Black & Gold Quarterly (BGQ) - April 2023

BGQ

T a b E L f

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The Black and Gold Quarterly (BGQ) is Traverse City Central High School’s student-run magazine. Since its conception in 1886, our publication has evolved with the times, frequently changing in style, format, and even name. However, one factor has remained constant—our staff’s desire to capture the story of our community, to challenge the accepted, and to open our minds to perspectives that we hadn’t previously considered through investigation, research, and inquiry. We are constantly striving to improve our content and artistic elements; after all, the BGQ is a school publication, so educating both ourselves as well as our readers remains one of our primary goals.

Crime and Justice: Not Just an Elective

B L A C K & G O L D Q U A R T E R L Y

march two thousand and twenty three bgq staff

EDITOR-IN-CHIEF

Elizabeth Phillips

CONTENT EDITORS

Samuel Elkins

Eliana Hermel

Kristen May

Lucy Poppleton

GRAPHICS

Eliana Hermel

Elizabeth Phillips

STAFF WRITERS

Bridget Belden

Sam Elkins

Liam Faunce

Isaiah Johnston

Shelbi Merchant

Evelyn Nowicki

Davis Peterson

Daniel Schmidt

Trinity Stringer

Trinity Whiteford

COVER

Eliana Hermel

ADVISER

Susan Roskelley

E d i O T R ‘ s n o t e

Changemakers. The definition is in the name: people who make change happen. We know of countless changemakers who have defined history—but what about the ones right in front of us? This issue, the BGQ wanted to recognize people in our community who have changed the lives of the people around them. On the front cover, we feature four of these individuals. We talked to Jeffrey Glikman, known to Central students as Mr. Glikman, about his life prior to teaching at CHS, on pg. 20. Following him on pg. 22 is Scott Scholten, a former addict who is now channeling his energy into helping those who are in similar situations he was in. On pg. 24, we highlight Central alum Callie Chappell, who recently earned her Ph.D. in Biology from Stanford University, and discuss E3, Traverse CIty’s anti-racism taskforce, on pg. 26.

This issue focuses on other changes, too, such as the change exchange students experience (pg. 16) and the change the new Trojan Athletic Complex has brought to our community (pg. 10).

We tend to hear about and focus on changemakers in the limelight, but perhaps focusing on local changemakers can encourage us all to make change within our own community. My hope is that this issue will inspire you to become a changemaker.

From the Pub, Elizabeth Phillips

Send information, advertising, and other inquiries to: Black & Gold Quarterly Central High School

1150 Milliken Drive Traverse City, MI 49686

Phone: (231) 933-6533

Email: roskellesu@tcaps.net

THE RISE AND FALL OF GRAND TRAVERSE MALL THE

As the 32nd birthday of the Grand Traverse Mall rolled around, we decided to uncover a bit of its history and how shopping there looks a little different today

by Sam Elkins content editor

What truly kicked off the demise of our beloved hallmark of shopping in Traverse City? What was the catalyst? Was it the movie theatre shutting down? China Wok closing for good? Maybe even the JCPenney roof coming through the ceiling? Well, let’s go all the way back to its grand opening in March of 1992.

The mall had an amazing opening, being engaged in a legal battle with the Cherryland Mall across town over pollution of a nearby body of water, as well as “too much retail space” as quoted from Cherryland Mall’s lawsuit against Grand Traverse Mall. Eventually, that all turned over out of court, and the mall began to open. Rome wasn’t built in a day, and neither was our mall. In its first “phase” of opening, it started out with a store roster of only JCPenney and Target in 1991, and then the rest of the inside shopping area arrived by 1992. When it first opened, it had upwards of 100 stores and a full movie theatre, making it one of the biggest malls in Michigan in its prime. In 2006, Macys was implemented as another anchor store, and the mall was thriving. Stores were booming, business was growing and it was one of the (if not) biggest social hotspots of TC.

It hit a bit of a turning point in 2014, when a body was found dead one morning in the middle

of the food court. The mall closed entirely for the day to undergo investigations. It was soon found to be a night shift custodian and reopened shortly after this discovery. Gap and Old Navy key mall stores closed or moved and brought mall popularity down bit by bit, as more well-known and frequented stores also shut down and left the mall. It was around this time you can see a genuine trend of decline. There have been (and still are) attempts to save the retail relic, but none have entirely succeeded. Dick’s Sporting Goods was planned to enter the mall in 2016, and Dunhams ended up filling the gap. Carmike Cinemas (owner of the original movie theatre in the mall) decided to close down the mall’s theatre as an AMC Theatres opened not even a three minute drive away.

That wasn’t all; H&M came and went, F.Y.E. moved around to make way for more space, and Spirit Halloween and Shoe Dept. Encore have attempted to save the mall with one last ditch effort. Not to mention the food court, having eight food outlets at one point, is now down to four. Agave closed not even a week after the initial drafting of this article and China Wok not even three days behind it. All that’s left is Dairy Queen, Sbarro Pizza, Food of Arabia, and Flavors of India. Outside the food court, there’s Auntie

Anne’s, if that counts. It’s a shame looking back at old photographs of the mall, seeing all the smiling faces and the building packed to the brim with stores. Going into the mall now, faded lights and cobwebs make a trail of depression while walking through the empty hallways. But that brings it back to the beginning question: why is it like this? What happened?

To find out, we asked students from around Central about their opinions on the mall, and what they thought was happening with the mall’s decline. “[When] I go there, I go there for something. I used to go there for fun,” Alex Szjaner ‘24 states. “I think the mall is dying. There are [so many] less people in there, all the stores are shutting down, and they’re opening new ones that [then] shut down. [Online shopping] affects the mall because why [would you] go somewhere when you can just as easily by the lift of a finger buy whatever you want.” Similarly, Zander Lorincz ‘24 notes “[Online shopping] has become a lot more popular, and you can find exactly what you want and at the mall they may not have everything you’re looking for. On top of that, you don’t need to leave the house. You can just do it in your bed and have [your purchases] brought to you.”

The decline in popularity of malls and in-person shopping isn’t exclusive to our mall, however. “I’d say definitely not just in Traverse City, but everywhere malls have declined, because online shopping has increased. It’s just blown up espe-

cially with Amazon, Target, and all those big chain stores,” Eileen Gibens-Woodbury ‘24 explains. “If I don’t like something, then I have to return it, [which is easier online], and that takes time. I would just say that with online shopping it’s so easy to find what you need. You drive from store to store, but online you just Google it and it’s [all there].”

