Changes to freshman curriculum night NEWS in BRIEF
Samara Lefler News Editor
Forthe second year in a row, incoming freshmen had the opportunity to attend an informational panel on curricula at Maine South.
The panels are part of the incoming freshman experience, and they occur in January around the time of course selection.
Current students from all grades are on the panel, having been recommended by their teachers.
“The way that we went about it this year was that we asked CTE, fine arts, and world language teachers to nominate students,” Associate Principal of Student and Family Services Ms. Kyleen Coia said.
The panel ended up having about 10 students on it. These students answered questions about their experiences at Maine South.
“It was very well attended and parents and students [got to] ask questions,” Ms. Coia said. “So we got questions like, did you take AP
World or World History for freshman year? What was that like? What are the demands of the class? How do you get involved in clubs? How do you know whom to reach out to?”
The purpose of the panels is to provide parents and incoming students with an opportunity to hear from students with experience in various classes and activities at Maine South.
“I want them to hear from students because they hear from the adults all the time,” Ms. Coia said. “Really, [students] are the foundation of the school, and I think it’s really important for them to learn from those that are living and breathing Maine South right now.”
The panels were added to the schedule last school year, and will likely continue for future incoming classes as well.
“I want to get creative every year and think about ways to make things better, but it seems to be going really well,” Ms. Coia said.
Unified Drumline awarded for inclusivity
Luke Compton News Writer
TheMaine South Unified Drumline was recently recognized by the organization Music for All as a recipient of the Advocacy in Action Award.
“Our Unified Drumline was awarded the Advocacy in Action Award from Music for All in the category of student recruitment, engagement, and retention category,” band director Mr. David Hutter said.
“It recognizes our efforts to include everyone in music making and how we share it with our community.”
The Unified Drumline brings together drumline and Hawk Pals athletes. After drumline students provide instruction on percussion to the Hawk Pals, they perform at events such as football games or assemblies.
“I think our athletes absolutely love being part of it—they love being on the field like peers are,” Hawk Pals sponsor Ms. Michelle Dwyer said.
The performances, especially at football games in front of other schools, showcase Maine South’s efforts in inclusion and encourages other schools to start similar programs.
“Unified Drumline is a very unique activity that Maine South has been an innovator of,” Mr. Hutter said.
Senior Lily Heneghan, a drumline member and Hawk Pals officer, sought out a way to integrate Hawk Pals into the Fine Arts.
“[Unified Drumline] means a lot because it can help other schools see the programs that we have and adapt them to their own school so that they have a more inclusive place as well,” Heneghan said.
The award recognizes everyone involved in the Unified Drumline event.
“It is something special for us to celebrate together,” Mr. Hutter said. “It means we are making an impact beyond the walls of our school.”
Record number of teachers nominated for the Golden Apple Award
Luciana Cegielski News Writer
Twenty-one Maine South teach-
ers were nominated for the Golden Apple Award this year from the English, Fine Arts, Math, Science, Social Science, and World Language Departments.
The Golden Apple Awards began in 1983. They recognize high school teachers across Illinois for their core contribution to building a well-educated society.
This year’s nominees include Mr. Paul Bellisario, Ms. Laura Bertalmio, Ms. Erin Briody, Ms. Amy Capps, Ms. Priscilla Chao, Ms. Jenne Dehmlow, Mr. Jeffery Downing, Mr. Tom Egan, Mr. Dave Fermanich, Mr. Trevor Fritz, Ms. Barbara Giannosa, Mr. Matthew Hanes, Mr. Cheng Jin, Ms. Sarah Kendeigh, Mr. Don Kura, Ms. Zanfina Muja, Ms. Melinda Nees, Ms. Kendra O’Halloran, Ms. Rachel Santucci, and Ms. Donna Schwan.
One of the things that makes this award special is how the nominees are selected.
“A nominee is chosen by someone in the community who selects
the individual for the Golden Apple Award,” Mr. Fermanich said. “It can be an administrator in the building, an administrator in the district, or a family member in the community that recommends [teachers] for the Golden Apple Awards.”
This chosen staff member is then sent a nomination email. They have a few requirements to meet.
“You have to get three recommendations from people like an administrator, a colleague, or an outside recommendation,” Mr. Kura said. “We had to write five different essays, varying in length from 800 words to a couple 500-word ones. They were from a series of five questions we had to respond with. As well, we had to videotape ourselves teaching during a class and that had to be five minutes long.”
The nominees had two weeks to finish and submit their applications to the Golden Apple Organization for consideration.
The reward for winning includes recognition as well as prizes.
“If you win, you receive a $5,000 cash prize,” Ms. Nees said. “And then you get a free quarter of tuition at
APPLE A DAY Mr. Dave Fermanich teaches AP Biology to his students. Mr. Fermanich was one of the nominated teachers for the Golden Apple Award and had to film himself teaching.
Northwestern to take some classes that you choose. They call it a sabbatical, and they award you a spring or summer sabbatical for a quarter at Northwestern. Then you get to be part of the organization and do things with them going forward.”
The nomination itself is a great achievement for the teachers, regardless of whether or not they win.
“I truly felt more honored by the fact that there was somebody out there that felt like what I do in the classroom warranted the recognition of being even nominated for it,” Mr.
Kura said.
This sentiment was echoed by other nominees.
“It’s just amazing in itself to, first of all, be nominated for this, because this is my 21st year teaching and this is the first year that I got nominated,” Mr. Fermanich said. “So it’s awesome just to know that someone has recognized that I’m doing a good job.”
Thirty finalists from across the state will be announced in early February. Winners will be announced in late February.
PHOTO BY ANASTASIA MUSYAKEVICH
Senior tradition to continue despite pushback
Charlotte Chapman & Samara Lefler News Editor
As they have in previous years, the senior class of Maine South is planning a game of Senior Assassin. The annual tradition typically starts around January or February.
The game is entirely student-run, and school administration is not involved.
“It’s like if [students] all decided to get on Roblox or Fortnite, we don’t get to manage what that looks like just because it’s in Park Ridge,” Associate Principal of Student Experiences Mr. Michael Edwards said.
However, in past years, student organizers have contacted administrators for help running the game.
“The organizers have actually reached out to us to ask for advice on how to navigate some of the behaviors that are happening because they’re concerning,” Associate Principal of Student and Family Services Ms. Kyleen Coia said.
While this year’s game hasn’t yet started, there have already been shifts in rules and leadership.
The game was initially announced in the beginning of January, and students were invited to fill out a form with their partner to sign up for the game. After some debates over details, the game’s leadership requested that someone else take over the operation. Once leadership changed, students were required to sign up for the game a second time and the deadline to join was extended.
Senior Assassin has been shut down before completion for at least the past four years in a row due to its disturbances to the community.
“[Students] cross boundaries sometimes that
should never be crossed,” Mr. Edwards said, “Like going to people’s homes while their parents are around or late at night or in the middle of the night.”
Because of these actions, police have been called to intervene.
“I do my best to keep patrol officers informed about when the game is running and how it’s played,” School Resource Officer Carlos Panizo said. “This is critical because we often receive calls from area resi dents reporting suspicious individuals in backyards who appear to be armed. These calls can escalate into potentially dangerous situations for both officers and students, even if the ‘weapons’ involved are Nerf or water guns.”
Due to these disturbances, the school administration discourages participation in the game as it is played now.
“My recommendation is simply not to play the game,” Officer Panizo said. “There are far too many scenarios where misunderstandings could lead to serious consequences, even if such incidents seem unlikely.”
Some administrators believe the game could be modified into a safer version.
“I’m coming from the adult perspective, and I get that as a senior, there are some things that you want to engage in as a class, some community and relationship building and creating lasting memories,” Ms. Coia said. “I really do believe that there are alternate ways to do that, which don’t really have the negative impact on one another or the community.”
Despite this, the current senior class is preparing
Jennifer Antonov News Writer
On the night of Jan. 18, many students stayed up scrolling on TikTok for what they believed would be the last time. After nearly a year of waiting for the U.S. ban to take place, the app was finally shut down. Nevertheless, by the next morning, TikTok servers were up and running again.
After taking office, President Donald Trump quickly signed an executive order granting TikTok a 75-day period to sell the app, but it is unknown if this will be legally challenged. In the meantime, TikTok can allow American users on the app while working on a deal.
For millions of Americans, TikTok is a platform that encourages worldwide connections. However, growing concerns about the app’s collection of user data and its potential privacy risks have sparked worries about foreign influence.
“I think the U.S. Congress argu-
for the experience.
“I think it’s just a really fun tradition and I want to be a part of it,” senior Tiffany Wu
However, some students participating due to previ-
spoke to numerous seniors who were unwilling to go on the record about their involvement in the game.
“I’m so excited and I think the game will be so much fun, but I’m also nervous,” a senior anonymously told Southwords. “I don’t want to get caught. If anything bad happens, I don’t want to get in trouble.”
