Vol. 27 Issue 1

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1801 HARVEY MITCHELL PKWY. S., COLLEGE STATION, TX 77840 | FRIDAY, SEPT. 24, 2021 | VOL. 27 NO. 1 | THEROARNEWS.COM

INCOMING! Transfer students adjust to change, discuss struggles, benefits of moving schools piper hitchcock & emily chen executive editor & section editor Nearly 200 new students walk the halls of AMCHS this year. Amidst the chaos of getting to know strangers and learning how to belong, some of the 192 students reflect on the process of moving and how they were welcomed into the student body.

Strong emotions plague students' minds as they worry about making friends at their new school, senior Miah Howard says. But the most effective way to meet people is to get involved in different programs and clubs the school offers.

“It was hard transferring into high school because a lot of people knew each other from elementary school,” Howard said. “But then I got involved in choir, A-side, and musicals. [Being

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involved] is extremely important because that’s how I feel comfortable. Walking into school when you’re new is terrifying because you don’t know anyone, and you don’t feel like you belong at all. But once you feel like you’re representing the school in a certain way, you get a family.”

There are multiple ways people feel a sense of belonging, and it doesn’t have to be through the validation of friends, senior Troy Davis says.

However, coming together to represent the school does create a stronger student body.

“People didn’t welcome me into the student body, and that’s why I fit in so well; it’s because I just slip in between the cracks,” senior Troy Davis said. “But it’s very important to be involved in the school because a strong student body resembles a good community. It’s a small community that we’re all in, which makes the

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school better and it makes everybody happier.”

One of the most challenging parts of transferring schools is meeting and understanding new people. For some, getting to know others’ interests and standards is the key to developing friendships. “[The most difficult part about moving] was getting to know people, then figuring out which of those people have my same interests and similar morals,” senior Carson Seiber said.

“In my first semester, I was getting to know people, so I was trying to figure out if I wanted to get involved with that person or those people, if they align with me and my values, and if we seem to work well together.” “place” continued on page 3

sports page 12-13

reviews pages 14-15

brief | the roar

UPCOMING

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Oct 1 Oct 7 Oct 8 Oct 8 Oct 11 Oct 14 Oct 15

NEWS friday, sept. 24, 2021

Pep Rally/Football v. Magnolia Football v. Lake Creek Montgomery Staff Development Day Swim meet @ Magnolia Staff Development Day Swim meet @ home v. Katy Football @ home v. Montgomery

IN THE

Football team plays at Texas State, ends winning streak

After winning the first three games of the season, Consol football fell to the Willis Wildkats 24-17 on Sept. 17. Their winning games included a highlight against the Converse Judson Rockets at Texas State University on Sept 10, where they won 28-14. The Rockets were the 20th-ranked team in District 6A. The Tigers will play Lamar Consolidated on Sept. 25.

Debators place at tournament, PF ranks high statewide

Students cheer at the first pep rally of the year on Aug 27. A few hours later, the football team beat Waco University 68-7. PHOTO BY MYLA CATHEY

Seven students placed at the Aleif/Elsik debate tournament on the weekend of Sept. 11.

Senior Sarah Barrow earned 1st and 3rd in Oratory. Sophomores Andrew Li and Kentaro Yamauchi broke quarterfinals in Public Forensics debate. Juniors Melinda Li and Claire Wang reached top 64, becoming the highest-ranked team from Texas, at the University of Kentucky tournament in Public Forensics. Freshmen Evie Nolan and Karina Ji also competed in Public Forensics.

Seniors pass the torch, sports perform at Spirit Night

Seniors lined up on the track and passed a blazing torch at Spirit Night on Sept. 15. The Bengal Belles and cheerleaders performed at the event, volleyball and cross country made announcements, and the Homecoming Court nominees walked the field. At the Willis game, the Homecoming King, senior Toni West, and Queen, senior Courtney Browder, rode in a golf cart around the field.

Students celebrate Homecoming with carnival, dance

Homecoming King, Toni West, and Queen, Courtney Browder celebrate victory with traditional ride around the field. PHOTO BY EMILY CHEN.

Sophomore Gideon Ong dances with freshman Perri Newton at the Homecoming Dance on Sept 17. PHOTO BY ELLIE HAGUE

Clubs, sports teams, and organizations set out booths for the Homecoming carnival on Sept. 17. The carnival took place in the football practice field during all lunches and after school A day later on the same field, students partied at the Homecoming dance. Themed “Light up the Night”, the dance lasted from 8-11 p.m.

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Transfer students discuss differences between schools, positive experiences at Consol “place” continued from page 1 TRANSFERRING GRADES Another problem students have encountered is the differences in grading scales.

Difficulties in transferring grades make the relocation process harder. “[My old school] had IGCSE classes through the Cambridge program, and it was the same thing as AP, just a little bit different as far as class curriculum,” Seiber said. “But when I moved here, I joined the AP system and moved to number grades, when at my last school they did letter grades. Consol has a transfer policy for whenever they go and transcribe those grades, that if you had an A, you now have a 95. So whenever I came here, my transcripts from freshman year and eighth grade all went down to 95’s and my GPA hurts because of it.”

When transferring, problems emerge due to a different curriculum and grading scale, Wright says.

“We didn’t run by a 5.0 scale, we’d go out of one hundred,” senior Tyler Wright said. “My dual medical terminology class gave me 18 points, so if I had an 80 in the class, I’d really have a 98. I had an 88 in medical terminology, and when I transferred here I didn’t get any of those 18 points.

I was stuck with an 88.”

WHAT THEY LIKE ABOUT CONSOL Despite difficulties with transferring, many students benefit from the new curriculum, such as the quality of the AP program, Davis says.

