Campus Collisions The Uprise of Student Protests On College Grounds
LILA DANIELS MANAGING EDITOR
The Israel-Hamas war had created ripples of division on several U.S. college campuses. Many students, predominantly pro-Palestine, have staged protests over the past weeks. A plethora of schools, ranging from Columbia University in New York to The University of California Los Angeles, have been sites for students to express their frustration with multiple aspects of the Israel-Hamas conflict and how their schools are handling the situation.
The protests occurring on school grounds are part of the aftermath of the Hamas, a Palestinian militant group designated by the U.S. State Department as a terrorist organization, attacks in Israel. On October 7, Hamas charged from the Gaza Strip into Israeli neighborhoods nearby. This initial attack, according to the Associated Press, was a response to Israel’s 16-year blockade of Gaza, past Israeli invasions in the West Bank, and the expanding of Jewish settlements in territories that Palestine plans to claim for a future state, as Mohammed Deif, the leader of Hamas’ military wing, said in a recorded message. The attack stunned the Israeli military and citizens and injured or killed civilians in many of the Israeli towns; 252 people were taken hostage. Shortly after, Israel’s army fired airstrikes in Gaza, killing hundreds of Palestinian civilians. The attacks were the result of a build-up over decades and a history of anger and pain experienced by both sides of the conflict over land
ownership and civil rights. The current war in Gaza is not the first, as major conflicts between Israel and Palestine have occurred four times in the 21st century.
According to the New York Times, a central theme of demonstrations nationwide is divestment. Phrases like “Disclose, divest, we will not stop, we will not rest” were chanted throughout Columbia’s campus in April. Protesters were calling for divestment in Israel supporting companies and more transparency from universities about their investments. The term “divestment” differs across the board of many colleges: Yale and Cornell’s protesters, for example, were calling for the divestment of weapon manufacturers sending aid to Israeli armies. Columbia University’s demonstrators spoke out for the school to hold their investments from companies that profit from Israel’s attacks in Gaza, including Google, which has significant contact with the Israeli government.
In addition to calls for divestment, pro-Palestine
protesters were demanding that Israel cease its military actions. Protestors were using signs to convey their message, urging an end to what they describe as genocide against the Palestinian people.
While tensions have been high on college campuses since the October 7 attack, the first encampment on Columbia’s campus did not come until several months later on April 17. The protest started with a group of about 50 students, known as the Columbia University Apartheid Divest. The group placed tents in the epicenter of Columbia’s campus near a banner that read “Gaza Solidarity Encampment.” Columbia University administration stated that this protest was unauthorized as a school policy states a demonstration must be approved and authorized in advance notice. Student suspensions followed the beginning of the encampment as they were violations of Columbia policy.
After a few days of the encampment university delegates arrived on the site. They stated that student protesters would face disciplinary action if they continued their demonstrations. This announcement triggered the chants of “Hell no! Hell no!” from protesters, as many felt that the series of suspensions mixed with a crackdown on the demonstrations was a form of Columbia suppressing Pro-Palestinian rights and free speech. These initial warnings were followed by more stu-
(Continued on page 2)
From U-Haul Trucks to Short Films: Poly Promposal Season
ALEXANDRA GERLING STAFF WRITER
Poly has always loved prom season and has been doing it for as long as I can remember. Students await their special night from the beginning of May to the night of prom.
To start the promposal season, Max Mackler ’24 promposed to Emilia Fusaro ’25 during chapel. Mackler explained that his promposal was “slightly unorthodox.” The promposal occurred on a Friday mid-day, but Mackler confesses that the plan was impromptu. The plan only solidified the afternoon of the day before. Mackler’s friends and student body president Luke Farris ’24 originally planned on doing his promposal during that time, but instead offered the new opportunity to Mackler. Mackler shared, “Because Luke helped me with my promposal, he told Mr. Winston ahead of time, and right before chapel, I told Mr. Winston my final plan.” Once the logistics were planned, Mackler said, “There was ample deliberation about the delivery of the promposal, but we settled on the signs held by my friends emerging from the backstage of the chapel.” He explains that he was able to make a poster and tell all his friends the plan to wait backstage till he gives them their cue. To ensure Emilia would like the idea, Mackler texted all her best friends to make sure that Emilia would approve of it. On the assembly day, Mackler told the Polygon, “I was nervous but also excited leading up to the assembly, but once assembly hit, I was a bit of a nervous wreck.” In the end, Mackler claims, “my nervousness made the moment more special and rewarding.” Overall, the promposal season started on a great note, and Mackler got out of his comfort zone to orchestrate an exciting promposal that engaged the whole school.
Noah Saivetz ’24 promposed to Anjali Budhram ’24 later that week. Despite the two dating, she was still surprised and excited to experience a promposal. Budhram said, “I think that dating actually made it even more exciting.” She explained, “My friends and I all really wanted each of our [promposals] to be a surprise, so they kept everything from me as I did for them.” Budram’s friends were able to help Saivetz set up the promposal on the tennis court, spelling out “Prom?” with tennis balls. Saivetz’s plans on the tennis court were just part of his extravagant promposal. Budhram tells us, “He made a scavenger hunt before the promposal, and it started with
Mr. Larose handing me a clue in commons, which I would have never expected.” Before the promposal, Budhram said, “I was pretty confident at first about what day it was going to be, but as the day went on, I kind of forgot about it.” Even though there were couples together before prom, the promposal culture still played a role in their relationships allowing all students to be surprised and asked to prom in a fun manner. Drew Waldman ’25 got a fantastic promposal from Ethan Paluszek ’24 with a poster saying “I can’t reLAX until u say yes, prom?” Waldman is a fantastic lacrosse player, and Paluszek referred to reLAX in his poster as an abbreviation for lacrosse. He organized this promposal by planning out all the details with her friends. Paluszek said, “I had lots of ideas for the promposal, but her friends and my friends helped me decide
on something she would enjoy…Originally, I wanted to do it after or before her lacrosse practice. But her friends told me she might like it better during the day, so I did it on the Malkin Terrace.” Paluszek was able to put together a thoughtful promposal that Waldman loved. Being a senior, Paluszek ended school a few days before his promposal, but he explained, “I didn’t mind coming back to campus to prompose to Drew because I already had to come back to lift and go on a run.” In all, Paluszek used his time wisely and coordinated with her friends to plan a promposal she loved. Poly Prep had an eventful promposal season, leaving us all wondering what the dresses and big night will look like. Budhram and Paluszek say, “I can’t wait for Prom.”
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VIA POLY PREP PROMPOSALS INSTAGRAM
VIA POLY PREP PROMPOSALS INSTAGRAM
Campus Collisions: The Uprise of Student Protests On College Grounds
dent safety measures that same day: threats of discipline and academic and overall suspension. Chants like “The more you silence us, the louder we’ll be,” and “Minouche Shafik [The President of Columbia University], open your eyes! Use of force, genocide!” reverberated
throughout the encampment and beyond. Ultimately, the combined neglect to disband fused with the overall nature of the unauthorized demonstration triggered the arrival of the New York Police Department (NYPD) to the site.
“This is the New York State Police Department,” said the NYPD upon arrival, “You are attempting to participate in an unauthorized encampment. You will be arrested and charged with trespassing.” Continued resistance resulted in the forceful arrest of over 100 students and protestors. This day triggered a shockwave of student activism all over the United States, and Columbia acts as a model for how protests across the country have tended to pan out. The University has a history of being a hotspot for activism in New York, containing a diverse and politically active student body. Dating back to 1968, the campus held protests surrounding U.S. involvement in the Vietnam War.
Isabella Ramírez, editor-in-chief of the Columbia Dai-
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ly Spectator, stated in The Daily Podcast that she experienced “disunity of the community in ways that [she has] never really seen it before.” For instance, a pro-Palestine protestor held a cardboard sign that read “Al Qasam’s [sic] next targets,” pointing at a group of Jewish counter-protesters. (According to the New York Times, Al-Qassam refers to Hamas’s armed faction). Masses of Jewish protesters amid the pro-Palestine’s chanting “stop killing children,” created immense polarization on Columbia’s campus and caused a number of schools nationwide to engage in similar encampments. Generally promoting Palestinian rights and the divestment in Israel-supporting companies. The impacts of the Israel-Hamas war are being felt on the grounds of over 100 college campuses nationwide.
Although the initial encampments have begun to simmer down as of mid-May, pro-Palestine protests and pro-Israel counterprotests have stayed prevalent. From pro-Palestine Columbia students walking across their graduation stage in zip-ties to ripping up their diplomas, actions of protest are taking place in many different forms nationwide.
Minouche Shafik, President of Columbia University, released a statement on Columbia’s website on May 1, 14 days after the Columbia protests began. Shafik wrote he believed the protests, from both sides, caused “a disruptive environment for everyone and rais[ed] safety risks to an intolerable level.” Shafik stated that she, alongside the administration, has been “patient in tolerating unauthorized demonstrations,” but has also considered the complaints of the protestors. Shafik said Columbia’s “academic leaders spent eight days engaging over long hours in serious dialogue in good faith with protest representatives.” Through extended hours of conversation and consideration, “The University offered to consider new proposals on divestment.”
Further, Shafik wrote that Columbia University aims to “reaffirm [their] commitment to free speech,” and sharpen the line between expression of views and “acts of destruction.” Overall, Shafik wrote that her “first responsibility is safety” and therefore asked the NYPD to dismantle the Columbia encampment, as well as intervene to end the protesters occupying Hamilton Hall, an academic building on Columbia’s campus. Over the past few weeks, universities have pushed the limits of student protest on campus and have undoubtedly snatched the attention of the press, their college boards, and even the President of the United States.
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With the arrest of over 2,000 students across this protesting period, Biden addressed the conflicts in his country. In an interview in the Roosevelt Room, Biden said, “There’s the right to protest, but not the right to cause chaos.” He continued to say, “Destroying property is not
a peaceful protest. It’s against the law. Vandalism, trespassing, breaking windows, shutting down campuses, and threatening people, intimidating people, instilling fear in people is not peaceful protest. It’s against the law.” When asked by a reporter if the protests have caused him to reconsider his policies surrounding Gaza and his support for Israel, Biden responded with one word: “No.” The response by Biden has led many to contemplate whether the protests are productive, methodical demonstrations that could make a change in policy or simply rallies ensuing disarray, anti-Semitism, and anti-Islamophobia on campuses, according to Times-Herald. Ultimately, the polarization in Gaza between Israelis and Palestinians is being directly echoed onto college campuses nationwide, and protesters are testing just how far the limits of student protest can be pushed.
History in the Making: Poly Prep’s History Club Takes the Stage
The Poly History Club held its annual “History Club Presents” on April 24. During the 90-minute event, club members presented the projects they had spent the past year researching and creating. Five presentations were shared at the event, with topics ranging from Brown v. Board of Education to women’s fashion during World War II and the NYC subway system. History Department Head Virginia Dillon has been ecstatic about the event. “These students. They’re truly amazing — just the best in terms of scholarship and what our school represents,” said Dillon. The students have met every club block the past year to work on these presentations with Dillon. “Much of it in-
“These students. They’re truly amazing—just the best in terms of scholarship and what our school represents.”
- Virginia Dillon
volves reading work, checking in, asking questions, making suggestions, and guiding them on sources.”
Presenting first was Junior Eason Yao. Yao’s presentation highlighted the impact of the Brown v. Board of Education decision on special education. By overturning the “Separate but Equal” doctrine, it mandated equal educational opportunities for all students, including those
with disabilities. He supported his claim by mentioning the case of Mills v. Board of Education and how it exemplified how legal actions following Brown v. Board increased support and funding for special education. Today, according to Yao’s research, 64.8 percent of special education is integrated, showcasing the enduring influence of the Brown decision on educational inclusivity.
Following Yao was sophomore Kaya Freeman, whose presentation discussed the transformative impact of Title IX on women’s athletics since its enactment in 1972. This law prohibits discrimination based on gender in athletic programs and activities. Freeman discussed that while this law significantly increased opportunities for women, it also presented challenges, such as its impact on male athletes who cannot use it to address their grievances. The Yale rowing team’s protest for equal treatment underlines ongoing struggles for equality, despite the law’s intent to level the playing field. Despite its imperfections and controversies, such as the NCAA’s noncompliance due to its private status and the notable disparity in facilities between the men’s and women’s Oregon University teams at the 2021 NCAA Basketball tournament, the overall benefits of Title IX are profound.
Next, Sophomore Nyla Harriot shared her presentation discussing the limitation order of 1942. During World War II, the Limitation Order restricted women’s fashion to conserve materials, which led women to adopt clothing styles that resembled men’s uniforms as they filled roles traditionally held by men in the workplace. Studying these fashion trends offers insights into the economic and social impacts of the war on everyday life.
Seniors William Ling-Regan and Marisa Triola created a documentary exploring the development of the NYC subway system. They shared that the subway system began in response to the increasing population density in the 19th century, leading to the need for rapid transit alternatives like steamboats, steam trains, and eventually, underground and elevated trains. The city adopted the Hewitt formula, which entailed public ownership of the subway lines with private operation, culminating in a public-financed construction of the subway that first opened in 1905 to facilitate interborough communication. Today, the subway serves as a vital transit network for over three billion New Yorkers annually, connecting
diverse parts of the city and reflecting its dynamic growth.
Finally, Eve Harris talked about Levittown, an area in Long Island. Levittown was conceived as an ideal “white suburbia,” explicitly excluding Black and Jewish families despite the Jewish heritage of its creators. The arrival of the Myers, a Black family, in Levittown trig-
“The history club has been a tenet of my high school career, and I am so grateful for all I have received from it.”
- William Ling-Regan
gered mass protests and widespread racism, highlighting the entrenched racial divisions within the community. Today, Harris explained, suburbs like Levittown have become less affordable, largely catering to wealthier
white buyers, raising questions about the sustainability and inclusivity of suburban living in the present day.
The wide range of historic topics and their intrinsic connection to contemporary issues made this year’s “History Club Presents,” truly one to watch. Ling-Regan said he is sad about this marking the end of his time with the History Club and at Poly, but he added, “The History Club has been a tenet of my high school career, and I am so grateful for all I have received from it.”
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The Polygon is published at least eight times a year by the students of Poly Prep Country Day School. We welcome both letters to the editor and guest opinions. All submissions should be emailed to polygon@polyprep.org and must include the author’s name. The Polygon reserves the right to edit all submissions for spelling, grammar, and length. Letters should be no longer than 200 words, and opinion pieces should be no longer than 750 words. You can find the full Polygon editorial policy online at polygonnews.org.
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A First-Person Account of Lama Tenzin’s Visit
DANIEL CORSALINI CONTRIBUTING WRITER
If you visited the Poly campus between April 29 and May 3, you might have noticed a man named Lama Tenzin constructing sand art, specifically his sand mandala, in the library. A sand mandala is a Tibetan Buddhist tradition where a mandala of colored sand is made using a tool called a chakpur. Sand mandalas can have many different themes that they portray, but the one that we see from Lama Tenzin represents the theme of compassion. This year marks the 5th year that Tenzin has been visiting Poly and as he stays with my family during his visits, I’ve had the unique opportunity to build a relationship with him and learn from his teachings. Lama Tenzin, a Buddhist monk originally from Tibet, grew up and studied Buddhism in India before moving to Geneva, New York. Tenzin still lives in Geneva, where he formerly served as a professor of Asian language and culture at Hobart and William Smith Colleges.
I met Lama Tenzin when I was in kindergarten at the Ross School in East Hampton. Where I first saw his construction and dismantling of the sand mandala as well as listened to his teachings of compassion. Even though I was very young, Tenzin’s teachings and mandala-making spoke to me, so I told my mom about his visit. When I returned to Poly in first grade, I suggested to my mom that she propose to bring him onto the Poly campusso that my peers at Poly would be able to
benefit from his teachings in the way that I did Lama Tenzin has profoundly influenced my worldview, particularly his teachings on death and impermanence. Buddhists believe that the soul is reincarnated after death that embarks on a new life. While I am still exploring my beliefs, his optimistic outlook on death and the cycle of life has left a lasting impression on me.
Another impactful teaching of his is the concept of non-attachment. Tenzin exemplifies the Buddhist belief that nothing in life is permanent by constructing and then later dismantling his sand mandala after a week. This practice, although seemingly melancholic, teaches us to cherish every moment and not take life for granted—a lesson of great value.
Lama Tenzin’s teachings on compassion and meditation could be incredibly beneficial in a school environment often filled with stress, pressure, and anxiety. Additionally, he provides a unique opportunity for everyone to learn about Buddhism, a relatively obscure religion in New York and the broader United States.