Jesus Montelongo ‘24 still spends a lot of time at the mall, but he realizes that it doesn’t have the same allure for most people. “I usually check out the Treasure Hoard or go to Gamestop. I think [stores] have been closing a lot because no one goes in stores anymore. Like losing popularity.” Montelongo usually goes to the mall with friends or family and has noticed the decline. Everyone I talked to has. Out of all four randomly selected interviewees, all had been to the mall in the last month and specifically stated something of the mall’s downfall. Most sources point to online shopping. While brick and mortar shopping is losing popularity, online retailers are only going up.

Does this mean the end to brick and mortar building shopping because you can buy what you need to buy from the comfort of your own home? Most signs point to yes. But local businesses can’t always afford going online instead of in person shopping, which can lead to poverty and job loss. So go out for a while, maybe visit a local business or our local mall, and go pick something you’re looking for in person instead of online. //

“I THINK THE IS [SO DYING. MALL THERE’S MANY] LESS PEOPLE IN THERE.”

- ALEX SZJANER ‘24

Towards the beginning of the semester, I (Sam) foolishly decided to set out on the production of a story about the ups and downs of the mall’s popularity. A rise and fall, per se. But in the process of doing that, there were roadblocks. LOTS of roadblocks. No interviews, no call backs for interviews, research errors, and it was all a big mess. In our attempt to attempt this mall story for the second time this issue, it had the same problems. So when the time arose to find the question for this next chapter of Sam Speaks, we settled on “What would you like to see come to the Grand Traverse Mall?” and set out into the hallways of Central High School. After a lot of waiting and patience, we got them. Here’s what the staff and students of Central had to say.

RE CEIP T

WHAT WOULD YOU LIKE TO SEE COME TO THE GRAND TRAVERSE MALL?

HERSHEYS

CHINA WOK - RACHAEL SKRZYPCZAK ‘23

MCDONALDS - AARON GODIN ‘24

COUNT: 10

10

CARD #: **** **** **** 2023

123456

THANK YOU FOR READING!

THIS

IS Our house.

A long awaited new complex now houses Central athletics

by Evie Nowicki staff writer

The Trojan Athletic Complex (TAC) is a beautiful addition to the Traverse City community. Back in 2020, our school was fortunate enough to get permission from the city to create a space for Central athletes to excel and show their ability at another level. The TAC holds three sports including baseball, softball, and soccer. The design was a lengthy process where they tried to make the complex look professional and Trojan-like. “Coaches are the experts in the field and give lists with priorities. We worked to get as much as we could for each program,” states Lead Principal Jessie Houghton.

The need for the new complex came about because a lot of the fields were outdated. “Our soccer fields hadn’t been touched since I was in school here,” Athletic Director Justin Thorington implies. “The need for the complex was just based on congestion and the need to house more teams.” Now at the new complex, the fields accommodate both varsity and junior varsity athletes.

The TAC has a lot to offer compared to the previous fields. Players at Central are very pride-

ful about the clean and modern new place. “Our locker room and the heated dugouts are awesome, plus the locker room right behind the dugout is the best,’’ mentions Daisie Brewer ‘24, a Central Varsity Softball player. When some games finish, players can easily walk over and watch their friends play in other matches happening at the complex. Plus, there is a full running concession stand with many kinds of drinks, pizza, and candy to meet all of the community’s demands. One of the most positive changes is the inclusion of a dedicated training room for our wonderful athletic trainer Amy Ream, where many athletes come to treat their bodies before, after, or even during a game. “Oh, it’s awesome, I love that room. That’s where Amy gives me tape,” says Quinn Noyes ‘24, a Central Varsity Soccer player. The convenience of this room is especially beneficial for the athletes. “We don’t have to go anywhere and it’s right there,” says Brewer.

Throughout the TAC, a lot of the community comes out to watch these high school sporting events. Since there are three sports often going on at once, this place does get very full. But the

Photo Courtesy of D. Brewer

complex isn’t just for student use. “I know a lot of community users like to use it, because it is located right off of the Tart Trail, so that is really nice as well [because] they can just bike right up to it too,” Thorington remarks.

Trojan athletes at Central have made quite a lot of memories at the TAC in its inaugural years. “We won Districts there, so that was truly amazing,” Brewer adds. This place has given students many opportunities to showcase their skills, but also sharing some sentimental moments with the ones they love the most. “Playing on that field with [my older brother] Everest is definitely a really good memory,” mentions Noyes.

Since the TAC is so new, there are still a few kinks to work out as time goes on. “From a baseball and softball perspective, sometimes you get foul balls just flying into the spectators,” mentions Thorington. “So we’re looking into getting netting that can drape the whole thing so when foul balls go out, we don’t have to worry.” From a public perspective, Thorington shares that the layout of the TAC can be problematic for mobility. “When you have games going on in the far JV fields, the

bathrooms are a little bit farther away than you like. If you’re in a wheelchair or not very mobile, it makes it tougher,” Thorington admits.

I have a personal connection to the complex because I play softball. With only playing one year at the new fields, I feel that my love for the game has improved. Winning Districts on these fields meant the world to all of us players, especially to be on our brand new battlefield that we call home. Many of the perks and benefits of the TAC include the heated dugouts, athletic trainers room, and concession stands that are the building blocks of the great facility. All sports are well deserving of these fields because of their grit and poise to represent the Trojans athletically.

For the future, the TAC will continue to thrive by housing teams, providing a spot for athletes to make memories, and a home for the Traverse City community to watch high school sports. With that being said, the athletes want to see more support from their fellow peers. “I wish we had a student section so bad, that would just be so cool,” Brewer laments. //

Photo Courtesy of Q. Noyes

DANIEL SCHMIDT STAFF WRITER

caution: student Driver

HOW STUDENT DRIVERS CAN BE MORE AWARE OF SAFETY ON THE ROAD

How can we persuade teenagers to drive safer? Teenagers have great excitement when they get their driver’s license, which is a significant step towards adulthood. It gives a sense of freedom and tells them they are stepping into the adult world. Driving gives us the power to explore the world, but in order to obtain this power, teens must follow a strict set of laws. Some teenagers would agree that they are fair and keep us safe, but others believe that the laws restrict our freedoms on the road. However, if not used wisely, greater freedom might be a formula for much more evil. Teenagers are particularly affected by reckless driving, which leads to a significant number of traffic accidents. This indicates that juvenile drivers make a number of serious mistakes on the road, including lack of experience, inability to scan for and respond to hazards, and overspeeding in areas with speed limits. “I feel like new drivers aren’t safe at all,’’ Ashton Heath ‘23 states. Many people in society tend to stereotype teenage drivers by labeling them as dangerous and the leading cause of accidents on the road. Unfortunately, this is a very broad and unfair statement, considering that not all teenage drivers are the same.

