2021-02-26

WEST SI DE STO RY IOWA CITY WEST HIGH SCHOOL

2901 MELROSE AVE.

IOWA CITY, IA 52246

WSSPAPER.COM

VOLUME 53 ISSUE 4

UNZIPPING

GEN Z WSS explores the distinct qualities and events that define Generation Z.

FEBRUARY 26, 2021

PHOTO FEATURE

OWEN AANESTAD Reigning state champion Hunter Garvin ’22 takes down Dubuque Hempstead’s Cole Rettenmaier ’23 Jan. 21 in the Trojans’ first dual meet after all practices and competitions were paused for 14 days due to COVID-19.

Weighing in at 138 pounds, Garvin pinned Rettenmaier in 86 seconds to help the boys wrestling team inch closer to a dual win. Despite this, the Trojans ultimately fell to the Mustangs with a team score of 38-42.

NEWS

News Briefs Straight to the Point Elevating Untold Stories The Return

FEATURE Let’s Talk About Sex

PROFILES

From Hobby to Business Rahmatallah’s Road

COVER

Unzipping Gen Z

SPORTS

Beyond the Binary

ENTERTAINMENT

February’s Forgotten Festivities Weaving Through West The Radish

OPINION Hallmark Holidays Rebuilding Our Democracy Overcapacity

PRINT STAFF LIST Fareeha Ahmad* Profiles Editor Reporter Ruba Ahmed* Reporter Caroline Barker* Photo Editor Photographer Sara Baroncini Photographer Kiley Butcher Photographer Misha Canin* Managing & Business Editor Reporter Alex Carlon* Online Editor-in-chief Reporter Caroline Chandler* Assistant Sports Editor Reporter Maya Chu Reporter Artist & Designer Tess DeGrazia Photographer Heidi Du Reporter Sila Duran Artist & Designer Bess Frerichs* Managing & Feature Editor Reporter Kailey Gee* News Editor Designer & Reporter

04 12 16 22 30 34 40

Dearest reader, Roses are red Violets are blue Read the pages ahead And I might just love you COVID-19 has derailed many aspects of the classic “high school experience,” but there’s one thing even a pandemic can’t stop: the inexplicable power of a good ol’ fashioned teenage crush. In the spirit of Valentine’s Day, flip to the back cover and read West students’ anonymous professions of love.

Speaking of adolescence, starting on page 22 our cover story explores Generation Z’s unique coming of age amidst a global pandemic and how growing up in an internet-dominated world is shaping our future.

Perhaps you are reading this letter from school, surrounded by a class that’s filled to pre-COVID-19 capacity.

Or maybe Senate File 160 has you learning from home.

On page 10, read about this decision and its effects on the ICCSD. As the snow (hopefully) starts to melt and athletes gear up for the spring sports season, “Beyond the Binary” investigates the gender divisions in athletics and their impacts on transgender and non-binary students. Read the full story starting on page 30.

Happy reading!

MARTA LEIRA

CONTENTS Sachiko Goto Camille Gretter Zoey Guo Grace Huang Kevy Huynh Eva Jordan Krisha Kapoor Hanah Kitamoto* Soomin Koh Youjoo Lee* Marta Leira* Amy Liao* Caroline Mascardo* Zoe McLaskey Alice Meng*

Artist & Designer Photographer Artist & Designer Artist & Designer Photographer Designer Reporter Reporter Sports Editor Reporter Reporter Feature Editor Artist & Designer Print Editor-in-chief Reporter Design Editor Artist & Designer Copy Editor Reporter Photographer Copy Editor Reporter

Hayate Mustefa Willow Oleson Nao Oya Audrey Parrish Ella Rosenthal* Katherine Shoppa Alyssa Skala Maddy Smith Amelia Stevens Rachel Swack Rosemary Timmer-Hackert Gwen Watson Sofia Wells-Lu Sara Whittaker Sydney Wildes Isaac Young* Helen Zhang Xiaoyi Zhu

Reporter Photographer Photographer Reporter Entertainment Editor Artist & Designer Reporter Photographer Photographer Reporter Designer Reporter Photographer Photographer Adviser Photographer Opinion Editor Reporter Reporter Artist & Designer

*Editorial Board member

CAPITOL RIOTS

As Congress certified the 2020 presidential election results Jan. 6, pro-Trump rioters stormed the U.S. Capitol in an attempt to overturn President Joe Biden’s win. The insurrection resulted in five deaths, and Twitter and several other social media companies permanently banned Trump from their platforms.

INAUGURATION

President Joe Biden and Vice President Kamala Harris were officially sworn into office Jan. 20, making Harris the first Black, South Asian and female vice president in history. The inaugural ceremony was complete with many performances and speeches, including Amanda Gorman’s poem, “The Hill We Climb,” which preaches the importance of unity and new beginnings.

GEORGIA SENATE RUNOFFS

The Georgia Senate runoff elections, that determined which party controls the Senate, took place Jan. 5.

Democrats Jon Ossoff and Raphael Warnock defeated Republicans David Perdue and Kelly Loeffler, breaking the Republican majority and making history as Georgia’s first Jewish senator and Georgia’s first Black senator, respectively.

MLK DAY CELEBRATION

The ICCSD held its annual MLK Day celebration virtually this year to commemorate Dr. Martin Luther King Jr.’s life Jan. 13. The morning consisted of various sessions, including the history of blues music, playing social justice trivia and learning how to take care of your mental health in the face of adversity.

NEWS

BY KATHERINE SHOPPA

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NEWS FEB. 26, 2021

PHOTOS BY SACHIKO GOTO & COURTESY OF UNSPLASH DESIGN BY AMY LIAO

COVID-19 VARIANTS

Multiple COVID-19 variants have started to circulate worldwide, including in the U.K, South Africa, Brazil and the U.S. With the emergence of these variants, experts say it’s time to upgrade your mask to one of surgical quality such as an N95 or double up with the ones you have.

VIRTUAL SNOW DAY

The ICCSD had their first virtual learning day Jan. 26 after a Winter Storm Warning and an estimated 9.5 inches of snow, according to The Weather Channel.

VACCINATIONS

Two COVID-19 vaccines, Pfizer and Moderna, began distribution Dec. 14. As of press time, they are the only widely used vaccinations, and according to the state’s COVID-19 Vaccine Administration Dashboard, fewer than 12,000 Johnson County residents have received both doses of the vaccine.

For more information on the vaccines and their distribution, see pages 6-7.

GROUNDHOG DAY

The groundhog saw his shadow the morning of Feb. 2, predicting six more weeks of winter.

NATIONAL TORTELLINI DAY

National Tortellini Day, often overshadowed by Valentine’s Day, was celebrated Feb. 13 with many delicious pasta dishes. To learn about other obscure February holidays, flip to pages 34-35.

BRIEFS With the COVID-19 pandemic’s continuous developments and the transition between presidents, 2021 hit the ground running. Here are some prominent events that have kicked off the year.

NEWS

FEB. 26, 2021

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NEWS FEB. 26, 2021

POINT

STRAIGHT TO THE 06

The introduction of COVID-19 vaccines has been a light at the end of the tunnel, but there are still some misconceptions. Read on to learn more about how they work.

BY KAILEY GEE

I

t’s been over a year since the novel coronavirus made its first appearance. Although the pandemic has felt never-ending, with the introduction of two COVID-19 vaccines released by companies Pfizer and Moderna (and others on the way), it seems as though an end is finally in sight. Still, some people remain skeptical.

According to a Gallup poll collected from Dec. 15 through Jan. 3, 65% of Americans agree that they’d be willing to take a COVID-19 vaccine.

However, this is likely not enough to develop herd immunity, a method to slow the spread of disease by vaccinating a large enough portion of the population. Because transmission is then less likely from person-to-person, it’s more difficult for diseases to spread. As a health educator and public information officer for Johnson County Public Health, Susan Vileta stresses the importance of herd immunity. “[The vaccine] will help us get to herd immunity of a bigger portion of the population so that we can hang out with our friends and family a little bit more freely in the future,” Vileta said. “If a good portion of our community decides not to be vaccinated, we’ll never get there.”

Although researchers have yet to determine the exact percentage of the population that would need to receive the vaccine to achieve herd immunity, past vaccines have required a much larger majority than 65%. For example, the polio vaccine requires 80% of the population to be vaccinated, while measles requires 95%.

Dr. Alison Phillips is an associate professor at Iowa State University specializing in health psychology, which involves analyzing people’s behavioral reactions to illness and medicine. She attributes these lingering feelings of skepticism around the vaccine to many factors, one being misinformation.

“This vaccine is looking similar to other vaccines in that there are some side effects for some people. The very severe ones are rare, and they’re because of an allergic reaction to an ingredient in the vaccine rather than the dead virus,” Phillips said. “The belief that it can cause the illness is a myth. It’s not true, because these are not live viruses being given to people.”

The COVID-19 treatment is unlike former vaccines, such as the flu shot, because mRNA is injected instead of a weakened version of the virus. The mRNA acts as instructions for cells to learn to fight COVID-19 themselves without actually exposing them to the virus. Because the COVID-19 vaccine is the first to use the mRNA method, Vileta sympathizes with those who are wary of taking it.

“I understand people being worried about

ART & DESIGN BY EVA JORDAN

something that seems new. While they seem new, the mRNA part of [the vaccine] has been researched and looked at for very many years.

Very bright scientists from all around the globe have been working on this because of the worldwide pandemic,” Vileta said.

Since most other vaccines have taken longer to create, some people are concerned that the COVID-19 vaccine is unsafe due to its swift development. However, as Vileta said, vaccine production has been sped up because many scientists have been working on it. Johnson County Public Health also ensures that the vaccines have gone through all the proper procedures and testing and that no safety standards or steps have been disregarded.

Another cause for worry has been the new variants of COVID-19 discovered in the United Kingdom, South Africa and Brazil, especially because the UK variant has been found in Johnson County. Research on these mutations is ongoing, but promising.

“ BY CHOOSI NG TO G ET TH E VACCI N E , I ’ M MAKI NG IT SO THAT ON E DAY, TH EY ’ LL BE ABLE TO H UG TH E I R FAM I LI ES AGAI N .”

-AN NA VERRY ‘22 “It’s not unusual that we’re discovering variants. Viruses constantly change through mutation. Early evidence suggests the current mRNA vaccines are effective against variants, but more study is needed,” Vileta said.

Still, Vileta understands that information surrounding the vaccine can often be confusing and encourages anyone with questions to contact Johnson County Public Health officials.

“We’re understanding at public health,” Vileta said. “People want to know why, they want to know how, they want to know what it’s going

to do. And so that’s been our stance here, to acknowledge that this whole thing has been frightening and confusing, and we expect you to have questions about the vaccine, and we want you to get some answers.”

Another common question is, “When will I get the vaccine?” For most teenagers, it will be a while. At-risk populations such as healthcare workers, immunocompromised people and the elderly will receive vaccines first. Currently, Iowa City is Tier 1 of Phase 1B in terms of distribution, meaning teachers and first responders are currently receiving the vaccine. Vileta estimates that the general teenage population will receive the vaccine sometime next fall, though that timeline could fluctuate. She assures people that they currently do not need to worry about missing their chance to be vaccinated.

“You’re not missing anything right now — you’re not unaccounted for so to speak. We’re going to give out instructions, we’re going to say this is the pharmacy you can go to or this is the clinic you can go to. It’s going to be everywhere,”

Vileta said. “If we had that information to tell you right now, because it was your turn and you were ready, you would have it.”

When Anna Verry ’22 got her doses of the COVID-19 Pfizer vaccine, she had no doubts in her mind. Verry works as a dietary aid at Briarwood Healthcare Center, an assisted living facility in Iowa City. Because she works with elderly patients, Verry was high on the list for vaccine distribution.

“I knew by getting the vaccine I was helping [the residents]. Some people may not know, but the residents I work with haven’t been able to hug their families since March 2020,” Verry said.

“By choosing to get the vaccine, I’m making it so that one day, they’ll be able to hug their families again.”

Verry only experienced the mild tenderness that typically comes with vaccines and a short headache, but other temporary side effects can include fever, chills and fatigue. Before making a decision, Verry wants students to think about the positive impact getting vaccinated can have

on others.

“When deciding to get the vaccine, I highly encourage you to think of those around you and in your community which this vaccine is helping,” Verry said. “It can be easy to get lost in the concerns of the vaccine, but if you dive a little deeper into what this vaccine means, you’ll realize that it’s not only giving you protection, but it’s also saving lives and allowing those in vulnerable populations to be able to see their families and friends again.”

HOW MRNA COVID-19 VACCINES WORK:

1.

mRNA gets injected, which provides instructions for cells to create a harmless spike protein. It’s found on the surface of COVID-19, but can’t cause the virus itself.

2.

3.

Cells use the instructions to make their own spike proteins on their own surfaces. Then, our immune system recognizes that the protein isn’t supposed to be there, so it begins making antibodies which fight the COVID-19 virus.

Now the immune system knows how to create the antibodies, and can effectively defend against the COVID-19 virus in the future.

QUICK FACTS Viral vector vaccines, like the upcoming treatment from Johnson and Johnson, work similarly to the mRNA vaccines. Instead of sending instructions to the cells through mRNA, the instructions are carried by a virus from the common cold. It isn’t a weakened COVID-19 virus, and is completely harmless as it can’t multiply.

The Pfizer vaccine is 95% effective after second dose.

The Moderna vaccine is 94.1% effective after second dose.

Still have questions? Check out Johnson County Public Health’s social media for “Vaccine Watch Wednesdays”, or email them at JCPublicHealth@johnsoncountyiowa.gov.

Source: CDC, StatNews, National Geographic

NEWS FEB. 26, 2021

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ELEVATING UNTOLD STORIES The addition of an African American literature course is one of several steps the ICCSD is taking to develop a more inclusive curriculum.

