21-22 The Whirlwind - Issue 2

Whirlwind

The Face of Science Fiction

WEST ALBANY HIGH SCHOOL • DEC. 2021 • ISSUE 2

An exploration of sci-fi’s core elements Page 28

The New State Standard

Are standardized tests becoming irrelevant to colleges? page 6

Final Fall Wrap-Up

Highlights from West athletes' fall sports accomplishments page 26

TABLE OF

26

18

CONTENTS

07 13 NEWS

OPINION

The Greater Impact: How students have adapted to a post-quarantine education 04

Bridging our GAPS: Five necessities for promoting an inclusive district 08

The New State Standard: Are standardized tests becoming irrelevant to colleges? 06

Vaccine Mandates at West: Should vaccines be mandatory for staff? 12 Whats Up Opinion 11

What’s Up News 07

SPORTS

ENTERTAINMENT

Kicking For Goals: WAHS soccer players that plan on going pro 12

Serving Up Something Fresh: What’s cooking in Culinary 4 16

No Pain, No Game: Injured player’s perspective on sports injuries 13

Who is DrSpice?: A Q&A with the senior entrepreneur 18

Nothing to Sweat About: Athletes balance school and sports 14

What’s Up Entertainment 19

What’s Up Sports 15

FEATURES Culture Roads: Student voices on racial and cultural diversity in school curriculum 20 One Last Spotlight: Highlights from West’s athletes' fall sports accomplishments 26 The Face of Science Fiction: An exploration of sci-fi’s core elements 28

Cover | Illustration by Tori Thorp Scan for online content

T H E W H I R LW I N D

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02

STAFF Editors-In-Chief Ethan Biersdorff Tori Thorp

Managing Editors

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Eleanor Peterson Melia Rasmussen

Learning to Listen

e don’t have experience with racial discrimination. In fact, like many of you, we have been introduced to the concept of systemic racism by consuming media and forming our own ideas around the topic from a bystander perspective.

When we were in elementary school, we were introduced to America’s history of segregation through a few units about the big names of civil rights activism—Rosa Parks, Martin Luther King Jr, Harriet Tubman. We were told stories about slaves and abolitionists and how they fought for the freedom of African Americans in the United States.

As we grew older, we were taught more about segregation and the type of discrimination that immigrants and people of color in America faced, and the steps that our country has taken toward progress. Depending on what classes we chose to take, we learned more or less about the history of racial struggle, but outside of school, many of us have the privilege to choose how involved we really wish to become.

What we do learn within school walls, all of the stories we’ve been told, the history we’ve been taught have one thing in common: they end with a pen to paper, a signature, a law being passed. A symbolic victory that makes it easy to say that the problem is solved.

Both of us consider ourselves fairly politically involved individuals, at least to the extent that we can be as high school seniors. Our curiosity has led us to consume more in-depth media about how laws come to be and how surface-deep promises can cover up much larger shortcomings that can’t be solved in a courtroom. What we had to learn on our own is the societal shock

Copy Editors

waves and the deeply embedded systemic racism that stems from long-standing prejudices. We had to learn about cultural equity and how far we still have to go to reach it. Most of all, though, we had to learn how to step back from the conversation and listen.

Our job as journalists is to amplify voices and tell the stories that would otherwise go unheard. We write the words on the page to convey our sources’ experiences as accurately as we possibly can, but ultimately, it’s not about us—it’s about you.

This issue, “Culture Roads,” is centered around diversity and inclusion within our school district. As we discuss buzzwords and cultivate debates around heavy topics like critical race theory, antiracism, and the Black Lives Matter movement, the students of GAPS who are directly affected by policies made by the people discussing their education have been developing their own opinions and methods of inclusion.

We wanted to feature these students and their work toward a brighter future in this issue, and we hope that by reading it, the students of West will engage in meaningful conversations about their wants and needs within our district.

On page 20 you’ll find a feature that guides the spotlight toward students becoming the change they want to see in the district and discovering their cultural roots. Reporters Cali Stenger and Gabi Emery hosted a forum where they collected unique experiences and thoughts from a variety of participants who feel strongly about inclusivity in education. Packaged with this feature, reporter Cecilia Greene explains critical race theory, its history, and its future in American education. Additionally, a Q&A with English Language Development teacher Emily Mehl and bilingual assistant Evelyn Lopez details the importance of West’s recent inclusion of ELD in the school’s course offerings. These stories center on positive change, the beacons of progress in the present, and hopes for the future. By continuing to learn from and listen to those living the educational change as it’s being made, all of Albany can reap the benefits of a more inclusive and welcoming education system.

An education system where no student’s voice goes unrepresented or unheard.

A LETTER FROM THE EDITORS

Brogan O’Hare Cali Stenger

Business Manager Colvin Parvin

Art Directors

Harvest Buchanan Legend Engberg

Photography Director Austin Granados

Audience Engagement Helen Whiteside Violet Zinck

Multimedia

Cecilia Greene

News

Tyler Stacy Ming Wong

Opinion

Gracie Balkema Brynna Gritter Kenneke

Special

Gabrielle Emery Samantha Zimmerman

Sports

Gigi Roldan Joe Wagner

Arts & Entertainment Coral CwmCwlamare Marshall Hamel

Staff

Kylie Brown Mollie Brown Yazzy Bruno-Robinson Elizabeth Featherstone Helayna Larsen Jose Lopez Ortega Hailey Miles Aubrey Murphy

Adviser

Michelle Balmeo

Tori Thorp & Ethan Biersdorff, Editors-In-Chief

WE WOULD LIKE TO THANK THE FOLLOWING SPONSORS: Gold Level: Sarah Whiteside Aron + Mickey Parvin Ron and Stephani Rasmussen The Shirley Family Frank and Joan Rasmussen

Brigitte’s Place Fine Fabrics Citadel Oasis Mesmer Eyes Lash + Beauty Studio

Bulldog Level: Homeland Excavating, LLC Ruth Mello TnT Builders Patty and Jerry Mello

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THE WHIRLWIND is a dedicated student forum. Content and editorial decisions are made by student staff members excercising their rights as protected by the First Amendment and the Oregon Student Free Expression Law (Ore. Rev. Stat. sec. 336.477 (2007)). Opinions are those of The Whirlwind staff and not West Albany High School or the Greater Albany Public School District.

DECEMBER 2021

The Greater

IMPACT

2020-21

A YEAR AFTER THE FACT, STUDENTS CONTINUE TO FEEL THE EFFECTS OF ONLINE LEARNING

A

By Mollie Brown and Helen Whiteside

s we near the end of first semester, students coming back to school. Sorenson mentioned that last have had to adapt back to in-person schooling. year, students were much more likely to find answers However, change is ever present, and students and information online rather than doing problems for have found new ways to enrich their learning experienc- themselves. This caused some to be less involved in the coursework, which made it harder es. for them to gain an understanding.

“It’s been so much easier to “Now they are having to work understand the work I’ve been twice as hard to make up for what doing.” Sophomore Neona Prathey didn’t learn last year.” Sorenson do said.

STUDENTS ARE REALLY said.

Teachers have a unique perMORE GRATEFUL THAN I’VE Along with this, many students’ spective on this shift, being firstnewfound independence comes with hand witnesses to the difficulties EVER EXPERIENCED IN MY a price.

According to Sorenson, and triumphs students face in CAREER. I NEVER HEAR ‘I some kids are so intent on teaching class every day. Science teachHATE SCHOOL’ ANYMORE themselves material that they’re er Sylvia Sorenson shared her missing potentially valuable pieces insight on the effects of online of information given to them. learning and how students have “Now, students figure stuff out in class, so they almost changed their behavior and mindset this year. default to not listening to me as much,” Sorenson said.

“Students are really more grateful now than I’ve ever Although learning to adjust to this year’s distinctive experienced in my career,” Sorenson said. “I never hear schooling experience has been difficult, many students ‘I hate school’ anymore.” have developed new habits that have contributed to an However, more than just the pupils’ attitudes have increasingly beneficial learning environment. Teachers shifted: Sorenson also noticed a change in their individare impressed with students’ consistent ability to imual learning. prove and adapt to new situations and hope they will “Many students have become more proficient at accontinue to do so. tually learning on their own,” Sorenson said, “which is a “There have been a lot of changes,” Prado said. “But I really good skill to have.” think that has also led to a lot of positive improvements.”

Even so, each student has had a unique experience

T H E W H I R LW I N D

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04

2021-22

THERE WAS A 12% INCREASE IN ABSENCES DURING THE 2020-21 SCHOOL YEAR THAN THE YEAR BEFORE, ACCORDING TO THE WAHS ATTENDANCE OFFICE

ACCORDING TO A SURVEY TAKEN BY 87 WEST ALBANY STUDENTS, SINCE RETURNING TO IN-PERSON SCHOOLING, THE AMOUNT OF STUDENTS WITH A 3.1-4.0 GPA HAS INCREASED

BY NEARLY

Q&A WITH SENIOR BETH ROUSE Rouse: Last year I had to do summer school to make up for work, and this year that’s not the outlook.

WW: What was the hardest part of distanced learning for you?

Rouse: Probably accountability. It was really hard for me to do or to not do something when I felt like there were no consequences for the action.

WW: Which of the two learning systems made you feel the most independent and in control of your learning?

WW: What was the best part of distance learning for you?

Rouse: It was a lot more at your own pace.

It was easier to do it when I wanted to rather than kind of like this, very scheduled.

10%

Rouse: Online. I could kind of pick and choose what schoolwork I wanted to do and when. I tend to be productive late at night rather than early in the morning, so I kind of chose what time I wanted to do things.

WW: Overall, does online or in person school better fit your needs?

WW: What’s the hardest part about being back at in person learning?

Rouse: In person, for sure.

Rouse: I mean, it’s longer. Honestly, it’s a little more draining to be around this many people every day.

WW: How connected did you feel to your teachers last year compared to now?

WW: What’s the best part of in person learning for you?

DURING THE 2020-21 SCHOOL YEAR, 13.8% OF STUDENTS SAID THEY HAD AN OVERWHELMING AMOUNT OF HOMEWORK; THIS NUMBER HAS SINCE DECREASED TO

Rouse: I mean, I don’t know. Honestly, probably some of them wouldn’t recognize me. I didn’t have my camera on so I mean, I know what they look like but I don’t think they can say the same.

Rouse: Well, I’m not failing all my classes.

WW: What was the change in your grades from the two styles of schooling?

Number of respondents

6.9%

30 25 20 15 10 5 0

STUDENT COMFORTABILITY WITH ONLINE APPLICATIONS (Google Docs, Canvas, Zoom, etc. As reported on a survey of 87 respondents)

2020-21 2021-22

1

2

3

4

5

Not at all comfortable

6

7

8

9

10 Very comfortable

05

DECEMBER 2021

The New State Standard OREGON UNIVERSITIES SHIFT TOWARD OPTIONAL TESTING FOR ADMISSIONS

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TEST OPTIONAL UNIVERSITIES IN OREGON

By Ming Wong

1) Portland State University enior Megumi Ludlow was tight on emotions, saying that 2) Oregon Health & Science University 3) Oregon State University she was “very stressed” preparing to take the SAT and ACT, 4) Western Oregon University spending hours preparing out of a workbook before taking 5) University of Oregon these test last year. However, there’s been a growing movement 6) Southern Oregon University across the nation, including in Oregon, where eight universities have a subjective measurement that involves 7) Oregon Institute of Technology decided to permanently go optional on requiring tests such as the looking at what they’ve done ... And if 8) Eastern Oregon University SAT and ACT for college admissions, according to an article pub- anything, I would think that would introlished on Oregon State University’s website. duce more implicit bias.”