As teenagers with lots of homework and hectic school schedules, the last thing you want to do is add yet another class to your already busy schedule. You’re excited to learn how to drive, but you

don’t want to spend your free time in a classroom, and learning the rules of the road sounds boring, at best. You’re not alone in this sentiment, we’ve all been there, but driver’s ed is a class you don’t want to miss out on. “For me, it was pretty easy cause by the time I took it, I had already been driving for quite a while cause my dad’s a cop and he kinda let me drive wherever,” Matt Drew ’23 adds. By enrolling in driver’s education, you can practice driving while knowing the regulations and safety precautions in advance rather than having to learn them as you go. Being comfortable and naturally able to respond more effectively in challenging driving situations gives you the confidence you need to drive safely.

Because you come to understand the rules of the road, you understand the responsibility you have as a driver to ensure you follow those guidelines and the consequences that come with your actions. “I think phones are like the main thing that distracts drivers. It’s not easy to pay attention to the road when you’re also looking at your phone. Music can completely change your mood. Like if you got some rock on and you’re going crazy with the rock, you might drive a little bit more aggressively. If you’re playing classical music, you might be easier on the gas and you might be more attentive to what’s going on around you,” Henry Roeters ‘23 claims. The information learned in driver’s ed will definitely be

applied in the real world as you physically learn to drive because you are more likely to remember the rules of the road, but being distracted on the road doesn’t help with applying these skills.

Owning a car as a teenager can get pretty pricey, since most insurance companies assume teenage drivers are reckless. There are many car insurance companies that actually offer discounts or benefits to teens who take part in a driver’s ed course of some kind. While not every state requires you to enroll in a driver’s ed course, many states do and will actually keep you from obtaining your license until you’ve passed the course and your driver’s test. Now what do they test you on?

“So during the road test, the first thing you’re gonna do is the parking portion. And at least for me, if you don’t complete the parking portion properly, then you’re not gonna be able to go onto the road....You’re done,” Roeters admits. “But if you get the parking stuff done well, then you’re able to move on to the road test.” If you do not succeed on your first try, you can retake the road test. Most states require you to wait a certain number of days or even weeks before you may retest, though you may want to wait longer while you practice your driving skills to make sure you can pass this time. Your test examiner will be able to let you know how long you’ll need to wait. One aspect of driver’s ed classes focuses on driving under the influence. But just being told not to drink or drive may not always be effective. “I know for a fact that like at least 30% of the people that I know that drive have driven under the influence before,” Drew confesses. Driving students are most likely to see devastating videos

that show the consequences and destruction caused by driving while under the influence of drugs or alcohol. Some driver’s education courses let law enforcement officials talk about the damage caused by driving under the influence. This way, they will get a better understanding of the dangers of their actions.

Though your parents might think they are the best drivers because of the experience that they have earned, the rules of the road can always change, no matter any driver; everyone can be in an accident. As a matter of fact, teens who do not enroll in a driving school are 75% more likely to violate rules and get a ticket, 24% more likely to be involved in fatal accidents or death, and 16% more likely to get into accidents. You may like to think that road rage is something that only happens to other people; the truth is, many of us are guilty of aggressive behavior on the road. If you find that you have angered another driver, whether the fault is truly yours or not, do not react to the other driver on the road. This will only cause the situation to escalate. “One time I got attacked by a guy because I told him to learn how to park,” Heath adds. Think twice before you honk the horn or flip that finger, because you never know what may set off the person in the cars around you. Getting home safely is more important than teaching someone a dangerous lesson.” They’re not just drivers, they have actual lives. Just because they’re not good at driving...doesn’t mean they’re stupid,” Roeters counters.

Regardless of your age, you must always drive safely and obey all traffic laws. Remember to click it or ticket! //

ST x 10^M

Figuring out the right equation for the Sci-Ma-Tech Program

by Bridget Belden & Kristen May Staff writer & Content editor

100 Sheets 200 Pages 9 in x 7 in

Long ago, in 2001, in a classroom far far away, a new Sci-Ma-Tech (SMT) program was born. Well, maybe not too far away. Here at CHS, the SMT program has gone through many changes in the last few years, and it is currently going in several directions. “The SMT program is wonderful, and we wanted to try to build on that and look at a more integrated model [that looks] more at project based learning, where students are actively applying the content [they learn in class],” Assistant Principal Nathanael Kepler states. Getting a firmer grasp and understanding of the lessons taught in class helps students remember it longer and gives them a starting point to build on as they advance through the program. The tools that they learn in the SMT program will help them if they choose to go to college, as well as in their future career and life in general.

In the past, science, math, and technology classes took up three hours in the day. Having three separate classes prevented students from taking a different class of their choosing. However, this past year, the SMT program changed, transitioning into a block where three classes would be fit into two class periods. This new system reopened that second elective for students to choose, which simultaneously made more students interested in the prospect of joining the

SMT program. “If you’re in SMT, it takes up one of your electives, so you’d have to find a different avenue if you wanted to take four years language, four years music…we wanted to try to make that less of a barrier,” Kepler explains. With this new change, though, students now have to contain three classes worth of content within two class periods while also having to take geometry prior to starting 9th grade or virtually during 9th grade. “It’s a little bit of an inconvenience because I still have all of my other schoolwork to do, but I have until the end of next summer, so it probably shouldn’t be too bad,” describes SMT student Dawson Payne ‘26. Regardless, next year, the SMT block will have ELA, science, and the STEM course, rather than math, science, and STEM class. This adaptation is part of the troubleshooting process of creating a new format of the SMT program.

How these changes will impact current SMT students is uncertain, but many students have opinions surrounding the topic of SMT changes. Arthur Lijewski-Lee ‘26, says that, “I’m a little sad almost because now I have to figure out [what electives to take].” The changes in the program will certainly affect students and the classes they end up taking in the coming years, as well as the teachers involved. SMT teachers, such as Kristin

(24.7 cm x 19 cm) Wide Ruled

Laing, have a huge role within the development of the SMT block. “We’re basically designing the curriculum ourselves,” acknowledges Laing. Furthermore, with the new block including ELA, the English SMT teacher will have to design an entirely separate English curriculum for students that will hone in on the mechanics of ELA through a scientific lens. The staff members decided to switch out math with ELA in the block for the benefit of the sophomores taking the Symposium class. Moreover, having an entire hour to cover the contents in math will greatly benefit all students.