“The AP [program is an improvement], and AP is important because it makes us more ready to get into college [and] more ready to start our lives as young adults,” Davis said. “Having these AP courses really open up opportunities for

students, much more than they did at Athens.”

Although the school is not as renovated as other high schools in the area, many students still appreciate the facilities.

“Contrary to what a lot of other people say, I really like the building,” Seiber said. “I came from a small 3A high school that didn’t have an h-vac system. It was not renovated [and]there were some classes that had broken windows. Whenever I come here, everyone’s saying ‘Oh, this building is so terrible.’ I’m just glad to have AC.” CAMPUS CULTURE Students find it easier to achieve their academic goals in smaller classrooms where they feel more comfortable with their teachers, Wright says.

“I really like all of the students and teachers, almost more than in my old school,” Wright said.

“I feel like they’re more personal with you. I can get to know them better than my old teachers because we’d have such big classes. We’d have classes of fifty students. You can really make connections here a lot better, which makes me feel more comfortable with the teachers and being able to ask them questions.”

Enthusiastic teachers contribute to the quality of education students receive, Howard says. She also notices the embracing attitude of the staff compared to her previous school.

“The teachers are different in the sense that at my old school, it was very rigorous and our classes were extremely challenging, but I didn’t feel super connected to my teachers,” Howard said. “It was more so, you come in, you sit, you learn, and then you perform. But here, the learning environment is more welcoming. I feel connected to my teachers and I feel like they really care, and that they’re really passionate about what they do.”

Transfer students are also often drawn to the embracing nature of Consol spirit.

“The people here are really open to inviting

me in even though I was coming here as a sophomore and a lot of y’all have been growing up together,” Seiber said. “The culture here is way more open. We’re able to invite in people like me that are moving in to find their niche and their place.”

DIVERSITY The greatest change many transfer students take note of is the school’s diversity and how many different cultures contribute to personal growth.

“Consol is a lot more diverse than my last school,” Wright said. “It’s like the real world; you’re not going to live somewhere where you have one specific ethnicity. It’s important to be friends with any and all cultures, to understand them.”

Not only does diversity benefit the student body by preparing students for reality outside of high school, it allows students the opportunity to share their perspectives with others, Davis says.

“A difference I notice is that Consol is more accepting because it’s insanely racially diverse,” Davis said. “Everybody is thrown into the same pot. You get to share experiences with people. You get to make friends that aren’t the same as you. It helps us not be uncomfortable or biased towards one certain race.”

Consol’s student population is made up of a large number of ethnicities, which allows for discussion of shared experiences, Seiber said.

“I actually think there’s a lot of diversity at Consol,” Seiber said. “There are a lot of people that come from different backgrounds. You’ve got people that have come in and worked incredibly hard to have the opportunities that they have that really help further the diversity at Consol.

It is important having people from different backgrounds come together and create a common goal. Where I come from isn’t necessarily where you come from, and it’s good to collaborate with people who don’t have your same ideals.”

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the write place

friday, sept. 24, 2021

In-school writing sessions to promote student writing, help struggling students medha sarin & ellie hague managing editor & opinions editor In an effort to improve literacy and facilitate writing in school, the English department has created the Writing Center, a program of lunchtime tutoring sessions where students can get teacher support on writing assignments. The Writing Center is staffed by English teachers Alyssa Bell, Freda Carraway, AVID teacher Grace Stanford and English department head Mike Williams.

“If a student is struggling to write thesis statements, they can come down and have some really good one-on-one time to work on crafting a thesis statement,” Bell said. “Even [for] a student who already is good at thesis statements, embedding evidence [and] commentary, how [can we] push [them] further and add even more depth and have that time to conference and really dig into their ideas?”

Seniors Elizabeth Quast, Genevieve Peterson, and Hannah Moore recieve feedback on their college resumés from Bell.

The desire to nurture and support student writing has long been in circulation.

“This is my 17th year,” Stanford said. “I can’t think of a time when we haven’t talked about, ‘Someday, we’re going to have enough money to have a writing center that we can staff.’ That idea has always been in the backs of different people’s heads.”

The Writing Center is located in the Commons (the foyer at the front of the school), as opposed to a classroom, in order to create a relaxed, informal atmosphere.

“We’re trying to step away from it just feeling like another classroom so you feel like you’re having a conversation about writing and becoming a better writer, and not that you’re just here for another assignment,” Bell said.

Stanford said the school plans to collect experimental data about the center through teacher and student surveys, opening up a path to program expansion.

“Our goal is to focus on collecting data,” Stanford said. “We have to start small because of the staffing, but we can get better. We can look at our data, and we can apply for grants and hopefully grow and build upon success.”

To handle the lack of staffing, the Writing Center tutors are prioritizing students who currently have writing assignments in their English classes and need the most help, although they plan to serve all students in the future.

“Right now, we’ve limited the target to more of the struggling [students] with hopes that we will be able to expand to meet the needs of all kinds of students,” Carraway said. “But our target students ultimately are going to be anybody: a kid who just loves to write creatively and wants our input or our feedback, a student who’s struggling to pass the EOC test to graduate, [or] a student who wants help writing a college essay.”

Bell hopes students will sign up for sessions not just to finish an essay, but for personal gain.

“My expectation is that students who come are willing to work on their writing skills not just for this paper, but because they understand, ‘Hey, if I learn this paper and this skill, now I can transfer it to all my papers in the future,’” Bell said. “It’s not just what the teacher thinks that the student needs to work on, but also what the student themselves intrinsically wants to work on.”

Stanford sees the center as a way to keep struggling students from losing faith in their English skills.

