February 2013

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GAY-STRAIGHT ALLIANCE

Thursday, Feb. 28 2013 Volume 31 Issue 6

PROJECT FOCUS

page theROYAL

good karma project earth club

THE CHANGE MAKERS

OPERATION SMILEC-spread C-spread8-9 8-9

People have come to misuse the word, ghetto. The definition is a part of a city, occupied by minority groups. This ignorance has become real.

-Caroline Ravits

opinion 6

A new take on hot or not

variety 5

Royelles dance their way to the Target Center

By Bradley Kaplan Staff Reporter Thirteen teams lined up in single file lines, each dancer squeezing the hand of the girl in front and behind her. The gym was silent, hundreds of fans were on the edge of their seats awaiting the results.

Suspense filled the air while all of the teams were waiting to hear if their school’s

name would be announced.

“All I was thinking was ‘Hopkins’ and hoping to hear my team’s name. I knew that if we didn’t hear our name for third place in Jazz we were out. I was so anxious and had never felt more nervous,” said Emily Costa, senior captain.

The Hopkins Royelles Dance Team got the news they hoped for. They had won third

Emily Costa Sydney Rosenzweig

Tate Brown Sedona Timm

place in the Jazz competition in the Section 2AAA meet at Wayzata High School, and were headed to state. This is the first time the Royelles had made it to state in Jazz since 2007.

“Hearing our name called for third place was amazing. The best part was the excitement in my teammates eyes and hearing our fans go crazy, all of our hard work has paid off,” said Sydney

Sedona Timm Photos by Roxanne Kreitzman

Rozensweig, junior captain.

In the Kick competition, the Royelles finished in fourth behind Wayzata, Maple Grove and Chanhassen. Chanhassen beat out Hopkins for the third and final state qualifying spot by three points.

With eight judges in the Section 2AAA meet, each judge scores every dance out of 100 points. The Royelles Kick dance was graded out of a total of 800 points, and was three points away from making it to state in Kick as well.

The Royelles normally practice six times a week, which is a big commitment for the girls.

“We ask a lot of each dancer and expect nothing but their best every day. They are eager and coachable dancers, which makes my job easier,” said Ms. Marit Green, head coach.

Before qualifying for State, the Royelles felt like they already had a very successful season. Hopkins finished 2nd in most Lake Conference meets competing against Edina, Eden Prairie, Minnetonka and Wayzata in both Jazz and Kick.

“We found our groove in our first meet we had in Shakopee when we finished second in Jazz. It showed us our potential for the season to come and gave us high hopes for the future,” said Rachel Hall, sophomore.

The Royelles were one of twelve teams to qualify for State. The Royelles were ready to compete against the top teams in Minnesota.

“Dancing at Target Center was intimidating but having so much energy in the building was amazing,” said Maddie Renneke, senior captain.

Hopkins wasn’t fazed by the big stage of Target Center and advanced to the final round with six teams advancing.

“We thought we had a chance to make it, but when they actually announced our names I was in shock,“ Renneke said.

In the final round, the Royelles finished in fourth place behind Maple Grove, Wayzata, and Eastview. “Finishing in fourth place put the finishing touch to our season,“ said Claire Miller, senior captain.

The Hopkins Royelles Dance Team feels accomplished with how their season turned out, which was capped off by a trip to state.

“This has been the most amazing season I could ask for. The dances, the coaches, the team, everything was amazing,“ Miller said.

methods of teaching, educators throughout HHS have begun experimenting with the flipped classroom, delivering instruction on-

line outside of class and transferring reinforcement into the classroom. In this new learning environment, learning is available at any time, in any place, and at any pace.

By implementing the

flipped classroom, students are continuously connected with resources and communicating with peers and teachers via online discussion. The classroom is redesigned to provide more collaborative group-work, imitating the University of Minnesota collaborative model.

Flipped classrooms function to develop critical thinking and problem solving, initiative and self-direction, and productivity and accountability. In a traditional classroom, students depend on teachers and do not develop the ability to apply knowledge nor analytical thinking. Preparing you for the future, the flipped classroom forces independence, a skill future employers and businesses search for.

Flipped classes present a new method of learning

cla ss ro om ...

a software and training program endorsed by Bill Nye the Science Guy. Finding an alternative to the traditional

to the computer

th e

As Jacob Elias, sophomore, leaves his science classroom, he is relieved and stressfree. Like everyday, he has finished his homework in class.

To justify Elias’s productivity, his science class models a flipped classroom, a newly established teaching method. In a flipped classroom, content is presented outside of class, and “homework” is completed during class, using the teacher as an individual coach rather than a lecturer.

Many factors influenced the creation and adoption of the flipped classroom model. However, two specific innovators, Jonathan Bergman and Aaron Sams, played a key role by ini-

tiating the Flipped Learning Network, writing a book, and producing momentum. Locally, a company in Minnesota, Sophia Learning, has operated with Capella University to create

Fr om

By Tobie Soumekh Staff Reporter

Sam Bloomfield, senior, and Eli Badower, junior, illustrate the changing nature of our classrooms. Bloomfield works with paper and pen, while Badower works on a laptop.

Photo by Ursula Arhart

-FLIPPED CLASSES continued on page 3

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RPThursday, Feb. 28, 2013

Politics in the school

By Isaac Fisher Copy Editor Like many HHS students, Marra Clay and Emma Schroer, seniors, were stirred and excited by the events from our last election cycle. Along with Caleb Hausman, senior, they committed much of last summer to volunteer work with Organizing for America, a community outreach project of the Democratic National Committee.

Clay, Schroer, and Hausmann gained behind-thescenes access to the political campaign process of a rather high-stakes candidate: then president-elect Barack Obama.

The Minneapolis chapter of Organizing for America had ongoing efforts all over the Metro area, including various fundraisers, solicitations, phone drives, and youth outreach programs.

The three students were especially involved with efforts to reach and educate younger voters in the area. Many potential voters were seniors in high school, and were now able to vote for the first time.

“We worked to encourage students to register to vote. It was our way to do our part, and be involved in the process,” Clay said.

After meeting many likeminded peers from around the Metro area, the students were inspired to bring their experience and efforts closer to home, directly to HHS. “I wanted to connect our work with Obama’s campaign through a student club,” Hausman said.

Hausman filed the necessary paperwork to form a club where those interested could help campaign for Obama at the student level. It would also be a place where students could come together and share their thoughts on the election, and politics in general.

To their surprise, administration denied the request to organize the club, which they determined to be too political and controversial. “I was confused,” Clay said. “I know of other schools in the area who have similar clubs.”

Student organizations which, promote a variety of beliefs and views, are sanctioned and supported by HHS, such as the Agape Morning Bible Study, the Muslim Student Association, and the Gay Straight Alliance. The three students wish that their club would be met with the same openness and recognition.

However, the District follows well-defined guidelines when it comes to the involvement of students and staff in political matters. Code 995 states that “the district will maintain neutrality as to campaigns and issues” and that it “will not expend public funds or resources to advocate for particular candidates or for only one side of a controversial question.”

Mr. Trenton Lawson, associate principal, is in charge of student organizations at HHS. “There is a proper process in place, and each club is taken case-by-case,” Lawson said.

Any club at HHS requires room space, and a supervisor to oversee its members. “After 2:35, the building belongs to the District,” said Ms. Patty Johnson, principal. All clubs are under the rules outlined by the district, which means that clubs which promote only one political party are not allowed.

“Our goal is to make sure nothing is going to offend anyone,” said Johnson. Administration found it possible that students would not care for the club’s one-party theme.

“In the case of this particular club, a bi-partisan club would have been allowed,” Johnson said.

These explanations did not

fully clear away the confusion for Clay and Schroer, who were aware of a similar club which existed at HHS only a few years ago. It was called the Young Liberals’ Club, and it was supervised by Ms. Kathy Nelson, mathematics.

The Young Liberals’ Club ran from the 2010 election cycle until the end of 2011, and was very active in the greater community while it existed.

“It was amazing to me as a teacher,” Nelson said. “These students were driven and passionate about what they were doing.”

The club, who described themselves as “a group devoted to progressive thinking, helping others, and exchange of ideas,” held numerous fundraisers for political and charity organizations. In February of 2010, they even arranged for State Senator Terri Bonoff to come and address the club personally.

After the class of 2011 graduated, the focus of the club became less political and more aimed at humanitarian and volunteer work. This in turn led to the creation of The Good Karma Project, a year-round club whose members carry out similar work for the community and world as a whole.

The District has chosen not to allow politically-based student organizations, and it is allowed to do so under Minnesota state law. However, HHS students have formed over thirty clubs which provide opportunities for a wide variety of expressions and outof-school interests.

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RP Thursday, Feb. 28, 2013

Flipped classes present a new method of learning continued from page 1 Although the possibility of a flipped classroom has sparked discussion and disagreements, Mr. Anthony Padrnos, mathematics, has tested the system with his classes and offers a perspective on its potential. “The teacher’s role changes from the sage on the stage to the guide on the side. Teachers are able to further understand students’ skills and abilities with the capability to engage in individual interaction,” Padrnos said.

Because limited concept engagement is available in the traditional classroom, student success can suffer. According to statistics presented at the flipped class Conference 2011 attended by Padrnos, prior to utilizing the flip at Clintondale High School near Detroit, 50 percent of freshmen failed English, and 44 percent failed math.

When instituting the flip, only 19 percent of freshmen failed English, and 13 percent failed math.

The accessibility of online video and expanding student availability to technology has increased the prospects for flipped classroom models.

With the dependence on technology, households lacking Internet access could have a difficult time participating.

“In a survey conducted with

half the sophomore class, only two students responded that they do not have Internet access at home,” Padrnos said. “For such students, teachers are willing to burn videos onto DVDs or flash drives and checkout laptops or hotspots to eliminate this issue.”

Mr. Mike Harris, science, says he feels somewhat uncomfortable giving kids freedom and has doubts about the system, but ultimately senses good feelings about where it will go.

He has observed that as far as outcomes, exams, and quality of work, there is no difference, but the flipped classroom is more appealing to those on the lower end of the spectrum who need to revisit content.

“For me, the flipped classroom started mainly to produce videos as review for MCA testing and it became an unintended consequence,” Harris said.

“It transformed into a risk that changes the future and generates a lot of unattractive attention.”

Students appreciate the teachers’ risks and recognize their desire to produce better performance. “The change is hard to adjust to, but once you adjust, it is much more effective learning. I really enjoyed the independence,” Elias said.

Not all students have come to enjoy the change as Elias has.

“I enjoy independence to a certain extent, but when I’m with the teacher, I want him to be teaching me,” said Max Rosen, sophomore. “I don’t feel that I’ve learned as much in science this year because I taught myself, instead of the teacher.”

Without a traditional classroom, lecturing time is unavailable. “Lecturing time is valuable; for learning to be successful, a human relationship is important,” said Mary Evon, sophomore. “It’s easier to learn from a person, than a website.”