The SMT program tends to center around the 9th and 10th grade SMT curriculum, but as students branch out into 11th and 12th grades, they have more voice within the course of their schedule as the block system is dissolved. This increase in student voice has grown as SMT has opened up to have more specialized class collections that students can choose from based on their goals for the future. “We also have classes that you can take if you have more of an interest in health and science concepts,” offers Kepler. These health courses are also referred to as Sci-Ma-Health, which is becoming a more separate track from

SMT once students reach 11th grade. Some people, when they think of SMT, may not realize that the SMT program is a great outlet for creativity. For Lijewski-Lee, this creative outlet serves in the form of Arduino, a microcontroller board that students can use to code switches and lights. “[SMT is] a great creative outlet. I can do creative things with the Arduino we are provided,” Lijewski-Lee notes. For others like Domenic Reardon ‘26, this creative outlet hasn’t quite yet opened, but will soon. “Right now, we are learning some of the basics, so we aren’t really able to be too creative, but I see that opportunity in the future to make it an immense creative outlet,” he shares. As an SMT teacher for the past four years, Laing has loved her experience with the program, especially with the creative aspect. “[SMT students] are so creative, that’s my favorite…I think that SMT allows [students] to put those ideas in action with that freedom,” Laing observes.

All in all, the SMT program here at CHS has grown tremendously in the years since its creation, and it will continue to expand as it provides students with a unique high school experience that will prepare them for college and careers within STEM fields. //

Photo Courtesy of B. Belden

THE VACATION OF STUDY

Traveling the world while attending high school is a dream come true for many of our Central students. We sat down with a few of this year’s exchange students to see how they’ve adjusted to the TC lifestyle

by Trinity Stringer staff writer

Have you ever been interested in learning a new language, or even discovering a new life outside your home town? There are many ways to fulfill this goal via educational opportunities that give an advanced perspective of how different life can be, compared to someone from another region or country. The benefits are substantial when it comes to foreign exchange programs. For most students who participate in exchanges, they are given the option to choose whichever classes they want. “Here is different from Thailand because here we can choose our class[es], and I try to choose the class[es] that we can’t choose in Thailand,” Praewa Jitruksing ‘23 explains. Seeing that Central works with exchange programs, meeting with these students helps discover unique lifestyles, especially when it comes to education. Many people who have studied abroad found themselves wanting to relive those encounters. “I always love[d] traveling, and I’ve done an exchange in Germany before, and the experience there made me want to do an exchange longer,” Noe Anadon ‘23 discloses.

I have learned that it is a big priority to make students feel at home in a new place. Laurie Coulter, a CHS librarian, has hosted several kids over the years. “I’ve had kids from all around the world stay at our house, and everyone is different. I love hearing what they think of our family and our culture,” Coulter reflects. “I love hearing about their dreams for their careers and their lives and how it differs from my own. I love how they inspire my own children. The only reason my daughter talks about exchange is because she’s

met so many exchange students and heard so many great stories.”

Before Coulter and her family started hosting, her husband was an exchange student starting in 1997. He did the exchange through Rotary and had a wonderful experience and still keeps in touch with his post host families to this day. “He went abroad in 1997 and 1998 to Denmark for the entire year of school, and he absolutely loved it. He learned a new language and met kids from all around the world,” Coulter shares.

Even though there are so many great programs to discover, Rotary is one that is well known in our area. Kristen Salathiel, who is a part of the Rotary Exchange committee, has a wealth of information about how enrollment works and what this specific program looks like behind the scenes. “I work both at the club level and I am on the local Rotary Youth Club Exchange Committee,” Salathiel explains. “Then we also have a district committee, which is our Rotary district from Holland, so it’s a big district. My role with the district is that I work as an outbound coordinator.” Knowing that there are people working hard to set students off on their adventure leaves everyone in good hands.

There is always something that exchange students look forward to the most, whether it’s the education portion or the social aspect. For students who have lived in Traverse City their whole lives, there isn’t really much to look forward to on the weekends. Because the city is so different from home for most of these new exchange students, their weekends are never boring. “It’s just super fun to show them how beautiful Northern

Michigan is, and we are big travelers, so we take them to lots of places,” Salathiel remarks. “And while we show them our area, they share with us about theirs.” Having fun-loving host families, they are able to join in on some family activities and traditions that might be different from their own. “During this season, I have been bowling, I joined the bowling team, and sometimes my host family will go downstate to hang out,” Jitruksing states.

At Central, there are many electives to choose from. Even for exchange students, there are ways to show off your talents and aspire to thrive within a new environment. “My favorite class is Choir. I’m in Corral, which is the highest level choir class that is offered.” Anadon affirms. Being mindful of the chance to not only live a new life somewhere else, but to learn a wider variety of educational backgrounds, is a fulfilling option. Going abroad for a whole year or even just a semester can help learn new hobbies, languages, and behaviors. For any seniors who think that they lost the opportunity to be a part of this contingency, no matter where you are in life, you can always get a chance to be a part of this learning experience. //

Graphic Courtesy of E. Hermel

Photo Courtesy of E. Luyt

Photo Courtesy of P. Jitruksing

finding the beauty in culture and community

crime and justice: not just an elective

t he struggle for sobriet y

the conversation

Graphics Courtesy of E. Phillips

Harboring

Photos Courtesy of j. Glikman

crime and justice: not just an elective

by Shelbi Merchant staff writer

Before teaching at Central, our beloved crime and justice teacher Jeffrey Glikman had a more than interesting background–one that has proven time and time again just how prominent it is in his everyday life.

Glikman grew up in a gang-infested neighborhood, where he witnessed many of his classmates either drop out, join gangs, or lose their lives due to gang violence. “I am a product of [my family’s] efforts,” Glikman says. He credits both his family and his mentors for keeping him out of that lifestyle, and he always wanted to repay one mentor in particular for his support. He advised Glikman to do something that would serve his community. “And really, teaching was the thing that made the most sense to honor the support that people had given me along the way.”

After deciding to become a teacher and getting his education, Glikman’s first teaching job was in a South American prison. His goal was to prepare the prisoners for everyday life by teaching them basic skills and the importance of being a good member of society. “We had a philosophy,” Glikman describes. “Break them down, build them up.” He and his fellow teachers would enforce the idea that their criminal behaviors were unacceptable and would not be condoned in any way, shape or form. They would utilize all outside material to their advantage: judges, probation officers, other gang members, anything they could think of to decipher what different push factors were holding their students back. From there, Glikman would prepare them for life on the outside while having his students’ back throughout the entire process, whether it was a tattoo removal or equipping prisoners with the right materials and mindset for a future job interview.

After working in the South American prison, Glikman worked in the jungle for two months, right on the border of Ecuador and Columbia, where he taught English, world history and geography. There had been a civil war raging just out-

side the border, and Glikman witnessed several of his students forcibly join the army to fight for their country. ¨They were at the mercy of their world,” Glikman expresses.

