April 2015 -- Silver Chips Print

Montgomery Blair High School SILVER SPRING, MARYLAND

A public forum for student expression since 1937

silverchips

KYRA SEIGER

April 23, 2015

FREE MINDS C4/C5

Winner of the 2014 National Scholastic Press Association Pacemaker

VOL 77 NO 6

Date of half-days changed

BLAIR UNDER LOCKDOWN

By Camille Kirsch

REP. WITH PERMISSION OF FOX 5 DC

By Emma Soler and Amanda Wessel Blair staff and students were placed under high security as a result of an armed robbery at the Shell gas station on the corner of Colesville Road and University Boulevard around 6:35 a.m. on April 17. The school was placed under a high level of the shelter in place emergency procedure as students and staff arrived at school. Subsequently, a lockdown was instituted around 7 a.m., requiring students and staff to find a safe classroom immediately and go into lockdown mode.

Students were told via loudspeaker to report to their first period classes, the gym, or the auditorium. Once students were secure in classrooms, classrooms followed lockdown procedure by locking doors, covering windows, turning off lights and remaining silent. Afterwards, the school moved into shelter in place for the remainder of the school day by monitoring who entered and exited the building.

Some students who arrived at school late via car were told to return home and come back when the shelter in place was lifted.

School bus riders and student

drivers were quickly ushered into the building, although some bus routes took detours and paused at neighboring middle or elementary schools. Sophomore Eber Parada said his bus went to Pinecrest Elementary School before dropping students off at Blair instead of driving directly to Blair like usual.

Initially, the media misreported that the robbery involved a shooting, however, police later said that the victim, a Shell clerk, suffered a non-life threatening head injury from being hit on the head with the gun. The suspect, who remains at large, was

described as a white or Hispanic male, 5’ 8” or 5’ 9”, wearing black clothing.

To ensure that the suspect had not entered the school, police conducted a search during the lockdown. According to Principal Renay Johnson, teams of three Blair security staff members and one police officer checked the building while students stayed in their classrooms. “It took over an hour and forty five minutes to check every room, every closet, every cubbyhole at Blair, looking to make sure the suspect wasn’t in the

see LOCKDOWN page A2

To avoid conflicts with a countywide college fair, Montgomery County moved its two scheduled PARCC half days to Thursday and Friday.

The half days were previously scheduled for the Monday and Tuesday of this week.

Since the PARCC Algebra testing day was originally scheduled for Tuesday, and some county juniors taking Algebra 1 or 2 were expected to attend the Montgomery County National College fair that day, the county moved the PARCC half days from their originally scheduled dates.

Students taking Algebra 1, Algebra 2 and English 10 are required to attend school on the morning of the appropriate half day to take the test.

Students not taking these classes do not have to come to school either morning.

The annual Montgomery County National College Fair is designed to allow MCPS students to learn more about colleges and universities and discover schools that may interest them. The Montgomery County National College fair is organized and hosted by the National Association for College Admissions Counseling (NACA). Over 250 colleges will have representatives present. Most schools represented are local institutions from Maryland, Virginia, D.C. and surrounding states, including American University, Howard University, the University of Maryland and the University of Virginia. However, colleges from throughout the nation and even outside the country will also be present, including Arizona State

see SCHEDULE page A4

Johnson recognized for leadership Washington Post Magazine names top principals

By Sarah Hutter Blair principal Renay Johnson was awarded one of the Washington Post Magazine’s Distinguished Educational Leadership Award for principals, which the publication announced on April 10.

The honor is awarded yearly, when principals from the greater Washington, D.C. area are nominated and 20 are chosen, including one principal from Montgomery County every year. Johnson was notified that she won in February but was not allowed to say anything until the Post announced the winners. “It’s been a secret,” John-

REP. WITH PERMISSION OF DELIA TRIMBLE

NEWS A2

son said, who was nominated by Blair assistant principal Dirk Cauley. Cauley decided to nominate Johnson because he felt she should be recognized for everything she does for the school. “Ms. Johnson is an amazing principal, and I think everyone has been thinking that she should be principal of the year and be recognized for her leadership,” he said, adding, “I think everybody just thought in their hearts, ‘Ms. Johnson really deserves this.’”

According to the Post’s guidelines, in order to nominate a principal for the award, four statements of support are required, as well as

evidence that the principal meets all of the nomination criteria, such as ability to manage effectively, encourage creativity and innovation, and demonstrate leadership.

Cauley reached out to students and staff for help and heard back from over 15 people interested in helping out. Because of the large amount of outreach and support, Cauley decided to submit multiple statements of support and testimonials in the nomination packet.

Senior Mari-Therese Burton was one of the students who submitted

see JOHNSON page A2

insidechips

PETER BERGER

Beach Week

Edison

Hiking

Triple athletes

Students and parents can work together to make Beach Week a relaxing time for all.

Students have the opportunity to learn about vocational skills.

Silver Chips looks into some of the best hiking options in the area.

Blazers make sports a central part of their everyday lives.

B1

OP/ED B1

ZEKE WAPNER

FEATURES C1

C2

ENTERTAINMENT D1

KYRA SEIGER

D1

CHIPS CLIPS D6

PETER BERGER

F2

LA ESQUINA LATINA E1

SPORTS F1

A2 News

April 23, 2015

silverchips

Johnson wins award

Post honors principal

it’s a big honor,” she said. “[Principals] do all this stuff and you never a letter in support of Johnson. “It’s know if it’s making an impact.” really exciting to know that she Cauley said Johnson’s win rewon an award and that I contrib- flects the work she does for the uted in any small way,” she said. school as well as her attitude and “It makes me really proud to be a spirit. “She loves kids first,” he Blazer.” In addition to the letters said. “She cares about her stuof support, Cauley put together a dents, she is easy to approach, packet with help from 25 students she’s a great leader. She recognizes and staff that included pictures, the accomplishments of all.” Acscreenshots from Johnson’s profes- cording to the nomination requiresional Twitter page, testimonials ments, leadership skills are one of and further evidence of Johnson’s the most important criteria in winaccomplishments. “It told a story,” ning the award, and Johnson easCauley said, who thought the pic- ily met them. “She’s a good leader tures and quotes would better rep- because she’s consistent, she’s fair. resent the principal. “Everybody She works hard,” Cauley said, had a piece of it,” he said of the adding, “I don’t think you can find community effort. a person in the school who doesn’t Johnson was surprised when like her.” she received a call from former suJohnson and Cauley believe the perintendent Joshua Starr in Feb- win is meaningful to Blair as well ruary, notifying her that she had as to Johnson personally. Accordwon. “You never know if you’re ing to Johnson, Blair is already a going to win,” she said. “I’m pretty choice school in the county, and honored.” Johnson is planning on having a principal of the year at attending the awards ceremony the helm will make it even more on May 5, where she will be of- appealing to prospective students ficially presented with the award and parents. “This makes Blair a along with the 19 other winners. little bit more attractive to famiIt is meaningful for Johnson, who lies,” she said. In addition to winappreciates the acknowledgment ning the Post award, Johnson has staff and students gave her. “When also recently been honored by you’re recognized by your staff, the Montgomery County Student Government Association as principal of the year, and will receive that award on April 24.

While Johnson is appreciative of the recognition she’s getting, she said she doesn’t think it means anyFOUR statements of support thing significant for her career-wise. from staff and students “Hopefully it just means people think the work I do is valuable,” she said.

As for now, she is content with her position and has no plans to move on.

“I’m happy to stay evidence of the principal’s effectiveness, right here and be the queen of Blair,” creativity, innovation, and leadership skills. she said.

GRACE WOODWARD

from JOHNSON page A1

Nomination criteria for the award:

PHUONG VO

PACKED TO THE BRIM The Blair auditorium was one of the many areas that students stayed in for over two hours as police patrolled the surrounding area for sight of the armed man that robbed Shell.

Lockdown after nearby robbery from LOCKDOWN page A1 building,” Johnson said. At least eight police officers reported to Blair to assist with this search.

Johnson explained that she worked side by side with police to ensure the safety of all students. “I am the principal and I make decisions for the school and the students, but this is an investigation and I have to work collaboratively with police,” she said.

According to Johnson, the police knew the suspect was wearing dark clothing and had a dark backpack with the word “Oakley” printed on it. According to Security Team Leader Kathleen Greene, security and police staff worked together to look for the suspect’s backpack as they secured the building. Security staff and police only looked at the outsides of students’ backpacks to see if any matched the description.

“We didn’t search [inside] any backpacks,” Greene said.

Sophomore Talia Stern was in the auditorium during the lockdown, but said she felt safe during the emergency. “It’s scary to be so close to the incident, but I felt secure with all the teachers, staff and locked doors,” she said.

During the lock-down, stu-

dents communicated with their families and friends using cell phones. Some parents were concerned and tried to clarify the status of the lockdown through emails and listserv entries. Johnson sent an email to parents updating them on the situation after confirming the content of the message with MCPS Central Office.

“Something that people don’t always understand is that before I communicate anything serious about an incident, I have to run it by Central Office. They want to make sure we are on the same page and that my message is consistent with their message. My talking to them slows down my ability to talk to parents,” she clarified.

Many students took to social media in order to voice their concerns. “Kids were tweeting me, @BlairPrincipal send us food, @ BlairPrincipal I’ve got to go to the bathroom. It helped me to know how the kids were feeling because they were directly tweeting me,” Johnson said. After seeing these tweets, Johnson made an announcement on the loudspeaker clarifying that students could use the bathroom.

According to Johnson, “The lockdown ended after the search

of all the classrooms. I felt relieved to take the time to have everything searched.” At 9:29 a.m., teachers were allowed to leave the auditorium and report to their third period classrooms. In the hour that followed, students were dismissed from their locations to their classes gradually and were back in class around 10 a.m.

Some students had conflicting opinions on their experiences during the lockdown. “I think the [administration and police] handled it pretty well. I mean, they kept us safe and tried to get everyone in here as fast as they could,” freshman Marc Monteil said. Others, felt the measures were unnecessary. “I feel like this is pretty pointless. They could have just sent out a note a little bit earlier saying, ‘Just don’t come to school,’ rather than just forcing us to come to school,” junior Kaleab Ribbiso said.

The pep rally originally scheduled for the afternoon of April 17 was rescheduled for May 1. AP Exam registration for students with last names beginning with M-Z was postponed to April 21.

The home game for JV Softball scheduled for right after school was canceled. Buses for JV baseball were canceled as well.

Administration plans first annual Student Appreciation Day Celebration will include pep rally, games and music on May 1

By Luisa McGarvey Blair will hold its first annual student appreciation day on May 1. The school-wide event will provide students with free food, a pep rally and games during both lunch periods.

Principal Renay Johnson said she wants to hold student appreciation day as a way to give back to the students for working so hard. “They bring so much good fortune to the school and help put Blair on the map, so I think we need to say thank you to our students for always doing a great job every day,” she said. Johnson stated that the idea to hold this event was brought to her attention when a student asked why teachers had an annual appreciation week and students did not.

The day is scheduled to involve music, food and games all throughout fifth and sixth period.

“Everything will take place in the SAC with a few activities out front. We are going to have music, games, food, prizes, and it will basically be a time to have fun and celebrate everything wonderful our students do,” Assistant Prin-

cipal Suzanne Harvey said. Additionally, the pep rally that was to be held on April 17 has been rescheduled to take place on student appreciation day.

With an abundance of different activities going on at once, the administration and security are working together to create a map that will outline where each game or food option will be. Blair has partnered with the Montgomery County Recreational Department to provide students with a multitude of different activities.

“They’re providing a photo booth, video games, ping pong tables, pool tables, along with a DJ in front of the SAC so students can do line dancing,” Johnson said.

Johnson also plans on soliciting parent volunteers. “I’m going to ask the parent community to make desserts, specifically cupcakes. I’ll need 2,900 cupcakes so everyone can get one,” she explained.

Blair’s administration has determined what they want student appreciation day to include and is now beginning to plan out the logistics of it. “We’re still in the early stages of getting businesses on board but so far the response

has been positive, so we’re hopeful that we’ll have a lot of things for the students,” Harvey explained.

Blair’s administrative team has begun to reach out to businesses around Blair in the hopes that they will provide food for the event. “[The team] has asked McDonald’s, Chipotle, Subway, 7-Eleven, and Jerry’s so we can get local businesses to also support student appreciation day,” Johnson said.

Several businesses, such as Chickfil-a and Sweetfrog, have already agreed to participate. Student appreciation day will not interrupt instruction, and any food will be free to all Blair students. Students will not be required to attend student appreciation day and can pick which activities to take part in. Student appreciation day will be different than staff appreciation week. Although it will be one day, as opposed to a week, Johnson said she thinks it will be an improvement from staff appreciation week. “It’ll be better than staff appreciation week because the whole community will want to support the students since the students go to the local businesses of-

ten,” Johnson said. According to Harvey, a primary difference between the two events is that different people run them. “Staff appreciation week is done more by the PTSA while this is being done primarily by the school. Also, staff appreciation week is a week-long event, but to pass out something to students each day would be really hard so we’re just having one large celebration,” she said. Junior Ari Goldbloom-Helzner said student appreciation day is a good idea because students put a lot of work into school everyday. “There is a sense that all of us students work

really hard and achieve a lot of great things but there is often not a lot of appreciation for what we do, so I am glad Blair is making an effort,” Goldbloom-Helzner said.

Similarly, student teacher Elizabeth Markewitz thinks that Blair students deserve to have an annual student appreciation day that they can look forward to. “I think that the students at Blair are really hardworking and awesome students and I think we should appreciate them since they make my job very enjoyable and I look forward to coming to work because of them,” Markewitz expressed.

soapbox Will having a Student Appreciation Day benefit the student body?

“I think it would help raise the morale of the students and make them want to work.” - Brandon Neves, sophomore “Having student appreciation day would be benficial for students because students like to earn things by doing well in school.” - Cristian Lopez, sophomore

April 23, 2015

News A3

silverchips

Budget cuts take library assistants, support positions Lack of personnel creates worry about media center hours

By Anna O’Driscoll

One media assistant position will be eliminated for the 2015-2016 school year because of the Board of Education budget cuts that are set to occur. The loss of a staff member may result in a change in the opening hours and will result in less time for the media center staff to spend with students, according to Media Specialist Andrea Lamphier.

According to Lamphier, the cuts to the media center are not specific to Blair. “They are absolutely across the board,” she said.

Schools with larger populations will lose a larger percentage of full time positions than smaller schools because all schools above 1,800 will be reduced to the same number.

Some full time positions will become part time. “At all high schools over 1,800 students, 1.5 media assistants [will be lost],” she said. “Right now we have 2.5 staff positions in that, so that’s a full position being eliminated, which is tough, to say the least,” she added. According to Sherri Bailey, a me-

dia assistant, “The cuts they allocated were the same as a school of 1,800 [students].”

Although not a direct cut, the Media Service Technician (MST) position has also been affected, according to Principal Renay Johnson. “There is one [MST] in every high school, and there’s 25 high schools. But for next year, the county has decided that we only need 20 of those, so five are cut,” she said. The MST at Blair, Bryan Nance, has seniority, so he might remain in the county.

“Our person has seniority in the county so he might stay, but he won’t be at Blair,” Johnson said. “We went from 25 MSTs to 20, so high schools are going to have to share these MSTs.” Lamphier is not sure what the exact effects will be, but she theorizes that the operating hours of the library may be changed. “[We are looking at] what that means in terms of opening hours and closing hours,” she said.

Since the budget has not been finalized, there are still many decisions that have not been confirmed. “A lot is in the air,” Bailey said.

Another anticipated problem will be balancing time spent working in the office and time spent keeping the library running smoothly with interaction with students and teachers. “Next year, [I’m] not going to be able to help staff as much,” Lamphier said.

Although she thinks working with students and teachers is the most important, Lamphier said it might be difficult to do that with the lack of time. “There would be far less ability to get the back office work that needs to be done…and I think we would still need to prioritize working with students and with teachers, but I think that cracks would begin to show,” she said.

Some of the reasoning behind the cuts to the media center, according to Lamphier, is that the media assistant hours should be the same as the hours of the school day, instead of providing time before REVA KREEGER

5 of the 25 Media Service Technicians in

MCPS high schools will be laid off next year

Cards needed for staff entrance Swipe cards to be used after 8:00am

By Teague Sauter Blair staff must use access cards to enter the school building after 8:00 a.m. due to a new county-wide security policy. According to Security Team Leader Kathleen Greene, Principal Renay Johnson wanted to wait until after PARCC testing to activate the system at Blair.

Greene explained that even though the cards arrived in early March, they decided that staff was too busy with testing so they waited until the following week to distribute the cards.

The system was placed at the two main staff entrances, one on the Colesville Road door and another on the entrance to the P.E. hallway.

The system requires staff to swipe their access card on a touchpad located outside the doors. Greene said the system is an important upgrade to security because now they can direct their focus on monitoring the main entrance during school hours. With the new method in place, security can lock all of the other doors while still allowing staff to enter the building.

The access cards also keep track of who enters the building and when they do so.

MCPS’ central office keeps an electronic log that they can check at any time. However,

Blair security does not have access to the log.

The new system makes the main entrance the only place where visitors can get into the building and security monitors this door at all times. The security team will continue to leave the SAC courtyard doors unlocked during lunch periods but officers also monitor these doors.

According to Greene, the system began in elementary schools last year because they do not have cameras or security teams so an increase in safety was necessary. The security cards only work at the school that a staff member works at, making it impossible for the cards to be used at other schools.

The system then spread to middle schools because they also lack the coverage that a high school security team has. After the success that it had at lower levels, the county decided to add the systems to high schools in January.

Elementary and middle schools still have to lock all their doors because they do not get the same amount of traffic that a high school does. “We have kids going to Edison and kids on abbreviated schedules, and just because we have 3,000 kids we got a lot of traffic coming in and out with parents also.

So what we elected to do is just monitor the front doors and keep them unlocked,” Greene explained.

and after school. “[They think] the amount of assistants time should mirror the instructional day,” Lamphier said. This logic leaves some questions as to when the media center is most needed and whether the suggested hours are fair to the media assistants. “Clearly if media assistants have only scheduling for the instructional day, that really eliminates the possibility for before and after school. That doesn’t even get to when you are going to eat lunch,” Lamphier said.

Lamphier said she worries most about how a less-staffed media center will affect students. She believes the library should be a place where students can use the resources that might be unavailable to them at home.

“I feel very strongly that students should have a place to go before and after school, and I feel very strongly that students who are in the building after school should be able to come to the library until the activity bus runs, and [they] aren’t going to be able to do that now,” she said.

In addition to staff cuts in the library, the English department will need to reduce the number of support personnel. “We were cut five hours for our composition assistants. So that means that one person would lose a job and one person would lose hours,” Vickie Adamson, resource teacher and head of the English department, said.

Although she is not in favor of the cuts or their effects, Adamson does understand why they were made. “I think that the county is wise to foresee potential shortages and know that we have a Republican governor who may not fully fund the MCPS budget.

They are making provisions, and so I think it’s better to be proactive as opposed to reactive,” she said. Despite the understanding, Adamson does not think that the cuts should interfere with student learning. “I don’t think this is a good cut. I think that any time we are talking about resources that are in the classroom, that directly impact students, those should be the last resources that

we tamper with,” she said.

Lamphier agreed that the cuts are not beneficial to the students. “If we have a population of students here that maybe is not wealthy in home resources, like a place to spread out your work, a place to use a computer, a place with computer printing, a place where they can get help, that student pretty much counts on being able to come here,” she said.

The cuts were dependent on the amount of money given to the county by the state.

“They are very contingent upon the budget so if the state gives the county money and if the county gives the school system money, then hopefully the positions can be restored,” Johnson said.

Lamphier expressed the goal of the school system should be to give students access to resources they can’t provide themselves. “I think frankly that’s sort of like the social contract, give kids the tools they need to learn.

[The cuts] break with the social contract.”

According to Johnson, the staffing reductions other than the media assistant and composition assistant are .8 special education teachers, 90 minutes of special education paraeducators, 1.6 special program teachers, and .4 focus teachers. Each .2 is equivalent to one class period of teaching.

The reduction in special program teachers and focus teachers will result in an increase in class size according to Johnson. The SSL coordinator will no longer have class time to do the work, and instead will be given a stipend. “We used to have a .2 release and now there will be a stipend,” Johnson said.

Despite all the cuts, Blair will also receive some staffing increases. These positions include five classroom teachers, .2 academic intervention teachers, .6 career preparation teachers, .6 ESOL teachers, one ESOL paraeducator and two hours of paraeducators, according to Johnson.

AFTER PROM under the sea May 17th

Midnight - 4am at Blair

Juniors and seniors: Come to this FREE event!

Enjoy games, music, and tons of food!

Giveaways include: Televisions Beat Headphones A Laptop Chromecast A Rafting Trip A Go-Pro Camera Cash Prizes & Tons of Giftcards

Remember, no backpacks, no drugs, no alcohol

Just show up and have fun!!!

A4 News Newsbriefs County Council passes bill to minimize human trafficking The Montgomery County Council passed a new bill on April 14 in an effort to prevent human trafficking. Under the new law, businesses that provide “bodywork” will have to be licensed by the Department of Health and Human Services before opening. According to the bill, “bodywork” is the practice of using one’s hands to apply pressure on an individual’s fully clothed body or bare feet to affect the electromagnetic energy, energetic field, or energy meridians of the human body,” which includes businesses that provide reflexology and acupressure. This bill was created as a result of the concern that many stores that advertising bodywork can be fronts for human trafficking. According to Captain Dinesh Patil of the Montgomery County Police, police closed 61 bodyshops that served as fronts for crimes from 2010 to 2015. The bill passed unanimously, and will go into effect 90 days after County Executive Isiah Legget signs it into law.

New bill protects employees who disclose their salary Under a Montgomery County Council bill passed April 14, companies that conduct business with the county are not allowed to retaliate against employees who reveal their salaries to co-workers. This bill will prevent employers from punishing employees who discuss their paychecks among themselves or assert their right to receive the same pay as their co-workers. It was one of many passed the on April 14 that was attempting to balance the needs of county residents with efforts to improve the procurement process in the county, according to Councilwoman Nancy Navarro. The bill also requires that companies who conduct business with the county collect and report the annual wages of their employees - by race and gender - who do “direct, measurable work,” according to the contract. However, the bill does not protect employees who improperly release other workers’ salary information.

Blair alum pleads guilty to drug trafficking Jason Miskiri, graduate of Montgomery Blair High School and owner of the Society Restaurant and Lounge, a Silver Spring nightclub, plead guilty on April 17 to conspiring with the intent to distribute more than 1,000 kilograms of marijuana. Miskiri received the marijuana from several sources, including from Arizona and California, and distributed it around the state, using the money to finance his business. He was the largest customer of Mullings DTO, a large drug-trafficking organization led by Garfield Mullings and gave the organization money on several occasions between 2010 and 2012. For each load of marijuana from Mullings DTO he sold in the state, Miskiri received as much as one million dollars in cash. Miskiri has been buying and selling since at least 2009. Some of the shipments were initially sent to the Island Flavors Restaurant in Laurel, which Miskiri owned and operated. Silver Chips covered the opening of Society and Miskiri’s life in the December 2013 edition.

Newsbriefs compiled by Anna O’Driscoll

silverchips

April 23, 2015

Calendar changed due to unforseen conflicts Snow days and other issues result in new schedule from SCHEDULE page A1 University and Bond University of Queensland, Australia. The NACA expects about 9,000 students to attend the fair.

All county juniors are given the opportunity to attend the college fair with their high schools, free of charge. This year, it is being held in the Gaithersburg Hilton hotel on Tuesday, April 21, and on Wednesday, April 22. Blair juniors have the option of taking a field trip to the fair on Tuesday during the 9:45 to 12:45 time slot.

Blair learned of the changes to the PARCC half day schedule two months ago, according to assistant principal and testing coordinator William R. Currence. “The PARCC testing days needed to align with a memo that was released by the county in mid-February,” he said.

“It was and is a county level decision for all high schools to have the two half days for PARCC testing in April, as well as two half days for HSA testing in May.” Blair posted the new PARCC day schedule on its website on April 9 and took a few other measures to ensure that the community was informed of the changes, Currence said. “I email all schedule changes directly to all staff.

Mr. Hammond places them on the MBHS website. Mrs. Johnson had the schedules emailed out to the Blair community via Connect Ed, and Mrs. Platky put the schedule on the Blair PTSA listserv,” he said.

This was not the first unforeseen PARCC schedule change this year; the 2015 rollout of PARCC tests in Montgomery County has involved significant schedule problems. As late as the week before the Performance-Based As-

sessments in March, technological problems left students and teachers countywide unsure whether the tests would happen. Then, two scheduled testing days had to be cancelled due to snow. They were later rescheduled for the following week.

The two PARCC half days were not the only days cancelled due to

snow: Montgomery County had an unusually high number of snow days this school year. The county cancelled school seven times, two days over the five days allotted annually, and will make up one of those days under an agreement with Maryland Superintendent of Schools Lillian Lowery. The makeup day will be Monday, June 15,

originally scheduled as the last day for students. Because of the addition of June 15 to the school calendar, the exam calendar was shifted by one day. Exams now start on Tuesday, June 9, with Exam Periods 1 and 2 and end on Friday, June 12 with Exam Periods 8 and 9. June 15 serves as exam make-up day.

April 20

21

22

Regular Bell Regular Bell Regular Bell Schedule Schedule Schedule

23

24

Half Day: PARCC

Half Day: PARCC

April/May 27

Regular Bell Schedule

28

29

30

1

7

8

Regular Bell All Period Day Regular Bell Schedule SMOB Voting Schedule

Regular Bell Schedule

May 4

5

6

11

12

13

AP Testing

AP Testing

AP Testing

AP Testing

AP Testing

AP Testing

AP Testing

14

AP Testing

AP Testing

15AP Testing

All Period Day

Senior Review Day ANNA O’DRISCOLL

Minority Scholars Program to begin next school year Program works to promote minority academic success

By Wesley Hopkins The Minority Scholars Program (MSP), a project across many schools in the county dedicated to reducing the achievement gap and promoting black and Latino scholastic success, is coming to Blair for the upcoming 2015-2016 school year. The program was first implemented at Walter Johnson in 2005 and has since expanded to 15 of the 25 high schools in MCPS, with Blair being the most recent addition.

MSP focuses on the achievement gap, a phenomenon Blair MSP advisor Yolande Bruno described as “the disparity between white students and minority students, specifically African Americans and Latinos, in terms

of grades, graduation rates and other academic measures.” According to the MSP fact sheet, the program’s purpose is specifically to “expand the number of African American and Latino students in honors and Advanced Placement courses in Montgomery County public high schools.”

In the 2013-2014 school year, more than 95 percent of white and Asian Blair students were enrolled in honors or AP classes while only 75.7 percent of Black students and 69.1 percent of Latino students did the same.

This is not Blair’s first program attempting to alleviate the gap.

MSP will work alongside the W.E.B. Du Bois Honor Society (WDBHS), a program that, according to its

mission statement, has been “recognizing and promoting scholastic achievement, leadership development, and active involvement” for minority students since 2007.

MSP and WDBHS both work to reduce this racial difference through the premise of what MSP’s fact sheet calls “positive peer pressure,” which uses students themselves as the medium for encouraging other students to succeed, rather than just adults. Counselor and WDBHS coordinator Dr. Daryl Howard said that this is an effective way of promoting success among students. “There’s no one solution to the achievement gap,” he said.

“But, nothing is more important to teenagers than peer-to-peer interactions, which makes it a really valuable tool.”

MSP utilizes positive peer pressure through meetings, social events, college visits, guest speakers, college preparation and tutoring, all in the 95% company of other motivated minority students. “If you interact with other students like you that are doing well, maybe you’ll be able to learn from them,” said Howard.

At Blair, the program is still in its planning stages and does 100 not yet have any MARIS MEDINA members. “We’re

Student demographics in AP or Honors classes at Blair nd ite aan h W Asi Blac Lati

k

75.7%

no

69.1%

0

20

40

60

80

just getting started,” Bruno said. “We’re close to identifying the students we want, but it’s harder than you might think.”

The program will start with 30 black and Latino students that both meet a GPA requirement and show a “commitment to helping their fellow peers,” but Bruno is adamant that GPA is not all that matters.

“We don’t just want 4.0 students,” she asserted. “We’re starting with at least a 2.5, because we really want them to be able to grow and benefit from the program.”

MSP has benefitted other schools. Walter Johnson’s percentage of black and Latino students in Honors and AP classes increased by more than 35 percent since the program’s implementation.

Although the program will not begin until next year, Bruno has already begun planning next year’s activities. “We’re definitely having a cookout, by invitation only. We will be having weekly meetings, and one of our first projects will be to create a video for our school,” she said This video will be a part of all 15 MSP schools’ agendas, modeled after the viral “I too am B-CC” video produced by Bethesda Chevy-Chase’s program this past year which meant to call attention to the achievement gap and those prejudices that contribute to it.

Overall, MSP has shown results so far and is expected to have a substantial positive impact on Blair.

“This program has had a phenomenal effect on minority student achievement and the county is even looking to fund MSP countywide,” Bruno explained. “All eyes are on this program right now.”