Several students find themselves unmotivated to complete their work in a flipped classroom. “The flipped classroom gives you no incentive to do work outside of school,” said Cassidy Coats, sophomore. “Because most students never learn the material, it’s hard to understand the activities in class and succeed in tests.”

Padrnos was given an opportunity to respond to this criticism. “Because I have quizzes and tests on my videos, I know who doesn’t understand it before they walk in the door.

I individually meet with those kids and reinstruct to assist with application,” Padrnos said.

Padrnos has discovered that students are more inclined to complete their homework if it consists of watching a video instead of completing prob-

Mr. Mike Harris, science, is helping Luke Dolan and Josh Kuehmichel, sophomores, with their work. This is the format of flipped classes such as these.

Photo by Roxanne Krietzman

lems. Through Infinite Campus, teachers can track whether students watch the videos and explain to parents why their student is struggling or succeeding.

Within HHS, the flipped classroom is currently employed in Padrnos’ Geometry classes and Harris’s Biology and Anatomy and Physiology classes.

Concerning expansion, it’s a

teacher driven movement. Interest is growing throughout the district, and with the one to one iPads at the junior high, several junior high teachers have begun exploration.

“I feel strongly that as education progresses in the future,

instructional practice will also

change into models that will create more individualized stu-

dent centered learning environments,” Padrnos said. “Whether the flipped classroom model will be the path or not that is yet to be determined; however, the potential that a flipped classroom model has for transforming the way we approach student learning and individualized instruction is great.”

Graduation requirements change for the class of 2015

By Isabella Weisman Staff Reporter The class of 2015 in schools all around Minnesota may feel more pressure with the new science requirement to take either Chemistry or Physics during their high school education.

The change is minor for HHS because Chemistry or Physics have been popular choices for previous students to choose as their two science credits.

“Considering that we have had to take science since seventh grade, adding it as a requirement didn’t change much for us because we haven’t had it any other way,” said Claire Miller, sophomore.

Why the requirement is

being enacted only now after students have already chosen to take these classes by themselves is questionable.

“About five or six years ago, the state made it known that they wanted students to take not just two science electives, but credits in either Chemistry or Physics,” said Ms. Alyson Purdy, science.

The requirement has been helping the education rankings of HHS and Minnesota increase.

“There is a push from the national level to improve American students’ progress and knowledge of science to make us more competitive in the field of science,” said Mr. John Samller, science department chair.

According to the American Diploma Project (ADP), a

program that seeks to improve student achievement for the demands of college, the most beneficial science classes are Biology, Chemistry and Physics because they cover the widest variety of sciences.

The requirement intends to give students in Minnesota more lab time and expose students to all types of sciences.

The ADP is becoming successful in expanding their ideas to schools all over the country since they believe most students are lacking quality education.

With Biology already being required, HHS will achieve the standards of the ADP with the new requirement.

Limited education has also affected students’ scores on standardized tests.

Because Physics and Chemistry appear

on the science portion of the ACT, the ADP believes that the new requirement will be beneficial to students in boosting their science and overall scores.

Also, most colleges require a certain amount of credits in each subject to get admitted.

“Because some students are now being told to take these classes, they will be in a better position when applying to colleges and colleges will acknowledge that the student took challenging classes,” Purdy said.

“A main goal of HHS is to have students college-bound.

The reality is, colleges want to see students taking Chemistry or Physics,” Sammler said.

“Students will become more competitive when applying to colleges.”

While most colleges don’t

specify which science classes should be completed in high school, public schools like the University of Minnesota and private schools say that they would recommend and/or require four years of science for admission.

Students that were already going to take one of these two classes anyways won’t be affected by the requirement. They will only benefit from the class content.

“I didn’t know about the change until right now.” Miller said. “I personally was planning to continue taking science because it may be helpful when I am in college.”

Most students recieve their credits in this way already. “Only a sizeable group of students had previously gotten their science

credits via other routes like taking one of two credits in different environmental science courses and one credit of as-

tronomy,” Sammler said.

Students who would normally prefer to obtain their science credits these ways have an option to take Physics or Chemistry at a similar rigor and pace as the environmental science and astronomy courses.

Students either already do or will recognize that Chemistry or Physics will help them be more advanced in their preparations for future education.

“Even people that are going to major in business or anything that seems like it won’t involve science will look better when applying to college because they have challenged themselves,” Purdy said.

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RPThursday, Feb. 28, 2013

Registration switches to online for the first time

By Danielle Fogelson Staff Reporter Every year, students at HHS are given the opportunity to register for brand new classes.

This year, students were not only given the option to register for a new class, they were also given the option to register in a new way.

Rather than switching to a registration system that is strictly online, HHS set up a hybrid model of registration, giving students the option to register online through Infinite Campus or by turning in a registration sheet to their advisor. All students still submitted a paper registration, and those that weren't already registered online were registered by their advisors.

Requiring students to turn in a registration sheet, even if they

registered online, was a precautionary measure the school made in order to ensure everyone signed up for the right classes.

“All sheets needed to be turned in because someone in the main office is going to check every single one to make sure that what’s on the paper is what’s on the screen and that there are no mistakes,” said Ms. Jan Jodock, guidance counselor.

The old registration system at HHS required students to only submit a registration sheet to their advisors. The purpose of replacing the old registration system with the new, hybrid model was to give students more responsibility and participation while registering. A registration committee consisting of teachers and administrators was set up to research online registration.

“We actually spoke to seven

different districts about how they do their registration. We did a good amount of research,” said Mr. Adam McDonald, Associate Principal.

The committee found that other schools in Minnesota who do registration online generally get 50-60 percent of their students registered within one day, whereas HHS was getting 8085 percent of their students registered in one day with the old, paper and pen system.

“Based on what we heard we were nervous, but we wanted to set up a hybrid model to see how our percentages would shake out,” McDonald said.

The committee set up a website to guide the registration process. The website included a timeline of dates relating to registration and numerous videos and links.

“I wish I had known that there was a website to help me with registration because I would have taken advantage of it to gather information. I had a lot of questions, but it was hard finding a counselor with time to meet with me,” said Paige Newman, sophomore.

Staff members at HHS are aware that informing students about online resources is often difficult. “It’s one thing to get the information out there, but its another getting everybody to hear it. There was a disconnect,” Jodock said.

Another way in which HHS educated students and families about registration was changing the annual Curriculum Night into Registration Information Night. Curriculum Night’s focus was on incoming sophomores, whereas Registration

Information Night focused on sophomores, juniors, and seniors.

“We’ve gotten some really positive responses from parents about online registration. Parents contacted me thanking me for doing online registration and saying how easy, simple, and seamless the whole process was with all of the information that was available online,” McDonald said.

While there weren't any significant problems with online registration, the percentage of students registered in one day was not as high as it had previously been with the old registration system. Only 25 percent of sophomores and juniors took the opportunity to register online, and between the students who registered online and the students who just turned in a sheet of paper, only 60 percent

of sophomores and juniors were registered within one day.

“I anticipated some low numbers, but I thought it would be higher,” McDonald said.

Despite the outcome of this year’s registration, the goal of the registration committee is for registration to be completely online in the future. In order for that to happen, the school will need a few more years to experiment and evaluate their results.

For McDonald, having a high percentage of students register is more important than the technology component.

“If I need to go back to strictly paper and pencil to get better numbers, I will. Technology, when it comes down to it isn't as important, but I’m willing to continue to push the online envelope and try it for a couple of years,” McDonald said.

country. Keep the Drive Club was also recently given a $5,000 grant from State Farm and is utilizing it to help enhance the club.

Keep the Drive Club is currently trying to sponsor prom week and host educational sessions in school about distracted driving.

Student leader Alex Guggenberger, senior and club leader, reformed the club after his brother and friends developed the club three years earlier.

“I knew a friend who had a friend get hit by a distracted driver about three years ago.

That compelled me to wake up and say this is actually a huge problem. More kids have become aware and are interested in learning about distracted driving, and I got the club back together and it’s really grown,” Guggenberger said.

Keep the Drive Club increases student-to-student contact about important, relevant topics and influences the HHS student body in a positive way.

“A student telling a friend about [distracted driving] shows that they care, they feel for them, they want them to be safe when they’re driving,” Guggenberger said.

Keep The Drive sponsors events with the Student Wellness committee, as well as by

themselves, to promote and educate about safe driving. Students are informed about the statistics and dangers of distracted driving.

Mr. Anthony Padrnos, Math department and club advisor, believes that the club has grown tremendously.

“We started the club with about six or seven people and we have seen the club grow from the two years it has been running again. They [the club] have also brought in more juniors and seniors which will give us momentum to keep the club going even after all the seniors are gone,” Padrnos said.

The State Farm sponsored event “Celebrate the Drive” welcomes the Keep The Drive Club, as well as many other schools. 14 participating schools are granted $100,000 and 14 individuals are given free cars, although nobody from HHS won.

Guggenberger believes that some ways to combat texting while driving are “to be disciplined, you have to not text while driving and to stand up for yourself.”

Car crashes are the number one killer of all Americans from ages 1 to 34, with teens crashing four times more than other drivers. Texting while driving, also, increases the risk of crashing by 23 times, according to Star Tri-

bune and Allstate.

“I’m not saying this club is going to stop everything. It’s

making people aware and to show everyone that distracted driving is a problem, and hope-

fully people will think twice about texting while driving,” Guggenberger said.

Alex Guggenberger reforms Keep the Drive Club

By Kelly Rhodes Staff Reporter

Every Wednesday morning, eight seniors, two juniors, and one sophomore get to school early to meet with each other, all of whom are involved in combatting texting while driving.

Meetings are all about wanting to change the way HHS drives.

Keep the Drive, a club about distracted driving, attempts to take on the task of holding drivers responsible for keeping their eyes on the road, not on their phones.

At meetings, “we talk about different events that are coming up, like prom and other stuff we want to do. We also discuss different ways for safe driving and how to teach those ideas throughout the school,” Taylor Beckenbach, junior, said.

All around HHS, there are student drivers who stay safe while driving, but there are many who fall victim to constant distractions. In Minnesota, there were 1,300 tickets given in 2012 for texting while driving. 368 drivers died and suffered consequences worse than tickets and fines, according to Star Tribune.

Club members meet on Wednesday mornings before school and discuss texting while driving events that are happening throughout the state and

the

RPThursday, Feb. 28, 2013 variety 5 Students find an alternative second quarter setting Just days after the rockets from Gaza hit Israel, three HHS students departed to Alexander Muss High School in Israel to expand their cultural borders

By Julia Burke Staff Reporter

Last term, three students took an eight-week journey to a very culturally diverse place in the world.

Noa Parker, Max Wolk and Josh Margolis, juniors, embarked on this journey with the hopes of finding a deeper connection to Israel and going on an experience that they would always remember.

This program brings students to study abroad during the school year or summer. The goal of the program is to provide students with an experience that will affect both their outlook on life and teach them skills that will help them in their futures.