Glikman then spent ten years working at a continuation school where most of his students were either gang members or in the court system before joining our staff here at CHS in 2015. He described the transition to be difficult, as his previous teaching methods did not formulate positive results here. “I’m not calling probation officers or talking with fellow gang members to try and motivate people,” Glikman explains, “But it’s also made me better. I’ve leaned on some incredible teachers and principals here, and I’ve really tried to blend all my experiences and skills working here at CHS into what I’m able to do in the classroom.”

Glikman is a well-liked teacher among the student body. “He will actually talk to you like you are human,” Lani Roberts ‘25 shares. “He’ll ask you about your hobbies or how your weekends were.”

One of Glikman’s most popular courses that he teaches is his Crime and Justice class, which expanded from a nine week course into a semester long one. “It’s been pretty life changing just in the three weeks I’ve been there in his class,” Roberts reveals. “[His class] showed me how fortunate I am to live in Traverse City.”

At the end of the day, Glikman counts his experiences as blessings despite the difficulties he faced early on in his career.“I think more than anything, I consider myself deeply fortunate for a lot of opportunities,“ Glikman reflects. “So seeing a lot of those things really has taught me to take a step back and look at the kid as a whole kid, and not just a student in my class and use what they’re going through as a motivator…as I try to support my students in the class but also navigate life elsewhere.” //

Mr. Glikman shares his real-life experiences that helped (partially) inspire one of Central’s most inriguing classes

the struggle for sobriety

Scott Scholten had his first drink while he was in elementary school. “It gave me an instant love and gratitude,” he recalls. “It was like having a warm blanket wrapped around me.” After his first sip, Scholten kept coming back to it. The sweetness of the bitter drink was like an old friend saying, ‘Welcome home.’

To understand how he got to this point, let’s rewind the tape a bit.

Long before he began working with addicts himself, Scholten was born into an alcoholic household. Both of his biological parents were drinkers, which led to his biological mother giving him away at 11 months old. “[My biological mother] let me go on to hopefully have a better life,” Scholten mentions. “[However], what my mother growing up didn’t realize is that… I had a great risk of becoming an alcoholic or addict because of my bloodline.” Although his adoptive mother gave him quite a good life, her nonchalant attitude towards alcohol gave Scholten an unusual perception of it. She would regularly have a drink with meals, or even drinking parties with friends. By age 12, Scholten was able to mix up her friends’ favorite drinks, such as martinis or Manhattans. “What my mother didn’t know is that it wasn’t age-appropriate,” he reveals. Because of his early access to alcoholic beverages, Scholten had no problem trying a bit for himself. There was no fear or dislike; due to his genetics, the drink instantly stimulated him with feelings of comfort, calmness, and peace. The drink continued to do

For the past 14 years, Scott Scholten has been free from his addiction to alcohol. Now he’s giving back to the community that supported him.

by Eliana Hermel content editor

so for the next 31 years of Scholten’s life.

Just a few short years after that first sip, Scholten realized that he had become addicted. “I knew early on as a teen that I had to hide my drinking,” he admits. “That’s part of the addiction; you lie about your amount of use.” Although he hid his drinking, the addiction didn’t prevent him from working. In fact, it actually influenced his work life. “It’s a really expensive habit,” Scholten addresses. “I had to work really, really hard to afford the amount of alcohol that I would drink.” Scholten was what is considered a ‘functioning alcoholic,’ where he is still able to maintain a stable job and family life despite his addiction. While he was able to physically be there for his family, the addiction was always at the forefront of his mind. “Even though I made it to all the games, plays, and musicals, if you got close to me, you would’ve smelled alcohol,” Scholten recounts. It stayed that way for a long time, until it went too far.

Eventually, Scholten found himself being charged with drinking and driving offenses. “One day, the judge goes, ‘You’re going to either die or go to prison because of your alcoholism,’” Scholten remembers. “‘But, I can help you become sober if you want.’” Being willing to do whatever was necessary, Scholten accepted his judge’s challenge to become sober.

After the judge introduced him to the Treatment Court for Alcohol and Drug Addiction, he was able to find a sponsor. A sponsor can assist a

recovering alcoholic through their journey to sobriety. “I fell into the same model of being around like-minded people, [where] we wanted the same thing,” Scholten explains. “One: we wanted to be sober. Two: we didn’t want to go back to where we were, because we knew that it either led to death or jail.” While he was motivated by a fear of the consequences, the guilt that came with recovery also took a toll on Scholten. His family happily supported him through his journey, but he still felt liable for the experiences he put them through.

“There wasn’t a day that went by that I never felt an immense amount of guilt and shame because I had to hide my use,” he reveals. “I always felt like I was letting [my family] down by not being the perfect dad or the perfect husband.” However, being in the Treatment Court also gave Scholten easy access to therapy. The counseling he received helped him through the process.

After struggling within the binds of alcoholism for 31 years, Scholten finally won. He became sober 14 years ago, and he didn’t take his newfound freedom for granted. “I am now employed by the GTB [Grand Traverse Band of Ottawa and Chippewa Indians] in the behavioral health department as a peer recovery coach and mentor,” Scholten beams. “That means that I’m able to give back to

my community and help others to learn the pathway of recovery and sobriety.” By using his past experiences, Scholten has been able to empathize on a very personal level with others who are struggling with similar addictions. “He gives a lot of his own personal time and energy into the community as a whole,” Scholten’s manager, Kathy Tahtinen, shares. “He participates in events, he takes phone calls all hours of the day and night, he walks alongside the people that he serves and works with them to try to get them where they need to be.”

By serving recovering addicts, Scholten has been able to witness lives being built up again. “[They’re suddenly] getting their jobs back, getting their children back, paying for homes, and [even] paying for cars,” he praises. “I don’t ever expect a thanks or a hug. Just seeing that family dynamic come back and children loving their mom or their dad again [is enough].”

His passion for helping others has translated into a passion for change: both for his clients and himself. “The more awareness we bring to this, the more we normalize the fact that it happens and recovery does work, the more we talk about it and the more we celebrate it in public, the greater effect it’s gonna have,” Scholten expresses. //

Photo Courtesy of K. Tahtinen

finding the beauty in culture and community

From growing up in Traverse City to becoming a biologist, Central alum Callie Chappell reflects on their experiences

by Lucy Poppleton content editor

Callie Chappell ‘13 recently achieved a Ph.D. in Biology from Stanford University, bringing together their joint passions of science and art that Chappell has loved ever since they were a young child growing up in Traverse City. An alum of Central High School (CHS), Chappell was a star debater, robotics team member, choir vocalist, and participant in the musical theater program. “I loved [going to Central] and was part of the Sci-MaTech program there,” Chappell declares. Chappell even had some of the same teachers we as students still have today, such as Ms. Shelley-Barnes.