News A5

silverchips

April 23, 2015

Four elective classes no longer being offered

Due to under-enrollment some elective classes will be cut next year cil. The Council has yet to decide on how much funding MCPS will Certain elective classes are not receive. However, MCPS is specubeing offered next year due to lating that the budget request will under-enrollment and uncertainty not be fully met. The Board’s apof the MCPS budget. Advanced proved budget is $80 million more Geometry, Robotics, Astronomy than the Council is required to give and Latin American Studies will MCPS under the state law called not be offered. The introduction of Maintenance of Effort. a Model UN class and an on level The Interim Superintendent, full year Economics and Business Larry Bowers, and the Board of Education have initiated a plan to cut 370 school based Blair classes will not be offered next year due to budget cuts positions and 150 classroom teachers. With the staff cuts, average class size will be have to be increased by .5 students for schools with high Free and Reducedprice Meal rates (FARM) and one student for schools with lower FARM rates, county wide. If MCPS is fully funded, these cuts will not occur, clarified Ostrander.

Ostrander is trying to minimize the effect of the prospective budget cuts.

“Other schools are being Advanced Geometry Robotics forced to have larger average class sizes and less classes offered. We will just see a small bump in class sizes and a few under-enrolled classes not running,” he said. The only classes that are being cut have under 15 people enrolled for next year.

“Model UN, a new class that would have happened next year, only had six people sign up,” Ostrander said.

On-level Economics and Business Law was another prospective full year class, Astronomy Latin American History but there are only nine stuBEN SAFFORD dents enrolled, according to

By Julian Bregstone

Law class were also canceled.

World Drumming and Contemporary Issues may possibly be cut as well, according to Magnet Coordinator Peter Ostrander.

Ostrander explained that the Montgomery County Board of Education requested a $2.4 billion Operating Budget, 4.6 percent more than this Fiscal Year, from the Montgomery County Coun-

4

Ostrander. World Drumming may still be offered but there are only 12 students currently enrolled. “Special programs’ funding in general is being reduced,” Ostrander said.

The Social Studies Department will be heavily affected by the cuts because they have an extensive number of electives and low enrollment. “The goal is to run as many sections as possible but our first priority is making sure we have enough teachers for the most common classes, like U.S. History and AP NSL... It is a painful decision not to run classes students wanted to take,” Social Studies Resource Teacher Mary Lou Thornton explained. One class which will be cut is the Latin American Studies elective course, which currently has two sections.

“Not being able to run even one section of Latin American Studies is sad because we have a significant number of students from Latin America,” she said.

The cuts will not affect current staff in the Social Studies Department, but will limit the hiring of new teachers. “As it is Blair is pretty conservatively staffed, and we will not be allowed to hire any new teachers even as we the number of students we have here increase,” Thornton said. “We are not losing classroom teachers but everyone has to take Social Studies and so some under enrolled classes will not run.” Thornton expressed displeasure that some opportunities for learning in electives outside of the more traditional Social Studies classes will be lost. “The budget battle has not yielded sufficient funds for education,” she said.

Academic teams improve at recent competitions Blair Robotics, It’s Academic and math teams perform well

By Camille Estrin and Luisa McGarvey The robotics team, the It’s Academic team, the math team and the computer team recently traveled to competitions both locally and regionally, where they either performed well or advanced to the next round.

The computer team has experienced success in their recent competitions at universities in the area.

“A team of freshmen and sophomores won first place in a programming contest at Bloomsburg University, [and] a team of juniors won first place at a programming contest at UVA,” senior Captain Matthew Das Sarma said. Meanwhile, the It’s Academic team has to prepare for their semifinal competition and has excelled in recent competitions. “We just won our second round TV match by a significant margin, we have our semifinal taping coming up and that is the third of four rounds,” senior Captain Arjuna Subramanian explained.

The robotics team excelled in their competition Mar. 25 at George Mason University and at the University of Maryland. “We finished in the top 25 during the qualifying rounds at [George Mason] and ranked 23 out of 48 teams,” robotics team sponsor John Davis said.

After the George Mason competition, the robotics team made a few adjustments to the programming of their robot to ensure success before entering the University of Maryland competition. “I think we performed better and more consistently during the qualifying matches at this [Maryland] competition. We finished the qualifying rounds ranked 11 out of 58 teams and wound up leading the eight

national schools from China that come here to compete,” senior Captain Dennis Zhao said.

In addition to competing, the math team recently hosted their own competition for students in middle school. “We designed the whole thing from writing the questions to actually setting up the tournament,” senior Captain Cathy Xue explained.

To prepare for competitions, the computer team holds practices every Thursday during lunch to go over different topics. According to their sponsor Daniel Navarro, “Computer team is selfrun; there are lessons that the kids run to get other kids up to speed on the most advanced topics.”

For the It’s Academic team, having a knowlNOLA CHEN TAKING OUT THE TRASH A robot creat- edgeable sponsor is a big assistance during their ed by the robotics team performs a task. weekly practices. “Mr. Schafer played in high seeded alliance,” Davis stated. school and after this many years Recently, the math team has he is still on the buzzer faster than participated in several prestigious us, so some of the best preparation national competitions along with is playing against him,” Subramalocal county competitions. In their nian said. bi-weekly county series, which During the offseason, which finished in February, the math spans from the August to Decemteam finished top in the county. ber, the robotics team recruits new For their larger competitions, they members to learn the basics of have experienced the same degree programming robots, while more of success. In February, the math experienced members learn how team attended the Harvard/MIT to hone their skills. “Veteran memcompetition, where they finished bers of the team also work on variseventh internationally. “It was ous projects that help expand their mainly U.S. teams, but there was skills – learning to build different also a strong contingent of inter- mechanisms, different methods of

‘driving’ the robot or implementing/adopting new software,” Davis explained. In order to find out which teams they want on their alliance, the robotics team observes other teams in competitions. “We do a lot of work scouting other teams and doing a lot of strategic analysis to determine our strategy.

You need to come up with the most efficient way to score,” senior Captain Harrison Zheng explained.

The It’s Academic team has been relatively consistent in their standings in the competition and is aiming to keep this streak going. “The past ten years we’ve been pretty good and last year we finished third on the TV show and we really want to get back there and win this year,” Subramanian explained. The math team has also experienced a consistent degree of success over the last 10 years but is still looking to improve. “It fluctuates a bit but were in the top 10 consistently, our goal is always to try to get better and better results each year,” Xue said.

The robotics team’s goal remains improving their robot enough so that they win their competitions.

“This year our robot was built a lot better because it’s the first year where we actually had the robot completely fine through every single match we had. The goal of the team for the next few years is to take that reliable robot and build something that will actually win,” Zheng explains. Beating their archrival, Thomas Jefferson High School, at the University of Maryland competition remains the goal of the computer team. “Historically we’ve either been first or second in the [UMD contest], either winning or losing to Thomas Jefferson from Virginia,” Das Sarma said.

Newsbriefs Free range kids taken into custody again The children of Silver Spring residents Danielle and Alexander Meitiv were detained by police for the second time this month on April 12, after a neighbor saw the 6- and 10-year olds playing alone in a local park. The Meitivs made national headlines when they were investigated for child abuse after allowing their children to walk a mile home on their own. The Meitivs say that this was part of their “free range” parenting philosophy and that the children were in a safe neighborhood which they knew well; critics brought up that the children were walking alongside a busy road through urban Silver Spring. Child Protective Services (CPS) ultimately found the parents guilty of unsubstantiated neglect, meaning that there was no conclusive evidence that the Meitivs were neglectful but that they would remain under observation. Per the terms of their agreement with CPS, the Meitivs were not to leave their children unaccompanied for the next year.

125 years of Takoma The city of Takoma Park began celebrations of its 125th anniversary with a free “kickoff event” held Saturday, April 18th from 7:30 to 9:00 pm. The event was attended by numerous city officials and city residents who viewed an illustrated history of the city’s 125 years of existence and enjoyed anniversary cake. The kickoff event will be followed by a series of other free events throughout 2015, all celebrating the quasquicentennial.

Takoma Park was incorporated on April 3, 1890. At the time, its residents numbered in the hundreds and it was primarily a commuter town, anchored by a railroad stop.

Today, nearly 18,000 people call Takoma Park home. The city is known for its liberal politics and distinctive feel.

MCPS students to elect new SMOB Student Member of the Board of Education elections will be held county-wide on April 29th. Students will choose between Rachit Agarwal, a Richard Montgomery junior, and Eric Guerci, a sophomore at BCC. During a nominating convention on February 26, SGA delegates from county middle and high schools chose Agarwal and Guerci as the two finalists out of the seven original candidates.

Agarwal is running on a platform of closing the achievement gap through countywide Pre-K, increased access to technology in schools, and smaller class sizes.

Guerci has set no one overarching priority. However, his website cites closing the achievement gap, ensuring full school funding, increasing technology access and improving school athletic facilities as top goals. Guerci has been endorsed by former SMOBs Justin Kim and Alan Xie. Agarwal’s website does not cite any endorsement, insteading quoting the candidate as saying, “I don’t do endorsements.”The 2014 SMOB is Dahlia Huh. She has endorsed neither candidate.

Newsbriefs compiled by Camille Kirsch Edited by William Zhu and Daliah Barg

B1 Opinions

silverchips

Montgomery Blair High School 51 University Boulevard East Silver Spring, MD 20901 Phone: (301) 649-2864 Winner of the 2014 National Scholastic Press Association Pacemaker Winner of the 2014 Columbia Scholastic Press Association Silver Crown Editors-in-Chief: Alex Frandsen and Kelsey Gross Managing News Editors: Emily Daly and Leila Habib Managing Op/Eds Editor: Landon Harris Managing Features Editors: Alexis Redford-Maung Maung and Grace Woodward Managing Entertainment Editor: Naomi Weintraub Managing Sports Editor: Jesse Broad-Cavanagh Managing Design Editor: Grace Woodward Ombudsman: Naomi Weintraub Fact Check Supervisors: Leslie Chen and Emily Daly Extras Editor: Luisa McGarvey Newsbriefs Editor: William Zhu Public Relations Director: Kalanzi Kajubi Executive Business Directors: Liza Curcio and Jackeline Portillo Business Staff: Alexandre Alia Maddie Boyer Joe Estrin Nobel Girmay Anna Hukill Dana Hunter Ian Kiefhaber Max Krondstat Javier Lopez Adina Rombro Ben Segal Page Editors: Daliah Barg Julian Bregstone Sam Butler Leslie Chen Camille Estrin Eleanor Harris Wesley Hopkins Sarah Hutter Mariam Jiffar Camille Kirsch Reva Kreeger Winne Luo Luisa McGarvey Maris Medina Anna O’Driscoll Teague Sauter Emma Soler Aditi Subramaniam Amanda Wessel William Zhu Spanish Page Editor-in-Chief: Milena Castillo Spanish Page Editors: Hawra Al-Jabiri Sarah Canchaya Milena Castillo Camila Fernández Alisson Fortis Carlos Fuentes Ilcia Hernández Odalis Llerena Mario Menéndez Ruth Portillo Itencia Quezada Andrés Romero Managing Photo Editors: Kyra Seiger and Zeke Wapner Photographers: Peter Berger Nola Chen Chimey Sonam Phuong Vo Managing Arts Editors: Elizabeth Pham Ben Safford Artists: Andrea Brown Amanda Gross Candia Gu Nazea Khan Shivani Mattikalli Nino Migineishvili Victoria Tsai Angel Wen Puzzle Editor: Julian Bregstone Copy Editors: Ari Charles Amanda Gross Katherine Murtha Professional Technical Advisor: Peter Hammond Spanish Page Advisor: Dianette Coombs Advisor: Jeremy Stelzner

Silver Chips is a public forum for student expression. Student editors make all content decisions.

Unsigned editorials represent the views of the editorial board and are not necessarily those of the school. Signed letters to the editor are encouraged.

Submit your letter to Jeremy Stelzner’s mailbox in the main office, to room 158 or to silver.chips. print@gmail.com. Concerns about Silver Chips’ content should be directed to the Ombudsman, the public’s representative to the paper, at silver.chips. ombudsman@gmail.com. Letters may be edited for space and clarity.

silverchips

April 23, 2015

Leaving your social comfort zone without being derailed In a big school, academic tracks limit us to small bubbles

By Emily Daly An opinion When people ask what the best thing about Blair is, a common reply is, “its diversity.”

Students are then apt to go on about how attending such a large school with a majority of minority students offers an enriching cultural experience for everyone, exposes them to opposing opinions, blah, blah, blah. This answer usually draws oohs and ahhs from relatives and encouraging nods from parents’ friends at social gatherings. But it doesn’t begin to describe what’s actually true about Blair’s “diversity.”

Yes, there are nearly 3,000 kids at Blair. And yes, in theory any one particular student could be friends with any other, but let’s be real: we aren’t. Because of the academic track that students have been placed on via performance in school when they were younger, test scores and possibly advocacy by their parents, each of us is instead relegated to just a small portion of the population with whom we will have the majority of our classes. That’s not to say that the only way to make friends is to be in the same class, but it does severely limit students’ exposure to the diversity that we so highly tout.

The term tracking is controversial and often misunderstood, if people know what it is at all. According to The National Research Council, tracking can encompass four basic forms.

These include “grouping between classes within a grade level based on perceived achievement or skill level; selection for exam schools or gifted and talented programs; identification for remedial education programs, such as ‘interven-

tion’ schools; and referral for possible placement in special education.” Essentially, this means that when schools assign first- and second-grade students to a high-level math class or a special reading group, that’s tracking. When they send kids to a lower level or recommend them for a non-honors class, that’s tracking as well.

Not all tracking is bad; in fact, the majority of it makes sense. If kids are having trouble reading at their own grade level, it would be ludicrous to try to make them read at a level two or three years higher, just as it would be unfair to force a student at a sixth-grade reading level to read books written for third graders. But this system, which has logical components, was founded on an unfair foundation and remains a way to segregate students, whether this segregation is intentional or not.

Tracking often tends to follow racial lines, and socioeconomic status even more so. Of course, students who were being read to as babies and went to Pre-K will be starting out at a higher level than those whose parents may not have had the time or resources to do so. But when they get to elementary school, the students that started out at a disadvantage to begin with are then placed on a lower track. And the implications that come with the lower track are what make it not an effective solution. The students who start on this track must work extremely hard to move up to the honors level and as those who do not move up continue through school, the expectations considering their academic performance go down.

The bar gets set so low that many students lose motivation to try in school at all. This aspect of track-

MARIS MEDINA

ing negates most of the benefits.

At Blair, most academic classes are based on tracking. English and math, obviously, but students who are in a lower level math or English class may also find themselves in a non-honors social studies or science class as well.

Gym and technology, two classes that are both mandatory to all students and completely unrelated to tracking, are enormously underrated. These subjects may not be the most exciting, but they offer Blazers an opportunity that is lacking in almost every other class in the building – a chance to learn from students who have a totally different perspective without the stigma of academic standing.

In a gym class, seniors mingle with freshmen and non-magnet students find themselves on teams with CAP kids that they may have never noticed before. There isn’t any sort of intimidation (unless you’re terrible at sports), because academics are not really a factor.

Instead, a variety of Blair students come together to participate in a class. It might seem kind of strange to hold gym class in such

a high regard, but this may be because that isn’t how we’re taught to think of it.

Consciously or not, most of us segregate ourselves based on academics. You might be better than your friend at math, or she might have a higher SAT score than you, but we associate mostly with peers on the same academic level as ourselves. And because of this, we are often surrounded by people coming from similar perspectives. It is not until we can get out of this bubble and talk to people who we normally would not associate with that we can really celebrate the “diversity” that Blair has to offer. This doesn’t mean you should take gym all four years or ditch your current friends, but it does mean take a second to appreciate your nontracked classes. Sign up for BLISS, and meet students who otherwise you might not even realize go to Blair. Talk to that girl that you sit next to in tech, even if you don’t recognize her. Most importantly, remember that tracking doesn’t define who you are, or who you have to talk to.

Beach week is about bonding, not cheap booze

Compromises can ensure safety on this well-deserved vacation

By Camille Estrin An opinion It’s a familiar scene for thousands of high school graduates: spending days on the beach, partying, hanging out with friends, the relaxation and of course the fact that there are no parents. Beach week is a time when teens gather for the start of one last amusing summer before they leave for college, or whatever other future plans they have.

Now that the four years of high school drudgery are finally over, seniors need a chance to relax and revel in their accomplishments. Beach week is a celebration of surviving four years of scantrons, quizzes and math tests. It is a chance for high school seniors to get a taste of what they will be experiencing come next fall: independence.

This anticipated week is completely planned and organized by the teens themselves, giving them a great responsibility to make sure the week runs smoothly.

Since there will be limited parental involvement throughout the trip, it is up to the kids to plan housing arrangements and food for the week, without any adult aid.

Just like in college, their parents will not be there to hold their hand and

make sure that they are doing the right thing. High school seniors will be able to see and understand more clearly what life will be like in the fall, offering them a first step into greater independence.

Parents are often anxious about sending their kids to beach week because of the partying and drinking that is linked with the event.

While their children relax at the beach, parents are often left stressing at home. However, it does not have to be this way. For worried parents, an easy way to make sure everything is running smoothly is having one parent stay close

to their kids’ house on the shore.

This way parents would be able to supervise their children, but only to a small extent. Other parents can schedule call-ins to their child, or talk to the parent in the area to make sure everything is going fine. This allows for a happy medium, where students are still away from home, but parents are still able to ensure their child’s safety.

To avoid any confusion as to what exactly will be happening at beach week, a conversation between students and their parents is definitely necessary. If students have shown a pattern of irresponsible behavior in the past, their parents should be more careful when deciding whether or not they ANGEL WEN will allow their child to ANGEL WEN attend the event. However, if students have

steered clear from drinking during high school, they should not be restricted from going solely because of the stigma associated with beach week. Not allowing kids to go, as long as parents are aware of what is happening, would show a sense of mistrust.

Beach week serves as an opportunity for seniors to create long lasting memories with the group of friends they have grown up with. It serves as a reward for the four years of hard work that students have put in during the course of their high school careers.

They have put in countless hours studying for AP exams and doing classwork, and now finally deserve to spend some time unwinding on the beach.

Both parents and students need to be prepared for what it is like to have independence from each other. Beach week gives them a chance to get a feel for what this is like, since most of the responsibilities will lie in the hands of the students.

soapbox Would you go on a beach week trip, and why?

“I would go on beach week because it would be a fun way to finish high school.” - Ryan Handel, freshman “No, I don’t think I will go to beach week because I’ve heard stories about alcohol and I don’t want to be influenced by people.” - Ankitha Durvasula, freshman

April 23, 2015

Opinions B2

silverchips

Should P.G. County institute ESOL-only high schools for Non-English speakers?

YES:

Sarah Hutter

ESOL students deserve an education that meets their specific needs.

Starting a new school is a challenge for everyone. No one wants to be the new kid, and it’s difficult navigating a school where you don’t know anyone and you’re not familiar with the twists and turns of the hallways. But when everyone speaks a different language than you, this transition is made infinitely more difficult. Prince George’s county is aiming to address that problem with the establishment of two new international high schools, schools solely for non-English speaking students or second-generation students who might be suffering academically. The institution of these two new international high schools will not only ease the transition for international students arriving in the U.S., but also provide them with a quality education that focuses on their individual needs as nonEnglish speakers.

While every high school has an ESOL program, not all of them are able to fully meet the needs of their students. Schools with ESOL programs provide English classes for students as well as support in other classes, but many do not have the funding to go any further than that. According to George Washington University, the standard ratio of ESOL students to teachers is 15:1, and average high schools are limited in the number of staff they can hire for individual ESOL programs. In a perfect world, every school would be able to offer ESOL alternatives for most of their classes, but that’s simply not feasible. However, with international high schools, ESOL students are the sole beneficiaries of a program specifically aimed at them. The individual attention they will receive from staff will be an enormous advantage to them, and they will flourish with the opportunity to continue their academic studies while simultaneously learning English.

The international high school program will also help immigrant students with the transition to the U.S. Instead of being placed in a confusing high school in a foreign city, where they don’t know anyone and can’t even speak the language, students will be in a smaller, more close-knit environment with other students who are in their situation and speak their language.

They won’t fall behind in classes as easily, because their teachers will focus solely on their needs as speakers of foreign languages. The international high schools will also address the substantial percentage of Spanish-speaking immigrants living in Langley Park, where one of the schools will be located. Langley Park does not currently have a high school of its own, so this is an important step in reaching that population and addressing the needs of a very significant local demographic.

Recently, the plan has been criticized by representatives from the local branch of the National Association for the Advancement

of Colored People, who claim that the establishment of the schools will move the district closer to segregation. But the international high schools are simply not a form of segregation. No student is being forced to enroll; they are just being established as an appealing alternative that would focus on meeting a prominent student need. A recent study conducted

by Casa of Maryland found that only 45 percent of children who live in the Langley Park community graduate from high school in four years. The language barrier contributes significantly to that. These schools will help to break that down and ensure that everyone gets a highquality education.

Prince George’s County’s new international high schools are a critical step in fully incorporating non-English-speaking students into the educational system. The Langley Park community, where one of the schools is to be located, is in bad shape when it comes to education. This requires an intervention that caters towards the unique needs of the community and their large nonEnglish-speaking populations. The new schools would do just that for all of Prince George’s County, allowing students a chance to continue their education while transitioning from one country to another, and increasing their chances of graduating from high school. Because the schools’ sole focus is on ESOL students, they are a much better alternative to ESOL programs within regular high schools.

International high schools are an exciting addition to the public school system, and just the kind of intervention Prince George’s County needs.

NO:

It restricts students from a diverse learning experience.

Many immigrant parents are compelled to start anew in the United States for the promise it holds for their children. To assist the newly arrived students in this challenging transition, schools offer English as a Second Language (ESOL) classes to aid them academically while learning in a less daunting setting. The current institution of ESOL in schools is a win-win. Students enjoy the familiarity of interacting with individuals who share similar experiences, while still meshing and interacting with the rest of the school.

The new international schools in neighboring Prince George’s County, in which classes are to begin next school year, exclusively enroll ESOL kids with the hopes of giving them one-on-one atten-

tion. However, it only isolates and robs them of a diverse learning experience. Because they are only with people VICTORIA TSAI they feel most comfortable with, it will be harder for the ESOL students to leave this comfort zone later in life. These international schools are too idealistic to offer ESOL students the environment they need to succeed.

In 1952, the landmark case Brown v.

Board of Education set the precedent for the schools we learn in today – diverse institutions that are mandated to offer equal education for everybody regardless of race.

In the official decision of that case, Chief Justice Earl Warren wrote, “Separate educational facilities are inherently unequal.”

The same reasoning applies to this situation as well. Although it isn’t calling for radical and widespread segregation, the act of separating them from the majority will lead to inevitable injustice.

International schools restrict students from branching out and fully engaging in the overall community. While the goal is

KYRA SEIGER

Maris Medina

not to assimilate entirely into American culture, it’s crucial that the students are given the opportunity to learn about cultures outside of the ones they’re constantly surrounded by. According to the National Association for Multicultural Education, “[Multiculturalism] helps students develop a positive self-concept by providing knowledge about the histories, cultures and contributions of diverse groups.” Because they’re provided with the culture, they are able to work towards equality out in the real world. Likewise, ESOL kids are not the only ones who benefit from cross-cultural interaction. Blair Juniors Julia Sint and Tuyet Nguyen are in the works of establishing a program in which students in ESOL and students who speak English fluently will be paired up in order to help each other strengthen their proficiency in a certain language. Nguyen explains, “I thought it would be a great way to benefit both language and ESOL students while promoting a more open and diverse community at Blair.” Such interactions, which would not be possible in the international schools, are extraordinarily meaningful because the students come together and form personal bonds. Isolating ESOL students in these facilities deemphasizes the fact that they are each a part of a larger community.

The individual attention that the students will enjoy from attending the new international schools will not be nearly as beneficial as learning English in a regular public school. Language, especially one as difficult and awkward to learn as English, is best studied where it’s naturally spoken. That’s why language departments try to offer annual international trips which strengthen curriculums through immersion.

Just earlier this school year, Blair French students travelled to France in a pilot exchange program to learn and most importantly, experience the French culture. But if students are in an environment where their native language is predominantly spoken, then of course they will be less inclined to speak English, a language foreign to them and most of the individuals around them.

Ultimately, not only are public schools conveniently packed with numerous resources that can aid an ESOL student in their journey to learn English, they are breeding grounds for diversity and multiculturalism. It simply doesn’t make sense to isolate a select group of students into an individual school and expect them to learn what it’s like to live in the United States. Instead of focusing efforts to segregate them from the majority of the population, let’s instead ignite efforts to spread cross-cultural programs within schools. We have a lot to learn, so let’s come together and teach each other of the countless backgrounds we hail from. Isolation is not the right decision.

Interaction is.

voicebox

Karina Gallo Senior

“No, because they shouldn’t feel like they’re different or separated from everybody else.”

“Yes, because if they’re together they’ll be able to help each other.”

Yakedia Wilson Senior

“Yes, because English is difficult for them.”

Melvin Castillo Sophomore

Ben Miller Freshman

“I think it’s a terrible idea. I think it isolates ESOL students and prevents assimilation.”

KYRA SEIGER

Ari GoldbloomHelzner Junior

“No, because I think it’s important for ESOL students to be integrated in an environment where people speak English.”

B3 Opinions

April 23, 2015

silverchips

Pushing forward start time moves county a step back

New school start times do not improve students’ sleep schedules

By Reva Kreeger An opinion When you go to bed the night before school starts next year, you may feel a little more hopeful about your sleep schedule for the upcoming nine months. MCPS has finally succumbed to the pressure and delayed the start of the high school day, meaning you get to wake up 20 minutes later!

As you rise for the first day of school, however, and put on your nice outfit, and walk into the building, the same relentless exhaustion hits you. You realize that you are just as tired, just as droopy eyed, and that starting at 7:45 instead of 7:25 has done absolutely nothing to make your

life any better.

According to the National Sleep Foundation, teenagers need an average of eight to 10 hours of sleep every night to function best.

Since MCPS high schools start ridiculously early, students have to wake up around six, give or take, meaning they should go to bed between eight and 10 p.m. to get the recommended amount of sleep.

We all know that as students, we have hours of homework each night, not to mention afterschool activities, sports and jobs that keep us from getting home until the late evening. Every student has heard myths about that rare soul who gets to bed at 8:30, but it is absurd to expect the majority

of high schoolers to actually get to sleep within this golden time frame. And while it’s a nice gesture, it’s silly that the school board thinks 20 extra minutes will make a difference.

The National Sleep Foundation also states that it is natural for teenagers to have a hard time falling asleep before 11 p.m., because biological sleep patterns shift toward later times for both sleeping and waking during adolescence.

A shift in start times could help align students’ sleep schedules with their biological clocks, but, really, 20 minutes does nothing.

The entire decision was basically a half-hearted compromise between drastically altering the schedule and actually making a change, or doing nothing at all. The start times debate has been growing throughout the county, and the school board has been getting pressure to make a change. This was its opportunity to actually make a difference, but instead the school board took the easy way out. The school board comes off as NAZEA KHAN

soapbox Do you think the start time change for next year will be beneficial?

“Yes, I think the new start time will be beneficial because students will have more time to get ready every morning.” - Ryan Interiano, sophomore “One negative to this change in start times is that some students may have jobs or other activities that they have to get to by 3 o’clock.” - Jesus Hernandez, sophomore playing it safe with this decision, and hiding behind the fact that it did not actually do anything to promote more sleep throughout the county.

A more effective change to the school start times would be to push back school start times an hour to 8:25. This allows students to go to bed at 11, the time recommended by the National Sleep Foundation, which coincides perfectly with teenagers’ sleep patterns, and it would enable them still to get the recommended eight hours of sleep. Although this change would affect afterschool activities, students would be able to stay up later to finish their work because they have an extra hour to sleep in. The minor

sacrifice to after-school schedules would very much be worth the major change to our broken system.

Ultimately, the change in schoo start times was not a thorough decision, and it doesn’t seem like the school board really took students’ needs into mind. It is clear that we need more sleep, but the current change to start times does not do anything to fix this. The decision was just an easy way to mediate the situation when a well-thought out plan is actually what’s needed to address the issue. The school board chose to take the easy way out without actually considering the impact of the decision on the students which they are supposed to serve.

The drive to get through a paperless PARK test

Advice: everyone should steer clear of Blair’s student parking lot

By Emma Soler Humor It’s a beautiful Monday morning, and the sounds of birds chirping and of the whole world waking up fills the air. The sun is rising in a majestic array of deep pinks, purples and oranges as you coast to school in your beautiful new car. Everything is going just dandy until you make that inevitable but profoundly horrible lane change and then that right or left turn. This is it – where all hell breaks loose.

The Blair student parking lot.

Each morning, this hazardous area is filled to the brim with juniors and seniors trying in vain to squeeze their vehicles in between two lines before the 7:25 bell rings.

Throwing a bunch of high schoolers into a small space is bound to cause some sort of problem, but the Blair administration surely did not expect that this paved area would be in the constant state of catastrophe that it now is. The

Blair student parking lot should be avoided at all costs if students want to keep their sanity, their happiness and most importantly – their lives.

The absolute worst part of the parking lot is the sheer number of cars driving around. Between parents dropping off their kids and students trying to get to school on time, there are a multitude of impatient drivers crowding the lot. Parents stop in the middle of the road, oblivious to many teenage drivers waiting behind them, as teens take their time pulling in and out of spots, ignoring the parents patiently waiting to get by.