On Jan. 23, administration sent out an announcement to seniors and their families, strongly discouraging the game and reminding students not to play on school property.
“Students who violate these rules may face disciplinary action, including 24/7 athletics/extracurricular code violations and loss of privileges for senior events such as prom and graduation,” the communication read.
Despite this, many students are still optimistic for the senior tradition.
“I feel like the game will last this year,” Wu said. “There’s more motivation to make sure we are able to play, and a lot of people are really excited.”
Time is ticking: students return to TikTok after ban delay
make sense for a private third-party group to purchase the American version of TikTok,” Mr. Hansen said.
With the Protecting Americans from Foreign Adversary Controlled Applications Act passed last April, the ban was set to take effect starting on Jan. 19, with fines for companies that continued to allow access to the app.
Many students are accustomed to using TikTok as a part of their daily routine and were dreading the ban.
“I was so used to scrolling whenever I was bored,” sophomore Olivia Porebska said. “I’ve had the app since Musical.ly [which merged with TikTok in 2018] and all of those memories were gone.”
ment isn’t a bad one,” international relations teacher Mr. Kevin Hansen said. “The information is a concern for national security for a hundred million Americans and might be critical, especially with the rivalry between the
United States and China.”
Although Mr. Hansen does not personally use TikTok, he believes that the ultimatum Congress gave TikTok is logical.
“I am agnostic on it, but it does
For many, the 75-day delay on the ban will be spent scrolling, trying to make the most of their remaining time.
“I’m going to keep using the app because it will eventually get banned,” freshman Kristina Nikolova said. “I just want to enjoy it while I can.”
FALSE ALARM On the night of Jan. 18, TikTok users in the US opened the app to a message alerting them of the ban (left). However, just 14 hours later, TikTok servers were up again and users were welcomed back to the app (right). TIKTOK
ILLUSTRATION BY ANASTASIA MUSYAKEVICH
Sprinkler issues force an emergency day
Joseph Calderon, Charlotte Chapman, & Samara Lefler News Editors
After a pipe burst the morning of Tuesday, Jan. 22, school was cut short, with all students being released at 9:38 a.m.
Around 7:30 a.m., a sprinkler line on the second floor of the A-wing burst and caused extensive water damage to 13 classrooms.
Science teachers Ms. Kendra O’Halloran and Mr. Jeffery Downing were caught in the water, with the sprinkler head bursting in their office.
“We heard a couple drops and it was just like drip, drip, drip,” Ms. O’Halloran said. “We turned around and we saw it falling on [Mr. Downing’s] paper, so we went to go grab it and then the sprinkler head just burst open. It was just all of a sudden gushing water.”
With the activation of the sprinkler system, the fire alarm automatically went off, forcing a temporary evacuation and causing confusion among students and teachers alike.
“As we were all standing there, we saw the firemen and maintenance come by, so they told us in the hallway what was happening,” math teacher Ms. Stephanie Simon said. “Math teachers were in their rooms when [water] started coming down from the ceiling.”
When the building was cleared for entry, students were instructed to avoid the A-wing and remain in the commons or cafeteria area.
Initially, administrators attempted to continue the school day, instructing those with classes in the affected rooms to relocate to the auditorium.
“I’m not sure of the exact number of people, but I would say about half the auditorium was filled, just absolute chaos,” sophomore Kade O’Connell said. “We didn’t really even do anything.”
However, due to the number of students and teachers impacted by the incident, administrators ultimately decided to release students after second period.
“Once we realized that we had so many classrooms that were damaged, we realized that the impact to the educational day was too significant,” Principal Dr. Antwan Babakhani said. “We decided it was just safer to keep students out of the building while we figured all of this out for the next day.”
At 9:25 a.m., Dr. Babakhani sent out an email communication to students and their families, alerting them of the decision.
After the incident, both Mr. Downing and Ms. O’Halloran worked to salvage what they could.
“It’s been a very stressful couple of days, because when it happened, it was very unexpected,” Mr. Downing said. “Then, [the day after] was in some ways even worse, because I started to open drawers or take a look at the stuff. [There was] a lot of throwing stuff out because it wasn’t salvageable.”
Both educational materials and personal items were damaged.
“There’s so much stuff that was [in the office]—papers, chemicals, equipment,” Ms. O’Halloran said. “There’s a lot of stuff that’s been there for over 20 years for both of us.”
Repairs were initially predicted to be completed by Jan. 29. However, the discovery of mold in the damaged classrooms on Jan. 24 delayed restoration efforts.
“[Chaetomium and stachybotrys] were identified inside on an air test, and the reason why [the restoration
THE FLOOR IS LAVA
Black-colored water covered the floors between A229 and A227 and surrounding classrooms. This was due to sediment and debris built up in the pipes as the sprinkler system was activated for the first time since being installed.
WATER WOES
Ms. O’Halloran and Mr. Downing’s shared office was flooded by the pipe burst. Many materials were damaged after the sprinklers went off.
boards,” Dr. Babakhani said.
company] said, ‘hey, everyone—time out,’ is because these two molds are typically found outside,” Dr. Babakhani said.
The school’s maintenance team had been working on clearing out the damaged areas, but a professional restoration company has been hired to manage the restoration process.
“The company that we hired is moving super quick—they’re expeditious,” Dr. Babakhani said.
In the meantime, no students or staff are permitted in the East half of the A-wing. This redirection has caused the front hallway and main stairwell to become significantly congested during passing periods.
While working on restorations, the hired company will also conduct air and surface quality testing.
“They cleaned the HVAC systems, and then they have a hygiene company that they work with directly, and they’ve been hired to do baseline testing of air quality and surface quality on all areas,” Dr. Babakhani said.
All classrooms found with mold are currently being decontaminated.
“We’re talking surface level damage, like replacing tiles and base -
While it delayed restoration efforts, the mold discovery does not pose significant health risks for the rest of the building.
In 2019, South installed new direct outdoor air systems, which bring in air from outside for each individual classroom. This system helps remove any contaminants in the air and keeps air from circulating to other rooms.
“When [students] hear this kind of stuff, [they] think, ‘Is my health in jeopardy?’ That’s a natural thing,” Dr. Babakhani said. “Our job is to mitigate all those fears through chronic transparency.”
The school does not plan to test for mold in other areas of the building.
“The Illinois Department of Public Health doesn’t recommend that [we] do comprehensive tests, because there’s no need to,” Dr. Babakhani said. “It only recommends that, if you see something or smell something or if something is out of the norm, assess that particular location.”
Restoration is now expected to be completed by early February.
“Our goal, all in all, is to get everything back up and running by Monday, [Feb. 3],” Dr. Babakhani said.
PHOTO BY CAITLIN
Southwords-proposed finals week schedule
Monday Tuesday Wednesday Thursday Friday Flex/Make-Up Day and Teacher Grading
Maine South High School 1111 South Dee Road Park Ridge, IL 60068 http://www.southwords.org
Southwords is a student-run publication designed as a public forum for student opinion and balanced reporting on topics relevant to the Maine South community.
STUDY SCHEDULE SOLUTION A schedule such as the above proposal would allow finals to be taken throughout the week while still allocating necessary time for students to study and teachers to grade. Students would have access to teachers in office hours before the school day officially ends, and then the rest of the evening is still available for studying, enjoying the holiday season, and other commitments.
STAFF EDITORIAL
Unstructured finals week imposes unnecessary stress
Justbefore winter break rolls around, there is a particularly stressful atmosphere. School days become packed with summatives, many classes wrap up their last unit of the semester while others prepare for a “cumulative semester assessment,” and the library is inundated with students trying to end the semester strong.
Academic pressure at this time of year isn’t unique to Maine South. After all, most high schools have semesters, and many students spend December seeking to improve their grades.
However, what is unusual is that Maine South no longer has an official finals week, meaning students attend classes in a regular schedule up until the end of the semester.
In theory, not having a final exam week seems relieving because the idea of a week designated for consequential exams certainly sounds daunting. In practice, though, students are often put in a far more stressful situation.
Ironically, many classes have “cumulative” tests that, exactly like finals, test material from the entire semester, happen on the last few days of the semester, and constitute around 1020% of students’ overall grades. The only difference between our tests and traditional finals is that we don’t have an abbreviated school day to help us manage the exams.
While final exams sound stressful, a built-in finals week would alleviate so much schedule-based anxiety that any additional pressure on grades would be negligible.
If Maine South reverted to a real finals week, students wouldn’t have to worry about having three or four grade-defining summatives on the same day.
Instead, two periods could be tested on each of the first four days, with additional time in the afternoon for optional review sessions, office hours, or for teachers to grade the tests and other assignments. Friday could continue to serve as a flex day, but only having two periods on each day would probably minimize the need for this, as students and teachers could meet in the afternoon on Monday through Thursday.
“A built-in finals week would alleviate so much schedule-based anxiety that any additional pressure on grades would be negligible.”