“What I would hope is that [for] a kid who

thinks that English is just the most evil subject in the world and ‘I can never be successful on this,’ if we can catch that kid early enough, before they have reached that level of frustration, then they’re going to be more receptive to what teachers have to say,” Stanford said.

Bell also expects the center to build student confidence and establish the school’s writing community.

“I hope that students will have a common language to talk about their writing with each other, because they’ve heard the similar phrases in the Writing Center,” Bell said. “They can use that [vocabulary] with each other and start to grow our community of writers as well, and hopefully have a space for them and feel like that’s something that we value here at Consol.”

Through personal experience and as a teacher consultant for the National Writing Project, a network of teachers who work to improve writing curriculum in schools, Stanford

Moore listens as Bell explains a writing concept to help her improve her resumé. has learned the necessity of literacy, and hopes the writing center will have a positive impact on students.

“The key to most opportunities is literacy,” Stanford said. “When [the Writing Center] came up as a possibility, it was like, ‘Absolutely. Let’s see what we can do, let’s collect data, let’s figure out how we can make a meaningful difference.’”

PHOTOS BY MEDHA SARIN

friday, sept. 24, 2021

life and death

the roar | opinions | 5

emmeline duhon feature editor

senior deals with grief, changes outlook on life In kindergarten, drawing a straight line was a sight to be marveled at. A simple, yet complex success story. A line is the only mark that requires a tool to be perfectly formed.

It is the basic unit of every 1,000 foot skyscraper in New York City. Even as I am typing this column, my cursor mocks me with its precise straight edges. Lines are everywhere. They are seemingly unnoticeable until one day when a single line changed my life.

Growing up, my heroes were not Hannah Montana, The Jonas Brothers, or Wonder Woman. My hero was my Grandpa. I learned everything from him: how to fish, ride a bike, use a semicolon, make friendship bracelets, and grow watermelons. He was my costume partner for Halloween and my friend when it felt like I didn’t have any.

So when the time came to sit in the hospital waiting room, my world was shattered.

Cancer is a word that quiets a room. Mix it with Alzheimer’s, and it immediately becomes my worst nightmare. Those hospital days were brutal. I can still hear the elevator dings, the beeps of the monitors, and smell the antiseptic. And, of course, I can still remember that line.

May 14, 2019, was the day I didn’t go to school, the day I didn’t eat, and the day that seamlessly carried on to the next because I didn’t sleep.

It was a routine visit, and then it wasn’t. Right before my eyes, a team of nurses rushed in with a cart. I was supposed to go out into the hall, but I couldn’t muster the strength. I had to be here. It had always stuck with me that before his heart stopped, I could hear it get faster on the monitor. I got up to look closer, and my eyes were frozen on the thin, blue, wavy line, going flat. That line was once filled with so much life; it would dance in

waves and spikes, now it lay lifeless.

Immediately my life felt hopeless, and the weeks following got harder.

Everything had seemed to be taken away from me, and I was angry at the fact that it wasn’t fair. I was naive.

Life isn’t always fair. I slowly began to understand that.

I made a choice. It was time to end the era of grief and start a new one, healing. Every day I would write down a list of ten things I was grateful for and hone in on each of those throughout the day. I began to rejoice in the little triumphs and blessings that made up each day. I took on a new identity, the used to be closed off, and the play-it-safe girl I once knew came out of her shell. I forced myself to do things that pushed me out of my comfort zone, that scared me, that made my heart race.

Over the following months, I was a completely different person.

I taught myself that phrases like “I’ll do it tomorrow” or “I can’t wait until today is over” are damaging.

Tomorrow is not guaranteed; in a matter of minutes, it can be taken away. Today is the big day, the day to live life to its fullest. The world is not a cruel and unruly place, there is beauty in everything, and I learned that it’s all about how you want to spend your time here. While I love the creamy white of my walls and my collection of scented candles, my room is not where I want to live my life. Oceans, mountains, canyons, festivals, and sunsets lie waiting for me. Life is not to be taken for granted; it is not a race. My Grandpa, up until the end, taught me that life is taking every chance because you only have it once.

Writing is my imprisonment.

I hate sitting at a computer, a blank document open, not a single gripping idea fabricating on the page. I hate the sinking feeling that materializes in the pit of my stomach when I fail to think of the right synonym to fill a word’s place, when I glance over my sentences and they don’t flow exactly in the way they swim in my head. I especially loathe when people ask why I do it if the task is so tedious, and no answer floats off the tip of my tongue.

Yet despite how much my hands detest fluttering over a keyboard and growing repulsive calluses on the edges of my fingers where a pen has embedded its mark, I can’t help myself. I am lonely in my addiction, with no means of medicine or hope for cure; writing is my personal brand of heroin. Somehow when I least expect it, my brain begins to twitch like an infuriating rash I can’t scratch.

Avoidance is the key to diminishing this sensation, yet I hopelessly yield myself so easily to the compulsion.

My rationality is overthrown as my hands dutifully type words faster than they form cohesive thoughts in my mind, and I am neurotic in the way I have to sit chained to the computer and perfect my expression.

Yet however much I claim to hate it, writing is also my form of free therapy. In adolescence I developed a ravishing plot line so thick with twists, and in the center of this story stood a fictional girl named Kaya Kay Sparks. At first I was oblivious to her personality; her responses and actions seemed to infiltrate my book before I thoroughly analyzed and approved of them. But as I matured and edited the piece, Kaya gradually revealed to me the secrets she concealed from the beginning. I started imagining that her face reflected my own. My

piper hitchcock executive editor

wisdom marked her expression with a hidden depth underneath her topaz eyes, my compassion divulged itself through the soft set of her mouth, and my sorrow could be traced in the heavy furrow between her brows.