Often, students arrive at school with plenty of time before the bell – just to see that traffic in the parking lot is at a near standstill.

This five to 10 minute added driving time can cause students to be late to their first or second period class. The rush to class as a result of this can force to students to lose credit from too many tardies – or worse – spill their Starbucks

soapbox Do you think the parking lot is navigable?

“Not really. It takes a long time to park because of all the people being dropped off.”

- Schuyler Cross, junior “If you’re not ready to compromise your morals as rule-abiding driver when entering the student parking lot, you will be there for a very long time.”

- Connor James, senior “In the morning, it gets really backed up because of the parents.” - Alexandra Melinchok, junior

pumpkin spice lattes on themselves.

Also, the quality of driving in the student parking lot is, well, lacking. It’s to be expected that new drivers won’t be great at driving, but ‘not great’ is a bit of an understatement. Pulling into and out of a parking space can be difficult for less experienced drivers, but Blair drivers pay less attention when backing out than they do in Modern World class.

Lane changes can also pose a difficult challenge in the early morning. When first pulling into the parking lot, most drivers stay to the right. However, some rude parents and students block everyone from turning into spots on the left side of the lot by creating their own often unmoving left lane.

This forces students to sit and wait for a space on the left to clear up, which can take an eternity. These driving missteps sometimes result in students being treated to an orchestra of honking horns – an unwelcome and tardy replacement for alarm clocks.

Lastly, traffic signs in the parking lot are treated as optional suggestions, not mandatory laws.

The words “no left turns” are painted in bold type across a road that is consistently used for – you guessed it – left turns. Drivers also blatantly ignore a stop sign located near the exit of the lot, simply blowing by without a glance left or right.

Possibly the most frustrating aspect of parking in the Blair student parking lot is the numbered spots. Most students that want to drive to school buy a parking permit and are assigned a particular spot that they should park in. However, some students disregard their allocated spots, and park wherever they please.

ZEKE WAPNER

RUSH HOUR Heavy congestion in the parking lot is commonplace as cars line up to park or drop off students in the morning.

The stress that this rebellious act often causes students whose rightful spots have been taken can rival anxiety born of a 10-page research paper or an upcoming calculus test.

It’s clear that the issues that plague our student parking lot are symptomatic of issues that affect

our school as a whole. Massive crowds of people causing traffic, and disregard for rules are all problems that have an impact on the entire Blair community. We need to work as a school to fix our troubled hellhole of a parking lot – but until then, be ready to swerve at any moment.

April 23, 2015

Opinions B4

silverchips

We need to talk: fostering inter-program communication Isolation is weakening CAP, Magnet and the comprehensive program

By Camille Kirsch An opinion Blair is often compared to a zoo, and understandably so. Like zoos, our school is noisy, crowded, hectic, and full of animals (also known as teenage boys). But it also has a last, more unexpected similarity to animal exhibits: at Blair, there’s an elephant in the room.

Take a look around the SAC on any given school day, and you just might spot the beast. It manifests itself in the clump of Magnets behind the stage, the CAP kids huddled up between those two rows of lockers, the table of varsity athletes closest to the outside door, even the huddle of serious students wolfing down their lunch right outside the library. It goes by many names. Cliquishness. Selfsegregation. Special programs.

Blair is a huge, diverse school, but looking at our classrooms and our friend groups, you might not know it. People hang out with people like them; that’s natural and very human. But when our tendency to only befriend people in our classes and social groups is magnified by a school structure that keeps CAP kids, Magnets, and “regular” Blazers apart, that isolation has serious negative consequences for Blair, and for the individual students in it.

Schools, like all other organizations, are more likely to succeed when people share ideas instead of building their own comfortable bubbles. When splinter groups are encouraged and factionalism takes over--think CAP, Magnet, and the Academies--resources get overlooked. This is happening at Blair,

and has been happening for a long time.

Case in point: our 3D printer.

Yes--we really have a 3D printer. If you didn’t know that, don’t worry. It was news to me, too. Not a single non-Magnet engineering class uses the 3D printer, although all students who take engineering learn CAD, the software used for it. It’s entirely likely that not a single student outside the Magnet even knows that the printer exists.

The 3-D printer isn’t the only technology monopolized by a select group of students, of course.

Consider Blair ’s TV stud i o , which is theoretically accessible to all students. In practice, hardly anyone but CAP kids, who take film and TV production as a program re-

quirement, use the thousands of dollars of equipment there.

Is it any wonder that students resent and stereotype those in other programs when interprogram communication is this dysfunctional? If Magnets and “normal” kids could take CAP classes, maybe they wouldn’t laugh off the entire program as overprivileged white girls a n d

field hockey players.

If non-Magnets could use the Magnet engineering equipment and participate in the Senior Research Project mentorship program, maybe they wouldn’t complain about the special attention the Magnet seems to get or gossip about how Magnets think they’re somehow better than everybody else.

If people from the special pro-

grams spent a little more time hanging

out with people from Big Blair, maybe they wouldn’t think nonprogram kids are less studious or even just different from them.

And everyone in this school could benefit from actually experiencing our diversity and hearing people’s stories of what it’s like to be from a dif-

ferent racial, economic, cultural, or religious background.

There are ways to lessen Blair’s fragmentation. Allowing nonMagnet students to take Magnet electives is one good thing that we currently do--why not do that with CAP classes as well? James Mogge, who teaches CAP World History, has a few non-CAP students every year, and Kevin Shindel, who teaches CAP Research, wants to open up that class to students who aren’t in CAP. Promoting that openness would be a great next step. So would consciously trying to make extracurriculars work both for those with ninth periods and those without.

It’s tricky, but it can be done. No Labels Diversity Workshop is an example of a club that works for ninth period students and the rest of us alike; it starts at 2:30 and ends at 3:45.

Teachers can do their part by crossing department lines to share resources and ideas. For example, Magnet teachers could work with the STEM academy to incorporate the 3D printer into non-Magnet science and technology classes, and CAP’s film teachers could suggest ways that those who teach other subjects could incorporate video production into their classes.

Ultimately, though, only one group of people can really ensure meaningful inter-Blair interaction: the students. We have to step up and reach out if we want things to change.

Start with just one conversation with someone outside your normal group. You might be surprised by what you disBEN SAFFORD cover in a united Blair.

B5 Opinion

silverchips

THEN:1952

April 23, 2015

My Blair: Personal Column In Fear of Being Queer

By Luc Picone Guest writer

COURTESY OF SILVER CHIPS ARCHIVES

RUN FOREST RUN Three former Blair students kick it into the next gear as they attempt to out pace one another past the forest.

& NOW:2015

KYRA SEIGER

RUNNING THROUGH THE SIX Senior JDen Seals, junior Jan Fahrenholz and sophomore Thierry Siewe run full speed around Blair’s track.

In a community as diverse and accepting as Blair, there is something to be said of someone petrified to express their identity. Yet for the entirety of my freshman year, I lived in a complex social web of sexual denial, vehemently refuting any claims of my homosexuality to acquaintances, while quietly admitting its existence to my closer friends.

Now I live liberally, open to an accepting group of peers and family members that treat me no differently than fifteen months ago, when I was closeted and adamant that I fit no part of the LGBTQ+ (Lesbian, Gay, Bisexual, Trans and Queer) community. I have grown and developed to fully accept myself and ignore the judgment and bigotry that I may face as a gay person throughout my life.

Yet, recently I partook in a course on biological sex, gender, and sexual orientation hosted by the National Institutes of Health (NIH) and led by Michael Sheridan, Ph.D. During the exercise all participants were given paper stars. On each arm of the star, we were instructed to write a special part of different areas of our lives, be it the name of our best friend or our career goals.

Then we were given hypothetical situations pertaining to coming out and depending on the color of their star, many in the room had to rip off most of the arms they designated as important components of their lives. This exercise was designed to be representative of LGBTQ+ people losing parts of their lives in the coming out process. But, at the end of the activity, I was left with a fully intact star, a strikingly realistic portrayal of my own life; a gay person unaffected by his coming out.

Subsequently I reflected on my time spent afraid of coming out, which now seems worlds away. There had to be some reason for being so ashamed of my identity for the duration of my first semester as a Blazer.

Blair is noticeably accepting, with safe spaces such as the Gay Straight Alliance and No Labels workshop.

I haven’t experienced any blatant homophobia since first publicly identifying as gay, an experience that many of my LGBTQ+ peers share. For many of them however, an oppressive fear still hangs over them in connection to their sexuality, so I did some research.

What I found was an important factor in what I was observing. According to Kevin Nadal Ph.D, a

professor of psychology at Columbia University and a leading expert in the effects of discrimination on LGBTQ+ individuals, “microagressions” are the “...everyday encounters of subtle discrimination that people of various marginalized groups experience throughout their lives.”

Examples of microagressions against LGBTQ+ youth are frequent and to a heterosexual or cisgender (an individual who identifies with their biological sex, as opposed to a transgender person) they may seem harmless. These range from the commonplace “That’s so gay” or “No homo” to “F*g” and “Tr*nny”. Not to say that the latter slurs are not used prejudicially, but the form that they take socially as terms of endearment or gibe sets an ineffable subconscious burden upon LGBTQ+ youth as they catch it in passing.

The use of these words degrades a sexuality to a catchphrase or a jeer that adds to the social stigmatic oppression that becomes a daily pressure for LGBTQ+ students when simply sitting in class, passing in the hallways or overhearing conversations at lunch.

It also instills a sense of animosity and insecurity, as the microagressions are most often used to belittle others, insinuating through association that the words “gay” and “homo” are deplorable and subsequently that anyone identifying as such should be ashamed.

35 states currently allow gay marriage, but the fight CHIMEY SONAM to end stigma and oppression is mostly unaffected by this and far from over. Marriage licenses won’t end the fear of coming out and identifying to one’s full integrity. Oppression is built in layers, and no single act will uproot it and provide a safer, more comfortable space for LGBTQ+ youth in our school, and our society. So we must start small, eradicating the usage of these words and expressions.

An environment is only as accepting as people allow it to be, and if we are numb to the words we use then we cannot hope to uphold the prowess of Blair’s diverse and accepting culture.

Want to submit a personal column? Email it to silver.chips.print@gmail.com The Editorial Board will read through all submissions and determine a selection.

Up and Coming May 1, Student Appreciation Day

May 16, Prom

May 15, Awards Program

May 18-22, Senior Exams

Student & Teacher Awards & Honors Juniors Noah Fang, Robert Fleischman, Eric Lu and Victoria Tsai won first place in the 2015 University of Virginia High School Programming Contest.

Senior Jordan Johnson made All-League Basketball for 4A South in the Washington Post.

Seniors Max Kronstadt and Seb Rubinstein were named All-Met Hockey Honorable Mention by the Washington Post.

Senior Bemnet Zewdie was named a 2015 Top Teen by Bethesda Magazine.

Junior Cynthia Liu placed second in the Who Wants to be a Mathematician? competition.

Seniors Sam Myung, Alan Li, Ben Fineran, sophomores Shyaer Parvez, Kusal de Alwis, Alex Miao, Joshua Yuan and freshman Ray Weng earned 3rd place at the DC Metro Rubik’s Cube competition.

Blair’s Math Team earned first place at this year’s Maryland Math League.

Editorials B6

silverchips

April 23, 2015

Challenging the Challenge Index

We are more than just our AP tests What does being challenged mean to you? Is it sitting in classes where the curriculum floats above your understanding? Or is it being in an academic environment where your teacher both supports you and pushes you out of your comfort zone, a place where you can truly learn and grow?

Each student has his or her own definition of an academic challenge. Students need to be treated as individuals and challenged appropriately. Unfortunately, however, this holistic approach is too often rejected in favor of a one-size-fits-all statistic: Jay Mathews’ “Challenge Index,” the latest version of which was published in the Washington Post on April 19, 2015.

Mathews, a Washington Post education columnist, uses the total number of AP, IB and Cambridge exams taken at a school divided by the size of its senior class to compile an annual ranking of the nation’s “most challenging” schools.

The limitations of this system are obvious. For one, Mathews ignores the success of students on the exams. One student who fails five exams contributes more to his school’s rank than another who aces four. Likewise, low graduation rates can actually boost a Challenge Ranking, since given a set number of APs taken at a school, a smaller graduating class

increases the number of APs per senior and thus the school’s Challenge Index ranking.

The algorithm creates a clear incentive for schools to push students into taking tests for which they are not prepared. At the top two schools on this years’ list, graduating seniors average over 20 AP exams. There, even high school freshmen and sophomores are taking five college-level classes a semester--a larger load than those of many college students.

In a 2009 Fordham Institute survey of AP educators, an anonymous Rockville teacher observed this phenomenon. “Because of the Challenge Index of Jay Mathews... schools, principals, are very concerned, even though it’s a totally artificial thing,” the teacher said.

“They’re very concerned about whether they look better than their neighborhood high school.”

Mathews’ justification for his focus on number of APs rather than scores is that children who are exposed to rigorous courses do better in college. What Mathews fails to say is that exposure to AP courses is not random; outside factors such as parental involvement and socioeconomic status could explain both interest in APs and success in college. For some, being pushed headfirst into a college-level course before they’re ready can be detrimental.

At Blair, many students sign up

for APs if they feel prepared for college-level material, not because they are forced to. Throughout the year, Silver Chips has featured Blair classes that are both challenging and enjoyable. We are lucky enough to go to a school that offers Multivariable Calculus, Forensics, BNC and Human Rights. These classes may not have an AP test, but that doesn’t mean they are not difficult, rewarding or a good use of your time as a student.

That’s the biggest problem with Mathews’ rankings, and that’s why we need to recognize them as flawed. The Index pressures students to enlist in AP classes that can help our school rise in the rankings rather than the classes which most interest them.

Not every challenging learning experience can be quantifiable by a culminating AP test, and that’s a good thing. Blair should celebrate our low ranking as the 424th most “challenging” high school in the nation. It is a tribute to our individuality, our lack of conformity and ultimately, our merit as an educational institution that not only challenges students but listens to them, too.

Do you have any feedback or see any mistakes? Let us know.

E-mail the editors at silver.chips.print@gmail.com

From an old bud, a new friend

A warm welcome for Camille Kirsch

By Naomi Weintraub

ZEKE WAPNER

2014-2015 Ombudsman Naomi Weintraub

2015-2016 Ombudsman Camille Kirsch

To quote the Canadian rapper Drake’s last album, “If you’re reading this, it’s too late.” Yes, I am talking to you – the one who is just now discovering that Silver Chips is a worthwhile publication. I am sure you are marveling at our graphics and professional photography. Unfortunately, however, if this is the first time you have ever flipped to the Ombudsman column, I am sorry to say that it is far too late. Unlike our Features or Sports sections, you cannot just quickly jump into the chaos now and expect full satisfaction – the early bird already got the worm.

I can however, because I am kind and considerate, catch you up on all of the amazing Ombudsman reporting that took place this year. So if you have been reading my column proudly all year then treat this as your “Silver Chips Final Exam Review Guide” and if your attendance to Silver Chips has been spotty, then treat this as your “Silver Chips Final Exam Crash Course Review”.

Flip back to early on in the year and you will remember that I battled advertising disputes. Blair alums and parents wrote in to express discomfort with certain ads that ran in our publication. Shortly after that cooled down, I was able to report on the addition of an extra page to our Spanish section, which was welcomed enthusiastically by the Blair community. In that column I also patiently laid out to the Blair community our paper’s financial situation, and we were met with generous support. The issues of lying

CANDIA GU

Dear Editor, Upon reading Luisa McGarvey’s article “There is a lot more to school than lectures and tests” in the February 5th issue, I was initially excited to see my class, BNC, highlighted in Silver Chips.

The entire school sees our hard work, but often students don’t know that there is a class behind it. However, I was shocked to find myself reading an article that failed to recognize the hard work of my classmates and I. The article displayed BNC as a small, ineffective club that was failing its mission. This could not be further from the truth.

I joined BNC this year because I love filming and editing videos.

BNC has allowed me to meet many new students and learn about many different parts of the Blair community. I’ve had the opportunity to highlight the talents and achievements of awesome Blazers like Michelle Tu and Paul Bass. I’ve even been able to ask our principal if she would rather fight a horse sized duck or 100 duck sized horse (she chose the horse sized duck). None of this would have been possible if I weren’t in BNC. I am lucky to be part of such a unique class.

Our class size has decreased dramatically, from 15 last year to four this year. However, even with a small class, we create and broadcast videos every Friday.

We work hard every week to create videos for the school. We

try to highlight a wide variety of students and interests and strive for quality above all else. Despite Luisa McGarvey’s claim that there are fewer videos being shown and that we are left with “little to present to the rest of the school”, the number of videos we produce has remained the same and the quality certainly has not suffered.

This article claimed that the technical problems that resulted in the hiatus of InfoFlow were actually the result of low class size.

The InfoFlow hiatus was a result of technical problems beyond our control. Issues with lag and lack of wider school participation led to our decision to suspend InfoFlow while searching for a solution. Above all else, we want InfoFlow to remain a high quality, interesting, and informative way to view announcements.

I am hurt and upset that Silver Chips would depict BNC like this.

Yes, we are a small class, but that means that we work twice as hard.

Furthermore, portraying our hard work as “haphazard” discourages students who would like to be part of this class. Although McGarvey interviewed one of our students, Rachel Ederer, she failed to include any of the positive aspects of BNC Rachel mentioned.

Silver Chips should be trying to build up and promote other school groups rather than critiquing their work.

sources was discussed thoroughly in my February column, and was ideally successful in teaching Blair students about honesty towards Sincerely, our reporters. I was even able to Katie Billings, senior write about the importance of using Silver Chips as a teaching tool, hopefully inspiring Corrections Blair teachers to incorporate the paper into their lesson plans.

In the A4 article “Board of Education to cut budget by $10 Million,” a This has been an inspiring misprint reported that the Board of Education’s proposed budget cut $10 year for Silver Chips. The entire million for the 2016-2017 school year. The proposed cuts were actually staff has worked extremely hard for the 2015-2016 school year. to put out the best paper possible, and our growth is evident.

In the D1 article “Silver Chips brings the best classes in Blair to the test,” This year the paper was able to we misprinted senior Kjell Hansen’s name as Kjell Alem. span across many demographics and truly show the beauty In the F1 article “Blair spring teams gear up for the upcoming season,” of the Blair community. Not we mispelled girls’ lacrosse key player Alexis Redford Maung-Maung only did we take on riveting and track key player Susanna Maisto’s names. feature stories but we were able to bring Blair news at an even timelier rate than ever before. helped her become an effective connect Blazers and share their Much like the Sankofa bird we public speaker and persuasive stories, to build a sense of school must fly forward while looking community in a place where it’s back. So amongst all this nostalgia writer. Camille enters situations with an open-mind and an intelhard to know everyone’s name.

I want to start preparing you all To that end, we scour the entire for the future. When deciding on a lectual background that truly puts the fair, just perspective first.

I feel school for news and write about new Ombudsman for next year’s students from all walks of life. staff we wanted someone that will confident that the Ombudsman column is in good hands.

So fareThis year alone, we’ve covered draw in readers. We also wanted well Blair, my time as Ombudsactivists, injured athletes, immithe role to be given to someone man and on Silver Chips has been grants, cheerleaders, drug dealers, who was experienced in the art of truly amazing, but my job here is science nerds and so much more. debate and battling controversial now done and I confidently pass That mission of connection is issues, because those skills are the torch onto Camille Kirsch, why I love the paper, and it’s why essential to the Ombudsman role.

I took this job. As Ombudsman, It was also important to us that we your 2015-2016 Ombudsman. my job is to ensure that whatever chose someone who deeply cared Camille: your niche at Blair, the paper has about the paper, and was enthusia place for you. Chips is meant to astic about their work.

Blair is a big place, and someinform, entertain and represent I am excited to announce that times, it can really feel like one.

Blair students. How can we do our new Ombudsman for the Our 42-acre campus and nearly that without hearing your voices?

2015-2016 school year is Camille 3,000 students can leave indiIf you have a question, suggesKirsch! Camille is an experienced, vidual Blazers feeling cut off from tion or even rant to send to Silver talented writer. She has done the school community. We’re just Chips, feel free to email me at amazing work this year with too big to all know one another; ombudsmansilverchips@gmail. hard-edge reporting that has the daily activities and accomcom or just to stop me in the halls. brought our paper attention. Caplishments of 3,000 students can’t Listening to you is what I’m here mille is active in the Young Demodisseminate through one gossip to do. crats club, which has allowed her Comments or concerns? network. to grow as a politically intellectual Email the Ombudsman at That’s where Silver Chips writer. In addition, she is a part ombudsmansilverchips@gmail.com comes in. Our paper strives to of Blair’s Debate team, which has

B7 ADs

silverchips

April 23, 2015

April 23, 2015

silverchips

Features C1

Life for teen moms after those first nine months

Full-time student and parent: the responsibility of managing two lives

By Daliah Barg

community. “When I was five this.” months into her pregnancy, also acknowledges. months, she found out because I If not for all of the available plans to finish high school. “I’m went to the nurse because I was resources and the strong supWhere only first names appear, still going to be coming to get my Balancing act sick… she was the last one to port that Guerrero receives, life names have been changed to protect education and get a career and get know, that’s when she found out would be very different for her the identities of the sources. my scholarship, because it’s going Teen mothers’ experiences force and that’s when I got all these re- and Alyssa. “I wouldn’t be in the to benefit me and also [my] baby,” them to grow up and take on adult sources,” explains Nora. same condition. I guess I would responsibilities. “Yesterday, I had When senior Debbie Guerrero she says.

Blair also has a strong com- have moved, started a new life, if I After Alyssa was born, Guer- to go do her social security, I had found out she was pregnant, she munity of pregnant and parent- didn’t have any support system at didn’t know how to react. “I was rero stayed home for six weeks, to do some paperwork for her,” ing teenagers in a support group all,” she says, laughing nervously, scared, like everybody would be looking after her newborn daugh- Guerrero recalls. “I was just like, which meets once a week. “I would be in stress, so much scared… there were a lot of peo- ter. “I had to be there PEARLS (Parenting, Edu- stress.” ple who were like… ‘maybe you for her… so it was kind cation, and Responsiveshouldn’t have this kid, this is go- of hard for me to study Life Skills) is “a positive or do homework,” she ing to ruin your life,’” she recalls.

“Be glad” youth development proFor Guerrero deciding to take on says. During this time, gram for young women the duties of caring for a child was Guerrero took part in the There are times when a teen who are pregnant or par- mother’s circumstances can disa difficult choice. “My emotions MCPS Interim Instrucenting,” according to its advantage her, but Guerrero plans were just all over the place,” she tional Services (IIS), a website. PEARLS is run to power through. “At one point I remembers, “It’s just the feeling home and hospital serby the Crittenton Services am going to struggle, but I don’t that for eighteen years now, [I’m] vice for students unable of Greater Washington, want to just let myself go, I want going to protect somebody.” Now, to attend regular school and meets every Wednes- to keep going,” she remarks.

Guerrero’s baby, Alyssa Brooks, is as a result of physical or day along with the school emotional conditions. three months old.

Guerrero’s advice to other nurses and about 20 teen- young mothers is to be happy When Alyssa was two By choosing to keep her baby, age parents or parents- with what they have. “Be glad, Guerrero joins the roughly 305,000 months old, Guerrero reto-be. “They’re a really actually, because there’s a lot of teenage mothers in the United turned to school, a task great support system too, people out there who are trying States, according to the Centers for that can be challenging they help us be parents, to have kids and they can’t have Disease Control and Prevention. for teenage mothers, acthey teach us things that them, and maybe that’s the only With this decision comes new re- cording to Debra Bitonti, we didn’t know. It’s all kid they’re going to have in their sponsibilities, new struggles, and a Blair’s school nurse. “It’s confidential, so we all tell life, you never know,” she recomreally hard to leave their new life as a young parent. everything to each other, mends. “Being a mom shouldn’t baby. Sometimes it’s we support each other, be worry, stress, and ‘what am I hard to get them to come A lot to handle we tell experiences, ev- going to do now?’, it should be back [to school] because erything – it’s just great,” amazing. It is amazing to me.”

For many teens, going to school they want to stay home Guerrero explains. is their largest commitment, but with their baby and Nora concurs that becoming In the community, a teen mother is not the misforyoung mothers have much more they’re attached,” Bitonti there are many resources tune that others make it out to be. on their hands. Teen parents strug- explains. that teenage mothers can “Other people tell me that it’s a Although having a gle to stay in school because of the take advantage of during mistake, but I don’t think it is. It’s many obstacles presented to them baby makes it more difREPRODUCED WITH PERMISSION OF DEBBIE GUERRERO their pregnancies and af- an opportunity to get closer to my throughout their pregnancies and ficult to continue on with terwards. Guerrero has baby. I’m proud of it, I’m proud to parenthood. Trisha Parra, Refer- education after high PEEK-A-BOO Baby Alyssa smiles in her bouncer. used the Women, Infants, be a teenage mother,” says Nora. ral Specialist and Case Manager school, it’s not impossiand Children (WIC) proat Teen and Young Adult Health ble. “They can go to colDespite the hardships, Guerregram, a federally funded program ro is enjoying her time as a mother.

Connection (TAYA), an organiza- lege just like everybody else. They ‘Right now, I could be at home, which provides nutrition counsel- “I’m enjoying being a mom, it’s tion which provides pregnancy can do everything that everybody with my friends, or at the moving and health food to pregnant just really great. I mean, it has its testing and counseling, says that else can do, it’s just going to be ies… but I have a responsibility... women as well as new mothers ups and downs, but I just love it. I the challenge of staying in school harder,” However, even though I need to get her social, I need to and their babies, according to their love her, I really love her.” can lead to difficult circumstanc- having a child makes attending make sure she has all her papers.’” website. At Holy Cross Hospital, es. “Furthering their education, college more challenging, a teenFinances can also become an Guerrero attends a teen pregnancy age mother’s issue for teen parents. In the first and parenthood support group. child can become year alone, the cost of raising a Nora has also benefitted from her motiva- baby is almost $10,000, according WIC, PEARLS, and the Holy tion for trying. a survey by Baby Center, an online Cross Resource Center.

“What I think community designed to provide Beyond official organizais that having a information to new parents. Guertions, it’s helpful for teen kid shouldn’t let rero feels the hardship of these mothers to have support netyou down – like expenses, even though her family work of friends and family. you can’t do this helps with her finances. “Now di“My grandma and my othanymore, you apers and wipes are the ones that er family members, they can’t do that have me going back and forth,” she all supported me. And anymore – it says, explaining that her daughter when I told my friends, should let you goes through one $13 package of they all supported me too,” think that, oh, diapers in roughly two weeks. “So explains Guerrero. “It is imyou have to do I have to buy more, buy more, and portant, because if you don’t, it now, you don’t I sometimes don’t have money then – I mean, you’re still gohave a choice be- for that.” To keep up with rising ing to make it, but you’re going cause you have a costs, Guerrero took a job making to struggle more.” Alyssa’s father, little one who’s phone calls from home. “Now, I’m also a Blair senior, spends time depending on working, but when I didn’t have with her and Guerrero on weekyou,” explains money, I asked my grandma and ends. Nora also has a strong supGuerrero. [others],” she says. port from her friends and family.

Guerrero Teen mothers have an entire oth“My mom, she was mad at first plans on work- er life to take care of in addition to but she got over it, because ing during the their own. “Now I’m not going to she understood, she went summer after [only] have to worry about myself, through it too at the g r a d u a t i o n , I’m going to have to worry about same age,” Nora then attending the baby too,” explains Nora. says.

Montgomery QUALITY TIME Senior Debbie Guerrero and her H a v i n g College for two Steady support daughter, Alyssa Brooks, pose for a selfie. friends who years and transare also teen ferring to the For teen moms, a strong supparents is an sometimes even graduating high University of Maryland. “I either port system and network of readditional school becomes a struggle, and if want to be an engineer or a law- sources is helpful in navigating way to learn you don’t graduate high school yer, and I’m still going to go with parenthood. “I still have a lot to how to be a then probably your salary isn’t go- that, I haven’t changed my plans, learn, because there’s times when I mother. “All my ing to be too high,” explains Parra. I haven’t changed anything. I just don’t even know how to do things, friends that have According to the National Confer- want a better future for her,” says and that’s when my mom comes babies or that ence of State Legislators, only 40 Guerrero. and helps me, or other support are pregnant Child care becomes a mother’s systems,” says Guerrero. percent of teen mothers finish high right now, primary responsibility, making school.

At Blair, this network of supthey’re Determined not to become an- social activities a hassle for teen port begins with Bitonti, who conactually other statistic, Guerrero is current- moms. “There’s a lot of kids who… ferences with pregnant teenagers one of the ly on track to graduate in May, but after school make plans to hang about the choices they are facing. support this path to success was not always out, [but] I can’t really hang out “We sit down and have a big consystems guaranteed. “It was really difficult because I have to go back to my versation about their different opthat I because, when I was [in] the last daughter,” Guerrero says. “I have tions. Based on what their choice have too, month I didn’t even want to go to to make sure that someone has her, is, it’s the path we take,” says Bibecause school, I wanted to stay home be- or is watching her.” The combina- tonti.

