Volume VII, Issue I
Got pride? SOPHIA WENGIER Staff Writer
It is no secret among staff and students that the term “Cowboy pride” has oftentimes been the brunt of jokes from disillusioned students; however, this sort of jocular prodding has no place in these halls. Having pride in our school can foster a sense of belonging among students, making Cooper City High School a home to its many inhabitants. “Cowboy pride means being an involved member of the school,” Senior Hunter Harrington said. “It means taking pride in your work and extracurriculars.” For many incoming freshmen, this may seem like a daunting task. “I’m nervous about fitting in at a new school where I’m no longer at the top,” Freshman Jenna Hack said. “Going from being a big fish in a little pond to a little fish in a big pond won’t be an easy adjustment, especially considering how much is going to change.” However, with events like the CCHS
Cover photos by Saige Griffin and Sabrine Brismeur The Newspaper of Cooper City High School
rush week, where different clubs highlight their accomplishments and try to gain new members, becoming involved is easy. Even without officially joining a club, there are still many ways to exhibit Cowboy pride. School spirit makes high school experiences more fun. The pride that spectators at our football games feel is what brings about a sense of unity in the crowd. Pep rallies, spirit weeks, and other yearbook-worthy moments can only be achieved when Cowboy pride is rushing throughout the student body. Every student, at one point or another, has struggled with school. Sometimes the homework and tests can become stressful or the days can become tedious and never-ending. School becomes much more rewarding when students find something they love about it. This is what school spirit is all about - embracing what we can enjoy about school. Whether it be an activity, friend, or a favorite class, school spirit is how we can begin to see Cooper City High not as somewhere we have to
be, but as a home and a place we can be proud of. “I want to become more involved in the CCHS community because this school has, and will continue to, leave a very large impact on my life,” Junior Amanda Wilson said. “Since moving here, I have met so many people in school that have been so welcoming and kind. The teachers, the students, and the programs have given me so much and I want to pay it forward in as many ways as I can.” Cowboy pride is something everyone can unite under - it gives people a commonality to stand behind. It makes us feel closer to our classmates; it promotes healthy relationships and kindness between students. In the end, it doesn’t matter whether you’re a cheerleader or football player, in the marching band or in the bleachers. All that matters is that we are one school and one student body, struggling up the stairs of the 3900 building together and never letting go of our beloved Cowboy pride.
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Want to join an extracurricular?
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A Look Inside...
News | 4-5
What did I sign up for, anyway?
Features | 10-13 Making a change
CCHS offers an array of Advanced Placement classes, each one carrying different benefits
CCHS Senior Carolina Chiari wants to make a difference in the world and school
Finding your perfect club
STEMming from passion
Editorial/Opinion | 6-7
Welcome back, Cowboys
Various clubs are able to make a difference in the CCHS environment
CCHS Senior Alessandra Luna distinguishes herself as an emerging scientist
Work now, play later
Why managing time wisely is a pivotal skill to have in high school
Love what you learn
Why taking classes you genuinely enjoy is beneficial to growth as a student and person
CO18: A CCHS Junior looks out onto the courtyard. (Photo by Ben Milgram)
CCHS students make the most of their summers, ranging from making friends to making strides for the school
Sports | 14
Work now, play later
Why managing time wisely is a pivotal skill to have in high school
Centerspread | 8-9
A walk around the block
Entertainment | 15-16
New year, new routine
The students of CCHS rush to the latest gaming fad: Pokemon GO
BCPS makes the shift to A/B block scheduling
Gotta catch ‘em all
Evidence shows that block scheduling is an adjustment, but overall has a positve impact
Features | 10-13
Striving for MAXimum potential
CCHS Senior Max Mickenberg makes his mark as a jovial, driven student
Unpopular opinions JV Reign: The CCHS JV football team practices before their first game. (Photo by Saige Griffin)
The Lariat column aimed at proposing opinions so unpopular, it’s basically social suicide
Freshman Survival Guide
A Junior’s advice for surviving and thriving through freshman year
Letters from the Editors
Entering my second year as Editorin-Chief of The Lariat, I knew it was time for some change. We needed to revamp, and by publishing an issue this early in the school year, we hope to make that statement. Getting a print issue out is hard. Getting a print issue out, with new staffers writing in the middle of the summer is nearly impossible. But here we are, and we have endured harsh edits, quick deadlines, and last minute phone calls from our advisor saying, “yeah, this has got to go.” Personally, I believe our staff is better for it. First and foremost, I would like to thank our amazing 2016-2017 staff. They put in long hours over the summer to make this issue happen, and I am grateful. I’d also like to thank Ms. Callaway, our kind, enthusiastic, and knowledgeable advisor. She has stood by us through the best of times, the worst of times, and all times in-between. Her leadership has helped Kendyl, Kyle, and me in our efforts to make this year a promising one.
And finally, I’d like to send a quick string of thanks to Ms. Doll, Mrs. Jones, Ms. Patterson, Mr. Grozan, and the editorial staff. All of these people have been instrumental in making this issue a success, and will continue to make this paper a success. This paper is about Cowboy pride, the often overlooked, underappreciated art of being proud of the things we are all creating and striving for in high school. We hope that the student body enjoys this issue as an entry point to the 20162017 school year. All the best, Karina Blodnieks Editor-in-Chief
Just over a year ago I walked into newspaper class for the first time, a meek sophomore looking for a creative outlet. Little did I know that a year later I would be writing a “letter from the editor” for our 2016 Back to School publication. It’s surreal how quickly and entirely things can change. In a perfect demonstration of this, The Lariat Staff is always adapting, rearranging, and transforming its content and methods. They say that the newspaper is dead, but we say that isn’t so - in an attempt to spare this “outdated” form of communication from extinction, The Lariat Team works tirelessly to bring our audience relevant, updated, and interesting material. Though The Lariat, as a news organization, is in a perpetual state of transition, one thing has remained constant: the exceptional work being done by our hardworking, committed writers, editors, and photographers. This issue is the product of literal blood (if you count paper cuts), sweat (many articles were written in the heart of the sweltering summer), and tears (from when deadlines creep up all too quickly). Each article has been meticulously crafted and revised by The Lariat Staff, and the outcome is something that we, both The Lariat Staff and Cooper City as a whole, can be proud of. Until next issue, Kendyl Counts Managing Editor, Print
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NEWS
What did I sign up for, anyway?