BY HELEN ZHANG

I

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NEWS FEB. 26, 2021

n response to a year full of political activism and pushes for a more diverse curriculum, the ICCSD is offering a new English course starting in the 2021-2022 school year: African American literature. The course was proposed

by Liberty Assistant Principal Kimberly Fitten and presented before the school board mid-November before being accepted by the executive directors of teaching and learning. The class will count as one of the four years of English required for graduation and will be offered for juniors and seniors. The content of the class will focus on literature by African American authors and explore “the history and culture of Africa and the African-American experience,” according to the ICCSD High School Course Guide.

According to Jen Brinkmeyer, the ICCSD language arts curriculum coordinator, the inclusion of this course doesn’t mean African American authors won’t be represented in other English courses.

“We want students to read African American authors no matter what class they take,” Brinkmeyer said.

Including diverse texts in multiple courses is part of the language arts department’s efforts to re-evaluate the curriculum and how it is taught.

These changes were brought on by concerns from the community regarding the underrepresentation of marginalized communities in the curriculum and how sensitive material is handled.

“I feel really optimistic and just super proud of our teachers and how hard they’re working to really come together and do the right thing by

our community and our students,” Brinkmeyer said.

Curriculum writing for African American literature is set to start this spring. According to Brinkmeyer, the teachers of the course, teacher-librarians and language arts teachers will complete the process. That includes text gathering, text review and selection and finally, designing unit objectives and assessments. The curriculum writing team is also looking to promote community involvement with the course, such as creating partnerships for sponsoring texts for the class.

Ella DeYoung ’23 has decided to take African American literature next year because she feels reading literature by diverse authors is essential and wanted to be one of the first students to try out the class.

“I think that reading literature written by African Americans is important and we haven’t done it enough in English classes so far. I’m glad that ICCSD is trying out this class,” DeYoung said. “The curriculum at West definitely needs more diversity. Students need to be better educated on cultures other than the stereotypical American culture.”

However, some have raised concerns about not having a Black teacher teach African American literature. At West, there are currently no Black teachers in the language arts department, despite district efforts to diversify staff. For this reason, Advika Shah ’22 has opted out of taking African American literature. She believes that diverse teachers are just as important as a diverse curriculum.

“I actually thought the course would have been

ART & DESIGN BY AMY LIAO

“

BOOKS CAN BE M I RRORS WH E N KI DS SE E CHAR ACTE RS LI KE TH E M SE LVES I N TH E M .”

-J I LL HOFMOCKEL, LI BRARIAN a great opportunity to ensure that I was learning about Black history; however, the lack of the teacher being Black is off-putting since I don’t believe another person can do the course justice, especially in a time of high racial tension,” Shah said.

Another change to the selection of English courses is the removal of British literature honors. The district has chosen to eliminate this course in an effort to standardize the courses offered in each school. Currently, British literature is only taught at West High and Liberty High. Additionally, according to Brinkmeyer, removing this course would reduce the burden on English teachers, leaving them with fewer classes to prepare and teach.

According to British literature teacher Kerri Barnhouse, the removal of British literature is also to ensure the curriculum isn’t upholding Western works above others, as it is only available as an honors class.

“It’s a bunch of dead white men that we’re reading, and even though I love it ... I also understand that its time maybe has passed, so I was okay with reconsidering … [that] this is not a class that needs to be privileged as an honors class,” Barnhouse said. “I’m just sad to see all of it go. I hope I can find another place for a few of the titles.”

In addition, the district is implementing inclusivity in the curriculum through the trimester-long social studies course ethnic studies: identity, power, privilege and action. This will be offered for the first time to 10-12th graders attending school in person during the third trimester. ethnic studies will provide an in-depth examination of contemporary issues related to components of identity such as race, ethnicity, gender, sexuality, class and more. It will use an empowerment model that prioritizes stu-

dent-centered exploration and discussion.

Amira Nash, who was on the district’s curriculum writing team and will be the instructor for this course, stresses the importance of ensuring that all students have access to information about their course options. Since there are currently only six students in ethnic studies, Nash hopes greater awareness about the course will encourage enrollment.

“It’s concerning what it says about our priorities, especially since students asked for this course to be offered,” Nash said. “I’ve actually still heard students … saying the school should offer something like this, and it is being offered.”

If students want to register for ethnic studies for this year’s third trimester, they can still do so as long as they are enrolled in the in-person model and talk to their counselors.

Nash plans to use anti-racist texts in this new course, such as “Stamped: Racism, Antiracism, and You” by Jason Reynolds and Ibram X. Kendi.

“Stamped” was also added to the AP U.S. History course by West High librarian Jill Hofmockel, who has been working to implement diversity and representation in the books the library provides for several years.

Part of the reason Hofmockel is devoted to diversifying the library is due to the results of the first student climate survey the district facilitated in 2017. Students from marginalized communities reported feeling unsafe at school, hearing teachers say racist comments and other alarming experiences at higher rates than their white, non-LGBTQ+ classmates.

“So many things in the past two-and-a-half years or so have really cemented ... the importance of a library collection that is as representative as is possible,” Hofmockel said.

One way she encourages diverse reads is through the book club she runs, These Books Are Lit. She began the club in 2018 but complications left her unable to organize the book club this year, but she hopes to continue in the future.

The club is focused on the reading and discussion of books that feature marginalized voices.

In addition, Hofmockel has made it a priority to choose books for the library that not only feature diverse characters, but are also written by authors with the same identities. Hofmockel believes the inclusion of African American Literature is an important step in representing students, which according to her is crucial in several ways.

“Books can be mirrors when kids see characters like themselves in them,” Hofmockel said.

“But books can also be windows when non-BIPOC kids read books that feature multi-dimensional characters who are not like them. When white kids read books with BIPOC main characters, it gives them a chance to develop empathy and more understanding of others’ experiences.”

NEWS FEB. 26, 2021

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A law enacted two weeks ago requires Iowa schools to offer a 100% in-person learning model, prompting some students to don their masks while attending school five days a week on-site and sending others back home.

BY MISHA CANIN

M

ake sure you’re taking care of yourself during these unprecedented times. Let’s all hope things get back to normal as quickly as possible.”

This was a classic farewell bid by countless teachers to their eager students as they navigated the exciting and new world of Zoom learning following spring break of 2020. Soon, “as quickly as possible” turned into “by next year,” and “back to normal” turned into “with social distancing regulations and masks.” The world of online learning quickly became not very new and equally not as exciting as the days dragged on and the number of technological issues only seemed to grow.

Fast forward six months, and the 2020-2021 school year is well underway, headlined by the new hybrid learning program. Laid out in the ICCSD’s Return-to-Learn plan, students who chose this option attended school in person for two to three days a week and completed asynchronous work on the days they weren’t on location.

Almost two trimesters into this learning program, the Iowa state legislature passed a bill that requires Iowa schools to offer an instructional model where students would be in school for all five days of the week rather than two or three.

Governor Kim Reynolds signed the bill into law Jan. 29, and the ICCSD had until Feb. 15 to organize and execute a 100% in-person learning model.

Although teachers and administrators have

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NEWS FEB. 26, 2021

been no stranger to adapting to changes this year, social studies teacher Brady Shutt, president of the Iowa City Education Association, feels this sudden law put the ICCSD in a stressful predicament.

“TH E H EALTH AN D SAFETY OF OU R STAFF AN D STU DE NTS I S TH E N U M BE R ON E MOST I M PORTANT R EASON TO BE CONCE R N E D.” - MATT DEGN E R , ICCSD SU PE RI NTEN DENT “Governor Reynolds’s actions … once again erode the ability of our locally elected officials to take actions that are best for the health and safety of the community during a deadly pandemic,” Shutt said. “[This] was very frustrating but also, unfortunately, entirely predictable given the actions from the Governor’s office since July.”

Marking almost one year since students and teachers’ concept of what school looks like turned upside down, members of the district had a new challenge to tackle. One of these members was Nick Proud, executive director of teaching and learning for secondary schools.

“My first reaction was we better get to work because we have a large school district with many moving parts, and I knew this was going to take a lot of effort,” Proud said. “Then, I moved into thinking about many of the mitigation measures that we have in place that we will no longer be able to accommodate, which became a concern for me related to the health and safety of our staff and students.”

The original update sent to parents in a district email included the following changes: “the ICCSD will be unable to ensure all of the health and safety protocols currently in place can be maintained, social distancing of six feet between desks cannot be guaranteed in the 100% on-site model, and class sizes will revert to previous standards (or possibly exceed these levels).”

Those who planned to make a switch between models were encouraged to wait until the third trimester started. Students who changed from the hybrid to the online model on Feb. 15 are finishing out the trimester with at-home asynchronous work. Because the law went into effect with only 17 school days left in the second trimester, the change was shaping up to be a scheduling nightmare. Due to course availability, those who make a switch may have different teachers and classes for the third trimester from the ones they’ve had throughout the year.

Although enforcing initial safety precautions is now impossible, the ICCSD is doing its best

as of Feb. 5

Source: West High Guidance Office

to ensure students and staff members’ health is prioritized in the new learning model. Because of the large increase in the number of students that will be in the building at once, the outcome could be very different from how the hybrid model played out.

“The health and safety of our staff and students is the number one most important reason to be concerned,” said Matt Degner, superintendent of the ICCSD. “We also could see larger numbers of quarantines of staff and students. Of course, there will be pros of regular face-to-face instruction and social-emotional benefits.”

For some, the decision of which learning model to pick was a quick and easy one. For others, it was a difficult decision that required careful reflection. Weighing the pros and cons, students made their decisions for several reasons: sports, preferred learning methods, safety, fears and excitement, to name a few.

Alex McKane ’22, a runner for the West High cross country and track teams, made the choice to switch from the hybrid model to the online model once this law goes into effect.

“My biggest concern was the issue of contact tracing with spring sports. For cross country, I had a teammate who tested negative but was contact traced the day before the state meet,” McKane said. “I want to avoid losing any time on the track.”

Quincy Tate ’21 made his decision based on academic factors and the decreased risk he feels he has by taking fewer classes than most.

“For me, it was simple … If I were to go online, I would run the risk of failing my courses entirely,” Tate said. “I only have four classes and won’t have lunch, [attending school in person is] still

not safe, but I also won’t fail senior year.”

Although Tate chose to go back to school 100% in person, he thinks the law is not well-inten-

“ I ’ M EXCITE D TO SE E MY FR I E N DS AN D FOR TH E I M PROVE D M E NTAL H EALTH SOM E STU DE NTS MAY HAVE , BUT THAT CLEAR LY WASN ’T TH E I NCE NTIVE FOR TH I S BI LL .”

- QU I NCY TATE ‘21 tioned.

“I initially thought that this law was incredibly short-sighted. I’m excited to see my friends and for the improved mental health some students

Scan this QR code for more perspectives on the transition to an 100% in-person instructional model.

may have, but that clearly wasn’t the incentive for this bill,” Tate said.

Alexandra Curtu ’22 chose a unique learning model for the remainder of the trimester. Enrolled in hybrid instruction for the second trimester, she decided that she would finish off the trimester with at-home independent studying starting Feb. 15. Although she is currently planning to attend the in-person learning model for the third trimester, this way Curtu can monitor the case numbers and safety protocols for the remainder of the second trimester before making her final decision of what model to enroll in for the third.

“I am confident that the ICCSD and West High specifically [will] take the COVID-19 pandemic with the serious gravity and consideration required, yet there is only so much they can do,” Curtu said.

While many uncertainties remain, teachers and administrators in the ICCSD continue to take each new challenge head-on with hard work and determination. West High social studies teacher Anson Kritsch is one of the many people who make in-person learning possible. “[The new law is] a tough pill to swallow …

Obviously, [the] teaching staff will make it work; we know that we’re going to inevitably have to move back to a 100% model,” said Kritsch.

“There’s nobody in the world who wants to be back to normal in school more than teachers right now, but [this] isn’t going to be normal.”

ART & DESIGN BY YOUJOO LEE NEWS FEB. 26, 2021

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In an effort to be more inclusive, the ICCSD’s sex education curriculum is constantly evolving despite stigma surrounding the topic and the internet’s growing influence.

BY MARTA LEIRA & ALICE MENG

PHOTOS BY ZOE MCLASKEY DESIGN BY GRACE HUANG

Y

ou walk into the sixth grade classroom, refreshed after a recess break. But now the room feels different. Your classmates go silent as the dimly lit projector reveals the elusive “puberty video.”

As years passed and you grew older, the curriculum progressed along with you, transitioning from puberty being “just around the corner” to learning about “the birds and the bees.”

The ICCSD follows guidelines outlined in the Iowa Code to craft a health curriculum that includes sex education. As one of 30 states mandating a sex education course, Iowa requires schools to teach medically accurate and age-appropriate information.

Though Iowa Code allows for an abstinence-only or abstinence-stressed curriculum to be taught, the ICCSD employs a comprehensive program that covers multiple aspects of reproductive health, such as methods of contraception and consent.

Diane Schumacher, executive director of teaching and learning at ICCSD, says this is because the ICCSD follows the National Sexuality Education Standards, which recommend a comprehensive sex education program. According to the organization, teens who recieved a comprehensive sex education were 50% less likely to report a pregnancy than those who recieved abstinence-only education.

West currently offers three trimester-long health courses: Health 1, Current and Critical Health Issues, and Personal Wellness and Fitness, all of which meet the health graduation requirement. In these courses, students learn the skills necessary to make healthy and safe life choices.

Paras Bassuk ’21 took health his freshman year and believes he received a thorough education.

He primarily associates his positive experience to his teacher inviting community members of various organizations like the United Action for Youth and the Rape Victims Advocacy Program to expand upon the curriculum.

“I think the class that I learned the most in my freshman year was health,” Bassuk said. “What [my teacher] did was source her curriculum from the community and make it relevant to Iowa City and relevant to the students in the classroom, and I think she really took initiative there.”

However, Bassuk worries a lack of standardization surrounding teaching methods and resources may lead to different learning outcomes among students.

“We can’t predict what a student is going to go through with their sex ed experience, and that means that we have a population, generation after generation, that is not receiving consistent information to allow them to operate as adults,” Bassuk said. “If [sex education is] not required or standardized, there’s potential for huge gaps

in people’s knowledge.”