Furthermore, the creation of Kaya Sparks forced me into self-reflection as I came to embrace our uncanny resemblance. I now understand her purpose and impact through my childhood, that she offered me one of the most selfless gifts in return for her existence: an outlet for grief.

Where I often struggled putting my feelings into words, Kaya needed me to invest myself rather than sifting through devastating occurrences in my life. In doing so I was able to better understand the origins of my desolation, and fabricate an atmosphere so vividly descriptive that my readers will instantly recognize that same area of isolation in the repressed chambers of their own souls.

But the crucial way my writing defines me is not through its addicting venom that pumps in the narrow halls of my brain, or through the girl in whom I discern myself. Instead, my writing stands as a backbone to the perspective in which I view life.

Residing in my soul, I nurture lessons that my characters have experienced.

They have taught me how to properly resolve the aching that emerges from repressed emotions. They have shown me the tenderness and support my loved ones deserve. Kaya helps me to be more vulnerable with my feelings, and express them in a healing manner. But moreso, I try to be kind to everything I see. And in everything I see, I see her.

labor of love?

writing serves as prison, therapy for staffer

6 | viewpoints | the roar

friday, sept. 24, 2021

should sex education be taught more extensively in Texas schools?

Where does a student’s mind go when they hear the word “sex”? This is a question that has long been debated between educators and legislators. However, the passage of Senate Bill 8, which places new restrictions on abortions in the state of Texas, has sparked a resurgence in conversation about the need for sex education, especially in states where abortion access is limited. As the law currently stands, Texas schools are not required to teach sex education. If schools do choose to teach sex education, they must emphasize abstinence.

The sex education students recieve in the state of Texas desperately needs to be brought into the twenty first century.

The most clear and fruitful benefit of a robust, comprehensive sex education curriculum is that it limits the spread of sexually transmitted dieases and reduces the number of teen pregnancies. The 2019 Youth Risk Behavior Survey found that 42.7% of Texas teens had engaged in sexual intercourse at least once. In addition to this, 29.3% of teens in Texas reported being currently sexually active. While many teens are sexually active, not many utilize proper birth control.

Despite common misconceptions, studies have repeatedly shown that providing education relating to sexual health reduces the number of teen pregnancies. Information about safe sex practices, contraception, and conversations about the boundaries of consent all lead to happier, healthier, safer students.

Additionally, sex education needs to be expanded to reach all people of all sexual orientations and genders. Texas may lack sex education when it comes to heterosexual sex, but when it comes to LGBTQ sex education and gender idenity, support is virtually non-existent. This makes LGBTQ youth even more

susceptible to the dangers of the lack of sex education and further alienated from other students.

Lastly, teaching sex education makes students feel more comfortable talking about sex, not just in their adolescent years, but also in their future and adult years. Sex isn’t a dirty word, and shouldn’t be treated as such. Students should not have to feel shame talking about sex to their parents, teachers, partners and health care providers. In fact, one of the most important ways students can learn how to build healthy, long lasting relationships is being able to talk about sex openly with their partners. If students can learn to talk about sex, they can learn how to talk openly about important relationship topics such as consent and birth control methods.

Some value groups and parents raise concerns that sex education should be taught by parents rather than schools, raising concerns about use of classtime and that teaching sex education undermines religious teachings and beliefs. Teaching sex education will not take time from other areas of study. A school’s job is to teach students, not just about the sciences and arts, but how to be well educated, functional adults. Parents also still retain the right to teach their religious and moral views about sex, but that does not have to interfere with sex education within the classroom. This includes a comprehensive, equal, inclusive sex education program for all students in all schools.

As abortion access is continually being limited in a state with one of the highest teen pregnancy rates in the United States, sex education is vital for the health and safety of adolescents.

“I think parents should be the ones responsible for teaching their kids about sex education.”

-senior Ronald Smith

“Sex Ed should be taught more extensively because the student body is very misinformed and a lot of students have never even taken a health class before.”

-senior Aideen Gabbai

Written notice must be given from the school district to parents if sex education is being taught.

Parents must also receive a written notification of sex education course overview, and be given the ability to op out without penalties.

Sex Education in Texas School districts are in no way required to teach sex education, however some basic health information, including information on STIs and abstinence is required to be taught.

The Roar is produced by the Advanced Journalism class at A&M Consolidated High School, 1801 Harvey Mitchell Parkway S., College Station, Texas, 77840. The opinions expressed are those of the writers and are not reflective of the administrators, faculty or staff of the College Station Independent School District.

Submissions to the editors are welcomed but must be signed and should not exceed 300 words. The editor reserves the right to edit submissions in the interest of clarity and length or to not print a letter at all. Letters containing obscene or libelous material will not be considered. The Editorial Board consists of the editorin-chief, managing editor and opinions editor.

The Roar is a member of the Interscholastic League Press Conference (ILPC), the National Scholastic Press Association (NSPA) and the Columbia Scholastic Press Association (CSPA). The Roar is a winner of the CSPA Gold Crown, the 1997, 1998, 2000-2016 ILPC Award of Distinguished Merit, the CSPA Gold Medal Award, the NSPA All-American distinction and 2005, 2014,2016 ILPC Bronze Star and 2007-2013, 2015, and 2018 Silver Star.

College Station Independent School District does not discriminate on the basis of race, religion, color, national origin, sex or handicap in providing education services. Monica Jones, Director of Human Resources, 1812 Welsh, College Station, Texas 77840 (979-764-5412) has been designated to coordinate compliance with the nondiscrimination requirements of Title IX. Molley Perry, Executive Director of Special Services, 1812 Welsh, Suite 120, College Station, Texas 77840 (979-764-5433) has been designated to coordinate compliance with the nondiscrimination requirements of Section 504 of the Rehabilitation Act.