As someone who sees students everyday, WilAmanda Price, an admissions evaluator for OSU, said, “SAT For students like Ludlow and Hoffert-Hay, they lard hopes for a brighter future. “I value intellecand ACT scores, if submitted, will be considered along with GPA, were driven by scholarships as a reason to take tual curiosity. I value knowledge and the pursuit classes taken, the essay, personal statement, and extracurricular them. However, the University of Oregon, anothof knowledge ... I think that every community activities,” saying that submitting scores will only help you in the er college in Oregon that is test optional, said in a is going to be healthier under a circumstance admission process. statement on their admissions page that scores won’t where everyone’s educated.”

Among students and staff, the change has been seen mostly as a be “considered in any merit- or need-based awards positive. Junior counselor and test coordinator Jan Rasmussen be- (scholarships).” lieves this a better way to represent students.

But there’s more reasons than just scholarships “I totally agree with the movement of going optional. One day to take these tests. of teachers strongly agree that in one test doesn’t always totally represent who “I encourage people to students are better represented that student is … Grades and the classes you take these tests because it take are way more representative of what a stuby grades and classes than a helps you learn how to test SAT FEE WAIVERS ARE dent can do,” Rasmussen said. well, so if you’re going to SAT/ACT test score, according AVAILABLE TO LOW-INCOME Senior Bella Hoffert-Hay has similar feelcollege it can be a useful to 18 teachers 11TH AND 12TH GRADE ings about what four years of high school shows skill,” said Ludlow. about her and her classmates. “The kids of toFor students still looking STUDENTS IN THE U.S. OR day, they’re very busy ... I think my grades and to take these tests, RasmusU.S TERRITORIES my activities show a lot more about me than just sen said that most practice a score.” resources can be found onof sophomores took the PSAT As a student, Hoffert-Hay feels that though line through websites such COLLEGE BOARD in 2021, according to Jan standardized tests pose barriers, students should as College Board, but emRasmussen still be expected to meet a standard. “I’m really phasizes that the best way to good at reading and writing, and I’m just bad at math,” Hoffert-Hay prepare is being in the classroom. said.

“We still offer the PSAT to students here at the English teacher Blain Willard hopes that the elimination of these school so they get their practice,” Rasmussen said. obstacles takes some of the burden off getting a higher education.

“Our curriculum and our teachers do a great job of seniors took the SAT in 2019, “If we see test prep and test scores as a barrier that’s preventing preparing students for education in general, which according to Jan Rasmussen uneducated or low income households from entering college, then prepares them for tests.” with the removal of that barrier, we would hope some people access For Willard, he feels he’s doing just that. “I asthat,” said Willard. sume that if I’m teaching critical reading skills, and According to a statement by the Vice Provost for Enrollment we’re doing a lot with reading and writing that those Management of OSU, there’s been a shift toward optional submis- skills are transferable,” he said. “Hopefully, students of teachers agree that their sion because of “issues of equity and justice in the use of them (stan- are acquiring those skills that will lead them to sucdardized tests) in the admissions process.” However, senior Gabriel cess.” teaching prepares students to LaChapelle doesn’t feel that removing them is exactly solving the Junior Ava Remington felt a range of emotions be successful on an SAT/ACT, problem. taking the PSAT. “I was really nervous. I know that according to 17 teachers “A standardized test is as objective of a measurement as you it was just for practice, but I still wanted to get a can get. I can’t imagine that would actually reduce bias to get rid of good score on it,” Remington said. “I was happy them,” said LaChapelle. “Presumably you’ve got some bit more of when it was over.”

44.4%

36.1% 41.1%

41.2%

THE WHIRLWIND

06

WHAT’S UP // NEWS

A Moving Community

EMPTY VENDING

By Hailey Miles

HOW AN ENTIRE CHURCH WAS MOVED DOWN THE BLOCK

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By Tyler Stacy

oads of things are moved by trucks everyday. Logs, furniture, and produce aren’t uncommon items, but a church absolutely is. On Oct. 17, the Cumberland Church was moved an entire block from 401 E. Main St. to 520 Pine St. with community-funded trucks and lots of planning. The church in question is over 100 years old and is in need of restorations.

The president of the Cumberland Community Events Center, Emma Eaton explains what gave them the push and idea to move the church. “We had already invested time, energy, and passion in the building to make it a community center,” Eaton said. “We could not let it get destroyed.”

After an evaluation the city gave them an alterna-

foundation to be poured.

Eaton hopes that one day the church will be used for education, health, and the fine arts. She also said that it will be available to rent for events for a fee, which will help keep the building in good condition.

For Eaton as well as others working on the project, the moving of the church was an extremely significant moment for the community. The move isn’t the end of this project though, and as Joel Orton, vice president of Cumberland Community Events Center explains, this was only the beginning. “This is only phase

tive to being torn down. They would have to move the church to a new location, although the city council refused to spend any money to make the project happen. All of the money would have to be fundraised by the communityitself. That’s exactly what the community did, raising $280,000 through dinner events, open houses, and general donations. All went to purchasing a new lot and to move the church. The end goal of this project is to turn the church into a Tyler Stacy community center.

The Cumberland Church was lifted and moved on Oct. 17 from The Cumberland Community Events Center 401 E. Main St. to 520 Pine St. bought the church for a single dollar. This made sense since the city would have to pay more to demolish the one, and in total there will be four phases,” Orton said. “In all church. After purchasing the new lot and working out agreewe’ll need multiple millions of dollars, in the range of two to ments with the city such as permits and purchases of land, the four million in total.”

Cumberland church could finally move.

On a positive note, progress has been made. “This is the first First the basement was completely demolished by a team of time that someone looking outside could see some kind of revolunteers to clear a working area to raise the building. Hydraulic sults of what we were doing,” Eatan said. “To have that moment jacks were placed to slowly push the building off the foundation. where you’re at ground zero and you work so hard to get there After, the building was carefully lifted onto a truck and slowly for so long, it was just fulfilling.” moved down the street. It now rests on steel beams waiting for a

TEENAGERS UP AT THE CRACK OF DAWN

By Legend Engberg

¨When I’m tired I feel like I get less work done and I’m not paying attention to the teachers as much…

I’m instead falling asleep in class instead of doing my work,¨ junior Lilly Luke said.

With the time of school starting at WAHS being at 7:40 a.m., students might have different stances on how it affects them. Some

say that when they wake up this early in the morning it gets them ready to start working. ¨It’s early enough to where you’re..., pro3.4% Exercise 27.6% Coffee or energy drinks ductive,” junior Katin 50.6% Average morning tasks Smith said.

18.4% Other However, others express that getting up this early interferes with everything else they have going on in their life. ¨Why does it start at 7:40 a.m.? That’s stupid. If we’re going to start things really early, [then] why is my varsity soccer game like… a four [to] three-hour break between when school ends [and] my game?¨ What do you do to feel awake in the mornings? Ac- senior Andy Craig said. cording to 87 students, this Sleep serves a cranial and physical purpose, helpis what they answered. ing people overall keep healthy. ¨You’re less likely to become overwhelmed or

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“It’s annoying to hear adults saying to stay hydrated and not drink energy drinks when there are more energy drinks than water bottles in the vending machines,” junior Peighton Markwood

“It should be a priority to allow a multitude of drinking options.

If there is an option in drinks, we might have fewer issues with dehydration and more money for the school,” sophomore Catherine Bussard

“There have been a few times I have wanted water in the past and couldn’t get it. I would prefer they would be stocked” Campus Supervisor Jean Smith

stressed… Sleep helps your body and your mind to regenerate [and] recoup,¨ junior counselor Jan Rasmussen said.

Students can keep a healthy pattern of sleep by focusing on a morning routine, therefore creating habits.

“Part of it is just taking the time to get your body going,” Rasmussen said.

Considering the age range of the students is also a factor of their behavior leading up to getting a night’s rest which can affect them in the day.

“Teens keep later out, they tend to stay up later. So asking them to get up earlier means asking them to change their culture,” said science teacher Shana Hains.“It’s asking them to change their behavior… which is normal behavior for teenagers to stay up a little late watching TV, talking with friends… That’s normal behavior.”

DECEMBER 2021

Gigi Roldan

A HOW-TO GUIDE ON CONNECTING THE ECONOMIC AND DIVERSITY GAPS WITHIN OUR DISTRICT

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est Albany High School is one of the best schools in Oregon, ranking number 16 in the state, according to

White

U.S.News.

That being said, even the best schools have their issues. In our district, we have issues with representation and diversity, as these issues go hand in hand.

How do we fix these diversity gaps? Here are 5 steps that we as a district can take to bridge these gaps.

Hispanic 2 or more races Asian Black Native Hawaiian

OPINION OF THE WHIRLWIND EDITORIAL BOARD

T H E W H I R LW I N D

According to a survey of 87 students

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5 STEPS TO BRIDGING OUR GAPS 1.

More integration between West and South The new schedule was a good proposition, but it was presented to both schools in such a way that made it unappealing to both the students and the staff who go there.

If we introduce a new schedule, it should be one with the ability to take a class at the opposite school, where we don’t have to cut down our classes. GAPS could also achieve the goal of integration without the use of a new schedule by increasing clubs that could be accessed by students at both schools. By connecting our schools we could create a more unified school district, but this isn’t possible until we reach a solution that takes students’ needs into account.

2.

Increased funding for the English Language Development program With a 23.9% minority enrollment, West is a predominantly white school. In order to make the minority students at feel welcomed and appreciated, the district needs to step up its game.

The ELD department at West had been inactive due to a cost-saving decision by the district leaders; ultimately being shut down. It has recently been re-established this last year, with 19 students enrolled. They have been campaigning for an updated ELD department, with more opportunities and resources.

As a district, we shouldn’t deflect the needs of our minority students just because of the small number. We have to make sure that the ELD department stays at our school to ensure a better opportunity for students’ success in our community.

“

3.

West is a majority white school so I feel like they hold more representation over minorities.

Johnathan Fiscal Sophomore

Increased participation in local politics Come election season many of the voters focus their attention more on the national election, leaving their community without support.

Instead of focusing solely on the national election voters should look at state and city elections happening as well. If everyone looked closely at the local bills that would not only affect them but their family as well, we could have avoided the schedule change disaster of last year.

By including our voices we can make changes in our community that directly affect us, we can have an input, we just have to change the way we think about our local politics.

4.

Increased representation of minorities

“

[Minorities] just aren’t mentioned at all, so it isn’t like we’re trying to suppress them, we just don’t do anything to represent them Savannah Lodge Sophomore

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West is a diverse school. We have a large number of minorities, whether that is due to their racial, ethnic, gender, sexual identity, or socioeconomic standings.

Every student at West should be granted the same opportunities, whether that be access to clubs, sports, a counselor, a translator, they should be able to walk West’s hallways with pride.