To combat this, in 2019, the ICCSD formally partnered with UAY and RVAP to provide five days of specialized lessons covering topics ranging from LGBTQ+ identities to consent and healthy relationships.

“Some of those topics can tend to be a little challenging for teachers to deliver, so we wanted to ensure that was a consistent experience for our kids across all schools,” Schumacher said.

“That’s why we wanted to bring in some community experts.”

One such outside health educator is Stanzy Scheetz, who works for UAY. Before 2019, her organization would reach out to teachers who would individually decide whether they would allow health educators like Scheetz to serve as guest speakers. The teachers could also select which topics would be covered.

“The unfortunate thing is when the teachers are the gatekeepers, sometimes they’d be like, ‘Come talk about birth control and STIs and then not about LGBTQ+ [health],” Scheetz said.

Jade Spicher ’23 took the course in 2020 and didn’t feel adequately represented in the curriculum as a bisexual individual. She recalls the heteronormative nature of the course leaving her with a lack of knowledge about topics that affected her community.

“When I asked my teacher a question, they told me to Google it because they had no idea … It made me feel a little upset because you feel like you can go to the teacher for almost anything, and they’re just like this person of great knowledge, and they can give you any answer,” Spicher said. “But when they told me to Google it ... I just felt like they were telling me off.”

Spicher hopes that in the future, the curriculum will cover the LGBTQ+ community more in-depth.

“When it’s not in the curriculum, I feel like it’s going back to the olden days. It’s almost like it’s trying to push us back in the closet … We need to learn about these things and other people do too,” Spicher said. “If I have to learn about straight people and their health things … why can’t straight people learn about how gay people do it?”

Similarly, Emily Moore ‘21, who took health class her freshman year, was disappointed by the course’s limited conversation regarding sexual orientation and gender identity. As a result, she had to educate herself on the topic independently, with a primary resource she used being COLORS club. As West High’s gender and sexuality alliance club, COLORS helps inform members about various sexual health issues often neglected in standard health curriculums.

“Going to COLORS helped me a lot … I feel like it would maybe be helpful to also learn things in health class because it’s a wider audience, so if people don’t have the time to go to COLORS or are embarrassed for any reason, then they could get the information they needed just by being in class,” Moore said.

Paul Rundquist, who currently teaches health at West, believes teachers should provide as much guidance as possible to students, whether that be directing them to a credible source on the internet or incorporating their questions into the curriculum. He hopes students feel comfortable approaching him for questions instead of having to turn to the internet independently.

“It’s important for me to try and help that student find as much information as they can about that particular topic and assist them,” Rundquist said. “That’s my job as a teacher, and as teachers we don’t always have the right answer, but I feel it’s our job to help our students find those answers.”

Charisa Wotherspoon is a health educator for RVAP. During her lessons, she sheds light on communities that have historically been underrepresented, such as those who identify as asexual.

“I think it’s important that we do not erase those identities,” Wotherspoon said. “I try to remember to be like ‘you know what? Not everyone is going to have sexual relationships.’”

Wotherspoon also teaches the topic of consent and healthy relationships in an effort to promote safety and decrease instances of intimate partner violence. She feels this information is imperative regardless of whether students are in romantic relationships or not.

“The reality is consent is a phenomenon that

FEATURE FEB. 26, 2021

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we all practice every day in all sorts of contexts our whole lives,” Wotherspoon said. “[It] needs to be understood.”

With the newly instituted UAY and RVAP partnership and curriculum updates, the district continues to work to address these issues and provide a more comprehensive health education.

“We’ve been doing some work with our non-binary students and talking about sexual orientation, but this is probably the first time that we are making that more formalized and ensuring that all kids have access to that information,” Schumacher said. “Now we know that we need to provide that information to everyone.”

A

question arises, but instead of being scribbled on a slip of paper and dropped into an anonymous question box at the front of the classroom, it’s answered with the click of a search button.

In today’s digital age, a simple Google search can pull up billions of results in milliseconds.

When students are left with unanswered questions, many, like Spicher, turn to the internet for answers. In a world where information is quite literally always at one’s fingertips, Spicher attributes the inclination to rely on online sources of information to embarrassment.

“As kids, we believe a lot of anything on the internet, which we definitely shouldn’t,” Spicher said. “Kids will go on there for anything if they don’t feel comfortable asking someone because they’re scared. I know I do it sometimes because we’re all scared of just saying something out loud.”

According to the Guttmacher Institute, Spicher is not alone. In 2010, a study conducted with 13 to 19-year-olds found 19% of heterosexual youth, 40% of questioning youth, 65% of bisexual youth and 78% of lesbian/gay/queer youth reported that they had used the internet to look up sexual health information in the past year.

Wotherspoon worries that these various influences, when not vetted for reliability or bias, can prove harmful for teens.

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FEATURE FEB. 26, 2021

“We’re surrounded by information coming in from all different sources and in general, the messages we receive teach us to perpetuate the status quo,” Wotherspoon said. “And the status quo is one out of four girls being sexually assaulted before their 18th birthday.”

This is why Scheetz believes it’s essential students receive a proper sex education. However, she understands questions may arise outside of class, and in those cases, she encourages students to seek out diverse sources of reliable information.

“If people are pursuing information on their own, that’s great,” Scheetz said. “But if they’re doing so because they got left in the dark, I think that’s a problem.”

With greater access to media comes an increased access to explicit content online at a younger age.

According to the Journal of Adolescent Health, 42% of adolescents reported exposure to pornography online, with 66% of that number describing this as unwanted. The Witherspoon Institute found this repeated exposure to explicit content can normalize sexual abuse and

disregard consent as a vital step in sexual relationships.

Wotherspoon recognizes that because of these high viewership numbers, pornography may act as a source of education for many. However, she urges viewers to think critically about how it may inaccurately portray healthy relationships.

“It’s important to realize it isn’t a blueprint,” Wotherspoon said. “This is somebody selling a product; it’s not like a how-to manual of how to have healthy sexual relationships.”

She finds this to be particularly true for members of the LGBTQ+ community, as pornography is often tailored to the interests of cisgender men. As a result, she hopes to emphasize what healthy relationships and consent should look like in addition to teaching students how to find and effectively utilize reliable sources of information.

“When you get to the point that you’re having romantic relationships and or sexual relationships, everyone’s different, so you need to learn from each other by open communication,” Wotherspoon said.

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owa Code requires schools to provide an option for students to “opt out” of health class. To do so, students must have a parent or guardian express religious reasons for taking their child out of the course. According to Schumacher, an average of 30 West students a year utilize the waiver.

“Because we think it’s an important topic, and we think it’s important for all students to have access to, I would want all kids to take our health classes,” Schumacher said. “However, I know that … students can get accurate information from their parents too. If that’s happening in the cases of the waivers, then that’s fabulous too.”

Bassuk believes taking the sex education course is essential, and much of the hesitation may stem from a feeling of discomfort surrounding the subject.

“I think there’s some sort of expectation that teens will be uncomfortable talking about sex and sexual health,” Bassuk said. “My guess is that that contributes to why some people opt out of it.”

This was the case for one sophomore, who is choosing to remain anonymous. Following what many of their friends were doing, they wanted to opt out to avoid the perceived awkwardness of the course. However, when trying to get their parents to sign the waiver, they were given a

choice: learn about sex education at home or take the class at school. The source chose the latter and took health third trimester of 2020.

The course starts off with topics surrounding mental health, drugs, alcohol and nutrition.

However, once COVID-19 hit and online Zoom classes began, the source feels the topic of sex education was missed entirely.

“I completed pretty much the entirety of ninth grade health class by spending 25 minutes filling out worksheets about drugs, alcohol and sports … We never actually did anything related to sex ed whatsoever,” the source said. “According to the school, I have been 100% educated in the necessary information regarding the fundamental processes of my body and the bodies of my opposite sex classmates, which isn’t true at all.”

The source has learned the majority of their sex education knowledge from watching the Netflix show “Big Mouth.” Though the cartoon covers puberty and sexual relationships, among other similar topics, they still worry this gap in their education may prove problematic.

“I feel like I’m missing out on really important stuff, which I will have to figure out on my own and maybe lead to embarrassment, miscommunication [and] misunderstanding in my future relationships,” the source said. “I, and dozens of my classmates, slipped through the cracks of the school system and could be in a constant, humiliating struggle in our relationships for years to come.”

Scheetz is well aware of the impacts a subpar

As of 2015, of LGBTQ+ students aged 13-21 reported that their health classes had included positive representations of topics regarding the LGBTQ+ community.

Only currently require discussion of LGBTQ+ identities and relationships in sex education curriculums to be inclusive and affirming.

In 2014, allowed parents to exempt their children from studying sex education.

sex education can have. Growing up, the curriculum she received was primarily fear-based and abstinence only.

“It took me quite a long time to learn even the things that I’m teaching as an adult,” Scheetz said. “It felt like I was missed, that I didn’t get the information that was pertinent to me and that was important to me, so I had to kind of learn all of this on my own.”

Because of this, she centers her lessons around providing factual information and encouraging students to make their own choices.

“We want students to feel empowered and have the information and resources necessary to make decisions that they feel proud and good about [and] feel less shame and stigma,” Scheetz said.

Though efforts are being made to reduce the stigma surrounding sexual health, Spicher feels it still plays a large role in preventing these conversations. “[People] are in fear of saying something wrong because maybe they don’t know much about the topic, so they’re scared,” Spicher said.

“They’re scared of hurting someone’s feelings or judging them in a wrong way.”

Despite observing students typically feeling uncomfortable speaking with adults regarding topics of sexual health, for Rundquist, the virtual environment has facilitated conversations he feels students may have previously shied away from.

“I have found it interesting teaching the course online,” Rundquist said. “Students are more willing to ask questions using the chat box, which I encourage. We’ve had several good discussions.”

To facilitate conversations and discussions during class, he focuses on connecting with students to foster a comfortable and safe classroom environment. “[I try] to build relationships with my students and help them to become more comfortable with me. That is so important because if we’re unable to do that, then it’s that much more difficult to have classroom discussions,” Rundquist said. “As the students learn more about me and as they realize that I’m just very open about my life, it seems to help them to open up a little bit more.”

Schumacher hopes productive conversations and the updated curriculum can work to alleviate the stigma surrounding sex.

“We just need to normalize the topics,” Schumacher said. “Sexual health has been a taboo topic for probably many families for years, and we just need to get to the point that that’s a normal thing that we talk about and ask questions [about.]”

Wotherspoon agrees.

“We think its important to educate about sex and relationships from a sex positive lens,” Wotherspoon said. “We want people to realize that healthy sexual relationships are a good thing.”

FEATURE

Source: Guttmacher Institute and Planned Parenthood

FEB. 26, 2021

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Y B B H FROM

neys and how they ur jo s’ es sin bu eir th e ar sh ts en West High stud pandemic. are functioning in spite of the

BY RUB A AHM ED

S N IO T A E R C B U C E L T N E G an internaacrylic paintings slowly turned into hat began as an online store selling ing pile flow over an was took it all ’22, i Yacopucc tional jewelry business. For Maddie ly. fami and ds uragement from their frien of painted canvases and a push of enco , but gram Insta on off took tings, GentleCubCreations, ea Yacopucci’s initial business selling pain mak to time was it ded deci and s ease in purchase of aid over time they noticed a dramatic decr the with s lry realm as they developed their skill change. Yacopucci pivoted to the jewe jewelry sellers. their grandmother and other online I made a few sales waters and see if anyone would buy. the test to “I decided to try a few just y, really interested reall was I g ethin som me so then it beca and was kind of ... having fun with it, in pursuing,” Yacopucci said. with them. ppuci’s first purchase will always stick With all the success that followed, Yaco d of myself. It prou so felt just I oric. was very euph “The first time I sold a pair of earrings income, and of ce about it because I’ve never had a sour sounds weird, but I could cry thinking . said i pucc d, sweat and tears into,” Yaco for it to be something that I put bloo i urges persistence. looking to start a business, Yacopucc le peop g youn As a message to other things where you young, but it’s kind of one of those “A lot of adults will tell you you’re too ce it,” Yacopucci said. really don’t know until you experien

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MADDIE YACOPUCCI ’22

iCAKES

PHOTO BY CAM ILLE GRET TER

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y, it takes great confidence to bake for lthough many might bake as a hobb of iCakes, first launched her baking er others. Aashika Gadkari ’22, own had already been baking for a couple business in the early fall of 2020. She ity t by quarantine was a perfect opportun of years, so the free time brought abou the ire acqu to had first she , ness busi for her to put her skills to use. In preparation rs started to roll in. orde , after long Not lies. supp ssary nece work[of the cake] was consistent because r flavo the “My focus was making sure . said kari Gad ” that, to up time to work ing on decorations — it takes a long receives for several months, and she usually open been has ness busi s Gadkari’ . plete com to t two to three hours each three orders a week, which take abou might it as cult diffi as not is a business Although Gadkari finds that running “Since es. iCak ing runn n whe tage dvan a disa seem, she still feels she might have at a on, I feel like that definitely puts you it’s a business started by a young pers can you and out, it get can keting skills, you disadvantage, but with the right mar make it bigger,” said Gadkari.

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PROFILES FEB. 26, 2021

AASHIKA GADKARI ’22

GAD KARI PHOTO COU RTESY OF AASH IKA

TO

fun from all directions, perfectly onkers.” The name shouts crazy and owners Quinn Koch ’22 and Cosi matching the personalities of business Barry ’22. mer. began to embroider clothing last sum The two started Bonkers after Barry prothe to ye joined in and added tie-d It was only a matter of time before Koch their for lies supp of list a plan and created cess. Soon enough, they laid out a g the ed the process of bleaching and dyin start they , Then . ness newfound busi findtheir ied erest for inspiration and appl clothing. Barry and Koch surfed Pint from here anyw take roidered design can ings to their dyed shirts. A hand-emb ity. plex com its on g ndin depe , to complete just a couple of hours to several days d to see joye over were Koch and y Barr es, Despite initial advertisement difficulti slow cted on their first drop Nov. 1. As sales their clothing sell out faster than expe r to tailo r bette to ns desig om g into cust down, the two are thinking of expandin their customers. g it would be. One day we were just jokin “Honestly, it’s not as hard as I thought ” ’ fun, be d that’ ; ness busi a we should start around, and we’re like, ‘Oh my gosh Barry said. fulops from Bonkers for her brand in the Barry hopes to use the skills she deve kers Bon how s love she future career, but ture. Koch has a different vision for her . time free her in do to g ethin gives her som ion and clothing, so we really enjoy mak fash t abou te iona pass very both are “We ing clothing,” Koch said.