Quote from Drew Waldman, ‘25: “I think Lama Tenzin has really positive messages to convey with the community. While when I was younger and he came to the lower school I felt that my peers and I didn’t always understand what he was trying to say, as we’ve gotten older his messages have resonated with us deeply”
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OPINIONS
A Blurred Line Between Cultural Appropriation and Appreciation
In the midst of the pandemic, nestled in the Hudson Valley, my family launched “Quarantine Wars.” In a Master Chef-inspired fashion, we would cook a variety of meals throughout the week — fried tofu bibimbap, pineapple upside-down cake, meatball subs oozing with marinara sauce — and every Sunday night, a vicious scoring system would analyze and rank each dish. One evening, my mother, the most experimental of the three contestants, presented a new dessert. In a tall glass overflowing with artificial colors, she presented “Halo-Halo,” a Filipino dessert made up of crushed ice, condensed milk, and a variety of sugary toppings. The dish was created roughly one hundred years ago when the Philippines began to receive large shipments of ice, and the name “halo-halo” translates to “mix-mix.” It was created to invite experimentation, and as the Filipino chef Yana Gilbuena wrote in her Halo-Halo recipe, it is “endlessly customizable.” However, we later discovered that the Bon Appétit recipe my mother had used was widely criticized for its nontraditional use of popcorn and gummy bears. Many users labeled this take on the recipe as “cultural appropriation.”
This is just one example of what seems to be a frequent issue arising in online, classroom, and social settings. A native community in Spokane defines their interpretation of the difference between cultural appropriation and appreciation. Cultural appropriation often includes the use of certain items or regalia from another culture without education, credit, or cultural context. While cultural appreciation involves respectful effort and engagement with another culture leading to positive cross-cultural interaction. It acknowledges the history and values of a culture and engages with simultaneous understanding of its meaning. While it is important to distinguish between cultural appropriation and appreciation, the fear of appropriation should not hinder the celebration and engagement with diverse cultures.
Cultural understanding is crucial for fostering empa-
thy, developing global awareness, and not repeating mistakes throughout history. Our society is so interconnected that having an appreciation and understanding of diverse communities is important for navigating multicultural environments; it allows us to see the world from different perspectives, challenge stereotypes, and avoid conflicts. “Teaching about culture is important to do,” said Director of DEIB Erika Freeman. “Understanding other people’s cultures, ethnicities, and identities is important for us as a community to do.” Every year, hundreds of thousands of students worldwide participate in Model UN, a program that simulates the United Nations General Assembly. Students represent different countries from across the globe, engaging in diplomacy, understanding cross-cultural dynamics, and developing leadership skills. While this program is a political simulation, meaning it doesn’t represent every side of the cultures involved, it allows students to develop a diverse understanding of the world.
In 2017, Indian-British writer Kenan Malik published an Op-Ed in The New York Times in defense of cultural appropriation. “Campaigns against cultural appropriation reveal the changing meaning of what it is to challenge racism,” Malik said. “Once, it was a demand for equal treat-
of conversations in the classroom,” said History Teacher Beth Eby. Last October, in the weeks leading up to Halloween, a student approached Eby asking if dressing up from the movie Avatar was potentially appropriation. “In truth, it could be interpreted as appropriation because of
ment for all. Now it calls for cultures to be walled off and boundaries to be policed.” Unfortunately, in 2024 the line between cultural appropriation and appreciation remains unclear. Historically, fights against discrimination advocated for equal rights for marginalized communities, and the dismantling of systemic barriers. However, as the discourse around cultural appropriation has become increasingly rigid, the focus has shifted from challenging structures of power to enforcing strict cultural boundaries. While the intent may be to prevent cultural harm, this new approach actually reinforces essentialist, stereotypical perspectives on identity and creates division rather than inclusivity. Often, engagement with other cultures is seen as a sign of great respect. In Japanese culture, for example, it would be considered more offensive to arrive at an event in a tuxedo than in a kimono. Engagement with others cultures is not inherently harmful, and as Ash Sarkar, an Indian-British journalist writes in a 2019 article published by The Guardian, “Not everyone who participates in a misguided attempt at cultural borrowing is a colonizer in disguise.”
A number of years ago, History Department Chair Virginia Dillon, worked as a Peace Corps volunteer in the southern region of Azerbaijan. During her stay, she bought a pair of traditional Azerbaijani earrings. “They’re beautiful earrings,” Dillon said. However, she worries that wearing them publicly may be interpreted as cultural appropriation, as they are a style of jewelry that is of a different culture than her own. “To me, I bought them from a person in the country I was living in at the time, with a culture that I know, love, and appreciate,” she explained. “But that is a part of my personal history that would not be obvious to someone that saw me wearing the earrings.” So the question becomes, how do we establish a clear line between cultural appropriation and appreciation? Is it easier to just avoid engaging with cultures other than our own in order to protect ourselves from being accused as appropriators? There is certainly no clear answer to these questions. We continue to err, tiptoe, and cancel one another because of the complexity of this topic. Instead of trying to establish a clear line between cultural appropriation and appreciation, we need to become more comfortable having difficult discussions. Whether inside or outside of the classroom, students and teachers alike need to feel safe asking uncomfortable questions. In truth, even the most progressive individuals have blind spots, and instead of reprimanding someone for a cultural misstep, we need to use mistakes as vehicles for education. “I really don’t avoid these kinds
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the colonial presence in the movie,” Eby said. “But I appreciated that the student felt comfortable enough to ask me that question. I get a lot of questions that definitely highlight ignorance, but it’s due to lack of education.” Every misunderstanding—having to do with culture or not—needs to be worked through with mindfulness and respect of others’ experiences and viewpoints. In addressing cultural appropriation, we as the Poly community and we as a society need to strive for cultural competency rather than resorting to punitive measures like cancel culture. From a very young age we are taught to learn from our mistakes. “The classroom is a place where you should be able to make mistakes,” said Freeman. “In Lower School mistakes are expected, inspected, and respected. That’s really how they learn in the Lower School until Middle and Upper School where that learning goes out the window. You have to make mistakes in order to learn how to grow.”
I acknowledge that as a white female attending a prep school, I am speaking from a privileged point of view. However, I am a student who wants to learn, grow, and
“Understanding other people’s cultures, ethnicities, and identities is important for us as a community to do.”
- Erika Freeman
engage with other cultures, and I’m worried that these conversations are not happening. Instead, I see people being slammed for asking uncomfortable questions or making uneducated statements. Cultural appreciation and education build a more inclusive society. I identify as a left-wing liberal, and I strive to be as progressive as I can be. However, I also notice that when everything is labeled as appropriation, the progressive intentions become more conservative. Society becomes more divided. There needs to be a shift away from fear-based approaches and towards cultural exploration and understanding. Malik summed it up best back in 2017: “Seventy years ago, racist radio stations refused to play ‘race music’ for a white audience. Today, antiracist activists insist that white painters should not portray black subjects. To appropriate a phrase from a culture not my own: Plus ça change, plus c’est la même chose.”
The more things change, the more they stay the same.
Over the last few years, Poly’s DEIB program has undergone radical change. One of the most notable developments is the strict enforcement of attendance for these periods. I believe that these changes are not only frustrating for students who are not interested in DEIB, but also ruin DEIB for those who do. When I first came to Poly in 2021, as a 10th-grade transfer student from Midwood High School, one of the first groups I joined was Jewish Caucus. After spending nine years from Kindergarten to 8th grade at Hannah Senesh Community Day School, a Jewish Day School in Carroll Gardens, I desired a community that would remind me of the Jewish aspect of my identity that was so important — a group of students who shared similar experiences to me and were equally as interested in Jewish learning, customs, and traditions. At the first meeting I attended, I was greeted by a group of no more than 20 Jewish students who were all there, like me, to bond over our interest in our Jewish identities. It was exactly the type of community a timid new Jewish student needed in order to make a big school like Poly feel more comfortable. I attended this group every DEIB block and was so invested in the activities and community that I was elected to be a leader for the following year (at that time I was the only one interested, other than the current leaders, in leading such a group). In the meantime, other students who were not part of Jewish Caucus or any other affinity group were required to attend Chapel. Unfortunately, many students who were supposed to be in the Chapel frequently skipped the assembly. In response to this, the following year, regular DEIB assemblies were abandoned and replaced by discussion groups where attendance was taken. In these groups, teachers, many of whom had little substantial training in DEIB, would be given a slideshow that they had often barely looked at and have to present it to the students in the group. From what I have heard from many of my peers and experienced myself, these discussion groups tended to be long, boring, and strict (phones were banned and, in my own experience, there was little tolerance for even excusable lateness). And it’s not just students saying it. A study done by Harvard Business Review study suggests that mandatory diversity training actually makes people more adverse to diversity and “can activate bias or spark a backlash.”
Meanwhile, during this same block, affinity groups would continue to run cultural enrichment activities as they had. The choice was the students’: Slog through a mundane discussion group or attend a lively affinity group with the possibility of getting free food and watching a movie? For many, this was a no-brainer. The group of 20 of us who had become so accustomed to seeing each other every week quickly ballooned to over 50 — including more than 30 new students who had never previously expressed any interest in joining a group like Jewish Caucus. This year, the group has more than 80. Yet a survey done by The Polygon reveals that nearly half of the 67 students who filled it out would not attend DEIB
groups if they were not mandatory. This dynamic not only leaves those who previously did not care about DEIB still uninterested and disengaged from the material they are supposed to be learning, but also ruins the experience for those who actually were interested in their affinity groups.
When all these people joined, I quickly noticed that the close-knit Jewish community that we had previously had dissipated. And the disinterest that some of the new members had previously expressed in the discussion groups or Chapel seeped into Jewish Caucus. Many students just went on their phones, others just kept to their friend-group and talked amongst themselves, others would talk over the group activity. Having students like this in the group makes it nearly impossible to connect with those who actually would be there if it wasn’t required of them — those who have genuine interest in their Jewish identity and meeting other students similar to them.
Maybe it’s better to think in sports terms. Imagine you’re a passionate basketball player: You put all your hours into it and you take it very seriously as does everyone else on the team. Then, Poly makes it a requirement to do a sport and a bunch of people who don’t really care that much about basketball join the basketball team because it seemed like the most fun sport. Then you have people on the team who goof around during practice, and don’t take it seriously at all, making the team as a whole feel like a joke. This is effectively what I believe has happened to DEIB. Other leaders, like Alex Xiao, leader of AAPI, have noticed similar things happen to their groups: “People took advantage of the fact that we have other things going on like movie watching sessions and free candy to kind of just be there and be disruptive. To talk over students when they were presenting stuff like daily checkins or having really important discussions,” he said.
I also have noticed that encouraging and enforcing diversity groups attracts students who are interested in the groups for what I would consider the wrong reasons. I recall last year, one interaction I had in particular with a non-Jewish student who attended Jewish Caucus. I would often see this student in meetings, quietly attending the group, despite having said they had no affiliation with Judaism — though I found this a bit weird, I did not bother them. However, one day in the library I was independently working on a history essay about WWII’s impacts on the United States when this same student suddenly came up behind me and began spewing all kinds of information about the Holocaust to me. The student went as far as to recommend looking at a website that had a map of where every concentration camp was, calling this site “cool.” I told them that my history essay actually had nothing to do with the Holocaust and then frustratedly turned my back, shaken by this micro-aggression. Following this interaction, I was disturbed by the idea of the student attending more meetings where I was talking about and sharing my Jewish culture and heritage.
Erika Freeman, director of DEIB, said that DEIB
groups were originally supposed to be places where students of diverse heritage can find safety in a school like Poly. “[DEIB spaces] were really critical for students attending a predominantly white institution or a predominantly heterosexual institution or whatever you want to call the reasons for those spaces,” she said. “So those kids who had to live amongst a larger community all of their school days actually had a place to come together and talk about their experiences.” I believe that despite the demographic changes the school has undergone, establishing a safe community for minorities should still be the primary goal of affinity spaces. Making DEIB mandatory encourages students with alternative motives to join, which undermines the goal of having these groups act as safe spaces. However, as Freeman noted, DEIB can’t just be optional. Over the years DEIB has grown to be one of the school’s most core values — it’s even in their slogan: Diversity, Excellence, Brooklyn. For them to emphasize it so much they have to teach it at some level: “Do you say, if you don’t want to be here go do nothing and disengage with all of it? That’s easy to say, but does that really mean that we as a school community are living up to what we say we are?” Freeman pointed out. I agree with Freeman in this regard, as she continued to note in our conversation, people choose Poly for the diversity programming it offers: we can’t just push it to the wayside. So how do we accommodate for a safe space for students striving to connect with others who share their cultural heritage whilst maintaining a standout diversity education for even those who don’t want to do such things? One solution I have thought of is to make discussion groups half a period and keep affinity and alliance groups as full periods. This way, people have less incentive to join an affinity group in order to get out of discussion groups, whilst also continuing a strong DEIB program at Poly. Only students who genuinely care about the affinity or alliance groups will attend and they will return to being the safe spaces for students of diverse backgrounds they were meant to be, while other students will get the alternative DEIB education they choose.
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9/11 Remembrance in Poly’s Community
LIZZIE PERRY
The Poly Memorial Chapel buzzed with anticipation, capturing the lively spirit of early September. In the initial days of the new school year, students were adapting to routines that would shape the months ahead. It was a Tuesday, marking the first assembly of the school year. Conversations filled the chapel as students, still basking in the glow of summer, caught up with friends and shared stories.
Senior student government leaders stood poised at the podium, ready to welcome the community to the first collective gathering of the year. Their voices echoed with the enthusiasm of a fresh start until there was a sudden disruption. The football coach shuffled through the chapel aisles and approached the headmaster, David Harman. He quickly whispered in his ear, prompting Mr. Harman to rise from his seat, interrupting the senior speakers.
“I have just been informed that a plane has hit one of the twin towers.”
In an instant, the enthusiasm that filled the room quickly changed to fear. A once normal Tuesday quickly became a day of monumental significance—one that would be remembered forever.
Over the next two decades, the events of September 11, 2001 would continue to impact Poly and be memorialized each year. Around the 20th anniversary, in 2021, the approach to commemorating the tragic events of 9/11 shifted, with a focus on prioritizing education over remembrance.
This change prompts an exploration of Poly’s evolving response to 9/11, tracing the transition from solemn remembrance to an emphasis on educational initiatives.
On that day in September, after the chapel dismissal, students headed to their regular classes, and by the time Harold
Bernieri, a history teacher at Poly, entered room 218 for his 11th-grade U.S. history class, the news had fully spread. The classroom television flickered with shocking images of the 9/11 terrorist attacks, revealing the horror that had unfolded.
In the midst of shock and fear, students turned to their history teacher for answers. However, Bernieri, grappling with his own confusion, found it challenging to provide clarity. “I remember students in the room asking me, ‘Why would anyone want to do this to us?’” he recalled. “It was difficult because students were asking me these questions, and I was their history teacher. I was supposed to know, but I didn’t. I didn’t know how to teach historical events while they were unfolding in real-time.”
Amid the chaos, former English teacher John Rankin, didn’t have class. “Everyone just stopped. We stopped teaching. I remember walking down the history hallway and seeing the kids staring at the classroom televisions in silence. When the second plane hit, everyone was already watching the news. There were people here whose family members worked in the towers. And then there were others who just lived in the city and couldn’t get home.”
As news of the attacks spread, the logistical nightmare began. According to a 2001 Polygon article, “Students from Brooklyn, Queens, Staten Island, and the Bronx managed to find their way home, the closing of all New York City bridges and tunnels left students residing in Manhattan stranded. As a result, members of the Poly community ranging from students to the Headmaster himself, quartered Manhattanites until passage into the city became available.” In face of this adversity, the Poly community rallied. Parents and teachers opened their
homes, ensuring that every student found a safe haven.
Girls’ Varsity Basketball Coach Michael Junsch recalled, “By two p.m. the entire student population was off campus in somebody’s house. It might not have been their own, but we made sure that every single student was somewhere safe.”
This sense of unity and resilience in the face of unprecedented tragedy defined those early days of September at Poly. School was closed the following day, as most families could not get their children to school. History teacher and former Upper School Dean Susan Beiles shared insights into the administrative response during that fateful week.
“I remember a few emergency meetings that week. We were trying to make plans on how we could help our students. At this time, everyone was just confused and scared. The school began to come together as a real community.”
When classes eventually resumed a few days later, the Poly community attempted to comprehend the magnitude of the event. English teacher John Rearick elaborated on the immediate post-9/11 days: “When classes returned, there were a few impulses. One of them was to acknowledge what a huge thing 9/11 actually was. The other one was to try to restore some sense of normality to students’ lives. We had to do these two things at once. We had to pivot between letting students talk about their feelings and discuss what a monumental and terrible thing this was.”
Over the next several months, Poly continued to adjust to a post 9/11 world. The community came together to construct a memorial garden nestled opposite the pond at the front of the school. This space became a living tribute to alumni Andrew Abate ’82, Vincent P. Abate ’79, Joseph Della Pletta ’95, Terrence Gazzani ’95, Christopher Grady ’80, Joseph J . Hasson Jr. ’85, Mark Hindy ’91, Joseph A. Mascali P’01, William R. Peterson ’72, Lars P. Qualben ’69, Andrew Rosenblum ’74, and featured a plaque, a sundial, and a small garden. The creation of this memorial garden was detailed in the documentary “Lessons of September: One School Remembers 9/11.” In the documentary, former Assistant Head of Operations Steven Andersen explained the process, saying, “We had a conversation with our director of development and the headmaster, and we talked about a tree. Somebody else could do a tree; it’s gotta be more than a tree. They have no place to go, we have to provide them with a place to go. Who wants to go to any place other than a garden, so we built a garden.” This space was designed to live, thrive, and regenerate yearly. In the years that followed, this initial act of memorialization evolved into a cherished tradition. Poly students, faculty, staff, and families would convene in the 9/11 Memorial Garden on the Dyker Heights campus. For each ceremony, 11 9/11 Memorial Scholars were selected to participate by saying their name, grade and the scholar’s name that they represent. These students were selected by recommendations from the Upper School Deans as students that are outstanding members of the Poly community and who exemplify the highest moral character.