BACK IN THE GAME: CCHS juniors pick up their schedules at textbook pickup day on August 16th. (Photo by Karina Blodnieks)
CCHS offers an array of Advanced Placement classes, each one carrying different benefits. SKYLER JONES-BOXWELL Print Editor Read the full list online at thelariatonline.com With the start of the new school year upon us, many students are wondering just what their classes entail. AP courses allow students to earn college credit and connect with courses they love. Below is a list of some AP courses offered at Cooper City High School, with a brief description of what each course entails. Please note that these are general guidelines for the courses, and there may be exceptions regarding when a student can take the class based on extenuating circumstances. AP Studio Art, 2-D Design AP 2-D Design is an art course offered to 11th and 12th graders with approval from a teacher. As the name implies, this course aims to have students show mastery of many different two-dimensional mediums. The material covered includes graphic design, digital imaging, photography, collage, fabric design, weaving, fashion design, fashion illustration, painting, and printmaking. Students will not take a written exam, but will instead submit portfolios for evaluation at the end of the school year that will include 24 high-quality works of art using a variety of media, processes, and techniques. This course will meet the graduation requirement for Performing Fine Arts AP Studio Art, Drawing Similar to AP 2-D Design, AP Drawing is an art course offered to 11th and 12th graders will approval from a teacher. Students will learn certain technical skills involved with drawing, such as line quality, light and shade, rendering of form, composition, surface manipulation, and the illusion of depth. Mediums include painting, printmaking, and mixed media. A portfolio will
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also be required for evaluation at the end of the school year, with 24 works of art using a variety of mediums and techniques. This course will also meet the graduation requirement for Performing Fine Arts. AP Computer Principles AP Computer Principles is offered to 10th through 12th graders who have previously taken Algebra 1. This course aims to cover the essential ideas of computer science and how to apply knowledge of computers and technology in creative digital projects such as apps, films, games, and music. This course also highlights the relevance and vital impact computing has on society, including innovations in other fields. AP Computer Science AP Computer Science is offered to 10th through 12th graders. It seeks to introduce students to the fundamentals of computer science and programming, including topics such as problem solving, design strategies, organization of data (data structures), and approaches to organizing data (algorithms). Emphasis is placed on solving problems through the use of computer programming. AP English Language AP Language is an English course available to 11th and 12th graders, and focuses on rhetorical analysis of nonfiction works as well as the development of analytic and argumentative writing. Students will learn about how writer’s purpose, audience, subject, and genre contribute to effective writing through critical analysis of complex texts. AP English Literature AP Literature is an English course offered to 12th graders, and focuses primarily on reading, analyzing, and writing about literature, including fiction, poetry, and drama from various time periods. Students will examine literary elements such as structure, style, and theme, and use figurative language, imagery, symbolism, and
tone. Ideas and analysis will be expressed in the form of analytical and argumentative essays. AP Capstone (Seminar) AP Seminar is a Language Arts elective, and is the first course in the two year AP Capstone program, offered to 10th and 11th graders with a teacher’s recommendation. Students will examine real-world issues through news stories, research studies, and literary works in order to craft arguments and communicate them effectively through various media. Students will participate in a variety of independent and group projects and presentations. AP Capstone’s primary goal is to give students the research, teamwork, and communication skills desired by colleges. AP Capstone (Research) AP Research is a Language Arts elective, and the second course in the AP Capstone program, offered to 11th and 12th graders who have successfully completed the AP Seminar course. With the help of an expert advisor, students will engage in independent research of an academic topic or issue that interests them and conduct a yearlong research-based investigation. This will culminate in an academic paper of 4,000 to 5,000 words and an oral presentation as a final grade, with an oral defense portion that involves answering 3-4 questions from a panel of evaluators. Students who pass both the AP Seminar and AP Research final exams, as well as 4 additional AP exams of their choosing will receive the AP Capstone diploma signifying outstanding academic achievement and college-level research skills. Those who pass the final exams for AP Seminar and AP Research only will receive the AP Seminar and Research Certificate. AP Calculus AB AP Calculus AB is a math course offered to 10th through 12th graders, and is roughly equivalent an entry-level college calculus course. Prerequisites for this course include passing four years of secondary mathematics that cover areas such as algebra, geometry, and trigonometry. In AB students will study limits, derivatives, definite integrals, and the Fundamental Theorem of Calculus. Problems will be represented graphically, numerically, analytically, and verbally. Technology will be used to help solve problems, experiment, interpret results, and support conclusions. AP Calculus BC AP Calculus BC is a math course offered to 11th and 12th graders, and is roughly equivalent to two college calculus courses. As with AP Calculus AB, prerequisites include having already taken four years of secondary mathematics. This course includes and extends all topics covered in AP Calculus AB, plus others such as parametric, polar, and vector functions, and sequences and series. AP Statistics AP Statistics is a math course offered to 11th and 12th graders who have taken a secondyear algebra course. Students will learn about the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students will also describe data patterns, plan and conduct studies, use probability to explore random phenomena, estimate population parameters, test hypotheses, and make statistical inferences.
Finding your perfect club
NEWS - Art/Anime Club Mondays (bi-monthly) in Room 619 at 2:45 - Chain Reaction Mondays (once a month) in Room 3426 at 2:45 - Debbie’s Dream Foundation Monday (bi-monthly) at 2:30 in Room 3417 - Engineering Club Wednesdays in Room 4124
FINDING A PLACE: Students sit by the cafeteria, where the CCHS Rush Week takes place on the week of August 29th. (Photo by Karina Blodnieks)
Various clubs are able to make a difference in the CCHS environment. TAMARAH WALLACE Staff Writer Students here at CCHS are always looking to make the most of their time and, little do they know, they have an all-access pass to a wide expanse of opportunities to do so. Cooper City High School hosts over 40 student clubs, ranging from Art Club to the Future Medical Professionals of America. Apart from the infamous DECA, Key Club, National Honor Society, or SGA, CCHS is home to an array of overlooked organizations, ambitious associations, and aspiring alliances that tend to various causes and interests. Liberty In North Korea (LiNK) Liberty in North Korea is an organization that strives to provide resettling as well as monetary support to North Korean refugees who have fled the unofficial dictatorship. It was founded last year and plans to begin its fundraising endeavors this fall. This club is open to all students. “Making a difference in the life of a North Korean refugee is an amazing thing that I can’t believe we have the power to do,” Liberty in North Korea President Challet Jeong said. “However, we really need more members in order to make a larger impact.” Multicultural Club Multicultural Club is also a newly commissioned organization with a need for expansion. Their cause, according to Founder and Former President Gillian Daley, is “to promote multiculturalism, peace, cultural education and positive race relations.” She goes on to explain the beliefs behind their mission, saying that they “believe that racism and discrimination will never end unless we can change hearts” and that their overall goal “is to not only change hearts but to shape minds in such a way that those minds will go on with the passion, knowledge and experience to change others’ hearts and minds.” This club ultimately furthers their agenda by peaceful demonstrations and education. This club is open to all students. National English Honor Society (NEHS) Another society has recently emerged for those that wish to use their skills in writing and English for the benefit of the community.
“National English Honor Society is a place for like-minded individuals to congregate and share their utmost passion for literature,” Corresponding Secretary Emma Sheridan said. The National English Honor Society, or NEHS, will be participating in service projects and entering literary competitions. The club is available to juniors and seniors, and applications can be found in Room 4111. Technology Club Technology Club Founder and President Harris Ness’ main goals have not changed since he established the club his freshman year. The club was formed to “teach kids how to use tech programs and teach how to code and to be up to date in tech news.” In addition to staying up to date with the latest technology, they have introduced that very same technology to children “who will one day need a primal understanding in a world that is becoming more tech driven,” Ness said. Technology club has fought to strengthen the community in a very unique, modern way. This club is open to all students. Gay-Straight Alliance (GSA) “GSA is an organization that aims to provide support and a safe place for LGBTQ+ discussion and awareness,” GSA Co-President Caroline Anderson said. They often conduct small events, such as their Day of Silence seminar, where LGBTQ+ bullying stories are shared in a secure, open manner. Events such as these are crucial to the the group as they “strive for constructive communication between the LGBTQ+ community straight allies to promote anti-bullying and tolerance,” Anderson said. There are no membership requirements for prospective students, as the club is a selfproclaimed LGBT safe space. Students of all orientations are welcome. Muggles United “We are changing the world by making activism accessible through the power of story,” Muggles United President Shaina Kaye said. They conduct book drives and discuss issues that affect those in our community and the world as a whole. Additionally, they offer service hours for their book drive projects and are committed to “working for the good of the community,” according to Kaye. This Harry-potter inspired club is open to all students.
