January Full Color

DATING AT THHS These THHS elite obviously excelled in their high school classrooms, but after checking in with them, it’s clear that they’re excelling just as much in their post-THHS lives.

> FEATURES PAGE 6

30 YEARS OF FIRST AMENDMENT RIGHTS

GIRLS BASKETBALL: THE STREAK ENDS

Many agree it is time to ease restrictions on cell phones in school buildings, but what about openly using cell phones during class?

After an impressive three year streak, the girls bas-

> SPECIAL FEATURE PAGE !"

> SPORTS PAGE !#

The Classic takes a look back at all that’s happened during the streak,

Townsend Harris High School at Queens College

the January 2014 - Volume 30 No. 5

CLASSIC THE CLASSIC

www.thhsclassic.com

Finals week changes debut, focused on fewer, shorter exams Clara Abouelsaad and Aayush Beri STAFF WRITERS BASED ON suggestions lander said that teachers had to from students and faculty, ma- spend time altering certain quesjor changes were made to the tions when making the exams to ensure they could be completed within the shorter time frame.

be taken in class.

Last January, teachers gave ule to Assistant Principal of Organization Ellen Fee, who then relayed it to the Consultative Council. When giving this feedback, teachers said they felt overwhelming for students. In addition, the idea of having no suggested. This was relayed to the Consultative Council, who agreed with the proposal and approved it for use in the 20132014 school year.

“Basically we had a conversastressful for students due to the fact [that] freshman year we had which was utter chaos in terms of studying and organization,” said former Borough Student Advisory Committee Representative, junior Igor Portoi. “So the teachers met, discussed the schedule and...[the Consultative Council] agreed that [the schedule] seemed decent as a person could per day.”

This alteration has naturally created changes in the format limited to just multiple-choice questions.

Science teacher Sarah Ober-

able,” she said.

Science teacher Phillip Porzio maintained that regardless of the schedule change, he was prepared to make an equitable istry teachers work as a team to exam based on the time we are given. Whether it is 90 minutes or 45 minutes, we will create an exam which is fair, comprehensible, and doable within the given time.”

Also, as a result of this change, the written portions have been removed from many history, fornals.

Despite this, Social Studies teacher Adam Stonehill feels that “The goal is to assess people’s knowledge for the semester in general and I think that fortySocial Studies teacher Charlene Levi feels the schedule is because for students to have all say and multiple choice for one

A poll was conducted on sophomores and juniors at THHS changes. Of the 23% of students who prefer said they prefer them because the longer amount of time makes them feel less rushed, 20% said because point values are lower, and 10% said because they don’t feel they are being thoroughly tested.

Poll conducted by Stephanie Geier

90 minutes to 45 minutes, and

WHAT FINAL LENGTH DO STUDENTS PREFER?

Infographic by Yash Sharma

was made to include the subjects that had multiple classes.

The idea is to prevent an unfair advantage to a class at the end of information during lunch or another class.”

For example, there are seven precalculus classes over the course of the day, so having an

for them.”

In addition, more Advanced Placement electives and some foreign language classes will now

the purpose of the exam by making between bands. In contrast,

Ms. Fee said, “The schedule

as AP Human Geography, only

taught one band, will be given in-class.

Most students favor shorter alleviate stress.

Sophomore Yun-Ping Tseng stated, “I prefer the shorter exams and the fact that they are all in the morning because they give me more time to go home both to relax and study.”

“The history teachers won’t ther,” added junior Jeyson Nee. Ms. Oberlander thinks this factor is important, and feels that

prepare students for college, having time for extracurriculars is important too.

However, some students have minutes is enough time to cover the entire curriculum.

Junior SU Treasurer Harto evaluate our understanding of the semester’s material more easily. Since they can include a larger variety of questions, 90-minute exams also sometimes prove

> NEWS PAGE $

Linguistics dropped in favor of full-year WP

Snow disrupts January classes

Sarah Iqbal and Lucy Lim STAFF WRITERS STARTING THIS SEMESTER, freshmen will no longer take the previously required spring term Linguistics course, which has instead been replaced

by Writing Process II. Freshmen had always taken one semester of Writing Process and one of Linguistics as supplements to their regular English course. However, Linguistics, a part of Townsend Harris’ Humanities curriculum for over twenty

Jillissa Drayton, Victoria Karlic, and Raya Kazan STAFF WRITERS

Photo by Asia Acevedo

“At this point in our school’s development, it cess courses instead of Linguistics,” said Rafal Olechowski, Assistant Principal of Humanities.

“I taught Linguistics in the past, but there was no curriculum, it was more of a ‘do whatever you want’ kind of class,” he adds. need to know to succeed in writing at THHS, the entire Writing Process curriculum was revamped changes made was placing a focus on writing analytical literary essays. Other foci of the curriculum

Freshmen in Mr. Wood’s Writing Process class.

> NEWS PAGE %

A WEDNESDAY snow day seemed all but certain on January 21 as snowfall made its gains in the late morning and accumulated throughout the day. Following a snow day only three weeks before, students viewed Snowstorm Janus, which was accompanied by RealFeel temperatures of four degrees and 35 mph winds, as another opportunity for a break from classes. Despite reports that this storm would be more intense than the last, NYC Schools Chancellor Carmen city schools open the next day because roads would have been cleared by then.

Although after school clubs and PSAL activities were can-

celled on Tuesday afternoon, many students struggled to get home as commutes extended far beyond their usual lengths.

Students taking public transportation home had grievous complaints against the MTA, which were frequently expressed as Facebook statuses. Some waited several hours for a bus.

Junior Gerald Mariscal, who lives in the Bronx, usually travels home by the Q44 before crossing the Whitestone Bridge. “It was such a hassle getting on the bus that I decided to take the Q25,” adding that “it was so crowded on the bus that I regret the decision.”

Freshman Leo Rodriguez

> NEWS PAGE $

2 January 2014

THE CLASSIC

NEWS/FEATURES A look at the extended family Fee

SU Board pilots webseries

Sharon Chin STAFF WRITER

life experiences and dealing personally with these kids enlarges your heart.”

Her husband had also been a deciding factor into whether or not she wanted to be a foster parent. Luckily, they grew up in the same type of family. “My husband also had a lot of students staying over at his family’s house so we were both used to that and had that expectation going into marriage,” she explained. daughter in 1997.

“She has three kids and her family still celebrates Christmas with us and comes over on the weekends,” Ms. Fee said.

Many foster children have since lived with the Fee family, and many come back later in their lives to keep in touch with her.

Of course, there are still hardships in having foster children.

It’s generally known that teenagthan younger children, but Ms. Fee’s up for the challenge.

“I love teenagers,” she stated.

“The hardest part is questions like ‘When are you coming home?

‘No, I need you home closer to 7

Zhi Lin STAFF WRITER

Photo courtesy of Ellen Fee

ASIDE FROM being the Assistant Principal of Organization, Health, and Physical Education, Ellen Fee has another job: caring for foster children.

Ms. Fee has been a foster mother since she married.

Students who know Ms. Fee well weren’t surprised, citing her warm nature as being evident to everyone she encounters.

Senior Selina Feng said, “I think that it’s amazing for her to raise her own children, as well as those who are less fortunate.

Kids need to grow up in an educational and safe environment, and her welcoming home is just the place for that.”

Born and raised in Minnetonka, Minnesota, Ms. Fee’s childhood included having many foster siblings, since her parents were foster parents as well.

She spoke of how there were over seventy foster children that had once stayed with her family because her parents were emergency foster parents; thus they generally took in children for any span of time, ranging from a day to a year. The children who came often stayed for very short amounts of time.

Ms. Fee’s inspiration to become a foster parent comes from her parents. “I had always wanted to be a foster parent.

Ms. Fee poses with both her biological and extended family.

o’clock’ or ‘I just gave you money experiences help widen their for a MetroCard yesterday, what world views. happened to that money?’ and “My mom’s the best at what those types of questions that par- she does because she’s loving. She ents are obligated to interrogate has this warm heart, and she’s their children with. It’s a lot eas- always open to accept new kids ier to have foster kids at an earlier into our home,” Annalise said. age because you can teach them She has also developed close relaabout money and discipline, but tionships with her foster siblings, when they’re a teenager, they but said that none could compare are set in their ways. Some have to the relationship between her had tough situations, but and Maricel because they’ve now they’re coming been together their into our family with whole lives.

“Dealing these expectations Getting along about school and with new siblings personally homework and be difficult, with these kids can jobs.” but Annalise said enlarges your otherwise. “My She then went on to talk about parents are amazheart.” one of her foster ing at what they children, who pardo and they’re good ticularly had a hard time at caring for other people adjusting with her family. and adjusting to other people and “One stayed with us for a lit- it’s never been a problem for me tle while and I just remember because it’s easy for me to follow getting into so many arguments in their example.” and emotional discussions every Although Annalise has gotnight. I remember coming to ten along with many of her foster Townsend Harris and being so siblings, there are few that have exhausted. After a year we had to ask him to leave, and he lived in a group home for a year and values. then came back to live with us “I realize that maybe people for another year and then went don’t believe the same things into the Army; he’s still in the that we do. There’s this one story Army. He’s around 32.” that my mom always tells of one Ms. Fee also has two chil- of my foster siblings. He came dren of her own, Annalise and from a family where men were Maricel. She believes that these in charge and that’s not how

it works in my family at all. It was little things, like at dinner my mom would ask my dad to butter the bread and he would be like ‘No, the woman butters the man’s bread, the man doesn’t butter the woman’s bread!’ and it was just something where we were all like ‘What?’ It was like every time, he was really persistent on this whole bread-andbutter thing and I just thought, ‘Why does it matter?’ and so it’s things like that,” Annalise said.