For nearly two decades, this tradition would continue. The hillside surrounding the garden, where the family members of the 9/11 victims are remembered, would be filled with Middle and Upper School students. Following remarks from the Head of School, the community would then be introduced to the 9/11 Scholars selected that year.
Former School Psychologist Karen Ezra reflected on the impact of this tradition, citing an example of a young student whose father perished on 9/11. Initially, he transferred to another school but, as he grew older, began attending the yearly service with his mother. Witnessing his journey of resilience and growth over the years, Ezra expressed, “It was wonderful to see. Year after year, we watched him grow up, move away, he got married, he had a baby, and it was just really meaningful to get to see his life flourish after having gone through such a horrible, traumatic experience.”
In 2020, the annual ceremony underwent a transformative shift to a virtual platform in response to the COVID-19 pandemic. The commemorative event took place virtually, adapting to the unprecedented circumstances. During the remembrance ceremony, then Head of School Audrius Barzdukas P’20 spoke, emphasizing the importance of honoring the memory of those lost on 9/11.
For the 20th anniversary in 2021, Poly reverted back to the ceremony out at the garden, as school had returned to fully in person classes, asking students and faculty to once again dress up and walk out to the Memorial Garden for the ceremony. Vincent P. Abate ’79 September 11 Memorial Scholar Amber Dosik ’25 explained the big-
Advanced Journalism Election Spread:
How Social Media Is Shaping Political Discourse
gest issue with the entire school being at the ceremony.
“I remember that a lot of students weren’t paying attention because it was chaotic, no one could hear anything, and it was really just too big of a group. Kids were kind of talking amongst each other and not really respecting what was going on,” said Dosik.
(Dosik is the Head Layout Editor for the Polygon.)
In 2022, the Poly community adjusted its approach to commemorating the tragedies of 9/11, shifting from a traditional gathering in the Memorial Garden to classroom discussions. Administrators aimed to make the experience more meaningful for students of varying ages. The history department encouraged teachers to facilitate discussions using provided resources, allowing flexibility in presenting the topic. The changes addressed challenges from previous ceremonies, offering a more personal and focused memorial service for the families of alumni and a Poly parent who perished. After twenty years of remembrance ceremonies, Poly aimed to adjust the program to better fit the needs of the community. Director of Student Life Jared Winston explained the motives behind this change. “Around that 20 year mark, we thought it would be a good idea to reconsider how we educate future Poly students about the events of September 11. Going out to the Memorial Garden was so powerful for so many years because there was an understanding among the student body — students had been alive during that time or been directly impacted by the events. But, as we got farther away from that day, our students had less and less of a sociocultural attachment to that day, and so we began to consider how we might reinvent the memory of September 11 at Poly.”
On the 2022 anniversary, Poly still held a 9/11 memorial ceremony, but it was exclusively for a smaller audience, including families of victims, select faculty members, and 9/11 scholars. Meanwhile, the student body, instead of attending the ceremony, participated in classroom-based learning about the significance of the event and observed a dress-up day out of respect.
Over the past few years, the 9/11 recognition ceremony has undergone a variety of changes. Head of History Department Virginia Dillon explained the evolution of the ceremony from her perspective.
“When I first got here, we had students who were alive in 2001. There were kids whose parents had died in the towers. Our students just are not that age anymore,” said Dillon. For the 9/11 anniversary in 2023, Poly implemented a significant transformation in its 9/11 memorial, opting for both a more intimate approach as well as a schoolwide event. Similarly to the year before, a Memorial Garden event was organized for invited families and a select group of students, deviating from the traditional wholeschool gathering. The rest of the community gathered for an assembly, featuring speeches from later Head of School John Rankin and Bernieri, providing a platform for personal narratives and reflections on the impact of 9/11.
“The issue with 9/11 recognition at Poly is that students now didn’t actually experience the day. They only know what they have heard from their parents, teachers, and what they have learned about it. So to just explain what happened on 9/11, all of these students have heard that before. But to give them a personal story, that is what will make these students understand the importance of 9/11, which is what Mr. Bernieri did this year,” said Junsch.
Following the 20 year anniversary, Poly began to prioritize gearing the 9/11 recognition towards education rather than previous traditions of remembrance. Students had a few different types of reactions to this change. Senior Khari Freeman shared his perspective, explaining the sentiment of
In a society where 4.9 billion people worldwide use social media, a number that is expected to increase to 5.85 billion by 2027, social media platforms significantly influence societal behaviors. Among social media users, teenagers wield increasing influence, helping to shape and reshape political conversations with their every swipe and click. From Instagram stories to TikTok videos, the digital landscape has become a battleground of competing ideas and ideologies where young voices are heard far and wide. As social media increasingly permeates every aspect of teenagers’ daily lives, the question arises: How is the rise in social media usage affecting political conversations among teens?
For freshman Sydney McFarlane, much of her social interaction, whether with friends or acquaintances, occurs online. McFarlane has been active on platforms like Instagram, TikTok, and Snapchat since fifth grade. She recalls that her online experience began “extremely harmless and lighthearted.” She and her friends would share “fun TikTok dancing videos and leave it at that,” she said. However, as she grew older, she began encountering more serious content on platforms like Instagram, particularly in people’s stories. “I started seeing a lot more politically charged content on stories, like discussions about the BLM movement and a ton of Trump vs. Biden propaganda,” McFarlane recalled. “At just 12 years old, I had no idea how to navigate such weighty topics.” She felt compelled to repost the same content her friends were sharing, regardless of her level of understanding.
“Even now, cancel culture heavily influences how I and other teenagers present themselves on social media,” McFarlane reflected. This follower mentality is not unique to McFarlane, with many students at Poly sharing similar experiences. Junior Ava Buckley noted, “When I first joined Instagram, I noticed that many of my friends and the people I followed were reposting highly political and controversial content. It felt like the norm to reshare these kinds of posts, so I did.” Sophomore Sienna
adults and teenagers. They may perceive themselves as part of a revolutionary movement, which in turn inspires others to join in.”
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JASPER WHITELY ADVICE COLUMNIST
Klauss added, “When I was younger, I felt more inclined to share political content on social media, especially on Instagram. But as I’ve developed stronger opinions on certain political issues, I find myself less engaged with sharing politically charged content online.”
The question then becomes: do teenagers feel comfortable engaging in political discussions online, and if so, what is the appropriate manner for them to do so?
Juniors Diego Garcia-Philips and Carlo Carson express uncertainty about navigating political conversations in the digital sphere. Garcia-Philips acknowledges the prevalence of political content on platforms like Instagram, particularly amidst events like the Israel-Palestine conflict. He admits to avoiding such discussions unless he feels compelled to share a specific message. “There are times when I’m unsure of the right course of action,” he reflects. Similarly, Carson confesses feeling overwhelmed by the complexity of online political discussions. “Sometimes, I find it challenging to determine what content to repost on social media,” he remarks, highlighting the daunting nature of political engagement for many teenagers. According to Psychology Today, “There is a heuristic most of us use to determine what to do, think, say, and buy: the principle of social proof. To learn what is correct, we look at what other people are doing.” When discussing the phenomenon of herd mentality on social media, Jean Belford, Head of the Computer Science Department, notes, “I believe that the echo chambers created by platforms like Instagram are fostering a heightened sense of conformity among teenagers. It’s unsurprising to see many young people online reposting potentially harmful political content.”
During a conversation with psychologist Jane Byrne, she said, “When you’re younger, there’s often a psychological pull to follow the crowd and mimic the behaviors of those around you. This inclination is particularly strong on social media, where engaging in political conversations and activism can feel exhilarating for young
On Instagram, political conversations among teenagers are about more than sharing opinions—they’re about navigating a complex landscape of social expectations and digital reputations. As social justice movements gain momentum and political awareness rises, “Instagram has emerged as a crucial platform for discussing pressing societal issues,” said Buckley. However, behind the veneer of free expression lies a subtle undercurrent of fear: the fear of being canceled. “In this environment, where one’s online persona can be quickly tarnished by a single wrong action, teenagers often find themselves walking a tightrope, carefully selecting which viewpoints to repost to avoid potential backlash,” Buckley added.
“This phenomenon sheds light on the fragile dynamics of social media activism and the challenges young users face as they negotiate between authenticity and conformity in a digital age,” Belford said. In the realm of digital communication, social media has become a game-changer, completely transforming how people engage in civic matters. Recent research orchestrated by PubMed Central shows just how significant social media is. “It’s a platform where anyone can share their thoughts with a large audience, without worrying about censorship. Think about Twitter, Facebook, and Instagram - they’re not just for posting selfies anymore; they’ve become places where people talk about politics and social issues. And guess what? These online conversations actually have a big impact on what people think and how they make decisions.”
Wael Jabr, an assistant professor of supply chain and information systems at Penn State and co-author of the PubMed study, emphasizes the platform’s impact on polarization, particularly during recent election cycles. He argues that this polarization is exacerbated by the formation of echo chambers, where users are predominantly exposed to viewpoints aligning with their own. Thus, while social media offers unprecedented opportunities for civic engagement and information dissemination, it also grapples with challenges such as the dissemination of misinformation and the fragmentation of public discourse.
In her final remarks, Belford said, “Young people are often effective in raising social awareness and holding others accountable. It’s crucial to promote media literacy on social media, encouraging users to verify sources and understand the impact of sharing inaccurate content. Platforms should prompt users to fact-check before sharing.”
Dear Devil’s AdvocateAs Summer starts to get closer, I am obviously excited but also lost on how to spend it. The idea of having this huge block of time is stressful to me, coming from an entire school year where I had no time at all. Would it be better to save myself from burning out and use the break to relax and reset for the new year, or should I use this time productively to help me stay on track? How does one keep a balance between being productive and having fun this summer break? Are there things I can do this Summer to help me for college and beyond?
Sincerely, Summer Stresser
Dear Summer Stresser, I hear your concerns. Summer break spans a daunting amount of time, nearly three months, and it is easy to feel guilty over how we chose to use this freedom. Going from a hectic school year where you barely have time to think to weeks of emptiness should feel weird. Speaking from personal experience, I have looked back on many summers with regret, wishing I had been more productive. Despite these innate feelings, however, this regret is largely unjustified. You may recall recent Poly guest speaker Dr. Lisa Damour, psychologist and author of multiple NY Times Best Sellers. Dr. Damour specializes in the psychology of teenagers, and throughout her work she emphasizes the importance of guilt free rest for the mind. While it may seem counter-intuitive, the time we spend allowing ourselves to rest and “restore”, as Dr Damour puts it, is just as important towards our overall performance as the actual work we put into studying. TSo taking this into consideration, let’s re-adjust our understanding of what a “useful” use of our time is. By the sounds of it, you’ve had a pretty full on year. Not only that, you have many more years of learning ahead of you. To avoid burning-out and to prepare yourself for the future, it is massively important to your overall wellbeing that you spend some time relaxing this summer. So how should you spend this newly allocated free time? Pretty much however you want! Feel free to indulge in some guilty pleasures. Spend a day binge watchinging a new show. Sleep in when you can. Maybe nestle up with a good book. The world is truly your
oyster! We have the luxury of living in New York, so why not take advantage of the good weather and go outside. Catch the train out to Rocka Away and get your tan on. Go to a local park and put together a picnic, or if you happen to have outdoor space, invite some people over for a cookout. You can look outside of the city as well. With just a short trip up north you can enjoy nature at one of many public parks. There you can explore the forests by hiking or biking through the many trails, before sleeping under the stars at a camping site. If you still find yourself with an itch to be productive, you can scratch it with a new hobby. Ever find yourself wanting to pick up an instrument but never having the time to do so? Well the summer months are perfect for just that. If music isn’t your thing, maybe use the time to work on a new language outside of a classroom setting. You can use summer break to pick up pretty much any new skill, whether that’s cooking, painting, or dance., and iIf you need a place to start, just look online where there are hundreds of accessible workshops and classes. Finally, I hear your need to prepare yourself for college over the break, and community service is a great way to flesh out your application while vicariously helping your community. Go online and find a local shelter, food bank, or community center where your help and time would be more than appreciated. If you have a green thumb, maybe visit a community garden and offer a helping hand, or if you’re more of a chef, consider a bake sale for a charity. All in all, there are several ways to spend your summer break, but you shouldn’t feel pressured over how you spend your time. Instead you should devote it towards your own personal needs and interests.
Enjoy, Devil’s Advocate
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OPAL WILLIAMS LAW CONTRIBUTING WRITER
Navigating a Diverse Politcal
Editors note here!!
Landscape at Poly Talking About Civics and Politics at Poly: It’s Time to Listen
B
ack in the 1990s, the most contentious political debates students had in school were no worse than arguments about which sports team should win a big game, according to Upper School history teacher Elijah Sivin. Today, in our highly polarized world, the worst-case-scenario political arguments sound nothing like debates over whether the Yankees are better than the Red Sox. Some students are afraid to express their views or ask questions, and teachers agree that teaching about controversial topics without expressing their views can be a challenge.
In today’s hyper-polarized political world, many Poly students and teachers agree that even though political conversations are hard, Poly needs to have more of them. Upper School history teacher Beth Eby said, “We are in a particularly heightened space and there are a lot of anxieties across the political spectrum…therefore, it is the best time to be having these conversations.”
Sophomore Anna Brandmeyer said she wants to learn more about civics because she is not very well educated on the topic, even though she will soon be able to vote. Sivin said the fact that students will soon be able to participate in democracy is precisely why Poly needs to do a better job of educating them about civics. He said, “The system we have depends on the idea that we have an informed citizenry” and we have to educate future generations so they can participate and make the changes they want to. Sivin’s belief that schools need to prepare students for voting is supported by The Center for Information & Research on Civic Learning and Engagement, which has found that students who learn about both civics and the logistics of registering and voting in school are more likely to be active voters as adults. It’s not just Poly that is not preparing its students to be informed citizens. According to a 2017 The Economist article, civics education has been on the decline in the United States since the 1980s because “parents and politicians became concerned about schools ‘politicizing’ the classroom.” The result of America’s lack of civics education is evident in a 2024 Fox News survey, which revealed that only 25 percent of American adults are “very confident” that they understand how the United States government works, and only half know that Congress writes laws. Still, some students and administrators think civics and politics do not have a place in the classroom. Junior
Brianna Basso said civics should not be taught in school because “schools can inflict their opinions onto the students, rather than letting the students learn for themselves.” While Head of the Upper School Sarah Bates does believe Poly should educate students about all topics, including civics, she said Poly employees are expressly prohibited from sharing political views with students. Some teachers, though, believe the line between political and non-political topics is blurry. Eby said that in her “Women and Gender History” class, “We’re talking about things like the history of birth control. We’re talking about court cases that have led to the legalization or limits to abortion and women’s healthcare. Those are obviously politically charged conversations.” Upper School history teacher Virginia Dillon agreed that “it feels like everything is political.”
She said, “Do I say I support LGBTQ rights? For some people that’s a political issue and for some people that’s a human rights issue.” Sivin said that when it comes to what is and is not political, there is a “huge gray area and people have very different and very strong opinions” about what falls in the middle.
higher are incorporating a lesson about the upcoming election in their classes this semester and again in the fall. Part of the goal of this initiative, Dillon said, is “just so the students know we are here to talk to them, that we are open to this conversation.” Also, next year, all juniors will be required to take a one-semester civics course, which Bates said will focus on the basics of how government works. Next fall, Poly will also combine in-class lessons with assembly programming to help students understand the election and its aftermath, whether a power transfer to former president Donald Trump or a second term for President Joe Biden. Even as Poly increases its civics and election-related education, some students are likely to still feel hesitant to express political opinions at school, especially if they think those views will be unpopular with their teachers or peers. Those who fear sharing their views may sense increased tension surrounding politics––according to Learning for Justice, “As our country becomes politically polarized, one effect is that people increasingly distrust—or disdain—those who identify as members of political parties to which they…do not belong.”
Given the challenges of teaching civics in an environment where not all students feel safe discussing their views, Poly students and teachers have identified two potential ways to make students feel more comfortable.
First, Eby said teaching civics is “about finding credible sources and sharing with students while trying to keep things as objective as possible.” Bates agreed and said educators need to show students how to find good sources and help them “come to conclusions that make the most sense for [them] as [individuals].” Bates suggested, for instance, that teachers provide students with websites that allow them to determine which candidates they support based only on policy positions.