- French Club Mondays (bi-monthly) in Room 3405 at 2:30 - Foundation Club Mondays (bi-monthly) in Room 3454 at 2:30 - First Priority Club Tuesdays in Room 3434 at 7:00 A.M. - Future Educators of America Tuesdays (first and third of the month) in Room 3457 - Future Medical Professionals of America Mondays (first of the month) in Room 4026 - Future Political Leaders Wednesdays (second of the month) in Room 3435 at 2:45 - Helping Overcome Problems Effectively Club Mondays (bi-monthly) in Room 4152 at 2:45 - Musical Inspiration Club Thursdays in the Chorus Room at 2:45 - Operation Give Back Wednesdays (bi-monthly) in Room 4125 at 2:35 - Opportunities 4 Kids Wednesdays (first of the month) in Room 4110 - Poetry Club Thursdays in Room 4013 at 2:45 - Students Tutoring & Nurturing Development Wednesdays at Cooper City Elementary at 3:15 - Science Club Wednesdays in Room 4025 after school -Tabletop Gaming Club Mondays in Room 4111 after school -Technology Club Monday (bi-monthly) in Room 4007 at 2:30 For more information please visit: www.coopercityhighschool.net/studentlife
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EDITORIAL
Work now, play later
Why managing time wisely is a pivotal skill to have in high school. LINDSEY HANNAH Print Editor
TIME FLIES: It is imperative to have an organized schedule for doing schoolwork. Most classes will require out of school work, and managing that will set students apart. (Photo by Sabrine Brismeur)
There are a great number of ways that people can be successful. Maybe passion drives a person to do their best, or perhaps they are so smart or skilled that they need not exert any effort in order to thrive. There are a lucky few who need not work to succeed, however, for most of us, effort is required. While talent is certainly helpful, it is not necessary to accomplish great things. Even if talent is present, undisciplined and untapped, it serves no purpose. This is why self-determination and time management are virtues of utmost importance. If a person believes they are capable and if they manage their time wisely, then there is nothing they cannot do. Before implementing the basic skills through which success may be obtained, it is important to recognize that most everything that can be dreamt can be done. The other half of this requires the attitude of “if they can do it, why can’t I?” If a person is told by others and by themselves their whole lives that they will amount to nothing, it is quite likely that this prophecy will be fulfilled. However, it is not others who determine this fate: it is what the person thinks of him- or herself which determines what they will accomplish. Self-talk, which basically includes all of one’s inner thoughts regarding themselves, others, and how the two relate, has the potential not only to articulate opinions, but to use those opinions to create selffulfilling prophecies. For instance, if the world says that girls are inherently bad at math (this has been disproven) and young girls grow up telling themselves this a result, then the likelihood is that they will be. Studies have shown that when two
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groups of girls are asked to take an exam, with one group having been told that boys tend to do better on a test and the other group told nothing, there is a huge discrepancy in the subsequent scores. The group that has been told that failure is expected lives into that role, while the group that has not been conditioned excels. So, even if nothing else changes, instead of expecting failure or feeling inferior, try expecting success. Once this is done, it is simply a matter of applying some basic practices to act as pavers on the road to success. Our mothers always told us to work before play, but did we listen? Of course not. With innumerable assignments that are completed online, getting off track is more convenient than ever; before you know it, homework that should have taken 30 minutes is still unfinished after hours on the computer. Procrastination is an affliction that has spread like wildfire, making Sunday evenings (and sometimes Monday mornings) stressful as we rush to finish our last-minute assignments. As someone who personally still struggles with this, I can honestly say that this habit is both impossibly difficult and embarrassingly easy to overcome. It’s a matter of just doing it. While it might go against every fiber of your being to turn off the TV and study, it is also painfully simple. While I can assure you it will not come easy to begin with, once the weight of imminent assignments and crushing unpreparedness is lifted from tired shoulders, it becomes impossible to imagine living any other way. Furthermore, people often rely on the improbable claim that there is simply not enough
time in the day. While this may be true for a dedicated few, most of us waste time in ways we may not even notice. One of the worst time-wasters is likely sitting in your back pocket or on your desk at home. According to a report from Common Sense Media, teens spend an average of nine hours a day using media for their enjoyment. Scrolling through Twitter between classes, checking Instagram during lunch, watching YouTube after school, binge-watching Netflix after dinner - all of these things add up. I am not suggesting that everyone throw their phones out a window, but simply that they be more aware of the time they spend consuming media. There are a number of apps available which measure the amount of time spent on the phone and how that time was used. This might be helpful in increasing awareness of time spent. Much like a diet app that records your meals, simply seeing it written out is often enough to inspire change. Once aware of it, reducing time wasted this way is easy. It can then be spent studying for a big exam or practicing a sport or skill. It is my belief that it is not where a person ends up that determines their success, but how far they have come. If a person who typically gets Cs and Ds starts getting Bs, that is a success. However, it is equally important for this person to recognize that if they want As badly enough, their humble beginnings are not enough to stop them from reaching the zenith of their potential. You only live once, or so I’ve been told; why settle for anything less?
Love what you learn
OPINION
Why taking classes you genuinely enjoy is beneficial to growth as a student and person. KARINA BLODNIEKS Editor-in-Chief
I recently realized that learning can actually be a lot of fun. Before the beginning of my junior year, I had a revelation that would change my high school experience as I knew it: my classes are for me, not for my future college. This epiphany caused me to back out of AP Chemistry - a subject I was not too fond of - and into Drawing I - a class that soon uncovered a true passion. The high achiever in me cringed at this notion, fearing my coveted class ranking would drop and my ever-inflated GPA would, inevitably, deflate, but the anxious Pinnacle enthusiast I had become breathed a sigh of relief. And so, from the farthest reaches of my heart, I will continue to yell the following statement into the vast consciousness of the Bright Students of CCHS: choose classes that you’re passionate about, and high school gets much better. What’s evident is that we’re all working toward some definition of success, and what we see as success is alarming. To successfully analyze the minds of the CCHS student body, I did what any self-respecting 17-year-old would: I took a Twitter poll. The results were telling. Of 35 CCHS students,
54% believe a high GPA and a good class ranking define a “successful” high school experience, as opposed to gaining new, cool experiences. There is no question that GPA is important for college admissions, but what’s equally important is experience. Faculty Focus, a website aimed at helping teachers elicit greater participation from students, finds that students are more actively engaged and able to make more meaningful contributions in classes that spark their intellectual curiosity. So, what does that mean? If you have the opportunity, take the science class that lights a fire in your mind, not the one that seems to be the “norm” for your grade level. CCHS has an array of APs and other engaging courses that ensure every student can find a class they genuinely enjoy. Aside from useful participation, the Greater Good at Berkeley states that students feel like their work is more worthwhile when they’re passionate about the class. This makes homework more engaging, class discussions more thoughtprovoking, and tests less daunting. A majority of the students I surveyed don’t
believe experience defines success - to that, I only have the following to say: it is what one loves, embodies, and emanates that impacts themselves and the world around them. Being accepted into a top university means little if one does not love what they’re studying. So, onto the practical application of this long-winded editorial. High school is our entry point into the world of knowledge that is out there for us, and it is worth taking a class with genuine interest behind it, even if it means dropping a coveted AP. Do not be afraid to admit, ‘yeah, I’m not great at math. I will try my hardest, but no, I don’t have to take AP Calculus.’ Do not be afraid to go off the beaten track and take classes that fill you with curiosity. Pursue the things with passion behind them, for it is the greatest indicator of happiness and purpose. Treat school as the gatekeeper of experience - we are learning, growing, and understanding together. The world has much available if we only choose to look and learn.