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KOCH ’22 COSI BARRY ’22 AND QUINNILLE GRET TER PHOTO BY CAM

BONKERS

B SINESS

THRIFTED LULULEMON

found riftedlululemon page, Meena Tate ’23 wner of the 16.6 thousand follower @th e. hom her of could enjoy from the comfort herself a non-conventional job that she that, like g ethin som try to thought it’d be cool “I loved thrifting, and I still do. I just said.

Tate ” it, into get to ed and that’s just how I start -liked d to specialize in because of how well bran l idea an be ld wou n lemo Lulu still Tate thought are they and, ndh t of her clothing collection is seco yet expensive it often is. Although mos dable. high quality and significantly more affor shipments have the United States, but some of her ss acro s span ence Much of Tate’s audi range of perwide a large customer base comes a gone beyond the border. However, with sonalities. wrong address … s working, or it gets delivered to the “Things get lost, or the tracking stop , I have no control once I put it [the package] in the mail What customers don’t understand is over it,” Tate said. angry customa position where she is left to deal with Such issues sometimes place Tate in she has learned as a more short-term endeavor, she feels ers. Although Tate sees her business many useful skills from it. t I would have age my money ... a lot better than wha “I think it has taught me how to man learned in school,” Tate said.

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MEENA TATE ’23

PHOTO COU RTESY OF MEEN A TATE

PROFILES DESIGN BY YOUJOO LEE

FEB. 26, 2021

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‫رحمةالله‬

‫مسري ة‬

R A H M ATA L L A H ’ S

ROAD

Math teacher Hanan Rahmatallah recollects embarking on her journey becoming an educator and learning the English language.

BY FAREEHA AHMAD

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hroughout high school, math teacher Hanan Rahmatallah was ambitious. She was involved in a diverse range of activities from singing to playing sports. She especially enjoyed the wonders of creating. Inspired by her siblings getting their doctorate in engineering, Rahmatallah made it a goal to become an engineer herself. Little did she know, she would use her creative skills differently.

Growing up in Iraq, Rahmatallah experienced the tragedies of war, which particularly disrupted her senior year of high school. As a result, Rahmatallah fell behind on her schoolwork.

Because the Iraqi college admissions system

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only takes into account scores students earn during their senior year, Rahmatallah knew she wouldn’t be able to pursue a career in engineering as she had initially hoped. Instead, Rahmatallah embarked on a journey to pursue a career in education, and this twist in fate sparked her path towards becoming a math teacher.

“At the beginning, when I got to college, I said ‘Oh my goodness, this is not what I was hoping,’” Rahmatallah said. “But when I [think back to] elementary school, I loved to teach my peers ...

I was always guiding my friends, leading them to what to do. Maybe because I loved to teach my peers, that was inside me … Maybe that was my destiny.”

After graduating college, Rahmatallah married her partner and raised a family. Later, she decided it may be a good idea to move to the U.S.

While speaking with her brother, a professor at the University of Iowa, over the phone, she determined that Iowa would be a safe and quiet place to live.

According to Rahmatallah, as much as she was excited to move, she was also very nervous.

Although she wanted to live in Iowa City, Rahmatallah ended up in Des Moines first. Upon arriving to the U.S., she found that learning English was the most challenging transition despite being a passionate English language learner in Iraq.

“Learning a new language is not easy,” Rahmatallah said. “I started to review my information and get back my knowledge about English, the grammar and everything. I was all the time listening, talking. I had CDs [that taught] English when I was cleaning the house.”

Rahmatallah’s practice paid off when she got hired for her first job in Iowa as a teacher for a childcare facility. However, Rahmatallah still had yet to become completely fluent in English, and although she faced many challenges due to language barriers and cultural differences, she was determined to overcome them.

“I wanted to learn the language; that was my point,” Rahmatallah said. “It’s not about my paycheck because that was the first step … It’s very normal to suffer, but you need to work hard in order to get your goal accomplished.”

To continue practicing her language skills, Rahmatallah borrowed the books used at the childcare facility and took them home to read to her children. Some books came with audio, so she also played those to practice her accent with certain words.

As Rahmatallah became more fluent in English, she began to look for job opportunities within the Des Moines Independent Community School District. While scrolling through their website, she stumbled upon a job opening for a bilingual community outreach worker. After an interview and a glowing recommendation from her boss at the childcare center, Rahmatallah got the job. She helped both ELL students adjust to the classroom and Arabic-speaking families navigate the education system. Through the shared struggle of confronting language barriers, Rahmatallah instantly formed connections with her new students and their families.

“They were so excited when I was showing them I’m also … a language learner just like them. I believe it gave them the impression that it’s okay to make mistakes; even a teacher can make mistakes,” Rahmatallah said. “They’ve been going through the same process I had been going through, learning the language and everything.”

Soon after, Rahmatallah worked as a paraeducator for elementary and middle school teachers. While she assisted multiple educators with grading, paperwork and translation, she also learned about the educational setting in preparation for becoming a teacher herself.

After lots of hard work and the encouragement of her colleagues, Rahmatallah became an independent teacher for seventh-grade math. Still, she was never afraid to ask for help with language, even from her students.

“I told them, ‘Please correct me when I make a mistake because I want to improve myself ’ …

Sometimes they [would] break the words apart [in] syllables to pronounce it with them,” Rahmatallah said. “This is how we learn, so I’m not shy if I make a grammar mistake or a language mistake because I am a second language speaker.”

As time went on, Rahmatallah found her skills connecting with and empowering ELL students would be better suited at the high school level.

After her children got accepted into the University of Iowa, the opportunity arose: they were finally moving to Iowa City.

“My oldest son, when he came [to the U.S.] he was in the middle school. He found it very hard compared to my other kids who came little because they got the language and learned and had no issues while the older kids, they got confused,” Rahmatallah said. “I felt high school students need me more because they have a shorter time.”

She first taught at City High before moving to West, where she has been teaching for two years.

Howaida Musa ’23 has Rahmatallah for geometry class and finds her very supportive and sincere.

“She encourages all her students to try and not to worry about making a mistake but rather how to prevent that mistake in our homework from

TIMELINE

‫الرحلة العملية‬ IRAQ

Rahmatallah goes to college to b ecome a math teacher.

DES MOINES

“I’M A PERSON W HO LIK ES TO LEA RN M Y ENTIRE LIFE. IT’S NOT A BOUT M Y AGE … AS LONG AS I’M LI V ING, I’M LEA RNING.”

Rahmatallah begins teaching at a child care facility.

-H ANAN R A HM ATA LLA H, M ATH TEACHER

Rahmatallah starts teaching high school math.

happening again,” Musa said.

Fellow math teacher Julie Kennebeck echoes these sentiments.

“She has the warmest heart and understands students at a level that I am jealous of sometimes. She just really has a high level of empathy for her students, struggling students and especially ELL students,” Kennebeck said. “She is genuinely concerned and cares for each of her students and takes it to heart.”

Rahmatallah has now completed her ESL endorsement and is working towards finishing her master’s degree at the University of Iowa. After all of her trials and tribulations, she wants students struggling with language to know that it is okay to make mistakes.

“Don’t give up, and don’t be shy to speak. Always, even if you make mistakes, who cares?

Correct yourself,” Rahmatallah said. “I’m a person who likes to learn my entire life. It’s not about my age … As long as I’m living, I’m learning.”

Later, she works with the school district as a bilingual community outreach worker, a paraeducator and f inally a seventh grade math teacher.

I O WA C I T Y

Scan to read the article in Arabic:

‫أمسح الرابط لتقرأ املقال بالعربية‬

PHOTOS BY CAROLINE BARKER ART & DESIGN BY KAILEY GEE

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UNZIPPING GEN Z From a global pandemic to the Capitol insurrection, it seems Gen Z has already lived through a textbook’s worth of historical events.

BY MAYA CHU, HEIDI DU, KRISHA KAPOOR & SOOMIN KOH PHOTOS BY CAROLINE BARKER & ADITI BORDE DESIGN BY SACHIKO GOTO

T

rudging through the West High doors, you spot a pair of students in a corner facing a phone propped up on a table, shimmying their hips and lip-syncing to the latest TikTok dance trend. Continuing down the hall, you nearly collide with a student about to repost a graphic containing information about Black History Month. As you get a pump of hand sanitizer while walking into your first class, you find your teacher disinfecting distanced desks. “Secure your devices,” your teacher says.

Before the lesson begins, you slide your phone into your backpack, but it’s hard to focus with the buzzing of incoming news notifications.

For individuals born between 1997 and 2012, these are just everyday spectacles. Growing up in an increasingly globalized world with an abundance of technology at their fingertips, Generation Z is unlike any other.

QUARANTEEN

In the era of COVID-19, previously crowded social events have foregone the crowd and moved online. As a result, digital communication has skyrocketed. According to a January 2021 Statista study, the first weeks of March 2020 saw an 18% increase in at-home data usage compared to the same period in 2019.

Despite online communication, feelings of loneliness and isolation due to physical separation from COVID-19 persist. Of 133 West High students surveyed, 48.1% said they “often” feel lonely, while 39.8% said “sometimes” and 12.1% said “never.”

McKenna Proud ’21, who marked “often” on the survey, hasn’t found online communication to be a sufficient replacement for in-person interactions.

“When you’re talking to someone in person, you can read their facial expressions,” Proud said. “[Online], you lose that sense of [being able to] tell what’s going on,” Proud said.

Psychology teacher Travis Henderson worries prolonged physical separation can have a detrimental effect on well-being.

“Social isolation is contrary to a lot of the things that are part of our nature, and as a result, it’s very destructive to mental health,” Henderson said.

Due to a decline in social interaction, more than seven in 10 Gen Zers reported symptoms of depression during the pandemic, according to the American Psychological Association.

Many Gen Zers fit into the 10-24 age group, which is “characterised by heightened sensitivity to social stimuli and the increased need for peer interaction,” according to The Lancet’s Child & Adolescent Health sector.

Researchers found that the lack of social interaction may hinder the development of navigating social networks.

Joye Walker, math teacher and member of the baby boomer generation, believes feeling connected with others is especially important for Gen Zers during this time of isolation.

“I think personal relationships are just so important, especially when you’re a teenager,” Walker said. “You miss those people, and you miss those interactions, so I think it’s mentally tough.”

The lack of physical interaction caused by COVID-19 has greatly affected Samantha Croco ’22.

“I’m so used to being social all the time and always being busy,” Croco said. “I have felt so lonely this year and so cut off. I have missed so much from COVID, and I don’t know when I’m going to get my old life back.”

Even before the pandemic, it was typical to see a group of high schoolers conversing through texts instead of talking to the people beside them.

Eleanor Weitz ’24 believes many Gen Zers’ affinity for online communication has made the lack of in-person interaction easier.

“We were all extremely affected by the pandemic, but Gen Z may have actually fared better than some others,” Weitz said. “We’re used to commu-

nicating via online messaging.”

For younger members of Gen Z, however, this may not be the case. Abigail Lee ’27, who used to greet people with a hug or handshake, has found online interactions to be a disappointment and believes some Gen Zers’ childhoods have been disrupted.

“I don’t think it’s the same anymore,” Lee said. “Kids should be able to be with other kids so they can have a healthy childhood and happy memories to live with.”

Henderson believes the absence of face-to-face interaction will particularly impact younger Gen Zers. “[Social isolation is] going to have a big impact on the worldview of Gen Zers, especially those younger ones,” Henderson said. “Their little brains are growing so quickly that they’re sponging up everything that happens to them, and it’s shaping the way that they develop.”

WORLD WIDE WEB

“You’re on your phone too much.” This classic argument frequently breaks out between caregivers and teens and despite being difficult to accept, may ring true for many members of Gen Z.

“ SOCIAL I SOLATION I S CONTR ARY TO A LOT OF TH E TH I NGS THAT AR E PART OF OU R NATU R E , AN D AS A R ESU LT, IT’S VE RY DESTR UCTIVE TO M E NTAL H EALTH .”

-TRAVIS H EN DERSON , PSYCHOLOGY TEACH ER A Business Wire study found that 58% of Gen Zers cannot go more than four hours without internet access before becoming “uncomfortable.” As the first generation to grow up entirely in a digital world, the internet has made an everlasting impact on Gen Z’s everyday lives.

Clay Bopp ’22 feels the internet has allowed Gen Zers around the world to interact and become increasingly connected. “[Social media] allows everyone to be more connected as a whole,” said Bopp. “Even though we’re all spread across the nation and even in the world … we’re all able to collaborate.”

Though there are benefits to social media, Gen Z also faces its negative effects.

According to Hiruni Sumanasiri ’22, users can create an overly competitive environment by only showing the positive aspects of their lives. “[People] may be having bad days … and most people don’t want to put that on social media because social media is about happiness,” Sumanasiri said. “You’re trying to one-up each other, basically.”

The social media platform TikTok was the most downloaded app in 2020.

THE GENERATIONS 2012

GENERATION Z Born between 1997 & 2012 Ages 9-24 1997 1996

MILLENNIAL

Born between 1996 & 1981 Ages 25-40 1981 1980

GENERATION X Born between 1980 & 1965 Ages 41-56 1965 1964

BABY BOOMER Born between 1964 & 1946 Ages 57-75 1946 1945

SILENT GENERATION Born between 1945 &1928 Ages 76-93 1928

Source: Pew Research Center

SCAN HERE

Still curious about Gen Z’s perspective? Scan this QR Code to read a collection of students’ experiences and have an opportunity to contribute your own.