Chappell was born in China but came to the United States after being adopted by American parents. “At the time I was adopted, [my parents] were living in New Hampshire, but I grew up in Traverse City, [where I’ve lived] since I was about three,” describes Chappell. Though their parents are white, Chappell is Chinese, providing them with a uniquely diverse experience growing up in a mostly white area such as Traverse City. Chappell attended Woodland School (then known as Traverse Bay Community School) for almost all of kindergarten through eighth grade and then transferred to CHS for high school. Chappell finds that their experience was different from the typical minority experience. “When I was growing up in Traverse City, I [didn’t] feel like I had a lot of racial awareness….It wasn’t until when I went to some music camps…and that I started getting involved in debate that I really started having interactions with people of different ethnic backgrounds,” outlines Chappell. “That was really transformative for me in understanding my own racial experience in Traverse City. Particularly because I was adopted, I wasn’t getting that kind of cultural context that was consistent with how people coded me racially.” However, Chappell also notes that the racial landscape in Traverse City even

20 years ago is nowhere near what it is like now and that “while many conversations about race assume that race is a biological category, it is actually a social one,” Chappell asserts.

For their undergraduate years, despite not feeling like they had a great understanding of East Asian culture, Chappell attended the University of Michigan and had a great time. “I was very involved in the Central High School debate team, and they also had a really good debate team, so I debated there for a couple of years as well,” mentions Chappell. It wasn’t until Chappell moved to California, attending Stanford University to achieve a Ph.D., that they started to experience more of Asian American culture. Since then, Chappell has continued to

Photos Courtesy of C. Chappell

learn about rich Chinese culture while celebrating the just as rich culture they gained growing up in beautiful Traverse City. “I have had people around me, Asian Americans and Asian immigrants, who’ve been close friends and mentors of mine. [They have] been very generous about sharing elements of East Asian culture with me that I’ve been able to learn, but just like anyone, the process of understanding one’s racial identity is a lifelong learning process,” reflects Chappell. “It’s been this fine balance for me of celebrating and embracing the cultural…upbringing that I’ve had, while at the same time also celebrating the opportunity to learn more about a culture that was not accessible to me but is still part of my own lived, racialized experience as an Asian American.”

While exploring their place in their own community, Chappell also studies the roles of animals within their communities. “Growing up and being an Asian American in Traverse City, I really had to be aware of the ways in which different people understood who I was…and I started to understand that we as people are embedded in a broader social context and a broader cultural context. That’s our community,” observes Chappell. “And, at the same time, in Traverse City, we have so many beautiful elements of the outdoors. I also started to see how the plants and the animals and the lake and the insects and all the organisms also are deeply embedded in their own communit[ies]....This parallel awareness about how ecological communities change over time and the

factors that influence them as well as human communities’ change over time got me really interested in trying to understand both.” Chappell studied biology at the University of Michigan, thinking about climate change’s impact on communities while also considering different aspects of human identity in human communities, especially with scientists. Chappell also continued this study at Stanford and through today, “not just asking fundamental questions about the world but [also] asking how we ask those questions…by looking at the intersection of ecological communities and human communities and culture.”

Furthermore, another one of Chappell’s areas of passion is art. “I was always drawing sketches in my notebooks and making all of my class projects really artistic, and I always was trying to combine my interests…into my academic work or my schoolwork,” describes Chappell. “Those beautiful notes that I took when I was in high school ended up translating into sketch[ing] notes…professionally where I go to scientific talks and…I do sketches of research talks and then share them out online for people to learn more about science.” Similarly, Chappell has used skills learned in art classes when they were younger, such as noticing detail in nature, and translated that to their work in science, being curious while looking at the world around them. Today, Chappell works with middle and high school students to help them explore their own cultural knowledge through the intersection of science and art. “I do a lot of work collaborating with [predominantly Latino] youth thinking about how we can amplify their own culture and creativity, their own knowledge of land, and how they can see that…as a form of science,” Chappell beams.

For those of us who live in Traverse City, Chappell is “excited to hear that folks in Traverse City are thinking about race, and I hope that folks can bring compassion and curiosity to the conversations about race and diversity in Traverse City because everyone deserves compassion and care,” explains Chappell. “Everyone deserves to be in a home—not necessarily like a house—but [to] have a place that feels like home where they can feel respected.” //

Graphics Courtesy of E. Phillips

conversation changing the

Traverse City’s anti-racism task force pushes for equality by

Trinity Whiteford // staff writer

We’ve all heard of race equality at some point and time in the last year or so. Not very often do you hear about a program that centers itself around making Traverse City a better place through race equality. That being said, there’s tons of programs out there, but not many around here, which is where the E3 program comes in. E3 stands for Educate, Elevate and Engage, and this new organization is helping Traverse City to not only grow and become more diverse, but also to celebrate the diversity we already have.

The concept of E3 came together on June 6th, 2020, when a group of local BIPOC (black, indigenous, people of color) members decided to create what they call the “anti-racism task force.” Since its inception, they now have sponsors and put on community events, as well as a “Collective Care’’ section where people can look into donating money to the foundation and contributing to scholarships. Their biggest scholarship, “The E3 Dream Scholarship,’’ is awarded annually to young people of color for college or career aspirations, and is based on Martin Luther King Jr.’s “I have a Dream Speech.” This scholarship is intended to push through boundaries and give students

of color the support and help they need to get the right forms of education to be successful.

I met with Marshall Collins, one of the founders of the E3 program, to get a little bit more insight as to how the group began. “When we first started, it was phone calls after the death of George Floyd I should say, the murder of George Floyd. Obviously, there were a lot of people who were upset, but there was a core group of BIPOC communities: people who got together on phone calls, knew certain people who knew certain people, [who] called, and that’s kind of where we created our group from,” Collins shares. The end goal of E3 is to eventually diminish any sort of hate or racism towards BIPOC individuals in our area. “Our total mission is to eradicate racism in Northern Michigan, and once we do that, hopefully it just spreads throughout,” Collins wishes. “I know that’s been a mission of our nation for a long time, but we just made it a straight mission just for our area and areas that impacted us.”

Collins feels he can positively impact the community just by being involved with the program. “I’m a council member. We’re still balanced in

power. My work goes a lot within the community, so I work closely with the educational piece because I work for Northwest Ed, so I can help and support educator schools, teachers, anything in that realm,” he notes. Collins finds that E3 is more of a council instead of a democracy, so everyone ultimately has equal power, but they contribute based on their individual strengths. His work mainly lies within creating community events during Black History Month and Hispanic Heritage month, as well as any other celebrations for LGBTQIA+ people. “We just try to make sure that we’re helping and supporting all organizations, and the best way we can do that is through help, through volunteers, and people just want to do their service work, too,” Collins elaborates. “I would say the community piece is calling people into conversations, educating yourself on the history, on race, and how to be an antiracist, so show up and be a voice so those other voices are silenced.’’