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A walk around the “I think the classes are too long, so we’re sitting for too long, and we don’t get to walk. I just don’t like it you don’t see anything outside.”
BLOCK
Broward County Public Schools make the switch to A/B block scheduling. CASSIDY NOWOSAD AND ZACHARY PERROTTA Staff Writers
-Nicholas Haage, 9th grade
“I kind of like the block scheduling, I’m not used to it because I’ve never had it before. But I have more time with my teachers, and I like the personalization period. I also like that it feels like my week has gone by faster.”
-Sophia Valdez, 10th grade
Last year, Broward County district employees, including Cooper City High faculty, were afforded the opportunity to vote on the schedule type that would be implemented in the following school year. As a result, the 4x4 A/B block schedule won, and about 21 high schools have implemented this block schedule format for the 2016-2017 school year . The schedule rotates between “A” or “red” days and “B” or “black” days, wherein each day consists of four classes. To avoid confusion, signs hung around the school in
either red or black alert students as to which day it is. Each period under this schedule lasts 90 minutes, with seven of the periods being the classes chosen by the student, and one being a mandatory personalization period. During this time, students may do whatever task they prefer, so long as it is related to the individual’s education or improvement; this includes finishing homework, studying for other classes, or working on projects.
Sample red day:
“I like it because we have a lot of time with our teachers, and we get a lot more work done that we wouldn’t without block scheduling.”
-Kylee Griffin, 11th grade
“It’s really nice that I don’t have to do my homework until two days after, and it’s also really nice I only have four classes a day.”
-Dawson Worley, 12th grade
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Period 1 2
3 4
Class English 2 Fashion Applications A Lunch Team Sports AP Psychology
Time in Class 90 minutes 90 minutes
Bell Schedule 7:30 - 9:00 9:07 - 10:37
35 minutes 90 minutes 90 minutes
10:37 - 11:16 11:23 - 12:53 1:00 - 2:30
Sample black day: Period 5 6
Class World History Chemistry 1
Time in Class 90 minutes 90 minutes
Bell Schedule 7:30-9:00 9:07 - 10:37
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Geometry Honors B Lunch 3D Art
90 minutes
10:44 - 12:14
35 minutes 90 minutes
12:14 - 12:53 1:00 - 2:30
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New year, new routine
Evidence shows that block scheduling is an adjustment, but overall has a positive impact. This new schedule is favorably viewed most prevailingly by teachers. In October 2013, a survey of high schools in the Nampa School District found that almost eighty percent of respondents believed that this schedule improves the development of higher level thinking skills in students, while over fifty percent believed that the schedule reduces stress for both teachers and students. The foremost point within the survey, the increased development of higher thinking, is mainly due to the increased time of each period along with the reduction of subjects discussed per day. With fifty-minute classes, the time used up taking attendance, piping down, and packing up made classes fly by, but not in a good way. Now, with the ninety minute period, these things take up a far smaller chunk of time. Instead of fifty minutes being allocated toward learning foundational concepts in any given class, students now have ninety to focus only on that.
Speaking of focus, reducing the amount of subjects taught each day helps increase academic retention. It turns out that if a student learns two hours of material in one class, and two hours of material in two different classes, they tend to absorb the one subject better than the two. If a student is focused on one subject, they may hit a learning curve or understand a critical concept more effectively and efficiently, while two different subjects won’t grab their attention or allow them to easily forget the material which was just taught. Additionally, stress is reduced upon both students and teachers because of the frequency of the classes and because of the personalization period. Remember how there are only four periods each day? Well, they allow students to get to know their teachers better because they see their students for an extended time. As a result, they come to know the strengths and weaknesses of each individual and can more effectively tar-
get them while teaching. Due to the rotating schedule, students also now have a generous two days to complete homework assignments, as well as the built-in personalization period. Similarly, for teachers, fewer papers have to be graded every day. As for the concerns with this new scheduling type, some say it puts a lot of stress on the teachers regarding lesson plans. They may have to spend a greater chunk of time planning out the day’s lesson because the time with each class is increased as compared to earlier years. However, they have to teach fewer classes in a day, so this likely cancels out. The expansiveness of the homework gained in each class is also a fear for many students, but with more time in class, some people believe this can be taken care of during class or personalization. Because the frequency of each class within the week decreases, making up absences is more difficult because of the rotating days. For example, if a student missed one A
day, they would have to wait in total two days before they could see those specific teachers in A day again. A simple solution is to avoid excessive absences, and it is recommended that students who have missed class go visit their teachers before or after school on the following day. Block scheduling requires a change in attitude and habits for students of CCHS. Studying more in order to compensate for the time between classes, focusing on time management and consistent attendance, and being ready to learn are things most students have probably figured out about Cooper’s new schedule. But they’ve also figured out that extra homework and studying time in personalization, and the every-other-day class rotation, both work to their benefit. Overall, CCHS’ shift has brought a myriad of advantages to students, teachers, and faculty alike.