“You don’t want to impose on other peoples’ values, but they also have to get along with your values because it’s a home, a family, and it’s always a challenge to work together,” she concluded.

When asked about whether or not she would want to grow up and be a foster parent, Annalise responded, “Maybe when I’m older and I have the Foster parenting is far from easy. With a staggering number of 400,000 foster children in need of homes in the U.S., the need for foster parenting grows.

It takes a lot of time, energy, and compassion to be a foster parent.

As for Ms. Fee, she’s accomplished one of her life goals.

“I think foster parenting is one of the biggest achievements in my life,” she said proudly.

IF YOU are a student who ciently informed about school events and updates, Hawks on Air has got you covered.

Hawks on Air is a new webseries added to the THHS Student Union website that will broadcast videos once a month.

By having students disseminate news about ongoing and upcoming events, as well as highlight club and individual accomplishments, the SU Board hopes to reach out to the student body while simultaneously encouraging SU-student relations.

Although the idea was proposed by junior and SU Treasurer Harry Petsios, the nuts and bolts of the show were collaboratively pieced together by the entire SU Board. The nineminute pilot episode of the new feature aired on December 17, with Club Liaison, junior Karen Su, and Freshman/Sophomore Class President Sherin Shibu hosting it.

The video mainly consisted of Karen and Sherin commenting on past events and informing students about upcoming events. It was recorded from duction room in a manner that mimicked a typical talk show.

Both agreed that the episode contained mistakes that need to Sherin explained, “Karen and I hadn’t really prepared for it as much as [we] hoped to, but we tried to keep things natural…it wasn’t perfect, [but it] got the ball rolling and it will make the features that come after it a bit easier to produce.”

The pilot episode also announced this year’s Executivesat-Large of the SU Executive Board: freshmen Muhamed Bicic and Nicole Moshel. The two executives were selected after they applied.

The Executive Board of the Student Union hopes to air another episode around February. According to Harry, the video “will remain within a also likely feature the two new Executives-at-Large.

He remarked, “Whether it is featuring guest stars, or Hawks On Air will become more and more interactive; It will serve as more than a Senate meeting online.”

THE CLASSIC

January 2014

3

NEWS/FEATURES

Snowstorm creates problems with commutes CONTINUED FROM PAGE 1 was waiting for the Q44, with buses running off schedule and packed to capacity. He took matters into his own hands, stating, “Two buses that said ‘next bus please’ passed…I got fed up and [when I saw] the next bus that came [that] said ‘next bus please’ I got down on my knees and begged them to let me in.”

The Q64 bus service was so slow that junior Karen Su and her friends decided to walk the 2.6 miles (over forty minutes) home to Forest Hills, and ended up beating the bus route.

“It was a horrible but interesting experience,” recalled Karen. “However, I felt that it was completely unnecessary that we had to experience it. An early dismissal could’ve been more appropriate, and safer.”

Freshman Maressa Cumbermack, who also walked with Karen, agreed that it was an interesting experience, saying, “By the time we had walked only about half way we had to rely on one another to “pull” each other through the snow.”

Despite this, Maressa said that she was grateful to have three other people walking with her. “It made the experience a lot less painful,” she said.

A few students experienced a fellow classmate fainting. Danielle Morales, a freshman, said, “it turned out there was a girl who fainted on my bus. Probably from the cold. We had to evacuate the bus, because the paramedics had to come.” Junior Nana Dong also witnessed the scene: “Someone reported to the bus driver that this girl was hav-

Photo by Alan Lee

Snow beginning to fall on the Queens College Campus.

ing blackouts and the bus driver told all of us to get out. People were yelling at him.” The student who fainted was safely taken to the hospital with friends.

“I walked in the cold for an hour,” an episode of Survivor.”

While some braved the inclement weather, others relented and decided to get rides from their parents.

Back at THHS, students who opted out of public transportation were also struggling to get home. As time passed, the roads proceeded to get worse, which caused most students’ parents to arrive late for pickup. By the time the students were picked up, traffic filled the highways, so some settled on taking the side roads, like senior Mumtaz Jaffer, who stated that the roads, “were not clean and conditions were danger-

ous.” This proved to be true for many other Harrisites driving home.

Freshman Katerina Jou agreed that car travel was more difficult than usual, though she felt lucky to be in a heated vehicle. “I was stuck on the highway for two-and-a-half hours. Although not one of the worst instances compared to other students’ experiences that day, it almost got to the level where it became unbearable. No cars were moving at all.”

Coordinator of Student Activities Aleeza Widman also expressed discontent with driving conditions: “I have a Prius. Usually it can travel 54 miles per gallon and on that day it was travelling 24 miles per gallon.”

As a result of these inconveniences, a majority of students felt that school should have been closed on January 22, with many students deciding to stay home rather than endure the commute to school. Although average NYC public school attendance rates are 90%, a mere 47.1% of students attended school citywide on January 22.

Freshman Caitlin Cassidy stated, “I didn’t do any homework and I didn’t even study because I was positive that we weren’t going have school.”

A lack of teachers and substitutes forced Principal Barbetta to make the decision to delay the school’s opening to 9:00 a.m. As Ms. Oberlander believes, “The delay [for the school day] was a good choice.”

Gov class at “We the People”

Sherin Shibu STAFF WRITER

CONTINUED FROM PAGE 1 easier for students.”

MONTHS OF hard work and

I think that 45 minutes is too short to test someone on all the material that was learned during choice which is a good thing.”

Fee ultimately stated, “There is no way to go around it.”

Sophomore Bora Fejzo, who is currently taking Health, felt that the schedule gives her unnecessary stress and forces her

change, saying that either way, they have to study and know the same material.

“In the end, we’re still taking a test [that] often counts heavily towards our grade,” said junior “I don’t think of it as a Andy Hua. new schedule. I think However, Junior SU President Nina Leeds it is improved. It is the feels that although stu- best yet...I think it has dents are being tested on more student input and I the same material, the

like that.”

week less intimidating.

“It makes it slightly less daunting to know that it is of similar length to any other test,” she said. “This means that we already have a feel for the layout of the test and it is slightly less stressful.”

Although the schedule is now arranged so that all students should have a maximum Health for the fall semester will have to to six taken by those who have Physical

the schedules of previous years is the inclusion of lunch and an assembly.

Under last year’s schedule, students could leave immediately after taking will be formally dismissed after these extra periods.

Junior Karen Su thought these additions

last year’s schedule better because we didn’t have to stay for lunch, so that meant that you went in for whichhours.”

Despite the students’ ambivalence, Ms. schedule. I think it is improved. It is the best yet. I think the time slots are shorter and I like that. I think it has more student input and it is more productive than the other years.”

of Linda Steinmann’s AP U.S. Government and Politics class took third place on a citywide level at the We the People Competition on January 11 at Martin Luther King Jr. High School.

The We the People Competition, sponsored by the Center for Civic Education, is one that requires selected students from various high schools to show a panel of judges their thorough understanding of the United States Constitution.

Every school is divided into six teams, centered on each of the units of the We the People: The Citizen & the Constitution textbook. Each judgment commences with a four-minute opening statement from the group and is followed by six minutes of follow-up questions from judges on constitutional principles.

“The questions asked by the judges could focus on relations between the Senate and the House, or the [Constitution] itself or about issues the Constitution raises,” said senior Chloe Chai.

There were unit awards given to Unit 6 (“What is the role of a Citizen in a Democracy?”) and Unit 1 (“What are the Historical and

Philosophical Foundations of the Constitution?”) for their outstanding performances, with several students receiving commendations.

The THHS team, which consisted of twenty-eight students, started preparing their entries in October 2013.

Senior Trina Cheng discussed the process that the team employed to train for the event.

“For two weeks, my group tailored our speeches and did mock competitions in class. We studied the workbook we were given and did our best to answer the questions.”

While Dr. Steinmann was proud of the team, she also admitted that “the competition is getting better.”

When compared to the winning team at James Madison High School, Dr. Steinmann said, “I know we were better prepared. I think they are better actors. NYC judges like students to be extemporaneous.”

Senior Afrin Khatun felt that the We the People Competition was a unique and valuable experience.

“We the People greatly helped me overcome my fear of public speaking,” she said. “I realized that all I needed was a little more practice.”

“In the end,” she adds, “it all put in. And we put in a lot.”

4 January 2014

THE CLASSIC

NEWS/FEATURES

CONTINUED FROM PAGE 1

are research-based writing, MLA citation format, and persuasive essays. Instead of longer pieces of literature, students read short stories and articles, with the focus on using those texts to develop writing grammatical knowledge.

According to Mr. Olechowski, “the history of language will be at least one of the units incorporated into Writing Process II.” The second semester will focus on more types of writing that students are expected to complete at THHS in the hope that, by the end of freshman year, all teachers can expect a certain set of skills from the class of 2017 without having to teach those skills in their own classes.

Students have also been required to maintain blogs.

Humanities teacher Brian Sweeney explains that this aspect was added “to show students that many professionals are expected to exhibit their writing online, and part of writing in the 21st century depends upon knowing how to responsibly, compellingly, and regularly share their writing with online audiences.”

Another major change appears to be the removal of J.D. Salinger’s The Catcher in the Rye, which constituted a large pormoved to Writing Process II, but I fail to see the connection between the class and the book. It’s an odd book to introduce to freshmen since the main character thinks every adult in the world is a fake,” said Mr. Olechowski.