Second, teachers must create a safe space for students to ask questions and express their opinions. Brandmeyer said that when students share controversial ideas, “support from teachers really makes a difference because it
The Challenges of Navigating Political Discourse at Poly
LUCIA ZAREMBA EDITOR-IN-CHIEF
Politics play an undeniable role in our everyday lives –from the laws governing us to the societal structure we exist within. The increasing polarization of American politics has led to political beliefs playing an even larger role in everyday life, according to Pew Research Center. Schools are no different. Although considered by many to be a liberal school, Poly Prep is a vibrant landscape of diverse political beliefs. Every day, we coexist with students, teachers, and staff with various beliefs spanning the political spectrum.
The 2024 presidential election promises to be perhaps the most divisive of our lifetime, with political emotions running at what feels like an all-time high. A study by the Public Religion Research Institute revealed that an overwhelming majority of Americans believe democracy is “at risk” in the upcoming presidential election.
So, how is this dynamic navigated when politics are brought up within a classroom? While many teachers encourage free and open discussion of politics in our classroom, students have mixed feelings about how to respond. It appears that the faculty leading our political discussion recognizes this divide.
The 2024 election has already been a frequent topic of discussion within the Poly Prep History Department. Upper School history teacher, Beth Eby, said, “It’s been a lot of collective brainstorming and trying to understand what our role is as a department in these conversations.”
History Department Chair Virginia Dillon notes, “I think this next election is going to be one with a lot of questions in the air, not only in terms of what the process looks like and what the results will be, but what will happen after the election.”
When asked if they think politics should be discussed in the classroom Eby, Dillon, and Timothy Shea, Upper School history teacher, each began their response with the same word: “Yes.”
When I asked Emily Gardiner, the Upper School Head of Deans, she said, “ I think there are subjects that you’re teaching where bringing up politics might be strange.” Additionally, an anonymous tenth-grade student admitted, “I feel weird talking about politics. I feel like my teacher will not like me.”
How do students feel about this? Junior Jane Littleton shared, “I think a beneficial and respectful discussion would present information to students, both about the election process and the running candidates, so that we can take that information and come to form our own viewpoints.”
“I think people, including myself, want to be re-
spectful and avoid conflict—leading to a tension around discussing politics at school,” added Littleton.
Junior Gianna Denissaid, “ I feel like it gets awkward when politics are brought up in class in most scenarios.”
Similarly, freshman Emma Lattinelii shared, “I feel awkward sometimes having politics discussed in the classroom, and I don’t always feel comfortable sharing my opinion,” said
“I think it is important but it can be hard to talk about. Teachers should talk about it in an unbiased way and more about informing students rather than opinion,” said junior Oakley DeCristofaro. Freshman Emily Nuñez said, “I think politics should be discussed in a classroom because it can educate us about what’s going on around the world and how to take part in change.”
Dillon explained that when politics are brought up in her classroom, she grounds it in facts to conduct the conversation. “The need here is actually to return to sources, return to history, return to facts, to have a legitimate discussion of different points of view. If they are grounded in reality, I think a lot of times what ends up happening is wider discourse.”
Shea shares a similar strategy, often referring to documents and structured lesson plans. “So maybe we look at something very specific. And we try to talk through what it means, and talk through how people react to it, and what that means for them,” he explained.
Eby said, “It’s about the students. It’s about getting a sense of what it is that they want to know more about and crafting lessons, reading syllabi, etc. around what students really want to learn. And sometimes that might not align with how others might feel things should be taught. But for me, it’s really about fostering and caring for the students and what they want to know.”
An article by the National Education Association states, “Neutrality is itself a political choice and is one that bolsters the status quo. What results is a classroom that potentially ignores the fears, interests, and concerns of many students.”
If neutrality is a statement in itself, can politics be discussed in the classroom without the teacher sharing their views?
Teachers and students tend to agree that Poly should offer a class dedicated to civics and government, though they disagree about whether it should be required. Brandmeyer said Poly should have a mandatory civics course, while Basso said civics should be offered but not required. Sivin said Poly needs a dedicated civics course because while history teachers try to talk about civics topics in their classes, there are “a lot of things we need to do but don’t get around to.” Poly is already taking steps to address gaps in learning about civics. All history teachers in grades five and
sets an example for the students about how to treat other people’s opinions.” Dillon said that in order to foster hard conversations, “we have to really trust each other and we have to really be willing to be open with each other and to listen.” In civics and all classes, Bates said, “The more we actually listen to one another and not just wait for our turn to speak, the better off we can be in creating spaces where people do feel comfortable.”
In the midst of heightened political polarization, according to Pew Research Center, the prevalence of cancel culture, and a looming presidential election, the Poly Prep community is grappling with how to foster a healthy environment for political discourse. The fact that Poly community members hold a vast variety of political viewpoints exacerbates the difficulty of having these conversations on Poly’s campus.
Historically, Poly has been perceived as a liberal institution, being founded in 1854 as a progressive educational establishment. History teacher A.J. Blandford explained how “although the school was following a liberal education system, The Brooklyn Eagle newspaper labeled Poly as a Whig institution around the same time.” In 19th-century American politics, the Whig Party was considered very conservative. “Although the school was following a liberal pathway, the students were primarily conservative from elite Brooklyn families,” said Blandford. Fast-forward to 2024. According to “Fast Facts” on Poly’s website, Poly students come from all over the tri-state area. A study titled “Party Affiliation in New York” by the Pew Research Center shows that more than half of New York State residents identify as Democrats, with the Democratic candidate winning New York votes 86 percent of the time.
Junior Mila Taendler has attended Brooklyn private schools her entire life. “I have definitely noticed trends of primarily liberal and democratic families with whom I go to school,” said Taendler. “At Poly, although the school doesn’t have a political party the administration ‘promotes,’ I definitely noticed that the student body is primarily liberal.”
A recent incident sheds light on the complexities of expressing diverse viewpoints within the community. Former Poly student Lukas Archer — who now attends Avon Old Farms to play lacrosse — recounted an incident from his sophomore year when he faced backlash for wearing a shirt with an NYPD flag. “At lunch, students took photos of my shirt and shared them on social media, labeling me as ‘conservative’ and ‘Republican,’” said Archer. Before the shirt incident, Archer had never expressed his political views to anyone outside his inner circle. “After this, I was hesitant ever
A study by the Peabody Journal of Education found U.S. high school students felt more respected in a political discussion designed as a deliberation – where the goal was to reach a consensus – than in a group debate, and their views also moved closer toward agreement. This method supports the approach of encouraging open political discussion which many Poly teachers have adopted. Poly offers history talks, time after or during school, organized either by teachers or students to discuss historical or often political topics. Dillon said, “It’s supposed to be kind of making space for the discussions that the Poly community wants to have, or wants to learn more about.” Students, however, have found that history talks can be inaccessible. They take place after school, eliminating the availability of athletes or performers who have rehearsals. “It’s not that I wouldn’t go to history talks, but I never could. I always have practice,” said junior Gianna Denis. Freshman Celia Camara, another member of the Poly Prep softball team, nodded in agreement. History talks also sometimes occur during flex blocks, when students are often either eating, meeting with teachers, or doing work in the library. Camara added, “I study and do homework always during my flex blocks so I just don’t see when I could be going to history talks.”
“I think it’s true that one really interesting thing about elections is that every one brings up its own set of vocabulary,” said Shea while discussing Poly’s future response to the 2024 presidential election. Dillon, who was a teacher at Poly during the 2020 and 2016 election, said, “I actually feel like things are sort of better, I think classroom settings are actually really good places to discuss tough issues, because you’ve already built up a level of trust.” The 2024 election promises to be one of intense political beliefs and, as Shea recognized above, a brand new set of challenges and concepts to work through. It appears students are unsure about discussing politics in the classroom, however, Poly’s History Department says they are ready to navigate these challenges.
Dillon argues that neutrality when discussing politics “isn’t fully possible.” Eby said, “Political issues tend to revolve around one’s values and in our core beliefs. And so at times it can be challenging to talk about a politically charged issue and not necessarily offer some ideas about what you might believe.” Similarly, Shea said, “I have talked about my own feelings. Because I don’t think that it’s useful for me not to be a person in the class; we’re all people.” Gardiner adds, “You have to make sure that if and when you’re expressing your own opinions in your classroom, it’s not going to silence other people’s opinions or make students feel they have to ascribe to your beliefs in order to do well in your class.”
The Complex Discussion Of Politics Within the Classroom
to express my political views at Poly just because I didn’t want to deal with it again. It felt like I was being canceled.”
Americans for Prosperity, a conservative political advocacy group, found that one in four Americans fear that cancellation culture could risk their education or social life. This keeps those from expressing their political opinions because they fear their community will not accept them and jeopardize their well-being.
Assistant Head of School, Academics, Michal Hershkovitz, acknowledged the challenges of fostering genuine political engagement amidst the deluge of misinformation and fear of cancellation. “There’s a lot of misinformation, disinformation, and outright lying on social media,” said Hershkovitz. “I wish more students could ask real questions, state their values, and test their
positions. But the fear of canceling online hampers this.”
A conservative Poly student from Brooklyn shared, “I feel like people in my generation often equate the term ‘conservatism’ with values such as racism or homophobia. I know my values, which could not be farther from those, and I understand that the way some students perceive Republicans doesn’t reflect who I am.” As a result, this student chooses to keep their political views private.
“It’s just not worth the hassle. I know who I can trust, but the stereotypes that people generate are exhausting.”
This student asked to be kept anonymous. Out of the 10 conservative students who were asked to go on
record, not a single one felt comfortable doing so because they felt that they would receive judgment from the Poly community for being openly conservative. Junior Tallulah Glancy is openly liberal, yet she feels the exact same way about expressing her political views as this student. “Today everyone is so sensitive and dramatic when it comes to politics. With kids my age, no one really knows what they are talking about, and it often just leads to arguments and generalizations.” Glancy keeps her views to herself to avoid conflict and conversations that she finds “unproductive and inefficient, whether with a Republican or Democrat.”
During the interview, Hershkovitz posed a critical question: “So what do we do? How can we marshal the virtues of political diversity at Poly to help us understand each other better in the world?”
To address this challenge, faculty and administrators developed a comprehensive plan for handling election discussions on campus.
In collaboration with the History Department, election season will include a variety of forums, town halls, and moderated political debates. These events will be times when students can come together and have open conversations with the goal of understanding each other’s views.
“Students with political ideologies on the far right or left often have overlapping beliefs,” said Jared Winston, Head of Student Life at Poly. “We should not be confused by the binary idea of political ideologies. There’s always common ground to be found.”
According to a study by Taylor and Francis, a company that publishes academic journals and books, only three percent of politically engaged internet users attend in-person political debates. This leaves 97 percent of users debating topics online without real contact. Hershkovitz wants to motivate students to have these discussions in person so they carry the habit with them beyond Poly. “The interchange of ideas, the exploration of differences, the honest sharing of controversial thoughts, provocative questions,” said Hershkovitz, “is where real, productive conversations and debate are made. That is how we will grow and come together as a community.”
LANDON LIPTON CONTRIBUTING WRITER
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REESE ROAMAN NEWS EDITOR
Does Your Vote Matter?
LUCY GOLDBERG MANAGING EDITOR
With the 2024 United States presidential election approaching, the country is thinking heavily about voting. But with 66 percent of those eligible to vote in the last presidential election (according to Pew Research), how do high school students (which many rely on to change the world) view their vote? Living in a world where, according to Carnegie Endowment, politics and politicians “are highly ideologically polarized…and they believe in and vote for different sets of policies, with little overlap,” a single vote is extremely controversial. Pew Research quoted someone who explained that voting is difficult due to the division it causes among people and the fact that politics are “in everything.” While said voting can be a very stressful process, students at Poly have wide-ranging opinions of how one should go about their decision to vote.
A survey answered by 38 people, which was sent to the entire Poly community gathered information about how people view their vote. The survey found that 65.8% believed their vote matters, 23.7% said their vote may matter, and 10.5% stated they don’t believe it matters. Those who believed their vote did matter had many reasons for this, mainly surrounding ideas of democracy and their voice.
In many cases, people said they felt that that voting does not make a difference on a singular level, but Makiyah Turner-Hicks ‘24 believes that your “vote has value as one of many supporters for a candidate (or against another,)” Similarly, Oliver Balikci said, “It’s only one vote but it along with many others’ votes can band together to get the president we want.” While many believe that one vote is important as it contributes to a larger group, sometimes the general opinion of a state can make a single vote feel like a pea in comparison. In federal elections, such as the upcoming Biden and Trump election, the electoral college causes certain votes to have little impact on the results. A vote doesn’t have as much of an effect when a majority blue or red state receives a minority vote of the opposing party, as those votes will not matter in the electoral college if they are overpowered. On the contrary, local elections turn out quite differently. The Williams Record explains that oftentimes, “local races are decided by narrow margins, with only hundreds of votes determining the outcome.” A tight race like this was seen in 2022 with the Connecticut House of Representative Chris Poulos running against Tony Morrison. In the end, Poulos won the election by a single vote. In voting today, the electoral college plays a large role, National Archives defines it as “vote totals determine the winner, not the statistical plurality or majority a candidate may have in the national popular vote totals.” This way of voting is something that high schoolers especially from New York consider when it comes to voting. Sophomore Abby Mangerson said, “I think that everyone’s vote is important, but it matters less in a more established and less of a swing state. Overall votes don’t really matter [in certain states], due to the elec-
toral college, but I still think that voting is important.”
In wanting to maintain a democracy, Kaya Freeman ‘26 explained, “I would vote because I want to be represented in the government and I would want my voice to be heard.” Although she recognizes the little impact her vote might have on solid blue state, Mangerson agrees, “it is very important to participate in democracy and vote for your beliefs.” Sometimes two candidates doesn’t feel like enough for some, though. Pew Research discovered that with Trump being investigated, “49% of registered voters favor Donald Trump or lean toward voting for him, while 48% support or lean toward Joe Biden.” As people don’t have strong connections to either candidate, figuring out which to vote for can get tricky. The article explains that “Reflecting their dissatisfaction with the Biden-Trump matchup, nearly half of registered voters (49%) say that, if they had the ability to decide the major party candidates for the 2024 election, they would replace both Biden and Trump on the ballot.”
Although the right to vote may seem ordinary to a lot of people, freshman Eliana Friedman points out the long history of these rights: “I think that in the United States, many citizens take advantage of the rights that are so a part of normal, American lifestyles. Many lose sight of the importance of recognizing and honoring the sacrifices made in history to allow citizens of the United states to be able to vote,” she said. At one point in time the only people who could vote were white men, which makes voting an earned privilege.For women and people of color a vote can hold greater, historical value.. For this reason, Friedman said, “I feel I am, and others should be proud that they have the ability to vote, and are part of a democracy that allows for voting to be an option.”
With the future of our country in our hands, the decision to vote is complex and difficult for many generations. But people such as Friedman are eager to participate, “I would want to vote because I would want to be a part of history, and possibly make a difference with just my single vote,” she said.
HolocaustRemembranceAssembly:HonoringthePast,Educating the Present
SERGIO ABBOUD
DEIB COLUMNIST
The Holocaust was the systematic, state-sponsored genocide of six million European Jews by the Nazi German regime, its allies, and collaborators. It is one of the worst atrocities that has occurred in human history.
The United Nations General Assembly designated January 27, the anniversary of the liberation of Auschwitz-Birkenau, as International Holocaust Remembrance Day. It serves as a time to remember the six million Jewish victims of the Holocaust and the millions of other victims of Nazi persecution.
Although International Holocaust Remembrance Day is on January 27, Poly decided to have an assembly on May 6 to recognize Yom Hashoah, meaning Holocaust Remembrance Day in Hebrew.
Members of the Jewish community celebrate Yom Hashoah on the 27 of Nisan, the seventh month of the civil calendar and the first of the religious year.
The first official commemorations took place in 1951, and the observance of the day was anchored in a law passed by the Knesset in 1959. The 27 of Nisan which usually falls in April or May, unless the 27 would be adjacent to the Jewish Sabbath, in which case the date is shifted by a day.
During the assembly, students got to listen to some stories of the relatives of many Poly community members including students and faculty. One staff member who shared his relative’s story was Jared Winston, the Director of Student Life here at Poly.