LEARNING THR ROUTE: Students walk around the cafeteria during A lunch on the first week of school. (Photo by Sabrine Brismeur)
FIRST GAME: CCHS Juniors sit by the cafeteria on textbook pickup day, August 16th, when students first saw A/B block in action. (Photo by Karina Blodnieks) thelariatonline.com | 9
FEATURES
Striving for MAXimum potential
BRINGING HOME THE GOLD: Mickenberg has won countless awards for Cooper City High School. (Photo by Lindsey Hannah)
CCHS Senior Max Mickenberg makes his mark as a jovial, driven student. LINDSEY HANNAH Print Editor This is not the Max Mickenberg I imagined I would be interviewing in a stuffy classroom one sweltering Friday afternoon. “I want to be the first cowboy astronaut on the moon,” he responds casually when I inquire about his career goals. In the stead of every person’s archetype of an overachieving student, complete with their pompous airs and sauntering gates, sits before me one of another breed altogether. Between seemingly endless lists of achievements, Mickenberg regales me with tales of falling off treadmills and embarrassing childhood misadventures. I struggle to decide what box to sort him into; is he a future potential Nobel Prize winner or a humble humorist? Extraordinarily, I come to realize he is both. Mickenberg has always been as outgoing as he is today. As a child, he was constantly bursting with energy, willing to share his ideas with anyone who would listen. He showed outstanding drive in all of his endeavors, even as a young boy. He has always strived to dedicate all of his energy to academics as well as athletics, participating in a myriad of sports like baseball, basketball, and soccer. Mickenberg put his drive to good use in his younger years in intellectual pursuits as well. In middle school he was in leadership for several clubs, and also won a record of nine awards at his middle school graduation ceremony. Even before middle school, Mickenberg was acquiring accolades to add to his resume. In fifth grade he participated in a competition by submitting an essay dedicated to a charity of his choice. While it would have been easy to select an organization that really pulled on the judges’ heartstrings, Mickenberg chose to represent a cause that he had personal experience with. “Probably one of the biggest things I’ve had to face… is when I was younger I was
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diagnosed with OCD,” Mickenberg said. “I used to, in elementary school and even into middle school, count my steps wherever I went, and I had to end on an even step or I would have to go back to where I started. I would double, triple check everything. I would erase holes in scantrons because even if I would see just a little mark, I would erase it until it would send holes right through it.” Mickenberg won the essay competition, but he had gained something of far greater worth than any newspaper article or certificate could posses. “I think facing any challenge helps you grow in the long run,” Mickenberg said. “It’s provided its
“Why restrict yourself to just one thing?” fair share of difficulties, but… I think being able to overcome them has given me confidence that I can do it in other situations as well.” Mickenberg has done more than overcome his hurdles, excelling at whatever he sets his mind to. Junior year came with innumerable commitments, yet Mickenberg somehow managed to balance five AP courses with deep involvements in a multitude of extracurriculars. Additionally, Mickenberg still found time to volunteer at a hospital, coach a children’s soccer team, and tutor his fellow classmates. So how does one person do it all? “One of my biggest skills has been time management,” Mickenberg said. “I just do my best not to procrastinate, as hard as that might be. The best thing is to commit to things that you’re actually interested in because it gives you the extra boost when you need to get something done.” All of his hard work has not gone unacknowledged; Mickenberg has a stack of certificates to show for it. Mickenberg placed first in DECA states
last year and qualified to participate at an international level in Nashville. He made 2nd place worldwide in his division. “This past year getting to know Max has been an absolute pleasure,” DECA advisor Lauren Mandel said. “Not only is he an excellent student, but being the president of DECA and debate as well as all the other endeavors he takes on, he’s one of the most diverse, brilliant, and all around best students that I have had and probably ever will have.” Speech and Debate Club has also been a central element in Mickenberg’s high school experience, earning him a number of awards and countless skills. He won first place at the Flying L Invitational Tournament in both his freshman and sophomore years, and in junior year alone Mickenberg placed in numerous national competitions, including the Crestian Tradition. He won first place in impromptu speaking and sixth place in extemporaneous speaking, which secured him a spot in the 2016 Tournament of Champions (TOC). Mickenberg also attended the Blue Key Speech and Debate Tournament at the University of Florida, at which he made it all the way to quarterfinals for extemporaneous speaking. Additionally, Mickenberg qualified to participate in National Speech and Debate Association (NSDA) nationals to represent the state of Florida in Salt Lake City; he is the first from CCHS to do so since 2007. He also competed at the National Catholic Forensics League National Tournament in 2016. Despite his success in these revered arenas, however, Mickenberg places a much higher value on a far more humble venture. “My favorite extracurricular activity is probably coaching soccer,” Mickenberg said. “I like teaching kids stuff, and I like seeing them succeed and succeeding along with them.” Mickenberg’s summer has been far from unproductive; he elected to take three courses at Broward College and serve as an intern with a local business. His senior year will also be fully booked with a slew of challenging courses, including Debate 4, Financial Planning, AP Calculus BC, AP Physics, AP English Literature, AP Environmental Science, and AP Government and Economics. These are the types of interests Mickenberg must consider as he selects his college, his major, and, eventually, his career. His top three prefered universities are, in order, Dartmouth, Princeton, and Duke. For someone who has investments in so many areas of interest, however, choosing a major may not be as easy as choosing a college. After deliberating between law and medicine for some time, he has finally decided to just do both. He plans to double major in college and explore both fields, each of which holds an interest for him. True to form, however, this is not Mickenberg’s main goal for his future. Instead, he puts the most stock in his dreams of having a family. Greatly inspired by his own dad, he hopes to be as much of a role model for his own kids as his dad has been for him. “Why restrict yourself to just one thing?” Mickenberg asks at one point in our discussion. As overachiever and humorist, athlete and teenager, cowboy astronaut and friend, he is truly the embodiment of this question and statement in one. By refusing to allow one thing to define him, Mickenberg is sure to live a remarkable life, whatever path he chooses.
FEATURES
Making a change KARINA BLODNIEKS Editor-in-Chief
CCHS Senior Carolina Chiari wants to make a difference in the world and school. Carolina Chiari steps into Cooper City High School, and she is in her element. Among students who oftentimes view high school as a mere stepping stone to the future, Chiari sees it as ground zero for changing the world. “I just want all the students to feel open,” Chiari said. “From freshmen to seniors, I want to make everyone who feels too shy to join a club step out of their shell. This year isn’t about my potential. It’s about the potential of the whole student body.” Born in Panama, Chiari made the move to Florida at a very young age. Relocating between Miami, Miramar, and Cooper City has made Chiari feel that she didn’t really have a place to call home. However, the connections she’s made in Cooper City have defined her adolescence. “My home has been in four different cities and a different country,” Chiari said. “So I’ve always just felt that Cooper City has been there for me. So even when I’m in college, I’m going to keep coming back here.” In return, CCHS has welcomed her with open arms. “I’ve known Carolina since her sophomore year of high school when she was in my English II Honors class,” SGA Advisor Natalie Flaten said. “From the beginning I was impressed with her consistent positive attitude, her willingness to learn, and her drive to succeed. She has always taken every task and has gone above and beyond what is expected.” Chiari wasn’t always a young leader. In fact, she recounts that she wasn’t that involved in school her freshman year. A passionate dancer, her free time was absorbed by elegant moves on stage. She states that she was too shy to join a club, but after a year of high school, she decided it was time for a change. She quit dance and decided to join the Student Government Association. “It was sad quitting [dance],” Chiari said. “I did it for 10 years and it really shaped who I am.
Photo by Sabrine Brismeur
Dancing is really a beautiful thing. I’ve found happiness through other things, though, like helping people in my community. I’ve kind of shifted my passion to that.” Her rise to the top of the SGA leadership board was fast. Interviewing for the position of SGA Executive Board Member at the end of her sophomore year, CCHS’ previous president Jordan Izenwasser had high hopes for Chiari’s future. “When she interviewed, I looked at our sponsor then and said that one day she would be SGA President,” Izenwasser said.
“She had what it takes to not just make a difference in our school, but in our community.” Indeed, Chiari has stunning expectations for the 2016-2017 school year. As SGA President, she hopes to increase enthusiasm and engagement in school activities. She hopes to let every voice in the student body be heard with the gravity it deserves. “SGA is not a club,” Chiari said. “SGA is the association that makes sure all the clubs are running smoothly. It’s not supposed to be that we’re a select group that runs all the projects; we’re supposed to motivate people to want to get involved.” Her anticipated projects include bringing back the homecoming parade and upkeeping the newly introduced Color Run. With the help of the SGA Executive Board, she hopes that her efforts can make a real difference in the community. Despite her qualifications, some parts of the job seem daunting. “I’m going to have to be an emcee at pep rallies,” Chiari said. “I’m not really the type for that, but I’m going to try as hard as I can.” Chiari’s passions go far beyond leadership, however. Formerly a cheerleader, she believes strongly that the heart of the school lies in extracurricular involvement. Her contributions to the classroom, however, are also passionate pursuits. While her interests lie in the social
“Carolina really is such a beautiful soul.”
sciences, her favorite class she’s taken is Chemistry. She found that learning about the way the world works fired up her curiosity. “Carolina was an energetic, enthusiastic, and confident student,” Chemistry teacher Kelley Agnew said. “She worked hard and always stepped up to try new challenging problems.” With a love for learning and leadership behind her, Chiari hopes to make her next stride by attending American University in Washington D.C. She hopes to study political science and eventually, enter the national political realm. “I hope to become someone big in politics where I can actually make a difference,” Chiari said. “You watch all these politicians do what they say is all they can, but sometimes you think they could do more. I want to solve those issues that stop politicians from doing simple things to make the world a better place.” As far as Chiari’s character is concerned, many are sure she has the qualities to make the change. “She is warm and caring, extremely approachable, and so much more,” Flaten said. “People are more inclined to want to be apart of something if they feel comfortable, and she epitomizes that. Carolina really is such a beautiful soul.”