The Roar 2020-2021 Staff Claire Grace Franklin Medha Sarin Piper Hitchcock Ellie Hague Emmeline Duhon Allison Segers Ian Curtis Myla Cathey Emily Chen Faculty Adviser Michael Williams Assistant Adviser Chauncey Lindner

Editor-in-Chief Managing Editor Executive Editor Opinions Editor Feature Editor Entertainment Editor Sports Editor Section Editors

The Roar Editorial Board Claire Grace Franklin • Ellie Hague Medha Sarin

Sex education must emphasize that the only method of completely preventing STI’s and pregnacies is abstinence.

Abstinence must be discussed more than any other sexual activity or form of birth control.

friday, sept. 24, 2021

the roar | snapshots | 7

hype ‘em up School spirit embodied by student led organization, maroon men piper hitchcock | executive editor

“As you work with them throughout the year, you get to know them better and grow friendships,” senior Elijah Hauswirth said. “It’s just a really good community.”

“This is a safe space because we’re all doing stupid stuff, so might as well all do stupid stuff and not feel like you’re getting judged,” senior Chris Holder said.

“We also run the flags on the field,” junior Kenneth Hunter said. “You see us every Friday after a touchdown. We dress up, [and] we help set up and take down the Tiger. It’s a lot of setting up and taking down, but we make it a PHOTO BY CLAIRE GRACE FRANKLIN, MYLA CATHEY, AND EMILY CHEN

8 | centerspread | the roar

the roar | centerspread| 9

friday, sept. 24, 2021

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pep rally

Before the game begins, show your school spirit by wearing maroon during school. If you’re a senior, use your creativity to decorate an old pair of overalls with maroon and white, and wear them on game day.

Remember to wear your varsity jackets to show off your tiger spirit.

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When you arrive at the game, make sure to pick up a program with the players names and numbers. If you’re a student, sit on the left side. Come out with your friends to the game and show your tiger spirit by dressing up according to whatever the game’s theme is. Craving snacks? Head over to concessions. The concession stand is usually student-run by different organizations around the school. It is located between the main entrance and the bleachers, and offers a wide variety of food and drinks.

Pep rallies are held before most home games to hype up the student body. Attendance is not mandatory, but it is highly encouraged. Pep rallies feature performances from the cheerleaders, Bengal Belles and band, plus a mascot skit and interactive games with the student body. If you want to sign up to participate for pep rally games, fill out the QR code on the slideshow at lunch.

wearing maroon

how to guide: tiger football game traditions

5

ellie hague & myla cathey opinion editor & section editor

the end

test your knowledge

at the game

4

half-time show

Once the buzzer sounds, the game is over. Join in for the alma mater when the band begins to play. After the game, the seniors from the Bengal Belles, the cheer team, and the Maroon Men link arms and do the same amount of high kicks as the amount of points the Tigers scored.

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After the second quarter, it’s time for the halftime show. First, the visiting team’s band plays., and their drill team and band performs.

Afterwards, the Bengal Belles perform, and the band plays alongside the color guard.

Although the cheerleaders and Maroon Men do not have an official part in the halftime show, they hype up the crowd and interact with the student section during the game. For example, the cheerleaders lead the crowd in chants and the Maroon Men run flags after every Consol touchdown.

10 | feature | the roar

friday, sept. 24, 2021

hold your horses Horse owners learn individualism, win accolades allison segers & emily chen entertainement editor & section editor While many other popular sports require equipment such as balls or rackets, there is one that requires a strong relationship with a live equine animal: horseback riding. Through thick and thin, riders must rely on their horse-counterparts to win big at competitions and shows.

Building a bond with a horse is important for horseback riders. All horses have different personalities, which strengthens the relationship.

“My favorite horse is probably Mac because I rode him the most,” senior Shawn Montgomery said. “I love him so much because he has a very special personality, he loves gnawing at you and he’s just weird like that.”

Noticing cute quirks in their horse makes it easier to bond with their horse, junior Taylor Smith said.

“My horse is really funny,” Smith said. “He loves ice, so after it’s really hot, he’ll eat a whole cup of it.”

Horseback riding presents a number of challenges since the live animals can be unpredictable.

“The first time my horse ran, I was not prepared,” Montgomery said. “We were doing what is called a trot, which is like a jog, and my horse decided to sprint. I didn’t fall, but I was scared for my life.”

The relationship between the horse and the rider is significant.

Montgomery has found that keeping his emotions level is key.

“For me, [the hardest part in riding] was getting over the fear of a horse,” Montgomery said. “It wasn’t difficult, per se, but your attitude and mood towards things can affect your riding with the horse, because the horse watches you and can understand your emotions, and will respond to that.”

For Smith, the most challenging thing to tackle isn’t the fear of her horse, but the anxiety she feels before

a big competition.

“The hardest thing about riding is probably calming yourself down before you go in the showpen,” Smith said. “You put in so much time and effort to go and show, and then if you make one little mistake, you could just completely lose your class.”

One of the most important aspects of horseback riding is the competitions. Competitions, which usually take place in the summer and finish before school, are diverse and include a variety of events that includes a routine of obstacles to compete in.

“There are plenty of different events,” sophomore Reese Villaneuva said. “Most of them consist of a pattern you get maybe two weeks before.

You memorize the pattern, and you compete inside the arena.”

There are many parts to horseback riding that make the sport enjoyable. For Smith, being able to grow and overcome her obstacles is the highlight in her riding experience.

“Being able to challenge myself [is my favorite thing about riding],” Smith said. “I’ve never really hit a wall. There’s always something to grow on and something to improve myself on.”

For Villaneuva, horseback riding taught her the significance of organizing priorities and time management.