Another reason that final exams should be reimplemented is that they are critical preparation for students who will attend college. Many college classes have finals that make up a majority of the overall grade. To prepare students for this eventuality, they should first experience final exams in a slightly lower stakes situation in high school.
Furthermore, the reimplementation of finals may have positive implications for students throughout the entire school year.
For instance, if it is clear from the
start that there will be a final covering material from the whole semester, students will be more motivated to retain information. Attentiveness, study habits, and even attendance could all see improvements compared to our current schedule, where end-of-thesemester cumulatives are strewn into a chaotic last week rather than being regarded as a unique type of test.
While there are certainly benefits to having a finals week, it cannot be implemented with as much spontaneity and ambiguity as its removal was.
Students and teachers alike have expressed earnest concern for the standing system, but gathering feedback from across the school community would have a profound impact on the effectiveness of a potential change. There are nuances to students’ studying experiences that can only truly be understood by working closely with the students themselves.
For example, not every class is necessarily compatible with a finals schedule. AP exams are essentially cumulative assessments of an entire school year, so a second-semester final in those classes may prove unnecessary and might even interfere with studying for the AP exam itself.
Reinstating finals would be a complex undertaking that requires robust preparation on both the administration’s and students’ parts. It could alleviate end-of-the-semester stress, garner college preparedness, and boost yearlong productivity, but the school would need to ensure they are being transparent and supportive in making the transition.
Unsigned staff editorials represent the consensus opinion of the Southwords Editorial Board. Personal commentaries represent the opinion of the author alone and do not represent the opinions of the publication nor District 207.
Student participation in the newspaper, whether through readership, submitting articles, or voicing comments or concerns, is encouraged.
Signed letters to the editor can be given to a member of the editorial staff or e-mailed to southwords@maine207.org. Southwords reserves the right to edit material for clarity and brevity and to reject obscene/libelous submissions.
Editors-in-Chief
Thomas Hurley
Caitlin Vengazo
News Editors
Joseph Calderon
Charlotte Chapman Samara Lefler
Commentary
Eliza Goldwasser
Features
Entertainment
Sports
Sayde Feeley Grace Halpert Josie Hennes
Audrey Becker Kyra Demeros Brianna Giustino
Production
Lily Giambarberee
Anastasia Musyakevich
Adviser
Mr. Stathakis
GRAPHIC BY ANASTASIA MUSYAKEVICH
Celebrity worship creates unrealistic expectations
James MacDougall Commentary Writer
The majority of people can say, at some point in their lives, they have had a celebrity crush. Whether it’s a TV character, a musician, or an actor, at least one famous person has had you falling head over heels, and probably for good reason.
For most, this is a normal and understandable feeling, and as long as it doesn’t affect anyone else, it’s perfectly fine.
Others, however, take it a step further, obsessing over one or multiple celebrities to the point where it becomes detrimental to themselves or those around them.
Take one of the earliest modern subjects of this phenomenon, Justin Bieber. While not sparking much “physical” harm, Bieber was the subject of an incredible amount of toxic obsession for the better part of a decade.
He held the attention of millions of children and young adults across the globe, creating an unrealistic standard of life for anyone who listened to his music or watched his videos.
Bieber’s constant flaunting of luxury clothes and
accessories, paired with his expensive lifestyle made many fans feel as though their own lives paled in comparison to his seemingly perfect life.
Another recent example of this would be Taylor Swift and her fanbase, the “Swifties.” People often comment on the behavior of Swifties as overly defensive about Swift and her music, acting extremely toxic to non-fans.
In addition, many of these young fans have become obsessed with the idea of living Swift’s life.
Fans will try to emulate Swifts “perfect” lifestyle without realizing that she has a whole team of people and a billion dollars behind her.
It is important to remember that Swift’s public image is just that—an image. Fans do not know the details of her private life, and instead only see a heavily curated and edited version.
Celebrities, despite their glamorous public lives, are regular people too, with struggles and personalities that are not so different from ours.
Today, social media has only worsened the culture of comparison and idolization.
These comparisons open the door to countless mental and emotional consequences such as low self-esteem, anxiety, materialism, and hostility toward others.
In addition, many individuals even go as far as to say that these celebrities are their “best friends” or their “soulmate,” often at the expense of investing energy in real relationships.
Thankfully, most people have the mental and emotional maturity to keep their admiration of celebrities to a normal level, not allowing it to overtake their lives.
However, those who do can experience various levels of social detachment and anxiety as a result of their unhealthy celebrity worship.
For the betterment of everyone’s life, it’s important that the worshiping of public figures is kept to a minimum and people continue to care more about themselves and their loved ones than people they’ll never meet.
Redefining rejection as an opportunity to grow
Caitlin Vengazo
“Rejection is redirection!” “Everything happens for a reason!” “Trust the process!” Like many other seniors, reassurances like these have become the soundtrack to my last semester of high school.
While I appreciate the comfort, the idea of a rejection letter in the mail (or, less romantically nowadays, an admissions portal update) still sounds like a mob of admissions counselors chanting in disconcerting unison, “You aren’t good enough!”
I acknowledge that this fear is completely normal, but it will limit us if we treat rejection like an obstacle to avoid at all costs.
Last January, I showed my dad a list of already ambitious goals for the year, and he suggested increasing
nearly every item and adding a few more. I quickly declined; those aspirations were too high to accomplish simultaneously.
“It’s okay if you don’t accomplish everything,” he rationalized. “Goals are things to work towards, not a to-do list.”
I realized he was right. It’s gratifying to hit a milestone, and healthy goals should be somewhat reachable, but the real value of a goal lies in the enrichment of pushing yourself to new limits.
Applying this outlook to the college application process has transformed my attitude around rejection. I asked myself, if I don’t get denied anywhere, how would I know how far I could have gone?
Bracing myself for rejection, I visited more “reach” than “safety” schools, applied for programs I didn’t think I was qualified for, and dreamed about impossible outcomes.
While I’m not immune to the inevitable ego hit of my borderlinedelusional ambitions, I know that centering decisions around my fear of
rejection would only leave my future self wondering what could have been if I had just ventured a couple more steps outside my comfort zone.
It kind of feels like walking off the edge of a cliff blindfolded: I can’t see where my steps end, but I won’t know how far I can go until I fall.
While it’s humbling to voluntarily submit myself to rejection, I’ve learned to take it less personally because it’s unfair to define myself by an admission officer’s judgment of me.
No matter how high you score on the SAT or how many officer positions you hold, the people reviewing applications simply don’t have the capacity to fully understand each applicant as a person.
In order to avoid the identity crisis that often accompanies a rejection letter, we need to feel satisfied with ourselves beyond our applications.
This idea is often difficult to apply to yourself, so think about the people around you.
For me, it’s eye-opening to watch as my friends and classmates—who are hard-working, talented, and
passionate—doubt their futures and place their identities in college decisions.
I have full faith in their future success and happiness, not because of where they will go to school, but because I know what kinds of people they are.
Unlike an admissions officer, I witness how they treat people, how they face challenges, and what drives them, and I think those are more indicative of future success than any transcript or 150-character activity description.
To that point, if the people who really know you—family, close friends, etc.—are the ones reassuring you that “you will end up where you’re meant to be,” then why invest so much of yourself in the opinions of those admissions officers who only see a snapshot of you?
Rejection from anything is a tough pill to swallow, but if we learn to stop investing our self-worth in the judgments of admissions offices, then we can appreciate rejection as an opportunity to grow rather than a personal insult.
ILLUSTRATION BY SONIA LOIZOS
GPA hacking diminishes high school experience
Entering my freshman year, I was under the impression that grade point average (GPA) was a fairly straightforward measure. An A was an A, a B a B, and that was that.
However, as I progressed through high school, I realized that one’s GPA can be manipulated to their advantage.
Students are motivated to “hack” their GPA for a variety of reasons: perhaps they want a higher number reported on their transcript for the sake of college admissions, or maybe they want to be a contender for Maine Scholars, an award that recognizes the top 1% of each class based on GPA.
Despite the seemingly benign nature of GPA hacking, it actually has negative outcomes on a student’s broader learning experience.
There are two ways in which students can “hack” their GPAs—one
being taking electives pass/fail, and the other being simply taking few to no electives.
Electives are problematic in the GPA realm because most are on a four-point scale. Receiving an A in an elective would result in a four being contributed to your average. So, if a student has a weighted GPA—which comes from taking accelerated, AP, or dual credit courses—of over 4.0, even an A in an elective course could drag their GPA down.
Given this, some students choose to take their electives pass/fail. The pass/fail option was initially created to alleviate the stress of grades. However, high achieving students have capitalized on the system and use it to improve their GPAs.
Another way to boost one’s GPA is to minimize the number of classes on a four-point scale that they take. For example, a student in four APs and one elective getting straight A’s will have a higher GPA than a student in five APs and three electives getting straight A’s, even though the latter student’s schedule is arguably more strenuous.