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FEATURES
STEMming from Passion KENDYL COUNTS Print Managing Editor
Finding a woman in the laboratory certainly causes some cognitive dissonance for some in the STEM field. Finding Cooper City High School Senior Alessandra Luna in the laboratory, however, is just another part of daily life. According to the National Math and Science Initiative, only “23% of the United States’ STEM (Science, Technology, Engineering and Mathematics) workers are women.” Despite the looming implications of that statistic, Luna refuses to abandon her ambitions in favor of a field that’s considered traditionally female. “[It’s important] not to let yourself be defined by traditional roles for women,” Luna said. “You can do whatever you want as long as you have the determination and passion for it, and you shouldn’t let yourself be discouraged by what other people think.” Fascinated with animals from a young age, Luna looked to biology books as her security blanket. Her earliest memories of scientific inclination consist of perusing an encyclopedia of dinosaurs and memorizing their traits to repeat them back to anybody who would listen. Her passion for dinosaurs was so great, in fact, that she resolved to become a paleontologist, a dream that she cultivated until fifth grade. Though her brain was saturated with dinosaur facts, her final year of elementary school marked her transition from studying the animals of the past to those of today. “When [Luna] was interested in [dinosaurs and animals], she [turned] to books to investigate about [them],” Luna’s mother Norma Hernandez said. “She was a little scientist, looking for answers and facts.” Despite her engrossment with animals, Luna did not seem to have the natural aptitude for caring for them. She recalls multiple occasions of lost turtles, crushed hamsters, and her personal favorite anecdote, a science experiment gone terribly wrong. “During my biology phase, I got my dad to buy me live worms, and [I] did an experiment on how they reacted to different concentrations of light, but they ended up escaping into my house,” Luna laughed. “There were no scientific breakthroughs [other than that] worms can crawl out of containers unexpectedly stealthily.” When it became clear that Luna would never become a successful zookeeper, she was entering high school, unaware that her freshman biology class would soon provide a feasible alternative. Though her former teacher no longer works at Cooper City High School, Luna still credits her with igniting her passion for one of the fastest growing fields in the country. “What really got me into biomedical engineering was my ninth grade biology teacher,” Luna said. “Her class was really interesting, and that’s when I was first introduced to the idea of biology [as a career]. I think that’s what inspired me to get into the field that I want to be in.” With her newfound enthusiasm for biomedical engineering, Luna entered her subsequent Chemistry, AP Biology, and AP Chemistry classes with the notion that they were practice for what was to come. Though the classes were not always a breeze, she enjoyed them
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CCHS Senior Alessandra Luna distinguishes herself as an emerging scientist.
IMPOSSIBLE IS NOTHING: Senior Alessanda Luna works in Ms. Agnew’s lab. (Photo by Saige Griffin) immensely, extracting fun from the experiments as one might extract organs from a dissected frog. “[Luna] was a focused and dedicated student,” AP Biology teacher Loretta Coyne said. “She was a very strong student in AP Biology who had a definite love of science. She always had a smile on her face and was excited to learn.” As a testament to her competence in the STEM fields, Luna held the Vice President of Experiments position of the science club as a junior, and won the award for her success in AP Chemistry. She also was a member of the team of CCHS students that won first place in the laboratory portion of the Barry University Chemistry competition. Most notably, however, Luna accepted the Wellesley book award at the 2015-2016 underclassman awards, which is given to a female who demonstrates outstanding leadership and academic achievements. Proving that she is no stranger to the other aspects of STEM that don’t directly pertain to science, she has been in math club since her junior year, and received the pre-calculus award as a sophomore for her mathematical abilities. In fact, when faced with a challenging concept in a math class, Luna tackles it with far more enthusiasm than most. “I love math,” Luna said. “It’s like a puzzle; you just have to figure out how to move the numbers around. Once you solve one type of problem you can apply the same steps to different kinds of equations.” According to Luna, her excellence in these classes can be attributed to one thing: her memory. Though most prefer to celebrate Pi Day with a pie or other circular dessert, Luna took the festivities to another level when she memorized the first 50 digits of pi and the first 88 digits of two pi, or tau. With tons of equations and formulas floating about in calculus, the ability to memorize quantities of information without fail is an advantageous skill to have. “[Memorization] is how I taught myself to play piano,” Luna said. “I don’t know how to read
notes at all, but I can memorize what people play and then play it myself.” Just as her hobbies are not exclusively science-related, neither are all of Luna’s extracurricular activities. She joined Spanish club as a way to learn about different countries and participate in fun projects, and eventually became the vice president. For practically parallel reasons, Luna joined Spanish honors society as well, appreciating the cultural outlet. “I joined Spanish club because [my family is] from Perú,” Luna said. “I wanted to join something that would allow me to express my roots.” From a multi-faceted background, Luna has an ever-more intriguing future ahead of her. Finding a role model in Michio Kaku, a theoretical physicist, Luna seeks to emulate his success and accomplishments. His development of theories parallels Luna’s desire to research and discover, and his frequent appearances in media indicate the magnitude of his enviable prominence. Kaku’s achievements, including building a particle accelerator in his garage for a high school science fair project, inspire Luna to forge her own path in her own field of choice. “[I’m interested in] stem cell research and the development of robotic prosthetics,” Luna said. “It’s a cool topic and it could potentially help a lot of people. I just want to create something. I don’t know what, but I want to create something that will help make life easier for people.” Luna continues to persistently work towards gaining acceptance to an esteemed STEM college, a stepping stone to the beginning of her scientific career. Though a microscope can’t be used to view the future, it would be illogical to hypothesize that this hamster-crushing dinosaur fanatic is far from meeting her goal. “I don’t care if there are other people like me [in STEM fields],” Luna said. “I’m fine just being myself, an individual in that field, empowered by the determination to show the world what I can do.”