Mr. Sweeney, however, disagrees.

“I think [Catcher in the Rye] is the perfect book to teach to freshmen,” he said. “It taps into a lot of the experienc-

es and questions that teenagers will face throughout their high school years. To me, the question of whether to teach it has nothing to do with appropriateness of theme. It’s a matter of relevancy to this new curriculum. I feel that it belongs in E1 or E2, where, if I’ve heard correctly, it used to be taught. Teaching a novel in WP as we would in a traditional English class might make it impossible to complete the new curriculum that’s been established.”

According to Humanities teacher Georgette Wallace, many years ago Catcher was taught in either E1 or E2 before it moved.

Humanities teacher Robert Babstock, however, enjoyed having The Catcher in the Rye within the Writing Process curcial to students understanding the culture of post-war America.

“I remember discussing The Catcher in the Rye in our class and hearing testimony from articulate seniors and juniors that they really savored the experience of reading and interpreting and learning to read from this very great novel,” he said, “It lends itself to rich lessons about our literature and national experience and also which is just as meritorious as the novel.”

In regards to the new, largely unknown curriculum, Humanities teacher Robert Babstock hopes that there will soon be a departmental “sharing out” so that teachers of literature can enhance and reinforce the material.

Ms. Wallace recalls fond memories of teaching Linguistics.

“It breaks my heart that the Linguistics course is being dropped. Learning about the roots of our language and the beauty of it and the many regional dialects was exciting and enriching, especially for our

Photo by Asia Acevedo

Freshmen to take two times the Writing Process

WP students use Google Drive for notes, assignments, and collaboration.

immigrant students,” she said.

She added that “THHS will (or should) mourn the loss of this beloved subject.”

Veterans of Linguistics share their beliefs as they recall taking the course as freshmen, whose curriculum often varied with the teacher.

Junior Beata Warchol was disappointed to learn Linguistics had been cut. “[Linguistics] was fascinating because it taught me a lot about languages and manners of speaking, the actual physical manifestation of writing instead of the craft itself,” she said.

However, junior Gabrielle Cintron, who was disappointed in the class, said, “I didn’t like it because all you did was memorize answers for a quiz every week.

I thought we would actually learn about -

but we didn’t.”

Junior David Chen, who felt the class was very productive, stated that he didn’t ing Process and Linguistics.

Freshmen naturally do not feel a change in the system.

Isaac So, who is currently taking Writing Process, said, “It’s a great class where I learn to improve my writing. It’s certainly challenging, and having it for Junior Inderdeep Jaswal praises the change in curriculum, explaining that Writing Process added to THHS’s unique humanities curriculum.

“In addition,” he said, “we may have grown up learning English by ear, but greater for all students, especially at a college or high school level.”

SciOly places at Yale against national teams Stephanie Geier EDITOR-IN-CHIEF

ON JANUA RY 18, the Science Olympiad team traveled to New Haven, Connecticut to compete at the Yale Invitational. At the invitational, the team placed 9th out of 47 schools, receiving 1st in both Forensics and Experimental Design, and was ranked 12th and 13th as a team. Because they competed against several nationally ranked teams, render-

Because Nimrod and junior Shirley Lin had been disappointed with their performances at previous invitationals, they were surprised that they came in

previous ones, the team was surprised with their performance and felt that it gave them much needed encouragement.

At Science Olympiad competitions, groups of students complete activities at

a complete shocker. What made it even more of a surprise was that apparently the 2nd place team for Forensics wasn’t even close to us in terms of points.”

Nimrod, junior Jan Pazhayampallil,

categories, ranging from Astronomy to Entomology. Weeks before, students must study the topic they choose in order to apply their knowledge later on.

In Forensics, which senior Nimrod Gozum described as “one of the most stressful and action-packed events,” with a team of two required to iden-

Experimental Design, in which they were given a box of supplies and a prompt.

They then had to write a procedure for, design, and conduct a lab involving those materials.

“My journey with Forensics started last year when I volunteered for the topic that nobody else volunteered for,” said Shirley. “I had no idea what Forensics was but read a review book and studied for the regional competition. The topic ended being something I enjoyed studying rather than a burden, and my partner and I were able to medal third at Regionals last year.”

Meanwhile, juniors Elizabeth Ha and

needed boost.”

“At Yale, we would be facing off against national teams,” said Nimrod. “In the previous invitational, there were no

Amanda Yan also placed 4th in Forensics.

“It was a real shock. We didn’t believe that we had done all that well, but turns out we underestimated ourselves,” said Elizabeth.

The team also placed 3rd in Geologic Mapping and 6th in Material Science.

SciOly members feel that the Yale Invitational was a good stepping stone

Ivy Global Meet Our Team Jason P.

questions, and then solve the crime. and solves the crime scene, while the matography, and answers all the general forensics questions,” Nimrod explained.

for future events, such as the upcoming Regional and State competitions. They have high hopes for the future.

“I feel like we have a great chance at improving what we need to. Everyone worked hard and our hard work shined through,” said Elizabeth, “Next goal?

First, second and third at regionals.”

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January 2014

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Amanda Ruggieri STAFF WRITER

Rachel Chabin STAFF WRITER

‘TIS THE SEASON’ doesn’t just apply to the holidays.

In this series, we will be reaching out to alumni to learn about their career paths and life choices after THHS. This month we spoke to Camille Orr, a 1990 alumna who became an Exceptional Student Education (ESE) Specialist and School Advisory Co-Chair at Charles Drew Elementary Magnet School in Broward County, Florida.

at Townsend Harris. According to Urban Dictionary, “during the fall and winter months people who would normally rather themselves along with the rest of or tied down by a serious relationship.” Some say that as the temperature goes down it is inevitable that the number of relationship statuses on Facebook go up.

Cuffing season and high school dating in general are rarely taken seriously, yet the recent couples of THHS have managed to make light of the concept and change people’s minds about dating.

Seniors Dillon Mahabir and Megan Parker are one of these son,” Dillon laughed, “I think that the concept can be funny to joke about and that the cold weather and sparkly holiday times are the one another, but for Megan and Freshman Caitlin Cassidy a n d s op h o m o re A d o m a s Hassan began their relationship during this time as well. Caitlin explained that while they started dating during cuffing season, “that was just a coincidence.” She added, “But it is true. Everyone wants someone to cuddle with during the cold months, a New Year’s kiss, and a Valentine.”

Freshman Casey Ramos, despite being in high school only a few months, has changed her outlook on high school dating due to the relationships she has observed.

“I used to think relationships, pointless and flimsy. Recently, though, that perspective’s changed because I’ve seen some

Where did you go to college?

I attended the University of Miami in Coral Gables, Florida.

really genuine couples that aren’t playing a kiss-and-ditch game, and I really respect that,” Casey stated.

As someone who is not currently in a relationship, Casey also feels that it is a social learning experience that’ll be useful beyond the academic lives of students. students also become the victims of merciless “shipping,” a slang term stemming from Internet fandoms. Derived from the word “relationship,” shipping two people together means one believes they should date.

Ju n i or D i m i t r i Perdi k explained: “It’s like you hang out with a girl often enough and all of a sudden everyone thinks you’re dating or wants you to date. Guys are constantly getting put into weird positions with some of their best female friends.

But some really cute relationships do come out of it at Townsend.”

At a place like THHS, few

believe that students have time for the workload, let alone dating.

However, the copious amount of couples, new and old, prove that statement false.

As a senior couple of twoand-a-half years, Mateusz Chrobak and Briana Draguca are able to set their priorities and manage school work and their social lives well.

Briana admitted, “Townsend requires a lot, but it hasn’t hurt our relationship; I think it has actually made us closer.”

Dillon said that Megan doesn’t distract him much from his school work, but rather pushes him to get everything done on time. Relationships tend to make school work easier by alleviating stress with words of encouragement from one another.

Senior Nathaniel Cheng expressed his opinion on senior relationships in a timeline.

“It starts initially with the awkward phase in freshman year of borrowing one’s pencil, to

sophomore year’s cautious, yet thoroughly exciting process of exchanging numbers, to junior year’s ‘study dates’ and finally ends at the peak of senior year At a recent senior meeting, Dean Robin Figelman made sure to point out that security guards and teachers have been noticing tion, gearing up for prom and even senior trip.

“I see nothing wrong with showing some affection,” said senior Catherine Vozikis, “I understand that making out in the middle of a crowded hallway is inappropriate, but a long, endearing hug or hold of someone’s hand is not.”

Senior Francesca Schurr said, “Most of my life, I’ve had teachers who have cared about nothing but grades, so having Ms. Figelman know and care about all the gossip is somehow comforting.”

QC Correspondent: Humanities lectures come to Harris Magdalena Grabos FEATURES EDITOR AS PART of Townsend Harris’s Bridge Year Program, all seniors are required to take a Humanities seminar at Queens College.

Classes meet twice a week, but roughly once a month, students also attend a lecture.

Every semester, lectures replace three required senior meetings.

Queens College professors come from multiple departments to provide perspective on the works they have been reading in class, ranging from the theater department

Alumni Q&A

to history.

Seniors have varied reactions to these lectures.

Senior Maria both helpful and interesting, saying, “The lectures have been very insightful.”

However several students have a more negative opinion concerning these lectures.

One senior, who wished to remain anonymous, said, “The lectures are extremely inin the back can’t even hear what the presenters

are saying so they just talk amongst themselves.

Some classes haven’t even read the book being discussed, and even if they did, they read it a couple of weeks ago.”