“It’s definitely taught me to manage time better on homework,” Villaneuva said. “I really feel that it gives me a different perspective on things like life.”

Not only do horse owners enjoy the experiences and bonds they share with their animals, but participating in shows and caring for horses also teaches them valuable life lessons.

“Riding is a lot of fun,” Montgomery said. “Everyone should at least try it once.”

Junior Taylor Smith poses with her award winnng horse, Roger. In front are their five trophies from previous shows.

PHOTO PROVIDED BY TAYLOR SMITH

Smith rides her horse, Roger, carrying with her a newly won ribbon.

PHOTO PROVIDED BY TAYLOR SMITH

friday, sept. 24 2021

the roar | feature | 11

vocation station Trade skills taught in bi-district career, technical center allison segers & myla cathey enterainment editor & section editor Getting into one’s desired profession after senior year requires experience that high school might not offer. However, while most students are sitting at desks and listening to lectures, some students are taking a bus over to the new Bryan Career & Technical Education (CTE) Complex to attend specialized classes that will assist their transition to specific careers of interest in a unique learning environment.

When junior Kathryn Fix saw the option to take an automotive mechanics class on the course catalog, she signed up eagerly. The class will allow her to move into the workforce right after high school while also studying engineering in college.

“I would recommend it to anyone who likes working on their car, [or] who thinks that they might be interested [in mechanics] because you don’t have to have the base knowledge to come in,” Fix said. “[For] anyone who wants to get outside the standard form of learning and feels like they’re being confined in the school, it’s a fun way to expand your interest while also getting some hands-on experience.”

CTE teacher gives a hands on demonstration on heavy duty machinery for engineering students.

Those hands-on activities simulate reallife scenarios which junior Maria Marcantonio has found helpful. She aspires to be an engineer and wants to learn how to eventually apply these skills on her own.

“We get to use the machinery there at the complex for our personal needs to build a piece for a truck or something,” Marcantonio said. “[Instructors] try to make it fit into our own lives as best as they can, and all the teachers are very supportive.”

A goal of the CTE classes is to open up the option of getting a job straight out of high school, and they require no prior knowledge, starting the students off with basic manual tasks.

“The hands-on that we get to do is not just going through slideshows [and] taking notes,” Fix said. “You’re in the workspace being able to learn things. Our teacher just lets us go.”

The classes start off with fundamentals of safety in the workplace. According to junior Taseia Rashid, learning how to be safe is one of many important factors in making her welding class like a professional worksite.

“It’s a mixture of independent and teacherstudent [work] because right now the teachers are trying to help us make sure that we understand everything we’re doing so that we don’t get hurt and we do everything correctly,” Rashid said.

Rashid enjoys interacting with other people, especially other girls, who have the same career-related interests as her and watching the students progress in a productive atmosphere focused on welding.

“The difference is [that] the environment is just specifically [about] the thing that you’re focused on,” Rashid said. “[For] a lot of the people in that class, [welding] is what they want to do in the future, and the CTE program is taking them seriously and making sure that they do everything correctly so that they will

PHOTOS PROVIDED BY: MARIO MARCANTONIO

succeed in the future.”

Those manual projects are made possible by accessibility to tools provided at the complex that simulate real-life scenarios and by A&M professors giving their time to contribute to the fast-paced classes that are unlike high school.

“It has a lot of machinery that we most likely will never have at Consol,” Marcantonio said.

“It’s like a real college class. There’s no makeup stuff, and it’s up to you.”

Fix says that she gets to travel with her automotive peers and experience field trips to places like car manufacturers, and she is excited to see what job paths might be part of her future thanks to the collaboration on exploring careers with classmates.

“It’s a lot of teamwork, but also, I’m sure as the year goes on, we’ll get to do more independent work,” Fix said. “Right now [the teacher] is just letting us figure things out by ourselves with trial and error.”

Marcantonio is grateful to enroll in engineering classes that she could not have attended without leaving the high school.

“I’m excited for being able to experience what I’ve always wanted to experience engineering-wise but never had the opportunity,” Marcantonio said. “The opportunity has [finally] been given to me.”

Students participates in hands-on engineering activity.

12 | sports | the roar

friday, sept. 24, 2021

taking the field Marching band builds character, community, life long relationships ian curtis | sports editor

Friday night football games are a mosaic of Consol’s athletics, programs, and student organizations. One of the most underappreciated of them is the marching band. Their moment in the spotlight comes during their halftime performances, but watching a few months of halftime shows does not reveal the time, energy, blood, sweat, and tears that truly go into marching band.

“They’re not just kids out there in a uniform walking around on the field,” band director Steve Fry said. “They’re out in 100 degree heat, in the afternoons, in the mornings, putting in time just like the football team, just like the cross country team. There’s a lot of precision, and timing that has to all be locked in for it to be great.”

While the program is most visible during football season, marching band involves many other events. The most notable are UIL marching contests.

“We don’t only do it for the football team,” senior Lauren Youngblood said. “We do all this work and we don’t only do it so people in the stands can see. A good part of it is going to competitions and trying to get

COME SUPPORT MARCHING BAND

first place for ourselves.”

Freshman Ben Moran is new to the marching band. He has music experience from middle school band and athletic experience from running cross country. But the band brings new challenges.

“I wish I knew how physically demanding it is and how mentally engaged you have to be [before I joined],” Moran said.

“Because if you’re not constantly thinking, ‘What am I doing here?’ ‘How do I do this?’

‘Am I using proper technique?’ You’re going to get lost and get hurt.”

But the biggest challenge the band provides isn’t working on marching band at all. Rather, it’s the lack of time to work on anything else.