If we increase our minority students’ opportunities to express themselves, as well as represent our school through clubs and activities, we will be achieving a new standard of inclusivity that would benefit West for years to come.

5.

Maintain mindfulness Many of the students at West are learning a new language, whether that is French, Latin, Spanish, or even English.

We all are learning something new, so extend the same respect that our teachers give to us when we mess up, or don’t know, because everyone is learning. Just be mindful.

DECEMBER 2021

Vaccines at West Albany How vaccine mandates affect students and families

Percent of COVID-19 cases in August 2021 by vaccination status; data provided by districts

By Violet Zinck

Lake Osweigo

G.A.P.S.

Kalamath

Un-Vaccinated

Redmond

“

Vaccinated

Percent of Vaccinated staff by school district

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t’s been almost a year since vaccines have “I think that teachers have a responsibility been publicly available, and according to to keep their students safe. There’s an expectation the CDC 30% of adults in the United States most people have that teachers should always put remain unvaccinated. Many have wondered if at their students first and do whatever is necessary, this point vaccination is a reasonable standard like getting a vaccine, to keep them safe. It’s for our teachers and school administrators. protecting students and their families from a Many students have legitimate concerns virus.” said one West student, who chose to remain about the safety of those around them remaining anonymous. unvaccinated. According to the CDC, of people While asking other eligible to get the vaccine, those 12 to 18 students for their opinions years old make up the majority of the and concerns regarding unvaccinated. When students are the COVID-19 vaccines, surrounded by people that could many were uncomfortable to be spreading COVID-19, share their views openly. With many would feel much political opinions so diverse in our safer if those in charge school there are many students who and at greater risk just don’t feel comfortable sharing their were better protected views as they are afraid of being ostracized. for both the students’ If we were to remove some of the stigma around sake and the teachers having such varying political views there could be themselves. an open conversation where everyone felt heard.

While many West Albany teachers are now “I live with a younger sister who has health vaccinated, in multiple schools across the issues that make her especially vulnerable to state teachers and staff have filed for religious COVID-19 and she’s not old enough to get the exemptions. However, it’s very likely that the vaccine. My parents were afraid to let me come majority of the people filing for exemptions to school in person this year because I could do so for other reasons. An outstanding 6.1% be around someone with the virus and get her of Greater Albany Public sick.” said another West Albany Schools employees opted Student. for a religious exemption We at West Albany High regarding the vaccine, School are lucky to have the I THINK THAT TEACHERS HAVE A as cited by OPB. While amazing staff that we do, but it not the worst in the state, RESPONSIBILITY TO KEEP THEIR is still the responsibility of those Greater Albany Public STUDENTS SAFE. THER’E’S AN staff members to protect the Schools is definitely not common good of their students.

EXPECTATION ... THAT TEACHERS leading in vaccination Public health and safety shouldn’t SHOULD ALWAYS PUT THEIR be a question of political sides, rates statewide.

Main concerns about it should be a question of moral STUDNETS FIRST AND DO the vaccine have centered integrity and the will to protect WHATEVER IS NECESSARY, LIKE around misinformation those around you, especially GETTING A VACCINE,. spread through social when you’re in charge of the next media, where ideas spread generation of thinkers. We must without concrete evidence teach them to be compassionate and false statistics. This doesn’t mean that if you human beings, who at the end of the day would have concerns about the COVID-19 vaccine respect each other enough to place public safety you shouldn’t ask for clarification, but making above convenience. sure that you find information from credible sources is important to avoid misinformation.

As reported by Districts THE WHIRLWIND

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WHAT’S UP // OPINION

Signs of Change WHY PRIDE AND BLM SYMBOLS BELONG IN SCHOOLS

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By Brynna Gritter Kenneke

t is an undebatable truth that students deserve to feel safe in school. While some may argue about what exactly schools should do in order to make their students feel welcomed, no one can deny that people feeling unsafe in school is unacceptable. Having LGBTQ+ Pride and Black Lives Matter symbols in classrooms is just one step towards helping marginalized students feel seen, respected, and welcomed by their schools.

Recently, the rights of teachers to display these symbols has come under question.

In September, the Newberg school district voted to ban teachers from displaying “any posters, signs, flags, banners, pictures, or other digital or physical images that depict support or opposition for a political, quasipolitical, or controversial topic,” as stated by the superintendent Brian Shannon. This ban raised very complicated questions like, “What should be considered ‘political’?” and, “What is considered ‘controversial’?” The Newberg school district defined controversy as issues

that “could reasonably [be understood] to have students on more than one side of” and politics as “contemporary issues being debated in the local, state, or national political climate.”

However, any issue, no matter how obvious it may seem, has people on every side, and this attempt to keep schools politically neutral just results in homophobic and racist voices being raised without any extra shows of support for students of minorities.

While it makes sense that schools would want to reduce political tension, these symbols are displayed in solidarity with the students.

Our society and school system intrinsically puts white, cisgender, heterosexual students at an advantage, as they aren’t forced to break society’s standards and live in a system built specifically for them.

A sad reality is that what may seem as a neutral school environment to white, cisgender and heterosexual students can actually be a hostile environment for LGBTQ+ peers and students of color. Many teens don’t have the

same challenges. For example, most don’t have to deal with slurs being shouted at them or being intimidated or threatened based on their background or identity. Because of this, Pride and Black Lives Matter symbols are not only acceptable, but essential in classrooms in order to lessen those challenges and create safe spaces.

One of the main concerns of the Newberg school board was that these symbols represented political propaganda that teachers would force on their students. Teachers should absolutely not be allowed to attack students for their beliefs or try to influence students’ political views, but these symbols aren’t meant to show political ideals, but rather to show students of minorities that they are safe, that they are welcomed in those spaces.

A recent study cited by The Trevor Project shows that LGBTQ+ teens are four times more likely to attempt suicide than cisgender, heterosexual peers, and the difference was even greater for LGBTQ+ teens of color. This proves that extra support for these groups is needed, and that what some people may see as favoritism of a select group is actually just the very first steps towards creating an equally welcoming environment for all.

Ultimately, Pride flags and BLM flags do belong in schools. They contribute to the positive environment that all students deserve to have, no matter their race, sexuality, or gender. Teachers should be free to show their support and love for students, politics aside.

These symbols can be beacons of hope for many people and are an essential component to any good school.

Part of The Team

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HOW DO WE IMPROVE DOG TEAMS?

By Ethan Biersdorff

tudents have a wide array of classes to choose from, but among those classes is one class that claims all of us as its students. Dog Teams, or Homeroom as it is known elsewhere, is common in high schools across the country. The point of Dog Teams is to be a college and life preparation course, as well as being meant to cultivate a positive social environment with peers and a teacher that will be by your side for all four years of high school.

Harvest Buchanan Unfortunately this has not been as effective as intended, according to a survey of 58.6% of students saying Dog Teams hasn’t helped them academically and 64.4% saying it hasn’t brought them closer to their peers.

While Dog Teams has a fairly clear goal, the

execution is a constantly shifting plan that nobody truly has a firm grasp on. There are upsides and downsides to this. The upside to this is that it makes Dog Teams more flexible, which was especially helpful during the quarantine stage of the pandemic, when the school had to completely adjust almost everything about Dog Teams in a matter of months. The downside is that this tends to leave students a bit in the dark and makes Dog Teams a trial and error situation that isn’t always consistent. Although that confusion can be very frustrating, the ability for the class to adjust to student needs and constantly grow is fairly worth the sacrifice.

With the transition back to in-person school, a lot of those trials are underway. These trials include the maintaining

11

Hot Takes: Christmas Edition Christmas time; a time for joy, a time for family, and a time for rampant capitalistic practices?!

According to two West Albany students, this is exactly the case. Here are their Hot Takes!

Moe Fandrem Junior “Christmas trees are a large competition among people too... it’s very much ‘oh I got this bigger, more expensive tree’, when some people have to buy the plastic ones because buying a tree every year is an extreme priviledge that people have.”

Logan Fischer Freshman “A large part of [...] giving gifts is just engaging in pointless materialism which only serves to take money out of your own pocket and put it into worthless billionaires’.”

of the weekly Dog Teams period over the prior bi-weekly, an increase in class group activities, and an ongoing transition into a program called Naviance. Naviance will not only connect a lesson plan between West and South, but also bring more engagement and personal assistance on an individual basis with things such as college or career research. There may even be a point down the line where Naviance becomes a better way to apply for college than current methods such as Commonapp.

These changes are still fairly new, and there is a lot more input that needs to be gathered before the committee overseeing Dog Teams, currently led by senior counselor Karen Beattie, can plan the next steps. With that being said; it is crucial for students, especially underclassmen, to make their voices heard on what they want to gain from Dog Teams.

“We’re trying to really help students with what they need in that moment in their educational careers,” assistant principal Jessica Smith said, “so if there’s students out there who have suggestions of something they would like to focus on they could reach out to me or Mrs Beattie.”

DECEMBER 2021

Kicking For Goals

WHY SOME ATHLETES WANT TO GO PROFESSIONAL

By Austin Rudel

S

occer has been around since 1863, and in many other countries it is known as fútbol. The first ever soccer match was played on Barnes Common, “between Barnes Football Club and Richmond Football Club,” at Mortlake, London, on Dec. 19. The First World Cup was played in Estadio Centenario Stadium on July 13th, 1930 and was won by Uruguay. Some play the sport as a hobby or pastime; however, others strive to make it their profession.

Sophomore Alex Alvarado-Ortiz has inspiration and desire to become a professional athlete after finishing high school.

Alvarado-Ortiz’s passion for soccer started at an early age. He began playing soccer at three and loved the sport ever since. Alvarado-Ortiz says the sport is a place where he can do something he loves. “The reason I play

soccer is the fact that it is a place that I enjoy and that I will love to do for the rest of my life”. Passion is where dreams are born.

“I’m considering going to Mexico and playing for a league there...but who knows, I might get to be in another country,” Alvarado-Ortiz said. Most individuals in the U.S. who become professional athletes play in other countries; around the world there are 195 countries one can play soccer for in total. “I want to see the world,” Alvarado-Ortiz said.

There can be multiple reasons one would want to play for a certain country.

“Because where my family is from is Mexico. That is where I am from as well and I feel like it is a part of who I am,” Alvarado-Ortiz said.

It is not just his passion for soccer that drives Alvara-

Alex Alvarado-Ortiz Photo by: Violet Zinck

do-Ortiz to become a professional athlete. His family and passion to see the world drive him to pursue his goals.

“I want to go pro to help my family and to continue to pursue my dream,” he said. Having the confidence to go pro comes from having a strong family foundation.

When one has a passion for something, memories are made and kept. “My first memory was playing soccer,” Alvarado-Ortiz said.

As with almost all aspects of life, people must learn to work in a team. “Some challenges in soccer are working as a team and communicating with one another,” said Alvarado-Ortiz.