-Debbie Guerrero I see that Nora met with Bitonti a few cause I was too tired, my tummy tion of childcare and schooling is I’m not the was too big, I wanted to just sleep a tough pairing, says Bitonti. “It’s months into her pregnancy, and only one difficult. I applaud the girls that received information about promore,” she recounts. that’s like Nora, a freshman who is six make it all the way through,” she grams that she could use in the

“Being a mom shouldn’t be worry, stress, and ‘what am I going to do now,’ it should be amazing. It is amazing to me.”

C2 Features

silverchips

April 23, 2015

En route to their futures and new opportunities Students travel to Thomas Edison to learn vocational skills

By Luisa McGarvey When junior Kaila Baskin gets off her school bus each morning at 7:10 a.m., she doesn’t head to class. She’s not skipping class; instead, Baskin continues to wait around in the SAC for 10 minutes to begin the next step of her daily morning bus-hop. In order to pursue her dreams of one day becoming a chef, Baskin then embarks on a 20-minute bus ride from Blair to the Thomas Edison High School of Technology so she can study restaurant management.

Baskin is one of the 23 students who split their school days between Blair and Edison in order to earn professional certification in a variety of fields ranging from nail technology to automotive technology to medical careers, while still fulfilling all the required classes for graduation at Blair. Students are able to earn up to three credits in one of Edison’s 18 career and technology programs by traveling to the school in either the morning or afternoon.

Immersed in their interests With an abundance of different pre-professional programs, the school day can be vastly different for students at Edison than it is for students enrolled in the typical classes at Blair. Edison has numerous unique activities structured to immerse students in the field of their choosing.

For Baskin, the restaurant management program has helped her grow accustomed to cooking in a restaurant-like setting that allows her to serve people. “We learn how to cook a lot of different dishes and right now we’re doing Café Edison which is a student run restaurant, so we’re basically feeding the entire Thomas Edison High School.” she says.

Meanwhile, somewhere else in the building, junior Noela Anwei is learning the ins and outs of the hotel industry, a profession she is considering for after high school. Anwei explains, “I’m in the academy of hospitality

and tourism and actually like it a lot. We get to learn about hotel management, business, and marketing all in one class.”

Changing their course Junior Quinn McKenzie applied to Edison in an attempt to decide what career he is going to pursue when he graduates from Blair. “College isn’t really for me so Edison is helping me figure out other options since I’m enrolled in two programs,” says McKenzie.

However, other students like Baskin, who has wanted to be a chef for years, were led to Edison by a preexisting passion for a field that Blair did not offer classes in. “I started going to Edison because I wanted to be a chef and it has the restaurant management program, which I thought would help me,” remarks Baskin. After searching through the course packet, Anwei was disappointed to learn that the courses she was interested in were not offered at Blair but then she heard Edison was an option and decided to apply. “They actually have programs in the fields that I am interested in going into in the future that Blair didn’t offer,” explains Anwei.

Since Blair does not have the same courses as Edison, it attempts to inform students about all the opportunities offered at the school. In Baskin’s case, she first realized she wanted to attend Edison when she went there on a field trip. “I heard about it because Blair has a field trip to go to Edison through Ms. West, and when I went there I decided it was something I’d really like to do,” she says.

Preparing for their professions Not only does Edison provide students the opportunity to receive professional certification in certain fields, it also gives them real life experience while simultaneously connecting them with potential employers. Job shadowing is done in all the programs in an effort to show students what it would be like to

work in that field. “I shadowed at Eatonville and resources to succeed and now she hopes restaurant back in January and it showed me to receive a job that will help further improve how stuff is done in a real restaurant,” says her cooking skills outside of the school enviMcKenzie, a student in the restaurant man- ronment. agement program.

Edison helps its students get jobs through their program On the Job Training (OJT) that some students like Baskin plan to take advantage of. “Next year I’ll be doing Edison but I won’t be really going to Edison. Instead I’ll be going to an actual cooking job, but I’ll still be getting credits,” explains Baskin.

Similar to Blair, which has universities come to campus, Edison will occasionally host technical schools to give students the option to talk to representatives. To realize her culinary dreams, Baskin intends to attend a school that would allow her to continue down this path.

“We have culinary schools come to Edison so I’ll also learn about schools I could go to after high school,” she expresses.

Next year Baskin will no longer be dividing her time between Blair and Edison.

Instead of taking classes at Edison every morning, she will join the ranks of many other senior Edison students who work part time ZEKE WAPNER jobs before going back to their normal high schools JACK OF ALL TRADES Junior Quinn McKenzie gains exin the afternoon. Edison has already provided Baskin pereince in his chosen field as a student in the Thomas with the necessary tools Edison High School restaurant management program.

Oumou Diallo Q&A: Hope of Guinea branch founder One alum’s experience at Blair inspires her to give back

By Mariam Jiffar What is Hope of Guinea?

Hope of Guinea is an international organization that helps the underprivileged kids in Guinea through scholarships and funds.

Their parents cannot afford to send them to school because of a lack of money.

Obviously the parents would choose to feed their families as opposed [to paying school fees].

What motivated you to start it at Towson University?

In high school I was actually volunteering with them, however it wasn’t until my senior year actually at Blair when I started writing my college essays...we started brainstorming and [my English teacher] was like, ‘What are you passionate about?” and it hit me that I wanted to dedicate myself to helping those who were less fortunate not only for Guinea but Africa as a whole.

[There’s also] a six day program where college students are taken at a retreat and you have to create a vision.

The conversation I had with [my teacher] came back to me and I was like, ‘Hey, I have a vision!

I can actually create the first chapter of the company at Towson University [and] shape the chapter the way I want the organization to be shaped.’

Were you born in Guinea?

I was born here, but I grew up there.

How was that transition when you moved back to the United States for high school?

Blair is one of the most diverse high schools in the whole state so it wasn’t that hard. I used to visit all the time

during the summer. The ESOL [program] was excellent; I believe they are 50 percent of who I am today. Blair contributed to who I am today.

What do Towson Hope of Guinea Members do?

We recently attended the Clinton Global Initiative conference. Our commitment was part of it – our commitment to build a community center in Guinea – so we were entered into a challenge with every other commitment maker in the Clinton Global Initiative. We raised $7,000 and won the Commitment Challenge and I got to meet the Clintons and talk to them about my commitment to Guinea. Usually what we do is we raise money, we have events at school, like fundraisers and stuff, and we have clothing drives. We collect clothes for the whole school year and clothing supplies.

The clothes and the school supplies are usually sent to Guinea over the summer.

Did you take part in any activism at Blair when you were here?

During my junior year I was the Vice President of the African Club, and during my senior year I was the President of the club. I was part of the Service Learning Club, and I was a Blair ambassador. Being in those organizations made me realize I have a love [for] service. In high school I was trying to find myself. I feel like my time at Blair and those organizations showed me that I actually want to work with people, I actually want to give back to Africa; I actually want to be an ambassador not just to Blair.

Did your experiences at Blair inspire you?

REPRODUCED WITH PERMISSION OF HUMANS OF TOWSON UNIVERSITY

Those four years actually shaped me into

who I am today and added onto what I want to do, even from like stopping by the Career Center and talking to Ms. West for hours. I would just show up in her office and be like, ‘Hey, I don’t know what I want to do with my life.’ I feel like having those mentors at Blair helped me figure out what I wanted to do.

What would you tell someone who is in your position when you were in high school?

Keep going! I believe that everyone has a gift and that person who’s [like I was], that person has a gift. I think my family and the Blair community and the Hope of Guinea community, they believed I had a gift before I even realized it as a freshman. I was just like, ‘Hey, I’m here, I do not speak any English,’ [but] the whole ESOL [community] was like, “You’re brilliant, you’re gonna do amazing things.’ [Just think], ‘Hey, I am not gonna give up, learning English is just one other challenge I have to knock out of the way and keep going’ Just keep swimming!

What are your goals in Hope of Guinea or future actions coming up?

As a youth delegate for the UN and Hope of Guinea, I plan on taking Hope of Guinea to another whole new level. We were just established in September and the organization has achieved so many things that we didn’t even know we would achieve. [We plan to] start building the community center in two years. Also [we plan to] gather the money that’s necessary and the tools that are necessary to help us succeed in that commitment.

As an individual, I’m just trying to graduate!

I don’t know what the future holds, but I’m dedicated to a life of service. Just gonna keep serving, just trying to make Hope of Guinea prosper and succeed.

Features C3

silverchips

April 23, 2015

Pledging allegiance, but not only to one flag

Dual citizenship can bring both honor and responsibility

By William Zhu Junior Gbatoe Torh remembers playing soccer in Liberia when he was around eight years old. He lived in a small village where everyone was familiar with each other. The sound of children laughing and a ball skipping along the ground intermingled and could be heard in the evening air as the sun slowly set, casting its characteristic mosaic of red, orange and magenta across the sky.

Torh, who remembers spending most of his childhood days with his family, would soon leave this all behind. His mother, who lived in the U.S., wanted him to come live with her. “[It was] a new custom for me, a new language, it was pretty cool,” reflects Torh on his enthusiasm for his new home and citizenship.

Rules of Citizenship Citizenship, being a legally recognized subject of a nation, can be obtained through a variety of means. Some countries confer citizenship through marriage, adoption, ancestry or naturalization. Naturalization is a formal process in which an individual is made a citizen and it often requires one to renounce any previous citizenships.

Another way to obtain citizenship is through birth. Anyone born in the U.S., regardless of immigration status, will be granted full U.S. citizenship. An example of this is freshman Justin Rojas, who was born

“My parents started from nothing [and went to] being able to afford a house in Potomac and send their kids to a top public school [at] Wotton, or the Magnet at Blair.”

- Hakan Berk

in the U.S. but moved to the Dominican Republic when he was three months old and grew up and obtained citizenship there. He only came back to the U.S. recently to start high school at Blair. “[I] came to the U.S. at the beginning of the school year,” states Rojas.

Having citizenship often gives various advantages over non-citizen status depending on the country, including abilities such as voting in elections and/or obtaining certain government positions.

In the United States, for example, citizens can vote and serve in public office, such as being president. U.S. citizens sometimes are required to serve jury duty and in the most extreme circumstances, serve in the military.

In some rare circumstances, one can be a citizen of two different countries at the same time. This usually occurs when one is born outside of the U.S. to U.S. citizens or when one’s parents obtain citizenship and it is transferred to the children.

The U.S. Constitution does not allow dual citizenship. As a result, the government does not officially recognize dual citizenship. The catch is that the Constitution also does not forbid dual citizenship either.

This grey area in the law allows for many individuals to become citizens of two countries. In addition, since dual citizenship is not officially recognized, the government does not keep track of the numbers of dual citizens.

A CNN report detailed that the total amount of dual citizens within the U.S. is unknown, but many dual citizens are also

citizens of Mexico, Canada or the United Kingdom.

Life outside the U.S. For many Blazers born outside of the U.S., immigrating here has been a pivotal life moment for them. Some of these students, like junior Guarav Dahal, now hold dual citizenships in both the U.S. and their home country. Dahal, who immigrated to the U.S. when he was ten years old, is a citizen of both Nepal and the U.S. When remembering his home country, Dahal recalls a place vastly different from the U.S. Things that stand out are the corruption and the relatively carefree life. “You could do anything you want, parents were very lenient. I barely cared about school,” says Dahal.

Dahal remembers the unfair practices that were common at the school he once attended in Nepal. To Dahal, one of the most objectionable examples of this corruption is the gifts and bribes teachers would accept in exchange for good grades. “You could see it at school… [They] bribe the teachers to get a better grade,” he describes.

Another example Dahal recalls is the required homework that if not completed resulted in physical punishment, but he adds that bribes would also be handy in this situation. “Homework was mandatory, if you didn’t do it you would get beaten. That was one time you could bribe a teacher,” explains Dahal.

At the time, Dahal’s father had both a job in the U.S. and U.S. citizenship. This allowed Dahal and the rest of his family to immigrate to the U.S. Moving from a developing country to a fully industrialized western country like the U.S. was a drastic change for him. “When we were living in Kathmandu, that was the most technological city in Nepal, you had manual labor, you had only a T.V. and no computers,” recalls Dahal.

Junior Della Seworye is originally from Ghana and moved to the U.S. when he was 14 years old, due to his father obtaining American citizenship. Seworye has fond memories of Ghana and his home. He played soccer in school even winning some tournaments. “I played for a school team and I won a championship twice,” says Seworye.

Seworye was very glad to come to the U.S. and experience a new environment and leave his home. “I was happy, because I never used to travel that much.” However he also longs for his family and home in Ghana because he hasn’t traveled back to visit. “I miss my friends and some of my family,” adds Seworye.

Tale of two countries Some students have left behind family in their home country, but have brought with them both their culture and aspirations.

Senior Hakan Berk was born in Houston and he has his Turkish citizenship through his parents. Berk’s parents immigrated to the U.S. so that he and his sister could have a more opportunities growing up. “They believed that by starting over they could provide a better future,” he says.

His father worked as a software architect and his mother got a master’s degree in business administration. Both of them

“Homework was mandatory, if you didn’t do it you would get beaten. That was one time you could bribe a teacher.”

- Guarav Dahal

came to the U.S. with barely anything, but through hard work managed to make their lives better and maximize the opportunities for their children. “My parents started from nothing [went to] being able to afford a house in Potomac and send their kids to a top public high school [at] Wootton, or the Magnet at Blair,” Berk explains.

Like Berk, senior Liam Mendizabal obtained another citizenship through his parents. Mendizabal has both British and American citizenship. His mother is from England and therefore, Mendizabal was able to obtain his British citizenship when he was in England. “I went to England and got my citizenship,” he explains. That was the only time Mendizalbal has ever visited the United Kingdom.

Rojas came to the U.S. so that he could get a strong education which will help him get a job he wants. He explains that a U.S. high school diploma carries a lot of weight when it comes to demonstrating academic prowess in the Dominican Republic. Rojas likened it to graduating from an Ivy League University. “If you graduate from Harvard, it is more honorable,” he describes.

Rojas hopes to join the military and then eventually rise through the ranks. “I want to join the Army [in the U.S.] and then be in the Special Forces,” Rojas says with determination.

Benefits of duality Sometimes,

dual

citizenship

confers

benefits, but not in the U.S. Senior Barbara Vasilchenko was born in Zelenograd, Russia. As a result of her dual citizenship, she has access to free healthcare in Russia, but she adds that the quality of U.S. healthcare is still superior. “While you have to pay in the U.S., it’s a lot better here,” comments Vasilchenko.

For junior Julian Parish-Katz, a dual Italian-American citizen, healthcare in Italy is not only free but comparable in quality to the U.S. He experienced this first hand when he was sick during a visit. “I got really sick in Italy and I had to stay in the hospital and it didn’t cost anything,” recalls Parish-Katz.

However, Italian citizenship laws mandate that Parish-Katz has to make a decision on whether to drop his American or Italian citizenship when he turns 18 years old. “When I turn 18 I have to choose one or the other,” says Parish-Katz. Since he was born in the U.S., Parish-Katz is considering keeping the Italian citizenship because he will be able to reapply for U.S. citizenship later.

Depending on the country, dual citizenship can also have its drawbacks. Mendizabal’s father is Cuban and it was a possibility that he could obtain Cuban citizenship.

However, that wasn’t possible due to the current political situation between the U.S. and Cuba. If he were a Cuban citizen he would have to serve in the military, making his dual citizenship situation even less desirable. “They would have me as a candidate for the army,” says Mendizabal.

Self-identity

When it comes to the topic of their cultures, many still strongly identify with their home countries, while still embracing American culture. Berk had not visited Turkey for 10 years and during a visit last summer he felt more connected. “I finally go to really experience and now remember. [I] now have images and experiences that I can have with me forever,” he says.

Torh is still a Liberian at heart since he grew up there. “It is reflected in me, in the music and the food,” explained Torh about his family life. “That’s where I was born. Liberia is awesome,” he exclaimed.

In the end it seems that culture plays a stronger role than citizenship itself. Unlike citizenship, culture isn’t “bestowed” or gained through a formal process. While it sometime has legal benefits, citizenship status does not affect self-identity as much a culture does.

Culture is what one is while citizenship is just a categorization. Vasilchenko expresses the viewpoint that citizenship is only an arbitrary label that one shouldn’t use to define themselves. “I am not a ‘label whore’,” she exclaims. Regardless of her legal nationality she will always identify with some of her Russian culture. “[I am] just Russo-American. I have strong ties to both cultures,” sums up Vasilchenko.

v

EMMA SOLER

April 23, 2015

Features C4/C5

silverchips

FREE MINDS

According to the Pew Research Center’s Public Safety Performance Project, the United States priosn population has risen by 700% since 1970.

According to the U.S. Department of Justice, Bureau of Justice Statistics, on any given day, nearly 7,500 young people are locked up in adult jails.

According to the International Centre for Prison Studies, the U.S. makes up 5% of the World population yet it has 24% of world prisoners.

The healing brotherhood of a book club behind bars story by Mariam Jiffar

S

ixteen-year-old Marcus Bullock stands handcuffed in court; the judge has just read him a 23 and a half year sentence in prison for robbery. But his first concerns aren’t about the hardships of prison life or what his future will look like – he wonders how he’ll get to his upcoming basketball game.

This is the experience Bullock shared when he visited Blair’s International Human Rights class with Free Minds Book Club and Writing Workshop as part of the organization’s educational outreach program. Free Minds serves juveniles in the D.C. jail who are charged and incarcerated as adults.

Hearing the stories of people who have lived through the sorts of criminal justice dilemmas that they’re studying in class gives students a new kind of perspective. Anne Manuel, the teacher of the Human Rights course, saw this clearly when Free Minds came in. “The kids have studied how the juvenile brain isn’t the same as an adult brain and you can’t quite understand consequences,” Manuel explains. “But then to hear this guy describing that in such vivid detail – it’s not just words on a page, all of a sudden it’s really real.”

“The original free mind” Free Minds has been around for 13 years now, but it’s evolved drastically over that period of time. In fact, the catalyst for the book club was completely unexpected. “The idea for Free Minds began with an unsolicited letter from

a stranger,” reads the beginning of Free Minds’ history description on the website.

This stranger was Glen McGinnis, a Texas inmate on death row who sent a letter to then-journalist Kelli Taylor, co-founder of Free Minds. McGinnis had been incarcerated for over five years for a crime committed when he was 17 years old. “In response to this contact, Kelli produced a television documentary about Glen and other juveniles on death row in America,” reads the website.

McGinnis loved reading and writing, and Taylor sent him books so they could both read the same text, relate to each other and grow. “[They were] ‘on the same page,’” co-founder Tara Libert says. However, even after the airing of the program and four years of correspondence between McGinnis and Taylor, he was executed in 2000.

McGinnis’s execution motivated Libert and Taylor to take action: so in 2002, Free Minds was born. “It was really a response to powerlessness,” admits Libert. The program actually began as a small volunteer project on the side, but it quickly became Taylor and Libert’s full careers. “It was an amazing response! Overwhelming!” claims Libert. “It has completely surprised me, where it is now.”

Getting the pages turning Libert explains that there are three parts to the program while Free Minds members are still in D.C.: reading, writing and connecting. The books that the inmates read and discuss are oftentimes about people in similar situations to their own, like Game Over by Azie Faison or Makes Me

Wanna Holler by Nathan McCall, who served three years in prison but went on to become a journalist for the Washington Post. “[A success story] gives them a real road map they can follow,” Libert says. “And then they start writing about their own lives.”

This writing usually manifests itself in poetry inspired by why they ended up in prison, how they feel and how they stay strong. These poems can be read and appreciated once a month during an event called “Write Night” in a humble classroom at the Funger Hall of George Washington University.

The lessons taught on Write Night aren’t academic, but the ‘students’ are intensely eager to respectfully learn and participate. The ‘teachers’ are former prisoners sharing their journeys of self-discovery and success that they’ve achieved through Free Minds. The assignment? Writing vibrantly-penned, encouraging commentary on the poems of Free Minds members still in jail – along with uplifting “hang-in-there” notes, holiday cards and quirky fun facts. It’s a learning experience like no other, and it leaves no doubt that the activities are helping people “in the real world.”

This is a distant but deeply meaningful interaction for Free Minds members. “When I read what the people at Write Night wrote on my poetry, I saw that they didn’t think I was an animal, but just a human being who made a bad choice. It made me want to keep on writing!” says D’Angelo on the Free Minds website. The atmosphere of Write Night is relaxed, friendly and warmly supportive with frequent smiles and nods of encouragement from the audience. People of different backgrounds and ethnicities take in the pain of foreign experiences and sit in awe of the beauty that came from it.

However, it’s an uphill battle to get many of the inmates who came to the meetings to start writing in the first place.

Free Minds is an attractive option just to get time out of one’s cell, but the staff is determined to make the program mean more to all the members. “Y’all made me participate!”

Jerome recalls at a Write Night, smiling at Libert and Seana Drucker, the program director, who both laugh along with the audience.

Diane Nicks, a Write Night attendee, was extremely appreciative of how former inmates continued to help out with Free Minds, especially since at-risk youth oftentimes only see negative male figures in their lives. “What these guys are doing is positive,” Nicks says. “You’re connecting with people who have lost connection.”

The phases of freedom Free Minds currently has several stages for its members,

1

REPRODUCED WITH PERMISSION OF FREE MINDS

2

but none of them were pre-meditated. “It grew organically through every phase,” Libert insists. “Totally led by members.” The program originally was confined to the D.C. jail.

However, once the inmates turn 18, they are transferred to prisons all over the country.

When Will Avila, the first member of Free Minds to turn 18, was moved, he refused to let his membership end there. “[He said] ‘Um, hello? You got me excited about reading and writing; you can’t just leave me hanging!” Libert remembers with a smile. So, the Continuing Support phase of

“Your change, it starts from within.”

- Will Avila the program began, including written correspondence with inmates and a monthly newsletter, The Free Minds Connect.

Similarly, once Avila got out of prison, he turned to Free Minds for assistance in reentering society, which inspired the Reentry Support phase of the program. This phase offers paid apprenticeships to learn job readiness and life skills as well as stipends for members to participate in the teaching side of Free Minds, telling their stories and sharing their poetry.

Members in Reentry Support who take on this teacher role are called ‘Poet Ambassadors’; these are the members who speak at Write Nights. Poet Ambassadors are given the opportunity to educate youth in schools with their own experiences to discourage them from violent behavior and urge them to apply themselves. The vision statement on the Free Minds website is quite ambitious: “That every young inmate receives the necessary tools, inspiration and community support to pursue education and follow a positive new path in life.” But with its dedication to community service education and enduring personal attention, Free Minds

UNLOCKING CREATIVITY 1. A Free Minds poet composes his next piece. 2. At Write Nights, members of the community write encouraging feedback on the work of Free Minds poets. 3. Co-founder Tara Libert talks to Blair’s International Human Rights class about Free Minds. 4. At a book club meeting in the D.C. Jail incaracerated youth read and discuss literature. 5. Free Minds Poet Ambassadors join Libert to share their stories with Blair students.

REPRODUCED WITH PERMISSION OF FREE MINDS

design by Grace Woodward

is making progress on this goal one success story at a time.

“Living proof program” The impact that Free Minds has made on everyone involved – from the participants to the staff to the community – is apparent in every phase of the process. Libert notices these differences soon after inmates start participating in the book club and writing process. “We see a profound change in how they view themselves and their future,” she insists.

Also, the rates of recidivism, or “relapse into criminal behavior” according to the National Institute of Justice, for Free Minds members are dramatically different than the overall rates. “From 70 percent to 90 percent... reoffend within one year [on average],” Libert says somberly. “We are about 24 percent.” That statistic applies to the members of Free Minds who remain active participants throughout the different phases of the program. “Some don’t stay in touch,” Libert concedes, “but the ones that do... they’re changing their [lives].”

Libert herself is surprised by how successful this book club has been in turning people’s lives around. “Such a simple tool...but so powerful. That continually amazes me.

[It’s] really profound,” she says in awe. However, Libert knows she can attribute much of the success of Free Minds to its ‘secret sauce,’ as she calls it: “A sense of belonging to a positive group that has your back,” Libert says. “To leave the street life, you have to leave everything you’ve known – pretty lonely.”

Not only can it be lonely to avoid the ‘street life’ and find a better path; it can be humiliating. One of the Poet Ambassadors who visited Blair, Charlie Curtis, told the class about how acting out helped him hide the embarrassing fact that he was illiterate. “In first grade, he couldn’t read, but because they had social promotion, he was promoted to second grade and still couldn’t read,” Manuel says. “He was acting out in class all the time because... he was trying to cover that up, and when he got to high school he was just skipping all the time and robbing people.”

Another Poet Ambassador, Phil Mosby, spent 10 years in prison and had to spend some of that time in the Special Management Unit, where violent inmates are locked in a cell for 23 hours per day, either alone or with one other person, with one hour for recreation, five days per week; the other two days, he was locked in all 24 hours.

However, both Mosby and Curtis transformed from troubled teenagers to inspirational and charismatic mentors with the help of Free Minds. Curtis is thankful for the program and cites it as a large source of motivation. “Reading and writing inspire you to come out here and do better,” says Curtis.

He participates in Free Minds’s violence prevention program -- named “On the Same Page,” after the correspondence between Taylor and McGinnis -- by talking to the students at middle schools and high schools about his experiences and convincing them that it’s all right to open up.

The impact that Curtis has already had on some children is apparent. “A kid came up [to the teacher] and said, ‘Charlie said it was okay to ask for help,’” said Libert at Write Night, which was met with raucous applause and many smiles from the audience.

Avila had the goal of giving back from early on in his involvement with Free Minds as soon as he was in a stable enough position in his life to do so. “First, [I thought] ‘How can I help myself?’ Then, ‘How can I help others?’” he shares at Write Night.

I am like concrete People always try to walk on me But I never break Like the concrete When it rains or snows I get the leftovers But still I am strong Like concrete - Demetrius Once he was out of prison, he sought help from Free Minds with reentry into society; however, opportunities were scarce with his criminal record, so he started his own business: Clean Decisions, a D.C. business that cleans restaurant kitchens and only hires re-entries, according to the Washington City Paper. “Your change, it starts from within,” says Avila – that inner change is what he’s been trying to facilitate for his employees with 20 hours of work and 20 hours of life-coaching per week.

The future of freedom Additionally, Free Minds has touched other people’s lives by spreading awareness about the experiences of juveniles who are tried as adults and inspiring people to get involved. Some of the stories that the Poet Ambassadors told Manuel’s class were particularly moving and eye-opening, like Bullock’s worries about his basketball game after his arrest.

In addition, Free Minds helps to elucidate how the racial biases of the criminal justice system affect real people. “A lot of the kids came in this year interested and wanted to learn about mass incarceration and about lots of different issues about discrimination in the criminal justice system, so this fits into that really well. Free Minds has never had a white member,” Manuel says. “The D.C. jail is full of minorities.”

Some Blair students have already contacted Free Minds in the hopes of contributing to the organization. “A bunch of them have applied for internships,” Manuel remembers.

Though Free Minds has come a long way since its humble beginnings as volunteer work, Libert knows the organization still has much more potential. “I just see so many cool future possibilities and collaborations,” she says, excited for what is come.

She also expects that young people will be the leaders of the social and criminal justice movement now. “They’re not as stuck in the old stereotypes; they’re willing to give people a second chance,” says Libert. “[They’re going to] make the big changes.” Libert expresses her thankfulness for those who attend Write Nights and support Free Minds with a catchy mantra: “Whenever a Free Minds poem is read, hope is spread, so thank you for the hope!”

Learn more about Free Minds at freemindsbookclub.org

3

KYRA SEIGER

4

REPRODUCED WITH PERMISSION OF FREE MINDS

5

KYRA SEIGER

April 23, 2015

Features C4/C5

silverchips

FREE MINDS

According to the Pew Research Center’s Public Safety Performance Project, the United States priosn population has risen by 700% since 1970.

According to the U.S. Department of Justice, Bureau of Justice Statistics, on any given day, nearly 7,500 young people are locked up in adult jails.

According to the International Centre for Prison Studies, the U.S. makes up 5% of the World population yet it has 24% of world prisoners.

The healing brotherhood of a book club behind bars story by Mariam Jiffar

S

ixteen-year-old Marcus Bullock stands handcuffed in court; the judge has just read him a 23 and a half year sentence in prison for robbery. But his first concerns aren’t about the hardships of prison life or what his future will look like – he wonders how he’ll get to his upcoming basketball game.

This is the experience Bullock shared when he visited Blair’s International Human Rights class with Free Minds Book Club and Writing Workshop as part of the organization’s educational outreach program. Free Minds serves juveniles in the D.C. jail who are charged and incarcerated as adults.

Hearing the stories of people who have lived through the sorts of criminal justice dilemmas that they’re studying in class gives students a new kind of perspective. Anne Manuel, the teacher of the Human Rights course, saw this clearly when Free Minds came in. “The kids have studied how the juvenile brain isn’t the same as an adult brain and you can’t quite understand consequences,” Manuel explains. “But then to hear this guy describing that in such vivid detail – it’s not just words on a page, all of a sudden it’s really real.”

“The original free mind” Free Minds has been around for 13 years now, but it’s evolved drastically over that period of time. In fact, the catalyst for the book club was completely unexpected. “The idea for Free Minds began with an unsolicited letter from

a stranger,” reads the beginning of Free Minds’ history description on the website.