One of the most exciting aspects of high school, especially one like Maine South, is having the freedom to explore one’s interests. If students choose to abstain from electives for the sake of their GPA, they are missing out on potentially formative learning experiences. Students whose sole goal is to achieve the highest possible GPA are ultimately harming themselves academically.
To prevent this, the Maine Scholars program should be reconstructed to reduce the GPA hacking behavior.
Instead of having it based on GPA, the school could create a point system that honors rigor, but also hard work.
Similar to GPA, an A in a fivepoint scale course would earn five points, and an A in a four-point scale would earn four. A difference, though, is that classes taken pass/fail would only be awarded two points, or a C average in a four-point scale class. This would reduce motivated students’ tendency to take electives pass/fail.
Furthermore, in this system, the quantity of classes would also count towards the honor. Each class would
earn a student a point, so if they took six classes they’d earn six points for the semester.
The scores for each semester would be totaled, and that would be what would determine the Maine Scholar recipients.
Students need to consider what makes their high school experience meaningful. Is it a number that is only important for one year of our lives, or is it the moments in classes that may be catalysts for the rest of our lives?
Lack of healthy options lead to an unhealthy life style
take one you may never be able to stop.
Ivana Zezelj Commentary Writer
Pound. Your heart fails to slow down. Pound. Your leg uncontrollably shakes. Pound. You push yourself to keep your fingers still.
It’s easy to blame these symptoms on school stress, but then your mind darts back to that energy drink you had at lunch.
We know that junk food deteriorates the human body. Every time you take a bite of a greasy burger or a sip of a sweetened beverage, you cause damage to yourself. But most teens don’t look at energy drinks from the same perspective.
Many popular energy drinks like Celsius and Bubbl’r are purchasable at many high schools, including Maine South.
Most teens push themselves to such a limit that they feel they have no choice but to drink an energy drink to wake themselves up. But once you
It can be incredibly difficult to resist the temptation of swiping your card and taking a drink. Caffeine can be as addictive as nicotine, and once you build a tolerance, you’ll have to drink more and more to get the stimulation you need.
In addition, large amounts of caffeine can cause serious heart problems such as heart attacks. Teens see the flashy ads about the “benefits” Celsius can bring, but by feeding into brands’ marketing, they are hurting themselves.
Long term, an over-consumption of caffeine can lead to insomnia, chronic migraines, and anxiety.
Companies see the sales and the profit, but what they don’t see is the damage they have done to teens around the world and the addictions they have created.
According to UCLA Health, the recommended amount of caffeine consumption per day for adolescents between the ages of 12 and 18 is less than 100 mg.
One “Celsius Heat” contains 300 mg of caffeine. That is triple your daily recommended intake in a singular
options in the school vending machines make it harder for students to make good choices in their diet. Students shouldn’t be tempted to buy overcaffeinated beverages.
can. However, many don’t stop at just one. They pile on drink after drink as their hearts palpitate and their body starts to become weaker and weaker— all by the ripe age of 18.
And it’s not just the caffeine. For example, a Venti Strawberry Acai Lemonade, one of Starbucks’ most popular drinks, contains 32 grams of
added sugars.
According to the American Heart Association, men should only consume 36 grams of added sugars per day and women should only have 25 grams.
Additionally, popular soft drinks have extreme amounts of sugar. For example, one bottle of Mountain Dew has almost 80 grams of sugar.
Young adults should be making better choices when it comes to their everyday nutrition to avoid the long term health implications.
Instead of a Celsius from the vending machine or a Starbucks drink, why not try a water bottle or healthy smoothie?
A cup of black coffee could be a healthier substitute for an energy drink.
Healthy food should overall become more accessible, but this will be useless if people don’t find the motivation to improve their lifestyle. It boils down to you and your personal choices.
Put down the energy drink, turn away from the drive-through, and start making choices that benefit your well-being.
Eliza Goldwasser Commentary Editor
SIPPIN’ Unhealthy
PHOTO BY ANASTASIA MUSYAKEVICH
Uniting fans beyond the game
Imhoff brings Maine South sports to life through video
Olivia Crawford Features Writer
MaineSouth’s athletic program is a force to be reckoned with. Each season, hundreds of athletes compete in various sports. While athletes shine on the field and court, a different type of talent quietly captures these moments from the sidelines. Senior Tristan Imhoff, otherwise known as @vids.bytris on Instagram, is one of these talented individuals, filming and editing videos of sporting events.
Following the creation of her first video last year for the varsity girls’ volleyball team, she found herself hooked on the creative process.
“This year I decided I wanted to make a football video because it was fun when I did the volleyball one, and football is always such a cool thing to film,” Imhoff said.
After posting her first football video on Instagram this year, with footage from South’s win over New Trier, Imhoff’s videos began to receive lots of attention.
“It’s been very positive, not only from people on the sports teams, but from everyone that sees the videos,” Imhoff said.
The overwhelming support from students and parents goes to show the impact that Imhoff’s videos have had on the community. Hawk Nation officer senior Katie Barker feels that her videos capture the action on the field and the collective energy of Maine South’s student body.
“Tristan’s videos help get everyone hyped for the games and motivate people to support and attend games in general,” Barker said.
As a member of Hawk Nation herself, Imhoff prioritizes including the small details that make games special by focusing on the crowd and cheers.
“I think the videos help to involve everyone in the school because I try to get a little piece of everything when I shoot a video,” Imhoff said. “I think it’s important to include the entire community in that process.”
By tying in the entire community, students can see the impact that they make by showing up for games.
“It’s super cool to see the student section from an outside perspective in her videos,” sophomore Phoebe Welsh said.
Imhoff’s videos allow everyone in the school to experience a part of the action, whether they’re at the game themselves or watching from home.
She tailors her focus to whatever sport is in season, filming volleyball, football, soccer, and basketball through this project so far. Imhoff’s passion for film began even before high school,
“I’ve been taking broadcasting since eighth grade, which is when I started getting into it,” Imhoff said.
After transitioning to Maine South, she continued to delve deeper into this interest, joining WMTH, Maine South’s broadcasting club, as well as advanced TV classes.
“I really liked all the different things you could do with it, and I decided that I liked the sports field of entertainment,” Imhoff said.
From there, she experimented with different types of videos, taking inspiration from various social media platforms.
“I decided I really liked the whole process and I just continued to make them,” Imhoff
This process, however, is not simple. Even after the hard work put into filming, Imhoff goes
through a lengthy editing process. Using the platform Premiere Pro, Imhoff works through her various video clips and songs. Each one-to-two minute video can take up to five hours, although she typically works over multiple days. By not limiting herself to a specific outline or strict process, she gives herself the flexibility to experiment with each new project.
“I just kind of go with the flow and do what I think looks best,” Imhoff said.
While putting together her videos, Imhoff works closely with WMTH. The club allows her to borrow camera equipment for filming, although not much is needed.
“The only thing I use is a camera; I don’t use a tripod or anything. I’ve even seen people shoot and edit on their phones, so you can really use whatever you want,” Imhoff said.
Through producing these videos, Imhoff found a clear niche in sports-focused media.
“I definitely want to continue doing this kind of thing in the future,” Imhoff said. “I think this experience has been a good start for eventually getting into the advertising business.”
As media continues to grow, more students have taken up an interest in the wide field of broadcasting. Imhoff’s videos inspire other students to not be afraid of exploring mixed media.
“I didn’t go into it having much experience at all,” Imhoff said. “I just went into it with a mindset ready to try my best and see how I liked it.”
PHOTO BY ANASTASIA MUSYAKEVICH
EDITING AWAY Imhoff edits a football “hype video” on Premiere Pro in the Broadcasting room during her Advanced TV and film class. Since her middle school broadcasting classes, she has taken an interest in filming and editing that she hopes to continue beyond Maine South.
ACTION Imhoff films athletic events using cameras and equipment provided by WMTH. She has made videos for football, soccer, basketball, and volleyball so far.
PHOTO BY ANASTASIA MUSYAKEVICH
LUNCH TABLE TALK:
Emma Brown Features Writer
LunchTable Talk is Maine South’s very own podcast where student hosts explore and discuss a variety of topics. Ideas for episodes of the podcast are brainstormed and outlined weekly during Podcast Club.
New episodes are broadcast every week and are available on Apple Music and Spotify. The podcast currently consists of four senior hosts, Sophia Canetta, Ava Klehr, Hayden Magad, and Julia Waszczyk, who work toward producing the podcast and managing its social media presence.
When the podcast began six years ago, the original hosts could not have imagined its impact through the years.
“Lunch Table Talk was founded in 2019 by Jack Gorman and Jensen Genyk,” senior and current host Ava Klehr said. “They were sophomores in high school and thought, ‘Wow, we are having some really good conversations; we should start a podcast!’ It has kind of carried on from there.”