As the students were in their final days of preparing for their trip, they were thrown a curveball. Just eight days before their trip rockets from Gaza struck Israel. They fell just south of Tel-Aviv.

“I wasn’t nervous, but my parents were at first,” Wolk said.

His parents contacted Muss and were told that they were far enough away from the missiles

and reassured them that safety would not be an issue.

“Muss takes it seriously and puts safety at the very forefront.” said Ms. Sara Garcia, Head of AP and Exceptional Learning Program at HHS. The weeks before the trip, these students spent two of their blocks during school in the Media Center. There they were able to get ahead in the classes they would be missing and prepare for their trip. All three students needed to work on their AP classes and keep up with the course while they were away with the help of a tutor, specific to the course they were taking at HHS prior to the trip.

In Israel, the students were joined with other high school students from all around the world. They were greeted into a walled-in High School where they did their classroom learning for four hours everyday, except Saturday.

Some days, the hours after learning their classroom material, they would meet with their tutors and get some of their HHS schoolwork done. The

things they learned about in the classroom were later experienced on several field trips.

The students on this program were together each day of the trip and were able to develop relationships with students who they would not have had the opportunity to meet without this program. Along with their relationships with the other students, they were able to make strong relationships with their teachers. Students had such close relationships with their teachers that they would call them Savta(grandmother in Hebrew) and Saba(grandfather in Hebrew).

During the eight weeks of their trip, the students gained the deep connection to Israel as they had hoped, but they also were able to take back an understanding of their own personal identities. Students came home with a new perspective on the world around them.

“In Israel, no one takes anything for granted, everything Israelis have they have fought for and in America, a lot of things are handed to people on

a silver platter,” Parker said. Students mentioned that coming home was a big adjustment as they had been living in a place so culturally different from the United States.

All the HHS student’s from the program were able to rejoin their classes coming home.

Their tutors in Israel prepared them well enough to take quizzes with their HHS classmates on time.

Despite some fear before the students left they came back feeling so confident in their safety in Israel.

“By the end, I wanted to fight more than hide.” Parker said.

Students mentioned that after this experience they felt a deep enough connection to go back and live in Israel. They were given an opportunity to learn about a new culture and experience the world in a brand new perspective.

“Muss was a very positive experience, I miss it everyday. I feel a much stronger connection to the state of Israel as a whole.”

Wolk said.

1

Photo by Roxanne Krietzman

1. Noa Parker, Max Wolk, and Josh Margolis, juniors, all spent eight weeks in Israel where they attended Alexander Muss High School.

2. Noa Parker and Max Wolk, juniors, are seen here riding a camel in the Negev, a desert in Southern Israel.

Photo provided by Noa Parker

2

New take on "Hot or Not" gains popularity among students

By Domitille Biehlmann Copy Editor An entertaining new way to break the ice has surfaced at HHS. The new take on the Hot-or-Not concept has emerged through Tinder, a new online dating app.

Tinder is a dating app that connects users with their mutual interests. It then offers an introduction if they reciprocate by liking that users profile as well. However, it is anonymous until both users have liked each other’s profiles.

It connects users to their Facebook accounts and builds a brief profile. With a combination of interests, friends, and location it will show users other pictures of users. The connection to Facebook, for some, alleviates concerns of complete strangers.

“I like having it connected to Facebook because then you know that the people are some-

what your age. If you have a lot of mutual friends I usually say yes to them,” said Sarah Hedberg, senior.

To begin, Tinder users select four pictures of themselves, typically Facebook profile pictures.

From there, they begin the process of liking or disliking photos of an individual within the radius they selected.

“It’s fun to like people and see who you match with, I don’t think people will match like Match.com or eHarmony, though,” said Ty Johnson, senior.

Once users anonymously like or dislike a persons pictures they move on or skip to the next suggestion. If they like a particular individual and that individual happens to have liked their profile too, they are matched together.

However, if someone likes a profile and the receiver does not reciprocate by liking their profile, they are not matched.

This part of the process remains anonymous as well.

So, if someone comes across a person and chooses to dislike someone that liked them previously the person does not receive a notification. If they are not matched they are not informed that they were rejected either.

Tinder has a fairly similar concept to many online dating sites. However, it is a much simpler manifestation. Some say that it simply offers a modified version of “Hot-or-Not” rating.

“I got the app because a lot of my friends had it. After a few days, though, I got a little creeped out. I don’t really like the idea of it because I don’t think it’s very safe,” said Elli Nelson, senior.

Once people are matched they have the opportunity to chat with each other privately on the app. From there the app has served its purpose.

Requiring both users to like each other also assists in adding privacy for the app. Messaging and further viewing of the users profile is limited until the users mutually like each other and create a match.

The Tinder app is purchased for free on the Apple store and can be used on iPhones, iPods, iPads, and other devices with access to the App store. The app offers a location tracker with which the user can select how far away he/she would like to meet their match. Once matched, it will not show their location but rather the distance at which they are from the user.

The App has made ten million matches. So far, 70 percent of matches engaged in conversation. With 100,000 users checking in each day and a 750 percent increase in the past month, the statistics for the app are looking good, said Sean Rad,

co-founder of Tinder (Washington Journal).

“I think the app right now is just for entertainment, at least with most of the Hopkins users and the people that I have talk-

ed to on it. It’s not that people couldn’t seriously match with other users, but it’s more because of the demographic that the app has appealed to,” Hedberg said.

It’s fun to like people and see who you match with.

-Ty Johnson, senior

Photo by Domitille Biehlmann

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RPThursday, Feb. 28, 2013

Why do students drool in school?

HHS team spirit becomes offensive Subliminal messages in clothing can be hurtful Racism is still alive.

Recently at HHS, people have taken athletic spirit a different direction.

Typically animal and full color theme has been done for spirit. but in the middle of February, the boys nordic ski team decided to do a spirit day that went over the line.

The amount of disrespect was concerning. The boys used a stereotype of wearing oversized pants, wife-beaters, gold chains and do-rags as their spirit. Some took it as ghetto spirit day. That’s when the term “ghetto” was thrown out.

People have come to misuse the word, ghetto. The definition is a part of a city, occupied by minority groups. This ignorance has become real.

The term minority has become misused as well. When talking about race, many people mistake race for ethnicity.

In my case, I am Paraguayan which makes me a Latina. People classify me as Mexican when I say Latina, but they are not the same.

When I walked through school that day, I questioned it. I wondered what theme the team was doing, but no one would give me a direct answer.

Some thought it was funny but others found it offensive. The people who thought it was humorous didn’t realize how this stereotype may effect other people.

People are insensitive to the idea of race because as humans we have learned to not notice or confront somebody on something that may offend us. We may feel that it’s right to, but others let it happen because it’s too much extra work to speak out of something that they feel is unfair.

I feel that it’s socially unfair to do this type of spirit at the school, only because it is offensive to people. During high school it’s important to remember to watch what you do because it can end up hurting others.

February, as Black History Month, has been around since the early 1900’s. This month is set aside to honor, learn and celebrate achievements of black people. This theme was done during this month that is recognized, which makes it hard for me to believe that they didn’t think it would offend people.

It’s horrible how stereotypes have become a humorous things for the people we surround ourselves with, but it has become something that people have normalized.

People are insensitive to the idea of race because as humans we have learned to not notice or confront somebody on something that may offend us.

Caroline Ravits is a staff reporter for the Royal Page

Photo by Roxanne Krietzman

Although I would be lying if I told you that I have never fallen asleep in class, you would be lying if you told me it was entirely my fault. HHS school hours clash with the natural sleep patterns of high school students.

Many students’ personal experiences are enough to hint at this conclusion; exhaustion in first and second block, exhaustion in third and fourth block, falling asleep in class, or even falling asleep shortly after school. Of course, there is more to this conclusion than a jumble of personal experiences.

Studies by the research group of Dr. Mary Carskadon, Director of Sleep and Chronobiology Research at E.P. Bradley Hospital in Rhode Island, show that adolescents have natural sleep patterns that differ from those of children and adults. According to these studies, melatonin secretion for teens starts and stops later than it does for children and adults. Melatonin is the chemical released

in the brain that causes sleepiness.

Therefore, early school hours force students to try to learn material when, according to basic biology, they should still be in bed.

This repetitive routine builds up a sleep debt, and can have negative effects on health and performance.

“I’m tired in second block, third block, and fourth block. First block too, actually. It makes it more difficult to engage in classroom activity,” said Pablo Alguindigue, junior.

Many people automatically jump to the idea of going to sleep earlier. However, basic biology cannot be altered, so the only solution to this problem is later school start times.

“Increasing numbers of studies conducted in various parts of the country show that a change in the start time of the school day can make a significant positive change in the lives of students,” said Dr. John Cline, American Board of Sleep Medicine.

Later start times have already been implemented into several schools in Minnesota, including Edina High School.

Initially, parents in Edina were concerned with the effect that later school start times would have on things such as athletics, bussing, and child care.

However, according to an Edina parent survey held at the end of the first year of implementation, 92% of parents prefered the later start time. In addition, dropouts decreased and students reported earning higher grades.

It is not a question of whether or not this change would be effective; that much is already proven. It is a question of priority. What is more important to our community: preserving daily schedules, or preserving students’ health and learning ability?

The answer is clear to me, and I hope others feel the same.

Ryland Dorshow is a staff reporter for the Royal Page

Women’s combat role is expanded While people celebrate turning 18 by going to a casino or buying a lottery ticket, I acknowledged my birthday by heading into a recruiter’s station.

I walked out of the recruiter’s station content that I would one day serve my country as a Marine. Unfortunately, I was constantly reminded by the recruiters that many jobs were closed to me due to my gender.

While watching the news a couple of weeks later, a 30 second news brief changed my life. The Secretary of Defense announced women could now be allowed in combat.

Women could now serve in all ground combat units such as infantry, tanks, special forces and special ops. Female medics would also be allowed to be assigned to these units. I read everything I could on the new policy and what the change fully entailed. Through my research I learned that the draft process would remain unchanged.

This bothered me.

Currently, every male living in the U.S. must register for the draft. Failure to do so and convicted could be up to a $250,000 fine and up to 5 years in prison according to the Selective Service System’s (SSS) website. The website also stated that men who fail to register could be denied federal student loans, citizenship, federal jobs, and federal job training programs.

If we as women want true equality, we must be held to the same standard. We should have to register for the draft because we are

equal citizens of this country.

Not forcing women to register implies that women should just stay at home and not be concerned with our national security. Now that women can fight as an equal member of the military, our country has finally realized that everyone should have the same right to defend our nation’s freedom.

Registering for the draft does not guarantee anyone to actually go into combat or even go into the military. It has only been used in times of severe emergencies such as World War I and World War II. During these emergencies, we should all be running to defend our nation, not away from this honorable duty.

Having women registering for the draft is the only logical next step for our nation’s military. We were all created equal and now we should all finally be treated as equal.

We as a country were founded upon the ideals that, “All men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”

When this was first written, it only applied to white men. Are we going to argue now that it still only applies to that same group of people?