With 60% of its users being Gen Zers according to Forbes, TikTok has now become an integral part of many Gen Zers’ lives.

Bopp believes TikTok content is more representative of reality compared to other platforms such as Instagram, which he feels often only showcase the highlights of a user’s life.

“With TikTok, you don’t have to be funny, you don’t have to look pretty,” said Bopp. “It’s allowed different kinds of communities to come together and make content. It allows you to be more of yourself.”

Croco shares similar views. “[On TikTok], people are more open and share their struggles, highs and lows of life. Social media has now become a way to share your story and reach out to people all around.”

As per the ViewPoint Center, a teen mental health hospital, this authenticity may help destigmatize and raise awareness about mental health issues.

According to Walker, today’s social perceptions of mental health have changed compared to her experiences as a teenager.

“I think it’s much more socially acceptable to talk about those things,” Walker said. “There’s not so much of a stigma attached to having mental health issues as there was when I was a youngster.”

“ SOCIAL M E DIA HAS NOW BECOM E A WAY TO SHAR E YOU R STORY AN D R EACH OUT TO PEOPLE ALL AROU N D.” -SAMANTHA CROCO ’22 However, posting in online spaces leaves users open to harsh judgment.

The act of online shaming is commonly referred to as “cancel culture.” As TikTok influencers and ordinary highschoolers alike are at risk for being “canceled” on social media, Sumanasiri feels its harmful effects can last a lifetime.

“It’s like a person could do a million great things, but then one bad thing defines them for the rest of their life,” Sumanasiri said.

As reflected in social media’s hypercritical environment, Proud believes Gen Z’s greatest weakness is its judgemental tendencies.

“Generation Z is hotheaded [and] … very quick to judge,” Proud said. “If you don’t do something right the first time, we’re going to get mad at you.”

Instead, Proud suggests people should learn to inform rather than ostracize others.

“If you start attacking someone, the first thing that they’re going to do is be defensive,” Proud said. “If we … educate them first, then they’ll probably be more open to listening to ideas.”

While cancel culture can develop on social media, many members of Gen Z simultaneously use it to educate others and take action. According to Dr. Bogdan Vasi, an associate professor researching social movements at the University of Iowa, the widespread use of social media makes it an effective vessel for organizing action.

“What I discovered is that social media has a positive impact on the abil-

2001

MAJOR EVENTS OF GEN Z

The 2008 recession causes millions to lose their homes, savings, and jobs.

2008

Source: HISTORY

2015

Source: Black Lives Matter

2017

Source: U.S. Library of Congress

Source: World Health Organization

Source: U.S. Library of Congress

The Supreme Court legalizes same-sex marriage in the case Obergefell v. Hodges.

Source: Supreme Court of the United States

#MeToo goes viral as many women share allegations of sexual harassment and assault.

2020

The COVID-19 outbreak is declared a pandemic by the World Health Organization.

Barack Obama is elected as the first African American president of the United States.

2016

Donald Trump, the former host of “The Apprentice,” is elected president of the United States.

Source: HISTORY

2013

#BlackLivesMatter is founded in response to the acquittal of the man who killed Trayvon Martin.

The 9/11 terrorist attacks carried out by al-Qaeda kill over 3,000 people.

2008

ity to … organize collective actions [such as] protests,” Vasi said.

West High alum Nick Pryor ’18 is the legislative affairs director for March For Our Lives Iowa, a youth-led organization dedicated to ending gun violence. He has coordinated protests and events since the 2018 Parkland school shooting and often uses social media to his advantage.

“With March for Our Lives back in 2018, Instagram stories were the biggest way for voicing events,” Pryor said. “It went from an Instagram story to [having] 300 people at the first walkout in the span of 24 hours of organizing it.”

However, Jason Del Gandio, a professor of communications and social influence at Temple University, believes social media can also promote “clicktivism,” a form of online activism that requires little effort from the user. “[It] can also create a false sense of action. Getting a thousand likes or hearts is not necessarily the same as organizing a thousand-person protest,” Del Gandio said. “However, social media activism can achieve change and justice.”

Proud is one of many students who intends to make a positive impact through social media. She believes it is valuable in providing Gen Zers with a platform to spread awareness.

“Using social media to boost awareness about issues is one of the things that I’ve tried to do a lot on my Instagram because we have this platform and the power to speak up,” Proud said.

The extensive reach of these platforms can be used to activists’ advantage.

“An idea can now go viral across the globe in a manner of minutes,” Del Gandio said. “This collapses the boundaries between cities, states, and countries. It intensifies the need to act.”

Although the globalization of social media has positive impacts, its overwhelming amount of news content may reduce effectiveness. Alexis Njoroge ’21, who also posts about social issues on social media, feels it can be a tiresome way of receiving information.

“When I have the same audience seeing my posts multiple times and multiple people posting the same thing, it gets repetitive,” Njoroge said. “I wouldn’t be surprised if people are tired of seeing [Instagram] stories … over and over again.”

Pryor feels social media’s constant news refresh can prove just as exhausting.

“One downside with instantaneous news is that you can become burned out super quick,” Pryor said. “Every time you open Twitter, it’s just like, here is everything that’s gone wrong in the world in the last 10 minutes ... and you haven’t stopped any of it.”

This constant stream of often negative news has created a phenomenon known as “desensitization,” defined as reduced physiological and cognitive reactions to real-world violence.

A seemingly perpetual dose of news about school shootings had that effect on Proud.

“We’re so used to [school shootings],” Proud said. “There could be two a day, and we’d be like, ‘Oh, did you hear about the shooting?’ and then be like, ‘Which one?’ I hate that, but that’s just what happens now.”

The news coverage on COVID-19 can be similarly draining, with daily reports of infection and death rates.

“I watch the news every day and am constantly hearing about deaths from COVID,” Weitz said. “Sometimes it turns into more of just a number instead of that amount of people actually being dead.”

To cope with this constant exposure to negative news, Gen Z has turned to humor.

For example, following the assassination of Iranian general Soleimani, many may recall whispers of “World War III” and the subsequent ava-

Source: The New York Times

lanche of memes that flooded the internet. Although this behavior may seem insensitive, Bopp believes it serves as a method of dealing with feelings of anxiety and helplessness.

“Our generation copes by trying to take the edge off with making memes and jokes,” Bopp said. “[They] make it a little less dark and dramatic.”

Weitz also believes memeing is something Gen Z bonds over.

“Memes are the language of this generation,” Weitz said. “It’s not a bad thing, and I do feel like it’s how a lot of us express ourselves.”

RESHAPING HISTORY

From record-breaking youth voter turnout in the 2020 presidential election to claims that teenagers’ viral social media posts helped sabotage a Trump rally in Tulsa, Oklahoma, Gen Z’s influence on politics only grows as they age.

According to The Center for American Progress, the voting power of Gen Z and millennials is expected to equal that of all older generations combined as soon as the 2024 election. Courtney Juelich, assistant professor of political science at the University of Wisconsin-Stout, says this means neither major political party should ignore young people’s interests.

“Should a party work on mobilizing around youth issues, they would pull in a very important voting base,” Juelich said.

To appeal to youth voters, some politicians have prioritized issues important to young people, such as the environment and affordable healthcare.

However, Gen Zers have often taken matters into their own hands, whether it be due to dissatisfaction with policymakers or an increased awareness of political issues.

Walker has noticed this trend of increased political activism in her recent years of teaching.

“There’s been a big increase in activism and politics ... it reflects what [is happening] in a bigger picture sense because I think that’s true across the country,” Walker said.

Of the West High students surveyed, 70.7% said they felt pressure to create change after the pandemic, Black Lives Matter protests and Trump’s presidency, among other notable events.

“I think the last four years and especially now [have] given us a perspective … that all these things really do matter,” said Joseph Alarape ’23. “We can’t just ignore it … it affects us, it affects our futures.”

Pryor has been advocating for gun control since his senior year of high school and feels that recent events have caused Gen Z to become more politically active.

“The nature of experiencing problems for the first time or having some visceral moment that brings people in … creates young people in activism,” Pryor said.

Del Gandio agrees, adding that Gen Z has grown up alongside a confluence of historical events both from the recent past and present-day.

“Mass shootings become a horrifying social norm. Trump and Trumpism emerge, sparking a rise in hate speech, intolerance and anti-science,” Del Gandio said. “Meanwhile, the climate crisis simmers in the background with much of the west coast literally on fire.”

As Gen Z’s worldview expands, the pressure to act is to be expected.

“Gen Z is coming of age in an era when all the adults have left the room.

It’s no surprise that younger people feel the need to act. The question isn’t why is Gen Z acting, but rather, why isn’t every generation acting?” Del Gandio said.

Despite today’s generational dispute over inaction, Walker sees similarities between Gen Z’s current push for change and her own generation’s activism during the Civil Rights Movement and Vietnam War in the 1960s.

According to USA Today, modern-day issues such as climate change have made Gen Zers the most politically involved youth since that era.

“Perhaps the world that I became a teenager in is more similar to the one that [Gen Z is] in now,” Walker said.

Del Gandio sees political polarization as another similarity between the 1960s and the present-day.

In recent years, Americans have become increasingly divided over issues such as immigration and gun control. A 2014 Pew Research study found that the share of participants with a highly negative view of the opposing political party had more than doubled in the past decade.

In the survey of West High students, 60.2% said being on social media has made them more partisan, contributing to this growing political divide. Although these platforms allow people to see various perspectives, Proud thinks they simultaneously serve to strengthen users’ preexisting beliefs and push groups apart.

“In some ways, I feel like [social media is] making us more divided,” Proud said. “My friends [on social media] all have my same political beliefs. All the information that I’m seeing is also stuff that I already agree with.”

Social media algorithms use confirmation bias, the exposure and ten-

“ WE AR E POWE R FU L .

WE N E E D TO R EALIZE OU R FU LL POTE NTIAL , AN D G ET STU FF DON E .”

- MCKEN NA PROU D ’21 dency to seek familiar information, to put users in groups with others that share the same viewpoints.

“Algorithms produce info-spheres and echo chambers,” Del Gandio said.

“We get fed the same information over and over, reinforcing confirmation biases and producing deeper belief divides.”

On the occasion that users encounter information that challenges their beliefs, the effect is not always willingness to learn.

“Whenever I get a video on my [feed], I will not lie — if it’s a political opinion I do not agree with, I will hold down the screen, and I will click ‘not interested,’” Proud said.

According to Alarape, Gen Zers can combat the polarizing pitfalls and shortcomings of social media if they find a way to engage in open discussion.

“If you don’t agree with a person’s viewpoint … that just invites challenge, and challenge is a good thing in any discussion,” Alarape said. “If we become more open-minded and open to correction, we can move forward in the way that we’re supposed to.”

Proud also believes if Gen Zers find a way to come together, they can create lasting change.

“We have the power to change whatever we want to change as long as we can get our minds in the right spot … we all vote together, and we all protest together,” Proud said. “We are powerful. We need to realize our full potential and get stuff done.”

GEN Z AT WEST HIGH DO YOU FEEL PRESSURE AS AN INDIVIDUAL TO MAKE CHANGE?

HAVE YOU BECOME LESS PATRIOTIC DUE TO RECENT EVENTS?

HAS SOCIAL MEDIA MADE YOU MORE PARTISAN?

14.3%

70.7%

YES

NO

39.8%

29.3%

20.3%

15%

50.4%

NOT SURE

YES

NO

60.2%

NOT SURE

YES

NO

WOULD YOU TRY TO GET TO KNOW SOMEONE IF YOU ONLY KNEW THEIR POLITICAL AFFILIATION WAS DIFFERENT THAN YOURS?

YES: 42.9%

NO: 6.8%

MAYBE: 34.6%

OTHER: 15.7%

TOP THREE EVENTS THAT HAVE IMPACTED YOU COVID-19 pandemic: 85.7%

133 STUDENTS SURVEYED

BLM movement: 63.2% President Trump’s election: 41.4%

0.8%

Explosion in Beirut, Lebanon

0.8%

Preventing Human Trafficking

0.8%

Tensions With Iran in Early 2020

0.8%

Resumed Federal Executions

Process of the 2020 election: 41.4% Mass shootings: 29.3% LGBTQ+ rights movement: 23.3% Climate strike: 11.3% #MeToo movement: 9.8% Supreme Court tilt: 6% President Obama’s election: 1.5% Other: 4.8%

1.6%

None of the Above

28

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COMMEMORATE A SCHOOL YEAR THAT WILL GO DOWN IN HISTORY

Purchase your West High 2020-2021 yearbook by Feb. 28 to secure a copy.

TO BUY YOUR VERY OWN TROJAN EPIC, GO TO JOSTENS.COM To see if you already ordered a book, go to linktr.ee/trojanepic

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29

BEYOND THE BINARY

Despite progress made toward the inclusion of transgender and non-binary athletes in high school sports, challenges and stigmas are still prevalent in athletic programs throughout the state.

BY HANAH KITAMOTO & CAROLINE MASCARDO DESIGN BY XIAOYI ZHU

I

n the world of sports, there is no in-between.

The ball is either in or out. You make the shot or miss it. You win or lose. Even the way sports teams are categorized is firmly rooted in the binary: boys and girls.

TERMINOLOGY

FACING BARRIERS

S

GENDER IDENTITY (N.): a person’s internal sense of gender; may conflict with one’s sex assigned at birth.

SEX (N.): the classification of a person as male or female. At birth, infants are assigned a sex, usually based on the appearance of their external anatomy.

GENDER BINARY (N.): the idea that there are only two genders, male and female, imposed by a societal system or cultural beliefs.

GENDER TRANSITION (N.): the process of changing one’s gender presentation and/or sex characteristics to match one’s internal sense of gender identity.

TRANSGENDER (ADJ.): an umbrella term for people whose gender identity and/or gender expression differs from what is typically associated with the sex assigned at birth.

NON-BINARY/GENDERQUEER (ADJ.): terms used by some people who experience their gender identity and/ or gender expression as falling outside the categories of man and woman.