Vaccination Declaration HOW THE POLICIES SET IN PLACE FROM THE DISTRICT PER PRESIDENT BIDEN’S RECENT VACCINE MANDATES AFFECT THE ATHLETIC DEPARTMENT

O

By Melia Rasmussen

n Nov 4, the White House announced two major vaccination policies in an attempt to convince the remaining 30 percent of the country to get the vaccine. The Department of Labor’s Occupational Safety and Health Administration (OSHA) has required businesses with 100 or more employees to be fully vaccinated, or to test for COVID-19 on a weekly basis. The second policy was the Centers for Medicare & Medicaid Services (CMS) requiring for workers to be fully vaccinated. These policies have a deadline of Jan. 4, 2022, or workers risk being removed from their position. Following that, the Oregon Secretary of State had ruled that after Oct. 18, 2021, teachers, staff, and THE WHIRLWIND

volunteers were not allowed to enter the school building and be around students if they were not vaccinated. This policy was also extended to coaches before the rules for exemption changed.

“If you’re a paid district employee, and those are some of our coaches, you’re granted the opportunity for an exemption,” Athletic Coordinator Don Lien said, “But if you’re a volunteer, that gets really tough when you go all the way through the gamut from elementary school to high school with people that volunteer to help in the classroom or their playground.”

In the beginning of the district adjusting to the vaccine mandate, school staff were not permitted to be on the campus or be around students at practice if they were not vaccinated. The Oregon School Activities Association also applied those rules in sports and with coaches to keep athletes safe. For some sports with multiple coaches, this was less of an obstacle; For others, such as Cheer and Hi-steppers, this posed a problem.

“There are some coaches that if we remove them, that sport might not continue, because that’s the only coach,” Lien said. The school still wants to allow students to

12

participate in the extracurricular activities, so exemption requirements were adjusted to allow the coaches to continue their work. Those who chose to remain unvaccinated are then required to wear double masks at practices and to get a weekly COVID-19 test to ensure they are negative.

Civil rights and disability laws are also able to request an exception if they have sincere religious commitments or a disability that prevents them from receiving the COVID-19 vaccination. Medical exemptions for coaches and volunteers, Lien said, are followed up by a doctor’s confirmation.

“The main concern, Lien said, is moving indoors as winter sports begin practicing. Protocol on determining whether or not a quarantine is necessary is based on proximity for longer than 15 minutes and the inability to perform contact tracing.”

Many can agree they don’t want to see the sports seasons be cancelled again, “but in order to do that, Lien said,” they have to keep following OSAA and OSHA regulations no matter what.”

No Pain, No Gain

WHEN ATHLETES GET INJURED, THERE IS NOT A DEFINED RETURN DATE

By Aubrey-Aunna Murphy

O

n Aug 17, 2021, senior Luis Maciel’s year was changed far beyond he could have ever imagined. Maciel tore his ACL and meniscus, tissues in his right knee and lower leg. ‘‘It was really weird. People just watched, [football coach Derek Duman] got [athletic trainer] Amy [Evilsizer],” Maciel said. “The athletic director and coaches took me to the medical room. It hurt pretty bad, but I just hoped it wasn’t as bad as it looked.”

The most common accidents in sports are concussions, torn muscles, sprained muscles, fractures and broken bones. As studies in athletic health advance, sport

“

I HAVEN'T PUT SHOULDER PADS ON SINCE THAT DAY. programs have easier access to better care for injuries.

Maciel has been playing football since his freshman year of high school. When he made it to the hospital, he remembers that he had to wait what seemed like at least an hour because they were so busy, and when he finally made it into the doctor, they referred him somewhere else.

When athletes experience pain and aches, Evilsizer helps to medically diagnose injuries, as well as handling them during games. Maciel said, “Football was a gateway to everything.’’ He loved the scout team, being his best, and pushing for the best with his team. “I used to do 300 lunges a day, now I’m learning to walk again.”

With a surgery that requires four to five months of recovery time, Maciel was out before the season really got started. His senior year without a second of play, time he can’t get back.

“I’m upset to miss my senior year, but everything happens for a reason. I don’t know why yet, but I can’t

During the football game on Nov 12, an ambulance entered the West Albany High School field and aided a Dallas High School Student. change it. This could be a small thing to what could have happened.”

Kayvon Thibodeauxz is a student of the University of Oregon who is predicted to be drafted into the NFL, still only a sophomore. He also is considered top ranking rusher in football. He now has a deal with Nike and NFT. All athletes have passion and strive for more and can use

“

I KNOW IT ’S REALLY PHYSICAL SO IT WILL HURT MORE THAN BEFORE, BUT I HOPE IT ’S JUST PAIN AND DOESN’ T GET WORSE. their athletic abilities to make their future better.

Evilsizer helped Maciel with his physical therapy everyday during football, after he waited too long to get into the doctor. “I wish I went to a knee specialist sooner,

just to be safer,” Maciel said.

Even though they can’t prevent an accident, athletes try their best to check into safety protocols, like stretching and doing everything the coaches say.

Athletes practice to get tough for games, fight harder

than their opponent. Even though his high school years are over, Maciel said has the Navy Sarc to look forward to in Sept. 2022.

250,000

Soccer Baseball

200,000

Basketball 150,000

Football 100,000

50,000

455,449

football injuries were reported in 2018-2019, making it the most dangerous sport, according to the Center for Injury Research and Policy

The annual cost for students’ medical bills in high school playing contact sports is

19.2 BILLION

per year according to Public Broadcasting Service (PBS) from 2017

13

0

Injured 14-18 year olds in 2021

According to Stanford Children’s Health. The graph represents each sport’s ratings for injuries.

OCTOBER 2021

Nothing to Sweat About

RE-LEARNING SCHOOL AS A STUDENT ATHLETE AND THE POWER A COACH HOLDS

By Joe Wagner

M

any students are having to readjust to what schools require of their students, and athletes might be struggling even more as they get back into the groove of juggling full-time school and sports.

Balancing an academic career and an extracurricular sport can be a very stressful and challenging task to undertake. Being an athlete in sports means having to participate in practices, attend competitions, working out with the team, along with a variety of other activities.

Each of those activities are essential to creating a successful and close knit team of athletes.

The Oregon Schools Activities Association requires that students maintain above a 2.0 GPA average and to not be failing any of their classes. Many coaches are trying their best to make sure their athletes are performing at the highest level they can be, while also having to change their methods of encouragement.

“We have to look at attacking the athletes’ process for school… During the time kids were out of school they learned not to do school,” Athletic Director Don Lien said. Many students struggled their way through online school managing to stay afloat, abut many weren’t able to hit that mark.

“The grade was a product… Being a proactive student in class, where you’re owning your education… Anybody that does that in high school should come out with a passing grade,” Lien said.

The incredible amount of work it takes to be a high level athlete can be very taxing for an individual. As a result of the heavy workload, some students may benefit and become better students.

“They have to schedule themselves in a different way,” head coach of the track and field team, Bryan Wadlow, said. “For me personally, athletics kept my academics in line because I knew I had certain commitments.”

When a student begins to fall behind academically, it

can be up to the coaches to help push the athlete back up to an acceptable level, or even beyond that. The coaches keep tabs on athletes, making sure they are where they need to be.

“I think it’s actually beneficial to have a schedule and expectation,” Wadlow said. Having expectations set by a role model can really make a difference in how effective an athlete is at succeeding in school.

Currently, coaches are trying to be more understanding of athletes and students alike, recognizing that it may be jarring to be faced with deadlines and a normal amount of school work in comparison to last year.

Coaches have had to take a step back and reevaluate how they approach their athletes. The mental health of athletes has begun to take precedent in the plans coaches have for the year.

“All of our coaches have been coach counselors,” Lien said. “When a kid comes to practice with everything that’s going on, maybe family stress, social stress, and school stress, then they’ve arrived at practice and they’re supposed to have a clean head to focus on sports…

That’s not happening.”

And it could be devastating for an athlete to be removed from their sports. For some it’s an integral part of their mental state.

“I would say, us adult coaches in this building, we want to be here to give a safe place for our students, our athletes,” wrestling coach Bryan Barker said “And allow them to be here because we have a lot of students in this building that the only time they feel safe is when the bus picks them up in the morning,”.

Former girls volleyball coach Kelli Backer said, “It’s the worst thing for a coach to have to cut athletes.”

But it’s important for athletes to know that their grades do matter in the long run, and the success of athletes after highschool is the number one concern of coaches.

“

WE DON’T WANT TO FLIRT WITH D’S... WE NEED KIDS SHOWING PROGESS TOWARD STRONG C’S.

Activities Promote Health and Well-being. Mental and physical health are improved through activities.

A study of nearly 140,000 Kansas high school students... revealed that “athletes earned higher grades, graduated at a higher rate, dropped out of school less frequently, and scored higher on state assessments than did non-athletes.

Famous by Word of Mouth!

Tuesday-Saturday 11 a.m.-8 p.m

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WHAT’S UP // SPORTS

What’s In My Bag

A LOOK INSIDE THE BAG OF SENIOR BASKETBALL PLAYER MAIJA YLEN

By Eleanor Peterson

“Water bottle is important because I constantly am thirsty.”

“My headband keeps my hair back.

Keeps it out of my face so I can get to playing.”

This is a bulldog towel that Ylen was gifted by girls basketball coach Shawn Stinson her freshmen year.

“My practice jersey we use every single day at practice. It’s reversible so we can make our own teams within our team and play against each other, which is important to improve our game.”

“My shoes are important so I have enough traction to move quickly around the court.”

One Time

ATHLETE MENTAL HEALTH UPDATE

By Melia Rasmussen

Being the leader in high school sports for more than a century, the National Federation of State High School Associations works to minimize concussions and other serious injuries athletes receive.

Although sports are heavily team-based, injuries and personal health vary by the individual. The NFHS conducted a study to analyze the correlation between mental health and physical wellbeing.

They found adolescents in the U.S. “were less likely to report anxiety and depression symptoms” in the 2020-21 school year.

Especially as seasons resume and athletes are able to practice again, the NFHS Sports Medicine advisory Committee hopes to develop a strategy with other national organizations to focus on mental and emotional wellness within high school sports.

One Question

WHAT SONG GETS YOU HYPED UP FOR GAMES?

By Melia Rasmussen

‘FOREVER’

Junior Jeffrey Hunt

BY

MAYBE

‘ALWAYS’

‘ C O N G R AT U L A -

DRAKE. THAT SONG

BY KANYE WEST. IT

TIONS’

MAKES

FEEL

JUST GETS ME IN

MALONE. IT GETS

LIKE I’M ON THE TOP

THE MOOD, IT GETS

ME READY FOR THE

OF THE WORLD.

ME READY TO RUN

GAME, GETS ME IN

THROUGH A BRICK

THE RIGHT STATE

WALL.

OF MIND.

ME

Senior Nathan Marshall

15

BY

POST

Freshman Austin Simmons DECEMBER 2021

Serving Up Something ServingFresh Up Something Fresh WHAT’S COOKING IN CULINARY 4?

WHAT’S COOKING IN CULINARY 4?

W

By Marshall Hamel

Coral CwmCwla mare

hether it’s art, music, or sports, West Albany students are given many opportunities to show people what they’re made of, or in some cases, what they’re making. Culinary 4, or Bistro is no doubt a perfect example of this. But what exactly do students do in Bistro?

“There’s five groups in the class that each get assigned a certain dish,” said senior Allison Hardin. “Then we serve the dishes to the teachers and some parents at the end of the week.”

Hosting a luncheon once a week is no easy task.

Adding to the challenge is the fact that the operation is primarily run by the students themselves, although culinary teacher Dolly Victorine is always there to keep everyone in check.