We are all created equal and we all deserve the right granted to us by our nation’s first leaders.

Stefanie Gedan is a staff reporter for the Royal Page

opinion 7

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RPThursday, Feb. 28, 2013

Students missing out on Phy. Ed. opportunity “There was sweat, no tears, only a finger workout,” said Rachael Gotlieb, senior. Gotlieb is one of the many students at HHS who have participated in the various online classes sponsored by Northern Star which also earns a HHS credit.

“I took an online gym class my sophomore year instead of the conventional option that Hopkins has,” Gotlieb said. For her, it was a better option after an experience her older sibling had the year before. “My sister, who is very athletic, had a hard time in gym due to the fact she couldn’t get her heart rate up to 145,” Gotlieb said.

In my opinion, no one should take online physical education. Everyone is at different physical fitness levels, and the only way to get better or stronger is by facing it and trying your best.

Not to be cocky, but I feel very in shape, and I have trouble maintaining the minimum heart rate of 145 for 30 minutes. After the workout, I am also sore for the remainder of the week.

Some students feel HHS should also offer options for student athletes who may have a harder time getting their heart rate up. “It seems unfair to punish people who can’t get their heart rate up

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10 9 8 7 6 5 4 3 2 1

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due to the fact they are already in shape,” Gotlieb said.

Students who are in better shape have a lower resting heart rate and have to work much harder to get it up. I remember students being able to walk the heart rate for the full 30 minutes, where as I had to run miles before I was done.

This may seem unfair to somewhat punish people that are more in shape, but in reality it makes perfect sense. The heart rate challenge actually separates everyone to their physical fitness level by making them each run or some walk at the same difficulty for their personal bodies.

Theoretically, we are all working as hard as each other.

The heart rate challenges each student at their own physical level. It wouldn’t make sense for me to be able to walk the heart rate becauseit wouldn’t be benefical. The people walking probably really need the exercise and are getting a lot out of the walking.

Because the School Board felt that students needed to be more active in their daily lives, some physical education classes are required courses for

Fashion trends at

Hopkins High School

Nike takeover

Bling-Bling Reebok “Rebels” 4 day a week girls soccer spirit Puck flo Nothing more important than the Lulu’s Hipster glasses without lenses Kippahs Lunch lady’s polos The gray dancer boot

HHS graduation. Students at HHS take physical education class for granted, and many don’t participate.

“What an advantage to get a credit and exercise during class instead of doing it after school,” said Mr. Vincent Paolucci, physical education.

Being able to exercise during long school hours not only keeps students in shape, but also gets students minds awake for class.

When I wake up in the morning for my first block class it is very hard for me to focus. I probably obtain my full attention around the end of first block. When I had gym class in the morn-

ing, I was fully energized and ready to take on any class that came my way.

I may be sweaty and a little stinky during the day but I felt that I was more attentive during class and had an easier time grasping concepts.

We should feel lucky that our school has so many options of Physical Education class. Instead of complaining about going to Phy-Ed or doing a heart rate, think to yourself to not give up, but to keep going, and you will feel improvement every time.

Joel Ratner is the opinion editor for the Royal Page

Check out additional stories at

royalpage.org

Confidence is the key in life Once upon a time, I stood in a muggy Jewish Community Center room learning dance moves from my 26-year-old, shaggy haired, breakdancing teacher who gave me the best advice I have yet to receive.

“Little homie, it doesn’t matter what moves you do; if you think it looks cool, everyone else will think it looks cool, too,” he said.

This little tidbit from my younger years has taught me to more than any positive image PSA. It has taught me to value unconventional traits in myself and in others. Also, I’m pretty sure that it’s the reason I can wear my hair up in a super strange bun about 300 days a year.

I still believe that confidence truly is key; a large part of attractiveness is feeling good about how you look. Studies don’t show that if your face looks super good, you will have a better day.

But, when anyone gets their braces off, try to tell me they don’t smile with the strength of 5,000 suns.

Though many would like to believe that school has become one big kumbaya circle, that cliques are gone and nobody is judged on their looks, we still place too much value on how attractive someone is.

This is exemplified by a new phone app, Tinder. While I can see how browsing through and ‘liking’ pictures of random people is a fun way to unwind, it’s also a testament to how much we still focus on looks and not who people really are. You could be saying a mass murderer is a hottie cake.

Just putting yourself out there takes tons of confidence. Tinder has the potential to make you feel great or feel horrible about yourself.

You could think you look bomb in your profile picture, but then realize it probably got some pity likes. You might have to be lab partners with the person you admitted was attractive, but they didn’t reciprocate.

On the other hand, people liking how you look could give you a huge confidence boost. In my opinion, self-esteem and success go hand-inhand. Attractive people succeed more because they are more confident in themselves and it carries over to their personality.

Daniel Hamermesh, an economics professor at the University of Texas, authored Beauty Pays: Why Attractive People Are More Successful. He writes, “Perhaps people’s self-confidence manifests itself in their behavior, so that their looks are rated more highly, and their self-esteem makes them more desirable and higherpaid employees.”

Hamermesh’s research also shows that ‘beautiful people’ make 3 to 4 percent more money than a person with below-average looks.

There are 13 protected classes defined by the Minnesota Human Rights Act. These include race, religion, sex, and sexual orientation. What about attractiveness?

This is because attractiveness and confidence go hand in hand. Take the super hip song “Thrift Shop” by Macklemore. The whole point is that you just have to rock what you think is super cool- whether it be a cool mustache necklace or or wearing your hair up in a weird bun.

Attractive people succeed more because they are more confident in themselves

Lily Goldfarb is a staff reporter for the Royal Page

PROGRESS volunteer earth club

project focus

leaders

good karma

Earth Club is led by Ursula Arhart, Rachel Gotlieb, Rachel Alter and Erika Bloomdahl, seniors.

Next year’s projected leaders are Tessa Ruff and Sophia Showalter, juniors.

“

THE CHANG

Five clubs come together to

LUB

Something many people don’t know about HHS is that it is filled with social action and social justice groups: students working together to do good things at school and in the world.

While all the social action and social justice groups work independently on projects and awareness of their own issues, they felt it would be beneficial to form a coalition as a foundation for social action and social justice at HHS. As a coalition, they hope to come together as one voice. “Having all these separate messages coming from separate clubs almost turns into white noise to some of the students,” said Tim Bergeland, Project Focus. “But when students see all these clubs coming together and merging it will have a greater impact on them.”

Several members and delegates from each of the five social action and social justice groups at HHS met to discuss a coalition on Monday, Feb. 11 in the college center.

The members of the coalition went around and shared the projects they were working on and some of their goals for the rest of the year. They discussed ways in which they could help each other out and offered advice on each other’s projects.

“I hope that we can all, by working together, make our project more far reaching within the school so it affects more people,” said Sophia Showalter, Earth Club.

“It will be really cool to have that extra ring of support from other groups and to help each other out with projects and just supporting each other,” said Tessa Ruff, Earth Club.

The idea for the coalition sprung up after Project Focus learned about a connection between climate change and homelessness. The leaders believed connections could be found between all the different group working to do good things in the community.

C H RT

EA

I think it is important that everyone realizes how much we still need to do to save the earth and to reduce our carbon footprint.

-Sophia Showalter

impact

”

The extra bins in the cafeteria are more than extra places to put trash: they are physical proof of the leaps Earth Club has made so far this year. The club works to protect the earth, starting with the community at HHS. As a group, Earth Club focuses on many projects such as the Earth Club board, planting trees for Arbor Day, and planning Earth Jam.

Right, Ruff and Showalter will lead the club next year. “We both joined sophomore year. Weʼre Earth lovers, weʼre tree huggers, thats why,” Showalter said.

Photo by Max Ostenso

leaders

OPERATION SMILE

Project Focus was started this year by Naomi Borowsky, Tim Bergeland and Elayna Shapiro, juniors. Borowsky applied for and received a grant from Youth Venture, a program that funds young changemakers. The club uses the grant money for various projects.

leaders

Operation Smile is led by Liran Furman and Kelly Marble, seniors, and Annie Share, junior. It is part of a network of over one thousand student organizations that run into the national organization of Operation Smile.

“

[Cleft palates] also affect eating and drinking, and, in some countries, theyʼre not allowed to be part of regular society and theyʼre sort of shunned.

-Annie Share

impact

”

Each year, over 200,000 kids around the world are born with a cleft palate. Operation Smile works to raise money to provide surgeries for children with this birth defect. Operation Smile at HHS already raised almost $1500 this year through many different fundraisers such as coin drives and penny wars at the elementary schools, and after the spring concert, hope to reach $2000. The spring concert, Smilefest, is being held on April 12 from 6-10 at the Depot to raise money for the organization.

Left, Share is one of the Operation Smile leaders. “Because its not really super apparent here in the United States, people donʼt really think of it as being a major issue, but millions of kids worldwide have this,” Share said. Photo by Roxanne Krietzman

“

Thereʼs a stigma around homelessness people are lazy, donʼt work hard eno have an addiction problem. Sometime true, but often there are other factors think itʼs good to challenge that stere -Elayna Shapiro

impact

This year, the club created Love in Glove boxes. They called many different stores and companies in the community asking for donations to fill a bag of necessities for homeless people in the community. The bags contained essentials for someone living on the street at this time of year: something warm, a snack, a water bottle, and a list of nearby shelters.

Right, Shapiro and Bergeland are two of the leaders of Project trying to spread awareness of homelessness while attacking the Bergeland said. Photos by Roxanne Krietzman

GE MAKERS

o form an activist coalition “I hope that we’ll be able to find a correlation between all the different social justice/action clubs at the high school and figure out a way to involve the rest of the high school and get people to support not only just the cause of all the groups together but get them excited about each of the individual causes of each of the individual groups.” said Annie Share, Operation Smile.

Group leaders were also excited to have a chance to explore other groups they were not previously involved in.

“I feel like [the coalition is] a really good thing because we have a lot of social justice groups at this high school that have never interacted with each other aside from the kids who go to multiple ones,” said Jae Bates, Gay Straight Alliance. “I’d like to work with a lot of the issues they work with and I know a lot of them want to work with the issues I work with, too.”

Some things the group came up with during the coalition meeting were ways in which social action and social justice could have a larger presence and influence at HHS. The coalition members discussed ways to achieve that: for example reaching out towards the junior high school students and using social media.

“It’s kind of up in the air right now but it will be interesting to see how it all works out,” Showalter said.

Overall, the coalition hopes to create a broader sense of awareness at HHS. “A lot people don’t know a lot about equal rights and the environment, and I think if we can inform people and get them motivated to do something, that would be really cool,” said Elayna Shapiro, Project Focus.

Phoebe Cohen is a staff reporter for the Royal Page

PROJECT FOCUS

s that the ough, or es thatʼs s, and I eotype.

”

Focus. “Weʼre e issue ourselves,”

TEAMWORK collaboration operation smile GO

OD

gay straight alliance leaders

KA

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Being a relatively new club, The Good Karma Project has been working hard to help many different aspects of society.