In regards to the level of helpfulness, the same student added, “I don’t think the lectures help us with our papers; I don’t really get a better understanding. The lectures are a waste of time for both the students and professors.”

One professor who gave lectures in previous years and wishes to remain anonymous,

said, “They are helpful if given at a good time.

They’re successsful in giving background information to the works, but sometimes the timAssistant Principal of Humanities Rafal Olechowski believes that these lectures are a “positive experience.” He discussed how fortunate the seniors at Townsend Harris are to be exposed to college lectures for free.

“I wish that as a high school student I had the opportunity to repeatedly taste a typical col-

lege lecture. There is no pressure, it is not the real deal, [students] just get to listen to see what it is like,” Mr. Olechowski commented.

These lectures are a chance to expose students to a real college experience, and although not every student may appreciate them, “it’s life; it is a growing pain to taste that,” said Mr. Olechowski.

English teacher Robert Babstock concluded, “If students pay attention then the [lectures] are good. You’re learning from experts.”

What does your job entail on a day-to-day basis? Do you enjoy it? What’s your favorite part of your work?

I am responsible for ensuring that all students with special needs receive services as documented on their Individual Education Plan (IEP). I also ensure that the school is in compliance with federal law and that they receive the appropriate funding for each student from the state. During the run of the classroom walkthroughs, and meet with parents, teachers, and students.

What was your time at THHS like? How did it inf luence your career choices?

I loved my time at Townsend Harris. I am still friends with so many people from high school. introduced me to special needs students by asking myself and my best friend Sonia to volunteer at the Special Olympics. I volunteered with them for four years and because of this experience I decided to become a special education teacher and now a specialist. easy school to attend. Did you cope with the workload?

The workload was a lot; however it helped me become a very organized person. I live by my agenda and that’s actually a practice I started at THHS. A ny advice for c ur rent students?

It’s never too early to start thinking about and making plans for college. Find something that YOU are passionate about! Most of all, enjoy and live life!

What is the most important thing you learned in THHS? The most important thing I learned in THHS is how to work and get along with all types of people and personalities.

It prepared me for life. I had such a rich and diverse experience in high school and I still reference it today.

THE CLASSIC

January 2014

7

NEWS/FEATURES

Erin Robinson STAFF WRITER EVERY TYPICAL high school experience has one thing in common: if someone does something wrong, they go to detention. Yet at Townsend Harris, students receive punishment in the form of demerits.

The process is simple: a student does something wrong, a teacher gives them a referral, and then the dean dishes out the demerits.

“We use the demerit system to hold our students to higher standards and to hold them accountable for their actions,” said Dean Robin Figelman.

“The demerit system was put in place by the first Consultative Council of THHS back in 1984 when the school reopened.

These students felt that because THHS was different from all other city schools, and our Ephebic Oath was to leave our city greater than we found it, students should learn to be accountable for their actions.”

For the most part, the system works. “Most of our students don’t get many demerits, and if they get one or two it immediately changes their behavior. A few like to push the envelope, so to speak, and are repeat offenders. Eventually, they too realize they should stop and make the change,” added Ms. Figelman.

Some students agree and are fairly happy with the system.

“I support the demerit system for the same reason I support any other set of rules; it provides order,” said junior Richard Bharat.

Other students don’t have the same rosy view. Sophomore Brandon Perlaza commented

JANUARY !"#": DEMERIT COMPLAINT PUBLISHED Excerpton the concept of demerits: “I don’t think it is fair that you could have a demerit for not having an ID even though people see you every day at school.

demerits. “You can’t be on any teams or go on certain trips if you have too many demerits so there is an incentive not to ‘collect’ demerits. But some Photo by Asia Acevedo

I feel like the demerit system awards demerits to very minor things.”

Freshman Mehrose Ahmed added, “It doesn’t really make any sense because you need to accumulate your demerits to get some sort of actual punishment, and I would rather be punished for something when I made the mistake rather than when I made it multiple times.”

Students and teachers agree that it keeps everyone in order.

Senior Advisor Maria Assante said, “It only works when everyone uses it. When you put rules in place it sets a professional tone for the building.”

There are various forms of punishment for receiving

people have a ridiculously large amount of demerits and at a certain point keeping track of that person’s demerits is pointless,” said junior Niamani Gibbs.

While these are more mixed reviews, freshman Raya Kazdan is not shy about her distaste for the system.

“I do not like the demerit system. I feel like the staff takes advantage of our drive and hard work and uses it against us.

Forgetting your ID, showing up late to a class because you

had freshman gym, grabbing homework from your locker after your lunch period—I personally do not believe these are acts that should be punished with the same system that punishes bullying and cheating. Yet at our school, the teachers often act like these little mistakes are just as bad [as the others],” she said, “I think the demerit system takes away some of the severity of punishment for breaking important school rules by punishing students for harmless mistakes using the same system.”

Social Studies teacher Linda Steinmann revealed that she believes that now the students have it easier. “Back in the day, you used to get demerits for everything. I think that now it’s a bigger challenge to get demerits. In the past, students would get it for chewing gum or riding the elevator. ” Seniors also get the opportunity to work off their demerits by helping to clean up. Dr. Steinmann said that “cleanups were more common when Ms. Nix was dean” and Ms. Figelman believes this system is fair.

ed from a real letter to the editor by Leonard Schiff.

When I graduate from Townsend Harris High School, hopefully sometime in June, I will have on my school records two brands of shame: referrals.

To Wit: 1. “Referred for Communicating the Price of a Peter, Paul, and Mary Ticket During Homeroom,” and 2. “Referred For The Willful and Malicious Juggling of Three Plastic Rings on Founders’ Day.” My detention consisted of removing previously masticated gum stuck to the bottoms of desks. Such humiliating and degrading action not only caused severe mental trauma, but opened me up to the attacks of thousands of Townsend Harris germs, just waiting to spread plague. Shall I be made a prime candidate for an asylum or a hospital, merely for juggling? Does In all seriousness, is justice being truly served by placing these two referrals on my permanent record?

You know the acts I committed - am I a criminal? I call for a reevaluation of the Townsend Harris Code of Law.

8 January 2014

THE CLASSIC

OPINION Paying for points: extra credit policies should be reviewed Harry Petsios COLUMNIST school environment, it has become possible for an after-school dodgeball game to raise your English average. During the 180-day academic year, Townsend Harris boasts a number of renowned performances: SING!, Festival of Nations, and various other events. To promote attendance at students who attend. We students, heavily conscious of our averages, gladly spend our dollars to attain higher grades. At the performance is well attended, students have higher grades, and teachers have classes with higher averages.

However, upon closer inspection of the ethics of this bargain, the deal becomes less sweet.

There are currently three forces that attract students to school events: quality entertainment, free food, and extra credit.

Of these elements the one that should be the most scrutinized is the extra credit.

When we purchase a ticket for a school event to get the extra credit, we are more or less purchasing a desired grade — a grade, that we didn’t earn. Of course it is only natural for a student body composed of bright minds to seek out an extra point here or there, but to do so with cash

is unethical. By paying for extra credit, we forsake the idea of hard work, replacing that idea with a lazy mindset. Should people be rewarded for having the time and money to attend events when others might have neither?

The concept of “citizenship,” as it is Townsend Harris students, shouldn’t we already feel obligated to support our school events? If I truly sought to add 5% to my average, I’d work harder in class, not pay to relax in the auditorium. Can it really be called citizenship when students are going to events for the extra credit ing a reward. By using extra credit and the obligation of citizenship as a means of cultural experiences, but opportunities to advance one’s own position. Instead of relying on “citizenship,” organizers should focus on captivating their audiences and making them want to attend their events.

The distribution of citizenship credit itself proves unjust. If a teacher decides to issue extra credit for a particular performance, a throng of students rush to buy tickets. But what about

those who cannot attend? Should they really be barred from receiving the credit, simply because they were busy on a night that others weren’t? Or worse, should students buy tickets, not show up to the event, and then lie to teachers for the extra credit?

Although I staunchly oppose the perverse use of the term “citizenship,” I agree with its fundamental principle. The meritocracy: those who are willing to do more than the rest should be rewarded.

However, does watching a performance or a basketball game really warrant a reward? I think not.

While I have pointed out the ethical injustice being done through our school’s so called “citizenship”, it is important to understand that I do not think school events should be boycotted, or teachers and event organizers persecuted. However, I do believe students should be attending school events because they want to be a part of their school’s community, because they want to see their friends in ments, because they want t o

cheer on their comrades in the ranks, not for an extra point on the next test. What should be the solution to this issue then?

It is simple: extra credit should not be offered for school events.

Exchanging money for points amounts to little more than academic prostitution. When event organizers use extra credit to lure an audience, they attract uninterested grade-seekers, not interested crowds. If an event doesn’t suit you, don’t attend; make room for the spirited, crimson-and-gold comrades in the ranks that truly want to be there. ranks that truly want to be there.

Exchanging money for points amounts to little more than academic prostitution. In our attempts to earn a point or two on an exam, we sell ourselves and our time. We forget that things happen in school besides our grades; we forget that students, some of whom are our friends, devote their time for performances. By attending an event just for the grade, we nullify the true purpose of the performance. Instead of receiving a smaller, more interested crowd, these grade-seekers. If an event doesn’t suit you, don’t attend; make room for the spirited, crimson-and-gold comrades in the ranks that truly want to be there.

Looping courses: keeping the same teacher for multi-year classes Parbattie Anant COLUMNIST IT HAS HAPPENED to many of us.