United States and began a new life with her parents. His grandfather, on the other hand, was born in Budapest, and his immediate family escaped during the Nazi’s rise to power. While he was lucky enough to escape from Italy to the United States, his extended family remained in Hungary and were eventually sent to concentration camps, where they were killed in the final months
Mr. Winston shared the stories of his grandmother and grandfather. His grandmother was born in Brussels and escaped to the south of France where a Christian family hid her. . After some time, she made it to Lisbon and finally Gibraltar, where she boarded a boat to England. Of the five ships that left the harbor carrying refugees, only two made it to England safely. After nearly ten years of living in England and attending Catholic school, Winston’s grandmother made it to the
of World War II. Those who were able to escape ended up in various corners of the world, even as far as Australia. When sharing these stories during the assembly, Winston stated that he felt “a sense of generational catharsis.” He also shared that “it feels therapeutic to discuss my family’s experiences because there are so many people, Jewish ancestry or not, who have similar stories of struggle, escape, and migration. A lot of us can connect and empathize with the feeling that our families were persecuted on
Michael Gabriel: Chief of Cartoons
and Christmas Spirit
IJACK ROOTENBERG CONTRIBUTING WRITER
f you’ve ever flipped through the pages of the Polygon, you’ve likely seen the incredibly witty and funny comics that are in each edition. These comic strips come from the talented mind of our very own Chief of Cartoons and Puzzles, Michael Gabriel ‘24. By the end of this year, Gabriel will have created and published twenty-seven different comic strips. Gabriel’s comics have been a fantastic hit at Poly; they are cherished and anticipated by students and teachers alike. When asked about Gabriel’s comics, student and Polygon’s co-editor-in-chief, Lucia Zaremba (25’) said, “I look forward to seeing Micheal’s creative cartoons every time I read the Polygon.”
As an underclassman Gabriel did not see himself as an artist, but rather just someone who doodled in his notebook during class. After first becoming a member of the Polygon as a writer in his freshman year, he had the idea to create a comic strip, but never went any further with it. However, everything changed when Poly unveiled the new logo in 2021. Gabriel confessed disappointment with the new,professionally-made blue devil. He stated that part of him questioned why Poly didn’t “ask a student to make it, because we have plenty of good artists at Poly.” He believed thatPoly should have had a competi tion among students for the new blue devil. This frustration and disappointment pushed Gabriel to start making doodles of the mascot, and then eventually he created a com
the basis of identity. When we share our stories and listen to each other, we recognize that identity-based persecution and prejudice have no place in this world.” Winston’s reflections resonated deeply with many in attendance. Nate Rosenblatt ’26 shared with the Polygon that one of his relatives survived the Holocaust. Sitting in the audience and hearing others’ similar stories made him “feel like I wasn’t alone,” Rosenblatt said. Many can agree with Winston and Rosenblatt on this. Hearing stories from people close to us while also sharing our personal experiences allows us to realize that we are not going through anything alone. In addition, expressing sorrow is one of the best ways to cope with hardships, and this assembly allowed many members of the Poly community to feel appreciated and heard. Discussing tragedies like the Holocaust enables us to reflect on mistakes that were made in the past to ensure they do not happen again. History has an unfortunate and frustrating tendency to repeat itself. If we do not discuss the suffering of the past, we may leave the door open for suffering in the future. Winston shared that he hopes that “in recognizing the horrors of the Holocaust, Jewish people around the world will remember the generational trauma we share and work to ensure that violence against specific groups of people is unacceptable.” Nobody should experience the displacement and tragedy that victims of the Holocaust did, even if the scale fails to reach that of the Holocaust. He ended his interview with the Polygon by stating that “such suffering, no matter the scope, breaks my heart.”
As members of the Poly community reflect on this assembly, it’s clear that sharing personal narratives plays a crucial role in both educating and healing. The stories shared remind us of resilience and courage, urging us not to forget or repeat past tragedies. Moving forward, let us deepen our commitment to tolerance and understanding, striving to ensure that the horrors of the past will never be repeated.
ic about the new mascot itself. He proposed the comic to the leaders of the Polygon, and this comic about the new logo eventually became Gabriel’s first ever published comic strip. Beyond his undeniable talent, what truly sets Gabriel apart is his kindness. He is always willing to lend a hand or share a word of encouragement with his peers. Whether he’s helping a friend brainstorm ideas for a project, parading around Poly in a Santa costume for the holidays, or simply offering a smile in the hallway, Gabriel’s friendly demeanor makes him a cherished member of the school community. On the Polygon, Gabriel’s coworker Kayvan Dyk (25’) has stated that while working with him, “his natural talent and kindness simultaneously shines through, which makes him a great friend and coworker.” Although Gabriel’s time at Poly is coming to an end, that does not necessarily mean that his career in cartooning and comics will be over as well. Gabriel will
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many long-time attendees of the traditional memorial garden ceremony. Freeman reflected, stating, “I’ve been going out to the garden since middle school, and so the change really shocked me. By changing the commemoration from a trip to the garden to an assembly, I think that it feels like as a school, we are just moving on from the event rather than honoring it. However, I think that Bernieri’s speech was really intriguing, giving a new take you don’t commonly hear.”
Many students really felt a connection to this year’s assembly. Junior Charlie Bonthrone explained, “Bernieri’s speech really made an impression on me. While going out to the garden was a good tradition, it makes sense to move on after 20 years. By hearing from teachers who actually experienced the day at Poly, I think I learned a lot more about the actual impact of the event at Poly specifically.”
Other schools in the New York City area commemorate 9/11 in alternative ways. Horace Mann School, for instance, conducts a ceremony on its field. This event includes
symbolic gestures such as lowering the flag to half-staff, a procession by the Office of Public Safety playing patriotic tunes, a poignant moment of silence precisely at 8:46 a.m., and a tradition known as “60 Seconds of Peace.” Meanwhile, at Ethical Culture Fieldston School, commemoration takes the form of conversations within classrooms, particularly in history classes. However, other schools like Dwight Englewood hold an annual assembly to commemorate the event.
“Having this one day a year, to recognize and memorialize the event, I think it is really impactful and important,” said Junsch. When considering the future and the uncertainties brought about by changes in the heads of school, there is no clear answer as to what will happen. Winston believes “I think that the students derive more value from hearing directly from adults who were there that day, whether that be a slideshow program or a moment of silence out by the Memorial garden. I think feeling that energy from the people that experi-
enced it right here on campus is the most important thing.”
Since September 11 typically falls within the first or second week of school, the Poly administration considers how commemorating 9/11 will set a tone for the rest of the year and establish community expectations.
“This year, Ms. Bates and I saw this as an opportunity to set cultural norms and honor September 11 by bringing forth community norms like Bernieri and Rankin who could speak not only to the impact and memory of 9/11, but also discuss how we as a school community might proceed into the school year with that in mind. It was an important reminder that we’re all in this together, that we count on one another,” said Winston. “For future years, I would love to continue a tradition where faculty and other voices step forth in front of the community to recognize 9/11 here on campus as we turn the page and look into the next school year.”
Newest Addition to the Archives: Poly’s First Student-Crafted Poly History Book
ROSE FILIPPAZZO AND ELLA KLINGENSMITH CONTRIBUTING WRITER AND ONLINE MANAGING EDITOR AND SOCIAL MEDIA EDITOR
Two seniors, Michael Gabriel and Dov Weinstein-Elul, utilized their research and photography skills to encompass Poly Prep’s one-hundred-seventy-year history in a one-hundred-seventy-five-page book, something unprecedented in our community.
What began as a brief thirty-page pamphlet about the history of Poly Prep, has grown into a 175page book written by Michael Gabriel ’24 and Dov Weinstein-Elul ’24. This book “[is] telling the story of the evolution of the school,” said Weinstein-Elul. The book will be launched at Poly on June 10 during a book talk in the library, where 250 copies will be distributed. The information within the book dates back to 1854, when Poly was first founded and located in Downtown Brooklyn. It follows Poly’s history through 1917 when the school was built and moved to its current location in Dyker Heights, due to rising requests from the community to have the unique structure of a country day school. Poly is still one of the only schools in Brooklyn to adapt this design. The book centers around a then-and-now comparison throughout ten chapters covering ten different parts of the school. These include, Chapter One: The Old Building, Chapter Two: The Campus, Chapter Three: The Building, Chapter Four: Notable Spaces, Chapter Five: Athletics, Chapter Six: Arts, Chapter Seven: The Clock Tower, Chapter Eight: People, Chapter Nine: Miscellaneous, and Chapter Ten: The 167th Year. Taking inspiration from The Story of Poly, written in 1940 which gives a detailed story of Poly up until that time, and Brooklyn Before and After, the book includes visual aspects of old structures compared to their current state with additional research and explanations. Gabriel and Weinstein-Elul are both seniors at Poly. Following a succession of family members and friends who attended Poly as well, Gabriel joined the Poly community in first grade. “I always had a connection to the school,” he explained. Weinstein-Elul came to Poly in tenth grade and since then has been a member of the Polygon, specializing in photography. When Gabriel first came up with the idea for this book, Weinstein-Elul’s photography expertise made Gabriel inclined to collaborate with him. “The reason I picked Dov was because of photos,” said Gabriel. Weinstein-Elul was one of four people whom Gabriel reached out to in hopes of co-writing this book. Gabriel recalls, “[Weinstein-Elul] was the most ex-
“There is a lot of digging and sifting through old archives. It was a cool process.”
- Dov Weinstein-Elul
cited about it and responded to the text. So it ended up being a duo; we ended up being partners —coauthors.”
Over this writing process, their relationship has blossomed. When commenting on their partnership dynamic, “We realize what our strengths are and our flaws are kind of complementary to each other,” said Gabriel. “I picked and I picked right.” Weinstein-Elul said, “[Gabriel’s] coming at it from, he really likes the school. And I’m coming at it from a journalist lens. And now that line is sort of blurred but those two really complement each other nicely.”
Through this project Weinstein-Elul has had the opportunity to combine his newfound historical research interests with his journalism skills. He also believes
being seniors has benefited them during this process, as they have more leniency with school and other academic obligations. However, they have experienced some setbacks this year, such as Gabriel’s concussion, which occurred about halfway through the creation of the book. This situation had an unexpected outcome as it required them to switch roles, Gabriel taking photos and Weinstein-Elul doing the research. Weinstein-Elul said, “Now Michael’s way better at taking the photos and I am probably more interested in the research.”
Neither of them had prior experience writing a book and did not expect to achieve the length or magnitude that they did. Gabriel addresses how proud he is of their progress stating, “The fact that we’re here and we have a physical copy that we were able to edit and stuff is just crazy to me. And obviously, I could not have done it without Dov.” Gabriel’s inspiration to create this book was founded in his affection for Poly and the realization of his limited time left here. “It hit me that it is my last year and I wanted to do something big. So I was like, what could I do? And one thing I have always been interested in is the history of the school,” he explained. Gabriel believed he needed to educate the Poly community about its history as it was rarely taught or acknowledged in school. Another inspiration for creating the book was due to the changes the community is undergoing. Gabriel said, “There’s a new head of school coming in, there’s the new art center. The school’s whole vibe and motto have been changing a lot. So we thought now would be an especially great time to do it.”
Gabriel and Weinstein-Elul’s book contains 175 pages of in-depth information, requiring a lengthy and thorough research process. They began by looking for images and information to support these pictures. They gathered these images and information utilizing resources within the Poly community: by looking through thousands of Polygon articles, an archive room in the library, and records found in a disheveled room in the Alumni Building. Weinstein-Elul said, “There is a lot of digging and sifting through old archives. It was a cool process.” An archivist brought in by the school sought to digitize old yearbooks which further aided them in finding old images of Poly. They also recognize the many members of the faculty who were crucial to this process by including their names in a chapter at the end of the book. These people assisted Gabriel and Weinstein-Elul by sharing their perspectives on how the school has evolved. “We have our people chapter. We spoke to every single one of these people. We probably spoke to like sixty or seventy people,” said Weinstein-Elul. They also spoke with alumni thus gaining the opportunity to hear a variety of stories about the school. Gabriel said, “Everyone at the school has been so helpful, showing us things that we walk by every day and telling us there is a story to that.” They also utilized external sources such as the Center for Brooklyn History. Weinstein-Elul said, “At the end of the day it has been a crazy process. We have probably put hundreds of hours into this, probably two or three hundred hours.”
The researching process also exposed the authors to hidden stories throughout the school. Weinstein-Elul revealed that his favorite discovery was that the student cen-
PEOPLE
Ms. Edwards and Ms. Caldwell: English Teaching Is in the DNA
CAROLINA LISK HEAD LAYOUT EDITOR
ter and the surrounding classrooms, were once a basketball gym. Similarly, where the Legacy Gym currently lies, as well as the space below, used to be an open-air gym, keeping the same arched structure still visible today but lacking external walls. Gabriel noted that what most inter-
ested him was that the arts studio spaces used to be a rifle range where the team would practice. “One of my favorite parts about the whole process is that I did not get bored at any moment,” said Weinstein-Elul. “There was never a dull part [where I thought I was] dragging through.”
Reflecting upon the shared experience of creating a book, the two seniors responded differently. Gabriel confessed that he does not see himself writing a book again, but he did enjoy the photography element. It is quite the opposite for Weinstein-Elul who expressed that this process has excited him about possibly creating more in the future. However, they agreed that by the end of the school year, and their time at Poly, they felt a lot closer to the school and their perspective had changed. They have learned that “there’s history everywhere, It’s just about finding it. Sometimes through looking at what happened in the past, you’ll find out stuff about yourself,” said Gabriel. “We’re not the first and we’re not the last to be in this school.”
As these co-authors end their chapter at Poly, they want to leave the school with something that they believe will benefit the community. They hope that this book sparks a new interest and appreciation in the school’s history with the intention for its past to become something that is not neglected. For instance, the Poly archives room in the alumni building was described as “unorganized [and]... a total mess.” They hope this is something that will change. Toward the end of this school year, there will be a celebration for their commitment to uncovering and exposing Poly’s history through a book talk where they will provide copies of their work. “As much work as we put into this, there are still dozens or infinitely many things that we could not figure out. Things that still interest us, things that we wish to know about,” said Weinstein-Elul. “I hope this book inspires people to go chase those things we could not find.”
L aura Caldwell and Julia Edwards are mother and daughter who share a joint passion for teaching English. Caldwell has been part of the Poly Prep English staff for eight years, and her daughter, Julia, has taught at Poly for two. Laura Caldwell teaches 7th grade English, The Writer’s Craft a ,7th grade elective, and one Upper School elective, Poetry and Poetics. Her daughter, Julia Edwards, teaches 9th grade English and one English Creative Writing class for upperclassmen. Every weekday this mother-daughter duo drives to and from Poly together while they debrief about their similar lives as teachers. This shared experience adds yet another layer to their relationship as mother and daughter.
Laura Caldwell began teaching at Poly Prep during the end of her own daughter’s high school years. Caldwell has a bachelor’s degree in economics, however; 8 years after working in finance, she decided to go back to school at Sarah Lawrence College in order to get a MFA in creative writing. After running poetry workshops at NYC public schools, she attended Dominican University in California, where she received her teaching credentials. In the fall of 2017, Caldwell began her experience as a Poly Prep English teacher.
Edwards joined the community as a classroom assistant during the pandemic in 2020. Edwards grew up with a similar passion for English as her mother, leading her to get an MFA in creative writing from the University of North Carolina.
“Literature too has always been a shared interest of my mother and I, and she was
one of the people responsible for my interest in art and literature and writing, and I definitely really enjoy being able to share that with students,” explained Edwards. Although she is strongly dedicated to writing and English literature, Edwards did not always plan on being a teacher. “She has always been an avid reader and talented writer since she was young, and now she is a successful poet and scholar. However, it wasn’t until she was a classroom assistant at Poly during the pandemic that she learned that she loved being around the students. That is what made her decide to go into teaching, and I was thrilled,” expressed Caldwell. Edwards is a published poet, and before she began teaching at Poly, she was a writer and editor for K-12 educational materials. Although this is not the first job she has had, teaching at Poly is the first time Edwards had the opportunity to take a position in the workforce alongside her mother and life mentor. Her cultivated love for reading and writing gave Edwards the necessary foundation to follow in her mother’s footsteps. Although they have only been at Poly together for four years, this special bond they share over teaching makes their teaching experiences unique and special. Edwards elaborates on the guidance she receives from her mother on a daily basis, and the admiration she has for her. “It’s definitely really nice… My mom has been a really great role model to me all my life,” she adds. It’s not only the fact that she has the opportunity to work with her mother that makes her job special, but Edwards loves sharing her passion with students. “It surprised me how much I enjoy teaching in a way. I really enjoy the interactive quality of it — it’s everyday something new, so there’s an intellectual component, there’s a creative component, there’s a relationship with the students.” Caldwell is grateful for the fact that she gets to have this full circle moment with her daughter as English teachers. The moments that the two share as faculty only strengthen their relationships, whether it is jokes on the car rides to school, or in-depth conversations about their classes and students. “I think it is incredibly special to work alongside my daughter…I love our conversations about students, literature, and pedagogy. We are making memories together that will last a lifetime. I am so very grateful for this opportunity. Julia is fortunate to be at Poly, and Poly is fortunate to have Julia as a teacher.” When they are not at school, Caldwell and Edwards enjoy hiking in Beacon with Lily, Julia Edwards’s sister, and recently, they have been spending a lot of their time preparing for Edwards’s wedding, which will happen this summer. Both Caldwell and Edwards have their own special love for English and being able to share that with students. Although this is not what Edwards planned on doing at first, she can now use her skills to teach students how to foster a similar passion. Similarly, her mother expressed her love for teaching students how to express themselves in their writing. “I also enjoy exposing them to great literature and finding ways for it to connect with their lives,”Caldwell expressed. “It opens their eyes to the
Meet Ms. May: Bringing Love to the English Department
CHARLOTTE KESSLER COPY EDITOR
High School English teacher, Brianna May, is new to Poly Prep this year and is planning to teach an English elective in the upcoming year. May described her experience at Poly as “really delightful,” as “kids are just nice to each other here, more so than in other schools I’ve worked at.” May loves teaching English because she gets “to read the most beautiful literature and discuss it with teenagers, which is a really beautiful sweet spot because [they] are not fully formed in the best way. [Teenagers] are still so open to other perspectives and really thoughtful about it.” This passion for English has led May to teach the advanced elective next year that is titled “What is Love.” The elective is going to be offered to 11 and 12th graders.