This year the club is lead by Carolyn Francis and Madeline Johnson, seniors.

“

Weʼre a volunteering club, and we arenʼt really necessarily dedicated to one cause or issue. The thing that makes us a little bit unique is that what we do is determined by the interests of the people that are in the club.

-Carolyn Francis

impact

”

This year the club is working on many different projects such as making blankets for an animal shelter and planning a senior prom for senior citizens.“It’s a little bit less focused, but it’s also good for people who want to explore different areas of volunteerism,” Francis said.

Left, Johnson leads the club along with Francis. “[The most rewarding part] is definitely seeing the end product of different projects we do and getting to know everybody and seeing what their special talents are,” Francis said. Photo by Roxanne Krietzman

GAY-STRAIGHT ALLIANCE leaders

“

Gay Straight Alliance (GSA), led by Jae Bates, junior, is a political social activist group for the LGBT community and works to make a good environment for people in the HHS community.

Having a GSA makes the LGBT community visible at HHS which is important because it lets kids who are still struggling with their sexuallity or gender know that itʼs okay to come out, because thereʼs a support network.

-Jae Bates

impact

”

GSA does many projects, has discussion days, plans events and awareness weeks such as No Hate Week and Ally Week, and attends rallies such as the Freedom to Marry Rally. “Ally Week is a pretty big accomplishment every year because over 300 students sign it and it’s a physical view of how supportive our high school is,” Bates said.

Left, Bates leads the GSA this year. “The most rewarding part of [the club] is probably seeing the end of our projects and seeing how it got us more visible in the school community,” Bates said. Photo by Roxanne Krietzman

10 feature The Royal Page 2012-2013

Editors in Chief Ursula Arhart Lydia Wilson

News Editor Josh Gallop

Opinion Editor Joel Ratner

Feature Editors Naomi Borowsky Rachel Alter

Variety Editor Maddie Shaw

Sports Editors Sam Bloomfield Eli Badower

Back Page Editor Casey Pasko

Photo Editor

Roxanne Krietzman

Copy Editors

Domitille Biehlmann Tarina Gartner Isaac Fisher

Business Managers Tarina Gartner Joe Greene

Web Czars

Thomas Heegaard Sam Hromatka Roy Grossman

Staff Reporters

Julia Burke Phoebe Cohen Ryland Dorshow Alex Felemovicius Danielle Fogelson Stefanie Gedan Lily Goldfarb Bradley Kaplan Daniel Larson Kyle Makey Sam Niedorf Max Ostenso Nate Pasko Caroline Ravits Kelly Rhodes Dan Sheldon Callan Showers Tobie Soumekh Katherine Swenson Isabella Weisman Brian Yu

Adviser

Mr. Kocur The editorial represtents the opinion of the newspaper staff. Views expressed are not necessarily those of the administration, the student body or the advisor.

Signed viewpoints represent the view of the writer. The Royal Page operates as an open forum student publication, and student editors make editorial decisions regarding content.

Advertising information available by mail, fax and phone Annual Subscriptions are available for $20.

The Royal Page encourages letters to the editor. Letters are not guaranteed publication, are subject to editing for content and length, must be signed and meet deadlines. Compliments and suggestions are also welcome.

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the

RPThursday, Feb. 28, 2013

Choice Incorporated gives opportunities

By Rachel Alter Feature Editor Apple cores are on the ground. Milk is spilled on the tables. Chocolate pretzels are crumbled on the chairs. Gum is stuck to the trays. And it’s only the end of first lunch.

By the end of the day, however, the tables are spotless and the dishes are cleaned thoroughly.

Every day, a dedicated group of adults come to HHS and work to make sure that the lunch rooms are cleaned up and in good shape for students.

These members of the lunchroom cleaning team are part of a program called Choice Incorporated. According to choicejobs.com, the mission of Choice Incorporated is “to provide adults with intellectual disabilities the opportunities and support they desire to reach their full potential in employment and personal pursuits.”

“Once they graduate, they go to a continuation program.

When they turn 21, they intern to a day program...We talk to different places in the community to see who needs help, and we get in contact with them, and we work something out.

They needed help in the lunchroom, and our crew has the perfect guys for the job. They can all get the job done. The high school is happy with us, so we have been working with them for awhile now,” said Cassidy

Sutton, job staff.

“We come here, and it is part of our routine,” said Emma, Choice Incorporated worker.

The Choice Incorporated workers are committed and motivated to their job in the lunch room.

Different workers enjoy different parts of their jobs.

“We are always on top of things. People are messy, and they leave things on the tables.

We pick them up and put them away,” Emma said.

“I like to wipe the tables down and do the dishes,” Matt, Choice Incorporated worker, said.

The program is designed to help give the workers independence. In order to do this, they go to various job sites and work in the community. The HHS workers come every day with a different group of people. Many people come multiple times per week.

Not only do the workers enjoy washing the tables and doing the dishes, but they also enjoy developing relationships with other workers and students at the school.

“They really like working with the lunch monitors. Those guys are awesome,” Sutton said.

“They are all good people.

Matt and I talk about sports.

He really likes sports. When I first got here, Ira [hall para] told him to call me a totally different name. I told him that I was going to call him a completely dif-

ferent name until he called me the right name,” said Mr. Kyle Fearing, supervisory paraprofessional.

“They talk to me all the time. [Working here] is good skill building for them,” said Mr Robert, Hubbard, Supervisory Para.

“They always seem really happy doing the tasks that people usually dread. They always seem to make it fun,” said Mark Grayson, senior.

“These guys are really good at their jobs. They are really on top of it. I think it’s a good opportunity for them to be able

to work out here, and all the students seem to really respect them,” Sutton said.

No matter how many crumbled pretzels and apples are on the ground, the Choice Incorporated workers come to school with a smile to help keep HHS clean.

Choice Incorporated workers keep the lunchroom tables and dishes clean every day. The workers began training to enter the workforce after they graduated high shcool.

Photo by Roxanne Krietzman

Various goals motivate students to find jobs

By Callan Showers Staff Reporter The first problem Ethan Friedman, junior, encountered when he walked into the Capitol was his attire.

“I was kind of underdressed, so that was uncomfortable. But I’ll get used to it,” Friedman said.

It was his first day on the job. Friedman is an intern at the Minnesota Capitol, where he will assist the senator. Friedman hopes that this opportunity will give him experience in the field of politics, one of his interests.

“I want to get to know what actually happens inside the capitol,” Friedman said.

Maddie Malat, junior, is also engaging in a work experience that she hopes will affect her future. Malat works in the Customer Service/Photo Finishing department of National Camera Exchange in Golden Valley.

“It has definitely increased my interest in photography. It has allowed me to experiment with better equipment and talk to professionals,” Malat said.

Malat not only has access to outside resources, but she can also gain her own hands-on experiences. “The biggest benefit is definitely being able to take out any camera equipment or lenses for a few days,” Malat said.

Friedman and Malat began

working to gain experience in possible fields of interest. This kind of job experience is only one faction of student jobs at HHS. Alex Lehman, junior, is an employee at Air Maxx Trampoline park. He values his job for the social and easy-going atmosphere.

“The most fun part of my job is getting to play dodgeball and show off my skills to the customers, who are usually crazy and fun,” Lehman said.

Lehman, Malat, and Friedman were all self-motivated to find their jobs, whether to become more seasoned in a field of interest, gain experience working with customers and co-

workers, or just to make some money on the side.

Some students need extra motivation to get jobs. These students can turn to Sheila Getz. Getz, HAP (Hopkins Alternative Program) Work Experience Coordinator, can regularly be found helping students not with homework, but with job applications.

Getz helps students enrolled in HAP and Hopkins OCP (Off Campus Program,) apply for jobs, and continues to check in at their workplaces.

Getz works with students who often face the threat of losing their homes and having to transfer schools if they can’t get a job to support themselves or

help support their family.

“They are very motivated.

They want to help their families. They want to be supportive,” Getz said.

All working students have something in common: they are all students before they are employees.

“School is their number one job,” Getz said.

Getz is prideful of the success many of her students have demonstrated. Getz has worked with students who have started their jobs as fifteen-year-olds, worked all the way through high school, and even continue to work throughout college.

“We have a lot of success stories,” Getz said.

feature11

RP Thursday, Feb. 28, 2013

the

Hours of collaboration pay off for Robotics Club

By Brian Yu Staff Reporter Anticipation is building among many HHS students.

On this day however, the hype isn’t centered around the many varsity sports teams, but robotics students, who are anxiously awaiting the announcement of the 2013 robotic challenge.

It is Saturday, January 5, 2013. This day marks the official beginning of the Minnesota State High School League robotics season.

Last year, teams designed robots to shoot mini basketballs into hoops. The task for the 2013 season is to construct a robot that can maneuver up an inclined pyramid and launch frisbees into goals.

“Immediately after the task is released, the team frantically begins brainstorming, followed by the creation of many prototypes,” said Neil Locketz, senior.

Teams across the state are given six weeks to design, build and program their robot.

The team was first introduced to HHS over fifteen years ago. Although, since its creation, the team hasn’t had enough participation to stay in existence on a yearly basis.

In the robotic world, teams are referred to by their nick-

names along with their team number. The HHS robotics team is known as the “Technocrats” and is number 2,239.

“It is unfortunate that the HHS team wasn’t able to sustain a team every year since it originated because the team number was originally six,” Locketz said.

A team number of six meant that the Technocrats was originally the sixth team in the nation to join For Inspiration and Recognition of Science and Technology otherwise known as FIRST. Today, the team is still a member of the organization FIRST. The team practices four days a week in the technology education wing (S167). During their practice, in one quadrant of the room one will find students discussing the best way to build the frisbee launcher.

In another quadrant one would overhear a mentor giving instructions on how to calibrate tubing in order for the robot to elevate.

The busiest quadrant of the room is the testing center.

Students and mentors crowd around their prototype to see their progress in action.

“We’re all best friends here, and share the commitment to persevere even when things become difficult,” said Ronald

Queensen, senior captain.

The Technocrats believe that developing a successful robot involves teamwork and constant communication.

“It takes a certain type of person to enjoy what we’re accomplishing here,” Locketz said.

Robotics gives students the opportunity to be hands-on with many expensive materials that most students wouldn’t otherwise have access to.

The kit provided by the MSHSL costs $5,000 and the team typically spends another $15,000 in order to be competition ready.

“Our team is lucky to have three great companies who sponsor the team, Covidien, U.S. Magnetix and LB Technology. We also have great mentors who care about our team’s success,” Queensen said.

Although the team administrator is Mr. Tim Amlie, Technology Education, the Technocrats spend each practice working alongside many extremely knowledgeable and experienced mentors.

“Robotics has opened my eyes to the applicable side of math and science. Before my time on the team I was unsure of how something such as trigonometry was truly useful,” Queensen said.

The robotics team collaborates and tests their robot for the course it will compete in. They will be working on the robot for competitions this spring.