You just received your new schedule for the spring semester and you’re sitting in your language class. Your eyes stare in confusion at the teacher and the board when you notice someone you had class with last semester. The anxiety is mirrored as you silently mouth to each other, “Do you understand this?” It’s the same class, but not the same teacher. vious class knowledge. For example, basic principles established in Latin 1 and Spanish 1 are built upon in later courses. problem with multi-year courses, an issue does exist: the teachers. Before we go any further I’d like to clarify I am not blaming teachers; rather, the problem is having Mandated two-year courses are more of a nuisance when students have to bewhich creates problems when students

return in September. Not only do classes knowledge, students also have to adjust focusing on the content, students waste time trying to adjust to their new teacher.

What is the solution to such problems? The answer lies in a concept called “looping.” Looping is a practice in which the same teachers are kept for multi-year courses. If you had Mr. Martinez for Spanish 1, you would have him again for Spanish 3. Applying looping to multiyear courses at Townsend Harris would prevent the annual conundrums involving new teachers. Instead of teachers year, they can get right into teaching students who are already comfortable with their methods. Besides, not all teachers teach the same way; some prefer drawnout slideshows, while others prefer handouts. So why force students to re-adjust when the teaching can begin right away?

Switching teachers after summer vacation or even midyear throws a wrench at the student-learning machine.

There may be some doubts about

looping, seeing as it is practiced by a minority of schools, but cases have shown that schools that implement looping reap The Tolland Middle School in Connecticut saw an increase from 41% to 79% in writing competency scores.

Eighth grade students in looped classes had higher grades in language arts. boro, Massachusetts School System, had 26 elementary and middle school teachers move on with their students for two years.

Over those two years, attendance rates increased by 5.2%, while the teacher absence rate decreased from seven to three days per year. At Orchard Lake Middle School in Minnesota, looping was implemented for three years. A study found that the attendance rate, class averages, and student involvement in school activities all increased as a result of looping. Clearly, the advantages of looping go beyond saving time for teachers in September.

Some will contend that locking in teachers for two years could lead to even worse performances, namely in cases

where a student’s learning style and a teacher’s teaching style prove incompatible. This is easily remedied by having students request a class change from the guidance department. While it will require some action from the guidance will ensure that looping does not become a nightmare for students who may be struggling with certain teachers. Take dentists, for example. We change our dentists if we don’t like them. The same situation is just as applicable to students. If a student doesn’t like the teaching style of their teacher, should they really be denied the opportunity to change teachers?

A multi-year course is relatively more demanding than other courses. It contains more information for the students to remember, and asks them to remember it for a longer time. Does it really make sense to burden students any further by forcing them to re-adjust every September? Implementing looping would save time, raise class averages, and ultimately lead to a better learning experience, all in the best interests of both teachers and students.

THE CLASSIC

January 2014

9

THE CLASSIC ARCHIVES BY KARI IOCOLANO

THIS MONTH IN THHS HISTORY...

SUPREME COURT OPTS FOR CENSORSHIP well as other school sponsored expressive activities if they interfere It was decided that the student newspaper is part of the

This year we will be celebrating thirty years of The Classic. In June, we will be releasing a website that catalogues the archives of the last thirty volumes of our paper. Each month, as junior Kari Iocolano goes through the process of scanning every single edition of the paper, she will pull out significant articles from our archives and republish them here. This month, as we look at our history of protecting student first amendment rights (see pages 10-11), we have featured articles from January 1988 responding to the Hazelwood court case.

SUPREME COURT

and responsibility to control curriculum. It does not lim-

SUPRESSES STUDENT VOICE

to privacy of certain students would be impinged upon.

This decision, which reverses that of Tinker v. Des Moines, a case which defended students’ freedom of expression, has caused much concern in the political and educational community. Townsend Harris

The Classic has always felt that a school newspaper is a public forum whose responsibility is to address issues relevant and important to the student

taken away from us, soon enough we will end up having no Constitutional rights.” Many students question how and when the new power will be exercised by their own principal, Dr. Malcolm Largmann.

“I don’t really foresee it as a problem,” said Dr. Largmann. He explained, “It is the responsibility of the advisor of the newspaper to understand what the policies for newspaper publication are

sic

The ClasThe Classic;

it will just make the students more aware of the principal’s powers of censorship. As yet, we haven’t had any problems in dealing with controversial issues. [But the decision] casts the spectre of the principal’s sword.” She, however, was unhappy about the decision and Dr. Largmann stresses that policy and responsibility have to be taught to young journalists. “If students cannot accept these Dr. Largmann believes that a principal’s exercise of the new In a school which has only one newspaper, this means representing both sides of an issue to avoid slanting the news. “ I have cononly involvement would come as a result of being asked come as a result of being asked about a controversial issue by the advisor.

Dr. Largmann’s greatest concern is that principals will now be held responsible by the community for the content of the newspaper, which will pressure them to exercise rights of prior restraint and censorship.

The Supreme Court decision is based on three assertions intended the prerogative of educators to control curriculum, the shielding of the audience from objectional viewpoints and sensitive topics, and the school’s need to disassociate itself from student expression. Dr. believe the when people read The Classic they believe this is the voice of the principal. If they do, then they are misinformed...I don’t agree with every editorial The Classic publishes.”

the news of the Supreme Court ruling on the Hazelwood case.

The majority decision of the Court argues that a newspaper, an extension of the journalism class, is a part of the curriculum and therefore falls under the jurisdiction of the principal. A true educator, however, would want to encourage students’ challenge of generally accepted precepts, and not be intimidated by well-developed, mature arguments. Townsend Harris’s emphasis on the classics teaches students to respect the open, liberal atmosphere of the school of Athens and, similarly, should support student dissension and free thought. As a part of a journalism class, the newspaper must also teach students to consider the content of their writing. The Classic supports Dr. Largmann’s belief that responsible journalists under the guidance of an understanding advisor are able to tackle controversial issues with equity and fairness.

The Classic hopes to continue its outstanding relationship with the Townsend Harris administration regardless of the Hazelwood decision. It is now a principal’s prerogative to review and censor the paper. The Classic believes that its high standards of journalism will enable our principal to maintain our respectful and harmonious relationship of both constructive opposition and praise, but fears that other student journalists are legally denied their right to freedom to press.

Editorial, January 1988 Renata Kobetts, January 1988

HAZELWOOD DECISION PROTECTS PRIVACY Contrary to popular belief and thought, I must agree with the Supreme Court’s deciprinting of this particular article on teenage pregnancy and the children of divorced parents would abuse the very First Amendment rights that the students felt so strongly about protecting. A suit brought against the school by angry parents would do nothing to further the education of the students or their respect for the special position of the press in modern society. The press has the obligation to print articles that are controversial, but the student press in a taxpayer funded journalism class has no freedom and creativity. Political and social issues should be presented to students in an unbiased and rational forum in order for our nation’s young to make that individual principals will use discretion when confronted with a controSome say the decision sends the wrong message to the student press.

I feel the opposite to be true. Had the court ruled for the stuten needs to be controlled. A student press out of control is much worse than a controlled student press.

Eric Wigginton, January 1988

10 January 2014

THE CLASSIC

SPECIAL FEATURE

30 YEARS OF TH FIRST AMENDMENT

RIGHTS

by Jennifer Walsh

For the past 30 years, The Classic has served as the main source for the news and opinions of students at Townsend Harris. Sometimes, published articles cover topics sensitive enough to spark greater discussion and interest among the school community.

When THHS reopened in 1984, The Classic was created with the visions of holding its reporters “to very high standards, and it was a lively paper that captured the adventurous spirit of this exciting new school,” said Ilsa Cowen, who became the advisor in 1987 and remained in the position for 23 years.

In 1988, the Supreme Court ruled in Hazelwood School District vs. Kuhlmeier that schools could legally prevent school newspapers from publishing controversial stories. In order to protect the newspaper’s freedom of speech, Ms. Cowen and The Classic’s advisors drew up a charter to ensure that it would remain “an open forum for the expression of student views.”

“The editors and I worked on it together to produce a legal document that set forth not only students’ rights, but also the responsibilities that go along with those rights,” Ms. Cowen recalled.

The charter was signed by the school’s founding principal, Dr. Malcolm Largmann, and every principal since. Though the charter was originally granted to The Classic, it has been applied to other Harris publications over the years.

The Classic’s charter was not simply a symbolic document; over the years, many articles questioning school policies have been published without any school censorship.

Former Classic advisor and THHS alumna Caroline Cross also shared her memories of uncensored, conversation-starting pieces. “In 2010, Pearl Bhatnagar wrote an article...about students’ bags being searched before the senior trip. She questioned the legality of this, and somehow the Daily News got wind of it and wanted to interview her for a story. Pearl didn’t want to take it that far, but I remember the stir it caused,” she said.

Brian Sweeney, The Classic’s current advisor, discussed the news story published last year about bell schedule changes.

“Tensions were high everywhere, so as someone who was new to the school, I was concerned the editors could get it all wrong and make things more tense and problematic than they needed to be. I think that that’s where we had an especially good test of the charter, because other schools may have asked the editors not to cover the story when we did and the way the editors did...I felt strongly that the editors should cover it how they wanted to, and they worked hard to make it an important story. They collected 19 pages of interviews, and I think that for better or worse, their news coverage got the facts right, and they won an award for it,” he said.

While The Classic has challenged the school’s authority many times, it has also published pieces about national events. Ms. Cowen recalls a review of a controversial new album by Ice Cube that came out the year following the L.A. riots of 1992. Student writers Erik Bloch and Michael Munoz confined their review to the album’s features and beat variations, without mentioning the explosive words at all.