Gorman and Genyk reached out to social science teacher Ms. Rachel Santucci, asking if she could sponsor the podcast. Since then, she has helped oversee the creation of seven seasons.
“When we started, I thought these kids would make one, two, maybe three episodes each year,” Ms. Santucci said. “But, they were so ambitious they made one almost every week and it has just taken off. Now we are producing sometimes two a week.”
Ms. Santucci explained that during Podcast club, potential topics are brainstormed collaboratively on the white board.
“Everybody there kind of yells out their thoughts and ideas,” Ms. Santucci said. “Everybody gets to contribute, then the hosts make it reality. This is probably the most casual club at our school. Kids come with a great energy and lists of ideas.”
These ideas are narrowed down until a loose outline of the next episode is formed.
“We never want it to be scripted,” Ms. Santucci said. “We always want to allow that organic energy to surface. Those comments that create humor are those that you can’t coordinate ahead of time.”
The process of the podcast’s creation has changed over time as new hosts have taken the places of graduating seniors. Senior Julia Waszczyk, another current host, noticed how the podcast has advanced over the years.
“The reason I think it has evolved so much is because each year the podcast gets better, grows, and becomes more organized,” Waszczyk said.
A look behind the scenes of Maine South’s student-run podcast
DINING OUT Before the beginning of the 2024-25 school year, current and graduate Podcast Club members eat together at Tavern on the Point. All four current senior hosts are in attendance.
Since its founding, Lunch Table Talk has become a far more diverse and organized production.
“Now we want to provide more of a platform for the student body to get involved, so we have a constant rotation of hosts and a constant rotation of ideas,” Ms. Santucci said. “We truly outline the shows before we record them. Before, it was really just Jack and Jenson talking as if they were at the lunch table.”
Numerous changes over the course of the podcast’s lifespan have eased the production process.
“A previous host made a document with a bunch of helpful things on how to edit, upload, and include passwords,” said Waszczyk. “It’s the things like that which have changed the host experience and made the podcast better.”
The podcast changes topics every episode, allowing for unique discussions each week.
“We alternate between guest hosts and interviews with teachers and students,” Klehr said. “In past episodes, the group has interviewed Officer Panizo, Dr. Babakhani, Hawk Nation, and individual students.”
Lunch Table Talk aims to interview a wide variety of student organizations in order to appeal to all of their listeners.
“This year we have been trying to get all the clubs on,” Klehr said. “I thought it was really cool when we had Hawk Nation because they came onto the podcast at the peak of football season. We got to hear about the planning that goes into football games and the new student section rules.”
Lunch Table Talk hopes to continue expanding its audience as a way to connect with the school community.
“Personally I hope to achieve overall growth in the club and the audience of Lunch Table Talk,” Waszczyk said. “We have a good number of listeners and members now, but I know that we could get more.”
Ms. Santucci echoed this sentiment, hoping that
in upcoming years, the club can gain more traction and attention.
“I think it is still a very quiet club,” Ms. Santucci said. “It would be great if more kids became involved. I think we have a very loyal following, but not necessarily a huge one. The hope is that we continue to grow.”
Despite its smaller size, the club has big aspirations for the future and has made an impact on preserving the history of the Maine South community so far.
“I think the club has provided a great platform for students to share stories and create a verbal journal in a way that they can keep as a time capsule when they leave Maine South,” Ms. Santucci said.
As a senior, Klehr wants to make sure Lunch Table Talk thrives at Maine South after her graduation.
“We hope to gain new listeners and talk about things both relevant to the student body and entertaining, and use that as a way to unify our school,” Klehr said.
Scan below to check out the latest episode of Lunch Table Talk on Spotify and browse archives from the past six years.
Diabetes awareness inspires hope
Eliza Chasak Features Writer
Forhundreds of thousands of chil-
dren around the globe, type-one diabetes (T1D) is a constant battle, shaping their daily lives and teaching diligence and resilience from a very young age. Receiving a diagnosis as a child can be extremely difficult for patients and families.
Hawks for Type 1, Maine South’s T1D awareness club, has dedicated their time for the second year in a row to creating care baskets for newly diagnosed children with T1D at La Rabida Children’s Hospital in Chicago. The club is led by seniors and type-one diabetics Josefina McCauley and Caitlin Vengazo.
Vengazo was motivated to create this project and offer hope to children with T1D because of her personal experiences with the condition.
“This service project was inspired by one of my friends with T1D who gave me a care basket when I was diagnosed in fourth grade,” Vengazo said. “When I opened her basket, I was shocked that she could know what would be helpful to me, since I was still adjusting to a new normal. It definitely made me feel less alone to know that somebody else understood what I was going through and
cared enough to support me at that scary time.”
The club funded the project through various fundraising efforts held throughout the school year. In particular, during the month of December, they organized a successful fundraiser selling chewing gum, which raised enough money for most of the basket supplies.
“With the money we raised from that, we were able to buy all of these products,” Vengazo said. “Since the products we are able to purchase are limited by our funds raised, we got creative with free and donated items.”
For instance, the club reached out to representatives of a diabetes technology company called Dexcom, which generously donated fanny packs. These accessories allow parents and individuals with T1D to keep sugar or medical devices on hand at all times. In addition to these gifts, Vengazo and other club members also created an online website with useful resources, including everything from Medical-ID jewelry to podcasts and children’s books.
“Since there are a lot of other products that we just couldn’t include in each basket, we created an online list of our favorite products and resources that the families can check out them-
selves,” Vengazo said.
Club members came together on Jan. 9 to assemble the baskets, which were filled with handpicked essentials and comfort items. The baskets contained diabetic-friendly snacks such as zero-sugar sparkling drinks, Jolly Ranchers for treating low blood sugar, and glucose tablets. Additionally, each basket contained an insulin vial protector, a Dexcom sleeve to help keep adhesive clean and secure, and a QR code with links to helpful resources and websites.
“We know some products that simplify life and make it a little bit easier,” Vengazo said.
McCauley similarly noted how the items were chosen intentionally with the hope to give encouragement to newly diagnosed children.
“We have a running Google document that we add websites and resources to, including technology we use and why we think it’s the best, as well as our favorite snacks,” McCauley said.
Handwritten cards with encouraging messages were also added into the baskets to show care and love for the young patients. Having experienced the fear and uncertainty of being
diagnosed with T1D firsthand, both Vengazo and McCauley hope to make the journey easier for other children with T1D.
“Being diagnosed as children, we definitely understand what a scary time it can be, so we’re just trying to provide support and encouragement,” Vengazo said.
With an eye on the future, the group aims to create more opportunities, continue raising awareness about T1D, and help the many children affected by it.
“Every year we try to make more baskets,” Vengazo said.
The care basket event has proven that small gestures can have a big impact. It has positively influenced many communities by providing muchneeded support and encouragement to children and their families during a challenging time.
“A diagnosis is pretty scary and usually shocking to a family, especially when it happens to their child,” Vengazo said. “These baskets are meant to not only give practical support through the items that we’re donating, but also show that we understand and that they’re not alone in their diagnosis.”
READY TO ASSEMBLE Club member junior Alexis Vengazo adds candy to the baskets. As senior Caitlin Vengazo’s sister, she has first-hand experience with caring for loved ones with type-one diabetes.
PACKING IT UP Vice President Josefina McCauley (right) and her brother, freshman Charlie McCauley, assemble care packages together. After being diagnosed with T1D at 18 months, Josefina shares her years of experience with newly diagnosed patients.
PHOTO BY CAITLIN VENGAZO
Storybook characters come to life in Winter Play
Mia Kalinowski & Shauna Ronan
Entertainment Writers
Maine South students have been preparing for the annual Winter Play since before winter break in hopes of presenting a magical show that can connect with young crowds.
This year’s Winter Play, directed by Mr. Nicholas Mugnolo is “The Enchanted Bookshop.” This is the third play Mr. Mugnolo has directed at Maine South, following last year’s Winter Play, “Little Women,” as well as the Winter Play two years ago, “You Can’t Take It With You.”
“This is a very quirky, fantastical, quicker, shorter comedy, and I think also what makes this play different is that it lends itself toward children,” Mr. Mugnolo said. “The style of it is super unique, the content of it is still engaging, and it can speak to a fiveyear-old or an 85-year-old.”
The play centers around booklover and bookshop owner Margie. Margie’s struggling bookshop, “A Likely Story,” is threatened, and through magic and imagination, iconic storybook characters like Dorothy, Pollyanna, Tom Sawyer, Robin Hood, Heidi, and Sherlock Holmes work to help save the store.
“To me, this is about the power of imagination to heal, and I think that’s something that’s really important to me,” Mr. Mugnolo said. “I think in our own lives we may feel like we are unprepared, we’re not ready, we’re not capable, which can be okay, but we look externally for help when really, all we need is already within us.”
The nature of this show being a Theatre for Young Audiences production occasionally created challenges for the cast.
“Making this children’s theater seem not cringey or weird was a challenge during rehearsal because it is very much written for young kids,” sophomore cast member Emma Baumann said.