Photo by Kyle Makey

Members of the technocrats receive exposure to math and science techniques that are transferable at the college level.

Just last year, Chase Browdie, HHS alum, received a $20,000 scholarship to the University of Minnesota due to his participation on the Technocrats.

Following in his footsteps, Locketz recently applied for a full ride tuition scholarship at

Northeastern University in Boston, Massachusetts.

Many students saw the robot the team created for the homecoming pep rally. “Our robot for the captain’s council ended up giving our team great exposure to the entire student body,” Queensen said.

A year ago, the MSHSL became the first high school league in the country to host a

robotics state tournament. The team is chasing a state title as well as the opportunity to compete at the FIRST regional tournament.

“The emergence of the state tournament provides new opportunities for success, but the main goal of the team is still to learn and have fun,” Queensen said.

Students use ceramics as an outlet from busy schedules

By Joe Greene Business Manager To Matthew Chinn, senior, a block of clay is more than a clump of wet dirt. It’s a set of eccentric cups or an extrava-

gant vase; it’s an opportunity to showcase his personality into a three-dimensional creation.

Ceramics Club meets Wednesdays after school in Room S204 in the Art Wing.

Renee Weeks-Wynne and

Sam Greenwald is in the process of shaping his current ceramins piece on a spinning wheel. Greewald is co-captian of the ceramic club.

Photo by Joe Greene

Mariah Peterson, juniors, founded the club last year. “It was created so that there could be an opportunity for kids to feel like they can succeed in their own unique way, and not by a set of criteria,” WeeksWynne said.

This year’s Ceramics Club leaders are Matthew Chinn, senior and Sam Greenwald, sophomore.

Chinn recently won a Silver Minnesota Scholastic art award for a soda-fired cover container he made this year. “With other clubs at HHS, the group has more of a primary objective. In here, we are not directed towards assignments; time can be spent any way you want to,” Chinn said.

This club is carrying on an ancient tradition. For every piece of art produced, a uniform process is used to create it: a piece of clay is thrown and

sculpted on a spin wheel, fired and dried, glazed, and then fired again. As far back as 24,000 B.C., humans were digging up clay, mixing it with water, forming it into objects and firing it up, making ceramics one of the oldest art forms on earth.

Students in the Club range in experience from novices to AP Ceramics students. “Anybody can learn to do ceramics, it just takes a really long to time to get to the basics. With progress at each level, there’s more freedom,” said Terry Chamberlain, Ceramics Club advisor.

According to Chamberlain, the HHS art studio rivals that of most colleges. “People don’t understand what a rare thing that is,” Chamberlain said.

Ceramics Club can be a place where new students can try ceramics without the pressure of a grade. “It’s cool because

there’s a lot of people who are willing to help you and foster your creativity,” Greenwald said.

Different aspects of ceramics are important to club members.

According to Greenwald, there are three keys things students bring to ceramics. “To have success in here, you need to be determined, imaginative, and patient,” Greenwald said.

Chamberlain agrees that determination is a key to success, as well as a willingness “to get dirty.” But more importantly, “You need to be observant of other people’s art for inspiration, and know that a lot of times it’s not going to be easy.”

Chamberlain said.

For Chinn, there is specific challenge for artists working with ceramics. “It’s very hard to create emotion in three-dimensional art rather than two dimensional art (such as paint-

ing and drawing)...but it is possible,” Chinn said.

Lily Marcelius, senior and four-year ceramic student, has been inspired by Chinn’s work.

“I’ve learned to be more open to beauty. Watching someone like Matt has really helped.”

But for Marcelius, ceramics offers something more. “It’s calming. My clay work is a coping skill. It relaxes me and it’s fun,” Marcelius said.

Greenwald is aiming for AP Ceramics his senior year. “It’s an art form where you can have a vision, actualize it and see it through,” Greenwald said.

Chinn, who plans to teach ceramics in high school and college, sees great value in the arts. “It’s good that people find art programs because if students can’t express themselves in any other setting, this is somewhere,” Chinn said.

the

RPThursday, Feb. 28, 2013 12 feature Sager stays connected to HHS from behind a screen

By Naomi Borowsky Feature Editor Caden Sager, junior, could have given up. He could have said goodbye to classrooms, teachers, and friends. Instead, he has kept his place in the classroom through the creativity and innovation of many.

Caden was born with Spinal Muscular Atrophy (SMA), a disease that weakens the connection between the brain and the muscle. For Caden, the disease greatly weakened his im-

mune system, making illnesses like colds or the flu lead to pneumonia.

Caden attended Glen Lake Elementary School. In first and second grade, he got sick often and would end up in the hospital.

From second to fourth grade, a para with a teaching degree came to his house. Although this system worked academically, Caden wanted to be more involved with his classmates.

Mr. Sidd Voss, former principal of Glen Lake Elementary, was

able to help.

“I think sometimes it’s easy to say, ‘I can’t do that’ and Caden’s not a kid that says ‘I can’t do that’. He gets right in there and he wants to learn,” Voss said.

Initially, there were some glitches in the system, but Voss came up with a successful set up. Caden uses a wheelable cart with a Macbook Pro and video camera on a tripod, which allows him to Skype in with his classes. He is also able to ask questions through the typing

component of Skype.

With improving technology, Caden has been able to be more and more active in his classes.

“We started experimenting almost 10 years ago. The technology wasn’t there like it is now.

There was no such thing as Skype,” Voss said.

“When teachers started using smart boards, his whole world changed dramatically because he could interact from home in terms of being able to add his input on the board,” said Caea Sager, Caden’s mother.

Caden Sager video calls in to his classes every day to stay connected with his classmates and teachers while staying healthy. This system has been successful for him, both academically and socially.

Photo provided by Caden Sager

Caden’s education is extremely important to him, socially and academically. “I really love being able to attend my own classes. For me the best part about this is being able to interact with other kids and teachers without having to get sick,” Caden said.

Because of the video call system, Caden has developed lasting friendships with students. One friend in particular, Nick Leeke, junior, has constantly supported Caden.

“My best friend, Nick, is the man, and he’s awesome.

Throughout my school career, he has always been there for me as my friend and a support group,” Caden said.

During the summer, Caden is able to spend more time with friends in person. “Socially, there’s a bit of a barrier, but it kind of goes away during the summer when no one is as sick, and I can go out,” Caden said.

“We’re basically like brothers. I spent more of my time at his house during the summer than I think I did at mine. We usually just hang out and watch a movie or go on walks. We can’t shoot hoops together, but I’m fine with that,” Leeke said.

Learning through a camera has not been a setback for Caden. He has maintained a 4.0 GPA and is one of the top students in his math class. Caden and his family give a lot of credit to the Hopkins District for the success of this system.

“Hopkins is a leader in the initiative to do the very best for

children regardless of what their challenges are. It’s been consistent. I saw it in grade school. I saw it when he was at Hopkins West, and I’ve seen it at the High School,” Caea said.

Those who know Caden admire his humor, compassion for others, and wisdom.

“He’s wise beyond his years because he has faced a lot of challenges in terms of his health.

When you see people through a camera, you might miss the immediate connection you have when you make face to face connections, but it’s almost like Caden is observing people. He knows if someone is struggling, and he tries to reach out when he can,” Caea said.

Caden has used the success of his education to help others in similar situations. His system is a model that other local schools use. Caden has spoken to teachers in Iowa about the benefits of the video system.

After high school, Caden plans to attend college. “I really really love to write. After college, I want to look into a job on a newspaper or even write my own book,” Caden said.

Caden enjoys writing poetry.

He wrote ‘Have You Seen Me?’ in 2008.

‘Have you seen me? I have seen you. I have seen your head hang down, Your eyes diverted from my view. Have you seen me? I have seen you.

Look at me now and fear not, I am a boy, just like you, it is true.’

Bach directs her education to have environmental focus

By Katherine Swenson Staff Reporter When Anika Bach, junior, wakes up in the morning for school, she is not preparing for a day in a school desk.

Over the course of the day, she might build a canoe, hike through the woods, or study nature patterns on a 1,200 acre campus. Anika takes normal core classes, but they all tie back to the environment in one way or another.

Anika is attending the Conserve School, a semester school in Land O’ Lakes Wisconsin.

The school is environmentally themed.

Semester schools are boarding schools that high school students may enroll in during their junior year. This gives students a chance to continue required classes while exploring other aspects of learning that are interesting to them. Some of the biggest topics at the Conserve School are environmental history, nature literature, and the science of conservation.

“Before this I had looked at alot of boarding schools to go to,” Anika said. Then Anika heard about the Conserve

School.

“It was a boarding school, but I didn’t have to go for the rest of high school, which was really nice because I could still see my friends,” Anika said.

Caroline Bach, Anika’s mother, thought that the Conserve School was a great opportunity from the start. “The school not only fosters respect for the environment, but between the students as well.”

Classes at the Conserve School are interactive. Environmental literature is read outside for full effect. In history, they will build a canoe just as Lewis

and Clark did to fully understand the lesson.

“In our schools we just have to sit inside all day and learn the same basic things, but here we get to go out and experience them,” Anika said.

The Conserve School adheres to many standards that are typical of average semester schools. They only accept 60 students per semester and expect a GPA of 3.4 or higher.

What sets the Conserve School apart from other semester schools is that it is free.

The founder of the school, James Lowenstine, gave his en-

tire fortune to its creation and continuation. All of the students receive a $17,000 scholarship.

“It’s insane, like all of the stuff we get to do here and it only costs like $200 for food, room and board,” Anika said.

The Conserve School sets aside one afternoon every week to work with students on college planning. They often have presentations about colleges with similar environmental missions.

Anika believes the school will help her have an edge for college admissions, but that is not what is most important to her.

“I didn’t take this to go to

college. I definitely took this for me and a career when I’m older, because I feel like this school will drive me in the direction of doing something with nature in my job. I just love it because it opens up a whole new way of life, and you don’t have to be an average business person working in a cubicle,” Anika said.

“I hope she builds lifelong friends, a love of the outdoors and gains insight into college and career choices. I am really excited to see how this experience influences Anika’s future decisions and overall life view,” Caroline said.

sports 13

the

RPThursday, Feb. 28, 2013

Years later, 08-09 basketball team still on the court

By Eli Badower & Sam Bloomfield Co-Sports Editors Year after year, HHS produces competitive boys basketball teams, but even for the Royals, there was something special about the 2008-2009 season.

A dynasty was in the making.

“The level of talent gathered together, and they were coached so well,” said John Millea, Minnesota State High School League (MSHSL) media specialist. “The more I think about it, wow, they were tremendous.”

A perfect 31-0, the 20082009 Royals achieved school history, becoming the first HHS boys basketball team since the 1952-1953 team to go undefeated. The season progressed without any major mistakes, with the Royals winning every single game by double digits. They claimed the number one ranking in the state and the number six ranking in the country (according to mshsl. org), with a team more dominant than anyone could possibly imagine.