“When I asked them why, they replied [that] they didn’t think they were allowed to write about such things. Assured that they could indeed discuss the lyrics, they rewrote the story, and a rather dull review became an important commentary on race relations and the power of rap albums to act ‘as a common link between kids in Bedford-Stuyvesant and Douglaston Manor.’”

The final version of that review won first place in the National Quill and Scroll contest.

THE CLASSIC

January 2014

11

SPECIAL FEATURE

HE CLASSIC CENSORSHIP

by Suswana Chowdhury The Classic is unique in that it has a fully drafted charter protecting all publications from prior review. However for most other high school newspapers the administration holds the right to review and pull articles from the newspaper before printing.

Though the administrations of these schools are legally allowed to censor the newspaper, most student journalists and advisors oppose this legality.

Starr Sackstein, advisor of The Blazer at the World Journalism Preparatory Academy views censorship as an “insidious and dangerous practice.” “When we allow our basic free speech to be infringed upon, then the news isn’t accurate; it is biased. The school paper has an obligation to report everything through the lens of what’s important to our audience. As long as the information is reported responsibly, there is no reason to censor.”

The World Journalism Preparatory Academy, while protected by an editorial policy, still feels under watch by the principal. Editor-in-chief of The Blazer, Ardhys Deleon is currently working on an unsigned editorial and has been warned by administrators that the principal will not take it very well and to be very careful. “To be piece; it has even made me second guess it,” she said.

Censorship in high school newspapers is a common occurrence not just in NYC, but also in the whole country. student newspaper in Oregon was not allowed to distribute their paper last May because the administrators were unhappy with a column one student wrote. The column dealt with the student’s displeasure over the non-renewal of the lacrosse coach’s contract. The administration felt the printing of the article would be a disruption to the educational environment, forcing the students to reprint the issue with a different column. In Pennsylvania, wrote an editorial for their October edition, declaring they were no longer going to use the term “Redskins”—the school’s long time nickname and mascot— due to its derogatory meaning. The school principal, however, gave the newspaper a directive to continue to use the term, arguing the students had no right to make that decision.

Student newspapers face censorship daily. According to a survey conducted by the Student Press Law Center in November 2012, 42% of students and 41% of advisors, who attended the National High School Journalism or air something. 500 students and 78 advisors were surveyed.

Both students and advisors indicated self-censorship was an issue they confronted. 39% of students and 32%of advisors said their staff had decided not to publish some-

12 January 2014

THE CLASSIC

WiFi access should be more readily available Vincent Chu and Zach Ooi OPINION EDITORS

Photo by Zach Ooi

HAWKNET24 is Townsend Harris’s main WiFi network. As the main Internet source in a high school full of kids with laptops, tablets, and phones, it isn’t uncommon to hear, “Do you know what the WiFi password is?” echoing through the halls. Connecting to the school WiFi network in the past few years has been easy, but this is no longer the case. After Hawknet24 was hit by a virus last year, stricter guidelines have been issued regarding connecting to the school’s WiFi network.

The new system for connecting to the WiFi network requires a student to seek Mr. Tsai and ask him for the WiFi password. Before he gives out the password, the student must register the device the password will be used on. After all this, one would expect the WiFi to be accessible from every room in the building, but sadly, this is not the case. Students face issues connecting to the network in certain parts of the building, and even when they manage to connect, it doesn’t always work.

We aren’t asking for Verizon FiOS or 100 mbps (megabits per second) upload and download speeds, but students should them as a means for furthering their education. However, this cannot occur when the tool itself is not even accessible.

Admittedly, it is a luxury to have a WiFi network to begin with. Some schools have their students scanned with metal detectors upon entering the building. But if we have the resources, why not make them available in every part of the school? Having to go through a process to obtain access to the network doesn’t help either. Our WiFi system could use major improvements.

Take the signal issue for example. A simple solution to such a problem would be to add more routers and boost the

strength of the WiFi signal. More routers would mean students wouldn’t need to worry about being in the right room; they could look up Spanish contheories on the 6th. Boosting the WiFi

everyone, everywhere.

The Internet contains a wealth of information, but to reach it, we need WiFi. Our school has WiFi, but it only works in half of the building. By failing to provide an easily accessible and stable WiFi network, the school is depriving students of the chance to enhance their studies

through the use of technology. Students may occasionally take advantage of the ability to surf the web, but consider this: When students do research for a paper, or seek information outside of their textbooks, where do they go?

For better or worse, I can assuredly say for most, the answer is not the library.

LETTER TO THE EDITOR

Nothing wrong with Science at THHS: Science is Humanities The December edition of The Classic featured a letter to the editor that critiqued THHS for an overemphasis on Science. The following letter presents a different take on the topic.

IT HAS come to my attention that science is not fully respected in our school for preposterous reasons.

Humanists and scientists around the world are pleading for a balance in science and humanities. Even our science staff members, such as Ms. Brustein, Ms. Oberlander, and Mr. Porzio, support the “science is humanities” movement as they endorse the school’s science newsletter which took on the motto of “science is humanities.”

A Harvard psychologist, Steven Pinker, wrote an article titled, “Science is not your enemy.” The title itself delivers Pinker’s argument in short. Pinker argues that science and humanities should be bal-

anced but this effort cannot be made until humanists are more open to science.

He states, “The intrusion of science into the territories of the humanities has been deeply resented.” Through this Steven Pinker depicts humanists as opposing science. He adds, “It is not an imperialistic drive to occupy humanities; the promise of science is to enrich and diversify the intellectual tools of [humanism].” Steven Pinker thus, supports the view of science being of aid to mankind. In everyday life, it is apparent that science has innovated our lives for the better.

Since the scientific revolution and the industrial revolution, our modern day society lives with the privilege of experiencing the

new scientific technology that ranges from cars to internet to phones to space travel! Without science and technology, where would our world be?

The stride towards maintaining a balance between science and humanities can be done starting at home-at Townsend Harris.

We the students can influence our communities now and in the future to advocate science and humanities in balance. The implementation of more science classes such as AP Biology and AP Chemistry is a great start. Also, discussions in philosophy and English classes revolving around science are actions towards the integration of the balance as well.

The balance between

science and humanities is like a journey on an unstable bridge with your friend.

Both must be cautious and take equal steps in order to cross the bridge safely. As Harrisites, we are capable of leaving footprints in our communities for the better-to leave our city greater than we found it. So start today; help advocate the balance of science and humanities for a better understanding of the world we live in. Spread the mindset like an infection; let it be known to all Harrisites and those outside of school.

This matter is of importance to the future generation of young adults—you!

Yarim Lee, Junior

Photo by Asia Acevedo

Humanities meets Science.

THE CLASSIC

January 2014

The Classic

EST. 1984

The Classic is an open forum for the expression of student views. The opinions expressed therein should not be taken to represent those of the administration or faculty, or of the student body as a whole.

JANUARY EDITORIAL STAFF

EDITORIAL

O

The role of a student newspaper

ne of our hopes as editors of a student newspaper is that our content, while being widely received, also enables readers to express informed opinions, whether they involve the politics of our school’s administrative decisions or the shared experiences of the student body.

The phrase “an open forum for the expression of student views” appears in every issue of The Classic (look at the blurb on the top right portion of this page). While many may ignore this as a standard disclaimer, it is essential to ensuring that the students of THHS can legally express themselves outside of the rules that lead to the censorship of other student papers. Being an “open forum” is, unfortunately, not a right available to all student journalists, and it’s important that we recognize what it means for us to have such a forum.

For example, this phrase holds more meaning when someone is compelled enough to write us a thought-out letter to the editor. More so than last year, or even the year before, people have been sending us letters (or posting comments online) and continuing the discussion beyond what our articles initiate. We inevitably don’t agree with every response we receive, but we appreciate the response regardless and publish as many as possible.

As we progress through the new year, we

13

encourage anyone and everyone to send in letters.

It is up to readers to challenge the views we publish and help contribute to a more well-rounded understanding of an issue.

While it is encouraging that students and teachers feel strongly about the opinions and news stories we publish, we get the sense that many at this school believe that providing an opinion on an important issue is the same as acting on it.

Some of the views that people have shared with us—be it on the bell schedule, or the dress code, quite passionate. The passion, however, always dies away too quickly. We remember one former editor’s piece calling for the student body to work against the mandate requiring all juniors to take AP U.S. History. So many seemed in agreement with the editorial; so few seemed willing to act.

This school needs to create a better apparatus to be solely responsible for achieving everything the student body desires? The truth is that they can’t get real change unless they have a student body willing to stir the waters. Are we that student body? Can we ever be? A newspaper can create a conversation, and we can do our best at that, but we must learn how to move from just venting about the way things are, to making things the way we want them to be.

EDITORS-IN-CHIEF Katherine Maradiaga Stephanie Geier Suswana Chowdhury NEWS EDITOR Stephanie Geier FEATURES EDITOR Magdalena Grabos OPINION EDITORS Vincent Chu Zach Ooi A&E EDITORS Anna St. Clair Jennifer Walsh COPY EDITORS Laura Caba Evan Mancini

SPORTS EDITORS Bianca Dilan Michelle Gan Daniel Restifo LAYOUT & DESIGN Christina Wang Amanda Yan PHOTOGRAPHY EDITORS Fran Horowitz Asia Acevedo ONLINE EDITOR Frankie Nicolazzi ARCHIVIST Kari Iocolano

ADVISOR Brian Sweeney

We welcome letters to the editor.