Mirroring a professional kitchen setting, Bistro is incredibly reliant on teamwork in order to function properly, and there’s a heavy emphasis on strong team building.

“We have to talk to everyone and get the information we need for whatever we’re doing that day,” said senior Megan Hedgpeth. “It’s very team oriented because we absolutely need to talk with everyone to make sure everything goes smoothly.”

On top of that, because Bistro is an advanced class, the number of students is substantially smaller than what you’d find in any of the entry to mid-level classes.

“The biggest challenge this year more than any other year is class size,” said Victorine. “Trying to gauge our time and production has been a little tricky because of that.”

The upside to this is that it allows for the students to really get to know each other, and in turn their teacher.

“My favorite part about that class is the ability to get to know students,’’ said Mrs. Victorine. “Being able to work side by side with them is a lot of fun, and sometimes I get to cook with them which I don’t get to do with other classes.”

Victorine’s affinity for working alongside her students is definitely a mutual feeling. Ask any of her students what they love about Bistro, her name is always mentioned, which just goes to show how much students appreciate having her lead the class.

Pictured in the Bistro class counterclock-wise Megan Hedgpeth, Nathan Hovey, Ember Walter, and PK Bean.

T H E W H I R LW I N D T H E W H I R LW I N D

05 16

Whether it’s art, music, or sports, West Albany students are given many opportunities to show people what they’re made of, or in some cases, what they’re making. Culinary 4, or Bistro is no doubt a perfect example of this. But what exactly do students do in Bistro?

“There’s five groups in the class that each get assigned a certain dish,” said senior Allison Hardin. “Then we serve the dishes to the teachers and some parents at the end of the week.”

Hosting a luncheon once a week is no easy task. .

Adding to the challenge is the fact that the operation is primarily run by the students themselves, although Culinary teacher Dolly Victorine is always there to keep everyone in check.

Mirroring a professional kitchen setting, Bistro is incredibly reliant on teamwork in order to function properly, and there’s a heavy emphasis on strong team building.

“We have to talk to everyone and get the information we need for whatever we’re doing that day,” said senior Megan Hedgpeth. “It’s very team oriented because we absolutely need to talk with everyone to make sure everything goes smoothly.”

On top of that, because Bistro is an advanced class, the number of students is substantially smaller than what you’d find in any of the entry to mid-level classes.

“The biggest challenge this year more than any other year is class size.” Said Victorine. “Trying to gauge our time and production has been a little tricky because of that.”

The upside to this is that it allows for the students to really get to know each other, and in turn their teacher.

“My favorite part about that class is the ability to get to know students,’’ said Mrs. Victorine.

“Being able to work side by side with them is a lot of fun, and sometimes I get to cook with them which I don’t get to do with other classes.”

Victorine’s affinity for working alongside her students is definitely a mutual feeling. Chances are if you ask any of her students what they love about Bistro, her name will almost certainly be mentioned, which just goes to show how much students appreciate having her in charge of the class.

106 7

Austin Rudel

OCTOBER 2021 DECEMBER 2021

Who is Nishant Vashisht?

A Profile

A DEEPER LOOK INTO A STUDENT Q: WHERE DO YOU SEE ALL THIS MAKING WAVES AT WEST ALBANY GOING?

Quotes from Vashisht too good not to include:

-“People are like ‘Nishant, you’re very attractive,’ and I’m like ‘Yeah, cause I worked for it.’”

“I’m gonna make

A: I see myself going to Pluto. I believe I can do anything. Limits are just

By: Brogan O’Hare

Senior class vice president, founder of his own motivational club, leading actor in the fall musical, as well as a self-proclaimed influencer and rapper, Nishant Vashisht, perhaps better known as “Dr. Spice,” is a man of many talents. He’s also a man with many different perceptions of him. But behind all those layers, personas, and perceptions, there lies one question in the middle of it all: Who is Nishant Vashisht?

Q: WHO ARE YOU?

A: I’m just an Indian kid from California who moved to Oregon. I’m just a kid trying to become something in Albany, a kid who wants to get out and make it out of Albany. I think I’m a good-hearted kid. I like to be positive and optimistic, you know? Dr. Spice is my alter ego. He’s someone who is confident, someone who believes in himself, and someone who hypes up everybody.

Q: WHAT ARE YOU HOPING TO ACHIEVE IN YOUR ENDEAVORS?

A: I really want to leave a legacy. I want to be that guy who brought a beacon of hope, I want to be the kid that comes out of Albany. I want to be the dude who brought change to the Asian and Indian communities. I have three goals: I want to be a billionaire, I want to be the best actor and artist in the world, and I want to be the best motivational speaker.

Q: WHY DO YOU DO WHAT YOU DO?

A: I mentor a lot of kids. Freshmen, sophomores, juniors and even seniors look up to me. I help them find their finer path. That’s why I do it, because I can inspire and help these kids. I’m trying to show these kids what’s up.

a song that you’ll dance to”

illusions.

“Mrs. Caffarella is a G”

Q: WHEN DID THIS ALL START?

“Coach Clevland was

A: This all started freshman year. I was disrespected, I was looked at as someone who couldn’t do anything. I was going to prove them wrong. Maybe not next week, maybe not next month, but I was going to prove them wrong.

like, ‘Dude you did amazing, you’re gonna be in a musical,’ and I was like

Q: TELL ME ABOUT YOUR MUSIC CAREER. YOUR MOTIVATIONAL CLUB? YOUR POSITION AS SENIOR CLASS VICE PRESIDENT? YOUR ROLE IN ‘SENSE AND SENSIBILITY’?

A: I love music. Am I the best at it right now? No. But will I be in 10 to 15 years?

For sure. I’m going to win five, no, 15 Grammy’s. My motivational club started when I was bored on vacation in Bend. I was imagining, ‘What if I start speaking for classes?’ Eventually I just said ‘F--- it’ and did it. I ain’t even gonna lie, I ran for vice president for fun. It’s going really well. I’m helping plan Winter [Formal], it’s going to be a blast. I wasn’t in a musical, I was in a play. I heard the stereotypes about theatre kids, how they’re all nerds and stuff. So I was really out of my element.

Q: FINAL THOUGHTS?

A: Follow your passions, follow your dreams, and remember my names; Nishant Vashisht and Dr. Spice.

‘Nah, I’ma be on Netflix’” “Without Coach Barker, I don’t think I’d be where I am, and that’s on good coaches” “One day you’re gonna be telling your kids how you went to school with me”

FURTHER YOUR KNOWLEDGE If you’re like us and dying to learn more about him, Vashisht hosts his Motivational Club in Mr. Risinger’s room, E-2, every Friday from 3 to 3:15 pm. You can also find links to his music and social media by visiting https://linktr.ee/ DrSpice24

Vashisht speaking at his Motivational Club Photo by Brogan O’Hare

THE WHIRLWIND

EXTRA, EXTRA! READ ALL ABOUT HIM!

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WHAT’S UP // ENTERTAINMENT

RECOMMENDATIONS

Lady of the Rings COMBINING JEWELRY AND WOOD WORKING

T

“The Invisible Life of Addie LaRue” tells the story of a girl born in 17th century France who makes a deal with the darkness for immortality. The price for everlasting life is that no one will remember her, until someone does. While it does include romance, it’s not necessarily a romance story unless you consider Addie’s love for life. “The Invisible Life of Addie LaRue” is beautifully written and a refreshing story.

Story and Photos By Eleanor Peterson

he scent of wood dust fills the room as the sound of a drill whirls away in the background. Students mill about the room making pens, boxes, and other traditionally wooden things. But junior Megan Bouma is making something different. She’s making wooden rings.

“It was during woodshop club last year. I started a ring because I saw a couple other people doing it,” Bouma said. “We make rings with an opal inlay. I already made a pen with an opal inlay, and it was pretty cool, so I wanted to try a ring.”

The process of making a ring is a long one that can take up to two weeks according to Bouma. They start with a drill press and drill a hole into a piece of wood which they then trim down to the right size. Then a small channel is inserted that will hold a piece of wire which helps prevent the brittle wood from snapping. Finally, the opal is added to the channel, they add some shine, and voila!

A wooden ring.

Although, it’s not quite as easy as it may sound. Of the many rings Bouma has made, she has only had four successes.

“There’s a lot of failed ones,” Bouma said. “It’s possible if your ring isn’t perfectly aligned that the channel will go in all wonky and then you need to scrap it. Some woods are especially brittle and will just snap on you. Other times, the opal doesn’t

Junior Megan Bouma making a ring for her cousin. get in right and you can see the wire underneath, and that’s not the same.”

While they may be difficult, it’s all worth it to Bouma.

“They’re just really pretty and they always sparkle all nicely,” Bouma said, “and it’s something you yourself have made.”

The Show Must Go On

“Midnight Mass” focuses on the residents of a small island facing hard times and depicts the dark side of having blind faith. Directed by Mike Flanningan, who has slowly been building a name for himself in the horror industry after directing Netflix’s “The Haunting of Hill House” and “The Haunting of Bly Manor”, “Midnight Mass” is wonderfully eerie and has a slow build to its shocking and terrible ending.

WHAT WE CAN EXPECT FROM THE WINTER TALENT SHOW THIS YEAR

T

o the great disappointment of many students, last year’s winter talent was held online. Students who wanted to perform sent in videos of them singing, dancing, and even drawing. These home videos were then compiled into one video that was shown to the advisory classes and can now be found on video production teacher Matt Boase’s YouTube channel.

Many people were worried that we would have another online talent show this year, but fortunately for WAHS students, that is not the case. This year, the winter talent show will not only be in person, but will be held in the new

auditorium. But one drawback of having it in the auditorium is that it’s not big enough to fit the whole school. According to junior Spencer Madsen who is running the talent show this year, some classes will have to watch a recording or livestream of the talent show from their classrooms.

Nonetheless, students can be excited for all the exciting performances to come. “I’m pretty optimistic about it,” Madsen said. “All the performances so far have been just amazing. There’s not much to say without spoiling it, [but] I’m really excited for all the acts and I think it will definitely rival last year.”

19

“Lately I Feel Everything” is Willow’s latest album, which tackles the extremes of human emotion.

Following her last album, “The Anxiety”, which portrays the feelings of anxiety, Willow’s newest album has a much harsher rock vibe. Although quite different, “Lately I Feel Everything” succeeds in portraying some of the harsher emotions that come with being human.

DECEMBER 2021

T H E W H I R LW I N D

05

As students of West examine their own experiences with diversity within the school curriculum, or the lack thereof, a question is raised: what are schools doing to help students learn about cultures other than their own?

Feature by Gabi Emery and Cali Stenger Illustrations by Tori Thorp

06

OCTOBER 2021

years prior. The program not only provides students with the help they need to be successful academically, but it also helps students find a community in which they can feel secure and connected to their culture. Parent populations in need of translation services at West have been supported for the first time with the reinstatement of the ELD program, helping to closer connect West’s community.

As it is, there is very little representation for students of color in the classroom, an often overlooked detail that can leave a large impact. As a Chinese American, junior Caroline Gao noticed the absence of people who looked like her or shared her background throughout her school career.

