiation. And that’s all I was allowed to eat.

DAY two I forgot to bring breakfast and lunch to school with me, so I actually starved myself until I was allowed to go home and eat EVERYTHING. Having nothing all day and then eating huge amounts of Taco Bell felt like actual heaven. The only problem is having to wake up in the middle of the night because your intestines are screaming.

DAy three From this day onward, I have the bowels of an 85-year-old retiree. If I don’t go to the bathroom in the thirty seconds after I

feel it, I’ll literally have an accident. I haven’t felt this way since I was five years old. I can physically feel my double chin increasing in size. I’m starting to get both physically and mentally disgusted with my diet.

DAy four Why does Taco Bell only use one seasoning? Why does all their food taste exactly the same? Why do I have to drench everything in Taco Sauce in order to taste anything? I shouldn’t be the only one seasoning the garbage I’m feeding myself. How can something that tastes like nothing be so bad for my body? What am I doing with my life?

Where am I heading? Who am I?

DAy five I’m starting to get stomach cramps; I’ve lost the will to enjoy food days ago. I don’t feel like I’m quite doing this menu justice. I get fresh food in the mornings and at night, but I eat reheated food in the afternoons, something Taco Bell didn’t account for. I’m considering never eating again after this whole thing is over. I’ve noticed my face is a lot shinier than I usually remember it.

I can’t look people in the eye in the lunchroom, otherwise I threaten killing my friends for their pizza.

DAy six My facial acne is going insane. My movements are sluggish and the thought of food and actually eating it disgusts me.

During the passing period between fifth and sixth hour, I ran to the bathroom to barf my brains out. It didn’t actually happen, of course – the bathroom was busy and everyone was waiting for the other person to pee first, what would they do if someone vomited in that awkward silence? I spent the entire hour in the nurse’s office with the trash can next to me. “Was it something you ate?” The nurse asks. I can just look at her and nod.

DAy seven Stomach-aches pained me all day. I felt like a greasy piece of lard just flubbering around the halls, clutching my stomach and hoping I wouldn’t spew everywhere. I was in such a daze, I threw in my two specialty burritos in the cafeteria’s microwave and hit one minute, and it took me ten seconds before I realized that the specially burritos WERE WRAPPED IN FOIL, SKYLER. THE MICROWAVE IS SPARKING. PRESS EVERY BUTTON NOW BEFORE SOMETHING EXPLODES. I reached in, grabbed my little mistakes and ran back to my table in shame. Later that day, I pigged out on the rest of the menu because I needed this thing to end today, it had to end today. I went to bed praying.

“...And it always delivers more for your money. For over a decade, we’ve been especially busy doing just that. Today, we continue to provide the boldest and freshest flavors – food that’s customizable and fits your lifestyle, with a commitment to never compromise on flavor...For us, it’s not enough that we’re offering affordable, craveable, innovative choices. It has to be food you feel good about, with ingredients you understand.”

-Taco Bell official Nutrition Statement

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2 | The chronicle | issue 1

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