This stranger was Glen McGinnis, a Texas inmate on death row who sent a letter to then-journalist Kelli Taylor, co-founder of Free Minds. McGinnis had been incarcerated for over five years for a crime committed when he was 17 years old. “In response to this contact, Kelli produced a television documentary about Glen and other juveniles on death row in America,” reads the website.

McGinnis loved reading and writing, and Taylor sent him books so they could both read the same text, relate to each other and grow. “[They were] ‘on the same page,’” co-founder Tara Libert says. However, even after the airing of the program and four years of correspondence between McGinnis and Taylor, he was executed in 2000.

McGinnis’s execution motivated Libert and Taylor to take action: so in 2002, Free Minds was born. “It was really a response to powerlessness,” admits Libert. The program actually began as a small volunteer project on the side, but it quickly became Taylor and Libert’s full careers. “It was an amazing response! Overwhelming!” claims Libert. “It has completely surprised me, where it is now.”

Getting the pages turning Libert explains that there are three parts to the program while Free Minds members are still in D.C.: reading, writing and connecting. The books that the inmates read and discuss are oftentimes about people in similar situations to their own, like Game Over by Azie Faison or Makes Me

Wanna Holler by Nathan McCall, who served three years in prison but went on to become a journalist for the Washington Post. “[A success story] gives them a real road map they can follow,” Libert says. “And then they start writing about their own lives.”

This writing usually manifests itself in poetry inspired by why they ended up in prison, how they feel and how they stay strong. These poems can be read and appreciated once a month during an event called “Write Night” in a humble classroom at the Funger Hall of George Washington University.

The lessons taught on Write Night aren’t academic, but the ‘students’ are intensely eager to respectfully learn and participate. The ‘teachers’ are former prisoners sharing their journeys of self-discovery and success that they’ve achieved through Free Minds. The assignment? Writing vibrantly-penned, encouraging commentary on the poems of Free Minds members still in jail – along with uplifting “hang-in-there” notes, holiday cards and quirky fun facts. It’s a learning experience like no other, and it leaves no doubt that the activities are helping people “in the real world.”

This is a distant but deeply meaningful interaction for Free Minds members. “When I read what the people at Write Night wrote on my poetry, I saw that they didn’t think I was an animal, but just a human being who made a bad choice. It made me want to keep on writing!” says D’Angelo on the Free Minds website. The atmosphere of Write Night is relaxed, friendly and warmly supportive with frequent smiles and nods of encouragement from the audience. People of different backgrounds and ethnicities take in the pain of foreign experiences and sit in awe of the beauty that came from it.

However, it’s an uphill battle to get many of the inmates who came to the meetings to start writing in the first place.

Free Minds is an attractive option just to get time out of one’s cell, but the staff is determined to make the program mean more to all the members. “Y’all made me participate!”

Jerome recalls at a Write Night, smiling at Libert and Seana Drucker, the program director, who both laugh along with the audience.

Diane Nicks, a Write Night attendee, was extremely appreciative of how former inmates continued to help out with Free Minds, especially since at-risk youth oftentimes only see negative male figures in their lives. “What these guys are doing is positive,” Nicks says. “You’re connecting with people who have lost connection.”

The phases of freedom Free Minds currently has several stages for its members,

1

REPRODUCED WITH PERMISSION OF FREE MINDS

2

but none of them were pre-meditated. “It grew organically through every phase,” Libert insists. “Totally led by members.” The program originally was confined to the D.C. jail.

However, once the inmates turn 18, they are transferred to prisons all over the country.

When Will Avila, the first member of Free Minds to turn 18, was moved, he refused to let his membership end there. “[He said] ‘Um, hello? You got me excited about reading and writing; you can’t just leave me hanging!” Libert remembers with a smile. So, the Continuing Support phase of

“Your change, it starts from within.”

- Will Avila the program began, including written correspondence with inmates and a monthly newsletter, The Free Minds Connect.

Similarly, once Avila got out of prison, he turned to Free Minds for assistance in reentering society, which inspired the Reentry Support phase of the program. This phase offers paid apprenticeships to learn job readiness and life skills as well as stipends for members to participate in the teaching side of Free Minds, telling their stories and sharing their poetry.

Members in Reentry Support who take on this teacher role are called ‘Poet Ambassadors’; these are the members who speak at Write Nights. Poet Ambassadors are given the opportunity to educate youth in schools with their own experiences to discourage them from violent behavior and urge them to apply themselves. The vision statement on the Free Minds website is quite ambitious: “That every young inmate receives the necessary tools, inspiration and community support to pursue education and follow a positive new path in life.” But with its dedication to community service education and enduring personal attention, Free Minds

UNLOCKING CREATIVITY 1. A Free Minds poet composes his next piece. 2. At Write Nights, members of the community write encouraging feedback on the work of Free Minds poets. 3. Co-founder Tara Libert talks to Blair’s International Human Rights class about Free Minds. 4. At a book club meeting in the D.C. Jail incaracerated youth read and discuss literature. 5. Free Minds Poet Ambassadors join Libert to share their stories with Blair students.

REPRODUCED WITH PERMISSION OF FREE MINDS

design by Grace Woodward

is making progress on this goal one success story at a time.

“Living proof program” The impact that Free Minds has made on everyone involved – from the participants to the staff to the community – is apparent in every phase of the process. Libert notices these differences soon after inmates start participating in the book club and writing process. “We see a profound change in how they view themselves and their future,” she insists.

Also, the rates of recidivism, or “relapse into criminal behavior” according to the National Institute of Justice, for Free Minds members are dramatically different than the overall rates. “From 70 percent to 90 percent... reoffend within one year [on average],” Libert says somberly. “We are about 24 percent.” That statistic applies to the members of Free Minds who remain active participants throughout the different phases of the program. “Some don’t stay in touch,” Libert concedes, “but the ones that do... they’re changing their [lives].”

Libert herself is surprised by how successful this book club has been in turning people’s lives around. “Such a simple tool...but so powerful. That continually amazes me.

[It’s] really profound,” she says in awe. However, Libert knows she can attribute much of the success of Free Minds to its ‘secret sauce,’ as she calls it: “A sense of belonging to a positive group that has your back,” Libert says. “To leave the street life, you have to leave everything you’ve known – pretty lonely.”

Not only can it be lonely to avoid the ‘street life’ and find a better path; it can be humiliating. One of the Poet Ambassadors who visited Blair, Charlie Curtis, told the class about how acting out helped him hide the embarrassing fact that he was illiterate. “In first grade, he couldn’t read, but because they had social promotion, he was promoted to second grade and still couldn’t read,” Manuel says. “He was acting out in class all the time because... he was trying to cover that up, and when he got to high school he was just skipping all the time and robbing people.”

Another Poet Ambassador, Phil Mosby, spent 10 years in prison and had to spend some of that time in the Special Management Unit, where violent inmates are locked in a cell for 23 hours per day, either alone or with one other person, with one hour for recreation, five days per week; the other two days, he was locked in all 24 hours.

However, both Mosby and Curtis transformed from troubled teenagers to inspirational and charismatic mentors with the help of Free Minds. Curtis is thankful for the program and cites it as a large source of motivation. “Reading and writing inspire you to come out here and do better,” says Curtis.

He participates in Free Minds’s violence prevention program -- named “On the Same Page,” after the correspondence between Taylor and McGinnis -- by talking to the students at middle schools and high schools about his experiences and convincing them that it’s all right to open up.

The impact that Curtis has already had on some children is apparent. “A kid came up [to the teacher] and said, ‘Charlie said it was okay to ask for help,’” said Libert at Write Night, which was met with raucous applause and many smiles from the audience.

Avila had the goal of giving back from early on in his involvement with Free Minds as soon as he was in a stable enough position in his life to do so. “First, [I thought] ‘How can I help myself?’ Then, ‘How can I help others?’” he shares at Write Night.

I am like concrete People always try to walk on me But I never break Like the concrete When it rains or snows I get the leftovers But still I am strong Like concrete - Demetrius Once he was out of prison, he sought help from Free Minds with reentry into society; however, opportunities were scarce with his criminal record, so he started his own business: Clean Decisions, a D.C. business that cleans restaurant kitchens and only hires re-entries, according to the Washington City Paper. “Your change, it starts from within,” says Avila – that inner change is what he’s been trying to facilitate for his employees with 20 hours of work and 20 hours of life-coaching per week.

The future of freedom Additionally, Free Minds has touched other people’s lives by spreading awareness about the experiences of juveniles who are tried as adults and inspiring people to get involved. Some of the stories that the Poet Ambassadors told Manuel’s class were particularly moving and eye-opening, like Bullock’s worries about his basketball game after his arrest.

In addition, Free Minds helps to elucidate how the racial biases of the criminal justice system affect real people. “A lot of the kids came in this year interested and wanted to learn about mass incarceration and about lots of different issues about discrimination in the criminal justice system, so this fits into that really well. Free Minds has never had a white member,” Manuel says. “The D.C. jail is full of minorities.”

Some Blair students have already contacted Free Minds in the hopes of contributing to the organization. “A bunch of them have applied for internships,” Manuel remembers.

Though Free Minds has come a long way since its humble beginnings as volunteer work, Libert knows the organization still has much more potential. “I just see so many cool future possibilities and collaborations,” she says, excited for what is come.

She also expects that young people will be the leaders of the social and criminal justice movement now. “They’re not as stuck in the old stereotypes; they’re willing to give people a second chance,” says Libert. “[They’re going to] make the big changes.” Libert expresses her thankfulness for those who attend Write Nights and support Free Minds with a catchy mantra: “Whenever a Free Minds poem is read, hope is spread, so thank you for the hope!”

Learn more about Free Minds at freemindsbookclub.org

3

KYRA SEIGER

4

REPRODUCED WITH PERMISSION OF FREE MINDS

5

KYRA SEIGER

C6 Features

silverchips

April 23, 2015

Accepting reality: When college plans don’t work out Faced with financial limitations, students look for different options

By Reva Kreeger and Emma Soler 35,208 juicy, savory McDonald’s Big Macs. 187 shiny, 11-inch MacBook Airs. 7 Toyota Priuses. 1 college education.

According to the College Board, an 18-year-old can attend an average fouryear private university in the United States for a staggering total price of $169,000. After getting their college educations, students often leave this system plagued with tens of thousands of dollars of debt.

For students and parents alike, financial factors often play a decisive role in college decision-making. According to Forbes Magazine, 60 percent of students that did not attend their preferred college stated that financial aid and/or cost of college significantly influenced their decision not to attend that institution – and Blazers are no exception. Some Blair students been ecstatic after being admitted to their dream schools, only to later grieve when they realize they must turn to other options.

High hopes Senior Nathanial Rought says he once aimed to attend Salisbury University with the intention of being a nursing major.

“I heard a lot of good things about their nursing program,” Rought explains. After applying to Salisbury, Frostburg State University and Towson University, Rought was elated when he was accepted to his top school – but he soon realized that money would hold him back from actually attending.

Rather than applying to many schools, senior Breanna Camp limited her applications to just two schools: Towson University and Drexel University. “They were the only schools that I really wanted to go to and that I could see myself going to,” she says.

Drexel became Camp’s top choice because of its urban feel, proximity to other institutions and generous programs that give students a leg up in the workforce.

“I thought I would be more successful at Drexel because of the Co-op program and how they have a really competitive business program,” Camp says.

Camp was admitted to both of the schools she applied to – but was forced to choose Towson simply because they gave her a more appealing financial package.

Senior Nafetole Zeleke applied to a wide variety of colleges, including University of Pittsburgh, West Virginia University (WVU), University of Maryland (UMD), and Salisbury University. For Zeleke, however, deciding which college would be his top choice wasn’t an issue – he had thought about attending Pittsburgh since his freshman year, but fell completely head-overheels in love the moment he stepped onto campus. Like Camp, Zeleke was enthusiastic about Pittsburgh’s top-notch business program, the bustling city around the university and the beautiful buildings.

Zeleke was accepted to the majority of the schools he applied to, including Pittsburgh, but lack of financial support from Pittsburgh, the school he had been dreaming about for so long, forced him to finally wake up. “It was going to be my top choice, but they didn’t give me a lot of money, so I can’t go there anymore,” he says dejectedly.

Facing limitations According to Rought, lack of aid from the Free Application for Federal Student Aid (FAFSA) is the main thing holding him back from Salisbury. Rought’s stepmother makes a decent salary, he says, so on paper

it looks like he could afford college – but high amounts of debt limit Rought’s family’s ability to take out college loans. “[FAFSA] kind of looked at it like, ‘Oh, you have a lot of money, you can pay for it,’ when in reality we don’t,” Rought explains.

Rought adds he has applied for many scholarships in an attempt to lower the cost of a Salisbury education, but getting them is rare, and that even if he does get any scholarships it will likely not make up for FAFSA’s lack of financial aid. “I applied for a bunch of scholarships, [but] that’s really the unfair part because it’s not guaranteed at all [that] you’re going to get a scholarship, and even if you do, it’s not going to cover the majority of your college needs,” Rought says.

According to Elizabeth Zimmerman, Director of Financial Aid at Salisbury University, financial aid at Salisbury is based on the FAFSA report only. She says that Salisbury does not have an interview process to allow students to speak directly to financial aid staff about their needs. Additionally, students can not appeal the amount of financial aid they are given unless there is a “financial aid change in the family.”

Blair’s college and career counselor, Phalia West, is well aware of these college restrictions. She explains that financial concerns can hold students back from at-

“Even though I am not struggling as other families might be, I’m still not rich enough that I can pay off all my college finances...we’re kind of in the middle. You don’t get as much help, but you need help still.”

-Breanna Camp

tending schools that they truly deserve to go to. “Kids are qualified to get into these wonderful schools, but financially, they’re not able to go,” she says.

Like Rought, Camp says she was ecstatic when she was accepted to her dream college. “I was so excited. When I found out I got into Drexel, it was amazing,” Camp recalls.

But once she saw the price tag on her potential education, Camp’s perspective changed dramatically. While Drexel gave her $10,000 off her yearly tuition and she received a grant for $3,690 per year, according to Camp, the school estimated that her education would still cost a whopping $61,094. “I was still excited, but it just sucked because I knew that it was not going to happen... I wish that there was some way that they could reduce that [cost] more,” she concludes morosely.

Zeleke was also thrilled when he saw that he had been admitted to Pittsburgh. How-

soapbox How could the college admissions process be improved?

“The college admissions process can be improved by not having so many requirements.”

- Emely Velasquez, sophomore

“[It could be improved by allowing] students to express themselves in another way besides essays and writing because that isn’t always a strong skill for applicants.”

- Maria Coreas, sophomore

On average a private college education

=

will cost as much as 7 Toyota Priuses SOURCE: THE COLLEGE BOARD

ANDREA BROWN

ever, a few weeks later when he opened the letter containing the information about his financial aid, Zeleke’s celebration came to an abrupt halt. “I thought I was going to be able to go. I was very excited; I went out to eat with my parents... [But] I looked at [the letter], and I was like, ‘Damn, I’m definitely not going to be able to afford this,’” Zeleke remembers dismally.

According to Zeleke, Pittsburgh only gave him $5,000 a year, leaving him to pay the other $35,000 a year out of pocket. He says since he got in to other colleges, the lack of aid was not devastating, but that it still left him dispirited. “I can’t say I was really, really disappointed because I got accepted to other schools, but I was pretty disappointed because that was my first choice,” he explains.

Some students take student loans in order to pay for colleges that they cannot afford. However, this end up leaving these same students with a huge burden after they graduate. According to the Institute for College Access and Success, 71% of students graduating from a four-year college emerge with student debt.

Next step Rought says he will likely attend Montgomery College (MC) for at least two years and then transfer to a different Maryland school. During this time, he will work and save up money for steep tuition costs he expects at a school he may later attend. According to Rought, considering MC as a more affordable option can be a wise option for students with financial restrictions.

“Especially if you don’t have the money to go to a four year school, MC is definitely a good choice,” he says.

West agrees that MC is a common and viable fallback for many Blair students.

“Sometimes kids end up going to Montgomery College because it’s something that they can afford, and maybe they build their grades up, and maybe they get scholarships to try to go somewhere else. That leads them, most of the time, into a state school,” she explains.

According to Rought, the end result of your college experience matters much more than where one starts. “Wherever you graduate from, that’s what’s on your diploma. That’s how I look at it,” he adds optimistically.

Camp’s decision to go to Towson University rather than Drexel had nothing to do with which school she liked better. She further clarifies that financial concerns dictated which school she would attend. “It was whatever school gave me the best package financially. That [was] the deal breaker,” she explains.

Like Camp and Rought, Zeleke says at first he was discouraged but that now he is inspired by other options. He explains that he will most likely go to WVU since, like Camp, he is choosing based on the best financial aid package. According to Zeleke, a change in attitude shed new light on some of the unique advantages of WVU, like the friendly people at and around the university and the many outdoor programs that will be a refreshing change from his urban neighborhood.

Challenging the process After considering different schools and experiencing tough financial restrictions, Rought says he has a clearer view of what parts of the college application process

desperately need change. He specifies that schools could be made more affordable to students by larger grants from governmental institutions. “The federal government should definitely give students a lot more financial aid, at least just to help. The way it is now you’re kind of on your own,” he comments.

According to Rought, the hypocrisy that is ingrained in our country’s attitude towards college is exasperating. “It’s kinda screwed up because the US always wants to say that they put kids through college and have good education, but... even in state schools it’s way too expensive for a normal person to go,” he laments.

Camp’s major criticism is that colleges do not provide enough aid to families like hers that need help to pay for college but aren’t in extreme financial situations.

“Even though I am not struggling as other families might be, I’m still not rich enough that I can pay off all my college finances and [related expenses],” Camp explains.

“We’re kind of in the middle. You don’t get as much help, but you need help still.”

Rather than criticizing the status of financial aid, Zeleke mentions that he is disheartened by the overall price of going to college. “[College] should definitely be cheaper, I don’t think education should cost that much. I feel like if you charge someone $20,000 a year, that should be straight. Everyone could afford that,” he argues.

Looking forward

While their original plans all were foiled by the extreme pecuniary factors, Rought, Camp and Zeleke all say they are excited for their upcoming school experiences. Zeleke adds he “can’t wait” while Camp says she knows she will be successful regardless of what college she chooses to attend.

Rought mentions he is content because

“College experience is college experience... where you go for undergraduate, although important, is not the end of the world. You can make wherever you are great.”

-Nathanial Rought

he knows that sacrificing the idea of a dream school can pay off in the end. “Realistically speaking, it’s probably not the worst idea in the world to save a good bit of money,” he says.

West adds that, in the end, the specific college a student chooses to attend will not make or break the next four years. “College experience is college experience... where you go for undergraduate, although important, is not the end of the world. You can make wherever you are great,” she concludes.

April 23, 2015

silverchips

Features C7

Hands on Science: Cool labs done in classrooms

Teachers come up with engaging ways to incorporate learning

By Leslie Chen

how popcorn is made. “There is some water content inside of the kernels and this is what Pop, pop, pop! Popcorn kernels hit the makes the popcorn pop from the kernel,” sides of glass beakers as students in Darcy says Wen. Biochemistry is one of many classes that Sloe’s 9th period Biochemistry class conduct a lab on popcorn. Several groups gather students can take in junior or senior year around the black surfaced lab tables, observ- where they are able to experience science ing the kernels as they explode into fluffy through hands-on labs. These activities white pieces of popcorn. These students, tend to follow the curriculum of the class. just like those in Angelique Bosse’s 7th pe- “[Sloe and I] have access to biological supriod Biochemistry class, carefully observe ply companies that have kits available. We the beakers on the hot plates, taking pictures try to match labs to content that is covered,” of the process and recording pieces of data. Bosse says. Labs are ever-changing, with an Junior Angel Wen explains that the purpose ultimate goal of helping students learn the of the lab is to understand the science of material better. Both Sloe and Bosse work together to try out different labs and also alter the ones they already use.

Other classes that utilize lab activities to help students learn include Organic Chemistry and Forensics, both taught by Megan Hart. For Organic Chemistry, the labs are picked so that the students get to obtain new skills and also use information from lectures to understand the lab. “I used what I learned and as everything connected, the material became easier because it was physically in front of me and I was putting each part into it,” senior Lul Mohamud says.

From synthesizing aspirin to extracting caffeine from Mountain Dew, the students get to actually use their new knowledge and apply it to these activities. Organic Chemistry is typically a college course and thus the labs that the students do are also advanced. Hart says, “My purpose for labs is that each lab will have a skill that you’re going to use when you get to college, such as TLC plates and recrystallization, and I try, whenever I can, to have it go with a chapter from Napoleon’s Buttons [by Penny Le Couteur and Jay Burreson].”

Just as Abby Sciuto from NCIS does, students in the Forensics class observe LAB CONDUCT Senior Sam Myung cleans “evidence” from crime scenes. Unlike Organic Chemistry and Biochemistry, test tubes and places them in a rack to dry.

where presentations from the teacher are necessary to teach a topic, Forensics is most effectively taught using labs instead of lectures. “If there is something [the students] can do to learn the concepts, I would rather them do that than listen to me lecture,” says Hart.

For their current unit, the hair unit, students brought NOLA CHEN in their own samples of hair SCRUTINIZING RESULTS Seniors Ben Wing and Shudham Chatfrom people they topadhyay observe chemical reactions for a Biochemistry class lab. know or from animals. Then, they learned about the structure and morphology initiative to try to keep females engaged in of hair. Using the different content learned science,” said Hart. in class, students participate in labs to supSessions throughout the day include talks plement the material. “[The labs] go along from local scientists and activities planned hand in hand. If we learn about blood, then by members of the Science National Honors right after, we did a lab on blood spatter,” Society (SNHS). Officers and members of said senior Brandon Cubas.

SNHS plan three different sessions: Physics, As seen in these classes, science can Biology, and Chemistry. For each, they debe made fun and appealing to many stu- sign a lesson plan and a lab activity for the dents through different hands-on activities seventh grade girls to get a hands-on expethat can also supplement learning. Annu- rience. This year’s FIST event included an ally, Blair hosts the Females in Science and egg drop for the Physics, strawberry DNA Technology (FIST) Conference that shows extraction and running a gel electrophorejust that. The conference is a full day event sis for the Biology, and designing a lemon where seventh grade girls are invited to ex- battery for the Chemistry. While labs and plore STEM. This promotes and encourages similar activities may not make everyone these girls to continue pursuing interest in fall in love with science, they provide a more math or sciences. “There is data to support interesting way for students to get engaged that there are females in elementary school with material they are learning. “Science is who are interested in science, but by the so cool and as a second semester senior I can time they get to high school, they are not re- now appreciate everything I’m doing in scially interested in it anymore. [FIST] was an ence class,” says senior Sarah Wagner.

D1Entertainment

silverchips

April 23, 2015

Stepping out of the suburbs and onto the trails

Exploring the best hiking opportunities around the metropolitan area Sugarloaf Mountain

By Anna O’Driscoll and Amanda Wessel As the green returns to the trees and the weather begins to warm up, it is hard to resist the urge to get outside. Maryland may not seem like a hiking hotspot, but there are in fact numerous parks, trails and nature conservatories not far from Blair’s backyard. Whether you are looking to get fresh air and exercise or to enjoy nature with your friends and family, these local trails are a great way to appreciate the diversity of Maryland’s outdoors.

KYRA SEIGER

BILLY GOATS GRUFF Hikers walk along the rocky and scenic path of Section B on the Billy Goat Trail at Great Falls in Potomac.

Great Falls Located only 25 minutes from Blair, Great Falls in Potomac is part of the Chesapeake & Ohio Canal National Historic Park. Though it is situated so near to an urban landscape, the park offers one of the most diverse outdoor experiences in the area, with many trails along the Potomac River and the historical canal. Whether it is walking along the flat towpath that hugs the canal for 184.5 miles from Georgetown to Cumberland, or scrambling up rocky cliffs that flank the river gorge, there is a hike for everyone.

All visitors can easily access the Great Falls Overlook to see the foaming falls tumble beneath their feet as they cross to the viewing deck. At this location, the Potomac River builds up speed as it drops about 60 feet over jagged rocks, resulting in expansive white water cascades. It is not uncommon to see kayakers navigating the rough waters at many points along the river.

The three Billy Goat Trails are popular hikes, each between one and two miles, that lead through rocky outcroppings and forests of red oak and hickory with views of the deep gorge. We selected Billy Goat Trail A, the most difficult route in the park, to assess the range of hiking challenge. The 1.75 mile path, located on Bear Island, features rock scrambles (rocky areas that warrant a combination of rock climbing and hiking), and requires leaping over three-foot gaps between rocks and a 50-foot traverse up a rock face.

Though the terrain is difficult, the adventure is rewarding. It is enjoyable for those who seek some outdoor thrills and want to see spectacular views of the river below. Searching for the next blaze or trail marker makes you feel like you are truly finding your own path.

Yet Billy Goat Trail A is only one of 18 hiking options at Great Falls. Biking, kayaking and rock climbing are also possible, though they do require some personal equipment. Or you can have fun just watching others steer through rapids or skillfully scale cliffs.

The C&O Canal Park at Great Falls is open Wednesday through Sunday from 9 a.m. to 4:30 p.m.

Traditionally, a sugarloaf was the form in which sugar was refined and sold up to the late 1800s. It is usually much longer than it is wide, bringing to mind the image of a tall cylinder with a rounded top. Although Maryland’s Sugarloaf Mountain doesn’t resemble this at all, nor would it even be called a mountain by international standards, it is still a great hike and an excellent way to spend the day.

Sugarloaf Mountain is a 45-minute drive from Blair, located just outside of Montgomery County in Dickerson, Maryland. It combines great hiking with local history and expansive views. During the Civil War, both the North and the South used the summit of this mountain as a lookout. The land was bought by Gordon and Louise Strong who created Stronghold Incorporated in 1946 as a way to let have access to natural beauty.

There are seven different trail options, each coded with a different color. The hiking options range in difficulty, but most of the trails are fairly smooth and rockless, meaning that any challenge comes from the incline.

We decided to test out the Orange trail, which takes you straight from the East View parking lot directly up to the top of the mountain, providing great views of farms and distant Maryland rivers. The rocks provide fun places to sit and eat a picnic lunch, or simply look out at the vast landscape.

One of the many benefits of the Orange trail is that after the quick uphill hike to the top, there are easy ways to access four other trials, including the Blue trail. The lure of the Blue trail is the feeling of being in the middle of the woods, walking along a seemingly neverending trail. Sugarloaf Mountain is sure to please everyone with the great variety of hiking challenges and landscape it offers.

Sugarloaf Mountain, 1137 Sugarloaf Mountain Rd, Dickerson, MD 20842, is open daily from 8 a.m. to one hour before sunset.

SWEET VIEW This sprawling landscape of rural Maryland can be seen from the top of Sugarloaf Mountain.

KYRA SEIGER

Sandy Spring Underground Railroad Trail

Maryland is sometimes left out of discussions about important events in America’s past, but that doesn’t mean it doesn’t have an important history. The Sandy Spring Underground Railroad Trail is a great example of this, exhibiting the influential role the Maryland Quakers of Sandy Spring played in helping runaway slaves reach freedom. The natural surface trail gives you the opportunity to follow a two mile experience that demonstrates some of the situations that runaway slaves might have encountered on their treks north.

The path begins at the Woodlawn Manor and Barn, which was owned by prominent Quaker families and may have been used as a hiding place for escaping slaves. It continues through the Northwest Branch Stream Valley Park, highlighting aspects of slaves’ journeys such as the leaving of secret signal markers at path crossings, large hollowed-out trees that were used as hiding places and the challenges of stream crossings. Emerging from the woods, the trail leads into open farm land and teaches about the dangers of being seen when the fields were empty. The original Sandy Spring, for which the town was named, is also featured on the journey.

Across a field, the final stop is the 300-year-old Champion White Ash Tree, which divides into several huge branches that are large enough to be their own individual plants.

Visitors have the option of embarking on the trail on their own or following a guided tour. Even if the tour is unaccompanied, there is information available at the beginning that provides tidbits at each checkpoint.

There are signs indicating which portion of the hike you are about to enter and the map provided at the beginning proves to be useful. This window into Maryland’s history is only a 20-minute drive from Blair.

Beginning April 10, guided tours led by “conductors” are offered starting at 10 a.m. Self-guided tours are available from dawn to dusk, with parking behind the Manor at 16501 Norwood Road, Sandy Spring, MD 20860.

PETER BERGER

CREEK CROSSING At this bridge on the Underground Railroad Trail, hikers learn of the troubles that escaping slaves faced since many did not know how to swim.

Cabin John Stream Valley Trail

Trail Blazes

The Cabin John Stream Valley Trail provides an excellent longer-distance hike that is only a 20- minute drive from Blair. The 8.8 mile trail, beginning in Potomac, Maryland, weaves through the creek and woods of the Cabin John Stream Valley Park and Cabin John Regional Park, occasionally crossing over or under busy roads before returning to the calming quiet of the forest.

Running alongside the creek, the trail ends (or begins!) at Cabin John Local Park on MacArthur Boulevard, near where the stream flows into the Potomac River.

Portions of the trail are open to mountain bikers, but the most enjoyable section is the 2.6 mile long “hiker only” stretch, where the trail narrows and you can easily forget you are sandwiched between the Beltway and other major arterial roads. The path becomes steeper and rockier as it rises above the creek bed, satisfying an adventurer’s want for “real” hiking. Accordingly, this part of the hike is recognized as one of the best natural areas in Montgomery County.