“The most important thing that drives humanity is love,” May said, when asked about the course. She explained that the course “is aimed to expose teenagers to all forms of love, beautiful, perverse, so that they can define boundaries and imagine what love really should be.” May believes that “the job of a humanities teacher is not so much to teach” as it is to get students “ to think about how to live life” as they “experience other people’s mistakes” and “triumphs” through many different forms and pieces of literature. Students who take the class will leave with an “undergirding for when they go off and become loving adults, when they get their own partners, when they become parents, when they decide what their religion should be, if any.” In other words, students will learn “how to love.”
“What is Love” is an advanced elective. May explained that she “actually thought it was going to be
a normal elective and not an advanced elective.” She wanted it to be a normal elective because she doesn’t think the topic “should be gatekeeped” since students should be able to take the classes that they are interested in. May believes that the reason why the school made the class advanced is because the reading load is pretty heavy. Students of the class will be reading four books in one semester which means they have to be pretty quick and “thoughtful readers to get through the reading load.” One such novel is “The Color Purple” by Alice Walker. May said she “probably would not be a teacher if I had not read that book.” It made her want to “live life with more justice, more integrity, and more spirituality.” Despite the amount of work this elective calls for, May still wishes it was a normal elective.
- Brianna May
If May could have one well-known person from pop culture join her elective for a day, she would choose Taylor Swift because of her heavy emphasis of love in her music. She told The Polygon that her songs are “about her relationships with other people, her relationship with her work, her relationship with herself.” So why is the singer so successful? “Maybe it’s because she is writing about a topic that is so important to our humanity,” May noted. May believes that
COURTESY OF LAURA CALDWELL
VIA POLY PREP WEBSITE
Eighth Grader
Saves the Day
CHARLOTTE ARZOUIAN MIDDLE SCHOOL EDITOR
“ I turned around and just heard something,” recalled 8th grade English teacher Arnelle Williams. Even though the incident occurred just over a month ago, she recalls it vividly. On April 22, 2024, Williams was casually analyzing “Cool Salsa,” a book detailing 36 different vibrant voices, as a courtesy of the 8th-grade poetry unit in room 124, when a loose whiteboard abruptly fell on her, invoking mayhem in the classroom and putting her safety in jeopardy.
Williams enjoys writing on whiteboards and often utilizes them in lessons. She was astounded when the incident happened. Williams mentioned that prior to the event, “the whiteboard on the left closest to the door — I knew it was a little bit wonky,” but she thought that there wasn’t a chance of it falling because of the numerous safety precautions that are taken by Poly maintenance and operations teams to ensure that classrooms are up-to-code. She explained that it all happened “so quick,” and before she knew it, she turned around and felt an immense weight on her shoulders. The ridges on the whiteboard punctured her finger, causing a small cut on her middle finger of her right hand, which became progressively worse as the days went on. She felt that it was tough to balance the strong and radical emotions she was facing with the true need for someone’s help in the moment because of the sheer weight of the whiteboard.
In addition, Williams mentioned, “I felt like I had to put on a brave face because I’m understanding that I’m in front of students — they’ve probably never seen this happen before,” Luckily, she didn’t have to wait much longer because a student, in true Poly Prep fashion, came to her rescue.
Arthur McFayden immediately rushed to her aid, helping her support the weight of the whiteboard while it was coming off its hinges. When asked why he decided to step in, he wrote that he was just “the closest person to her at the time and I saw my chance to help someone.” Williams greatly appreciated his kindness and support. McFayden also won a Character in Action award, which is awarded to a couple of middle school students who exemplify integrity and respect. When she saw her finger, she knew it would bleed, so she retrieved a nap-
Ms. Kingsberry: The Voice Behind Student Wellness at Poly ARTS
LUCIA ZAREMBA EDITOR-IN-CHIEF
“ You should go talk to Ms. Kingsberry,” I told a student as she complained about her inability to manage her workload. “She will really help,” I assured her. She looked at me confused and asked: “Well, what does Ms. Kingsberry do?” For a moment, I was surprised. It then quickly hit me that many students have the same question.
kin from her bag and continued teaching. “Immediately, I prioritized finishing the lesson,” she told The Polygon in an interview. She had an optimal hairstyle —a high ponytail, which broke the fall of the whiteboard on her head, only causing a small incision on her finger. The cut hasn’t caused any major complications. The class was right before the forum and clubs blocks, which provided an opportunity to go to the nurse. Afterwards, she emailed the Middle School senior administration. However, McFayden’s heroic act of kindness has raised larger and deeper questions for Williams surrounding upstandership. McFayden was the only student who came to Williams’s rescue, which has raised questions for Williams on how to promote an upstander culture in the Poly Prep community — will students help people in times of distress and uncertainty? “What’s missing is practicing scenarios in which something could happen — how would you respond?” she said in reference to the absence of “upstander” workshops this year.
In the meantime, although these unique and peculiar situations serve as anomalies in a person’s everyday life, it is important that one has these situations “on your radar” and people stay attentive to their surroundings to ensure they are ready for such events. Williams thinks that no one is to blame for the incident, but it is rather an issue about education that should be tackled as a community. The moment has taught her to reflect and has created a pause in her life.
Anais Kingsberry, Upper School Guidance Counselor, received her bachelor’s degree from Brown University and later her masters degree in school psychology. In 2018, she began serving as the school psychologist at a Success Academy charter school. “Part of the reason why I got into this work is because I wanted to help address different barriers that can come up to help students succeed,” Kingsberry explained with a smile. She described a range of factors, such as “academic, social, or emotional… sense of belonging, motivation,” that can have a hidden impact on students. “What helps young people be able to thrive in the midst of challenges?” Kingsberry asked herself as she described her thought process when choosing this path of work. Guided by the
in the class. Maybe they don’t participate as much, might be discouraged, or have a difficult time getting feedback or handling a low grade. So that’s a time when a teacher might reach out,” she says. She also puts learning support and teachers in contact to further help struggling students. “So a learning specialist in a meeting might ask, have I ever met with a student, can I give any insight into how school is going for them so we can put all that information together to figure out how to best support them.”
Beyond teacher and student relationships, Kingsberry works alongside administration. “So I’m part of the counseling team, but also part of Student Support, which is like an umbrella. We might have an idea for programming at the school and reach out to administrators to ask whether they approve of a certain speaker coming or a certain type of programming,” Kingsberry explains. Kingsberry’s favorite part of the job is its range and complexity. “I enjoy being able to work with students in so many different capacities. So, you know, I meet with students for counseling, but then I
openness of that question and her passion to explore it, Kingsberry is a figure of student support and mental wellness at Poly.
Kingsberry joined Poly as the Upper School Counselor in 2021. “I really wanted to be at an institution where I can work long term and work with my colleagues over a longer period of time supporting students,” she explained. “I also like that Poly provides many resources for supporting students. So, in addition to counseling, there’s also learning support, more recently a writing center, peer tutoring. And also, if there’s an idea that students can benefit from, the leadership here is really supportive. There’s a lot of support and opportunity for that here,” Kingsberry added.
At Poly, Kingsberry works closely with students who struggle to balance multiple responsibilities, a common attribute of overachieving Poly students. These responsibilities range from balancing extracurricular activities like sports, debate, or the arts with academics, she explains. “So because there are so many programs at Poly, there are many ways that students may need support with what they’re working on.”
Kingsberry also collaborates with teachers. “Sometimes a teacher might notice that a student is having difficulty
‘One Day’: The Limited Series That Perfects the ‘Second Adaptation’
LULIT ADERFRIS-YAXLEY AND TALIA BARRO-PARSOFF FILM AND TV COLUMNIST
“One Day,” the television series, covers 20 years of friendship, love, heartbreak, and devastation faced by Emma Morley and Dexter Mayhew. It explores each July 15, the famous St. Swithin’s Day, from when they met up and beyond Emma’s tragic death. It explains the state of their careers, families, and, most importantly, their love story as they grow from existing as total strangers to becoming “ the most important person” in each other’s lives, as said by Emma while she looks back on her time with Dexter. The 14-episode series is a deeper look into the heartbreak of these characters to the point where the viewers feel their pain, loss, and sorrow. Unlike the film adaptation which reflected more genuine love and care, it portrays constant hurt. Why is it that the film caused a heart-wrenching response when the 2011 film did not?
This new series has intrigued critics nationally. It is very rare for a plot to get things right in the second adapta-
tion, but this series has done it. The key difference between the 2011 film and the recent TV series is, as IndieWire Senior TV Writer Proma Khosla stated, “‘One Day’ as a limited series leaves a much stronger impression than it ever could have as a film.” The much-needed depth of the characters’ lives, tragedies, and hopes allows the viewer to hold on to a plot they will never forget; however, the film could not spend enough time with each year and therefore, could not provide the development of the decade-spanning relationship the TV show did. Many, including Khosla and Executive Editor TV Erin Strecker, express how they barely remember anything from the film and “the new adaptation they won’t soon forget,” according to IndieWire. With over 50 percent more in Rotten Tomato ratings, the TV show was a much bigger hit than the movie. The movie was “poorly received” by audience member and critics, making the TV show an “unexpected hit”, as said by Nadira Goffee a journalist at Slate. One reason for this is that the TV show has more time to develop characters and storylines compared to the movie, allowing for deeper engagement with the audience over multiple episodes or seasons. A broader spectrum of viewers may be drawn to the TV show because it has greater freedom to explore a variety of plotlines and character arcs. There are greater chances for viewers to identify with the characters and get emotionally involved in their stories. For instance, viewers now have a closer grasp
of Emma and Dexter’s lives thanks to improved character development in the TV show “One Day,” which makes their experiences and feelings more relevant and relatable. This kind of depth and connection is more challenging to achieve in a movie format, where the need to condense a story into a shorter runtime can lead to oversimplified narratives and underdeveloped characters. TV show’s episodic format also fosters a sense of community and anticipation among viewers as they debate each new episode and make predictions about what will happen next. On the other hand, movies typically have a more condensed timeframe to tell their story, which can sometimes result in less depth of characterization and plot. The popularity of “One Day” on television serves as a reminder of the possible advantages of turning movies into television series. The change from a two-hour film to a multi-episode series has made it possible to delve deeper into character development, tell more complex stories, and elicit stronger emotional responses from viewers. TV show creators have the luxury of more time and freedom to explore intricate plotlines and character arcs, which movies often cannot because of time constraints. Considering these benefits, it’s clear that a lot of movies would gain from being adapted into television shows. This method not only improves the storytelling experience but also meets the changing tastes of modern audiences who want more indepth and emotionally compelling stories.
“Risk”
Natasha Bedingfield
“Who’s Afraid of Little Old Me?” Taylor Swift
“I Can Do It With A Broken Heart” Taylor Swift “Upside Down” Jack Johnson Compiled by the Editorial Team
Serving Sleeping Beauty: The 2024 Met Gala
might also, you know, do tabling for, Mental Health Awareness Month or Body Acceptance Week, or help to facilitate a club or work with a service learning team.”
If you were to find yourself in her office, Room 016, which is hidden in the basement hallway lined with identical tall, brown doors, you would probably find Kingsberry meeting with a student or teacher. Her days are filled with student-scheduled meetings, student support team members, and parents, she explained to me. She also mentioned that another large part of her job is note-taking: “trying to keep track of things like what did I discuss with that teacher? What did I discuss with that student?” Kingsberry is also involved in planning events and programs, such as this year’s Mental Health Awareness Month, where she helped create and send out an anonymous form offering students space to share their opinion on student support programs at Poly. Although scheduling is a large part of her day, she often deals with the unexpected. She may have to drop everything to have an emergency meeting with a student or their family, which aligns with her the goal that keeps her going: to support students. Kingsberry really does it all.
The electrifying realm of the Met Gala, a spectacle of glamor and innovation, captivates us. This iconic event merges fashion and artistry with a star-studded guest list. Every year, designers and celebrities shatter boundaries and creativity takes the center stage. What Is the Met Gala?
The Met Gala, formally named the Costume Institute Benefit, is an annual fundraising event held to support the Metropolitan Museum of Art’s Costume Institute in our very own New York City. The gala is an annual event that takes place on the first Monday of May with a different theme and dress code every time. It includes a red carpet for A-list celebrities and icons; Elise Taylor, a writer at Vogue, explains in her piece “I Tried to Go to Every Single 2024 Met Gala After-Party,” that in order to get an invite “you can’t just be an actor. You have to be an actor in a hit movie.” And “you can’t just be a model. You have to be a model who walks the runways of New York, London, Milan, and Paris.”
2024 Theme and Dress Code
The Met Gala 2024 took place on Monday, May 6, celebrating the Costume Institute’s upcoming exhibition entitled “Sleeping Beauty; Reawakening of Fashion.” Andrew Bolton, curator of the Costume Institute, says that the exhibition is “very much an ode to nature and the emotional poetics of fashion.”
The guests followed the dress code of “The Garden of Time,” which is inspired by the J.G. Ballard short story of the same name.
This Year’s Best Dressed Every year, fashion fans are on the edge of their seats as we eagerly await to see our favorite celebrities in their most extravagant outfits. Each Met Gala, the designs get increasingly creative and innovative, sparking major reactions in the pop culture world. In recent years, I have particularly admired the red-carpet looks of a few celebrities, including Blake Lively, Zendaya, Billie Eilish, and Rihanna. In my mind, they win best-dressed every year.
Despite the fact that some of my favorite celebrities were absent this year, such as Blake Lively, Billie Eilish, and Rihanna, new icons attended the event wearing looks that caught my eye, prompting me to become a bigger fan of them. Sydney Sweeney, an American actress gaining popularity from the series “Euphoria”
and renowned for the new hit movie “Anyone But You,” arrived in a new and unrecognizable look. Instead of seeing her usual blonde hair, she showed up in a black bob wig, surprising us all. She wore a glamorous blue floral gown by Miu Miu, paired with black latex gloves and a diamond necklace. This outfit contrasted Sydney’s first two Met Gala dresses in 2022 and 2023, as she had an edgier take on the theme this year. Her shocking look captured my attention and I then wanted to learn more about the details behind the outfit. Along with Sydney Sweeney, many stars at the event wore whimsical and fairy-tale inspired gowns, which were all very fitting to the evening’s theme. Another celebrity who caught my eye was Tyla. The 22-year-old South African singer and songwriter became popular in 2023 from her hit release “Water.” Tyla made what may be one of the best Met Gala debuts yet. For Tyla’s first Met Gala experience, I would say she nailed it, especially as one of the youngest guests that night. She stuck to the “Time” part of the dress code, holding an hourglass-shaped purse by Balmain. The star wore a custom Balmain creation made of sand and micro-crystals. You might be wondering how a dress can be made of sand. Well, you are not the only one. Tyla’s look sparked major interest and amusement from all of us. Her dress was extremely fragile, as one would expect, she even had to be lifted up the steps of the museum to avoid the gown’s sand crumbling from the movement. While these were my favorites this year, I was curious about others’ opinions. Sophomore Brooke Lawrence said, “My favorite Met Gala dress was Elle Fanning’s. It looked like she was an ice sculpture, and I think she really nailed the theme.” Sophomore Lila Daniels shared that she “liked Lana Del Rey’s outfit because it was funny how she kept hitting people with her tree.” The Met Gala is one of the most awaited events of the year. It includes celebrities, fashion, and, most importantly, extravagance. As each year brings new themes and inspirations, the event remains a night of great significance in the fashion industry.
VIA LEVI JACOBSON
OLIVIA SPERLING CONTRIBUTING WRITER
CREATIVE COMMONS
The Power Black Artists Have Over Interpretation
ELIANA FRIEDMAN MIDDLE SCHOOL EDITOR
As the rain pounds the umbrella, rattling and shaking as the wind sways me side to side, I run for cover into the historic haven in front of my eyes. As the revolving door wisps three times, on the fourth woosh, it opens into bursts of color from the marketplace selling intricate crafts from diverse cultures around Brooklyn. As my father and I make our way to the translucent doors, we enter the space covered with pink walls, the bright pop of color a pleasant contrast from the gray of the outside world. As I take step after step into the expansiveness of the exhibition, I never would have anticipated what lay in the depths of the colorful, intricate labyrinth of art.