There are many steps to the rehearsal process leading up to opening night. First, the cast members go through blocking, where they focus on their movement and where their characters go during each scene.
The cast also completes character work where they research each of
their literary characters to help further prepare their acting skills and solidify their roles.
Finally, there are working scenes where everything is put together. The cast uses their research and notes along with feedback to work through the scenes and build up confidence as their characters.
“I love working rehearsals because it’s a fusion of tons and tons and tons of different ideas,” Mr. Mugnolo said. “I get to see our ideas finally come to life and their creativity in action.”
As the director, Mr. Mugnolo makes a strong effort to get to know the cast so he can provide them with the most beneficial feedback possible.
“As their director, you have to really understand the person, who they are, and then the character they’re playing,” Mr. Mugnolo said. “You have to know both characters pretty well, the real person and then the character they’re playing in order to truly help and guide a person and an actor.”
Working alongside Mr. Mugnolo both in and out of rehearsal is senior student director Eve Hinton.
“I am an extension of the director,” Hinton said. “I deal with giving notes on rehearsals, organizing rehearsals, making sure everyone is available or if they have conflicts, and communicating with the different crews. I also will go over any props we need or anything that the director needs.”
Rehearsals are so much more than just practicing lines and preparing for the show. They are also times where the cast and crew are able to bond and be a part of something bigger than themselves.
“Getting to know everyone as themselves and as their character is really interesting and fun,” sophomore cast member Mary Lynch said.
On top of regular rehearsals, the cast and crew join in on themed rehearsals every Saturday. Before Winter Break, they took part in Christmas theme days where they got their partner small gifts and played games.
“We’ve all become really close,” Baumann said. “We have our ‘show bros’ who are our buddies, and we get gifts for each other every Saturday rehearsal. It’s really fun—
reading books and using imagination.
we all get together and play games. It has made it such an enjoyable experience. You can see in the group scenes how much people enjoy being with each other.”
As time has gone on with so many rehearsals and practices together, the cast and crew have formed a community. Bonding with other members of the cast and crew has proven very important to putting on a good production.
“We all spend time together building a community,” Lynch said. “That is necessary in a play like this with so many different characters needing to have relationships with each other.”
This year’s Winter Play is also unique from others as it is shorter than Maine South’s typical productions.
“If you think it’s a big time com-
mitment to come see the show, it’s not,” Lynch said. “It’s really short— only 50 minutes. It’s really fun, there is so much to see, and it’s easy to follow, but at the same time, it’s really interesting.”
“The Enchanted Bookshop” will be performed on Feb. 6, 7, and 8 at 7:30 p.m. in Watson Auditorium. Tickets can be purchased at the door. One adult ticket costs $12, and it’s $10 for students.
There will be an additional performance the afternoon of Feb. 8 at the Park Ridge Public Library, primarily for children in the community.
“I think it is a really unique experience seeing characters that you might already know being portrayed by students that you might already know,” Mr. Mugnolo said.
PIECING IT TOGETHER Freshman Kieran MacDougall drills a set piece that will be used in the show. “The Enchanted Bookshop” will be performed in Watson Auditorium Feb. 6, 7, and 8 at 7:30 p.m.
REHEARSAL RUN Sophomores Emma Baumann, as bookshop owner Margie, and Gabriella Wegrzynowicz, as a young child, Timmy, rehearse a scene in the bookshop where Margie is encouraging Timmy to buy a book. The play stresses the importance of
PHOTO BY SOPHIA CHERONE
PHOTO BY SOPHIA CHERONE
“A Complete Unknown” depicts Dylan’s musical journey
Grace Halpert Entertainment Editor
“AComplete Unknown,” released Dec. 25, 2024 and directed by James Mangold, focuses on Bob Dylan, played by Timothée Chalamet, as he rises to stardom in the folk world and grapples with finding his own sound within the construct of musical genres while simultaneously learning to understand and grow within his personal, romantic, and professional relationships.
The film is based on Elijah Wald’s book, “Dylan Goes Electric! Newport, Seeger, Dylan, and the Night That Split the Sixties.”
The movie begins with Bob Dylan playing guitar and singing for an ailing Woody Guthrie and fellow folk singer Pete Seeger in Guthrie’s hospital room. This serves as Bob Dylan’s entryway to the professional folk world.
It was exciting to see other
musical greats, such as the previously mentioned Seeger and Guthrie, as well as Joan Baez and Johnny Cash throughout the course of the film. Seeger serves as a fatherly role to Dylan throughout the movie— providing him musical and personal guidance and introducing him to the folk scene in New York.
The whole movie is underscored not just by over a dozen Dylan songs performed by Timothée Chalamet, as well as songs by other artists he
meets and is being influenced by. For example, Johnny Cash, played by Boyd Holbrook, sings “Big River” and “Folsom Prison Blues.” Joan Baez, played by Monica Barbaro, beautifully voices numerous classic folk songs. This all gives an eye and an ear into both the rock and folk scene during the sixties.
Besides his girlfriend Sylvie Russo, played by Elle Fanning, every single character that Bob Dylan has any sort of relationship with in this movie is a fellow musician, which gives further insight to how Dylan’s relationship with music not only affects him personally—but also his connections with others.
Chalamet skillfully played Bob Dylan with charm, passion, and mystery. Chalamet’s voice was also practically unrecognizable as he matched Dylan’s famous rasp in his singing and speaking.
Bob Dylan is famously private about his past, and the movie furthers this narrative by intentionally giving only fleeting glimpses into his backstory.
Throughout the film, social movements and change contextualize some of Dylan’s and other musician’s
songs—what’s happening throughout the world at the time is portrayed through the music. Given that the movie takes place from 1961-1965, historic events like the fight for civil rights and the Cuban Missile Crisis are front and center. In particular, Dylan’s song “Blowin’ In The Wind” demonstrates his focus on a struggle for equality.
In biopics, it can be easy to paint the subject of the film in a particularly positive light, often not fairly recognizing their flaws. However, “A Complete Unknown” is careful to not portray Bob Dylan as a necessarily likeable character and gives plenty of insight into his complicated relationships and personal struggle as he develops as an artist.
At times, the 2 hour 20 minute movie had scenes that felt as though they could have been condensed or shortened, as the film bordered on the longer side.
Despite this, “A Complete Unknown” is an enjoyable and informative biopic that gives excellent insight into Bob Dylan’s musical journey in an informative and exciting way.
Golden Globes dresses that stole the show
Josie Hennes Entertainment Editor
Anna Sawai was seen on stage after winning the 2025 Best Performance by a Female Actor in a Television Series for “Shogun.” She radiated elegance in a custom Dior outfit styled by Karla Welch. The beautiful white outfit was a fitted two-piece set. The top connected in the back with two thick straps and the skirt featured clean tom Chanel chok er and rings that sleek and so phisticated look.
Comedian
Nikki Glaser kept the audience enraptured throughout the night with her hilarious jokes and nine outfit changes. Her third gown of the evening was a stately red ballgown designed by Naeem Kahn. Its straight neckline and cinched waist that flared into a voluminous skirt made it a timeless dress. The gown also featured a dramatic thigh-high leg slit. She wore a David Yurman chained diamond bracelet and large diamond earrings. The boldness of the bracelet and earrings was balanced with the lack of a necklace. However, a simple diamond necklace might have added to the regal aesthetic of the gown.
Mindy Kaling sparkled on stage as a presenter in a dazzling Ashi Studio gold gown. Little diamonds were embedded throughout the dress, making it a shimmery yet elegant gown. The diamonds in the dress matched perfectly with her diamond jewelry. She wore three rings, each with multiple lev els of diamonds paired with a striking set of dangling diamond ear rings from Bucherer Fine Jewelry. The bold rings and earrings without a necklace was a common theme for the night, also seen in both Me lissa McCarthy’s and Nikki Gla ser’s outfits. Even with less jewelry, Kaling shined brightly and certainly put the “golden” in Golden Globes.
Actress Melissa McCarthy wowed the audience in a custom Christian Siriano jumpsuit. Its electric pink color and statement ruffled cape made it arguably the boldest and biggest dress of the evening. The cape was several feet long featuring a variety of pink ruffles. The ruffles at the top resembled flowers, and as they descended down the cape, the originally blush pink ruffles became darker shades of pink. The final ruffles are the same hot pink color to match the jumpsuit. The outfit was paired with bold diamond earrings, bracelets and rings from David Yurman and Beladora Jewlery.
Sharing a home and a workplace
Sayde Feeley and Josie Hennes Entertainment Editors
Maine South married couples’ shared passion for teaching deepens their understand of each other’s professional and personal lives.
The Fritzes’ journey together started here at Maine South.
“We sort of met through Maine South because I wasn’t working here yet but I coached, so we knew of each other,” Ms. Casey Fritz said. “We officially met outside of Maine South though.”