CISGENDER (ADJ.): a term to describe people who are not transgender.

Source: GLAAD

30

SPORTS FEB. 26, 2021

ince the establishment of girls sports in 1926, state athletic programs have remained separated by boys and girls teams, respectively headed by the Iowa High School Athletic Association and the Iowa Girls High School Athletic Union. However, this division can create challenges for athletes who do not identify with their sex assigned at birth. According to state athletic policies, students who identify as transgender may join the team they feel most comfortable on, but many transgender athletes still face obstacles while participating in their sport.

Dexter Hanna ’24 started swimming when he was in seventh grade and immediately developed a passion for the sport.

“I just fell in love with it, and I swim as much as I can,” Hanna said. “When I heard that you could do school swimming, I was really excited because it’s a new way to meet people at school, and I just had to swim more.”

Hanna identifies as a transgender male and chooses to swim for the girls team. He believes all students should be allowed to compete on their team of choice, regardless of their gender identity. Under Iowa high school athletic guidelines, when applicable, coaches are recommended to set a gender-neutral dress code that is comfortable for all team members.

“I think that it would be okay to let transgender students compete on the teams of the gender they identify as because ... you don’t have to wear a uniform that conforms to gender,” Hanna said.

However, for sports like swimming, it can be difficult to enforce a gender-neutral dress code.

Hanna occasionally experiences gender dysphoria, a feeling of discomfort that may occur in individuals whose gender identity differs from their sex assigned at birth or sex-related physical

characteristics.

“It’s a little bit uncomfortable to wear a girl’s suit with dysphoria; it’s just not exactly where I’m supposed to be ... but it’s all I’ve ever been used to, so it’s not that bad,” Hanna said.

Similarly, Jem Alden ’23, who also goes by Jay, experiences gender dysphoria while running cross country and track and feels they don’t always fit in with their team.

“I just always felt I was ... the odd one out,” Alden said. “I’m not sure if I fit in trying to do [sports].”

Jaidon Lowman ’23, a transgender male, echoes these sentiments. In the past, they have been hesitant to play soccer due to their gender identity.

“I’ve felt like I’d be basically an outcast, like a black sheep, because of [being] the only ‘girl’ on the team with short hair and dressing masculine,” Lowman said.

Hanna, Alden and Lowman all feel a lack of belonging to their respective teams due to their gender. However, Hanna has found the environment of the girls swim team considerate and welcoming.

“Everyone [on the team] is accepting, and there’s really no one that is transphobic as far as I’ve encountered,” Hanna said. “People make sure [they] use our correct pronouns.”

Hanna feels fortunate to live where he does, as he attributes some of this support to Iowa City’s diverse population and large LGBTQ community. In 2020, Iowa City earned a perfect score on the Municipal Equality Index of LGBTQ inclusion for the seventh consecutive year.

“I think I’m lucky to live in such an accepting community because Iowa City is really diverse, and people understand what it’s like ... They’re all just really understanding,” Hanna said. “If they weren’t, then it would be a little more difficult because I might face transphobia ... because not everyone is so supportive of that, and I might not be able to come out and be [who] I am.”

Although his experiences on the swim team have been overwhelmingly positive, Hanna still faces challenges as a transgender athlete, including being misgendered by those not on his team.

“Being misgendered, it’s not a big deal unless they’re doing it on purpose because I still look like a girl … and I don’t blame them for that,” Hanna said. “If they forget, it’s a little hurtful, but it’s okay. If they’re doing it on purpose, then it’s not accepting [of me].”

“I’VE FELT LIKE I’D BE BASICALLY LIKE AN OUTCAST, LIKE A BLACK SHEEP.” - JAIDON LOWMAN ‘23 BEHIND THE GUIDELINES

I

owa is the only state in the U.S. that has separate high school athletic organizations for boys and girls. Although both have existed for nearly 100 years, the IHSAA and IGHSAU have not merged into a single organization. IHSAA Executive Director Tom Keating attributes this separation to the precedent of teams based on gender and consequent physical capabilities.

“I think it’s historical, more than anything, and it was based on the perception that physical size, speed and strength were different enough that [athletics] should be separated,” Keating said. “I think those things still hold true today.”

Keating views the inclusion of transgender athletes as relatively new to Iowa high school sports, a factor that challenges preconceptions of why sports unions are divided in the first place.

“That [division] made sense, until those who were identifying different than their birth gender wanted to participate in athletics,” Keating said. “I think the reason [the organizations] have not come together yet is because of that remaining, lingering perception of a difference of size, speed, strength in the athletic arena.”

According to Keating, the organizations have not found a compelling enough argument to unite as one.

“There are occasionally questions posed or suggestions made that our two organizations get together and try to work as one, as is the case in the other 49 states, but so far, both have been separate because the boards of each organization have not seen the overall benefit of bringing those two organizations together,” Keating said.

Jean Berger, executive director of the IGHSAU, sees the separation of the two athletic organizations as a structural decision rather than one based on gender.

“I don’t view the two organizations as being divided by gender as much as structured for specific purposes, philosophy and focus,” Berger said. “That kind of separate governance allows each organization the ability to more effectively

“I THINK I’M LUCKY TO LIVE IN SUCH AN ACCEPTING COMMUNITY...

THEY’RE ALL JUST REALLY UNDERSTANDING.” - DEXTER HANNA ‘24

utilize its resources to shape the experiences of the students they serve.”

In Iowa, each school district locally addresses transgender students’ desires to participate in sports.

According to Berger, the athletic organizations instruct each district to determine athletic eligibility before allowing students to compete.

Dr. Katie Imborek, co-director of the University of Iowa Health Care LGBTQ clinic, believes the inclusion of non-cisgender athletes calls the division of sports teams by boys and girls into question.

“When we have people who are non-binary or trans, it pushes back against whether we’re doing this for a certain purpose [and] whether there is a real value to it,” Imborek said.

Alden also believes the gender division in sports can be problematic when considering transgender athletes. They see the transgender policies set by the athletic associations as measures to limit transgender athletes’ success in sports.

“It’s not fair because we don’t make Michael Phelps cut off part of his feet because they’re longer than average because they’re too big of an advantage,” Alden said. “[We choose to] separate sports ... despite it not being even biological [in] a single way.”

Even outside the sports realm, the gender binary is prevalent in everyday life, from occupational titles and pronouns to gender roles. Imborek sees both sides of the argument: preserving conventionality or questioning it. She believes physical differences between those assigned male or female at birth complicate matters, but doesn’t think transgender athletes should be excluded from sports.

“The reality is that [biologically female] bodies are very different than a lot of men’s bodies,” Imborek said. “Should we exclude them? No, I don’t think that we should.”

According to Imborek, testosterone has a significant impact on athletic performance and is the biggest factor of the gender division in athletics, as it can increase an individual’s muscle mass growth and endurance.

“Does it make sense to let someone who is taking testosterone and identifies as trans masculine play on a girls team?” Imborek said. “I don’t think it does [because] from a fairness standpoint, in terms of competition, that testosterone is really what you should be thinking about.”

SPORTS FEB. 26, 2021

31

IHSAA & IGHSAU TRANSGENDER POLICY Article 1A of Iowa Code Section 216.9 bans discrimination in most programs EXCEPT ATHLETICS. The IHSAA and IGHSAU prohibit “exclusion of a person or persons from participation in, denial of the benefits of, or subjection to discrimination in any academic… program or activity EXCEPT ATHLETIC PROGRAMS.” Under the transgender athlete policies, students MAY BE EXCLUDED from participating in sports BECAUSE OF THEIR GENDER IDENTITY.

Sources: IHSAA and IGHSAU

LOOKING FOR IMPROVEMENTS

I

n 2020, the Gay, Lesbian, Straight Education Network included Iowa in a list of 10 other U.S. states with discriminatory transgender athlete policies. Iowa’s requirements for transgender students to consistently identify as their gender “at school, home and socially” was cited as invasive.

Lowman questions this clause because not all transgender athletes are out and live in supportive households. “[The IHSAA and IGHSAU] should understand that some homes don’t support it, and [transgender individuals] can be abused for who they identify as a person,” Lowman said. “I’m thankful my parents are supportive of me being [transgender], but I know some kids whose parents aren’t like that … It’s just frustrating.”

In Iowa, both the IHSAA and IGHSAU established student-athlete advisory committees to create a stronger connection with the student body. The committees, each consisting of 11 to 12 students representing various regions and sports, discuss issues facing Iowa high school athletes today.

Keating believes the IHSAA Student-Athlete Advisory Committee is a way to make student-athletes’ voices heard. Traditionally, students and parents have directly reached out to athletic association officials to voice their concerns.

“I think there’s always room to improve, and one of the things that we depend upon is input from students,” Keating said. “We want [the student-athlete advisory committees] … to bring to us the things that are important topics in their school, both related to athletics and activities and not … I would guess we’re going to get some

32

SPORTS FEB. 26, 2021

[feedback] in all kinds of realms, but certainly in the transgender, non-binary realm.”

According to Keating, the committee applicant pool is currently predominantly white and middle-class. Because of this, Keating hopes students from all backgrounds will apply to the student-athlete advisory committees in the future.

Alden believes the student-athlete advisory committees will not fulfill their purpose without a diverse committee and representation of transgender and non-binary athletes, especially regarding the treatment of transgender athletes in Iowa.

“I’m not sure if that’ll be on everyone’s minds unless you’re trans or have a trans friend or sibling,” Alden said. “I’m not sure whether [the student-athlete advisory committees] would help or hurt anything.”

BREAKING DOWN BARRIERS

A

mid the competition of high school sports, the overarching goal of the Iowa athletic organizations is to ensure all student-athletes feel accepted.

“The IHSAA and IGHSAU exist because we believe in the value of participation for all,” Berger said. “Sports have long served as a place to break down barriers and to create a place for students to belong.”

For many athletes, sports are a lifeline, providing some with a chance to escape and overcome hardships in their lives. However, exclusionary policies strip several transgender and non-binary youth of this opportunity.

Alden doesn’t see why their gender identity should be more important than their passion for running and being on a team.

“I know why it might make other people uncomfortable, but then again, it’s running … I

love it,” Alden said. “It’s something that’s worth interacting with people, so what about it if someone’s not cis?”

In a 2018 study from the American Academy of Pediatrics, transgender and gender non-conforming students were significantly more likely to report poorer physical health and long-term mental health problems than cisgender youth.

Across all gender identities, transgender males reported higher rates of depressive mood, having seriously considered suicide and attempted suicide than the youth of all other gender identities, according to the Journal of Adolescent Health.

“We already know that trans and non-binary adolescents, in particular, have a lot of health disparities and have many instances where they don’t feel affirmed and where they might not have the same level of social connectedness that their peers do,” Imborek said.

According to the Human Rights Campaign Foundation, using the name and pronouns that align with an individual’s gender is one of the simplest yet most effective ways to support transgender and non-binary people. Doing so can promote a more gender-inclusive environment for all, whether in athletics or everyday life.

“We should figure out how we can make this opportunity [to participate in athletics] accessible for all students, not just students who exist on the binary,” Imborek said.

However, the question of whether to prioritize fairness or inclusivity in athletics has been an ongoing debate. While they try to see the current policies as comforting to those worried about preserving fairness in sports, Alden doesn’t agree with how transgender and non-binary athletes can easily be left out.

“I could understand this trying to make people less uncomfortable … but it shouldn’t be all upon me to make people feel less uncomfortable,” Alden said. “People always find reasons to

exclude [others], and I’m tired of it.”

Although Berger acknowledges the importance of including transgender athletes, she also believes the struggles of female athletes should not be overlooked. Nevertheless, Berger thinks compromise should allow both female athletes and transgender athletes to participate in school sports.

“Girls and women in sport understand being excluded based on gender, so they do not wish to exclude transgender females,” Berger said. “Yet, their opportunities have been earned over time and should be preserved. We should be able to find a way to include transgender athletes in sport without all of the harmful rhetoric.”

At West High, Athletic Director Craig Huegel hopes transgender athletes will form close connections with their coaches and teammates and feel safe to identify as who they are.

“Sometimes we don’t necessarily know a student might be transgender. We may not be fully clued into what their [gender] is or what concerns they may have, so we try to do our best to ... get to know them and make them comfortable,” Huegel said.

Huegel values the importance of welcoming all students to participate in athletics, regardless of their gender and other identity markers.

“If they’re willing to meet expectations in terms of being a good teammate, coming to practices [and] competing, we want those students here no matter what their gender is,” Huegel said.

For Alden, the connections they have made playing school sports have made them feel they can be more themself, and recently coming out to a teammate has assuaged some of their fears of not feeling accepted. The teammate was proud of Alden and assured them the rest of the team would be as well.

“That just made me so happy [since] that is off my chest. I don’t have to worry about that as much,” Alden said. “It released an unbelievable amount of stress … I’m so unbelievably, unexplainably happy.”

Although coming out to their teammate made Alden more confident in themself, they see it as a move in the right direction rather than a destination. Alden encourages others that are unsure of whether to come out to be patient and understanding of themselves. “[Coming out] is not the final solution,“ Alden said. “You should be allowed to be open, and you should be allowed to take your time to come out if you want [to].”

Above all, Alden believes identity should be a cause for celebration, not a reason for adversity.

For them, coming out is a tool in discovering themself.

“It should matter that I’m trans, but it shouldn’t change your opinion of me. I want [my coming out] to be remembered, but I don’t want it to matter,” Alden said. “I want it to be something that matters because it was a stepping stone but doesn’t matter because you no longer need to step on it.”

A HISTORY OF

HARDSHIPS Title IX establishes protections from discrimination based on sex in education programs or activities.

NCAA releases a set of guidelines allowing transgender students to participate in college athletics.

IHSAA and IGHSAU implement the first version of their transgender athlete policy.

Obama administration issues statement extending Title IX protections to transgender student-athletes.

Trump administration rescinds Obama-era protections for transgender students under Title IX.

IHSAA and IGHSAU adopt their current transgender athlete policy.