The Brooklyn Museum has recently opened a new exhibition entitled “‘Giants,’” featuring the private collection of Alicia Keys and Kasseem Dean (a.k.a. Swizz Beatz). The Dean collection features the work of 37 artists from the African Diaspora, highlighting the individualized influence of Black artists in contemporary art. I specifically focused on two artists that stood out in the exhibit, their representative pieces allowing the imaginations of all their spectators to explore their creative freedom. These artists are Nick Cave and Kehinde Wiley. Cave, who was born in 1959 in Missouri and currently lives and works in Chicago, creates art that reflects urban culture and society, his art being a shimmery flare of attraction. He attended the Cranbrook Academy of Art and later got his BFA at the Kansas City Art Institute. An article published by the New York Times in October of 2019, titled, “Nick Cave Is the Most Joyful, and Critical, Artist in America,” references the materials Cave uses in creating his art. Those objects include “bright pelts of dyed hair, twigs, sequins, repurposed sweaters, crocheted doilies, gramo-
phones or even stuffed sock-monkey dolls.” All these varying assortments of items are what one might expect to find in a children’s assortment of art supplies. Yet, nevertheless, they all mesh together in synchrony, forming incredible pieces displayed at the exhibition.
Two of Cave’s creations were featured at the “Giants” exhibition: “Tondo” and one of Cave’s Soundsuits.
“Tondo” is a circular painting, its assortment of dyed hair colors swirling to represent “black youth living in violent settings,” said the plaque beside the art piece. In a video with Cave explaining his art with the Smithsonian American Art Museum, he said his Soundsuit displayed in the “Giants” exhibition is one of 500 Soundsuits Cave is well known for. Cave’s Soundsuits “were first cre-
An Album Review Straight From the Tortured Poets Departments
ated in response to the police brutality against Rodney King in 1991,” reads the plaque shared with the “Tondo” description. My eyes continued to widen in awe at the reflection of each glistening hair and sequin of color making up the masterpiece, sparkling under its spotlight. The work of Wiley, a forty-sevenyear-old American painter based in New York City, is similar to Caves in its colorful nature but also takes a different approach in the representation of his art, specifically in the form of portraits and figurative art. Wiley is “known for his vibrant, large-scale paintings of African Americans posing as famous figures from the history of Western art,” wrote the National Portrait Gallery in a description of the “Official Portrait of Barack Obama” one of Wiley’s most famous pieces of art. Wiley plays with meaning within his art, one instance of this being, “In his 2005 interpretation of the painting, ‘Napoleon leading the Army over the Alps’, Kehinde Wiley replac-
es the figure of Napoleon with a black man wearing a bandana and Timberland boots. The painting… is part of a series of portraits inspired by the tradition of equestrian portraiture, ‘Rumors of War’,” wrote the Stephen Friedman Gallery on their website. Wiley has his viewers interpret different perspectives through his creative display of art, challenging society’s version of history and power.
Within the “Giants” exhibit was what I would consider a statement piece, encompassing a 25-foot-long painting created in 2008, by the name of “Femme Piquée par un Serpent.” The piece illustrates “a Black man in snappy but casual dress reclined in a distinctively twisted position,” according to an article written by Zachary Small and published by the New York Times, titled “Swizz Beatz and Alicia Keys Show ‘Giants’ in Brooklyn.” The long painting could barely be seen in whole, making it so much more interesting as I viewed it from all its different angles. The physical size of the piece represents the room for endless interpretation, while the man at the focal point of the piece is representative of the multitude of stereotypes derived from just one’s appearance. People who come from all different backgrounds can make a conjoined and powerful difference by sharing their past reflections, not just in their words, but in their beautiful visuals as well. An artist shares an untold story through their pieces, and in many cases their work is a reflection of their personal stories. The “Giants” exhibit gives its spectators a perfect opportunity to explore the individualized visual stories of Black artists all throughout the world.
MCDONALD CONTRIBUTING WRITER
Taylor Swift could write Romeo and Juliet, but could Shakespeare write the tragedy that is The Tortured Poets Department? It’s hard to imagine he could even conceive the myriad heartbreaks Swift writes about on her 11th studio album. At face value, this album is nothing special. That may seem like a bold claim, but casual listeners of Swift (few as they are) are likely to grow bored of Tortured Poets after just a few tracks. Her melodies — always swooping around her vocal range, sometimes rhythmically messy and stream-of-consciousness — are nothing we haven’t heard before. The sound is an amalgamation of Swift’s last few albums, taking straight from the stuttering synth of Midnights and the subdued piano of folklore. This is undoubtedly a result of Swift’s loyalty to her co-writer/producers, Jack Antonoff and Aaron Dessner, who have worked with her for seven and four years, respectively. However, there is undeniably a safety that Swift feels in working with Dessner and Antonoff which I can’t blame her for seeking out, given the deeply emotional content of this album. In contrast to her previous iconic works, Swift does absolutely nothing to explore new sonic territory in Tortured Poets. But in a tumultuous lyrical body, familiar sounds and faces in the studio were doubtlessly what she needed to feel comfortable releasing this album.
The Tortured Poets Department traces a period, as Swift writes in the prologue poem, of “temporary insanity.” It spans a massive 31 songs total — 16 on the main album and 15 surprise bonus tracks released at 2am the same night titled “The Anthology.” I’d argue it’s her most honest album, packed with more emotional depth and breadth than any before it. In fact, I almost want to say that this isn’t even an album, rather a collection of diary entries that should therefore be analyzed as such (which prompts the question, can you even analyze something as personal as a diary?).
From the gut-punching lines (“You swore that you loved me, but where were the clues? / I died on the altar waiting for the proof”) to the tongue-in-cheek ones (“Touch me while your bros play Grand Theft Auto”), Swift’s lyricism stays her strongest asset. She can always be counted on to deftly play with words, for instance, using “so long, London” to express both a defeated goodbye and the bitterness of years lost in a long-term relationship. All of this adds up to a perfectly messy pic-
ture of the tortured poet: Taylor Swift.
The lyrics are a deep look into her psyche, almost frighteningly so. It’s difficult not to be slightly alarmed by lines like “I wanna snarl and show you just how disturbed this has made me / You wouldn’t last an hour in the asylum where they raised me.” Yet at the same time, they are a necessary reality check of the psychological effects of growing up under the public eye. Never before has Swift been so brutally honest about how fame has impacted her, and it’s both fascinating and terrifying. Now, lines like “Don’t want money / Just someone who wants my company” that would seem contrived when sung by any other billionaire pop star instead feel fragile and desperately sincere. This is a girl-turned-corporate-brand pleading to be seen as a human for once in her adult life.
The hauntingly soft closer, “Clara Bow,” acts almost as a warning of the fickleness of fame: “You look like Taylor Swift / In this light, we’re lovin’ it / You’ve got edge, she never did / The future’s bright, dazzling.” It’s one of the best songs on the album and my personal favorite, complementing songs on The Anthology like “The Prophecy” and “I Hate It Here,” which also address fame but from a more personal lens.
The final song of The Anthology is called “The Manuscript,” and it describes Swift revisiting a past relationship by “reread[ing] the manuscript / of the entire torrid affair.” The manuscript in question is, of course, her own discography. The track ends with Swift practically whispering, “But the story isn’t mine anymore.”
This lyric, I believe, is one of the most important on The Tortured Poets Department. It’s Swift acknowledging that once she releases music, her stories become everyone else’s — fans attribute her lyrics
Taylor Swift could write Romeo and Juliet, but could Shakespeare write the tragedy that is The Tortured Poets Department?”
- Lulu McDonald
to their own lives, often coming up with interpretations completely different from the original meaning. It’s a testament to the power of her lyricism and likely both humbling and comforting for her. Despite all the pain she writes about in The Tortured Poets Department, there is still the hope that putting out those stories can help someone to feel seen and a little less alone.
Bernardo Ruiz: Creating Documentaries Through a Personal Lens
IZZY LEYTON FEAUTURES EDITOR
“I am most interested in people’s stories,” said documentary filmmaker Bernardo Ruiz during his visit to Poly on April 30 in the Richard Perry Theater. During his presentation, he said he doesn’t care about the money or the fame; his goal is to report on the underrepresented and silenced histories and current issues in Latin America. In his documentaries, Ruiz brings all sides of the story together, including victims, witnesses and scientists, ensuring everyone’s voice is heard and the full truth is told. Ruiz is so dedicated to his job, willing to put his life on the line to tell these important stories. He films around dangerous people in dangerous places. His newest film, “El Equipo” (The Team) (2023), is about the 30,000+ forcibly disappeared people in Argentina during the “dirty war” (terrorist dictatorship) that occurred from 1974-1983. His most famous work is the Emmy-nominated film “El Reportero” (The Reporter) (2012). “El Reportero” follows a journalist in Tijuana, Mexico, illustrating how dangerous reporting is. According to Spanish teacher, Maité Iracheta, for “El Reportero” Ruiz needed to hire bodyguards to follow him around and he “had to pay for a special insurance for if they get kidnapped or lose a body part.” Even though Ruiz’s work is difficult, risky, and lacks a huge salary, the intense passion he feels for his job motivates him to continue filming no matter the challenge. Iracheta and Ruiz have known each other for quite some time, since Ruiz’s mother, Dana Catherine, worked as a Spanish, Latin, and French teacher at Poly for 16 years. According to Iracheta, “Dana was very important for me when I came in because Dana lived in Mexico, in Guanajuato for many, many years.” Before moving to New York, Catherine met her husband and gave birth to Ruiz in Guanajuato. Iracheta said “Dana and I had this connection.” Having another faculty member from her home country made Iracheta feel less alone in a new school. Catherine and Iracheta formed a friendship, bonding over their heritage and culture and eventually meeting and connecting with each other’s families. Ever since meeting Ruiz, Iracheta always keeps a look out for his work and finds ways to support him and his family. For example, during the 2012-2013 academic year, Iracheta took her class on a field trip to the Brooklyn Museum where they were screening Ruiz’s film “El Reportero.” Additionally, the affinity group for people of Hispanic heritage, Unidad, applied for a program that Director of Service Learning and History Faculty Elijah Sivin recommended. They received money that they donated to Make the Road, an immigrant-led organization, where Jasmine, Ruiz’s wife works. She is Iranian, but speaks Spanish fluently. A few years ago, Iracheta brought Jasmine to Poly to speak in the Chapel during Hispanic
Heritage Month. Iracheta talked to Unidad about Jasmine and her work and the group felt passionately about it and wanted to help. When she proposed the idea of Ruiz coming to Poly, she said everyone was eager and on board.
In the theater, after an introduction from Iracheta where she expressed her love and gratitude for Ruiz, he then showed clips of “El Reportero” and “El Equipo” to familiarize everyone with his work. After that, student panelists sat in a semi-circle to ask him questions. Before answering anything, Ruiz probed the students with questions of his own. According to Iracheta, “he was very interested in having a two-way conversation.” “He wants to understand the new generations,” she added. Some of his questions were: “What social media platforms are you using, and what are you using it for?” “How do you get your news?” “What platforms are you using to watch shows?” “How are you hearing about things?” “What do you think of the TikTok ban?” Even while presenting his work, Ruiz was trying to learn and improve his work, figuring out how to engage and reach younger audiences. Since he works visually, behind the camera, it is important for him to constantly think about the audience while making a film. Iracheta said, “I like seeing him in action because it’s like his brain is constantly working.”
After his presentation in the theater, Ruiz spent the rest of his day at Poly in classes and affinity groups, having smaller and more private conversations. Iracheta mentioned that in her more advanced classes, Ruiz asked the juniors and seniors about their futures and what fields they were interested in. Not only did he ask the students questions to improve his work, but he also wanted to form a connection and get to know the students.
In the theater, some students revealed how their family was affected or involved in the Argentine conflict that Ruiz covered in “El Equipo.” For example, panelist Tobias Petrzela’s ’26 grandmother and Lucas Basham’s ’24 great-grandfather had to flee their home country of Argentina and immigrate to the U.S. during the war out of fear of becoming one of the “disappeared.” The “disappeared” are Argentine people who the government are believed to have abducted. During the war they were tortured and killed, thrown into unmarked graves.
After answering the questions Ruiz had for them, the students asked Ruiz questions of their own. Iracheta loved the part of the presentation where Ruiz discussed his process filming a documentary. He spends years researching and interviewing scientists, victims and people involved in the event he is documenting. According to Ruiz, documentary filmmakers “are not fictionalizing the stories…
The story is very carefully constructed.” Unlike other genres of movies, Ruiz said that documentary filmmak-
“I like seeing him in action because it’s like his brain is constantly working.”
- Maite Iracheta
ers are more down to earth and don’t censor anything. They are trying to get to the heart of the matter, discovering what truly happened in hopes of educating the public. Students from many different classes were required to attend Ruiz’s presentation including Spanish, history, and computer science. Director of DEIB Erika Freeman was on board with the idea of inviting Ruiz right away and made sure that all of the students were excused from their G Block classes. Many students told Iracheta that they found Ruiz very relatable and expressed their desire to explore more of his work. Iracheta said she hopes her students “get a better sense of how history matters so much in order to understand the present and prevent this from happening in the future.” She wants students to consider the power dynamics between the United States and Latin American countries; even though they are a part of the
same continent, residents’ lives are completely different. Ruiz will continue working to tell the stories of the Latino community. For example, in September, he will release a documentary about the Latino vote. Ruiz is determined to do these stories justice, attempting to reach as many people as possible. He believes that “there are always fascinating stories to tell.”
The Last Sip: Final Coffee House of the Year
The final Coffeehouse of the year, held on May 6, was a major hit. It featured an array of performances including singing, drawing, poetry, and a special appearance from a teacher. This was a perfect way to end the year and say farewell to some of Coffeehouse’s greatest performers, as well as hear new voices that will shape Poly’s future events. The types of performances varied from singing to speak-
ing. This year there were a variety of songs. Specifically, two performances of Noah Kahan songs, one from Juliet Michaelis ’25 and one from Ryan Geisler ’25 and Stavi Gabriel ’25 which were both amazing. There was a very entertaining performance from Makiyah Turner-Hicks ’24, where the dance breaks in the song were him drawing himself dancing on the whiteboard. Hank Ford ’25 shared some of his beautiful poetry which he wrote in his English class. There were also the staple performances from the band Ok Silence, and Zeke Wise ’24, Jasmine Donald ’24, and Lulu McDonald ’24. Dylan Klett, a computer science teacher at Poly, also shared a piece of writing that was very inspirational. Lastly, along the back wall of the library, you could view and enjoy Felipe Santiago’s ’26 incredible writings. The environment at Coffeehouse is always thrilling with so many people so excited to perform and a multitude of audience members who show up to support their friends, peers, teachers, and students. There are always snacks and hot chocolate that set the mood for everyone to get comfortable. “The best thing about [Coffeehouse] is that it is optional, so only the people who want to be there are there,” said Junior Juliet Michaelis. This creates an extremely supportive environment with students but also teachers, as you know everyone is taking time out of their day and choosing to be there.
This year Michaelis performed twice, one with Turner-Hicks and one solo. She has been participating in Cof-
feehouse since her freshman year, and plans on continuing her participation next year. For her solo, she performed a song by Noah Kahan on her guitar, saying that she had taught herself the song and practiced for a few nights leading to the performance. In contrast, there was not as much preparation for her song with Turner-Hicks, as the only time they practiced it was earlier that day, during the fire drill out in the oval. However, since Turner-Hicks is graduating this year and they are good friends, they wanted to ensure they had a final performance together. Michaelis was also involved with the behind-the-scenes work, getting decorations and assisting Lulu McDonald in organizing the event. She really enjoys being a part of this and hopes to have a bigger part in leading it next year. Soleil Peña is a freshman who had her debut at this past Coffeehouse. She decided to sing a song called “Times are Hard for Dreamers” from the musical “Amélie,” and because she already knew the song, there was not much preparation that had to go into the performance. “[The environment was very casual and very low pressure,” she said, which she appreciated. This was a lovely Coffeehouse to finish off the year and bid goodbye to our seniors, who will be truly missed. It is always such a blast, so next year make sure to come support or even perform in the next one.
VIA MAITÉ IRACHETA
LULU
VIA CREATIVE COMMONS
VIA CREATIVE COMMONS
VIA CREATIVE COMMONS
VIA CREATIVE COMMONS
VIA POLY PREP INSTAGRAM
CHLOE GUEDES SMITH LAYOUT EDITOR
SPORTS MIDDLE SCHOOL CORNER
MAY MADNESS: 3V3 TOURNAMENT
JOHN ZAREMBA
CONTRIBUTING WRITER
This April, the spirited competition that has always been prevalent in professional and college basketball tournaments was reflected among Poly’s Middle School faculty and students. On April 14, Poly had its own “May Madness,” a competition played very similarly to the renowned NCAA college basketball tournaments in March, also known as March Madness. In the NCAA College Basketball Tournament, people all across America pick a college basketball team to compete and win the tournament. Similarly, in Poly’s Middle School, students in grades seven and eight competed in teams of three instead of five — the standard number of players. These teams were either composed of three students, or two students and one teacher. The Middle School teams competed in two brackets, and the winners of each game
continued to play each other in the next round. This continued until the final round.