As their relationship grew, a job opportunity suddenly arose, bringing the couple even closer together.
“A year into dating, a job opened up here and it felt like a natural move to make because I was already coaching, regardless of whether we were dating or not,” Ms. Fritz said.
Working together brings the couple closer to the school community.
“The best part is that whenever one of us wants to go to a school event you have someone to go with, so we end up participating in more things within the school,” Ms. Fritz said. “We both know students so when we attend events, especially sports, we always know someone to root for.”
However, balancing their careers with family life isn’t without its challenges.
“With a baby, it’s harder because we both start early in the morning and it’s not like one is later,” Mr. Trevor Fritz said.
Yet, their mutual understanding of each other’s schedule helps them navigate these hurdles.
“We know what each other’s schedules look like and the challenges that come with them, such as my football season or her Hawkette season,” Mr. Fritz said.
Despite their close professional proximity, the couple likes to maintain a healthy balance between work and home.
“It’s finding that balance of being coworkers and friends,” Mr. Fritz said. “We eat lunches with our own departments and friends within the school so that when we go home, we can talk about our separate days.”
Mr. Dave Inserra and Ms. Stephanie Inserra met at Maine South, making their professional journey together even more special.
“I made it a point to bring ripped football jerseys to my future wife for her to sew,” Mr. Inserra said. “These work meetings created a nice ‘in’ to get to know her more.”
Their shared workspace allows for a connection many couples don’t experience.
“We have a strong understanding of our work life,” Ms. Inserra said. “Sometimes others do not understand or appreciate what the teaching profession really entails, how much work goes into the day-to-day planning and prep.”
This mutual support extends beyond the classroom, particularly with Mr. Inserra’s coaching.
“Mr. Inserra is very passionate about his coaching career, too, and to run a successful program like that takes countless long hours,” Ms. Inserra said. “Our family fully supports and encourages all of the time and passion along with him.”
This balance is a two-way street, as Mr. Inserra also supports his wife during her busy times, such as out-of-town school field trips or fashion shows and competitions.
While they don’t often cross paths during the school day, the Inserras appreciate the opportunity to spend time together when they can.
“We really do not see each other at school unless we make a purpose to do so,” Ms. Inserra said. “It’s nice to have that option, though, to stop by if we can.”
“I make a point to stop in her classroom just to chat,” Mr Inserra said. “Not a great date, but at least it’s time together.”
Despite the demands of their professions, they maintain a healthy work-life balance.
“He is good about ‘leaving it at the door’ when he walks into our home after a day’s work,” Ms. Inserra said. “He is a dad and husband first.”
TheScorzas first met at a combined Maine
South-Maine West party and have been married for 18 years. Ms. Sherri Scorza was then offered a teaching position at Maine South, where Mr. Jonathan Scorza worked, bringing the two even closer.
“When I’m having a bad day, it’s nice that he is here,” Ms. Scorza said. “If there is something I want to share with him right away, I know that he is nearby.”
Despite working at the same school, the Scorzas are intentional about staying focused on their respective work.
“We both have first and fourth period free together, but we are pretty good about maintaining the distance,” Ms. Scorza said.
Still, they make time for each other when they can.
“Once in a while, we find time to walk around the building together or something, which is nice,” Ms. Scorza said.
Working together also enriches their relationship in unique ways.
“Couples that don’t work together have to explain more about what’s happening. We already know the context, so we have an upper hand in that sense,” Mr. Scorza said.
This shared understanding extends to their life outside of school too.
“So many of our colleagues know us both, and even our kids, so there is a really strong community feel beyond the walls of Maine South,” Mr. Scorza said.
Even students notice the bond between the Scorzas.
“When we have students in common, they love it,” Ms. Scorza said. “I was doing a review game in US History, and the student asked me if I learned it from Mr. Scorza. It’s funny how the students appreciate that connection, too.”
THE FRITZES Mr. Fritz and Ms. Fritz attend a Maine South football game with their young daughter. Mr. Fritz is the coach for the freshman football team.
THE INSERRAS Mr. Inserra and Ms. Inserra just celebrated their 14th anniversary on 1/1/11, which happens to be the same as Maine South’s address number.
THE SCORZAS Mr. Scorza and Ms. Scorza were introduced by a fellow Maine South teacher, Mr. James McGowan.
Double trouble
Dual sport athletes share their experiences of balancing two sports within a year.
Audrey Becker & Brianna Giustino Sports Editors
Ella Rice Sean Schermerhorn Riley Story
Girls’ soccer & girls’ flag football
JuniorElla Rice is an outside midfielder on the girls’ varsity soccer team and a wide receiver on the girls' varsity flag football team.
She was a starter on the flag football team, which was ranked No. 1 in Illinois, and put up impressive stats, including 10 sacks in six games and 12 touchdowns. In soccer, she scored three goals and had three assists.
Rice just recently began playing flag football her junior year, but she has played soccer for the majority of her life. She plays club soccer outside of school, but doesn’t play for an organized flag football team outside of Maine South.
“I prepare for high school soccer season by playing club soccer, but I just throw around a football with my team on extra days to get geared up for flag football season,” Rice said.
The flag football season is in the fall, which is the same time as her club soccer season. This hectic schedule can pose a challenge, especially with school starting up at the same time. However, Rice has found ways to make time for everything.
“It’s really hard to manage playing two sports and school at the same time,” Rice said. “I figured out that going in early for school and saving sports for after school worked best for me.”
Rice found that playing soccer as her primary sport was a huge advantage for her in finding success when she began flag football.
“The conditioning for flag football and soccer is pretty much the same,” Rice said. “They both require a lot of running, so I find that playing both sports is super helpful in getting my speed and endurance up.”
Because many athletes at Maine South play both flag football and soccer, there is a lot of crossover in members on each team. Rice mentioned how tight-knit she is with these specific girls because of said crossover.
“I spend a lot of time with the same couple girls because we play multiple sports together,” Rice said. “It's a lot of fun because I’ve been able to get really close with them.”
Boys’ track & boys’ soccer
SeniorSean Schermerhorn is a varsity soccer player and a member of the varsity track team at Maine South.
“I don’t really have an off season, because I play club soccer when track is over, and with track, you have to constantly maintain your speed and performance,” Schermerhorn said.
The challenge of managing both school and athletics is prominent, and doesn’t get easier.
“I know when to prioritize track and soccer, versus when I should do my homework and hobbies,” Schermerhorn said.
Playing two sports can often help an athlete stay in shape, however, track and soccer require different types of athleticism in order to succeed.
“Training for both track and soccer makes it harder because they require such different things,” Schermerhorn said. “Track is more conditioning, whereas soccer is more endurance based. Track being an individual sport also makes it harder because you don’t have teammates to rely on.”
Along with the physical aspect of track, the mental aspect of the sport is just as important and crucial to success in the sport.
“Going with training physically, you also have to train yourself mentally so that before meets you don’t get too nervous because then you won’t perform your best,” Schermerhorn said.
Schermerhorn achieved a personal record of 10.71 seconds in the 100 meter race at the IHSA
Girls’ softball & girls’ basketball
SophomoreRiley Story is a member of the varsity softball team and JV basketball team. Though she is rostered on the JV basketball team, she has already played some games with the varsity team.
Balancing school and sports can pose a challenge to many student athletes. However, time management skills have allowed Story to succeed in both academic and athletic areas.
“Luckily, they’re back-to-back seasons, with basketball in the winter and softball in the spring, so I have the fall to settle in with schoolwork,” Story said. “It’s tough going from after school practices to doing homework, but I try to use my free period and office hours to get my work done.”
Even when she’s not in season for her sport at Maine South, she plays for club softball and basketball teams all year long.
“I play club softball in summer and through the fall,” Story said. “I also play club basketball in the summer, so those seasons overlap.”
Never having a true off-season means that Story must stay in shape all year long and needs to keep up with her strength and conditioning.
“I have to run and condition a lot more for basketball preseason in the fall because I’m coming off of softball which requires less running,” Story said.
Since the club and high school seasons for softball and basketball span a long time, Story must make hard decisions on which practices she must sacrifice.
“I’m out of town on weekends for softball a lot in the fall, so I have to miss some basketball preseason practices,”
Story is very close with both her basketball and softball teammates, spending time with them outside of the sport. This helps motivate her in the sport because it makes it more enjoyable.
“My team and I like to workout or go out to eat together outside of school, which is always a lot of fun,” Story said.
Boys’ hockey faces challenge with change of facility
Katie Johnston Sports Writer
Despite being displaced from their previous home ice, the Maine Hockey team has maintained their standard of play.
This season Maine Hockey has been ranked number one in their league and recently won the Wayzata Jr. Gold Invitational. The team hopes to use this momentum as the playoffs approach.
“Recently we have been struggling with our effort,” Coach Anthony Salemi said. “It comes and goes, but as we head to playoffs, we are looking for it to be more consistent.”