“It leaves me with very little time to do homework,” Youngblood said. “My freshman year took me down. I was not doing well in any of my classes. I had to find time for tutorials, and I had to learn how to balance that [with band].”

For Fry, marching band presents a challenge that is different, yet equally as demanding than that of his students: consistency.

“The marching band doesn’t care

whether you’re a freshman or senior, they want you to look and sound the same,” Fry said. “You’ve got to get a freshman at the same level as a senior, so the audience doesn’t know if they’re a freshman or a senior.

They’ve got to play the same, they have to sound the same, and they’ve got to look the same.”

But the community that the band provides is enough of a motivation for its members, regardless of the challenges they may face.

“You’ve got a very consistent group of people you see everyday so you know everybody,” Youngblood said. “If you’re failing a class, there’s always a friend you can go to for help. If you’re feeling sad, we’re going to talk to you and hang out with you.

It’s a very nice environment.”

Moran agreed, as he praised his fellow band members.

“The people that are in band are the best kids in the school,” Moran said. “They’re very kind. They’re smart. They want to help you and it makes you feel like you’re part of a group.”

September 25th - Marching Contest @Madisonville October 2nd - Marching Contest @ Galena Park October 16th - UIL Region marching Contest @ Midway October 23rd - UIL Area Marching Contest @TBA PHOTO BY: CLAIRE GRACE FRANKLIN

friday, sept. 24, 2021

sideline players

the roar | sports | 13

Students support, aid athletes in athletic training program It’s no secret that sports are a popular part of the high school experience, but not all of the work that goes into athletics takes place on the field, court, or track. Much of the effort that goes into making sure all athletic events run smoothly actually occurs behind the scenes. There’s a single, ever-present group that’s vital to the success of every single athletic program: athletic training.

“We are in charge of all the student athletes, all of the band, all of the cheerleaders and all of the dancers,” assistant athletic trainer Elli Dinkmeyer said. “We make sure that they participate in a healthy and safe way. That includes anything from injury prevention, to evaluation, to diagnosis, to rehab, treatment, and ultimately, return to play.”

Dinkmeyer and head athletic trainer Karl Kapchinski are the faces of the program, but in reality it’s the student athletic trainers who work the most with the teams and programs of Consol.

“Students are the eyes and the ears for Karl and myself,” Dinkmeyer said. “There’s only two of us. But the 13 of them are able to keep a close eye on things [when] Karl and I are not able to physically be at all those locations. If something does happen, the

ian curtis & emmeline duhon sports editor & feature editor students are trained to immediately respond.”

Independence does not come without its own tests and trials.

“When it comes to evaluating injuries when none of the athletic trainers are around, that’s when you really got to think,” senior Victor Alvarez said.

“You’ve got to put your knowledge to the test to see what’s wrong with the athlete.”

The athletic training program not only benefits all of Consol’s athletic teams, it benefits the student

real-world experience that can’t be found by sitting at a desk.

“Athletic training is a guaranteed hands-on opportunity,” senior Lexi Johse said. “If [athletes] get hurt we are the first person on site to assist them with both small injuries and bigger ones.”

Due to the student athletic trainers arriving first on the scene they have to be prepared to quickly handle real-world scenarios without the comfort of a classroom.

“The hardest part is being quick on your feet,” Alvarez said. “It’s not like practice where you can take your time. We have to get [the athletes] ready and go.”

But the athletic trainers aren’t just there to help for their own sake; they care about the athletes they work with. An example of this came in one of the most unexpected places: a soul-crushing playoff defeat.

“Even in that loss, all of my student athletic trainers were holding each other and crying and holding the student athletes and crying,” Dinkmeyer said. “As sad as it was, that just shows how much heart they have and the passion they have and how much care they have for the teams that they work with.”

Walking down the field, seniors Lexi Johse (front) and Abby Murphy prepare to help athletes.

Junior Calli Thompson walks toward a group of coaches and players to hand out water bottles.

athletic trainers as well.

“We try to give them as much exposure to the medical and healthcare profession as possible,” Dinkmeyer said. “It always makes me really proud when one of them graduates and goes on to pursue a medical career, whether it’s in athletic training or otherwise” One of the biggest benefits of the athletic training program is that it allows students to gain first-hand,

Senior Aseer Charolia stands on the sidelines and watches the game, ready to step in and help when needed.

PHOTOS BY EMILY CHEN

14 | reviews | the roar

friday, sept. 24, 2021

got homework? the roar reviews: study locations dhriti kolar | journalism student

PHOTO PROVIDED BY DEBKONYA BANERJEE

Finding a good place to study with an ambience that appeals to you can be hard. But one of the best study places I have found is Sweet Eugene’s, the peaceful and soothing atmosphere that makes it the perfect place to study. The café is also artistic and aesthetically appealing, giving a warm feeling when you walk in. One of the things I liked most about the place is that there is absolute silence inside, even though it is always crowded; this allows you to concentrate on your studies completely. Since it is also a café, you can buy some good food or a cup of coffee to help energize you while you study. However, since the place is so popular among students of the university and high schools, it can be hard to find seating. But overall, the café is aesthetic and provides a calm atmosphere, and since everyone there is focused, it is quiet, making it the perfect place to study.

PHOTO PROVIDED BY DHRITI KOLAR

debkonya banerjee | journalism student Larry J. Ringer Library is an incredible study spot. The atmosphere and natural lighting provided by the glass structure is great for studying. Also, the library is serenely quiet, so even the most inattentive of students can focus and study without any distractions. The seating arrangements are also in a secluded area, so there is no trouble of moving to another spot.

It is also a great place to have a study group because if you need to do research, there are books all around you to help!