“I’ve taken almost every AP social studies class at West, and I’ve never read about an Asian American in any of my textbooks. I’ve never seen an Asian American in our curriculum,” said Gao. “So creating an opportunity for people to see themselves represented as something other than a victim is very important for people, especially when they’re growing up in a society where they don’t have a lot of people to look like them or understand them.”

As more people voice their concerns on the subject, greater attention has been shifted toward educational reform.

“We’re not learning about other people, and that seems kind of like a loss in a way,” sophomore Lileanna Johnson said.

As a result of this attention, Oregon House Bill 2845 was passed in June of 2017. This bill will instate a new set of standards for social sciences focused on ethnic studies, and it will be required for graduation. Ethnic studies will be taught to all students grades K-12, and these standards are set to become officially a part of the statewide social studies curriculum by 2025.

“Ethnic studies will go much deeper and create teaching and learning opportunities for students to examine identity, race, ethnicity, community, religion, nationality, and culture in the United States,” Oregon Department of Education director Colt Gill said in a letter explaining the new standard.

Freshman Zhaine Raymundo used to bring chicken nuggets to school for lunch, but not for typical reasons. Raymundo moved from the Philippines to the United States when she was 15 months old, and as a first generation immigrant, she’s grown up having to face a serious struggle: learning how to balance her own culture with Albany’s. Her endeavor is common among immigrant students and others who have a home culture that’s different from the dominant one. Sometimes, similar to Raymundo’s case, it can even lead students to push away aspects of their personal identity.

“I only brought chicken nuggets to school because I didn’t want people giving weird looks or smelling the food and thinking it was gross. I’ve forgotten how to speak Tagalog...I completely forgot it because I had to learn English to be with other people,” Raymundo said. “I guess I’ve kind of just drifted away from traditions...And I don’t know the history [of these traditions] because of how much I’ve tried to just push it away to try to fit in with other kids.”

Living in a city that isn’t known for its diversity can lead many students to be unaware of cultures unlike theirs. Some students believe that teaching about other ways of life is necessary, as it helps people to understand things they might not have experienced or otherwise thought about. The conversations that occur when educating students about culture can be tense. During a cultural forum held for WAHS students, freshman Reagan Williams agreed that having an inclusive and safe space is key when teaching about cultural diversity. She suggests that putting up Black Lives Matter or pride flags could be the first step in doing so.

“I think that it’s kind of a small thing, but it lets the youth know that they’re supported by the school and the staff,” Williams said.

However, within the last few years, causes such as the Black Lives Matter movement have led students and faculty to think critically about the district’s cultural and racial divide, as well as the importance of a diverse education.

Last school year, the English language development program was reintroduced to WAHS after being concentrated at South Albany High School for

THE EVOLUTION OF CULTURAL CURRICULUM

By Elizabeth Featherstone

West Albany’s English curriculum has evolved through the years. From very little ethnic education to studying books from a diverse selection of authors, representation in the classroom has come a long way since the 2000s.

T H E W H I R LW I N D

“

I’VE NEVER SEEN AN ASIAN AMERICAN IN ANY OF MY TEXTBOOKS.

2000s- Selectives were being offered. Selectives were 16 different one semester classes for juniors and seniors, including Mythology, Women’s Literature, Science Fiction, Sports Literature, Creative Writing, Film and Literature, and Humanities.

A more engaging style was adopted in teaching and in-library research still more prominent than online research.

2010- Graduation requirements shifted for students to pass state reading and writing tests in 2010, according to English teacher Blain Willard. Selectives were no longer offered, instead common novels and a textbook were adopted to guide curriculum choices.

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ACCORDING TO A SURVERY CONDUCTED

CLUBS TO KNOW ABOUT

WITH 87 STUDENTS,

18.4% FELT VERY STRONGLY THAT WAHS HAD NOT INTRODUCED Junior Caroline Gao is the creator of a youth-led organization called The World in Us, a group seeking to eliminate cultural ignorance from its roots through youth for youth education. So far, the group has been involved in a variety of programs such as virtual camps, in-person lessons about different cultures, and even online intercultural exchange programs.

MULTICULTURAL PERSPECTIVES TO THEM. “These standards will equip students with a more robust historical narrative that centers on the histories, contributions, and perspectives of historically, traditionally and/or currently marginalized communities and individuals...These standards will also assist students in developing a critical lens to see the world by understanding the systems and power at the root of American society.”

Even if they are not a part of the minority, the lack of cultural education affects the way students view their heritage and identity. Johnson, who is of Scandinavian descent, took the initiative to educate herself on culture–both her own and others’. She found that learning more about her family’s culture opened up opportunities to learn more about herself as a person. Understanding and sharing a background creates a connection, and for Johnson it was another way to discover her heritage. She has always identified as American, but she realized that she had another culture as well.

“The past couple years my father started researching it. We [didn’t] know much about it, but I want to look into it. There’s so much more there,” said Johnson. “I found festivals, I found communities, I found online groups from people who live just down the street [from me] who had the same path.”

In many students’ and teachers’ opinions, an updated set of educational reforms are long overdue. In 2016, Portland metro area schools lobbied for a more diverse education in which students could see themselves reflected in social science classrooms. It was widely recognized by both teachers and students alike that having a more inclusive education would be beneficial to all students. Learning about the history of the United States through an array of perspectives, as opposed to a single traditional one, can help to create a more understanding and tolerant environment in schools. Perhaps one day, students like Raymundo will be free to bring whatever they want for lunch without having to worry about backlash from their peers. “[Education] really changes how we act,” Johnson said. “We might [start to] value different things. We might think about different ways our actions affect others.”

2010s- The Greater Albany Public School board attempted to diversify the curriculum at this time by adding poetry, short stories, and nonfiction articles by authors with different ethnicities.

The African American club is a student-run organization at WAHS. They strive to create an accepting space for all African American students, and encourage more positive representation for the way African Americans are portrayed in the history curriculum at West. The African American Club hosts discussion meetings every other Thursday in the Little Theater at lunch, and they can be contacted on Instagram @wahsafricanamerican for more information.

Latinx de Oeste, student-led by seniors Ashley Maya and Khylin Sanchez-Hernandez, is a club that welcomes all students that are interested in learning more about Latinx culture. The club aims to establish a safe space for Latinx students at West, and to inspire them to take pride in their heritage. They meet in room C-5B every Friday. For more details, reach out to Maya, Sanchez-Hernandez, or Mrs. Lopez.

2021- Curriculum changed after the pandemic. The social and emotional aspects of learning return in education as people realize what they were lacking during the lockdown that COVID-19 brought the year before. More voices are sought out to be represented. “We are trying to move into an era where classics are used, but more contemporary books are paired with them,” English teacher Krissy Rasmussen said.

2020- COVID-19 was in full swing and education and curriculum adapted to the all-online change.

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DECEMBER 2021

The Big Critical Race Theory

HOW CAN EVERYONE COME TO AN UNDERSTANDING OF CRITICAL RACE THEORY AND ITS EFFECT ON THE YOUNGER GENERATION?

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By Cecilia Greene

ur nation as a whole has been through trial and error when it comes to its establishment. With racism being a large factor in the making of the U.S., a wide variety of stories from different ethnic groups and backgrounds show how people of color deal with ignorance, degradation, and the discrimination that is still present today. When it comes to these stories, some citizens argue that the

majority of them are sugar-coated to paint a better picture of the founders of America and how they created the country. Some important stories are starting to be taken out of curriculum in different schools throughout the U.S. out of fear of children being taught to dislike themselves and the country they live in.

Want to Learn More?

WHAT IS CRITICAL RACE THEORY? “Critical race theory” (CRT) is the explanation of how systemic racism came to be in the U.S. and shows what major parts of society’s history have been omitted or possibly minimized.

The concept of CRT has been around for decades, initially intended to be taught in law schools. The nature of the curriculum sparked two divided schools of thought on how and if CRT should be taught.

HOW HAS IT INFLUENCED EDUCATION? Many citizens disagree with CRT becoming an optional way of teaching history to students. News outlets all over the U.S. have provided information on the effects of CRT, claiming that the curriculum would cause kids to develop a negative mindset towards their country and possibly gain a prejudice against whites.

As of 2021, statistics from “Armed Conflict Location and Event Data Project” (ACLED) state that “60% of all demonstrations over CRT have opposed its teaching in public schools and approximately 50% of all demonstrations over CRT have supported its teaching in public schools.” With that 60% believing the curriculum has its roots in cultural Marxism.

WHAT DO TEACHERS THINK? Due to the limited time during online school, history and psychology teacher Kyle Hall had to cram and cut much of his usual curriculum. With CRT dealing with unpopular historical events and stories being left out, Hall expressed that it was important to add a variety of perspectives to avoid looking at history with a biased lense.

“You don’t have to agree, but you just gotta listen to the opposing side... As long as critical race theory is being taught the right way and not used to twist views, then I’m all for it.”

Hall said.

GAPS FACULTY RECOMMENDED READS The conversations surrounding critical race theory and anti-racism in school curriculum continues to expand, in turn eliciting more media coverage than ever. While news outlets report on debates and events, the core elements of these theories can get lost in the commentary of politicians and citizens. GAPS equity director Javier Cervantes and English teachers have recommended books on CRT and anti-racism. Expand your knowledge and be in-the-know when browsing media coverage and starting conversations with these 16 books and graphic novels.

“Between The World and Me”

by Ta Nehisi Coats Recommended by English teacher Jordan Ruppert

“The 1619 Project”

by Nikole Hannah-Jones.

Recommended by Equity Director Javier Cervantes “Stamped From the Beginning”

by Ibram X. Kendi Recommended

by Cervantes and Willard

“The New Jim Crow”

by Michelle Alexander Recommended by Ruppert

“The Anti-racist: How to Start the Conversation About Race and Take Action”

by Kondwani Fidel Recommended by

“Caste: The Origins of Our Discontent”

by Isabel Wilkerson Recommended by all three faculty members

Cervantes

MORE RECOMMENDED READS: “Pedagogy of The Oppressed” by Paolo Friere “We Were Eight Years in Power”

by Ta Nehisi Coates “The Nickel Boys” by Colston Whitehead, “Kindred” by Octavia Butler “They Called Us Enemy” by George Takei

WHY ARE SOME PEOPLE OPPOSED TO IT? Most of the 60% opposed to the teaching of CRT have argued that the teaching of it is just a small step to creating a toxic relationship with identity and self hate.

Although the curriculum is said to help out with reflection, truth, and unity, anti-CRT parents and community members involved with education have expressed that it’s T H E W H I R LW I N D

“The Sum of Us” by Heather McGhee.

Recommended by English teacher Blaine Willard

“March” by John Lewis “Beloved” by Toni Morrison “Panthers in the Hole”

by Bruno and David Cenou “Long Time Coming: Reckoning with Race in America” by Michael Eric Dyson “The Fire Next Time” by James Baldwin

slowly showing the characteristics of categorizing people as oppressed and oppressors based on appearance. They’ve also expressed that bashing historical names and monuments along with their stories is creating a negative view of history.

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WHAT IS ELD?

ELD: Know the Facts

HOW AN ENGLISH LANGUAGE DEVELOPMENT PROGRAM BENEFITS STUDENTS AND PARENTS

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By Samantha Zimmerman

ast year, an English Language Development program returned to campus for the first time in over a decade, and ELD teacher Emily Mehl along with bilingual assistant Evelyn Lopez lead the program. Their main goal is to help bilingual students with writing and vocabulary in English.