GLSEN classifies Iowa’s policies on transgender, non-binary and gender non-conforming student-athletes as “discriminatory.”

On his first day in office, President Biden issues an executive order extending Title IX protections to transgender student-athletes.

Source: Harvard University, NCAA, IHSAA & IGHSAU, U.S. Department of Education, The Guardian, transathlete.com, White House website

1972 2011

2014 2016 2017 2018 2020 2021 SPORTS FEB. 26, 2021

33

February may be the shortest month of the year, but that doesn’t mean it has to be the least fun. Here are some festive ways to make the most of it.

BY CAROLINE CHANDLER

11

NATIONAL CLEAN OUT YOUR COMPUTER DAY

Have you been meaning to give your computer the proper cleanout it deserves?

Now you can finally follow through on this day dedicated to cleaning computers. Take some time to wipe off your dusty screen with a microfiber cloth, and sort through your endless computer downloads.

34

ENTERTAINMENT FEB. 26, 2021

05

NATIONAL WEAR RED DAY

Since February is American Heart Month, this national holiday is the perfect opportunity to show your support for heart disease awareness.

While the holiday offers a chance to showcase the collection of red in your wardrobe, the goal is to learn more about cardiovascular health.

13

Scan here to learn more about these holidays and how to celebrate them next February.

NATIONAL TORTELLINI DAY

This holiday is devoted to one of the most essential carbohydrates: pasta.

Hailing from Bologna, Italy, tortellini is typically stuffed with meat or cheese and topped with a variety of sauces.

Take some time to experiment in the kitchen or order takeout from Italian restaurants in your area.

07

NATIONAL SEND A CARD TO A FRIEND DAY

Do you feel a rush of excitement when you open the mailbox and see a letter addressed to you? On this holiday, you can coordinate with a friend to start a tradition that involves sending each other a letter every year. Alternatively, try reaching out to someone you’ve been meaning to connect with — start with the back cover; you might find something addressed to you. In a digital age, receiving a handwritten note can be meaningful, so consider adding this to your list of holidays to celebrate.

27

NATIONAL POKÉMON DAY

This holiday marks the anniversary of the Japanese release of “Pokémon Red and Green” in 1996, which marked the start of the first generation of Pokémon games. With the everlasting Pokémon legacy, there are many ways to celebrate this holiday. You could go retro with trading cards, or play the video game version on platforms like Nintendo. Hundreds of Pokémons are still waiting to be caught, and there’s a whole day dedicated to catching them all.

PHOTOS BY CAROLINE BARKER DESIGN BY ELLA ROSENTHAL

ENTERTAINMENT FEB. 26, 2021

35

WEST

AVING THR E W OUGH

BY ZOEY GUO

ART & DESIGN BY ZOEY GUO

FIRST DAY OF NINTH GRADE

INSTRUCTIONS: All you need to play this game is a pencil, a paperclip and a small item that will serve as your makeshift board game piece.

1. Place the paperclip on the center of the wheel.

2. Hold the pencil vertically, with the point touching the center of the wheel

and going through the paper clip.

3. Flick the paperclip to determine the number of spaces you will move.

4. Move your game piece, and add or subtract to your score based on the space’s

directions. It is possible to have a negative score.

Repeat steps 2-4 each turn until you reach or pass the final space.

Whoever ends with the most points wins.

You get involved with extracurriculars and join some clubs. +1 point.

You start an online study group with your friends, and you pass your next test! +2 points.

You blast music and have a mini-dance party by yourself. +1 point.

An unexpected rush of motivation overcomes you, and you finish all of your homework on time. +3 points.

You trip over the stairs at school and unfortunately do not stick the landing. -2 points.

You show your school loyalty by participating in Spirit Week. +1 point.

You spell a four-letter word incorrectly on your English essay. -2 points.

WELCOME TO

WEST HIGH

3 You play video games until 5 a.m. and sleep through your morning Zoom classes. -3 points.

You cancel plans with your friends because you caught a cold. -2 points.

2

You stay awake during all of your Zoom classes: a small victory, but a victory nonetheless. +1 point.

You bake cookies with your family, and they actually turn out to be edible. +1 point.

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ENTERTAINMENT FEB. 26, 2021

Your teacher randomly calls on you, and you give the wrong answer. -1 point.

You enroll in a physical education class to keep yourself healthy and happy. Good for you! +2 points.

You get an A+ on your Earth and Space Science earthquake test; congratulations! +2 points.

1 1

1 1

Your sibling disrupts your Zoom meeting and you scream at them in retaliation, only to realize you were unmuted. -1 point.

You accidentally join the wrong class period’s Zoom link. -1 point.

You enroll in a one-trimester art class and develop a newfound interest for drawing. +1 point.

2 3

You try to skip school, but you can’t escape the oncoming sound of Chacos. Señor Rosenthal catches you. -1 point.

You ask your crush to Homecoming, but they reject you. -2 points for your heartbreak.

GRADUATION DAY

You end the year with passing grades! +2 points.

You zone out in your Zoom class and come back to find only your teacher left in the meeting. -1 point.

You are excused early because of a doctor’s appointment.

Afterwards, you get McDonald’s. +1 point.

You attend a West High sporting event and show your spirit by wearing a Trojan shirt. +2 points.

Your senior prank gets out of hand, and you get in trouble. -2 points.

To celebrate your upcoming graduation, you take a week-long road trip with friends. +3 points.

You have a fun night at prom with your date or your group of friends. +2 points.

W

On your drive to school, you realize you forgot your mask. Return home to retrieve it. -1 point.

You take a mental health day. Never forget to show self-love. +3 points.

During a food fight, your smiley-faced potatoes soar across the room, hitting Mr. Gross’s tie. -3 points.

A WSS photographer takes your senior pictures free of charge. +2 points.

You attend a protest about a subject you feel strongly about. +5 points.

You attend a Theatre West production with your friends and family. +1 point.

You get caught texting in class. -2 points.

You go to sleep early as an attempt to fix your horrifying sleep schedule. +1 point.

Senioritis hits you a bit too hard. -2 points.

Stop and choose one path. Then, spin the wheel again and continue.

You go on vacation with your family over winter break. +2 points.

While walking in West High’s parking lot, you slip on ice and fall. -2 points.

You forget to bring your homework to class. -2 points.

You miraculously pass your driving test even after failing to parallel park. +2 points.

You lose your pet rock while taking them for a walk. Press F to pay respects.

-3 points.

You accidentally drop a graduated cylinder during a chemistry experiment, and it shatters on the floor. -2 points.

You help a confused freshman find their way to their art class. +2 points.

You forget to study for your personal finance budgeting test and fail. Try using Quizlet next time. -2 points.

On the last day of school, your teacher plays a movie during class. +1 point.

You challenge yourself by registering for an honors or AP course. +1 point.

ENTERTAINMENT FEB. 26, 2021

37

This issue’s installment of the WSS satire series.

(Again, this is SATIRE, so please do not write to the editor.)

BY ROSEMARY TIMMER-HACKERT & ISAAC YOUNG ART & DESIGN BY MAYA CHU

CAPITOL COMPUTERS

J

an. 6, 2021 will go down as an infamous date in history. It’s the day insurrectionists stormed the Capitol and amidst baseless claims of voter fraud, demanded the 2020 election be invalidated. It’s the day the peaceful transfer of power, an age-old tradition, was violated. It’s also the day that House Speaker Nancy Pelosi’s Minecraft world was mercilessly torn to shreds.

Upon entering the Capitol, most of the domestic terrorists made a beeline for the legislative chambers, but a few went in search of Congressmembers’ personal information. To the surprise of many, Capitol invaders entered the building with ease, gaining access to the private offices of several Democratic politicians.

“I can’t believe I forgot to lock my office door that morning,” Senate Majority Leader Chuck Schumer said.

Keeping in theme with the Capitol’s lackluster security, several personal computers had no

WHAT’S IN THE LETTER?

T

his week, The Radish scored an exclusive interview with an anonymous White House staffer who provided a transcription of the letter left by Donald Trump for President

38

ENTERTAINMENT FEB. 26, 2021

password protection, and those that did were easily bypassed.

“First thing that came to my head was ‘bluewave123,’ and it let me right in,” one rioter said.

Insurrectionists could have gotten their hands on sensitive information, but luckily they were too distracted trying to chase down conspiracy theories.

“I looked everywhere for any evidence that the Democrats are drinking the blood of children in order to fuel their demonic powers,” insurrectionist Auntie Vax said. “Pelosi must have all of that on her personal computer.”

Barnett was so infuriated after his failed data mine that he opened up Pelosi’s Minecraft world,

a shared server among many lawmakers, and detonated TNT in their to-scale replica of the Capitol as well as at Pelosi’s modest ranch home and wheat field. He then took a nametag and named a pixelated skeleton “No-Good-Nancy.”

“I worked hard on that world. Romney and I had our beds next to each other,” a devastated Pelosi said.

Other reported damages include Schumer’s 50by-50 game of Minesweeper being ruined, Rep. Al Lawson’s New York Times daily crossword being filled in with obscenities, and Sen. Bernie Sanders’ desktop background being changed to a picture of Donald Trump riding a bald eagle into an American flag sunset.

Biden. Aside from corrected grammatical errors, it reads as follows: Dear Sleepy Joe, I am very sorry to have left you in this position. Some say I’m the greatest president in history, maybe even better than Washington. Some people have told me President Trump is a bigger name than Washington. Now you have to live in the shadow of the greatest president of all time.

Sad. They rushed me out of the White House, I mean REALLY rushed me out of there. They gave me no time to grab any of my stuff. If you could mail the spray tan bottles, hairspray and my golf shirts to me in Florida, that would really be something. I am going to need them when I go on permanent vacation. I am going to Mexico, maybe the U.K. maybe France, and they’re going to say, ‘Donald, we are so glad to have the best president staying with us in our country, and you look fabulous.’ They really are.

I’ve heard a lot of talk lately. Everyone is say-

ing, ‘Joe is going to unite America, he will get the Blue and Red working together again.’ I think America is more united than ever, probably the most unified country in the world, but I know some people are unhappy about the way the election turned out and how some votes were a little suspicious. Very suspicious, in fact. Maybe to help things along, you give me a pardon so they can’t continue their witch hunt. I know that would make a lot of people very happy, including me.

I guess this is goodbye, Joe. I had a great time at the debates. I’ve heard a lot of people talking about how our debates were the best, some of the best debates there have ever been. We should go golfing sometime. I’d even let you caddy, I really would. Seriously think about that pardon thing.

Have a good life, Donald J. Trump, 45th President of the United States of America P.S. I still won the election.

VALENTINE’S DAY DELIVERIES

D

espite doubts about the event’s feasibility in the age of COVID-19, West High students took part in the annual candy gram fundraiser Feb. 12. Messages purchased by students are normally delivered to the recipient’s classroom, but this year, messages were delivered over the weekend by volunteers. Delilah Verrer ’21 was one of these volunteers and the main organizer of the event.

“I thought people could use some cheering up, and I thought making sure that the candy gram fundraiser still happened was the best way to do that,” said Verrer. “My only regret is that I underestimated how much driving there would be.

I included the option for students to give us an address to deliver to, mostly just to make sure the online students didn’t feel like they were being excluded. I thought I would end up delivering to maybe 10 houses max.”

Verrer and her team of three other drivers delivered a total of 284 candy grams to various students in the Iowa City area. She delivered 92 of them.

“I woke up early on Saturday morning and left at 10 a.m. with the goal of getting them delivered

THE QUIZ COUP

W

est High School history was made Feb. 19 when students in American studies teacher Peter Frank’s third period class attempted to take control of the Zoom lesson for themselves.

After announcing a pop quiz, Frank put his students in breakout rooms, giving them 10 minutes to help each other study. One breakout room, consisting of four students, decided that the pop quiz simply should not happen.

“I’ve never had a pop quiz in my life. I thought they were a thing that only happened in movies,” said Anna Chris ’21. “My group decided that we must prevent the quiz at all costs, so instead of studying, we brainstormed tactics to get him to move the quiz back.”

Once the students reentered the main room, Chris shared her screen, preventing Frank from giving his instructions. The four students attempted to hold the screen share feature hostage in exchange for the pop quiz being moved to Monday, but Frank swiftly turned off participant screen sharing, effectively nullifying their advantage.

The next assault was an auditory one, with the students unmuting themselves to blast different songs, each one louder than the last. While this was easily countered by Frank restricting their ability to unmute their mics, it was highly effective. Frank suffered mild hearing damage, and many of the students turned their volume off, entirely severing the communication between

before lunch,” said Verrer. “I finally took a lunch break at 2:30 p.m., and I was only a little over halfway done.”

Verrer and her team eventually finished the deliveries and declared the event a success, but not all of the messages were delivered successfully. The candy grams of Jake Marrow ’24 were delivered to his neighbor instead, and returned to him a day later.

“I’m a little confused as to how he figured out they were supposed to go to me considering neither the sender or reciever was listed,” said Marrow. “While I am glad he figured it out and turned them over to me, honestly, I think I’m more mortified that he read all the messages.”

The anonymous nature of the notes has been a cause of concern for some recipients.

“I received one saying, ‘I love you so much.

Please never stop being yourself.’ At first I thought the message was really cute, and I asked all my friends who sent it so I could thank them, but no one has claimed it yet,” said Crea Puhdout ’24. “I’ve gone through the list of everyone that I know has my address, and I’m starting to get a little creeped out.”

For most people, the fundraiser was a great way to support their school while celebrating Valentine’s Day and spreading happiness. For Brock. N. Hart ’22, though, the delivery of his

candy gram only brought bad news.

“My boyfriend broke up with me using a candy gram,” said Hart. “When I confronted him about it, he said it was because he was told that you weren’t supposed to break up with someone over text. Apparently he decided that candy gram was the best way to do it.”

Frank and the class.

“I turned the sound off as soon as the music was turned on to save my eardrums. I don’t know how long it took for Mr. Frank to get the situation under control, but I didn’t turn my volume back on until I saw he’d sent a message in the chat five minutes later,” said Bia Stander ‘22.