There are some disadvantages to studying at the library: it may be a bit noisy from the other library-goers, and you may need to carry a huge amount of study materials. Also, there are no places to have snacks if you get hungry due to COVID related policies. But even with a few disadvantages, Larry J. Ringer Library is still an academic zone that is great for studying!

the roar | reviews | 15

friday, sept. 24, 2021

foul or fowl?

the roar reviews: popeyes and chick-fil-a chicken sandwhiches

dottie marvin | journalism student

atticus johnson | journalism student

The infamous question currently being thrown around today is: which restaurant in College Station makes the best chicken sandwich? Although both have strengths and weaknesses, I’m here to declare the winner: Chick-Fil-A! Chick-fil-A had better quality of taste. The seasoning and breading, alongside the pickles and the bun, creates a more enjoyable meal than that of Popeyes. Chick-Fil-A’s sandwich was better cooked and prepared, which is a pivotal factor in this competition for best chicken sandwich. However, I think Popeyes has the advantage in appearance and quantity. The bun and chicken are larger than Chick-Fil-A’s. They also added mayonnaise, taking the chicken, bun, and pickle combination one ingredient further than their competitor. The bun on the Popeyes sandwich was a slightly sweeter kind of bun that added a unique and more tasty factor. Although, it was not enough to overshadow their bland chicken. While Popeyes advantages seem numerous in comparison, in the end, the good looks and amount of food were not enough to beat Chick-fil-A’s superior tasting sandwich.

The Chick-Fil-A chicken sandwich has a lot of flavor and makes your mouth water. The seasonings on the sandwich are blended together to make the most flawless chicken you’ve ever had. The chicken is breaded, which gives you a completely different experience than fried chicken. Chick-Fil-A also has the strongest pickles you’ll probably get with a very distinct taste. The only complaint I have is that while the butter gives some moisture and taste to the bun, I still found it a bit dry. While the Popeyes was still a great meal, it didn’t give the expected satisfaction. The chicken wasn’t necessarily dry, but it didn’t give much flavor. However, the bun was so light and melted in your mouth. The pickles on the sandwich were almost impossible to taste and the mayo had soaked into the bottom bun. I personally preferred the Chick-Fil-A sandwich because of the flavor it provided. The experience of Popeyes fried chicken was also amazing, but not amazing enough to choose over Chick-Fil-A. So, if you’ve been craving a fantastic fried meal, I say eat more chicken and go to your nearest Chick-Fil-A!

Junior Dottie Marvin compares the quality of two chicken sandwhiches.

PHOTO BY CLAIRE GRACE FRANKLIN

Sophomore Atticus Johnson munches down on the Popeyes original chicken sandwhich.

PHOTO BY CLAIRE GRACE FRANKLIN

friday, sept. 24, 2021

16 | etc. | the roar

new light Staff and administration weigh in on student mental health concerns

Need to talk to your counselor?

Jill Faith

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jfaith@csisd.org

F-Ll

Kelli MacAfee

kmacafee@csisd.org

Lo-Rh

Paul Hord

phord@csisd.org

Ri-Z

Jamie Boyd jboyd@csisd.org

claire grace franklin & emmeline duhon editor-in-chief & feature editor

scared to show their struggles and be vulnerable,” Lloyd said. “No one wants to talk about [mental

Due to lockdowns, quar “We focus a lot on rehealth] when everything on social antine, and the pandemic, admin- storative practices,” Pratt said. “It media puts on a glamorous life of istration is putting more emphasis is what the teachers try to do to everything.” on students’ wellness. engage with their kids in a positive Social media presents a

“Mental health has been way.” highlight reel of everyone’s lives something that we’ve really been

Restorative practices allow and advertises false realities that focusing on ever since COVID,” teachers to connect with students students often take to heart.

Pratt said. “It’s something we’ve on a one-to-one basis, which

“I feel like we’re getting looked at before, but COVID has allows for open discussion and all our information from social had a really big impact.” strong student-teacher connecmedia about mental health,” Lloyd

With mental health istions. said. “Let’s be real here: it’s not sues on the rise, students often

“We can take a ‘pulse’ [feel true all the time.” face confusion when confronting of students] when you’re walking

With so many predeterpersonal and educational issues, in the door,” Zahn said. “That mined expectations, students are senior Keeley Lloyd says. way we know if a student is actleft hopeless about their abilities

“I feel like mental health ing wrong, and whether to ask if and it can have a detrimental is not approached in schools,” they’re okay.” effect on their mental health.

Lloyd said. “It’s not taught and we Along with teachers, coun- “We see people on social have students who don’t know the selors go above and beyond and media [who are] impacting the difference between being sad and care about the individuals within world in this huge way,” Pratt said. being anxious.” the student body, explains coun“And we feel that since we didn’t

Psychology teacher Lindselor Paul Hord. start a nonprofit by the time we sey Zhan has open conversations

“For some students who were 13, we’re clearly a loser.” about the part school plays in are coming from being online,

At the end of the day, dealing with mental and emotion- coming back into the building Lloyd feels students can strive for al issues. causes anxiety,” Hord said. “That’s a healthier school environment.

“I tell my students all the probably the biggest thing we’re

“Let’s ask our teachers to time: from 8:25 to 3:50, every sin- dealing with right now.” take a day off of assigning homegle day, all the staff in the school

For some, showing strugwork each week,” Lloyd said. knows our job is to keep you safe,” gles and opening up can be diffi“Then, maybe [we can do] monthZahn said. cult, as the constant flow of toxic ly yoga, or let’s bring a speaker in

Staff also receive additional positivity on social media leaves who studied mental health and training on how to engage stusome students feeling conflicted can answer questions, or give dents and make them feel safe in about their capabilities, Lloyd says. teachers a box of fidget toys.” their classroom.

“I feel like people are