This season, Maine Hockey has been playing at the Iceland Ice Arena in Niles, which is noticeably different from Oakton Ice Arena, where the team typically plays, for players and fans alike.
“It’s a lot different compared to last year, not playing at Oakton,” junior Sean Lyons said. “I definitely miss the Friday and Saturday night games we used to have that we don’t see as much at Iceland this year.”
Having a student section to cheer them on and bring the energy is important, but with the switch of facility, they’ve struggled to have fans.
“All the home games are on Sundays, which stinks because not a lot of people want to go,” junior Gavin Brich said.
An increase in fans would be welcome, as they can help players focus and keep their composure at the games. Each of the six players on the ice has a part to play, and they cannot risk being put into the penalty box.
“If you get in the fight, you have to face the consequences, and you need to think about what
that does to the team,” Brich said.
Having a very long season—early September to late March—the players quickly learn how to work together. When something isn’t clicking on the ice, the players make an effort to encourage each other to improve.
“Without positivity, it is hard to have the motivation to play as well as we can,” junior Amado Cabrera said.
Having a tight-knit team is very important to the players of Maine Hockey. There are a mix of players from Maine South, Maine East, and Maine
West, and even though they don’t all go to the same school, they find meaningful time to bond off the ice.
“It’s more of a brotherhood and we are able to talk and hang out off the ice,” Cabrera said.
Other than hanging out, the team gives back to the community. They’ve done events with Maine South’s Special Olympics team and decorated houses for the holidays.
“It’s more than just hockey—we give back to the community through Unified Hockey and other volunteer work,” senior Nate Kapetanou said.
Athlete spotlight: Ally Pape dominates the court
Ava Kontuly Sports Writer
Senior Ally Pape, captain of the girls’ varsity basketball team, has been a vital force behind the team’s success this season. Pape’s leadership has guided the team both on and off the court.
In the midst of her last high school season, she has received many accolades, and is committed to continue her journey to success next year at Cornell University.
Pape uses her strong leadership skills to set a positive example for the rest of her team.
“Ally Pape is an amazing leader on our team who is always smiling and constantly encouraging everyone,” junior Amelia Fernandez said.
Pape is dedicated to uplifting her teammates around her.
“She is the type of person that makes others around her want to be better and keeps us all motivated,” senior Victoria Marchuk said. “She holds us accountable and pushes us to be better, while at the same time still being the best teammate that everyone loves.”
In addition to pushing her teammates, she also pushes herself to the highest standards.
This season she has received multiple Player of the Game awards, and all-tournament honors for the “2024 Dundee Crown Komaromy Classic,” and she is currently ranked top 20 in the state.
“When it comes to stats, she’s towards the top in career scoring in the [Maine South] leader boards, towards the top in career rebounds, and in career threes,” Coach Jeff Hamann said. “She recently also hit 100 career threes and there are only 12 girls in program history to accomplish this, including senior Katie Barker, so this was a huge deal for her.”
Pape began her career playing with her older sister, Emily Pape, at Jim Kilburg clinics.
“He was my first real coach,” Pape said. “He developed me into a player and I couldn’t be more grateful for him. I have learned to grow my confidence over the years of playing and he was a large part of that. He pushed me and Emily to be the best version of ourselves, and I loved going with her to his clinics.”
She now has the opportunity to play once again with her sister at Cornell.
“I’m excited for her that she’s going to be playing with her older sister,” Coach Hamann said. “She never got a chance to play with her here because
she was a freshman, when her older sister was a senior.”
No matter who Pape is playing with, her teammates acknowledge that she will continue to work hard everyday.
“I think everyone knows how she is going to Cornell, but not everybody knows how much work [Pape] actually puts into basket ball behind the scenes,” Marchuk said. “She is always training and putting full effort into the game, and even after practice, she goes to the gym every day to work even more.”
LOOKING
FORWARD Senior Ally Pape poses for a girls’ basketball media day picture. She recently signed to the Cornell Women’s Basketball team in December.
IN IT TO WIN IT
Senior captain Ryan Goff prepares for a face off against Lyons Township. The Maine team lost 3-5 against Lyons Township high school on Jan. 12 at Iceland.
PHOTO BY KATIE JOHNSTON
CROSS COUNTRY | FLAG FOOTBALL
Girls’ basketball faces challenges at the start of the season
Sydney Hollingsworth Sports Writer
Thegirls’ basketball team stands at a winning record of 18-6. The team hopes to keep up their winning momentum and continue to beat challenging teams.
“Our schedule is probably the most competitive we have ever had in terms of the day-to-day grind of the teams that we play,” head coach Jeff Hamann said. “We are playing the best teams in the state and we are capable of that this year.”
The team is ranked second in the Central Suburban South League (CSL) and holds a record of 6-2 in conference at press time.
“The CSL South is a great conference to compete in,” junior Molly Mizwicki said. “It is fun to go on the road and compete in different gyms like Evanston or New Trier. They all have new facilities so it is fun to go and play in different environments.”
Senior Caitlin Leyden suffered an ACL tear over the summer, which sadly ended her season before it even began. Leyden had been a key player in previous years, as she has been on varsity since her freshman year. Her untimely injury left the team looking for more key rebounders and leaders in points per game.
“It’s very different playing without [Leyden] on the floor,” junior Emily Currey said. “She was a key player last year and she played a huge role in our success.”
In addition to Leyden’s ACL injury, senior Kara Chaplin had back-to-back ankle injuries which has left her off the court since the beginning of December.
“It is tough for our team, but we have learned to keep playing, and [Chaplin] and [Leyden] have been great support systems through it all,” senior captain Katie Barker said.
Despite these injuries, the team continues to persevere through the challenges by using each mistake as a chance to improve.
“We learn from each mistake and use that as
motivation to keep pushing forward and playing,” Barker said.
As the team looks to fill Leyden’s and Chaplin’s shoes, they continue to focus on their goals. With their demanding practice schedule, the team has to come together to ensure that everyone is focused, engaged, and centered.
“Our team manages a busy schedule by sticking with each other and reminding each other of the love we share,” senior captain Ally Pape said. “It really doesn’t feel busy because we are enjoying the process together and have so many goals.”
The team has demonstrated unwavering dedication during every practice, ensuring their hard work translates into success on game day. Last year the team had only two seniors; conversely, the team has seven seniors this year.
With many veterans and more experience, the team is more familiar with one another.
“There are a lot of seniors this year and it is just a different environment than last year,” Currey said.
“These girls have lots of experience and we are all really comfortable playing together.”
As the team nears the end of their season, they have two goals in mind: win their conference, and play their best basketball in the postseason tournaments.
“If we are good enough to win our conference, then we are good enough to make a deep run in the playoffs,” Coach Hamann said. “That’s why it’s so important for us to make sure that we are playing our best basketball in the last couple of weeks.”
To ensure success, Coach Hamann promotes fun, smiles, and laughter. Keeping a healthy team dynamic is crucial for success.
With the help of assistant coach Emmy Pasier, the coaches have a lot of fun together and hope that by setting this example, the girls will be more relaxed and perform better.
“We support and love one another, have a lot of fun together, and we are going to cheer for each other because that is really what it is all about,” Coach Hamann said.
Girls’ gymnastics looks to rebuild team
Audrey Becker Sports Editor
The girls’ gymnastics team has had to overcome many obstacles this season. From having only two returning varsity athletes from last year, to having multiple girls out with injuries, it seems like they can’t catch a break.
Despite these obvious challenges, the team has persevered and found success. On Jan. 16, they scored a 133 at their dual meet versus New Trier, and on Jan. 18 they placed fourth at the Niles North Invitational.
“At our dual meet against New Trier, there were a lot of girls out with injuries, so everyone healthy had to step up,” junior captain Katie Saviski said.
Injuries have taken a major toll on the team this year, with all-around gymnasts like Saviski and sophomore Maya Raczynski having been out for the majority of the season.
“I’ve had a sprained ankle for most of the season and have been unable to compete in anything besides bars occasionally,” Saviski said.
Saviski and senior captain Maggie Depner are the only two gymnasts this year who have competed on varsity in the past. Having essentially a whole new team has been an adjustment for the program.
“[Depner] and I were both hurt to start the season, so it took a lot of filling in from the younger girls at the meets,” Saviski said.
The team aims to perform their best at their upcoming conference and regional meets, and grow each gymnasts’ skills.
“It’s hard to say we have an ultimate goal as a team this year because we consider it more of a rebuilding year,” Saviski said. “All we can do is perform as best as we can and encourage each other as teammates.”
These challenges have been possible for the team to get through because they are able to use each other as motivation.
“The practice environment makes me want to work harder,” Saviski said. “Our team pushes each other to do better by performing our routines in front of each other.”
IT TAKES TWO Senior Asia Kobylarczyk (left) blocks her opponent as senior Ally Pape (right) dribbles down the court. The Hawks won 53-18 against Evanston Township High School on Jan. 10.