Q: When did this class really start up?

EM: What happened was during the recession, our school district said, “We’re having a ton of financial issues, so we have to cut funding.” So they made a decision that West was going to have a really well developed program for students with autism and South was going to have a really well developed program for students who needed ELD. Unfortunately, not having the ELD program had a trickle effect in a way of really limiting diversity and limiting our ability to support students appropriately. We lost students who were bilingual who had so much to offer our school because they had to choose to go to South or stay here and not have the program. But in 2019 when [principal Susie Orsborn] asked for the program back, we got it back.

Last year was our first year and a great step in the right direction in expanding our diversity and expanding what we have to offer at West Albany.

EL: It’s even opened up the horizon for transfer students from South Albany High School who want to come to West Albany, but they needed these services. They are now able to come and are excited to be at West.

Q: Why do you think the class started so late?

EM: I don’t know the answer to that question. Even if we only had five students in our school who needed the services, then that would be worth it in my opinion, but from a financial standpoint with the district, that is a big program for only five students. Mrs. Lopez not only [offers] help in classes, but she is also doing all our translating, all of our interpreting, and there are so many families in our school that benefit from both translation and interpretation even if their students don’t need the program.

EL: It’s not just what we see here in this classroom or the other classrooms. It’s all these other meetings that are happening in the background, like attendance, when nobody speaks Spanish over in the office. And it’s not like [guidance counselor Kate] Boase can always be helping the parents who are calling for attendance.

EM: So those parents call down to her, here.

And I guess the point is we had to get the program started to see, yes we need this and we have families who could benefit from this and by not offering these services, we were not fully providing for all of our families the way that we should have been. You know, there is so much value in knowing more than one language. In this school, I feel like this program really highlights the value of speaking more than one language.

EL: I[attended West] and when I went here, there was no bilingual assistant. So when our parents had to call for attendance, they would just have to speak their broken English and hope that they understood, or call the welcome center. Now we don’t have to.

And we can take a load off the welcome center and have me here to assist the office staff.

Q: Is there anything else that you would like people to know?

EM: I know I said this before, but I would really want the school to see what an awesome program this is, what a benefit it has.

EL: And with a positive light, a positive welcoming environment to diversify the school. This is something to better West Albany.

“

WE HAVE SPANISH SPEAKING STUDENTS, A FRENCH SPEAKING STUDENT, AN ARABIC SPEAKING STUDENT, AND A PUNJABI SPEAKING STUDENT. SO IT IS A REALLY COOL MIX OF DIFFERENT BACKGROUNDS

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ELD is a class that helps students who speak languages other than English at home. ELD stands for English Language Development. The class isn’t for teaching students how to speak English-instead it primarily assists them with reading, writing and proper punctuation. ELD is a class that helps many students and it is one that will hopefully help more in the future.

IMPORTANCE

The Seal of Biliteracy test is something that most ELD students eventually take. It is a test that they can take at the end of their senior year.

If they pass, they are recognized during graduation and they gain official proof of being bilingual. The test is one that goes over all the elements of the languages: reading, writing and speaking. It can open many doors in the future for both the students and the school as a whole.

SEAL OF BILITERACY

Having the ELD program is very important for increasing cultural diversity. When the district had to cut funding during the recession, South got the ELD program so the students that needed the services had to go there. Now that West also has the ELD program, students who need these services can receive support at their home school. The bilingual assistant is helpful for helping bilingual or Spanish speaking parents and students.

DECEMBER 2021

One Last Spotlight RECOGNIZING ATHLETES FROM FALL SPORTS, THE HIGHS AND LOWS OF THE SEASON, AND SEVERAL OF THE TEAMS THAT PLACED IN STATE CHAMPIONSHIPS THIS YEAR

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By Melia Rasmussen and Gigi Roldan

he Athletic Department tested the ice to resume sports in April 2021 during COVID-19, and the ice stayed strong. Now, the ice has melted and the fall sports season was able to set sail with less obstacles than last year’s freeze. They didn’t hesitate to show they’re not going to waste this year.

The volleyball team, both water polo teams, a single cross-country runner, and the football team all fought their way forward to the state championships in the 5A league.

The Hi-Steppers, although not solely a fall sport, are in their fall season of competitions. From November to December, they compete against other schools in various leagues based on categories of dances. These categories include hip hop, jazz, novelty, pom, kick, and contemporary. The Hi-Steppers won first in Jazz and Contemporary during the 27th Annual Celebration of Dance on Nov. 20. Continuing to practice throughout the year, state dance competitions are hosted in February and March. 1A through 4A leagues compete against each other. 5A competes against 6A. Although winter sports have already started practicing and competing, these teams get one last light on them because, for many, this is the end of the high school chapter of their lives, and along with it their sport. For others, it’s the prologue of a collegiate chapter.

FOOTBALL 4TH STATE

10-3 OVERALL

With a strong 6-1 win/loss record during the season, the varsity football team advanced to compete for the state title after beating Scappoose 33-0 in the first round. They then beat Dallas 28-9 and advanced to the final four. The Bulldogs lost to Silverton on the road in the semifinals, landing fourth and ending their season.

SOCCER

2ND STATE

18:53.10 TIME

A cross country team needs at least five varsity runners in order to receive points in a race. The placing a runner gets is the number of points the team gets, and schools strive for the least number of points. The entire team heads to districts, with the top seven runners heading to state. Senior Megumi Ludlow was the sole qualifier for state, earning second in the 5A Championship race.

Senior Megumi Ludlow

Q: What was your greatest accomplishment?

A: I think my greatest accomplishment would be breaking 20 minutes in a 5k because I’ve been trying to do that since sophomore year... I was able to break 18 [minutes].

Q: What did you wish you’d done differently?

A: I wish that I could have started doing track workouts earlier, but I think I did everything pretty well.

Q: What was your favorite/most memorable moment?

A: The most memorable moment would probably be the finish at state because I thought I was going to be placing third, but I was just able to pass the girl who was running in second at like the last 200 meter finish. It was crazy.

TO READ MORE OF LUDLOW’S STATE CROSS COUNTRY RACE, GO TO WAHSWHIRLWIND.COM

Senior Jeremy Geno

5TH

6-7-1

LEAGUE

OVERALL

The boys varsity soccer team had a 4-4-1 win/loss/ tie record by the end of their season. With an 0-2 loss against North Salem, the Bulldogs did not qualify for the state championship.

Ending their season ranked 5th in the 5A league, the team did not go down without a fight.

T H E W H I R LW I N D

CROSS COUNTRY

Q: What was your greatest accomplishment?

A: I just wanted to have a more relaxed year compared to junior year, less AP classes, and just enjoy the last soccer season... I still feel like I’m not that great, but somehow I got MVP. Q: What did you wish you’d done differently?

A: Because we hadn’t played a soccer game in a while, I was more nervous on the ball. So at the start I was just trying to get rid of it, but then after a few games I got more confidence. So probably from the start, just trying to hold on to the ball for a bit longer to let plays develop.

Q: What was your favorite/most memorable moment?

A: I think the most memorable moment of the season is when my boy [junior] Neil [Morse] jumped up and hit the header on the back post. So like it came in from the corner and he just banged it in.

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VOLLEYBALL 1ST STATE

Senior Maddy Hellem

29-3-2 OVERALL

The varsity volleyball team had gone undefeated in their season with a 16-0 win/loss record. They advanced into the state championship bracket first in their seed, knocking down Parkrose 3-0 and La Salle Prep 3-1. After beating Ridgeview 3-1 in the semifinals, the Bulldogs fought their way to the top, claiming MidWillamette state championship title against Wilsonville, 3-0, and winning a new plaque for first place.

WATER POLO 1ST STATE

19-6

Q: What was your greatest accomplishment?

A: The state championship was obviously a pretty big deal. But I think just growing as a team because we’ve all been playing together since middle school—or playing against each other.

Q: What did you wish you’d done differently?

A: During practices, a lot of us would complain, I especially would complain, about things. And now that it’s over, there’s nothing to do and there’s moments when I want to go back. But during the season, there were moments when I was like, I’m so ready for this to just be done.

Q: What was your favorite/most memorable moment?

A: My favorite memory is our team sing and dance along parties before games. So whether it was a home game or an away game, we’d sing a song that was not very appropriate and we’d sing it before every game.

The boys varsity water polo team had gone 6-0 in the 5A league, placing them first in the South water polo standings. The Bulldogs beat South Albany in the first round with a score of 20-8, and then went on to beat Hillsboro 13-4. The team placed first and claimed the championship title after defeating Hood River 11-6.

OVERALL

SOCCER 4TH

10-6

LEAGUE

OVERALL

WATER POLO 4TH STATE

With the girls varsity soccer team ending their season 5-2, they were ranked 4th in the 5A league. Heading into the state championship tournament, the Bulldogs beat Ashland 1-0 and advanced to the elite eight.

But their run ended there after losing to North Eugene 0-1, finishing their season ranked 11th of 31 other schools.

10-6 OVERALL

The girls varsity water polo team had a South standing score of 2-1 before heading into the state championship bracket against Cottage Grove. They beat them 21-7 and advanced to the elite eight.

They lost against Ashland 6-7, and then again to Hillsboro 6-7, placing the Bulldogs fourth to finish their season.

Senior Hailey Wadlington Q: What was your greatest accomplishment?

A: My greatest accomplishment was probably getting fourth in state, we worked really hard as a team, and I’m very proud of where the girls have gone and how they’ve improved.

Senior Nicole Beers

Q: What was your greatest accomplishment?

A: I was one of the only two or three defenders and there was a big hole to fill. But as a team, we managed to find people to fill those slots, and we had a really solid defense.

Q: What did you wish you’d done differently?

A: I feel like just preparing for the season, there’s probably some more stuff I could have done. Like getting better fitness.

Q: What was your favorite/most memorable moment?

A: We did team dinner before every game and those were super fun because we’d always get to talk. There was one in particular where we went to [junior] Ava [Remington’s] house and we’re eating outside around her fire pit and we probably stayed two extra hours just telling stories and stuff.

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Q: What did you wish you’d done differently?

A: I wish I would have taken the time during the summer to work on legs and stuff like that, out of water strength, so later in the season I can help my teammates more.

Q: What was your favorite/most memorable moment?

A: My favorite moment was probably when we got the girls and some of the guys together at my house and we just had a lot of fun doing karaoke and dance offs and had a fire and stuff like that.

DECEMBER 2021

BACK TO THE PAST

By Coral CwmCwlamare

Growing up with science fiction and how it shaped people

T H E W H I R LW I N D

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“

“I grew up watching the old ‘Star Trek’ TV show and reading science fiction that they would recommend. ‘Star Wars’ was a big one.”

Science fiction can help create a sense of community as people find others with similar interests. Beyond having seemingly limitless possibilities in storytelling, it can help expand people’s world.

reading first was “Dragonriders of Pern,” a blend of science fiction and fantasy set on another planet after humans have left Earth.

While some people found sci-fi while exploring libraries or fantasy books, some families have been interested in the science fiction genre for generations.

“It was more like I grew up around science fiction because of my parents,” freshman Sophie Getz said.