After our interview concluded, Collins decided to pose a question to me before we parted ways. “I would ask you this: what is Central doing to address and stand up to racism?” This question

shocked me because the only answer I could give him was the very few clubs that Central has for both LGBTQIA+ individuals, and at one time we had a Diversity and Inclusion Club. But, if I’m being honest, that’s not enough to completely diminish racism in schools in general, nonetheless Traverse City. By putting this article out, I’m hoping that the word gets out to end racism, not only in schools, but in our community as well, and make a more peaceful environment for everyone.

Collins encourages young people to make the right choices about how they treat others and how they educate themselves without judgment. “We really have to pull people into conversations like that education piece [and] just have the conversations of why we feel the way we feel,” he concludes. “[We need to] get to a better understanding, and the only way we can really break that cycle is [through] policy change, conversations, [and] understanding, but we’re not going to get to a policy change until we start having those conversations [and] until we start having those understandings and changing the way people think.” //

Photos Courtesy of M. Collins

We all know the abundant amount of music classes available to take at Central, but we don’t ever take the time to acknowledge the musicians in our very student body who publish music outside of school. Musicians Behind Central tells the stories of three independent musicians, their ambition, and their aspirations.

Graphic Courtesy of E. Hermel

Alejandro Lepczyk ‘24 (he/him), who simply goes by “Ali” to friends and followers, is a musician who hails from Central. He has been independently producing music in some form or another for his entire high school career. While the name of Ali’s latest release, entitled “I saw the moon (1998),” sounds peculiar, this project is porous in emotion. This six track album embodies the spirit of a burnt out youth attempting to make understanding of the never-understood.

“I figured why listen to someone else’s experience when I can make my own,” says Ali, referring to his start in music production. Ali plays a wide variety of instruments that he incorporates into his music including guitar, bass, piano, and drums. “Piano is definitely the easiest because I was classically trained for several years,” explains Ali. Despite being a skilled musician, there is still a lot of trial and error with being a multi-instrumentalist. “I practiced violin for two years, but I recently tried to play and learned I sort of lost it,” he admits.

When it comes to what separates him from other artists, Ali finds “literally nothing. I was thinking about this last night and I couldn’t find a reason why anyone would listen to me and not their homie who does the same exact thing…I wear bigger pants,” jokes Ali. This claim to lack uniqueness turns void when you learn that he produces his music using an analog system: more specifically, a boombox. Recording via analog went out of popular circulation when the CD came to the mass market, so using a tool such as this takes a more manual approach. And though cassettes are infamous for their muffled white noise and static, Ali incorporates this into his music seamlessly for an album that feels like it’s draped in a thicket of nostalgia.

A large inspiration for “I saw the moon (1998)” are Lou Reed’s recent releases, which consist of remastered demos from his early days as an artist. “It’s super home recorded and lofi (Low-fidelity), but it has that lyrical twist on things that makes it more enjoyable to listen to,” Ali notes.

Despite his inspirations, Ali is his own artist. The uniqueness of “I saw the moon (1998)” is uncanny to any project I’ve heard in Traverse City, and I’m insanely excited to see what Alejandro Lepzyck does next. //

The first thing you’ll notice about Chloe Stewart ‘23 (they/them) is that they wear all black everything all the time, complimenting their mysterious aura and even more mysterious music. Stewart is a gothic electronic artist who goes by the stage name “Amias Voltaire.” Stewart started their music journey young in life, when they were given a MIDI Keyboard. “I made a ton of music, but never put it out or did anything with it,” says Stewart, recalling their first keyboard experiences. Those MIDI skills had been dormant until recently, where Stewart has been in full swing producing cold, eerie darkwave music.

Stewart’s main inspiration is The Cure, a popular English band from the 70s. The parallels between “Amias Voltaire” and The Cure are immediately apparent, capturing The Cure’s original feel, but with a darker take. “I have no idea what I’m doing half the time,” laughs Stewart. “But I think that’s the fun of it.” Stewart manages to create wild soundscapes that feel as if they’re straight out of some modern noir film, implementing every emotion they feel as they compose the piece - a hard task to accomplish in music - with the darker emotions creating the main symphony for these musical pieces of suffering, love, lust and loss. //

On paper, Tristan Hutchinson ‘24 (he/they) may seem like an ordinary student, but that facade shifts when you learn that he’s an extraordinary musician. The bright green buzzcut, piercings, and platform boots are just a few staples of this eclectic EDM artist who hails from TC Central.

Hutchinson started producing music in the early days of his freshmen year. “My first song was in collaboration with Ali. It was called ‘Ebola Freestyle’ because we were super sick when we recorded it,” explains Hutchinson. This song, while satirical, would jumpstart Hutchinson’s interest in making music, where he often collaborates with Ali.

Currently, Hutchison is working on a project called “Super Fly Spaceship,” which incorporates new stylizations like death metal vocals. “I like to experiment how far I can take sound,” says Hutchinson, in reference to his new project, where he is actively putting his creativity on display by combining sounds you wouldn’t think would go together, but they do. He manages to tailor it perfectly for his niche, giving his music a character akin to himself. //

The Heart of Hebert

One of Central’s well-liked staff members shares her life experiences and inspires others

- by Liam Faunce staff writer

Room C161 is the Trojan Testing Center at Central. What may seem like a strictly kept room filled with quietness and persistent classwork is led by the positive, energetic Mrs. Laurie Hebert. She is very convenient to the school. “I do my best just to be kind to everybody and to try to meet students where they’re at. I don’t care who they love, what they did, if they’re in trouble or not in trouble, or if they [have a] 4.0 or 0.0 [GPA],” Hebert clarifies. “I like them all the same. As long as they’re kind and polite to me, I’ll be kind and polite to them.”

Prior to her career, Hebert was a stay-at-home mom for nine years. Before that, she had worked for a PGA tour event and for a start-up telephone company. She graduated from Grand Valley in 1998. When out of school, she is fond of walking her dog, cheering for her kids, and supporting her husband, who is a professional golfer. “I’m [also] super tight with my sisters and have an awesome network of girlfriends, and we like to do fun stuff

together,” Hebert reflects.

Hebert didn’t originally have plans of working in a school. She has a degree in behavioral science, and she ended up working in event management. But things changed as her kids got older and her husband’s job became more demanding.

“Because of my husband’s job, who works seven days a week, I needed something that was flexible around the school schedule that allowed me to work but also allowed me to be a primary parent for my kids,” Hebert elaborates. “And so I started volunteering first, then [I] got hired at Cherry Knoll and have been with the district for thirteen years.”