If 8.8 miles seems like too much, you can access the trail from many locations and just hike a smaller segment, though finding the trail can be tricky because of poor markings. Additionally, there are many fun things to do along the way such as playing at the athletic fields, taking a mini-train ride, or picnicking at the Cabin John Regional Park, the Locust Grove Nature Center or the Cabin John Local Park and historic aqueduct bridge.

The trail, maintained by the Potomac Appalachian Trail club, is marked by light blue blazes to distinguish it from other access trails and wooded neighborhood paths. Following the trail at busy road crossings can be difficult, but having a map on hand and knowing where to look for markers adds to the orienteering adventure. (See the Trail Blazes section for more information about how to follow trail markings.)

You can get your own copy of the trail map at montgomeryparks.org.

Blazes are painted markings along trails that indicate the direction of the path. Hiking trails have a consistently colored blaze system so you know which markings to follow. Often, other colored blazes indicate seperate paths. Blazes are usually found on tree trunks, as in the case of Sugarloaf Mountain. At Great Falls, where rocks are large and abundant, blazes can be found painted on boulders. And on the Cabin John Stream Valley Trail, look for blazes on telephone poles to follow the trail as it crosses busy intersections. Whenever you are not sure which way the trail goes, look around to find a blaze.

MILE MARKER The Cabin John Stream Valley Trail stretches for eight miles through calm woods, periodically crossing roads and revealing completed distances or remaining milage on signs like this one.

AMANDA WESSEL

BLAZE IT From top to bottom, these photos show a main trail blaze painted on a rock, a side trail indicator, a left turn marker, and a right turn marker.

Entertainment D2

silverchips

April 23, 2015

Laughter and friendship under Blair Theater’s Roof

The Fiddler on the Roof is an example of cooperation’s true power

By Maris Medina Through a small opening of a side door, I slip backstage and catch the Fiddler cast in the middle of one of the most buzzing, lively scenes of the entire show. The villagers are frantically running about spreading scandalous gossip in the performance number “The Rumor.” The lights begin to dim as the scene intensifies. O’Connor rapidly types notes on her laptop while continuously glancing up to fix stage cues. From off to the side, the stage manager yells out “Line!” The orchestra conductor sweeps his arms in and out, guiding his musicians to the rhythm of the scene.

It’s 5:50 PM after school. Rehearsal is almost over. As soon as they are done with the

me to take you back to imperial Russia with a behind-the-scenes look at this developing performance.

The story Fiddler on the Roof focuses on a Jewish family of five daughters and their traditional father in czarist Russia. The play stresses the importance of tradition as it coincides with change. O’Connor chose to do the play due to its universal themes. “It is a fabulous show about the human experience,” she explains, “Everybody comes from somewhere else and what they bring them with them of their heritage is so important and everybody’s got traditions and everybody’s got families.”

Tevye, played by junior Ari Goldbloom-

Despite some pretty heavy themes, much of the story is laced with comedy and upbeat music. Later in the act, wedding entertainers perform the famous “Bottle Dance” in which they balance wine bottles atop their head during the eldest daughter Tzeitzel’s wedding. Junior Lela Gaye expresses the difficulty of learning and performing this dance. “Most people try to Velcro the bottle to your head or put it on the hat,” Gaye smiles, “But our director Ms. O’Connor doesn’t want to do that, she wants us to just go for it.”

Getting into character

ROOFTOP SCENES The classic musical performance contains both heavy themes about family struggles and upbeat comedy. scene, the actors break character and stand up and straighten their jeans, fix their hair.

Stage crew members descend from the control room.

O’Connor calls them up for a brief meeting on stage and in a matter of a few minutes, each kid is on the stage. This was the central image I left the rehearsal with—the coming together of both stage crew and cast member to form a singular product. Allow

Helzner and sophomore Noah Friedlander, initially struggles with his three eldest daughters’ decision to marry outside of tradition. Tevye ultimately makes a decision which rips his family apart. “It’s both tragic and shocking,” O’Connor exclaims, shaking her head. Junior Brianna Moreno, who is the understudy for the youngest daughter Bielke, must play the part of someone oblivious to everything going on.

KYRA SEIGER

FIDDLIN’ WITH IT Actors in the spring musical gather to practice and tweak their performances.

To embody their assigned characters, some individuals choose to trade their own personas for what their role entails.

Others, like senior Eunice Muchemi, chooses instead to find parallels with her role, Yente, and herself. “Yente is an old widow who loves to gossip,” she says. “I love [her] because she lives in the present and as a senior thus far, I’ve had to think about my future after high school. It’s nice to play a character who lives a stress-free life and enjoys an occasional gossip.”

Freshman Emmett Adler says the best way to prepare for his role is to do some outside research. “[My character, Fyedka,] is confident and he’s also a romantic kind of guy,” Adler explains, “[I] research the character a little bit and [see] is there any back story to him that the author might have talked about.”

Behind the scenes Playgoers are primarily exposed to the literal faces of the play, but stage crew is an often overlooked component of a production.

Junior Dio Cramer designed Fiddler’s set as well as last year’s Gondoliers’. For this year’s backdrop, she was inspired by a modern art movement. “This set is based off the art style of cubism, so lots of wonky angles

and shapes,” she comments.

But this process does not come easy. Junior Thomas Schoppert explains the process is a long and trying one. “A lot of what it is is trial and error. You build something, it breaks, you have to build something better,” he remarks.

High expectations

Because the play is so well known, many Fiddler cast members feel the pressure to put on a good show. Junior Eva Bogino grew up with Fiddler and knows the importance of performing it well. “Fiddler is a show that I know more about than the ones we’ve done in the past, [so] I wanted it to be good. Now that we’re doing it, I like the process and the coming end result,” she says.

Regardless, there is a lot to gain from the story. Moreno stresses the value of change.

“Sometimes it’s okay to stray from tradition.

Sometimes there’s a valuable lesson in straying from the books sometimes. You can learn new things.”

For O’Connor, the show never gets old.

“There are songs that I’ve heard everyday for the past eight weeks and I still weep. I still laugh at the jokes. I’ll be laughing at the jokes closing night,” O’Connor chuckles, shaking her head.

All made up: Maybe she’s a feminist, maybe it’s Maybelline What’s up with makeup? Is it essential?

Is it vain? Is it ugly? Is it art? Our cultural messages are all over the place. On the one hand, we’ve got Katy Perry praising a boyfriend who thinks she’s pretty without any makeup on and high school boys who think the height of chivalry is telling their girlfriends not to put chemicals on their faces. On the other hand, we’ve got—well— every billboard, magazine advertisement, and fashion campaign ever. To complicate the whole mess further, there’s a feminist war over makeup. The “lipstick feminists” tell women that makeup is empowering; the old-school feminists tell us that makeup is patriarchy. What’s a gal to think?

There’s no easy answer to that. Women should neither feel that they have to wear makeup nor that they can’t. It’s their choice.

That being said, we need to recognize that the beauty standards society places on women are oppressive and keep us back.

Cosmetics are definitely and distinctly female. MAC may claim to be “Makeup for all. All ages, all races, all sexes,” but let’s be real: men don’t wear makeup. Sure, there may be the occasional drag queen or guyliner aficionado, but they’re not the target market. MAC sells one lipstick and one eyeshadow every minute, according to Fashinvest, an online style-economics site.

Somehow, it’s hard to believe the company’s making its big bucks off of men.

And they are big bucks. The US cosmet-

soapbox Does makeup hurt feminism?

“If makeup makes you happy, why hold back?”

- Brennan Winer, freshman

“Makeup itself doesn’t hurt feminism, but the idea that you should wear it... because boys want you to definitely does.”

- Claire Sparks, sophomore

“Why put on makeup if you’re not trying to impress a man?”

- Kamaree Baker, sophomore

AT TI KA M NI

mirror.

Okay, so women are wasting time and money on an ultimately useless product.

That doesn’t seem like something an entire gender would just choose to do, and—surprise, surprise—it’s not. The makeup industry is very invested in women’s insecurities about their appearances. “Consumer satisfaction is greatest when the cosmetics brand helps to strengthen positive emotions through the perception of ‘caring for oneself’ and removing feelings of worry and guilt about not taking care of one’s appearance,” found one Spanish study in 2011. So makeup brands deliberately cultivate that “worry and guilt” about one’s un-made-up appearance. It becomes unacceptable for women to leave the house without makeup.

We must be “Glamorous everyday,” Wet N Wild (and its fellow makeup companies) tells us.

Of course, some women genuinely like

IVA

ics industry made nearly $62.5 billion last year, according to Statista: the Statistics Portal, while globally, the industry made an astonishing $426 billion. To put it into context, that’s just slightly less than the Gross Domestic Product of Austria, all coming out of women’s pockets—and savings accounts.

The world-wide male toiletry market, on the other hand, including male-targeted makeup, made a paltry $2.6 billion in 2012, according to TIME magazine.

It’s not just money women are losing. It’s also the potential for money: that is, time.

Take junior Neida Mbuia-Joao, for example.

She says that her daily makeup takes about 15 minutes, which may not seem like that much time at first. When you do the math, though, it winds up being nearly 4 days a year. Subtract out 8 hours of sleep from each day, and that becomes almost a week of potentially productive time that the average woman is losing to staring in the

SH

By Camille Kirsch An opinion

LL I

Makeup may be problematic, but judging women for wearing it is worse

makeup and do it just for themselves.

They can find experimenting with makeup liberating and empowering, even a form of art. For others, wearing makeup may be a self-preservation strategy. Among other negatives, women sans makeup are seen as less professional and less likeable, a 2011 study funded by Procter and Gamble found. That means that women who wear makeup aren’t just being vain or frivolous.

They’re actually making a smart decision for their careers and social lives, albeit a decision with an enormous cost in money and time.

Every woman has to decide for herself whether or not to wear makeup. It doesn’t make you a traitor to feminism to put on foundation, and it doesn’t make you an ugly man-hater to go fresh-faced. What’s 100 percent anti-feminist and 100 percent awful is taking away a woman’s choice of what to do with her own face or shaming her for being influenced by sexist cultural norms.

Banning women from wearing makeup is just as anti-feminist as forcing them to wear it. But makeup as a cultural norm puts an unfair burden on women, and— yes—it’s holding us back.

D3 Entertainment

silverchips

April 23, 2015

The evolving wardrobe of a Blair student

Blazers of Note

Catwalking through the fashion trends of the years

By Sarah Hutter

Nora Olagbaju FRESHMAN While a lot of Blair’s sophomores and juniors are learning how to drive, freshman Nora Olagbaju spends her summers sailing on the open sea.

Since the age of nine, Olagbaju has been using her summers as a chance to sail on various bodies of water around D.C., Maryland, and Virginia, including the National Harbor, the Potomac River and Summit Lake.

According to Olagbaju, her mom was the one who initially signed her up for sailing, but she eventually became interested in it herself. Not only does Olagbaju go out on the water herself, she also teaches younger kids how to sail, which she also enjoys. “It’s just really fun,” she says, “and also you get a tan.”

In the future, Olagbaju may consider racing professionally on the side of her career, like her uncle does. “He’s taken me out to some of his races,” she explains. But for now, Olagbaju plans to continue sailing and teaching younger kids each summer.

Navigate the crowded hallways of Blair a few times, and you will begin to notice similar clothing styles that have been adopted by whole groups of students. There was once a time when those included peasant tops, vertical-striped pants and flared jeans.

Fortunately, that time is long gone – jeans have become skinnier and vertical-striped pants have (hopefully) disappeared. Fashion trends come and go, and the wide range of cultures expressed at Blair essentially makes our school a microcosm of the fashion world. Over the course of four years at school, many Blazers will notice the changes in styles and trends that naturally occur.

Fashion is organic and ever-changing, from the corsets and top hats of the past to the Doc Martens and high-waisted shorts of today. According to Rachel Arbacher, a junior and self-proclaimed fashionista, fashion is an outward expression of people’s personality and interests. At Blair, the ins and outs of fashion trends are especially noticeable, as we have such a large and diverse student body.

Many Blazers have a unique sense of style and while there are so many different fashions showcased in our halls, certain trends are prominent. “Like plaid shirts,” says junior Noela Anwei, pointing out an example on a passerby. “And crop tops,” she adds, noting another popular fashion trend often worn with high-waisted shorts or pants. “Anything high-waisted [is popular],” notes sophomore Raquel Pastor, as well as yoga pants and oversized sweaters.

Pastor adds that it is easy to find these types of clothes while thrift shopping, which she does frequently. Senior Molly Beckett agrees, and describes thrift shopping as an integral part of her fashion sense. “My style now is a mixture of thrift

shop finds and trendy,” she says. Junior Ben Lickerman also notes that the majority of his style comes from pieces he has found at thrift shops such as Value Village. “Getting hip to Value Village has pretty much funded my lifestyle over the past couple years,” he says. “Value Village is dope.”

Recently, vintage fashions from various 20th century decades have made a comeback, according to Arbacher. “Nineties grunge has come back in, like, hipster subculture,” she says. “There’s also been a reemergence of 50s fashion as well.”

As much as our student body may love vintage fashion, there are some things that Blazers feel have just gone out of style. “I don’t see a lot of skirts,” says Pastor, who used to see students sporting long skirts all the time.

These trends all start somewhere, and Blazers get their fashion inspiration from a multitude of sources. In addition to browsing thrift stores, Pastor follows trendsetters on Instagram, and gets inspiration from the outfits they put together and photograph.

Arbacher takes style cues from her peers.

“Obviously, we’re high school students so we don’t have the money to jet off to fashion week,” she says. “A lot of my fashion inspirations are teachers and students I see walking down the hall.”

Arbacher remembers a time when she wasn’t so fashion-conscious. “People wouldn’t know it to look at me now, but all through elementary school I wore tee shirts and boys’ athletic shorts,” she says, explaining that she started caring about fashion in middle school, when it became one of the primary ways in which she expressed herself. “That’s the beautiful thing about adolescence, that you’re discovering who you are,” she says. Pastor agrees, adding that people’s clothing choices differ with their personalities and interests. “Everyone’s different, you know,” she says.

Beckett’s fashion has changed as she has started to express herself differently. “My fashion has gotten a lot more feminine,” she explains. “I used to exclusively shop for and wear ‘boys’’ clothes, but over time I’ve started to incorporate a lot more feminine pieces into my wardrobe.” As for fashion regrets, “Probably when I thought I could pull off suspenders,” says Beckett. “Or when I couldn’t wear shorts above my knee. All of middle school, really.”

Blazer fashion changes every year, as students take their cues from each other, develop an individual sense of style, and sometimes regret their past fashion choices. But one thing remains clear — styles at Blair are as unique and diverse as the students themselves. While we may love crop tops and oversized sweaters today, we will surely be seeing even newer trends being displayed in the hallways this spring, and possibly some blasts from the past as well.

“To be honest, I think we should bring back Victorian ball gowns,” says Arbacher. “Those dresses CANDIA GU were gorgeous.”

Narrating war, sexuality, and self-discovery Students’ recommended books for a thoughtful read

By Winne Luo One of the simple joys in life is curling up with a good book. Reading for leisure can lead to boundless discovery. Silver Chips uncovers what Blazers are reading, and presents: your peer-recommended literary picks.

Always Running by Luis J. Rodriguez

NOLA CHEN

Jahi Madzimoyo SENIOR Some Blazers do martial arts, and some Blazers dance, but senior Jahi Madzimoyo does both – at the same time.

Jahi performs capoeira, an African martial art with Brazilian influences that combines elements of dance and acrobatics.

Madzimoyo learned about capoeira when his father told him about the martial art at a very young age. When he was nine years old, his interest was further sparked when he watched the movie The Protector. “In that movie there was a segment where one of the enemies was doing capoeira against the protagonist. To me it looked so cool, especially when I really got to see it in action,” he says.

Madzimoyo has done capoeira since he was 11, and still practices every day. “I love doing it because it gives the chance to challenge myself and improve myself every time I train,” he says. “It allows me to be creative and express myself in any way.”

In the future, Madzimoyo plans to continue training and learning more about capoeira. According to Madzimoyo, he would also “happily teach people who are willing to learn.”

By Sam Butler

By age 12, Luis J. Rodriguez was accustomed to the shootings and beatings of gang warfare in Los Angeles. In his memoir Always Running, Rodriguez shares his gripping struggle to escape grinding violence for a better path.

Travelling from Mexico as a young child, he is treated with disdain in school.

Struggling in school and regularly getting into trouble, Rodriguez forms a gang with his friends. Through this lens, Rodriguez recalls ghastly incidents, many of which he was directly involved in. Sophomore Gisell Ramirez remembers the vividness of his narration: “You basically get a feel of his experience and you can put yourself in his place,” she explains.

However, shocking as his situation is, what is even more incredible is how he pulls himself out. “He was involved in gangs and drugs, but in the end through education he changed his path and became who he is today,” Ramirez says. Although the fact that Rodriguez was a Latino writer was what drew Ramirez in at first, she believes every teen should read the book.

“There’s times as a teenager where you get really frustrated in life and you want to give up and make bad decisions,” she says.

For Ramirez, reading Always Running reminded her of what was important in life.

Slaughterhouse Five by Kurt Vonnegut “So it goes.”

After Billy Pilgrim is abducted by aliens from the aliens on Planet Tralfamadore, he becomes unstuck in time. He time travels to different periods in his life out of chronological order, from when he was captured during World War II to life after the war. In this rather absurd blend of tragedy and comedy, Kurt Vonnegut crafts a novel that is simple to read but produces deep insights into morality and fate. “The author is kind of satirizing the human aspects of war,” explains senior Amen Gebreyohannes. The famous three-word refrain is used after death occurs, no matter what scale or how personal, and supposedly reflects how inconsequential we all really are relative to the universe.

Slaughterhouse Five has cemented its place as one of the world’s great anti-war novels, and a must-read.

The Queen of Water by Laura Resau When sevenyear-old Virginia is stolen from her indigenous village in Latin America to be a servant for a mestizo couple, she has no idea what future holds.

As she grows older, Virginia realizes she has forgotten her language and the faces of her family. “She’s not sure if she’s indigenous anymore or if she’s like a mestizo,” says freshman Jemma Natanson.

Based on a true story, Virginia’s new life is one like the circumstances of many victims of domestic slavery. However, Virginia learns to read and write in secret, and her goals to become an educated woman lead her to hatch a plot to escape. Her struggle is one that inspires courage, and is a story that all teenagers, regardless of gender or race, will benefit from reading. “I liked the realism of the book...and how it deals with issues – personal issues,” Natanson says.

Middlesex by Jeffrey Eugenides

Embark with Calliope Stephanides on her inter-generational journey to becoming a man. Jeffrey Eugenides’ Pulitzer-prize winning book is told from Calliope’s – now Cal’s – point of view as he traces his genetic story of becoming intersex.

This modern-day Greek epic spawns from the story of Cal’s grandparents’ immigration to America and subsequent struggles; the second generation, Cal’s parents; and culminates during the tumultuous 60s and 70s, with Cal’s discovery of his intersex identity and his coming to terms with it.

While the main character’s gender identity plays a large part in the story, Middlesex is more than simply the story of an intersexed protagonist; it is a tale of finding oneself, racism, the American dream and society as a whole. Senior Camila Guerrero acknowledges plot’s maturity: “It’s not a very sappy book, it’s not a very teenage-y book.”

But on the other hand, the book’s themes are applicable to all teenagers. Guerrero says, “It was really just eye-opening to see how different people’s experiences can be, how you have to learn to accept yourself and explore who you are.”

Entertainment D4

silverchips

April 23, 2015

Pyramid Atlantic arts center moving out of Silver Spring

Popular hub for all kinds of local art is saying goodbye

By Mariam Jiffar As an intense beat blasts through the speakers, several rappers passionately deliver verse after verse to an excited, dancing crowd. The vibrations from the music can be felt from any place in the venue, and as more time goes by, it becomes hard to distinguish who is part of Publik Theory, the local hip hop group performing, and who is just there for the show. The line between audience and performer can be defined, blurred or entirely done away with.

At the Pyramid Atlantic, a local non-profit arts center, artists have the freedom to interact with the crowd as much as they want -- everyone is on the same plane and can have a sense of close connection. This is exactly the kind of feeling the Pyramid Atlantic seeks to foster in all of its endeavors.

Executive director Jose Dominguez believes the Pyramid Atlantic is unique in the atmosphere it creates. “It’s more than just an arts center; it’s a community that comes together,” he insists.

Blair students have known the Pyramid Atlantic as a performance space for local musicians, a learning environment for aspiring artists, an art gallery for local works, and a friendly space to hang out with friends and appreciate creativity. However, the arts center now has plans to change location that may seriously affect the Silver Spring art community.

Moving away After many hard deliberations, the Pyramid Atlantic has decided to move out of Silver Spring. “We are in the stages of moving our operations to Hyattsville,” says Dominguez. However, this choice was not made without careful consideration and a sincere attempt to stay in the area. “We looked for a space in Montgomery County,” Dominguez explains. “We had an agreement to move into the Silver Spring library, [but the] county council voted it down.” He adds that the Pyramid Atlantic must move out because the facility has already been bought.

“We could not stay put because we sold the building with the intention of moving into the library, and it was not possible to get out of that deal,” Dominguez says.

The Pyramid Atlantic searched for other spaces in Montgomery County, but none were financially feasible, leading them to search elsewhere. “It’s been a challenging year for us as an organization to deal with all of what we were dealing with,” Dominguez admits. However, the Pyramid Atlantic has left a mark on the community by providing an inviting space for Blair artists to showcase their talents and beginning artists to venture into the world of art.

“Not a traditional performance space” Many young musical artists from Blair have had the opportunity to perform original material at the Pyramid Atlantic. Senior Conor James, a member of the band Useless Grant, appreciates how willing the Pyramid Atlantic was to work with them. “[The concert] really wasn’t that hard to book at all, the people there were really friendly,” he says. “They’re all about supporting local artists, so when we reached out to them, it wasn’t difficult at all to get things arranged.”

Another thing that young artists have enjoyed at the Pyramid Atlantic is how the welcoming atmosphere of the space is extended to those who attend shows there. James believes this can be attributed to how the Pyramid Atlantic facilitates more activities than solely music performances. “I think the Pyramid Atlantic is, SIDEWALK of the local venues, perhaps the least intimidating for people to go to,” James says. “The Electric Maid and the VFW...[are] really cool spaces, but... it’s like, ‘These are music places,’ and it’s dark, and it might be a little scary to go there for the first time.”

The Pyramid Atlantic’s functionality as an arts center is clearly apparent within the performance space, which musicians consider to be an added bonus to the experience of attending concerts there. “I think it’s a pretty cool setting because you can also go around and peruse the gallery while you’re there,” James says, smiling. Jakob Little, a senior also known by his stage name “Kasey Jones,” believes that the surrounding art makes the venue more appealing, too. “It’s a nice, decent-sized, aesthetically pleasing place,” Little says.

Being a center for the arts, the Pyramid Atlantic has opportunities for artists to meet and connect. “It’s not just about the art they make, but the art that the community makes together,” Dominguez says. James has had good experiences with an event that brings local artists together called “Pyramid Fest.”

“It’s an all-day event and there’s multiple bands playing at the same time [in] different areas,” James explains. “We also got to perform with artists who we had never heard of and make contacts like that.”

Furthermore, located on Georgia Avenue in Silver Spring, the geographical accessi-

SURPRISE The Pyramid Atlantic surves as a hidden oasis for the local art community. bility of the Pyramid Atlantic has made it a particularly popular performance space among Blair students. “It’s closer to home than other spots I’ve performed at for sure,” Little says. James has also enjoyed how near the venue is to his house. “The Pyramid Atlantic is in a really convenient place for me,” he agrees.

An “encouraging environment” Junior Sangita Ramaswamy has enjoyed taking weekly classes at the Pyramid Atlantic for several years. “I’m taking this teen glass art class,” Ramaswamy says. “I’ve been taking it since 7th grade.” The Pyramid Atlantic’s classes have offered training in unique art forms that lets anyone try to be artistic, which is something Dominguez is proud of. “One of the things we offers is accessibility,” Dominguez says. “Access for all ages and all ability.” Ramaswamy agrees with this assessment since her art class has given her an opportunity to be innovative that she wouldn’t have otherwise. “I’m a terrible painter and drawer, so it makes me artsy and creative, and it’s really relaxing,” Ramaswamy explains.

Those who take sessions or workshops at the Pyramid Atlantic are also able to bond with a new circle of fellow artists among both classmates and teachers. “I feel like

PETER BERGER

BIKING ACROSS THE ATLANTIC A local sculpture of recycled materials sits in front of Pyramid Atlantic’s Silver Spring location.

there’s a community in the glass class,” Ramaswamy says happily. This sense of community lends itself to creating a safe space where artists can let their creativity flourish.

“I think it’s a very encouraging environment,” Ramaswamy says. “There’s no stress or pressure; you have a lot of freedom of what you wanna do.”

Ramaswamy also appreciates the instruction she’s been able to receive at the Pyramid Atlantic. “I’d say I’ve made a mentor, Jon Lickerman,” Ram1aswamy says. “He just understands your vibes and...gives you really good suggestions and tries to make it work -- whatever you wanna do.”

Looking back, moving forward

The Pyramid Atlantic has been in Silver Spring since 2002 -- over a decade -- and has left its mark on the city. Dominguez remembers it was one of the first locations in the area’s ‘Arts District’ and helped to establish that district as such; he says the Pyramid Atlantic’s extensive history with Silver Spring makes it hard to leave. “It’s very bittersweet,” he says. “It’s gonna be very sad that we’ll no longer be a part of the Silver Spring community.”

Those who appreciated the services of the Pyramid Atlantic share the sadness of its departure. Ramaswamy believes the move might jeopardize her ability to take classes there. “It’s really an outlet for me to express myself and…relieve stress so I think it would really be negatively impacting me and others in the studio [if it moved],” Ramaswamy says. Little adds that the move might hit aspiring musicians in the area hard. “It’s probably not gonna affect me, just [be]cause I have other spots [to perform at],” Little says. “But I think it’s a shame it’s closing [in Silver Spring]; I think it’s always good to have a local spot for artists to showcase their crafts.”

James similarly thinks that even if local artists can make it to the Pyramid Atlantic’s new location, local audiences might not.

“The great thing about all these local venues is that your friends can easily come see them because for a lot of local artists, your fans are your friends,” James explains. “Having to ask people to come out to a 30-minute drive away is kind of asking a little much of people who already live in your area.”

However, the Pyramid Atlantic does look forward to new prospects that await in Hyattsville. “There’s a whole new community that we’re gonna be able to meet and engage in the arts,” Dominguez says.

He also feels that the move doesn’t have to be the end of the Pyramid Atlantic’s relationship with artists of Silver Spring; he reminds supporters that they can still come to the Pyramid Atlantic in Hyattsville. “Community is not strictly about geography,” Dominguez insists. “Community is about a shared set of values, and that’s why people come to Pyramid.”

D5 ADs

silverchips

April 23, 2015

Prom and Homecoming Corsages Friendship Bouquets ~ Birthdays Romance ~ Anniversaries Holidays

Family owned and operated since 1954 Same day delivery ~ Local & Nationwide (301) 593-4700 ~ 24 hours a day

silverchips

April 23, 2015

Across 1. The opposite of more 5. United ____ Emirates 9. An interval in a scale 13. Killer whale 14. ___ pepper 16. Cut away some things edges 17. Fully fill a space 18. Show a previous episode again 19. Where one leaves 20. Beverage made from soaking herbs in water 22. Ranked below genus 24. Affectionate way to start a letter 25. To drink a whole bottle in one swig 26. Ndubuisi Emmanuel ____, a Nigerian soccer manager 29. Red fruit that seems a lot like a vegetable 34. The act of throwing trash on the ground 39. Verb meaning to ascertain 40. Base X height 41. Not in a suitable situation 43. One who doesn’t tell the truth 44. A large Japanese camera company 46. A high-ranking official 48. ____ __ the earth 50. Verb meaning to decompose, in the third person present 51. Group working toward a goal 53. Hawaiian party

Earth Day

by Julian Bregstone

57. Place with many trees that we must protect 61. Cook in scalding oil 64. A variety act or show 65. Backwards cooking cape 67. Japanese noodle made from buckwheat 70. Mountain range in Russia 71. Throw something casually 72. They drive on streets 73. Brazilian baller, plays for the Wizards Down 1. Scottish word for lake 2. Made a mistake 3. To cause fear 4. Brazilian dance music 5. 43560 square feet 6. The daughter of Uranus and Gaia 7. Refers to earths atmosphere 8. Physical response to embarrassment 9. Abbreviation for special 10. Yellow car for hire 11. Fourth largest lake in North America 12. Domesticated animals 15. Where information enters 21. Wood comes from a ____ 23. Tracy Jordan’s goal: Emmy, Grammy, Oscar, Tony 25. Acknowledge the truth of

COURTESY OF WWW.WEBSUDOKU.COM

Fight

27. Main character of Despicable Me 28. Refers to something situated in the back 30. Grain that has been malted 31. An accompanied solo 32. To rip something 33. A town in Poland known for its circular grave stones 34. Shoe____ 35. In between Iraq and Afghanistan 36. Care for 37. Popular place to ski in New Mexico 38. Acronym for Garbage In Garbage Out 42. Explosive formed from toluene 45. Tied rope 47. A small island 49. Relating to a fetus 52. A dish set in gelatin 54. “This place smells like ______” “what’s up sun” 55. Before 56. A city environment 57. A style of typeface 58. Sonny Rollins bebop song with rhythm changes 59. Rivers in Spanish 60. Indefinite long periods of time 61. The person who does 62. The ____ justify the means 63. A highly selective university in New Haven, Connecticut

Sudoku: Hard

Sudoku: Easy

March Crossword Answers

Chips Clips D6

COURTESY OF WWW.WEBSUDOKU.COM

Super Hero, Super Struggles

RICARDO SMITH JOSE LUIS NEVES

Too Many Directions

Light Switch

ELIZABETH PHAM

AMANDA GROSS

E1 Spanish

April 23, 2015

silverchips

La Esquina Latina

Silver Chips 23 de abril del 2015

Subestimando los peligros ocultos de las redes sociales Cada año, miles de jóvenes caen víctima al acoso cibernético

Por Ilcia Hernandez e Itcenia Quezada En el siglo de la revolución tecnológica, el internet se ha convertido en un aspecto muy importante en nuestras vidas diarias.