3. Which book was “Blade Runner” an adaptation of?

A) “Do Androids Dream of Electric Sheep?”

B) “Alter Ego” C) “Neuromancer” D) “Minority Report”

What are 87 students’ favorite science fiction shows?

“Rick and Morty” - 23% “Stranger Things” - 20.7% “Star Wars” - 21% “Doctor Who” - 3.4% “Star Trek” - 2.3% “Black Mirror” - 2.3% “Stargate” - 1.1% “Travelers” - 0% “None of the above” - 25.3%

AROUND THE WORLD

Mainstream culture has a lot of American science fiction, however the genre is not just limited to the U.S. Here are a few works from around the world.

A) Zero B) Two C) Five D) Three

A) Issac Asmov B) Mary Shelly C) Sir Arthur Conan Doyle D) Victor Hugo

KIND OF TECHNOLOGICAL REAL EVERYDAY ISSUES

1. How many “Doctor Who” movies are there?

2. Who is considered the parent of science fiction?

[IT’S] FICTION WITH SOME ASPECT... IT COMMENTS ON

HOW MUCH DO YOU KNOW ABOUT SCIENCE FICTION?

“Farscape” is a 1999 American Australian co-production that tells the story of an astronaut who is flung off to a distant part of the Milky Way by a wormhole. From there he joins a ship of aliens on a journey to get back to Earth. The show is brought to life using puppets from The Jim Henson Company and live action acting, utilizing a mix of drama and comedy to tell a character-driven story. It would later be credited as an influence on the “Guardians of the Galaxy” movie.

The 2011 anime “Steins;Gate” has a very unique take on the time travel story. Okabe Rintaro, a self proclaimed mad scientist that is in reality a first year college student, is obsessed with the prospects of time travel.

Learning that his invention using a phone and microwave caused time to shift, he expands his lab and slowly changes the timeline for his friends, causing his world to slowly become unrecognizable until his

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4. What anime influenced “Inception?”

A) “Perfect Blue” B) “Paprika” C) “Akira” D) “Ghost in the Shell”

5. What book inspired atomic power?

A) “The Island of Doctor Moreau” B) “Lensmen” C) “The Left Hand of Darkness” D) “The World Set Free” Answer to: 1. D) Three 2. B) Mary Shelly 3. A) “Do Androids Dream of Electric Sheep?”

4. B) “Paprika” 5. D) “The World Set Free”

T

he genre of science fiction is one that is vast and ever-expanding. The limits of the types of stories that can be told using science fiction are seemingly endless. It’s a genre that has impacted many people in a variety of ways.

Science fiction has many subcategories, but it is united by a common thread. “[It’s] fiction with some kind of technological aspect,” science teacher Gareth Engler said. “It comments on real everyday issues.”

The gravitational pull of science fiction has even reached the school itself.

Fantasy and science fiction have always had a strong connection with each other, which is how some people first discovered the genre.

“I first read more fantasy, but somewhere they blend a lot,” Engler said.

The science fiction series that he remembers reading

friends slowly become entangled in conspiracy, the past, and inescapable deaths.

“Red Dwarf” is 1988 British sitcom following Dave Lister (Craig Charles) after bringing a cat on board and is put in stasis for it allowing him to survive an accident.

Waking up three million years later, he is greeted by the humanoid descendant of the cat he brought on board. During his time on the ship with three other AI, he encounters many misadventures with the colorful characters.

“The Handmaid’s Tale” is a show that many are familiar with for it’s dystopian story and striking visuals, but India has its own show very similar to it. 2019’s “Leila” tells the story of a mother looking for her daughter after being arrested many years ago. The visuals are strikingly similar to the news feeds of 2018, creating a powerful story reflecting on the current state of the world.

DECEMBER 2021

THE OLD AND THE NEW

A BREIF HISTORY OF SCIENCE FICTION

By Eleanor Peterson

“Epic of Gilgamesh” was first written around 2000 BC. It is considered one of the first precursors to science fiction due to events of the story and the questions asked in the work.

“Frankenstein” by Mary Shelley in 1818 was a monumental push in science fiction as it introduced many key ideas of the genre.

Harvest Buchanan

During the enlightenment in Europe as scientists were making strides in the sciences, writers started to incorporate the new discoveries being made in their stories with “Gulliver’s Travels” from 1726.

H. G. Wells in 1895 would release “The Time Machine.”

One of the most influential movies of the silent era was 1927’s “Metropolis” which would be the first movie to have a humanoid robot.

Harvest Buchanan

T H E W H I R LW I N D

Anime “Ghost in the Shell” was released in 1995 to critical acclaim. It would influence movies like “Avatar” and “The Matrix” while making cyberpunk more mainstream.

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“Dune,” well known as one of the greatest pieces of science fiction and infamously known for being unable to translate to the big screen due to the sheer size of the story and its world. Director Alejandro Jodorowsky estimated that the film would have to be greater than 12 hours in order to do the novel justice.

Despite this, in 1984, director David Lynch made an attempt at turning this novel into a film. He was somewhat successful.

The budget for the film was $45 million and used very little CGI, instead building the majority of sets. For the time, the special effects were considered quite good, they simply can’t compare to the 2021 “Dune”.

Denis Villeneuve’s “Dune” that was released earlier this year had the advantage of technology. CGI was used for the majority of sets allowing the film to truly show the vast world that is Arrakis.

The biggest difference between the two films is that Villeneuve’s opted to split the book into two movies rather than putting it all into one movie like Lynch. This allowed the movie to focus more attention to detail and storytelling. The second half of Lynch’s “Dune” was rushed as one thing happen after another with a dizzying speed.

Villeneuve also avoided Lynch’s inclusion of an inner monologue for almost every character.

Villeneuve’s “Dune” so far has been a huge success and is already set to have a part two.

BACK IN TIME

AI OF THE FUTURE

One of the largest and most well known subgenres of science fiction is the classic time travel story. One of the earliest stories with time travel using a machine was 1881’s short story “The Clock that Went Backward”

by Edward Page Mitchell. While time travel has overlap with some fantasy, it has mainly become more widely associated with science fiction due to works like “Doctor Who.” Part of the appeal of time travel is it takes what people know about the world and expands on those ideas in a fantastical way, according to science teacher Gareth Engler.

Different works have had different explanations for it ranging from phone booths and extreme speeds to a microwave.

“People like the idea of being able to travel back in time and fix their mistakes,” freshman Sophie Getz said. “...we enjoy learning about the past and brainstorm about what the future could be.”

Time travel is used as a method of storytelling in many different ways. Visual novel “Steins;Gate” explores the psychological effects of what a “Groundhog Day”-like timeloop would have on a person, while early “Doctor Who” used it to teach lessons about science and history as the characters went off on fantastical adventures.

Time travel is a long standing tradition of science fiction passed down from its roots in fantasy allowing for countless explorations of past events, mistakes made, and what lies ahead, making it a method of storytelling that likely won’t fall into the shadows of history.

Much of science fiction has influenced the creation of many inventions that have changed the world. One example is cell phones, which Martin Cooper helped invent, who took inspiration from “Star Trek.” Bots and androids in science fiction are actually much closer to reality than people think.

1982’s “Blade Runner” poses the question of if AI were to gain consciousness, would they be considered human? A question at the center of many philosophical debates. While technology isn’t quite at that point and likely won’t be for some time, the emergence of recreational chatbots that change depending on the person have taken society a step closer to this feat of science fiction.

“We can literally be served by robots, but then maybe that’s not possible without first creating sentient robots,” senior Gabriel LaChapelle said.

“And then that’s interesting, because now you have a whole new race.”

In a survey of 87 students

26.4% have watched “Doctor Who.”

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DECEMBER 2021

REINDEER HALLMARK ORNAMENT 6/10 “Feels very plasticy” This ornament was an unfortunate waste of $7.98, It was a plastic like ornament that broke after being dropped once.

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Aloe Infused Christmas Socks 3/10 “Fell apart out of the package, it tickles my foot” These expensive $2.97 socks were our lowest rated item, but with reason.

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TEDDY BEAR “JEREMIAH” 10/10 “Very Plush, Much Love” This fluffy bear was ONLY $4.98 and it’s soft, warm, and cuddly all around. Overall a great addition to your stocking!

THE QUESTIONS

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FRESHMAN Willie Valdez

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ATHLETIC DIRECTOR Don Lien

What are you celebrating over Christmas break?

“I’m going to do Christmas, probably open some presents.”

What gifts did you ask for?

I’m hoping to get some new wrestling shoes, probably a new basketball.”

“Most of us are just asking for necessities, a couple video games.”

“Dane and Shay CD’s, jeans, shoes, I think I asked for a cat as a joke.”

“I don’t know who that is.”

“I personally am an eclectic Christmas listener. I will listen to anything around Christmas time.”

“Yes, she has a pretty nice voice.”

Your opinion on Mariah Carey?

Your opinion on eggnog?

“Eggnog is pretty good.”

“Just Christmas.”

SENIOR Natalie Quinn

“It’s something we have around but its not consumed a lot.

It’s an acquired taste”.

“Just Christmas but also the stuff through the Catholic Church like Nightly masses.”

Cultural Celebration Different cultures holidays and how we can celebrate them Though it may not be seen in all the stores, Christmas isn’t the only holiday that takes place in the winter. Whether it be Kwanzaa, (Dec 26 to Jan 1) a celebration of African heritage in African-American modern culture, or Las Posadas, (Dec 16 to Dec 24) a celebration which re-enacts Mary and Joseph’s journey to Bethlehem. Children celebrating go around and ask different residents of their town for an inn or a place to stay just as Mary and Joseph did. Mawlid, (Nov 30 to Dec 1) is the celebration of the birth of the Islamic prophet, Muhammed.

And possibly the most well known Hanukkah (Dec 12 to Dec 20). This Jewish holiday celebrates a festival of lights, commemorating the re-dedication of the second temple after it was looted by King Antiochus of Syria. They’re celebrated by different religions and different groups of people, making them very important and special to them.

THE LIST The top Christmas Songs of All Time We found the highest rated Christmas songs according to Timeout. Can you guess what their rankings are?

“Baby Please Come Home”, Darlene Love “Stay Another Day”, East 17 “Last Christmas”, Wham!

“All I Want For Christmas Is You”, Mariah Carey “White Christmas”, Bing Crosby

“No, eggnog is gross.”

1. “All I want for Christmas Is You”, Mariah Carey

Value Pack Gift Pack 7/10 “There was a good selection of items throughout” This Pack for just $2.98 had a well enough variety to keep us all entertained for an hour.

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THE BACK STORY

2. “Last Christmas”, Wham!

We bought the best gifts that Walmart had to offer to stuff your family’s stockings. Follow along and see how they were all rated by reporter Ming Wong.

Pirouline Chocolate 5/10 “It’s Very flaky, it doesn’t taste like much” This $1.00 chocolate did not rate very highly on our scale, but it was worth a try.

3. “Baby Please Come Home”, Darlene Loive

Under $10 Stocking Stuffers

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4. “Stay Another Day”, East 17

Gnome Alone Candle 7.5/10 “Smells a lot like apple pie” This Candle was an all around fan favorite. For it only being $3.33, we had people begging to take it home.

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5. “White Christmas”, Bing Crosby

THE RECS