After working at Cherry Knoll, Hebert worked at East Middle School, where she was an administrative assistant. She dealt with attendance and discipline and talked to a lot of parents, and she finds her work here at Central to be more charismatic. “I just [get to] work with students and teachers, and

that’s my favorite part of my job. So I get to focus on the part I like the most,” she mentions.

Although Hebert has a lot of school experience, back when she was a student, she recalls it as a rather tough time.

“I was a terrible student,” she admits. “I really struggled in school. I didn’t have a really good GPA, and I flunked out of college my freshman year and had to take classes at NMC to get good grades to get back to Grand Valley to graduate, and so for kids who struggle or need some support services, I really get them because I was that student.”

You may ask, What does Mrs. Hebert even do? Well, Hebert finds that she never has the same day twice. “I get here at seven,” she says. “Usually [I roll] in with my venti black coffee from Starbucks. And sometimes, depending what day of the week it is, I have a line, or sometimes, I have no kids at all. Most of the students who come at 7 A.M. are [catching up on tests] or have been absent or athletes and musicians who were gone for their activities.” Hebert wants to make people comfortable with where they’re at. “Every hour, it’s something different,” she explains. “While my classroom is designed to accommodate students who have a 504 [or] IEP, we do have a lot of kids who just come here to do work.”

One message Hebert wants to send out to everyone is, “Own It! Own your stuff! If you lost an assignment, you cheated, just say you did it, you’re sorry, and move on,” she affirms. “So many kids, not even just kids, but adults try to blame their own personal circumstance on somebody else, and I really think it’s just best to own it, apologize, and move on.”

If you need some work to catch up on or just need someone to talk to, Hebert is always available during school hours, in room C161 at the Trojan Testing Center. //

Graphics Courtesy of: E. Phillips

Mornings at Central

A study on life before class

by Liam Faunce staff writer

We are already more than halfway through the school year, and as we try our best to rush through these final months, it takes a lot of preparation. Before the seven hour toll of learning and teaching, we have to be awake enough to get us through. Here at Central, we as a community want to make school as comfortable as possible. And so, as draining as the days may seem, we can look forward to enjoying more of our socialization and what we’re learning, especially since our final months for the school year have arrived. For many of us, our morning habits and rituals are what help us through.

Alexis Chambers ‘26 enjoys living a short distance from Central. “I wake up around 6:40 to have my friend drive me to school, and sometimes cereal is my go-to breakfast,” she says. “I don’t really have a pattern of habits that I do before school because it’s quite a struggle for me to get ready and motivated [albeit] my friends have helped me develop a good mindset for school.” According to Collegewise, freshman year can be tough for many students because you’re learning who you are and trying to figure out how to balance everything, so Chambers shows a clear example that community is one thing we can look forward to in the mornings aside from learning.

Similarly, Madison Dunckel ‘26 also gets up early in the morning, but like many students, tends to avoid breakfast. “I wake up at 6:30. I don’t eat breakfast [even if] it’s a struggle for me to get ready and motivated,” Dunckel confesses. As most of us know, breakfast is very crucial. If we don’t ingest something in the mornings, our blood sugar levels decrease, leading to various symptoms such as fatigue and lightheadedness (a friendly reminder for all staff and students).

Unlike Chambers, Dunckel has a further commute, which tends to impact the amount of sleep she gets. “I live [about] 20 minutes away from school,” Dunckel continues. “My sleep schedule is more different from the weekend than the week and so my parents have to yell at me to get up.” Studies also show that when your sleep schedule varies from weekdays to weekends, it disrupts your circadian rhythm. Your circadian rhythm is best known for managing your sleep-wake cycle, but it also helps to regulate a whole host of biological functions, from your energy and body temperature to your appetite and

metabolism.

It’s not just students who feel the struggle. Being the one who has to continuously participate in activities for seven hours can be rough, but leading those tasks takes a bit more preparation than some students may think.

Lisa Johnson, a biology teacher here at Central, used to find mornings challenging, but she’s found ways to make them more manageable.

“I wake up at 6:15, [and] my work day starts immediately because my kids need things right away,” Johnson recounts. “[Although] it’s not much of a struggle for me to get ready and motivated, I’ve had jobs before I was a teacher where my alarm clock would go off, and I would be like ‘ahhh,’ but I don’t feel that way at all [anymore]. I love my job.”

Johnson’s routine mostly centers around getting her kids ready for the day and balancing her needs, too. “I make sure my kids have breakfast and are settled before I jump in the shower. Then after I get myself ready, I pack my daughters lunch for daycare, I pack my sons backpack, I grab my own items, and then I drop my daughter off at daycare on my way to school, [which] I live 6 miles from. I don’t hit much traffic on my route to school so it’s not really much of a concern for me. Coffee is my go-to breakfast.”

Johnson also wants to clarify that taking care of her kids isn’t much harder because other students may be going through a lot of hard things in the morning. “It really depends on what each person is having to deal with in the mornings,” she says. “Some people have to travel really far to get here, and it might be harder to get to school. They may not have a bus or a ride to school, they may be taking care of their little brothers and sisters in the mornings,” she concludes.

Everyone lives different lives outside of school, but it will also help us stay connected to reveal some of our perspectives on certain things so that it will make us relate more with each other. Every morning can seem the same or some mornings may be rough, but just remember that we are all collectively striving to end a good school day and to end a good school year. And the preparations of it all is what counts. Let’s make what’s left of the school year. //

the recipe

an Italian favorite in the Nowicki household: Nana’s special stuffed shells

an Italian favorite in the Nowicki household: Nana’s special stuffed shells

by evelyn nowicki

ingredients:

1 box jumbo pasta shells

3 ¾ cups of ricotta cheese

¾ cup of parmesan cheese

1 egg

1 clove of garlic (minced)

1 tablespoon parsley (minced)

½ teaspoon salt

½ teaspoon pepper

1 cup of mozzarella cheese

4 cups marinara sauce

instructions:

Step One: Spray a 9x13 baking dish with cooking spray.

Step Two: Spread 2 cups of marinara sauce on bottom of dish.

Step Three: Cook shells as directed on package.

Step Four: Drain and rinse the shells with cold water.

Step Five:

In a large bowl combine ricotta cheese, parmesan cheese, egg, garlic, parsley, salt and pepper.

Step Six: Spoon filling into shells.

Step Seven: Place shells in the baking dish.

Step Eight: Cover shells with remanding sauce.

Step Nine:

Sprinkle mozzarella cheese on top.

Step Ten: Bake at 350 degrees for 25 minutes or until bubbly

Serve and enjoy!! //

Photo courtesy of E. Nowicki