The lesson resumed 10 minutes after the disruptions began.

“We had more tactics planned, but he had disabled our ability to do pretty much anything besides watch him talk at this point, but we had stalled long enough,” said Chris.

Frank realized that there were only 20 minutes left, and the quiz required 30 minutes of class time. It was moved to Monday.

“I honestly don’t know what to think about the whole situation,” said Frank. “I’ve made it so the

students responsible are unable to score higher than a 75% on the assessment, so I doubt the extra preparation time they earned was worth that.

Hopefully everyone learns their lesson and this never happens again.”

While the attempted coup ended poorly for the rebels, the rest of the class regards them as heroes.

“I don’t think any of us were prepared to take the quiz. I’m really thankful that it was delayed until Monday,” Stander said. “I kind of view the four as martyrs, sacrificing their grades for the good of the class.”

ENTERTAINMENT FEB. 26, 2021

39

As the years have gone by, many holidays have seen their true meaning disappear as they turn into money-making mechanisms for large companies.

I

f you’ve ever gone shopping during the holidays, it’s hard to miss the massive displays filled top to bottom with holiday decorations, themed food items and gift ideas. The holiday season increasingly feels like a several week-long wild goose chase for the nonexistent “perfect gift.” The hunt starts to pick away at the original meaning of the holiday and urges the question: are holidays becoming too commercialized?

The commercialization of holidays dilutes the original intention of the special day, which can easily be seen with Valentine’s Day. Named after Saint Valentine, who was said to have secretly married people in Rome against the emperor’s orders, the holiday soon became an opportunity for people to express love to others. Advertising and developments of printing in mass production helped Valentine’s Day take commercial roots. In the 1840s, an American newspaper called “The Public Ledger” endorsed the holiday, saying people needed “more soul-play and less head-work.” This transformed the word “valentine” from signifying a person to an exchange of objects. From there, marketing companies began luring people into celebrating in the form of gifts and strategizing ways to turn consumerism into affection.

The ever-increasing pressure to go above and beyond while buying things for others has created a holiday based on monetized love. According to the National Retail Association, the average amount spent on gifts for Valentine’s Day has increased by $60 over the past decade due to couples being lured into buying flowers, chocolates and elaborate gifts to go along with fancy dates. The rise of anti-Valentine’s Day merchandise has attracted singles to buy products expressing their distaste and adds to the idea that buying gifts, whether it’s for yourself or someone you care about, is the only way to express love.

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OPINION FEB. 26, 2021

Excessive alcohol consumption has become a major part of holidays like St. Patrick’s Day when people “celebrate” over drinks without knowing the holiday’s history. St. Patrick’s Day changed from a religious celebration in the 17th century honoring the life of Saint Patrick and the arrival of Christianity in Ireland, to a day of mass intoxication and wearing shirts that say, “Kiss me, I’m Irish.” Originally a feast day, the

WE LIVE IN A COMMERCIAL SOCIETY BASED ON ADVERTISEMENTS AND SHINY LOGOS THAT CONVINCE US THESE PRODUCTS ARE ESSENTIAL TO CELEBRATE THE HOLIDAYS. tradition was then brought by Irish immigrants to America, where it grew. The excessive alcohol consumption comes from the holiday allowing Christians to have a break from Lent, when in reality, drinking only became part of the celebration after a marketing push from beer companies in the 1980s.

BY KATHERINE SHOPPA ART & DESIGN BY SILA DURAN

However, it’s not just alcohol companies that profit from the commercialization of holidays; other major corporations such as Hallmark do, too. According to Hallmark, on Valentine’s Day alone, about 145 million cards are exchanged, and the average person celebrating the holiday spent $143 in total in 2018. Along with their card sales, during the Christmas season, it’s estimated that in 2017, Hallmark made $390 million from their festive movies.

It may seem shocking, but should any of this really be a huge surprise? We live in a commercial society based on advertisements and shiny logos that convince us these products are essential to celebrate the holidays. Pumpkin spice lattes in the fall, plastering Santa on just about every product during the Christmas season, and repackaging every candy in red and pink hearts in February have become some of the biggest parts of the holiday season.

The extravagant displays and expectations for gifts have made birthdays, anniversaries and holidays feel like the only days we can express our gratitude for one another. Because we go so over the top on these certain days, it takes away the need to express gratitude in our everyday lives. As we get lost in our day-to-day chaos, we forget to remind other people what they mean to us, so we overcompensate on a select few days of the year.

The next time you are frantically searching for a gift the night before a holiday, consider ways you can show your love for others all year round instead of just going all-out on certain days of the year. Think of less commercialized ways you can celebrate holidays and express your love for others. Try writing them a note or even just texting them, because love shouldn’t be based on material possessions or the monetary value of a gift.

REBUILDING OUR

DEMOCRACY It’s like black and white: the stark difference between police treatment of Black Lives Matter protesters and the Trump rioters at the Capitol.

BY AUDREY PARRISH ART & DESIGN BY HEIDI DU

O

n Jan. 6, 2021, an angry mob of Trump supporters attacked our nation’s Capitol building. Their goal was to prevent Congress from certifying the results of a free and fair election. Many came armed. They erected a gallows with a noose on the lawn of the Capitol and called for the execution of former Vice President Mike Pence. They assaulted members of the Capitol Police. How could this happen? Even before the election in November, President Trump was making false accusations of election fraud. He spent weeks spreading lies, and those lies led his supporters to the Capitol.

Waving “Trump 2020” and Confederate flags, the mob breached the Capitol building, breaking windows and rushing through doors. Many Congress members’ lives were endangered, and our democracy was put at risk.

As the angry mob of rioters desecrated our nation’s seat of democracy, we watched as the Capitol Police treated these invaders peacefully, with some going so far as to take selfies with the rioters. The vast majority of the rioters were white and judging from a visible KKK tattoo, “Camp Auschwitz” sweatshirt, Confederate flags and other signs, many were white supremacists. This invites the question: if these rioters had been people of color, would they have been treated the same way?

The BLM protests during the summer of 2020 sought equal rights for Black people. In a number of cities, including Washington D.C., peaceful protesters were met with tear gas, rubber bullets and hundreds of arrests made by police in riot gear. CNN reported 316 BLM protesters were arrested in Washington D.C. June 6 at the height of the protests, while only 61 rioters were arrested at the Capitol Jan. 6.

According to the Associated Press, Capitol Police knew about the threat of violence days in advance yet refused offers of support from the National Guard and FBI. Officials said they wanted to avoid using excessive force against Americans, but that brings up a great question: why did law enforcement officials assume they would encounter violence from BLM protesters but not from a largely white crowd of proTrump extremists and conspiracy theorists?

The year 2020 has shone a light on the systemic racism embedded in our country. Viral videos have documented the truth about police brutality toward Black Americans, such as the death of George Floyd. Systemic racism is real, and in the past year, we have seen glaring evidence. A virus may not discriminate, but the injustice in our society leaves BIPOC more vulnerable. According to the CDC, Black Americans have died from COVID-19 at a rate 1.5 times that of white Americans.

"IF THESE RIOTERS HAD BEEN PEOPLE OF COLOR, WOULD THEY HAVE BEEN TREATED THE SAME WAy?" A lot has happened since Jan. 6. President Biden has been inaugurated, and has made social justice a priority by signing executive orders focusing on dismantling social inequalities.

However, there are millions of Americans who still believe in former President Trump’s “Big Lie” that the election was wrongfully taken from him. How do we start to mend what this attack

on our democracy has broken?

As many of us are too young to vote, it may be hard to see where we fit in, but there are some steps we can take to strive for social change and a better future. Following the news and educating ourselves on the history of systemic racism in America are a few examples. To create a better future, we must learn about the mistakes of our past to ensure they never happen again.

While it will take some time, we can all work toward creating a more just society. Crucial steps include working to educate ourselves and supporting people of color in our community. Enroll in the trimester-long course Ethnic Studies: Identity, Power, Privilege, and Action, or sign up for the new course Community Art, where students learn about social issues and community outreach through creative art projects. Shop local and support POC-owned businesses. To guarantee community members’ voices are being heard, sign up to register voters locally through the League of Women Voters of Johnson County. For more volunteer opportunities in our community, reach out to the South District Neighborhood Association.

Our world might look frightening now, but there is reason for hope. With a new president and ways to make change, we have the ability to start making our way towards a brighter future. To quote “The Hill We Climb” by Amanda Gorman, “being American is more than a pride we inherit; it’s the past we step into and how we repair it.”

WAYS TO ENSURE A BRIGHTER FUTURE ENROLL in Ethnic Studies or Community Art

REGISTER voters through the League of Women Voters

SUPPORT BIPOC-owned businesses REACH OUT for volunteer opportunities

OPINION FEB. 26, 2021

41

The West Side Story Editorial Board expresses its disapproval of the newly enacted Senate File 160 and encourages students to combat the State’s recklessness with increased personal safety measures.

O

n Jan. 29, Gov. Kim Reynolds signed Senate File 160 into law, forcing school districts across the state to offer a 100% on-site schooling option starting Feb. 15. For the state to suspend the in-person option, the Board of Education must waive the requirement, or Reynolds must declare a Public Health Disaster. If a district fails to follow the order, the state will not recognize its total instructional time requirements and push summer break off even further. Before being signed into law by Reynolds, both Iowa legislative bodies voted on the issue, with results split along party lines. Republicans in the State Legislature claim this mandate will improve students’ mental health, access to education, and increase families’ decision-making power while Democrats argue that the bill is motivated by nothing but political retribution.

Regardless of Reynolds’ intentions, it is clear that the in-person requirement is detrimental to public health, especially in the ICCSD. Although SF 160 offers a learning experience resembling a pre-pandemic era, it completely disregards our community’s current COVID-19 situation, putting innumerable individuals at risk.

Shortly before SF 160’s passage, the ICCSD released a statement addressing the 100% on-site learning mandate. Under the new law, Iowa City schools can no longer ensure previous health and safety protocols are followed, including sanitizing desks between classes and maintaining a six-foot distance at all times. Although a sluggish vaccine rollout for teachers began Feb. 1, it will be a while before students have the

same opportunity to be vaccinated. According to the CDC, Iowa ranks 32nd nationally in the vaccine rollout and has over 140,000 doses sitting in storage. The state’s COVID-19 Vaccine Administration Dashboard indicates that fewer than 12,000 residents have completed both doses of the vaccine in Johnson County, which has a rolling 14-day positivity rate of nearly 20% as of press time. Additionally, more infectious COVID-19 mutations pose a serious threat to public health, and our state has already identified three cases of the U.K. variant. Reynolds’ recent repeal of state mask mandates and other COVID-19 restrictions, paired with Iowa schools’ lack of preparedness for the transition to in-person learning, makes it nearly impossible to maintain the safety of students and staff.

Applying this learning model to a more densely populated school district like the ICCSD will fill classrooms beyond a manageable capacity and sacrifice necessary health precautions, even if a local mask mandate is maintained. This plan may be more feasible for small, rural schools in Iowa, but it is virtually impossible in our community.

The many threats posed by the 100% in-person learning model are not the ICCSD’s fault but the state legislature’s. The bill was introduced, passed and signed into law over just four days.

However, it does not mention maintaining safety in schools whatsoever. Reynolds has repeatedly rejected larger school districts’ requests to transition online from the hybrid model despite frighteningly high positivity rates — something

that will likely continue. Currently, no school district has a waiver to offer only online instruction. Without local control, large school districts like the ICCSD can only hope the DOE approves future requests to transition to total virtual education. Meanwhile, COVID-19 cases and deaths only grow as Reynolds lifts all mask mandates and restrictions on public gatherings, demonstrating the State’s continual disregard for CDC safety recommendations.

The transition to 100% in-person learning does nothing to curb the spread of COVID-19, which shows no signs of stopping. The ICCSD expects classrooms to be at or over capacity by pre-pandemic standards, straining teacher resources and putting innumerable individuals at risk of becoming sick. If possible, students should enroll in the online learning model to reduce their chances of becoming infected and infecting others. If this is not feasible, students must take every health precaution possible, both in and out of school. That includes wearing a mask in public, washing their hands frequently, maintaining a six-foot distance from others and limiting exposure to those outside of their immediate family. The CDC even recommends wearing two masks to significantly reduce the virus’s spread and combat the new variants. The only way to protect ourselves, our school and our community is to assume personal responsibility. Those who can attend online school must do so, and those who need to attend in person must take every precaution necessary if we want to return to any semblance of normalcy soon.

ART & DESIGN BY SILA DURAN

42

EDITORIAL FEB. 26, 2021

PHOTO FEATURE CAROLINE BARKER After a day dominated by snow, wind and gray skies, the sun makes its first appearance just before sunset. Here, against a soft blue and yellow sky, the snow-covered trees and houses make up for the stormy winter weather.

MISSED CONNECTIONS Cupid works in mysterious ways: perhaps while out of breath from climbing the stairs, your glasses unfogged just in time to lock eyes with your soulmate from behind masks. Maybe Cupid’s arrow struck in a breakout room, forcing you to abruptly turn off your camera so your newfound sweetheart couldn’t spot your crimson-colored cheeks.

Here are some Cupid-approved messages from hopeless romantics anonymously telling their special someone how they feel.

"To the blonde boy in my first period class: will you be the Jeffree Star to my Kanye?"

COMPILED BY MARTA LEIRA ART & DESIGN BY EVA JORDAN

“ “

rson p e p e o h "To t my bus st d ke from lways as y a a who out my d f f b me a we got o r afte s: I wish u e the b uses wer he o t our h er from uld h o furt op so I c t a bus s ith you w walk longer.” e littl

”

” "To the girl with the golden hair; your beauty is beyond compare; I wish I could have had your love; but you'll always be my first love.

From the girl who loved you first."

Scan this QR code to ensure you don’t “miss” the full collection of confessions.

“To the black haired girl who sat diagonally in front of me last year in geometry honors: you set the snow on fire. We've been talking for awhile now, maybe you should give us a chance?

From: you know who ;)”