También nos ha permitido expandir nuestra red social al igual que comunicarnos con gente que vive en diferentes partes del mundo. Otra ventaja de redes sociales como Facebook y Twitter es que nos permiten comunicarnos con nuestros amigos. El internet es una herramienta muy pode rosa pero a la vez si no es usada correctamente o con buen sentido común puede ser muy peligrosa. De acuerdo al Centro de Investigación Pew, el 95% de los adolescentes entre las edades de doce a diecisiete años usan el internet y 80% de ellos son usuarios de las redes sociales. Aunque el internet puede ser un sitio divertido, las redes sociales facilitan comportamientos inapropiados como el conocido cyberbullying o acoso cibernético y un concepto llamado catfishing. Acoso cibernético es una forma de amenazar a los usuarios del internet usando palabras e imagenes para intimidar a sus víctimas, al igual que catfishing. Al usar redes sociales, también ponemos a riesgo nuestra privacidad.

Según el Centro de Investigación de Acoso Cibernético, cerca de la mitad de adolescentes experimentan alguna forma de acoso en el internet y 10% a 20% son víctimas re gulares. Los agresores cibernéticos pueden subir fotos o mensajes inapropiados al internet con el proposito de hacer daño o humillar a otras personas. Cuando alguien esta en las redes sociales, puede ser muy difícil

ser muy peligrosas. El término catfish se estableció en 2010 y describe a un individuo que usa una identidad falsa en las redes sociales. Lo malo de esto es que la mayoría del tiempo la víctima del catfish se compromete en una relación con una persona que ni siquiera conoce en realidad. Algunos pueden decir que catfishing es una forma de acoso cibernético y por esta razón muchas víctimas se sienten usadas y engañadas. Esto indica la importancia de que cualquier usuario de la redes sociales cibernéticas siempre tenga mucha precaución al compartir información personal en las redes sociales.

Por ejemplo, un atleta, al poner una fotografía con su uniforme de su equipo de la escuela, indica claramente sin decir con palabras que es un adolescente. Por lo tanto, podria facilmente ser víctima de un catfish con el proposito de explotar a este individuo de manera sexual y emocional.

La privacidad es algo muy importante que todos debemos preservar con mucho cuidado al explorar las redes sociales en el espacio cibernético. A todo ser humano le gusta sentirse seguro y es pues que hay que crear conciencia para distinguir lo que es apropiado ARTE POR BENJAMIN SAFFORD compartir en una red social y lo que se deberia mantener confidenque en realidad no se sienten seguros de sí cial. La información personal como el númemismos y usan las imperfecciones de otras ro celular y nuestra dirección, son cosas que personas para sentirse superior. Orellana no se deben ser compartidas en el internet. aconseja, “Si ves que alguien es víctima de Aunque no se crea, hay gente que se dedica acoso cibernético debes de decir algo en vez a sacar información personal de cualquier de quedarte callado porque eso solo ayuda persona con o sin consentimiento. Una cosa que siempre hay que tomar en cuenta es al agresor.”

Muchas veces el término Catfish lo usan que nunca se debe de confiar información los adolescentes como una broma. Pero lo personal ni confidencial con nadie en una que no saben es que situaciones así pueden red social. Una de las mejores maneras para escapar del acoso cibernético. Por ejemplo, a un adolescente se le puede bajar su ni vel de estima y hasta tener pensamientos de suicidio a causa del acoso en el internet.

Brian Orellana del grado doce nos indica, “En la escuela secundaria, yo fui acosado cibernéticamente por unos muchachos quienes les gustaba la misma chica que yo.

Me llamaron nombres ofensivos hasta que decidi borrar mi Facebook.” En general, los acosadores cibernéticos son personas

compartir este tipo de información si la queremos discutir es mediante una llamada por teléfono donde podemos estar más seguros con quien estamos hablando.

Un aspecto nuevo es que en los EE.UU. se ha llegado a entender que el gobierno tiene acceso a nuestras acciones en el internet y nuestras llamadas telefónicas. El “NSA” o La Agencia de Seguridad Nacional, comenzó a vigilar lo que pasa en el internet en busca de evitar otro ataque terrorista.

Hoy en día es bastante común que hayan depredadores de niños, conocido en inglés como “child predators,” en el internet. Este es el término que se usa para adultos quienes buscan a jóvenes en las redes sociales de formas inapropiadas. Estas son personas que entablan conversaciones con los menores de edad con la mala intención de que poco a poco confíen en ellos hasta el punto que el menor o la menor esté dispuesto a acciones que conllevan la explotación sexual. Por esta razón hay muchos programas en cuales los padres tienen más control de las actividades de sus hijos. Esto es muy importante, especialmente en nuestra sociedad donde los chicos pasan mayoría de su tiempo en las redes. Por ese motivo es imperativo que como adolescentes nos eduquemos respecto a los peligros del internet para así no caer víctimas de catfish, depredadores de niños y acosadores cibernéticos.

Las redes sociales tienen sus ventajas y desventajas. El internet nos facilita conectarnos con gente alrededor del mundo. A la misma vez, el internet puede ser peligroso si no tenemos cuidado. Es muy fácil exponer información privada sin querer queriendo.

Catfishing, acoso cibernético y depredador (predator) también creen una amenaza y tenemos que tener cuidado de no caer en las trampas.

Los efectos de estrés y ansiedad en el psique adolescente

Estudiantes se enfrentan con retos que interfieren con su vida diaria

Por Iris Olivia y Ruth Portillo El tema de ansiedad primero fue presentado en el año 1869 por George Miller Beard y desde entonces usamos el término. Miller Beard fue un escritor famoso en su tiempo y escribía libros de cómo tratar los nervios y la ansiedad. Aunque no hay una fecha exacta en cuando se diagnosticó esta enfermedad mental, este año fue el que se comenzó a utilizar oficialmente el término.

El estrés y la ansiedad son común entre los adolescentes. La ansiedad es un desorden que aparece cuando una persona se siente desesperada, con miedo o tiene vergüenza.

El estrés es una de las muchas causas de la ansiedad. Cuando una persona tiene muchas preocupaciones en la mente, se puede sentir angustiada. Este sentimiento puede conllevar a que la persona se sienta estresada y ansiosa. La atención médica puede que sea necesaria si estos alcanzan niveles extremos e interfieren con la vida diaria de la persona.

Hay diferentes tipos de desórdenes de ansiedad, como por ejemplo el trastorno de pánico, el desorden obsesivo compulsivo, el trastorno de estrés postraumático y fobias. ¿Qué causa la ansiedad? ¡No se sabe! Hay muchas variables que contribuyen a este desorden incluyendo herencia genética, estrés en el ambiente de trabajo, en la escuela o familiar y las tensiones ambientales.

Hay muchos síntomas relacionados con estos desórdenes. Algunos síntomas de estrés incluyen, trastornos del sueño o cambios en los hábitos de dormir, tensión muscular, dolores musculares, dolor de cabeza, y fati-

ga. En contraste, los síntomas de ansiedad pueden incluir manos y/o pies sudorosos o fríos, dificultad para respirar y sequedad en la boca. Cuando estos síntomas causan un estorbo en la vida diaria de una persona pueden causar un pobre rendimiento en el trabajo y en el caso de los adolescentes puede causar una baja en sus calificaciones.

El estrés es algo común que ocurre normalmente en cualquier edad. Ahora bien, la ansiedad se convierte en algo más serio cuando un individuo no puede controlar independientemente los síntomas y es pues muy importante que se consulte con un médico para determinar si es necesario recurrir a tomar medicación. Algunas de las medicaciones disponibles para la ansiedad incluyen: Atarax, Desyrel, Klonopin, y muchas más. En cuanto al estrés, es mejor encontrar maneras de controlarlo como respirar profundamente, salir a caminar, practicar meditación o yoga para relajarse y distraer la mente del problema.

Entre muchos de los estudiantes en Blair hay personas que sufren de ansiedad. ¿Qué causa estrés a los estudiantes de Blair? Según una persona que pidió contribuir de manera anónima, “Algunas de las causas son la cantidad de tareas, los proyectos y las composiciones de investigación.” Todas estas obligaciones contribuyen a que los estudiantes tengan que planificar y organizarse de manera eficaz para poder evitar llegar al punto de sentirse estresados y eventualmente ansiosos por no poder cumplir con las responsabilidades que tienen. El tener tantas responsabilidades puede ser mucho para un adolescente y como consecuencia hay que

crear prioridades de lo que se puede lograr.

Muchos estudiantes inmigrantes pueden llegar a sentir el estrés por tener que mantenerse en este país. Entre estas responsabilidades aparte de las escolares se encuentra la responsabilidad de tener que trabajar para poder cubrir sus propios gastos de comida, alquiler y otras necesidades personales aunque vivan con familiares que no son necesariamente su madre o padre. También sucede que dado a que algunos padres tienen más de un trabajo para poder mantener a la familia, el estudiante tiene la responsabilidad de cuidar a sus hermanos menores y hacerse cargo de su seguridad. Otra fuente de estrés entre muchos latinos recién llegados al país es la falta de dominio del inglés, la asimilación a una nueva cultura y sistema escolar.

Hay un grupo de estudiantes que llegan a este país con educación interrumpida y con destrezas de estudio deficientes.

Hay muchos elementos que causan estrés y ansiedad pero a la vez hay muchas cosas que se puede hacer para resolverlo. Por ejemplo, la estudiante nicaragüense Daisy Villavicencio, del grado once, aconseja que los estudiantes que están estresados, “Hagan algo para relajarse y quitar la mente de la cosa que los esta estresando. Si una persona esta estresada o si sufre de ansiedad, es muy importante que trate de relajarse porque darle vueltas al problema no resuelve nada.”

También, el estudiante guatemalteco Jason Monroy, del grado diez indica que a él le ayuda mucho salir a pasear con sus amigos, practicar deportes y jugar videojuegos. El nos cuenta “Cuando empiezo a sentirme frustrado y tengo mucho en la mente me

gusta salir a lugares con mis amigos. Ellos me hacen reir y nos divertimos. Aunque todavía tendré mis responsabilidades, eso me ayuda a distraerme un poco.”

Planificar ayuda a poder crear un mejor balance entre nuestra vida escolar, de trabajo, social y familiar. A pesar de que la ansiedad se pueda tratar con medicamentos siempre es importante relajarse y buscar otros medios de combatirla. Nosotros como estudiantes tenemos muchas responsabilidades y deberes. Pero hay que también tener tiempo para divertirnos y disfrutar de nuestra adolescencia. Tener amigos con quien hablar y pasar tiempo es la medicina perfecta. ¡Así que quítate los problemas de tu mente y disfruta tu vida al máximo!

ARTE POR BENJAMIN SAFFORD

Spanish E2

silverchips

April 23, 2015

La igualdad social es una meta aún por alcanzar Feminismo tranforma vidas en Blair y en Latinoamérica

Por Camila Fernández y Andrés Pérez En la mayoría de las historias que se encuentran en libros religiosos y de ficción, las mujeres tienden a ser retratadas como seres inferiores y débiles. Hasta hace un par de siglos atrás las mujeres habían sido retratadas solamente como una máquina de crear hijos sin inteligencia ni intelecto. Con el tiempo miles de mujeres decidieron cambiar la historia, demostrando que no solamente podían ser madres y esposas pero también seres intelectuales y de esta manera revolucionando los estereotipos del machismo.

A medida que nuestra sociedad avanza, el rol de la mujer va evolucionando y tomando fuerza. En la actualidad, las mujeres que defienden sus derechos de igualdad son consideradas intelectuales y son respetadas, ya que tienen el valor de pelear por los derechos de todos. Pero si nos remontamos a unas cuantas décadas atrás, observaremos que anteriormente aquellas mujeres que defendían sus derechos eran calificadas de agitadoras e inmorales.

Hoy en día, el papel de la mujer ha cambiado hasta tal punto que no es extraño ver a mujeres que desempeñan trabajos o actividades que antes eran consideradas exclusivamente masculinas. A pesar de todos estos avances hacia una sociedad con más igualdad, muchas personas aún no entienden el verdadero significado de ser una feminista. Las mujeres con tendencias feministas consideran que las mujeres y los hombres son seres semejantes, que merecen tener las mismas oportunidades y derechos. Al contrario de la creencia popular de que las mujeres feministas buscan superioridad

sobre el sexo masculino, lo que el manifestando en Blair, a través del cundarias opina que educar a las feminismo en realidad busca es club llamado “Community Brid- chicas desde edades muy tempradar una posición de igualdad en ges”. El club “Community Bridg- nas sobre sus derechos y capacila sociedad para ambos hombres y es” en nuestra escuela no solo dades es una de las cosas más immujeres, incluyendo también a las ofrece la oportunidad de ayudar portantes para un mejor futuro, “Si personas transexuales.

En Latinoamérica el feminismo ya ha empezado a causar grandes cambios sociales que han dejado su huella en la historia. Un gran ejemplo de esto es Chile, que el año pasado eligió a Michelle Bachelet como presidenta, otorgandole asi el titulo de primera mujer presidenta de Chile.

Un evento idéntico tuvo lugar en Argentina en el año 2007, cuando Cristina Kirchner fue elegida como presidenta. Lo mismo ocurrió con la primera jueza mujer en la Corte Suprema de los Estados Unidos, Sandra Day O’Connor. También muchos otros países han lanzado campañas en las que se retan los tabúes sociales sobre los roles de género.

CORTESIA DE COMMUNITY BIRDGES CLUB CLADE, una campaña latinoamericana que lucha por el derecho de los niños y CLUB “COMMUNITY BRIDGES” Miembros de este club en Blair se reniñas a la educación y el tra- unen los martes y jueves para discutir temas feministas más controversiato igualitario en el sistema les y tambien crear conciencia sobre las importancia de la igualdad social. educativo latinoamericano, ha venido publicando datos increíblemente alarmantes sobre académicamente a las estudiantes, educas a un hombre, educas solo los bajos porcentajes de niñas que sino que también las motiva a ser a uno; pero si educas a una mujer, estudian en Latinoamérica y los una mejor versión de sí mismas. educas a una generación. No es altos porcentajes de aquellas que La misión de este club es dar poder que los hombres sean imposibles sufren de algún tipo de abuso en a chicas de diversos orígenes para de educar, pero si tú educas a una las instituciones educativas con la que se conviertan en estudiantes mujer, ella en unos años va a pasar intención de crear conciencia sobre excepcionales, líderes del futuro y ese conocimiento a sus hijos e hijas el problema e intentar resolverlo. feministas. Clubes como este son y así sucesivamente, creando un Esta y otras campanas que defien- los que representan la evolución impacto enorme en el futuro.” den la igualdad de ambos sexos, de los roles de las mujeres en nuesOtra misión de este club es ayuson aquellas que representan real- tra sociedad. dar a las chicas a autodescubrirse y mente los valores feministas.

Marianne Hope la directora de a desenvolverse en la sociedad sin El feminismo también se está este programa en las escuelas se- miedo a los prejuicios, “La mayor

recompensa que yo tengo, es ver como algunas de estas chicas empiezan siendo muy tímidas e inseguras y luego de pasar por nuestro proceso de exploración personal, descubren sus verdaderas capacidades y se convierten en chicas exitosas con un gran futuro por delante.”

El impacto que este tipo de clubes y actividades que les muestran a las chicas su verdadero valor e importancia en la sociedad tienen un enorme impacto en sus vidas y en su futuro, ya que las ayuda a sobrepasar obstáculos que alguna vez creyeron inalcanzables y también las ayuda a crear lazos duraderos con otras chicas de diferentes culturas, lo cual desarrolla sus habilidades sociales y conocimientos culturales La presidenta del club Siryi Santos quien es parte del club desde su primer año en Blair, cuenta como ser parte de esta comunidad feminista ha revolucionado su personalidad y restaurado su confianza en sí misma “El feminismo me abrió los ojos a los problemas de desigualdad que enfrentan hoy en dia la mayoria de mujeres. Ser una mujer feminista me ha ayudado a darme cuenta del significado real de la igualdad social, ya que la igualdad es para ambos sexos.

Esta manera de pensar también me ha ayudado a conocer a personas que comparten las mismas ideas, lo cual ha reforzado mi confianza en mi misma y el valor de esparcir mi ideología.”

El club espera en un futuro poder continuar con sus actividades y ayudar a tantas chicas como sea posible a descubrir lo mejor de sí mismas y de los demás y aprovecharlo al máximo para que puedan ser unas mujeres exitosas y sentirse orgullosas de lo que son.

Rec Zone: fuentes de actividades constructivas

Programas del condado buscan atraer estudiantes Latinos Por Carlos Fuentes y Mario Menendez

El departamento de Recreación del Condado de Montgomery está comprometido a promover el desarrollo de la juventud y ofrece programas extracurriculares de calidad que desarrollan habilidades físicas, sociales e intelectuales de estudiantes que participan en ellas.

Uno de los programas bajo el departamento de Recreación, es el de Rec Zone en Blair, un programa después de la escuela, diseñado especialmente para los estudiantes. Este programa toma lugar de lunes a jueves, de las 2:15 a 5:00 de la tarde en el SAC. El objetivo de este programa es promover el desarrollo positivo de los jóvenes a través de actividades recreativas.

Carlos Castro, especialista de recreación, en el Condado de Montgomery, explica que “Los estudiantes tendrán la oportunidad de participar en actividades después de la escuela en un ambiente seguro, positivo y supervisado. De esta manera socializan con otros estudiantes y desarrollan habilidades de liderazgo, exploran carreras de trabajo, bienestar y habilidades para resolver problemas.”

Castro empezó su trabajo con el programa Rec Zone, en la escuela superior Springbrook en el 2011 donde trabajó por 2 años. Más tarde, se trasladó a Blair como especialista de estudiantes latinos en el programa, para ayudar a la vasta población de ellos.

El programa de United Soccer

Mentoring, es un programa que trabaja con jóvenes de diferentes grupos étnicos, dándoles la oportunidad de construir relaciones positivas y de enfrentar problemas sociales mientras se ponen en forma jugando fútbol. Castro explica que “los grupos demográficos de mayor representación en este programa son usualmente compuestos de grupos étnicos minoritarios.

Ahora bien, siempre que se ofrece la oportunidad de jugar futbol, los estudiantes latinos tienden a tener la mayor representación.” Otra ventaja del Rec Zone es que los participantes tienen la oportunidad de obtener horas de servicio comunitario a través de la participación en programas de servicios a la comunidad. A diferencia de otros programas, que se reúnen después de la escuela, United

Soccer Mentoring, se reúne los martes, los miércoles y los jueves durante el almuerzo.

El problema con que Castro y el Departamento de Recreación en Montgomery se enfrentan, es que la mayoría de estudiantes latinos solo se limitan a participar en programas de deportes, cuando en realidad hay muchas otras opciones disponibles para ellos. Castro no ve nada malo con que los estudiantes escojan algo que les guste, como jugar el fútbol, pero quisiera ver que más estudiantes se animaran a salir de su zona de comodidad y que participen en nuevos programas como el de baile latino, que tiene tanto auge en otras escuelas del condado. Muchos estudiantes se esconden detrás de la excusa que le da pena para no intentar

ARTE POR CANDIA GU

nuevas actividades. El Rec Zone de Blair ofrece mucho más que deportes para que los estudiantes tengan la oportunidad de participar en actividades positivas.

Los programas como Rec Zone no solo son para diversión. Castro explica que dado a que muchos de los padres de estudiantes, principalmente de estudiantes latinos, no están en casa para supervisar a sus hijos adolescentes después de la escuela y los programas como Rec Zone le da a los estudiantes un lugar seguro a donde ir después de la escuela.

“Es una de las razones por cual empezamos estos tipos de programas” termina diciendo Castro. También, el programa Rec Zone de Blair, les da la oportunidad a sus participantes de empezar a trabajar por primera vez. El programa TeenWorks del Rec Zone le da la oportunidad a que estudiantes tengan su primera o una de sus primeras experiencias de trabajo. Jade Reyna, estudiante que participa en TeenWorks, indica que “el programa es una gran oportunidad para obtener experiencia de trabajo y una forma de exponerse al mundo real.” El programa ofrece la oportunidad de promoción comenzando siendo un consejero TeenWorks aquí en Blair o en una

CORTESIA DE CARLOS CASTRO

escuela intermedia y con tiempo y experiencia asumir más responsabilidades. Los estudiantes tienen la oportunidad de salir de la casa y volverse en un asesor de la juventud, encontrando lo que le gusta y atrae a los estudiantes, todo mientras ganan dinero y conocen a muchas personas.

No es difícil unirse al programa Rec Zone, solo tienen que inscribirse en el SAC después de la escuela cuando el programa se reúne o durante el almuerzo afuera. En fin los programas Rec Zone de Blair, abren muchas puertas para que estudiantes latinos participen en actividades positivas y enriquecedoras. Es una experiencia que vale la pena explorar.

E3 Spanish

silverchips

April 23, 2015

Se alargan las horas de sol y la diversión en D.C. ¡Deja la computadora y el móvil a un lado, sal a disfrutar!

Por Sarah Canchaya y Odalis Llerena Ha llegado el tiempo en que las tardes con sol son más largas y la temperatura se calienta. Hay más oportunidades para pasar tiempo con la familia o amigos afuera y gozar este clima maravilloso. Las actividades que los estudiantes hacen durante esta temporada incluyen ir a festivales, visitar museos, ir al zoológico, o simplemente pasar tiempo con amigos o en familia.

El festival más popular es el Festival Nacional Cherry Blossom que tomo lugar en Washington DC del 20 de marzo al 12 de abril. Esta celebración anual recuerda y celebra el regalo de 3.000 árboles de cerezos de parte del alcalde Yukio Ozaki de Tokio a la ciudad de Washington DC en 1912. En esta fecha también se celebra la relación entre los Estados Unidos con Japón. El primer centenario desde la donación de los árboles de cerezos fue una celebración de cinco semanas. Hoy día el festival dura cuatro fines de semana consecutivos y coincide con el periodo de la florecimiento de tan bonitos árboles que atraen multitudes de todo el mundo. Alrededor de 1,5 millones de personas disfruta diversas actividades programadas y de la belleza de los árboles. El festival ofrece una buena oportunidad a experimentar la cultura ja-

ARTE POR ELIZABETH PHAM

ponesa con sus bailes y ajuares tradicionales al igual que el arte culinario japonés.

Alexa Quito nos cuenta que ella trata de ir todos los años con su familia, “Siempre me ha interesado la cultura japonesa y por eso me encanta pasear, ver l o s árboles y probar cosas nuevas”. Hay otras acti vidades relacionadas con los cherry blossoms donde se puede disfrutar con amigos como ir a la parada anual de los cherry blossoms, el festival de calle, la caminata para deseos y mucho más.

Otro evento de la primavera es la celebracion del dia de Pascua.

El 5 de abril de este año fue el día de la celebración religiosa más importante para los católicos y cristianos donde se celebra la resurrección de Cristo. Antes de Pascua se celebra la Cuaresma, tiempo de preparación espiritual para la Cuaresma que comienza el miércoles de Cenizas y termina el jueves Santo. Este es un tiempo de reflexión espiritual de la fe católica. También es tiempo de comprometerse a vivir cuarenta días de sacrificio de vanidades o gustos personales. Muchas familias van a misa, al vía crucis y hacen sus ofrendas para Cuaresma. Según el Directorio Franciscano, “El vía crucis es una devoción centrada en los Misterios dolorosos de Cristo, donde se o se contemplan caminando y deteniéndose en las estaciones que llevaron a Cristo al Pretorio del Calvario. Estos episodios representan los eventos más notables que llevaron a la Pasión muerte y resurrección de Jesus.” Jennifer Flores comenta que la primavera su temporada favorita, “Siento que es un recordatorio de mi fe.

Cada Cuaresma mi familia y yo renunciamos a la carne”.

No todo el mundo celebra esta temporada de manera religiosa. Muchas

personas asocian la Pascua con conejitos, huevos de colores y dulces. Una de las tradiciones en muchas familias consiste en que los padres esconden huevos de plástico, a veces llenos con dulces, para que los niños los encuentren conocido como “la cacería de huevos”. La estudiante estadounidense, Karis Clement, del grado onceavo d i c e que ella va a la

casa de un paARTE POR ELIZABETH PHAM riente y le dan a cada niño o joven una canasta, “Las canastas pueden tener caramelos, juguetes o simplemente un regalo. Este año mi canasta tenía maquillaje”. Estas maneras de celebrar tienen en común el tiempo que se comparte con la familia y las tradiciones sociales al igual que religiosas aunque varían de familia en familia.

Cada año la Casa Blanca tiene una cacería de huevos de Pascua. La primera cacería oficial de huevos de Pascua de la Casa Blanca ocurrió en 1878, cuando Rutherford B. Hayes fue presidente. El evento anual ocurre el lunes después de Pascua y este año tuvo lugar el 6 de abril. Es uno de los eventos más grandes que incluye deportes, entretenimiento, música en vivo, envolvimiento de la farándula, demostraciones de cocina y lectura de cuentos de niños por el Presidente de los Estados Unidos o su esposa. El propósito de este evento es promover

una vida sana y activa. Este año la primera dama, Michelle Obama, hizo su misión promover la buena salud a través del ejercicio y la alimentación saludable.

Los huevos de recuerdos tienen la firma del presidente y la primera dama. Como dato curioso, algunos visitantes recibieron huevos de recuerdo con las firmas y las huellas de las patas de los perros del pre sidente, Bo y Sunny.

En Washington D.C. hay muchas atracciones para jóvenes y familias para disfrutar de las vacaciones de primavera. La institución Smithsonian es uno de lo museos más grandes del mundo. Hay muchos museos auspiciados por la intuición Smithsonian que estan localizados en Washington D.C y en el norte de Virginia. Estos incluyen el Museo de Historia Natural, las galerías de arte de distintos tipos, el Museo de Historia Americana, el Museo del Espacio y muchos más. En la Galería Nacional de Arte se encuentran pinturas de famosos pintores como Picasso y Van Gogh, así como pinturas y estatuas de otras partes del mundo. Mayoría de los museos abren de las 10 de la mañana hasta 5:30 de la tarde y la admisión es gratis. Durante estas horas los museos están repletos de personas de todo el mundo, las cuales vienen a ver estas piezas de arte únicas. También la Institución Smithsonian incluye el Zoológico Nacional de Washington. Este es uno de los zoológicos más viejos de los Estado Unidos que no cobra la admi sión y también uno de los primeros en establecer programas de investigación científica en el zoológico. Hay pandas famosos como BAO BAO y su madre Mei Xiang, elefantes asiáticos, orangutanes, anacondas, pirañas y muchos más. ¿Qué esperas? ¡Todavía hay tiempo para ver estas atracciones y son gratis! No olvides de ir con tus amigos o familia. La primavera esta en su apogeo, disfruta del clima y el viento fresco ya que una vez llegue el verano estaremos quejándonos del calor y la humedad en el área.

Arte culinario local: “Mi Rancho” y “La Malinche”

Silver Spring ofrece una variedad de platillos típicos latinos

Por Hawra Al-Jabiri y Alisson Fortis

hay un patio tipo terraza donde uno puede escoger sentarse cuando el clima esta agradable. Los postres son fenomenales. “Mi Rancho” está cerca de la estación de metro de Silver Spring y es el restaurante perfecto para ir a comer después de un dia escolar.

El ambiente del restaurante, la calidad de la comida y las patatas fritas y salsa gratuitas todo hace que “Mi Rancho” merezca una visita.

“La Malinche” es otro ejemplo de un restaurante que trae el sabor Latino a Silver Spring. “La Malinche” es un restaurante reconocido por su variedad de tapas contemporáneas y sus platos españoles tradicionales, lo cual es muy raro encontrar en este área.

Los dueños dicen que querían darle un nombre al restaurante que simboliza su concepto de dos culturas unidas. La historia de centroamérica es muy importante,

En el área cerca de Blair se encuentran variedades de restaurantes hispanos. Hay restaurantes populares cómo El Golfo, El Comalito, Samantha’s y El Gavilan, los cuales combinan comida mexicana y salvadoreña.