Townsend Harris High School The Classic reserves the 149-11 Melbourne Avenue right to edit letters for Flushing, NY 11367 clarity and concision. thhsclassic@gmail.com

LETTER TO THE EDITOR

LETTER TO THE EDITOR

This letter responds to “With Duke unlikely to return, Guidance looks to future” from the December edition of The Classic.

A teacher’s response to “Where’s the tutoring?”

A Final Goodbye to Mr. Duke

I

eagerly anticipated the article about our beloved Marc Duke. Perhaps it would

who had devoted his life to service, to bettering and saving countless lives over the years, and who as recently as just before winter break, had told the administration he was eager to volunteer as a consultant and ease the burden on the Guidance department, would not be coming back. The article made very clear why Mr. Duke will not be back, but the facts were contradictory, and at best, misleading.

We learned that Mr. Duke was “begged” to stay on and not retire, but those of us who know Mr. Duke know that he would never have abandoned his students, not a man who was on duty 24/7, who accompanied students to hospitals, rehabilitation centers and clinics and always stayed with them until family could arrive. Indeed, Mr. Duke was asked to stay on, if not quite begged… but not last year, nor the year before.

He was asked to stay on after Ms. Solomon, the former AP of Guidance, announced her

plans to retire. It was felt that Mr. Duke was an indispensable could help make the transition smoother, and so, he stayed. He also stayed the following year, in spite of the fact that state funding had completely altered, and in many cases, obliterated the SPARK/SAPIS program. And it was Mr. Duke who made sure to ask the administration to look into whether or not it would be legally safe for the school, or for him, to continue to work.

The only reason Mr. Duke retired, and he made this quite clear to the administration the program had changed. He didn’t leave “because students were taking advantage of his presence and cutting class.” The only portion of that statement that has “validity” is that students occasionally take advantage, but then, anyone who has ever worked in a school in which SPARK was considered a partner, not a pariah, has known that proper or tidy place. Teenagers and their problems are not prim, proper and tidy. Eating

disorders, drug-addiction, alcoholism and suicidal thoughts and attempts are not prim, proper or tidy, but they are a part of many students’ lives. Mr. Duke knew this, as did, and do, Ms. Skoda, Ms. Fee, Ms. Nix, Ms. Carter, and Ms. Barone. These are some of the unsung heroes of this school and they have been for years—making those 911 calls, staying here late, and ministering to our students who most need them. Although the language used might have been referring to the erratic hiring and rehiring process, to describe such work—the work that Mr. Duke devoted his life to, and the members—as “putting a bandaid on things,” if not intentional, nonetheless appears ill-advised and inappropriate.

I would like to believe that our students “have moved on,” or that some of the new strategies Guidance promises will ing haven. We must wait and see… and for now, thank and wish well, our aptly named and noble “Duke.”

Helen M. Rizzuto, English Teacher

Y

OUR EDITORIAL, “Where’s the tutoring?”, sional services and expertise pro bono. Yet, I can think of no other public service employee that is job it is to protect citizens but are underpaid, work of a student at THHS work overtime for free? I am sure everyone is dedicated to their career, but choices and the DOE do not value what teachers do enough to provide the adequate resources needed. Students to pass budgets that fund schools so the necessary support services can be provided to students who are in need of academic intervention services. Students should look to models for activism and change and take to the streets en masse!

Many teachers already give generously of their time tutoring students before school, during lunch and after school. Students who really help students also. Your editorial implies that students have been hurt academically, however, the report card grades overall do not support this.

Perhaps a more in depth investigation is necessary.

Franco Scardino, Social Studies Teacher

14 January 2014

THE CLASSIC

ARTS AND ENTERTAINMENT

The cons of binge watching

Italian V-Day cuisine in the heart of Corona

Anna St. Clair

television, but I hate binge watching. There’s just something about sitting mowith my only human companionship be-

With binge watching, you lose out on the suspense of waiting weeks, months, (or years, in the case of Sherlock) -

WITH VALENTINE’S that also manages to upDay coming up, it is important to start planning The appetizer that I orwhere to eat. If you want to visit a restaurant with prices, then look no further.

Il Triangolo is an Italian on the corner of the intersection between Corona Avenue The perfect table for your Valentine’s Day Dinner

favorite with its exquisite

-

like Doctor Who

30 Rock. With both,

ity of the show. Shows like these, that exist purely to entertain viewers rather than to up pretty well to the binge watching test. gest entire seasons of shows like Breaking Bad Game of Thrones in a matter of weeks.

- parmesan cheese in “Stock The mascarpone cream was ber was refreshing with the - broth, which gave it a boost slightly bitter aftertaste, was make the cream extravagant. room, small pots of plants My entree simply blew Stock 84, with just the right ian paintings on the walls. from the shallots. The pasta The place has a classiquiet opera music playing Il Triangolo is an exof the name of the restaurant. ramisu cake, which was splen- cellent choice for a Valenback there is a wine bar. It’s -

Sherlock is back to life in season three Deborah Chai TV CRITIC

AFTER THE in season two of Sherlock, we are left

vent another terrorist attack. Much of working together again. minutes without punching him in the

over the course of years. It is much more fas-

- from the way Sherlock reveals himself -

over a length of time, rather than a few weeks. in one sitting. Eating one slice of that cake a

moustache that Sherlock later teases him (which involves Sherlock kissing Mori- fangirly, but the chemistry between the

-

-

later works with him. We switch to -

Can you deduce like Sherlock Holmes?

Ever wished you could know a person’s story, just by noticing the details in their appearance?

Take our test to see if you have the deduction skills of the legendary detective. Look at the details in the appearance of this person and see how many things you can deduce from them.

February’s Mystery Staff Member

Every month, the print edition of The Classic will provide you with four clues. Can you guess the identity of the staff member who matches these clues? Submit your guess online at www.thhsclassic.com/contests.

We will reveal the identity of the staff member in the January issue.

One thing we can suggest is this: do not make assumptions.

January Revealed

WHO AM I?

CLUE #1

I wrote,

CLUE #2

on a national feature length CLUE #3

CLUE #4

an aquarium by a ship captain.

Ms. Widman has been to Disney World over 30 times.

Answer: He’s a Townsend student! (Clues: Project Spirit wristband, eyebags, pencil markings on hand, styrofoam cup most likely containing coffee). Thanks to Daniel Wuest. Photo by Asia Acevedo.

THE CLASSIC

January 2014

15

ARTS AND ENTERTAINMENT

A&E

Sarah Iqbal, Harrisite and writer STAFF WRITER

STAFF WRITER

“ by a lot of prose,” junior Sarah Iqbal writes.

IT’S THAT TIME of year when walking in the hallways after school has

our culture.”

can teach it in school.” the festivities this year.

Abigail Calumpit, a freshman in nice to see people of your own heritage coming together as a ‘pamilya,’ or fam-

brought it back.” yea r s ,

but

it

until this year. have the time but my inspiration has run I carry a notebook with me everywhere “I went through this ‘love poem’ phase

-

work on them later.”

got a great group of people, lots of great personali-

of a Charles Dickens novel, one can’t

fun routine.”

love’ phase. If you write from a cliché

up. I write mostly about things that I can now. I spoke to a publishing consultsome research to change perspective.” poetic structures, which can be seen -

one coaching me through cover letters

Clubs bring food and festivities Hailey Lam STAFF WRITER

a bake-sale. silly photos.

The “Winter Carnival is a time for the to ‘shoot’ them with tapioca.” This year,

Sharma.

because I like making other people happy, but the limbo was by far more success-

festivities.

whip cream.

janitor’s room in cheap plastic tablecloths -

16 January 2014

THE CLASSIC

A&E SPECIAL FEATURE

Townsend Trends: winter’s coolest (and warmest) scarves

Upright Citizens brigade STAFF WRITER

Fluctuating temperatures in the to tell a story relating to havoc on the morning routine of the monologist tells the story, the cast improvises -

for school in the early hours of the

-

26th Street between 8th

The show is roughly an hour long with a brief in-

weather, it seems, has been to utilize the technique of layering. Light jackvorites in the ensembles of many, but -

an improv show with roa special guest each week

buy tickets for the show -

The guests are often former or current cast members of SNL or are stars planning on catching the Tina Fey are only some of the celebrities who have been monologists in the past. At the start of the show, the cast members

to ensure a ticket. While there is no guarantee that your monologist will be a celebrity or that you will -

with a few jokes. Then

a hilariously laugh-out-

cal, this easy-going accessory staple

For many students at THHS, watching shows and movies online is a favored pastime. We are the Netflix generation, and for those of us who come into school and talk at length about the great shows we’ve spent our online time watching, we are very much a past of growing ‘Net Clique’ of instant video watchers. Sometimes, however, it’s not easy to dig through the endless programs available online to find something really worth your time. “Net Cliques” is a column devoted to guiding you to the shows and movies that you might not find on your recommended list.

Netcliques: Past Golden Globe Winners -

-

-

gesting to you a few of our favorite past winners. These Imagine your entire life was being unknowingly

gry for the truth about his seemingly perfect life. After all, what other person on this earth has a wife (Laura

-

to talk about the greats of the past, those that no one saw

THE CLASSIC

January 2014

17

18 January 2014

THE CLASSIC

SPORTS

Girls basketball has 47-game win streak snapped by Bryant John O’Neill

THE GIRLS varsity basketball team traveled to William C. Bryant High School to take on the Lady Owls on January 24. The Hawks put their 47-game winning streak on the line.

eight-point lead was more than the had to adjust to playing without their seven seniors. The Hawks kept battling

momentum the Hawks had gained

which gave the other team the advantage to chip away at our lead from the

DURING THE STREAK

without the seniors; missing seven people from the team did not give us the opportunity to substitute players as much as we would do in a regular

hands. This was more evident in the last team they lost to before the streak began.