For grades seven and eight, the May Madness Tournament was held in the Legacy Gym, while for grades five and six the tournament was held in the Novogratz Gym.
In past years, this event was full of competitive spirit. Even though many teams are exposed to the disappointment of elimination in the first round of the competition, players have always competed among a lively and supportive audience. The May Madness Tournament is fun to be a part of, whether it’s playing or spec-
“You almost felt the ground shake from the pure energy.”
- Zan Pervez
tating wins and heartbreaking losses. Zan Pervez, a seventh-grade student, said, “The atmosphere was insane and you almost felt the ground shake from the pure energy.”
Another seventh-grade student, Ryder Rose added, “May Madness this year was far more enjoyable because the energy was higher and the final game was ecstatic!”
Overall, there were many great teams and competitors in the tournament this year. To conclude the finals, the University of North Carolina (UNC) Middle School team faced North Carolina State (NC State) — a team with students Christan Pratt, Julian Richards, and Khalil Spencer. Although the NC State team played well, the UNC team, including students Ian Archbold, Johnny Elefterakis, and Jack Corona, came out on top with a, six-to-three victory. Congrats to the UNC Middle School team for winning this year’s May Madness!
SPORTS RECAP: W’s All Around
DIEGO GARCIA-PHILLIPS CONTRIBUTING WRITER
Girls’
Lacrosse: On Friday, May 3, Poly’s Girls’ Lacrosse team delivered an impressive performance, securing a 21-5 victory against Riverdale. The scoreboard lit up with goals from a variety of players, including Sienna Klauss, Laila Baluk, Delia Pawlak, Anjali Budhram, Ava Vitali, Maddie Ruggie, and Zoë Campbell. Looking ahead to their next challenge on Friday, May 17 against Marymount, the team remains focused and determined. “Everyone does a really good job of getting excited for the games and hyping each other up,” said Junior Drew Waldman. With their spirits high, the Poly Prep Girls Lacrosse team is ready to continue their success on the field in the playoffs.
Softball: On Saturday, May 11th, Poly’s Softball team won an important game against Riverdale with a score of 12-0 in just five innings. Their dominant display on the field showcased their skill and determination, leaving their opponents unable to mount any significant challenge. This impressive win underscores Poly’s standing as a force to be reckoned with in girls’ softball.
Boys’ Lacrosse: On Sunday, May 12, the Poly Boys’ Lacrosse team delivered a stellar performance, triumphing over Fieldston with a 18-9 victory. Senior Lucas Basham led the charge with five goals, supported by Senior Max Mackler and Freshman Liam Lorenzo, who each added three goals. Juniors Remi Zeitlin and Petros Dulos contributed two goals apiece, while Seniors Sebastian Vitali, Khari Freeman, and Tyler Pelson added one goal each. This win was not just a triumph but also a historic moment, as Poly secured the 2024 Ivy Prep League title for the first time in 13 years, an impressive feat for the team, and for Head Coach Lou Candel.
for Poly, bringing the team’s score to 1. The doubles contest was particularly hard-fought, stretching into three sets, but unfortunately ended in defeat for Poly.
Boys’ Volleyball: On Monday, May 13, Poly’s Boys’ Volleyball team came out on top in a thrilling match against Fort Hamilton High School on their senior night. Despite a slow start, trailing 2-0 in sets with narrow deficits, the team refused to see defeat. In the third set, they fought back from a 2-0 deficit, ultimately securing victory in the fifth set with a final score of 15-9. Reflecting on their triumph, Junior Arthur Vieira emphasized that “The team works really well together, everyone understands their role in the team and how to support one another in the best way possible.”
Golf: The Poly Golf team finished 3rd place in the Ivy Prep League, after an impressive season. The team is sad to see Senior Noah Saivetz graduate, but his impact on the program will be remembered. Saivetz maintained the highest score in the league, and Junior Eli Cuti finished in the top eight.
cured their second Ivy League Championship this season, and the girls placed second in a close race with Dalton. The team looks to continue their success as they compete for the NYSAIS championship on Wednesday, May 22. Baseball: On Monday, May 13, the Poly Prep Baseball “A” team experienced a 6-0 defeat to Stony Brook in the Championship game. Senior Dan Desmond pitched for 4 and ⅔’s innings, allowing no runs. The team looks
Taylor
Swift is Personal Like Never before in Her Latest Album “The Tortured Poets Department”
DREW BRANDMEYER
CONTRIBUTING WRITER
If you went onto the street, in pretty much any country or city, and asked one hundred different people, “Who is Taylor Swift?” Every single one of them, whether they loved her music or hated it, would say something along the lines of “she is an abnormally famous singer with an extensive fan base and is most well known for writing personal music about her life and her own experiences.” They might also say that all of her music sounds the same and each album is about her having a tough breakup and moving on too quickly. However, these same people have likely not listened to Swift’s latest album: “The Tortured Poets Department.”
This album is unique, not just to Swift and her past albums, but to other artists as well. Her lyrics transport listeners into a deep dark ocean with ghosts of past relationships lurking everywhere. The current is strong but the waters aren’t rough. There is a calming aroma in the water, but it isn’t safe.
“You say I abandoned the ship, but I was going down with it,”
- Taylor Swift
Each song in the album tells its own story, but when put together they create a complete masterpiece. “The Tortured Poets Department”echoes topics of love, loss, anger, and sadness. But even further, the theme is that nothing can last forever. The emotional writing makes it clear to listeners that Swift is going through a breakup or a split with an important person in her life, most likely a love interest. She consistently sings about a relationship that seemed to be forever but slowly fell apart over time, eventually becoming unsalvageable.
A song in which this sadness is at its peak is “So Long, London.” Lines like “I stopped CPR, after all, it’s no use”
and “You say I abandoned the ship, but I was going down with it,” beautifully illustrate that despite the effort put into keeping their relationship alive,the split was inevitable. Overall, “So Long, London” is a heart-wrenching song with precise lyrics and a distinguishable and con-
sistent melody that could bring almost anyone to tears. When news broke of Taylor Swift’s shocking split with actor Joe Alwyn (the person that most of “The Tortured Poets Department” songs are speculated to feature), she had just kicked off her historic world tour, The Eras Tour. After hearing this news, fans were expecting to see a more somber Taylor Swift take the stage at the tour, but this couldn’t be further from the truth. Swift performed with immense energy and showed emotion in song and dance like never before. Most fans assumed that she had just gotten over the
split quickly, or that the two had been separated for a long time but the media had only found out recently. However, once they had heard Swift’s newest hit, “I Can Do It With a Broken Heart,” they would never think about “the best night of their lives” (The Eras Tour) the same. In the song, “I Can Do It With a Broken Heart,” Swift uses lines like “Lights, camera, b**** smile, even when you wanna die,” and “All the pieces of me shattered as the crowd was chanting, ‘More.’” Expressing that she wasn’t okay or happy, and her energy during the tour was simply acting. The song is also surprisingly upbeat, contrary to the dark and depressed lyrics. This is a brilliant way to show insincerity in music. She purposefully used a happier beat to show audiences how she was living during the tour: fame and glory on the weekends, heartbreak and depression throughout the week. Overall, “The Tortured Poets Department” is a complex and deep album with various meanings and beau-
“The Tortured Poets Department is a complex and deep album with various meanings and beautiful melodies.”
- Drew Brandmeyer
tiful melodies. The somber mood visible throughout the entire record gives it a reliable mood and allows for the album to exist beautifully as a whole and not just as a collection of individual songs. Though the album speaks mostly of heartbreak, with songs like “Peter,” “The Bolter,” “The Manuscript,” and “Who’s Afraid Of Little Old Me?” that each have meanings and themes that make them special. The album is expressive as well as touching, and worthy of anyone’s time.
Tennis: On Monday the 13th, the tennis courts saw some intense action as Poly’s team took on their opponents. Sophomore Lucas Powers dominated his singles match and secured a crucial point
Track & Field: On Wednesday, May 15, the Poly Track and Field team traveled to Icahn Stadium on Randall’s Island to compete for the Ivy Prep League Championship. The team looked to secure their second Ivy championship of the school year, but the weather wasn’t on their side as heavy rain fell throughout the meet. Despite the disadvantages, the team prevailed and produced standout performances. Senior Stephen Playford and Junior Jack Bogner placed first and second in the 110-meter hurdles, and Juniors Jordan James and Kofi Rossi placed first and second in the 100-meter dash. For the girls team, Sophomore Nina Sethi placed first in high jump, and seniors Chantal Guthrie and Mary Howell placed first and fifth in shot put. Because of the weather, four field events were postponed and completed at Hackley on Friday, where the championship would be decided. The boys se-
to get back to their winning ways next season, as while many crucial seniors leave, they have numerous returning players hungry for victory. The Poly Prep regional team had an impressive season and finished 5th with a 11-81 record. In the playoffs, they upset an undefeated Riverdale team 5-3 on Saturday, May 18, and the following Monday went on to play Columbia Prep in the semi-finals of the NYSAISAA. Unfortunately, they lost 5-1. Nevertheless, the regional team had a great season and furthered Poly Baseball’s dominance throughout New York.
Twenty-Four Senior Athletes on the Path to Collegiate Excellence
KAYVAN DYK SPORTS EDITOR
The class of 2024’s student-athletes have been impressive, to say the least. This year 24 Poly seniors signed their letter of intent, confirming their commitment to continue their athletic careers at the collegiate level (The athletes are listed below.)
“Signing Day” actually took place over two days as the first group of athletes signed in the fall on November 8, and the second, many of whom committed in the new year, on April 29.
While many athletes from the class of 2024 made committing to play college sports seem easy, the recruitment process is far from it.
Kaia Scott ’24 announced her commitment to Claremont McKenna College (CMC) Lacrosse in August 2023. While she’s thrilled to continue her Lacrosse career at CMC, she described her recruiting process as “having a lot of ups and downs.”
“It can be discouraging at times, you talk to a lot of coaches that sometimes don’t respond and each game you play in front of these coaches holds a lot of weight. If you don’t play well that could be detrimental to your commitment process which is a lot of pressure,” said Scott.
For Scott, it was her “genuine love” for the sport that took “the weight off of the hard things about this process.” She attributed her success to her unwavering confidence and encouraged other athletes to have the same mentality.
“Having confidence in yourself is the biggest thing. If you don’t have confidence in yourself first, no one else will have confidence in you,” said Scott.
Abe Herzog ’24 committed in August, before his senior year began, to Bowdoin College football. It was a relatively “easy” pro-
cess for Herzog, as he felt a connection with Bowdoin immediately.
“Bowdoin stood out to me because it is the best location, academics, and football I could possibly ask for. I instantly knew I would fit into their program when I first met the head coach, B.J. Hammer,” said Herzog. Herzog, like Scott, valued a balance between athletics, academics, and having a social life. Balance is important for students, but especially for collegiate-level student-athletes since they have to maintain an academic presence, while most of their time is being spent practicing, and playing their sport. Congrats to all the seniors who committed to playing collegiate sports, we will miss you!
John Calabrese, Bucknell University Baseball
Khari Freeman, Denison University Men’s Lacrosse
Lea Glass, Smith College Women’s Lacrosse
Abe Herzog, Bowdoin College Football
Hyatt Hicks, Wesleyan University Track and Field
Dash Hort, Duke Wrestling
Lauren Klein, Kenyon College Softball
Max Mackler, St. Lawrence University Men’s Lacrosse
Masai Marshall, Northwestern University Baseball
Kenyon McMahon, University of North Carolina Football
Natalya Muchinsky, Washington and Lee University Women’s Basketball
Eyton Ng, Bates College Men’s Swimming
Ethan Paluszek, Georgetown University Baseball
Holden Pawlak, Haverford College Baseball
Zach Ramseur, Hampton University Men’s Lacrosse
Julia Rosenberg, University of Massachusetts Amherst Women’s Soccer
Briana Robles, Gettysburg College Women’s Basketball
Maddie Ruggie, Denison University Women’s Squash
Jack Ryland, New York University Men’s Track and Field
Kaia Scott, Claremont McKenna College Women’s Lacrosse
Eleni Smith, Lafayette College Women’s Track and Field
Jackson Smith, Bates College Football
Teddy Stoldt, Georgetown University Sailing
Violet Taub, Rhodes University Women’s Tennis
Predicting the NBA Playoffs
The NBA Playoffs have reached the conference finals and haven’t disappointed so far. The emergence of new NBA superstars this season such as Jalen Brunson, Tyrese Haliburton, and Shai Gilgeous-Alexander have brought prior struggling NBA teams deep into the playoffs. Lebron James and Steph Curry’s dominance in the playoffs is now the past; there’s a new era of stars ruling over the NBA.
In the Eastern Conference Finals, the Boston Celtics face the Indiana Pacers for a spot in the NBA Finals. The Celtics have been a powerhouse in the 2023-2024 season, finishing with the best regular season record in the NBA of 64-18, 12 games ahead of the 2nd-placed Knicks in the Eastern Conference. Their impressive record is attributed to arguably one of the best duos in the NBA: Shooting Guard Jaylen Brown and Power Forward Jayson Tatum, two superstars who’ve led them to great success. Furthermore, the recent additions of Center Kristaps Porziņģis and veteran Point Guard Jrue Holiday have added to the dynamic offensive prowess and combined effectively with the returning guard Derrick White. So far in their playoff run, the Celtics have beaten both the Miami Heat and Cleveland Cavaliers in five games, and don’t show any signs of slowing down. Even without Porziņģis in the Cleveland series, they dominated on both ends of the court and rarely seemed doubtful of victory.
The Indiana Pacers reached the NBA playoffs for the first time in four seasons. The Pacers have had a tough road to the Eastern Conference Finals, beating the 3rd-seed Milwaukee Bucks in six games, then the 2nd-seed New York Knicks in 7. Much of their success this season is attributed to point guard Tyrese Haliburton. Haliburton’s 2023-24 campaign is one to remember, as he leads the NBA with assists and averages 20.1 points per game. The Pacers acquired veteran Pascal Siakam in a mid-season trade with the Toronto Raptors to provide a reliable second option. Siakam was a great pickup, as he provides playoff experience to a Pacers team that’s on the younger side. This season he’s averaged 21.7 points per game and 7.3 rebounds, giving Haliburton a reliable option.
Timberwolves. The Mavericks have gone on a remarkable postseason run as the 5th seed. They won both their playoffs series in 6 games, against the 4th-seeded Los Angeles Clippers, then the seemingly unbeatable 1st-seeded Oklahoma City Thunder. The Mavericks have relied on superstar guards Luka Dončić and Kyrie Irving throughout the season, with Dončić averaging 33.9 points per game and 9.8 assists per game, and Irving averaging 25.6 points per game and 5.2 assists per game. Dončić and Irving earned criticism early in the season, as the two were both primary ball handlers and had trouble balancing their play styles. However, later in the season, they found chemistry and a system that brought the Mavericks to the Western Conference Finals.
The Minnesota Timberwolves have been led by young superstar Anthony Edwards. Edwards has averaged 30.2 points per game throughout the playoffs, leading the Timberwolves to victory past two contenders: the Phoenix Suns and the Denver Nuggets. The Wolves have two of the best big men in the league in four-time AllStar Karl-Anthony Towns and four-time Defensive Player of the Year Rudy Gobert. These two are also key players for the Timberwolves, as they allow Edwards to stretch the court and fulfill his offensive potential, while they do the grittier work on defense. The Timberwolves are a strong team but will surely be challenged by Kyrie Irving and Luka Doncic’s undeniable chemistry.
Prediction: Mavericks in 6
NBA Finals
The Celtics have been dominant throughout the regular season and playoffs, and I see no signs of that stopping. Even if the Pacers manage to quiet Tatum and Brown, the rest of the Celtics team is so reliable that they shouldn’t have a problem winning a spot in the finals.
Prediction: Celtics in 5
In the Western Conference Finals, the Dallas Mavericks are facing the Minnesota
My predictions set up an NBA Finals matchup between the Boston Celtics and the Dallas Mavericks. Both teams haven’t won an NBA championship in over a decade, but this could be their year. They both have some of the best backcourts in the NBA, which is why the series comes down to Irving and Doncic vs. Tatum and Brown. The Celtics have a much stronger supporting cast around them and consistent impact substitutions. However, I believe that Dončić and Irving will find a way to get past the Celtics. The duo is scoring and assisting at such a high rate that I don’t think the Celtics will be able to handle them in the end. I can confidently predict, however, that this will be a competitive series, and fans are in for a treat. Prediction: Mavericks in 7
Who would have thought that 12 years could go by so quickly. Poly has been my home for so long. It will be strange leaving, but I think I’m ready. I’ve made my mark on this place. When I first started this blue devil comic strip in 2021, I did not think I would even get to 5 issues, but here I am with 20. It truly was a pleasure making people smile and laugh every month for the past few years. To everyone who has these comics pinned up somewhere, I just want to say thank you. I would also like to thank Ms. Allen because I don’t think I would have ever made the first issue if it weren’t for her support. With all that said, I would like to formally pass the torch of the chief cartoonist to Selena Wu. Good luck!