“I think that might be, arguably, the best team that has ever played in the state of Minnesota. The toughest part was, I think it got a little boring, to tell the honest truth,” said Mr. Ken Novak, head coach and Social Studies.

In addition to the Royals dominating season in the Lake Conference, one of the toughest basketball conferences in Minnesota, they also displayed their talents on the east coast.

The Royals took on one of New York’s top teams, Brooklyn Jefferson, at Madison Square Garden.

“We played a team that was supposedly one of the best, if not the best, team in New York, and we hammered them pretty good,” Novak said. “We just had a good time.”

With all five starters offered Division I scholarships, four out of the five accepted, as well as one who, after receiving Division I offers for both football and basketball, chose to pursue a college career as a cornerback.

A starting lineup packed with Division 1 talent from top to bottom is seldom heard of in the world of high school athletics, and the Royals certainly made

themselves heard of. But four years since that perfect season, the question looms: Where are they now?

At starting point guard, the Royals went with the versatile, 5’11” Marcus Williams. Williams started for the Royals varsity as a junior.

“Marcus, defensively, is probably as good as I have coached,” Novak said. “The year before he went against Jordan Taylor (former University of Wisconsin-Madison All American) and he just tied him up in fits.”

In addition to playing under Novak, Williams played on the Royals football team as a cornerback, safety, and a wide receiver.

After being recruited for both basketball and football, Williams chose to play cornerback for North Dakota State University. Williams, after redshirting his first year, has experienced much success at North Dakota State, fresh off of back-to-back National Championships. He is ranked as the 6th best cornerback prospect in the 2014 class, according to cbssports.com.

At 6’5’’, 210 pounds, Trent Lockett spent much of his high school career in the shadows of superstars such as Blake Hoffarber and Royce White.

“Trent was a great player.

He was a guy that could get to the basket. He rebounded, he defended extremely well,” Novak said.

Trent joined the HHS varsity starting lineup as a junior, averaging nearly double what he did his sophomore year (about 15 points). Finally, he erupted senior year, in search of his first State Championship.

“We had been obviously favored from the preseason going on in, and we really came through as a team and performed how everyone thought we would perform,” Lockett said. “We really came through and never really had an off night.”

After his experience as a Royal, Lockett, the 31st ranked shooting guard in the 2009 recruiting class, committed to Arizona State University, ultimately set to take over the spot of Houston Rocket (and current teammate of Royce White) James Harden. How-

ever, after three years at Arizona State University, Lockett (due to personal reasons) transferred before his senior year to 22nd ranked Marquette University under coach Buzz Williams.

Raymond Cowles III filled in at the small forward position.

Cowles had played on the varsity team since his sophomore season, and had experienced the crushing defeats of years past. As a player, Cowles is very multi faceted, but was known as the “designated shooter” on that team.

“He is a knock down shooter. You can’t leave him open, or it’s pretty much a guaranteed basket,” said Kevin Foster, teammate at University of Santa Clara. “He’s one of our best defenders as well, so he plays both sides of the ball pretty well.”

Cowles currently is a senior at Santa Clara University, and credits some of his success there to his time with the Royals.

“Being able to play with college level athletes every day in practice was a great experience, and it got me ready for the next level. Coach Novak is obviously a great coach, and he got me prepared to play basketball at the next level,” Cowles said.

Earlier this season, Santa Clara played against the Duke University Blue Devils, who were then ranked as the best in the country, in a nationally televised game. While the Broncos could not pull out the victory, they kept it close for the majority of the game, and it is an experience that Cowles will remember forever.

“There is no feeling like it.

It’s what you play for and it’s what you dream of when you are a kid. Being able to be on that stage is a blessing itself,” Cowles said.

As much as Cowles enjoys being at Santa Clara, the coaching staff might enjoy having him there even more.

“I don’t like Ray, I love Ray. I want my sons to be like Ray. I have two young sons, and if they can be like Ray, I’ll be really, really happy,” said Mr. Kerry Keating, Santa Clara University men’s basketball head coach.

After this season, Cowles would like to pursue a career in professional basketball, either in Europe or in the NBA. However, if not, Cowles is set to graduate with honors, majoring in Business Management.

At the power forward for the Royals was Mr. Basketball himself, Royce White.

“He kind of has an old man’s game, with a strong, powerful

shot,” Novak said. “A lot of players would take that as a cut, but I mean it as a huge, huge compliment.”

White averaged over 20 points playing for DeLaSalle, before transferring to HHS for his senior year of high school.

“It’s kind of a tribute to the guys, that they were able to take a guy in that is very, very dominant, and still play together,” Novak said.

White transferred to HHS following a disappointing Royals section finals loss to eventual State Champion, Minnetonka.

However, the Royals were the favorites to win the State title even before White’s transfer.

“I think we would have won it without Royce, to tell you the honest truth,” Novak said.

After a dominant year, White led the Royals to their 2008-2009 State Championship, capping off the end to an incredible senior season and high school career.

“He wanted to be on a State Championship team so bad.

Thats probably the only time that I can remember a high school athlete who came up and hugged me after a game,” Millea said, “Twice, he hugged me twice. I was just going to shake hands.”

However, after high school, it has been a whirlwind for White.

Originally, White committed to the University of Minnesota, but never even played a single minute before transferring to Iowa State University.

White led the Cyclones in every single major statistical category before entering the NBA Draft, being taken with the 14th pick by the Houston Rockets.

However, due to anxiety issues, White has yet to take the court for the Rockets, although he just recently joined the Rockets Developmental League affiliate on February 11.

Finally, the 6’9’’ center, Mike Broghammer, rounded out the Royals starting five. Broghammer also played on varsity since sophomore year, and he thrived every second on the court, averaging near double digits in points every single season.

“Mike was just a tough, hard-nosed kid that defended, finished plays, was a great rebounder, and just a great team big man,” Novak said.

After high school, Broghammer was recruited to play basketball in South Bend at the University of Notre Dame, mainly due to the hard work he put in throughout high school.

“This team gave me the work ethic and the drive to work as hard as I could every single -Continued on page 15

The 2008-2009 HHS basketball team posing with the State Championship trophy. The Royals shot over 61 percent from the field that season, nearly breaking the national high school record.

Photo provided by Minnesota Prep Photo / MNPrepPhoto.com

RPThursday, Feb. 28, 2013

the

14 sports

Falk and Sattler excel together as wrestling leaders

By Dan Larson Staff Reporter

Take a look at wrestling captains Noah Sattler, junior, and Thomas Falk, senior, and you will find two different styles, with similar work ethics and leadership skills.

“Noah is like a python.

He’ll lure you in and strike at you with a low, single shot. He’s very strategical,” said Mr. Marcus LeVesseur, head coach and hall para-professional.

“Thomas on the other hand is more of a wolverine. You can

never count him out. He’s a bruiser,” LeVesseur said.

While Sattler and Falk have different styles and reside in distinct weight classes, 113 and 160, respectively, they share a common leadership quality.

“They’re great captains because they’re both extremely nice, courteous, skilled, and lead by example,” said teammate Drew Resig, senior.

“You can always look up to them to be doing the right thing,” said teammate Andy Becker, senior.

These leadership skills are

bred from experience in the sport. Falk is in his second year as a varsity wrestler and has been wrestling since seventh grade. Last season, he went 2018, advanced to State in the 160 pound weight class, and was named co-captain with Sattler.

This is Sattler’s fourth year wrestling competitively, three of which have been on varsity.

Sattler also went on to state in the 106 pound weight class last season after a 26-16 season, including sections.

In the first meet of the season, the Don Meyers Fridley

Left: Noah Sattler, junior, eyes down an oppenent. Sattler is in the 113 pound weight class.

Right: Thomas Falk, senior, prepares for a takedown. Falk competes in the 160 pound weight class.

Photos provided by Thomas Falk

Invitational, Sattler got off to a good start and finished second, the highest placing of any HHS wrestler. Sattler paved the way for a HHS team who lost 13 seniors from last year by jumping out to a 17-5 start.

Falk has been riding some hot streaks of his own. He leans on his famous “cross-faced cradles,” where Falk pins his victims by putting them in a cradle position. In a combination of 94 seconds at the North St. Paul Tournament, Falk had three “cross-faced cradle” pins, and extended his winning streak to nine.

Both Sattler and Falk kept their flame burning throughout the regular season. Sattler finished with a 22-11 record, while Falk ended the season flaunting a 25-8 record.

To improve his game, Falk participated in a week long wrestling program put on by LeVesseur, and a six week camp at the University of Minnesota.

“I pretty much took advantage of every single offseason opportunity I had,” Falk said.

Sattler is no slouch, either.

“He wrestles during the summer, goes to camps, and took captain’s practice and lifting seriously during the offseason,” LeVesseur said.

Both Sattler and Falk ran captain’s practices before the season three to four times a week to stay in shape, improve

their wrestling, and have fun.

“I really have a passion for the sport and I like to win, of course. But I want to see my teammates win, as well,” Falk said.

“Everyone wrestles in season. What you are willing to do in the offseason to move up to that next level? There comes a time when what you do in the summer affects your winter,” said Mr. Al Price, assistant coach and Physical Education.

Price thinks both Falk and Sattler have improved, not just physically, but mentally.

“They always had the physical attributes, they just needed the mental confidence to be more physical when they’re out there,” Price said.

Sattler and Falk also know it’s crucial to use this mental toughness to prepare for a match.

“Before my match, I play music and try to get in the zone.

Whether I know the guy or not, I tell myself I’m not going to let this kid beat me. It’s just a mental mindset I get into, no matter who he is,” Falk said.

“My routine starts with listening to music by myself to get pumped up and focused. After that, I encourage my teammates and hang around them. From then on, ten minutes before a match, I have to be focused and alone and must get myself in the right mindset, telling myself I

can beat this guy no matter if he’s first in State or one of the worst guys,” Sattler said.

Falk will be wrestling for the University of Briar Cliff Chargers in Sioux City, Iowa next season.

In preparation for future competitions, the diets of Sattler and Falk have also been closely monitored.

“My diet’s been pretty rough. I’ve had to lose seven pounds [for my next weigh in].

I’ve been eating a lot of protein and haven’t been drinking very much,” Sattler said.

“I’ve been eating healthy, working out a lot, practicing, and just trying to keep my body healthy so that I can be at optimum performance,” Falk said.

Being a junior, Sattler hopes to wrestle in college, but is still undecided. However, he is focusing his efforts towards the upcoming State competition.

“You really have to stay focused every day, not just being at practice, but going to practice with a goal in mind and really trying to get better each and every practice,” Sattler said.

Both Sattler and his brother Jesse Sattler, eighth grade, are the only two Royals wrestlers advancing to the individual State meet. The State team and individual wrestling tournament will take place from Thursday, Feb. 28 through Sunday, March 2.

Toni St. Pierre recognized as a women’s rights pioneer

By Nate Pasko Staff Reporter In 1972, Toni St. Pierre, a junior at Hopkins Eisenhower High School at the time, and Peg Brenden, a senior at St. Cloud Tech High School at the time, filed a lawsuit that would be a step forward for women’s athletics across the country.