Si estas cerca de Silver Spring y de pronto te encuentras con hambre, considera ir a Mi Rancho, un restaurante en el centro de la ciudad con sucursales también en Rockville y Germantown. Mi Rancho, el cual tiene un ambiente familiar muy prevalente, sirve comida estilo Tex Mex, mezclando la cocina americana con la mexicana sin perder la autenticidad de ninguna. Inclusivamente, el restaurante hornea sus propios chips y tienen su propio fabricante de tortillas a la vista, donde los clientes pueden observar el proceso mientras esperan su comida. Los postres son fenomenales. Las sopapillas, el flan y las empanadas son verdaderas delicias.

Julia Derringer, una estudiante de Blair y gran fanatica de Mi Rancho cuenta, “La comida esta preparada perfectamente y es muy deliciosa.

Visito Mi Rancho con frecuencia y la comida siempre es tan increíble, especialmente los chips de tortilla gratis y las tortillas de maíz.” Mi Rancho también tiene comida vegetariana incluyendo las “fajitas vegetarianas” que se sirven frescas y con varios quesos al lado.

El restaurante no sólo sirve comida CORTESIA DE LA MALINCHE deliciosa, si no que también es muy acogedor. El exterior del restaurante HISTORIA Y DELICIAS La Malinche sirve jugoestá inspirado por la arquitectura es- sas “Chuletitas de cordero” de sabor español y pañola y en el interior las paredes están decoradas con murales. También mexicano con una salsa demi-esmalte especial.

especialmente la de los conquistadores.

En 1519 Hernán Cortés, un conquistador español, llegó a la costa de México. Cuando Cortés al fin llegó a la capital de Tenochtitlan, la capital del imperio Azteca, el emperador Moctezuma II le dio veinte esclavos como un homenaje.

Entre los esclavos estaba Doña Marina, una mujer mexicana noble,quien hoy se conoce como “La CORTESIA DE MI RANCHO Malinche.” Ella sir- MI RANCHO Este restaurante tipo texano-mexicano, localizado vió como traductor, negociador y en el centro de Silver Spring, ofrece un ambiente familiar al igual mediador cultural. que calidad en toda su variedad de esquisitos platillos. ¡Visítenlo!

También tuvo relaciones románticas de los mariscos. Uno de los platos princicon Cortés y dio luz a su hijo Martín Cortés, pales llamado “Chuletitas de Cordero,”quien se considera haber sido el primer consiste de filetes de cordero a la plancha y mestizo, un niño de sangre española y Me- patatas en salsa demi-esmalte. El cordero esxicana. La Malinche honora esta historia con taba cocinado a la perfección y resultó muy murales representando diferentes escenas jugoso con la salsa agregada. Las patatas en sus paredes. tenían un buen sabor pero estaban un poco En el restaurante toda la comida incluy- secas, lo cual complemento al resto del plaendo carnes, mariscos y verduras son ser- to. La Malinche es en general excelente para vidas como tapas españolas que en México entradas sabrosas y postres. se llaman botanas. Tienen una variedad de Los dos, Mi Rancho y La Malinche son aperitivos, postres y platos principales. Por muy buenos lugares para visitar y disfrutar ejemplo, el aperitivo La Malinche a La Vida de la buena comida y están cerca de comuconsiste de tilapia fresca y ceviche de ca- nidad de Blair. ¡Perfecto! Mi Rancho se enmarón con cebolla roja y el pimiento Serra- cuentra en la comodidad de 8701 Ramsey no. El ceviche es muy delicioso, con un buen Avenue y La Malinche queda muy cerca en balance entre el ácido del limón y el salado 8622 Colesville Rd.

April 23, 2015

silverchips

ADs E4

F1 Sports

silverchips

April 23, 2015

A different competition: A look into Blair’s allied teams Corollary sports provide a welcoming environment for all students

By Eleanor Harris It’s 3:15 on a Thursday, and most Blazers have headed home for the long weekend. In the small gym, though, a small group of students is just warming up. It is the day after a blowout (12-1 over Bethesda-Chevy Chase), and Blair’s allied softball team is preparing for a relaxed scrimmage to celebrate.

Paul Craft, a special education paraeducator and the team’s coach, watches as fifteen or so boys and girls toss softballs back and forth. A few balls bounce wildly away; he tosses them back. When the students begin setting up the bases, Craft observes that no one has chosen to use a tee for batting.

“No tees today!” he celebrates. And they begin to play.

The allied softball team is one of Blair’s three corollary sports teams (also known as allied teams), first piloted six years ago to provide athletic options for all Montgomery County students. In the fall, many of the same students play team handball; in the winter, bocce. Two main requirements differentiate corollary sports from typical varsity sports. First, students who have played on any other JV or varsity sport are not eligible to play on an allied team. Additionally, students with disabilities must make up at least 50% of the fielded team. (This includes conditions beyond obvious physical impair-

of wanted it to be just the special ed-type kids,” admits team handball coach Louis Hoelman. “But after doing it, I really love the mix, the way they mingle together -- the way everyone becomes one team and no one knows who’s what.”

Leveling the playing field When he’s up, Nelson holds the bat loosely, using only his left hand. His other, unable to grasp it, hangs by his side. After two pitches, he taps the ball to third base and jogs to first.

To include students of different abilities, corollary sports provide varying levels of accommodations. Bocce, a relatively lowintensity game, is the most accessible of the three. Wheelchair users can enter the court, which comes apart, and use a ramp to roll the balls. Cones are provided for students with vision problems to improve their aim.

Softball incorporates similar game changes; players can hit off a tee or be pitched to, students with vision problems run the bases with a buddy, motorized wheelchair users can ask for the baseline lengths to be adjusted. Team handball, however, has no clear equivalents. “There aren’t really many accommodations,” says coach Louis Hoelman. “It’s up to the team and the coach to make it so that those kids compete at the same level.”

For other students, the relaxed rules of the corollary sports provide a type of unofficial accommodation. “[Allied softball] suits me very well,” explains sophomore Marcos Henriquez. “I have a condition that deals with my asthma and so forth, so I really have to stay inside more often.” To Henriquez, though, his condition comes second to his love of playing for the teams. “From time to time, it does become noticed that some people play differently than others,” he reflects. “But...everyone’s fair and equal even if they have problems.”

A different attitude

To Blair’s corollary student athletes, there is no contradiction between these accommodations and the desire to win. The allied softball players speak equally glowingly of the inclusion the teams provide and winning games and championships.

And in practice, the players with and without disabilities are treated essentially the same way. “I have my hand that’s a little bit crippled, but [the other players] don’t see me as a kid with disabilities,” explains Nelson. “My team, my coaches, they push me as hard as they KYRA SEIGER do the other student athletes.

BATTER UP Junior Alvin Nelson takes a swing. In allied We don’t look at disability as a weakness; we look at it as a softball, players can choose to hit pitches or from a tee. strength.”

This balanced view means ments; students with Attention-Deficit/Hy- that there is no dynamic of pity on the peractive Disorder, asthma or learning dis- teams. When the bases are loaded and Nelabilities may also be recognized, according son strikes out, pitcher Jonathan Esubalew to the MCPS publication, Coaching Students does not hesitate to celebrate. Instead, there With Disabilities.) is unconditional support. When any stuThe allied sports teams offer opportuni- dent makes a good hit, cheers erupt around ties for other students as well. “There’s a lot the gym. “We don’t do a lot of yelling and of very athletic kids that get cut every year screaming like you do on the football fields from varsity teams because they’re right at and basketball courts,” explains bocce coach the edge,” explains Craft. “[The corollary Colleen McGurkin. “We encourage.” program] provides another varsity sport for To the students, this encouragement them.” is what makes for a unique athletic expeRegardless of the various routes that rience. “I’m not the best player,” admits bring students to allied sports, the players sophomore Diondre Roane, who has played find a welcoming environment unlike any all three corollary sports for two years. On other. “All of the [corollary] teams that I’ve these teams, he finds the support he needs. been on are basically like a family,” reflects “They give me pats on the back, telling me junior Alvin Nelson, who has played hand- I’ve done good,” Roane smiles. “These guys ball and softball for three years and bocce are my friends.” for two. “We hold each other accountable, The coaches make an effort to include evwe always back each other up and we al- ery player in games as well. “[Some teams] ways push each other to our limits.” play their best players more than they play To many, this cooperative environment is everyone [else], so when you beat a team an indication of the corollary programs’ suc- like that?” says Hoelman. “Those have been cess. “When I first started coaching, I kind great memories, [since] everyone contrib-

REPRODUCED BY PERMISSION OF NEIL RUBINO

HIGH FIVE Senior James Veliz is greeted with cheers in an allied softball game. “We encourage,” says teacher Colleen McGurkin, who coaches bocce, another corollary sport. uted no matter their skill level and we still got a win.”

The cooperative environment allows the corollary program to succeed in its goal of bringing different student groups together.

“I don’t think I’d have met any of these guys if I wasn’t on the team, which is one great thing about it,” says sophomore Gabriel Field, a first-year handball and softball player. “I think it brings it together, having a mix of kids.”

The team is also has a mix of skill levels. “We get a lot of beginning players who haven’t even really picked up a bat,” Craft explains. “Seeing them journey from hardly knowing the game’s rules to doing very well and succeeding...That’s pretty rewarding, too.” To players like Esubalew, this provides the opportunity for athletic development.

“It’s fun because the people who are good can help improve the people that are not as good,” he smiles. “And at the end, we’re all good players.”

Seeking acceptance Despite the teams’ excellent records, they face a lack of awareness in the Blair community. Making broader acceptance difficult is the combination of the newness of the program and, according to some coaches, the stigma surrounding the teams. “I do think it takes students who are comfortable with who they are, as far as the regular-ed kids, to play on the squad because I think that there’s some negative connotation,” says Craft, who believes those types of students are exactly the players he gets. “Those students turn out to be great citizens when they leave this place because of who they are and the experience they have playing these sports.”

To Craft, the lack of acceptance simply stems from most Blazers not having been exposed to the sports. “I think folks have never really heard of allied softball or seen it in action,” he says. “Usually when someone sees us practice or sees a game, the view changes about the program.”

Senior Yakedia Wilson, a first-year player on all three allied teams, agrees that the sports themselves are less well-known than typical varsity sports. “I think it’s because most of what you see on TV is basketball and football,” she laughs. “I didn’t know what bocce was until Mr. Hoelman told me.

I was like, ‘Oh, that’s a sport!’”

Most of the players believe that the allied sports are not fully recognized among the student community. “I know that I’ve certainly had to explain it to a couple of my friends,” says Field. Roane believes this stems from an attitude of disdain for the

allied sports. “Not too many people know much about it,” he reflects. “They feel like [the allied teams] are not as important.”

Whatever the reason, this disparity shows up in the relatively low numbers of spectators at allied sports games. “I would like for a lot more people to come and a lot more people to know about it,” says Nelson. At a recent allied softball game, about fifteen parents sat in the stands, far outnumbered by the players.

Regardless of the number of spectators, Blair’s allied teams provide an inclusive environment for all types of students. “If they wanted to try a sport but haven’t been successful, or if they were too scared they were going to get cut, allied sports are there,” says McGurkin. “The baseball star is not going to play baseball with us. So, we’re going to take other people, and we’ll take everyone who wants to be on a team and just wants to be out there and play.”

The corollary teams bring new experiences for the coaches as well as the players. “Last year’s team was a fun year for me, because...it was a great, great mix of kids from very crazy-different diverse back-

“I really love the mix, the way they mingle together — the way everyone becomes one team and no one knows who’s what.”

- Louis Hoelman

grounds,” remembers Craft, who has been coaching the team since its inception five years ago. “That’s one of the joys of coaching...knowing what’s going on at home, the good things, the bad things, the ugly things that are happening -- but then being able to watch kids still put anything aside and just play as a team.”

soapbox Does the school provide enough recognition for allied teams?

“What are those?” - Gabriel Udell, sophomore “There were triple the amount of announcements about handball games, scores and players than girls’ or boys’ JV soccer.” - Aida Ayuk, freshman “No one comes to the games.” - Mark Dawit, sophomore

Sports F2

silverchips

April 23, 2015

Spring into a new season with Blair’s budding athletes

A behind-the-scenes look at the JV softball, baseball and lacrosse teams

By Sam Butler and Aditi Subramaniam This spring, Blair’s JV teams have been battling toward winning records in their respective sports and have largely been successful. Four teams shared what their seasons have been like so far.

JV Baseball After a disappointing loss in the first game of the season, Blair’s JV baseball team has won four straight and is on their way to earning a top record this year. The 4-1 Blazers, after a 9-2 loss in the season opener, have since won every game they’ve played by at least six runs and even won their third game by an impressive 18 runs.

According to captain Sam Strongin, the team is bonding well and not having any trouble with their chemistry. “Things are going pretty smoothly,” he says. “The team gets along really well and it doesn’t seem like anyone has any problems with anyone else.”

Strongin says the team’s major strength has been its defense, which has only given up a combined 8 runs since their loss in the first game, including a 6-0 shutout versus Wootton High School. Despite averaging 14 runs over the last four games, Strongin also says the team could stand to improve its hitting.

“Sometimes we’re not hitting as well as I think we should be,” he says. “I think we need to relax out there and play smarter.”

Given their dominance over the last few games, Strongin predicts that the team will continue adding wins to their already excellent record. “I think the season is going to continue going pretty well. I hope we can... stay strong for the rest of the season.”

JV baseball’s final games are 4/22 versus

Blake, 4/27 versus Magruder, and 4/28 versus Damascus.

Boys’ Lacrosse Led by captains Nick Yonkos and Daniel Jones, boys’ JV lacrosse is looking forward to their final two games with a current record of 3-3-1. The team, aside from a 0-13 blowout against Quince Orchard, has been playing very well both offensively and defensively this year, which captain Daniel Jones attributes to the overall athleticism of the team.

“We have a lot of good athletes,” he explains.

According to Jones, the best game the team played was their season opener at Richard Montgomery. The team stifled Richard Montgomery on defense while performing well offensively. “We passed the ball really nicely and didn’t let them shoot,” says Jones.

Since then, the team has had a few ups and downs in terms of final scores, but chemistry has never been an issue, according to Jones.

“We have a good time practicing and playing with each other.”

Despite the losses, Jones is confident his team can win the final game of the season.

“We can definitely win our last game,” he says. “We all want it a lot.”

munication and spacing. “We all get along well, but initially we were not that good at talking it out on the field and the ball didn’t get where it needed to. I think we have gotten a lot better than that, which especially showed in our last two games,” says Pinsonneault.

The team’s improvement was visible in the close Kennedy game, where the girls won 5-4. “One of Kennedy players scored four goals in the first few minutes, so our chances of winning did not look good from the start,” says Munroe. Following this, the

Boys’ JV lacrosse hosts Blake in its final game on 4/25.

Girls’ Lacrosse Girls’ JV lacrosse is nearing the end of their season with a record of 4-2.

The team is comprised of mostly new players, but freshmen captains Emily Munroe and Marike Pinsonneault say that the team has been able to quickly improve on issues since the first game, specifically com-

PHUONG VO

WINDING UP Sophomore Skylar Vanderwolf of JV softball gets ready to pitch.

captains rallied the Blazer girls and urged them not to lose focus. “We just kept going and gaining confidence. I saw that I was eventually able to put my shot where I want it,” says Munroe.

Girls’ JV lacrosse’s final game is an away game versus Blake on 4/25.

Softball Four games into their season, the JV girls currently hold a 3-0-1 record. More so than drills at practice, mental training is the key to the team continuing to win games. “We have to maintain a positive attitude during every play and make sure our mental ability matches that of our physical,” says sophomore captain Skylar Vanderwolf.

The team aims to mimic games during every practice, especially focusing on the offensive stations. “The hitting stations are the most helpful parts of practice because we are able to perfect our swing,” says sophomore Mika Yatsuhashi.

Vanderwolf mentions her co-captain, sophomore Gigi Moreno, and freshman Maddie Hutchins as two of the stronger hitters on the team. “Gigi is definitely a player to watch this season. And Maddie packs a lot of power in her swing,” she says.

While a number of last year’s starters moved up to varsity, Vanderwolf is impressed with the new players. “The freshmen players have been really showing their talents and bring an oomph to the team,” she says. The lady Blazers hope to continue their winning record with this positive mindset.

Girls’ JV softball’s final three games are 4/23 versus Clarksburg, 4/24 versus Magruder, and 4/28 versus Damascus.

The craziness of playing a varsity sport, multiplied by three Multi-sport athletes juggle both team and academic commitments

By Winne Luo

athlete.

Over 30 percent of Blazers participate in After school ends, senior Yonis Blanco Blair athletics, according to athletics director does not leave the building. He goes to a Rita Boule. Of those, approximately a quarstudy hall, where he does homework until ter plays sports for two seasons. But Blazers 3:30. Then, he gets ready for practice in the that play three sports are hard to find, due to the sheer amount of time required and the locker room, and practices until 6:00.

Repeat this times five. That’s every day amount of versatility needed.

Blanco had played football since the fifth of the week. Then multiply by ten, for the number of weeks in the season. And then grade, so naturally he delved into it at the by three, for each season of the school year – start of high school. “I was pretty good...so that’s approximately 375 hours. Blanco plays I continued playing and fell in love with the varsity football in the fall, wrestling during sport,” he says. Subsequently, Blanco met the winter, and is out again on the field play- the head coach for wrestling, who told Blaning lacrosse during the spring. He’s part of co to try out for the team. “Same thing hapa rare and dwindling kind: the three-sport pened,” Blanco remembers with a chuckle.

“I was good at [it], so I continued wrestling.” He was similarly recruited for lacrosse by the football coach, who coached both. Ever since, Blanco has been playing all three sports into his senior year.

General athleticism is a must for athletes who play sports all three seasons. A different type of athletic prowess, however, is what junior Nguyen Phan requires for gymnastics and poms. Poms happens during both fall and winter, so Phan has a packed year. According to Phan, both gymnastics and poms are on the artistic side, with judging based on performance and coordination rather than goals or times. “It’s not like those athletic sports,” she says.

“We have to be very flexible.”

Each three-season athlete shows flexibility regardless of the sport when they switch skills when transitioning from one to another. “In each practice you’re trying to improve,” says sophomore Eleanor Cook, another tri-sport competitor.

Cook had played basketball and soccer since she was little, but RAISING THE BAR Junior Nguyen Phan is both a decided to join outdoor varsimember of the Poms team and the Gymnastics team. ty track for the spring. Because

she is new to track, she learns the form — like how to start off the block — rather than “scrimmage-type skills” used in soccer and basketball. Besides the differences in her level of experience in the sports, Cook acknowledges those of her body’s exertion. “Basketball is a lot more upper body, soccer is a lot more with your feet, track is legs in general...”

Cook explains.

Even though the sports may seem like they have nothing in common, wrestling, football and lacrosse strengthened each other in indirect ways. Besides working out, which Blanco says is different for football and wrestling (strength-training for football, conditioning for wrestling), Blanco found that the techniques he used to wrestle an opponent to the ground could actually be apPHUONG VO plied to the football field. “You learn better form...that trans- ON TRACK Sophomore Eleanor Cook balances her lates to football when tackling people,” he says. Similarly, academics with soccer, basketball and outdoor track.

Phan connected poms and gymnastics by adding dance moves to her due and get as much help as [I] can during gymnastics routine, which she was able to school.” Social lives, too, can take a beating. do because of their performing natures.

“Sports become a priority to social events,” Committing so much time and effort into Cook says. Blanco agrees. “I don’t know sports is simply not possible all-year round what it’s like to go out with friends because for many. “I really just can’t imagine going I don’t have time to.” home and having free time,” says Cook.

Nevertheless, Cook, Blanco, and Phan are And having little transition time between able to play sports all-year-round because sports — Blanco has a total of one week of they are driven by doing so. “It keeps me rest between football and wrestling, and motivated to do my work better. I don’t like none between wrestling and lacrosse — to be home and do nothing, I always like to means that it’s a constant cycle. Not only is be busy with something, especially somepractice physically exhausting, but mentally thing physically,” explains Phan. Cook apas well. “I’m really tired so I don’t do a lot preciates the constancy because she stays in of homework when I go home...I do most of shape better than others. Ultimately, howevmy homework at school and during lunch er, they do it simply because they thrive and and study hall,” admits Blanco. “I’m not a enjoy it. Blanco says, “If you’re not having straight-A student...it’s hard for me to han- fun, there’s no point. [Competition is] what dle. What I do is pay attention in class and I like...showing how much you worked and do what is asked...turn in work when it’s how good you are in a sport.”

F3 Sports

silverchips

silverchips.mbhs.edu/section/sports

April 23, 2015

For Redskins, NFL draft can make or break season

Fans, hope for Dante Fowler Jr. or Amari Cooper to join team

By Sam Butler and Teague Sauter An opinion After amassing a mere seven wins over the past two seasons, it’s going to take a lot of hard work and a little bit of luck for the Redskins to regain the top spot in the NFC East. Washington didn’t do much to improve through free agency, which means their only hope left for positive change is through the draft. With a top five pick and six others scattered throughout the draft, Washington has a chance to land a big name and perhaps pick up some diamonds in the rough as well.

The Redskins’ biggest fault last season was their atrocious defense, namely the secondary; the team was 12th in opponents’ rushing yards per game last season, and were just 24th in opponents’ passing yards. But it looks like their already struggling defense may have to deal with an even further depleted secondary now, as safety Brandon Meriweather, more notable for his frequent brainless cheapshots than his play, is not expected to re-sign with the Redskins, and safety Ryan Clark has announced his retirement. The

team has made additions on the defensive side of the ball, however. Their most notable signing of the offseason was defensive tackle Terrance Knighton, an enormous part of Denver’s very successful 2014 defense. The Redskins also added former Bears defensive lineman Stephen Paea, and ex49er Chris Culliver.

But Washington still has defensive needs to address in the draft, most notably an improved passrush. A key veteran pass-rusher last year, Brian Orakpo, left for the Tennessee Titans, so with the depth at outside linebacker in this year’s draft, that’s where the team will likely turn with the fifth overall pick. The best fit for the Redskins’ 3-4 scheme would be Dante Fowler Jr., an outside linebacker out of the University of Florida. Fowler Jr., who displayed impressive athleticism in his collegiate career, has the potential to record double-digit sacks in his rookie season. Unfortunately for the Redskins however, Fowler may not even fall to the fifth pick.

A more realistic pick would be Vic Beasley, an outside linebacker out of Clemson who would also benefit the Redskins’ pass rush.

Beasley was very impressive at the combine, as he ranked first in his position at the 40-yard dash, bench press, vertical jump, and broad jump. Though good combine numbers don’t guarantee a successful career, Beasley’s numbers do indicate he’ll at least have the physical tools to succeed.

The Redskins could also consider drafting a receiver with their first round pick. Amari Cooper out of Alabama is likely the top receiver in this year’s NFL draft, after an excellent season in which he led the Southeastern Conference in receiving yards by nearly 600. As a Heisman finalist this past year, Cooper displayed both blazing speed and impressive route running, while showing he’s willing to make plays in the middle of the field. The Redskins, despite making moves for Pierre Garcon and Desean Jackson in recent years, could really use another Pro Bowl caliber receiver to aid their struggling quarterback play.

The addition of Amari Cooper would also benefit the Redskins in future years, as Pierre Garcon is going to be 29 this season and may lose some of his speed before his contract is up.

While Dante Fowler Jr. and Amari Cooper are the smartest picks for the Redskins, they may not be selected with the fifth overall pick in the 2015 draft.

The Redskins, who have not picked in the first round since drafting Robert Griffin III in

2012, may give in to the allure of Marcus Mariota, yet another dual-threat Heisman winning quarterback. Although Coach Jay Gruden has said that RGIII will likely be the Redskins’ starter this year, he has said that it is not set in stone, and both Kirk Cousins and Colt McCoy showed last year that they are not effective NFL starters. The Redskins’ general manager Scot McCloughan attended Mariota’s pro day at Oregon, showing the team is at the very least considering him.

Although Mariota looked impressive in college, he would not be a good fit for the Redskins, who have enough quarterback troubles as it is. A 68 percent completion rate and 42 touchdowns look great on paper, but these stats were likely boosted by Oregon’s system of offense. Mariota has also shown inconsistent accuracy and poor pocket presence, as he often rolls out and scrambles.

Washington has had enough issues with a scrambling quarterback in RGIII, and injuries aren’t the only problem. It’s very difficult to be a successful out-of-pocket quarterback in the NFL and Robert Griffin has proven that DC is not the place for a mobile QB. A pocket passer would be ideal for coach Gruden, whose offensive schemes took Andy Dalton to the playoffs his first three years in the league. Drafting Mariota would also create a quarterback competition that will play out during training camp, which would draw tons of national media attention and could distract the team from improvement.

This year’s draft is the Redskins’ last hope for the instant improvement necessary if they want to have a successful season. The team will have the best chance to be respectable if they elect to draft Dante Fowler Jr.,

SAM BUTLER

Vic Beasley, or Amari Cooper, but Redskins fans should be wary of the team potentially drafting Marcus Mariota. Given the instability of the team the last few years though, even a perfect first round pick is far from a guarantee of success.

insideSPORTS JV sports teams complete their spring seasons see page F2

JV Baseball, Softball, and Lacrosse teams complete successful seasons.

Some athletes don’t get an off-season see page F2

Student athletes share their experiences playing sports year-round.

ANDREA BROWN

Boy’s lacrosse falters in rematch of last year’s playoff game In close game, Blair take a disappointing loss to Springbrook, their DCC rival

By Alexis Redford Maung-Maung After knocking Springbrook out of the playoffs last year, the boys’ lacrosse team knew that the Blue Devils would come out with a vengeance on Tuesday night. They were right as Blair (5-3) could not defeat DCC rival Springbrook (62), falling short in an 8-5 loss.

“Fundamental lacrosse was terrible, passing, catching, all the stuff that the guys have worked on all season was horrendous,” head coach Christopher Brown said. ”We gave the ball away on possession constantly. If you don’t possess the ball, you can’t win the game.”

Indeed, the game began with the majority of play near Blair’s goal.

The few times that the ball did make it to the offensive players, dropped balls and trouble connecting passes made it hard for Blair to create scoring opportunities. In spite of their dominance, however, Springbrook did not capitalize, missing numerous shots throughout the most of the first quarter.

The ball moved from one side of the field to the other throughout the first eleven minutes, and neither team put points on the board.

It appeared as though the game would be tied going in to the second quarter but in the final minute, Emmanual Nwana of Springbrook scored an unassisted goal. Blair captain Adrian Kombe said that they had prepared their defense

for this particular player, know- quarter putting the Blazers at a 4-2 bringing Blair within striking dising that Springbrook’s top scorer deficit as the game began the sec- tance. However, a goal by Springwould pose a threat. “We talked ond half. brook in the last thirty seconds about his playing style all week, Springbrook began the third meant that the Blazers would have and just didn’t do what we were quarter with the same intensity as to score three goals in the final supposed to. First quarter was the second, scoring within the first quarter to overcome Springbrook’s very sloppy defense,” said Kombe. minute. The score remained at 5-2 6-4 lead.

Springbrook increased their lead just seconds into second quarter with a low shot by senior attack Matt Granger. The quick goal did not fire up the Blazers who still struggled to connect passes and play to their potential. It seemed as though Blair’s chance of winning would end early when Springbrook’s senior attack Matthew McNeil scored at the 9:46 mark of the second quarter, and increased their lead to 3-0. But Blair rallied three minutes later when sophoALEXIS REDFORD MAUNG-MAUNG more attack Paul Moser put the Blazers on CRUCIAL CRADLE Senior Alex Boris protects the ball from one of Springthe scoreboard with brook’s defenders as he sets up a scoring opportunity at the game on Tuesday. an assist from senior captain Eyal Li. Less than a minute later Li passed from until the middle of the third quarBoth teams fought hard for the behind the goal to Yonis Blanco, ter, when Blanco ran the length of last minutes of the game, but with who scored, bringing the Blazers the field to score Blair’s third goal four minutes left Nwana once within one goal. Blair’s come- Blair’s strong defense and per- again exploited Blair’s defense and back was short lived, however, sistent offense paid off at the 2:57 scored a goal making the score 7-4. because Springbrook scored in the mark of the quarter when Moser With few minutes left and an urlast ninety seconds of the second passed to Li who scored a low shot gent need for Blair to score, Blazers

picked up the intensity with numerous shot attempts and equally strong defense. Even when Springbrook scored again with 1:52 left in the game, Blair did not give up, and played with passion until the end. Joshua Agu scored just thirty seconds later, making him the youngest long pole defensemen to score in Blair Lacrosse history. The last seconds of the game consisted of Blanco charging up the field in an attempt to make a last second shot. “Yonis is an animal, he gives 110 percent no matter what, he always tries so hard,” said Brown.

In the end Blair’s loss did not come from Springbrook’s superiority, but more from the fact that the Blazers were just not playing their game. “We were definitely the better team talent-wise, but they came out, they’re physical, they worked hard and outplayed us” said Coach Brown. Li, agreed with this analysis. “We were productive but couldn’t convert on the few possessions we had. We can’t score if we don’t have the ball and Springbrook dominated,” he added.

Brown is not dwelling on this disappointing loss but is using it to learn and improve in future games. “We’ve got Blake Saturday, they’re undefeated in the division.

They’re a quality team, we really just need to work on fundamentals. If we can pick it up and put it together we definitely have a chance of winning.”