The Hawks came into the game

started to gain their momentum. They the magnitude of this winning streak. after outscoring the Hawks 12-4. In and it won’t be as we continue. Right

on the senior trip. Coach Lauren Caiaccia recognized that the team was a sense that we were not a complete could and embraced the challenge.”

Despite the altered team chem-

completely shifted into the Lady Owls’ Coach Caiaccia never really paid

any game for granted.”

Coach Caiaccia was adamant that

some things we need to get better at.”

The Hawks have two games left in the regular season and are the Queens A West division champion for the third straight season.

Illustration by Christina Wang & Amanda Yan

Girls indoor has a long road ahead

Boys basketball beats FI

Kristine Guillaume ON JANUARY 20 traveled to the Armory to run in the Martin Luther

THE BOYS basketball team came back from a loss against RFK to a major win at home over Flushing International High School on January 14.

The morning began with the varsity 4x200

International’s attempts to Harris players usually grabbed one of the taller players on the

Yasmeen Ally and Joanna Huo and juniors Sarah ished in 19th. Senior captain Stephanie Loo led the

progressively slower and more tired as the race went on. I found it hard to move my arms and everything just burned while I was running. It wasn’t a good race.” majority of the team was not pleased with their

pole vaulter Kellie Zestanakis jumped a height -

stamina.”

Flushing International to repeatedly turn over the ball as the Hawks got multiple rebounds.

The team used these turnovers to their advantage by converting them into points. With three minutes left in the first Lu stole the ball and passed it across almost the entire length of the court to junior Milan

inches. Senior captain Esther Jou placed 22nd out have a tendency to start out way too fast and then were made often throughout the Townsend Harris to make points but also prevented the opposing team from scoring. The Hawk’s defense limited Flushing International to only two points

away.

-

the team took a commanding nitely has a chance of placing in the top three.”

of 40-12.

Even du r i n g Flu sh i n g

rebounds throughout the game.

The team also experienced fewer in the past and a factor in many of their previous losses.

Many students were at the game to cheer Townsend Harris on and see the cheerleaders’ new routine. the majority of the team’s roster was able to play in the game.

This gave ever y player the opportunity to put some points on the board.

The players were in a good especially after they had lost to Robert F. Kennedy High School the day before. Edward didn’t let the fact that Flushing is not a very skilled team get to our heads. We just played our own game.”

THE CLASSIC

January 2014

19

SPORTS

Money makes our sports go round Natalie Gomez

funds alone. Infographic by Yash Sharma

Wrestling pins down Jamaica High School for the second time Evan Noblesala

against Jamaica High School in their seventh match of the season. Townsend the second match knowing that they had a big advantage over their much weaker opponents.

Although the majority of the matches

mances was by senior Christopher Chan.

Chris was the only THHS wrestler who lasted all three periods and won a very and I think that endurance helps with winning.” by the Hawks were the amount of forfeits.

seniors Vasili Spanopoulos and Anthony

of some wrestlers because they did not get to wrestle.

One wrestler was freshman Alexis

term for a wrestler pinning down his opponent by the shoulders. Anthony was

with having to win by forfeit. Alexis said that winning by forfeit isn’t as frustrating

one should always do.”

Coach Adamkiewicz was particularly proud of Anthony’s performance.

at practice and come prepared for every Coach Adamkiewicz was also disappointed with the loss of wrestling time.

end of this season. He is on a hot streak to see what you need to do better” and a big role on our team.” Anthony believes that this improvement is due to his hard work and daily training.

sees that there are always things to learn the weight transfer to your advantage.

much in improving.” Coach Adamkiewicz

They hope to carry over good composure and determination to their last match of

20 January 2014

THE CLASSIC

SPORTS Ms. York shares her passion for snowboarding, softball, and more Michelle Gan SPORTS EDITOR Photo courtesy of Veronica York

W H I L E A S S I S TA N T Principal of Pupil Personnel S er vices Veron ica York is widely known as the person in charge of the Guidance department, few students know of her love for sports. In her downtime, she can be seen coaching the girls on the softball field.

Depending on the season, Ms. York engages in a variety of sports. Among running and bicycling, she participates in mountain climbing—a great activity because outdoor landscapes and indoor venues make it accessible throughout the year, according to her. She has run in the Tough Mudder race, a military-style obstacle course that is ten to twelve miles long.

“It looks fun. It looks cool.

You have a friend who does it, so you make it happen,” Ms. York said, when referring to how she took up her favorite sport: snowboarding. Having done it for eleven years, she notes that her enjoyment of the sport depends on the time of year, the amount of snowfall, and the iciness of the slopes.

Ms. York started out with some lessons, and has now progressed to the point where she can ride slopes of any difficulty. For her, it’s not about being able to boast of conquering black diamonds, although

Ms. York with friends after completing the Tough Mudder race.

they are her favorite when it snows. She comments, “It’s not about the ability to ride, but the enjoyment.” Her favorite place to snowboard is Mount Snow in southern Vermont.

This year, she joined the

seniors as they skied and snowboarded during the senior trip.

Her pa s sion for spor t s began at a young age, when, around the age of five or six, she played in Little League as well as in a basketball league.

In high school, she played catcher on her varsity softball team. She then went on to play NCAA Division II girls softball at Long Island University, where she played center field.

Even af ter col lege, Ms.

York participated in adult softball leagues across New York City for some time.

It’d be easier for her to keep playing adult softball if she lived on Long Island, but in the city, the Big Apple Sports League plays on fields in places like Randall’s Island, and the commute can be too difficult at times.

However, Ms. York makes up for not recreationally playing softball. Since arriving at Townsend Harris three years ago, she has been assistant coach of the girls softball team.

“I love softball; that’s why I coach the girls softball team here. We have a wonderful group of really dedicated girls.

They’re coachable, they’re passionate, and they’re smart.”

Sports played a big part in her formative years, and no single memory strikes her as her fondest moment. She said, “A nytime you play spor ts, there are tons of memories you have—whenever you make the play, motivate someone, or win the game.”

A s for coaching, her favorite part is being able to relate “every time an athlete is trying hard to do something and they’ve been struggling, it all connects.”

SENIOR SCHOLAR-ATHLETES

Loo named Scholar Athlete by NY1 Yacar honored at Yankee Stadium Daniel Restifo SPORTS EDITOR

Magdalena Grabos FEATURES EDITOR

IN HONOR of her excellence as a student and athlete, senior Stephanie Loo was featured on NY1’s weekly segment that highlights NYC high school students for their hard work, both in the classroom and on the field.

Stephanie is the first Harrisite to win in the last few years, following two former track captains, Jennifer Gersten and Ellie Wu. “To be honest, I was pretty surprised when I found out I had won the scholarship. I applied to it on a whim early in the school year and had somewhat forgotten about it,” she said.

The recognition and the monetary award is given to students all across the city for every PSAL sport. For this 2013-2014 school year, two cross country runners had already won the award and Stephanie did not think she had a good chance of winning. “When Mr. Hanson told me I won, I was elated and excited about being given this honor,” Stephanie commented.

Stephanie is currently the captain of indoor track and was the cross country captan during the fall seaon. She not only dedicates a lot of time to her school work, but also goes to practice regularly, something that she always looks forward to: “running with my team has been one of my greatest joys.”

Her accomplishment positively reflects the school as well. She said, “[My scholarship] says a lot about Townsend Harris: that there is an emphasis on academic excellence and also strong athletics.”

She is thankful for all her teachers and peers that have encouraged her.

Next year, she will attend the Wharton School of Business at the University of Pennsylvania, and will use the money from the scholarship towards her college education.

“Although I won’t be running competitively in college, I will still continue to run on my own because I love doing it,” she said.

SENIOR DANIEL YACA R was selected as one of 55 PSAL studentathletes to receive the MVP ScholarAthlete Award, sponsored by the New Era Pinstripe Bowl, the New York Yankees, Nike, and the PSAL. Daniel was honored at a dinner held at Yankee Stadium on December 17.

In addition, the 55 student-athletes were recognized on the field between the first and second quarters of the New Era Pinstripe Bowl, also held at Yankee Stadium on December 28. After going on the field, the recipients were led to field-level seats to watch the game.

Daniel was nominated by Athletic Director Keith Hanson after soccer coach Matthew Curiale recommended him.

To be selected, a student must have a high scholastic standing and status as a two-year varsity member.

Although he never knew about his nomination, Daniel found a letter from the PSAL in his mailbox notifying him

of becoming the 2013 MVP ScholarAthlete. When he found the letter he said, “I was happy even though I had to do research to actually interpret what I was being awarded for.”

Coach Curiale was glad that his player of four years was recognized.

He explained that Daniel was the “captain and one of the outstanding players on the team” because of his “tremendous dedication.” Coach Curiale is impressed with how Daniel has “grown as a student-athlete over the past four years.”

Daniel was lauded by his coach for “serving as a positive role model” for the other players.

With his four-year career at THHS now concluded, Daniel hopes to play soccer at the collegiate level.

From January 29 until February 9, he will be taking part in the Viareggio Cup, a showc a se tour n a ment i n Tuscany, Italy, with his club team, the Auburndale Juventus.