The case, which former Minnesota Supreme Court Justice Miles Lord considers the most important of his career, was a landmark case and made national news. Their case took place in the years before Title IX legislature was even being considered by the federal government, and therefore was groundbreaking at the time.

St. Pierre and Brenden convinced the American Civil Lib-

erties Union to represent them in their case against the Minnesota State High School League (MSHSL). The MSHSL had previously not allowed girls to compete on boys high school teams in the state of Minnesota.

Their victory against the MSHSL allowed St. Pierre to compete on the boys Junior Varsity cross-country running and skiing teams at Hopkins Eisenhower High School in 1973. Brenden, a standout tennis player, graduated before the case was decided, and was therefore unable to play for the boys tennis team.

St. Pierre was set to receive a Special Merit Award for her accomplishments at the National Girls and Women in Sports Day (NGWSD) Min-

nesota ceremony at the Minnesota State Capitol Rotunda on Wednesday, February 6.

“Our event is about recognizing those who were trailblazers and those who achieved major accomplishments to advance girls and women’s sports,” said Kelly Anderson Diercks, cochair of the NGWSD Minnesota and the Assistant Athletic Director at Augsburg College in Minneapolis.

However, St. Pierre passed away on Saturday, February 2, just days before the ceremony honoring her at the Capitol, and was therefore unable to receive her award.

“St. Pierre was breaking barriers and blazing the way for opportunities for girls and women from her days in high school,”

Diercks said.

Mr. Pat Lanin, St. Pierre’s coach and a teacher in the Hopkins School District for 31 years, fondly remembers St. Pierre.

“She was a great girl, a great runner, and an even better skier,” Lanin said.

Because Title IX was not yet being considered nationally, it was expected that St. Pierre would experience resentment or discrimination from opponents or teammates. However, that was not the case.

“Toni almost never experienced resentment from anybody. However, if a coach asked that she not compete against his athletes, Toni would honor their request. Most coaches, though, realized that girls sports were just around the corner and had

no problem with Toni,” Lanin said.

Most of her male teammates were on board with St Pierre’s quest, even when she would get angry at them for slacking off during practice.

“They just treated her like one of the guys,” Lanin said.

“The team dynamic really didn’t change at all.”

During her career, St. Pierre was not just known for her successful case. When she competed for the newly established girls track team in the spring of 1973, she was a State Champion in the mile and half-mile races, and set a national record in the half-mile race with a time of 2:18.3.

“To give you an idea of her talent, one of her races had a

field of 112 male skiers. She beat 84 of them,” Lanin said.

After attending the College of St. Benedict, St. Pierre became a prominent figure in the running world, competing in local and national marathons. She started competing in triathlons in 2009 and excelled, qualifying for Nationals in her age group.

The Title IX amendment now states, “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance.”

St. Pierre’s case made that possible in the state of Minnesota, and we see the effects of her courage every day.

the

sports 15 RPThursday, Feb. 28, 2013 Girls basketball continues to dominate conference

By Dan Sheldon Staff Reporter The HHS girls basketball team has been known for their dominant play, and this season is nothing new. It is just another chance to achieve greatness.

They have the chance to win their third consecutive State Championship, which hasn’t been done by a 4A girls basketball team ever in Minnesota high school history.

The Royals have been beating opponents by a staggering average of 27.7 points per game.

With a record of 20-1, they are ranked first in Minnesota and seventh in the nation, according to the MaxPreps Freeman Ranking.

“It doesn’t affect us at all, we don’t pay attention to any of that stuff. The only thing that matters is that we’re working hard, getting better, and being good student-athletes,” said Mr. Brian Cosgriff, head coach.

Despite all of the success the

Royals have experienced so far, the season hasn’t been as easy as it may seem.

“We’ve had a lot of major injuries. We’ve always had a few injuries, but we have major injuries this year, some key players have had to miss the whole season,” Cosgriff said.

“This year we seem to have more athleticism than previous years, which has helped us is some ways, but it seems like we’ve kind of relied on that,” said Mikaala Shackelford, senior.

With back-to-back State Championships and the quest for the vaunted 3-peat, the Royals have been clicking well this season, despite the setbacks.

“They’ve all played with each other for a long period of time, and they know each other real well, so [the chemistry] is real good this year,” Cosgriff said.

Another attribute to their team is that there are nine senior captains.

Spotlight Athletes

Ari Brace

Nick Wilkerson

Grade: 10

Grade: 12

Sport: Gymnastics

Sport: Swimming

Athletic Idol: Aly Raisman

Athletic Idol: Greg Bartz

Favorite Memory: “Meeting new people on the team.”

Favorite Memory: “Being a part of captains practice.”

“Leadership isn’t something you can just be appointed to, you either have it or you don’t,” Cosgriff said. “All these girls are great leaders. They all know what to expect.”

With all the buzz about Nia Coffey, senior, there is one player that has been flying under the radar. As a co-captain and future Division 1 player, Shackelford has been experiencing less hype.

Shackelford has been playing quietly, adding her poise and skill to the all-around Royals.

Shackelford has always liked playing in the shadows ever since she started basketball at Meadowbrook Elementary School in 4th grade.

“I am more of a low-key person,” said Shackelford. “I’d like people not to just know me for basketball, but I love basketball.”

Shackelford is averaging close to eight points a game and nearly three steals a game. She is also the Royals biggest outside threat, leading the team in three-pointers made.

“She is such a great athlete, and such a great leader. She may be quiet, but she leads her teammates by example every day,” Cosgriff said.

She is also one of three players on varsity that are going to play Division 1 next year. Coffey has committed to Northwestern University, and Erin O’Toole, senior, has committed to the University of North Dakota.

Shackelford will be attending The University of Illinois.

“I’m looking forward to go-

ing to Illinois, it’ll be a cool experience, something different.

But I’m nervous for this because it is the big time, so that’s nerve wracking,” Shackelford said.

Since last year, the girls varsity team has prepared for better competition in sections and State by scrimmaging with an intramural boys basketball team.

This year they will be scrimmaging with Team Adidas, whose captain is J.T. Denhartog, senior.

“I’m excited to stuff Nia

Coffey off the backboard. I will probably go even harder than I usually do,” Denhartog said.

“This is going to be real good,” Cosgriff said. “Most of them are bigger, stronger, and faster than most of the girls we’re going to play, so if they can play against that, it will really help us out.”

With sections beginning Feb. 27, the Royals have the most important games of the season ahead. The section championship is on March 6.

The girls basketball team huddles during a game this season. The Royals look to build on their already strong season by adding another State Championship this season.

Photo by Roxanne Krietzman

Years later, 08-09 basketball team still on the court continued from page 13 day. When you play with such a talented group you can’t help but play at the highest level,” Broghammer said.

However, his college career came with his share of obstacles.

Near the end of his freshman year and into his sophomore year, Broghammer began to feel some pain in both of his knees.

“It got to the point where I could hardly climb out of bed and walk to class because I was in so much pain,” Broghammer said.

It turns out Broghammer had a calcium growth under both of his patella tendons that tore away at the tendons every time he ran or jumped. In February of 2011, he had surgery on both of his knees, and then began the ten month road to rehabilitation.

Part way through his junior season, Broghammer tried to make a comeback, but to no avail. His knee problems continued to come back, and he appeared to have run out of options.

“At the end of my junior season, I had to make the toughest decision of my life to stop playing basketball,” Broghammer

said.

With his basketball career now behind him, Broghammer is currently on the hunt for a new career, possibly in consulting or sales.

This 2008-2009 starting five has gone down in the record books as one of the greatest in Minnesota high school history, and they have all made great strides after being a Royal.

However, their road to a perfect season was not only paved by the starters; the bench played a huge role in being undefeated, as well as creating a Royal dynasty for the future.

Marvin Singleton was the Royals sixth man off the bench, getting a lot of playing time.

Singleton went on to commit to the University of Northern Iowa, and is now a sophomore.

Singleton looks back on the season with fond memories.

“It was challenging everyday in practice. No one ever let up on you or made things easy.

You had to fight for everything,” Singleton said.

Behind Singleton, the Royals turned to DJ Peterson and Moses Sandufu off of the bench.

Peterson plays for La Salle University, and Sundufu is currently playing Division 2 basketball for

St. Mary’s College, in Texas.

“DJ Peterson was one of my favorite players I have ever coached,” Novak said. “He came in and would hit hit shots, make passes, and defend. He really truly knew how to play the game.”

Joe Coleman was the ninth man off the bench, and he got limited playing time. Coleman, Singleton, and Peterson were underclassmen coming off the bench for the Royals, but they began to shine in the spotlight after the starting five moved on to college the following year.

Although the Royals were nine deep with Division I talent, there is one person who can sometimes be overlooked in all of their success, in the 20082009 season, and in their college careers: Coach Novak.

“Coach Novak is a great coach, and I think more so than any other high school coach he really understands the game of basketball and how it translates to the college game,” Lockett said. “I think he taught us a lot of stuff that I was going to learn in college, so as a freshman and obviously my senior year now, I have really been prepared from an early age.”

“Coach Novak is the best

coach I have ever had and will ever have. His knowledge for the game is top notch. Him and his dad are two of the best ever.

They are not just coaches on the court, they are living role models off the court as well,” Singleton said.

With the combination of a talented young bunch of players, and a coaching staff determined to acheive perfection, the Royals, as a team, were about as close as anyone has come to reaching the goal of perfection.

But what is all the more amazing is what they have all done personally since that 2008-2009 season.

“I think we had a really good group of guys, and more importantly than basketball players, I think we are growing up, and it is really fun to see everyone go on their separate ways,” Lockett said.

While the players from the 08-09 season have undeniably had success at the next level, expectations were even higher for some.

“Quite franky, I expected us all to do better. But that’s just my expectations,” Cowles said.

“If you ask me, I think we were the best group of kids you could be around.”

16 back page

the

RPThursday, Feb. 28, 2013

iPhancy: Personal expression takes on a new form “It represents my free spirit. I have an outof-thisworld personality.”

“My case is different, like me; I try to be different.”

Maddy Hinck, senior

“I traded for it, it represents that I’m geometric. It also represents mountains and valleys, which I’ve seen in my life.”

Will Chizek, senior Casey Pasko Back Page Editor

“I really like how sleek and sophisticated it is.”

Melina Sotro, junior

Paul Vogt, junior

“I’m a proud Royal, and it’s my sports number which means a lot.”

“I really like Taylor Swift’s lifestyle and her music relates to my life.”

Avery Normandin, junior

Ele Koski, senior

“I’m really patriotic, and the 4th of July is my favorite holiday.”

Hillary Donovan, sophomore

“All gold everything. I have high standards.”

Kamali Chambers, junior

“I’m an individual, and my case represents that. It’s unique and sparkly.”

RJ Whitmore, junior Photos by Roxanne Krietzman Photo Editor