Welcome back, Cowboys
FEATURES What was the most significant thing you did this summer? Other 23%
Went on vacation 22% Took classes 11%
BACK AT IT: CCHS juniors wait in line on Tuesday, August 16th to recieve their textbooks for the upcoming year. (Photo by Karina Blodnieks)
CCHS students make the most of their summers, ranging from making friends to making strides for the school. KYLE NELSON Online Managing Editor When June rolls around, Cooper City High School may stop for a break - but its students don’t. Used wisely, summer break can be a time for development. For many, it’s difficult to imagine a summer that didn’t impact how you view the world, yourself, or others. Hopefully, students will focus less on the fact that school is starting, and more on the fact that a summer full of personal and communal development changed them for the better. Summer as a whole can range from being a total relaxation extravaganza to a jam-packed three months of activities and trips. Though not everyone has the opportunity to visit foreign places or participate in popular activities, everyone does have the opportunity to grow. CCHS Junior Harris Ness decided to spend his summer reconnecting with old friends he had lost contact with over the school year. “I basically just stayed home, went on a few small vacations, and hung out with friends this summer,” Ness said. “It was great for me because I had a lot of fun reconnecting with people I lost contact with last school year.” Though most students view summer as a break from the reality of school and a chance to distance themselves, students like Junior Michael Diliello decided to devote themselves to school sports. Diliello, the CCHS Varsity quarterback for the second year running, has been constantly practicing in order to improve upon not only his game, but his team’s as well. “After the spring game, my team and I have been strength training every week during the summer from Monday through Thursday, starting at 6:45am,” Diliello said. “I hope that with all of this time we’ve put in, we can obtain our goals of a District win.” Though the hours sound grueling, the
team also had the chance to attend a camp at Florida Atlantic University. Here, they enhanced their individual skills as well as their team bond, participating in activities such as practice games and workouts. Diliello’s goals are clear for Cooper City’s football team: strive to go into this 2016 season a better team than they were last year through dedication and teamwork. But Cooper City’s athletes aren’t the only ones developing their talents. Senior Heather Carpenter, yearbook Editor-in-Chief, had the
“I went to the camp to brush up on yearbook skills, and to get a different perspective on how to improve the CCHS Round Up yearbook considering I would be Editor-in-Chief next year.” chance to attend the College of Journalism and Communications Summer Institute at the University of Florida. Wanting to make her mark on CCHS during her last year, Carpenter learned a lot about what it takes to create a quality yearbook. For a week, Carpenter attended a fourhour long class every day to teach her the ins and outs of yearbook development. “I originally went to the camp to brush up on yearbook skills, and to get a different perspective on how to improve the CCHS Round Up yearbook considering I would be Editor-in-Chief next year,” Carpenter said. Though her original intentions were to learn how to create a better yearbook, she left knowing how to think in ways she hadn’t previously considered before.
Hung out with friends 44% “I had to learn to be an idea person, and completely change my way of thinking to produce a quality yearbook,” Carpenter explained. Within four days, she had discovered “basically every aspect that makes a good yearbook, and what it takes to be award winning.” Working around the clock, Carpenter and seventeen other students used software such as InDesign and Photoshop to combine portraits of over one hundred campers with graphic elements to create a thirtyfour page yearbook. Describing the finished UF yearbook as “100% satisfaction” after four days of intense work, Carpenter hopes to bring these skills back to CCHS. “I’m more than excited to apply them to the Round Up next year to not only compete at FSPA, but win,” Carpenter said. But not everyone stayed in Florida for the summer, with some CCHS students traveling abroad. Senior EJ Hernandez visited Haiti, and came to a startling realization. “As soon as you get off the plane [in Haiti], you’re already in the slums,” Hernandez said. “It’s an unfortunate sight to see so many people struggling so soon. [Haiti is] the only third world country in the western hemisphere. It makes you appreciate the luxury of living in the U.S.” People living in the United States often take their admittedly privileged status for granted, according to Hernandez. Many citizens can often lose track of what opportunities our country offers and gives us, but experiencing new places may change that. Overall, the summer of 2016 was largely impactful for students. From hanging out with friends, to working on making improvements to school clubs and sports, to traveling overseas, CCHS students enjoyed a variety of ways to spend their long break. With the free time given, different CCHS students took their own, unique paths -- but all grew along the way.
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SPORTS
Varsity football scores their first big win
Our Cowboy football defeated the South Plantation Paladins in the first game of the season. ETHAN MUNCAN AND BRANDON BERMUDEZ Staff Writers
GAME PLAN: Coach James Black tells players what to expect entering the game. In these breaks, they discuss strategy and potential outcomes. (Photo by Cailyn Callaway) On Friday, August 26th, the Cooper City Cowboys varsity football team headed into their first game of the ‘16-’17 season against the South Plantation Paladins. Directly after kickoff, the Paladins started off strong with a quick touchdown within the first few minutes of the game. During the first quarter, the Cowboys and Paladins fought out continuously, going back and forth until the Paladins eventually broke through with their quarterback pump faking a pass and running it in for a long touchdown. Down two touchdowns, the Cowboys began to put pressure on the Paladins as #3 Darell Wise received a short pass, where he evaded multiple defenders and spun one off leading to a 25 yard gain. Shortly after, #5 Tyler Brown powered through to the endzone on a short run with the Cowboys’ first touchdown of the game and season. Late into the first quarter #24 Mark Brent received a 53 yard pass from #1 Michael Diliello that made the game 14-12. The point after is good as kicker #28 Justin Sanchez redeems himself from his first missed field goal making the game 14-13. Into the second quarter as
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rain began to downpour, Diliello had a solid run to get the Cowboys at the 7 yard line, which led to another Tyler Brown touchdown and put the Cowboys up 20-14 to start the second quarter off. Shortly after this, the lightning alarm went off as rain continued to pour on the field. After a 30 minute delay, the two teams and fans went back to continue the game. At halftime, the band put on a performance to get the crowd hyped. Going into the third quarter, the Cowboys started off strong as Brent received a pass that put them on South Plantation’s 20 yard line. Immediately after that, Brent received a short pass where he ran through many defenders and dove for the pylon, increasing the lead to 26-14. South Plantation threw a bad pass that got picked off by Brent and taken to the 5 yard line which lead to a third Brown touchdown, making the game 33-14 heading into the fourth quarter. As the last quarter of play began, both teams capitalized with a touchdown shortly before another rain delay, which ended the game at 40-20 and gave the Cowboys their first win of the season.
HEAD TO HEAD: Cowboys offense prevents the Paladins from advancing on our quarterback. (Photo by Cailyn Callaway.)
FIRST DOWN: Center Jack Black prepares to snap the ball, hoping for another successful down. (Photo by Cailyn Callaway)
Gotta catch ‘em all The students of CCHS rush to the newest gaming fad: Pokemon GO.
ENTERTAINMENT
Unpopular opinions
The Lariat column aimed at proposing opinions so unpopular, it’s basically social suicide. NOAH CASTAGNA Online editor
POKEMON, GO!: CCHS students Nora Mirabal and Aaron Blanco play Pokemon GO on campus. (Photo by Karina Blodnieks) KENDYL COUNTS Print Managing Editor Resounding in the collective subconscious of the Cooper City High School student body is a single beckoning: the call to be the very best. It’s hard to miss the people of all ages wandering around parks, shopping centers, and neighborhoods, heads bowed to their phone screens as if in a trance. At first glance, the mindless migration of mid-game millennials gives the impression of a zombie apocalypse, but upon further inspection, it becomes pretty clear that those in question aren’t after brains at all, but digital monsters. It seems that Pokémon GO, the re-vamped, smartphone-friendly version of Nintendo’s beloved Pokémon video game, has the nation in an iron grip, draining everything from phone battery life, to wallets, to the precious time in the day. Simply put, the object of the game is to catch as many Pokémon as possible. Pokémon GO encourages users to travel around their usual spaces, while experiencing them in a whole new way; going to the dentist doesn’t seem so bad if there’s a possibility of picking up a Pikachu on the way, right? For some Cowboys, the epidemic has had dire consequences. “Pokemon GO was relevant in my life for six days, and every one of those days I spent at Hollywood Beach catching Pokemon,” CCHS Senior Austin Spoonts said. “Pokemon GO wasted 144 hours of my life and I will have vengeance.”
Not all students have had the same experience, however. “I first hand experienced what teamwork can do when you adventure with a group of friends trying to catch [Pokémon],” CCHS Sophomore Loic Brismeur said. “With teamwork, anything is possible. We managed to catch 7 Bulbasaurs by scouting the area.” Pokémon GO allows for some friendly - or not so friendly - competition through the use of the team system, gyms, and most obviously, comparing pokedexes. Allowing players to pick which team they want to play for, Pokémon GO gives users a reason to band together and fight for the control of “gyms” against other opponents in the name of glory and recognition. “As soon as I heard Pokémon GO came out, I downloaded it right away,” CCHS Junior Lexi Delgado said. “[I] was a little confused and rusty, being that I haven’t played in forever, [but] then I realized that pretty much everybody plays it.” As iTunes’ current highest grossing app, it’s clear that despite the bugs, server crashes, and overabundance of Pidgeys and Rattatas, Pokémon GO is doing something right. Though the internet is filled with rumors and speculation, the present objectives remain clear: to protect the world from devastation, to unite all peoples within our nation, and, most recognizably of the pokémon references in this article, to catch ‘em all.
For South Florida students, the summer season is usually met with mild contempt over the unfortunate weather and an anguished cry of, “yes, we made it!” The mere idea of learning retires itself to the darkest recesses of the teenage brain, not to be seen again until about September, when the student’s brain is finally awakened from its three monthlong hibernation. The rough truth many refuse to acknowledge is that a shortened summer schedule could remediate this sluggish transition as well as assist in the retaining of crucial information that would otherwise be lost. This is Unpopular Opinions, a Lariat column centering around opinions so thoroughly disagreed with that simply conceding to one aspect of their defense will get one mildly maimed. For this back-to-school edition of Unpopular Opinions, I will be defending the student-despised position of supporting a shortened summer, exploring its many outreaching benefits on the developing brain and a student’s capacity to learn and absorb information. Shortening the summer has seen favorability from a wide array of players, such as New Jersey Governor Chris Christie, Secretary of Education Arne Duncan, and President Barack Obama, all championing the idea that it could help the United States “level the playing field” with other nations that see “25 [to] 30 percent” more school time, and catch up academically. According to the results of the Programme for International Student Assessment (PISA) of 2012, the United States is ranked twenty overall, with nations South Korea, Japan, and Finland sitting comfortably in the top three. While the ranking is not horrible, the scores fail to align well with the United State’s heavy education funding; according to the 2013 annual report of the Organization for Economic Cooperation and Development (OECD), the United States spends roughly $11,826 per student annually. Comparatively, the United Kingdom spends roughly $9,980 per student, yet is ranked seven positions higher than the United States. Some attribute this to better education standards overseas, but it is not easy
to dismiss the United Kingdom’s far shorter summer vacation so briskly. Aside from variances in educational standards, it is possible the United Kingdom’s shorter summer could contribute to its higher ranking on the PISA. Summer vacation in England and Wales is about five weeks shorter than the American standard of roughly twelve weeks, but the United Kingdom sees longer autumn and spring breaks to make up for the missing summer weeks, so the break time is roughly the same, with shorter average durations. This could help with combating the phenomenon emphasized by many education advocates nationwide: the “summer slide.” First observed by William F. White, a math teacher at the State Normal School in New Paltz, New York in 1906, the “summer slide” refers to the concept of students losing valuable information when they are away from learning environments for long durations. In his article “Reviews Before and After Vacation,” White recorded a 26% drop in correct answers observed during an experiment which involved testing students on concepts directly before and after summer break. Though his sample size was small (eleven students were involved), his concept of the “summer slide” was further validated by Harris Cooper of the University of Missouri, who found that students lost roughly a month of learning every summer break, particularly in the areas of math and spelling. This “summer slide” is the greater trend assessments like the PISA are at least in part indicative of. While summer education has proved beneficial in combating this phenomenon, it is not as accessible to every student as a shorter summer break would be, between the expenses of the education itself and the obstacles extracurriculars may provide. Educational standards do most certainly play the significant role in how students learn information and perform on assessments, but shortening summer vacation very well could prove to be an effective way to improve education, at least to a point where the funding fits the scoring.
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ENTERTAINMENT
Freshman Survival Guide
A Junior’s advice for surviving and thriving through freshman year. SABRINE BRISMEUR Staff Writer
STAYIN’ ALIVE: A CCHS Freshman navigates the school halls with a map in hand. Maps can be received in the front office. (Photo by Ben Milgram) You would be hard-pressed to find anyone who hasn’t heard the old urban legends of high school freshmen getting pushed into lockers and harassed for lunch money. While you won’t have these issues at Cooper -- in case you haven’t noticed, we don’t even have lockers to be pushed into -- coming into freshman year is still anxiety-provoking for many rising Cowboys. To alleviate that fear, there are some tips and tricks freshmen should know to ease their way into high school life. Chances are, the kids who grew up to spread these misconstrued myths didn’t have a Freshman Survival Guide from a person who made nearly every single mistake possible their ninth grade year. Luckily, you do. Know where you stand. Literally. Where are you right now? The first few weeks of high school are ridden with confusion, and if you’re not particularly geographically inclined, having a map on you to navigate through CCHS will really
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come in handy. Now, when I say “a map,” I mean, “save a photo of the school map on your phone and favorite it so you can look at it discretely,” not “walk around campus with a laminated 3x4 detailed map of the campus that’s better suited for AP Human Geography or Captain Jack Sparrow than school use.” You should have received a map at freshman orientation, but if you don’t have one, you can always pick up a copy from the office. Now, good luck trekking through the neatly manicured lawn (we can’t truthfully call it a jungle) that is Cooper City High School, and godspeed. Practice hallway etiquette. Though there haven’t been any recorded cases of students being run over by their peers in the hallway, walking at snail’s pace, stopping abruptly with people behind you, and crowding the bustling hallways with your friend group are not exactly appropriate ways to walk in the stairwells. Shouting
and obnoxiously loud laughter are also not overly appreciated by other students, or the teachers who also, surprisingly, use the hallways. Remember, making the hallway traffic flow is the key to high school success, and not being a victim of hallway crashes. Give it your all. If you’ve been paying attention to the articles in this paper, it’s pretty evident that a large part of CCHS focuses on school pride. Though some are hesitant to jump on the Cowboy Pride bandwagon, preferring to gloomily sulk on the benches of pep rallies, having even a little bit of school pride will make your freshman year significantly more exciting. Whether this means attending school events in hopes of making friends, joining clubs to expand your horizons, or just pouring everything you have into your academics, ensuring you have a stable social and academic life at CCHS will help make your present and future years in high school far
more enjoyable. Learn to know yourself. On a more serious note, one of the most important things I’ve learned in high school is that setting aside time to get to know yourself is really important, and freshman year is the best opportunity for that. It’s universally agreed upon that middle school includes the ickiest years of your adolescence, because you’re going through too many changes -- physical and emotional -- to keep up and remain relatively sane. That calms during high school, and most upperclassman can confidently say they are very different now compared to the kid that stepped out of middle school. Put yourself, your mental health, and your academic success first -- once you figure out who you are and who you want to be, you’ve already survived the most crucial part of being a freshman.