The Black & White Vol 54 Issue 5

volume 54, Issue 5 may 20, 2016

Walt whitman High school

7100 whittier boulevard

Bethesda, maryland 20817

theblackandwhite.net

New semester grading system stirs controversy

BY Carmen Molina

Junior Somssyeh Kamyab presented 14 works of art in this year’s Festival of the Arts. Kamyab draws inspritation from her time living in Afghanistan, Iran, Turkey and the United States as a refugee. She hopes to show people that oppression is farreaching. Photos by JEFFERSON LUO

Interim superintendent Larry Bowers’ administration’s choice for a new grading system sparked controversy throughout the county.

Starting next school year, semester grades will be determined much like a GPA; each letter grade will be equivalent to a number of points (A=4, B=3, C=2, D=1, E=0) and the points from both quarter grades will be averaged to determine the semester grade. Quarter assessments will be worth ten percent of each quarter grade.

The decision came after months of collecting feedback on all four options proposed earlier this year: maintaining trendbased grading, averaging percentages or having teacher-created semester projects and assessments.

“Part of this is that we know there’s no perfect grading solution,” MCPS director of public information Derek Turner said. “But we found that this one is what works best for our school system at this time.”

Unlike the previous trend-based system used in classes without final exams, the new policy weighs both quarters equally and rounds up to the highest whole number. For example, a student can get an A and a B and still receive an A for the semester, and even a student with an A and a D can finish the class with a B. This was the option that garnered the most support from students, SMOB Eric Guerci said.

After the decision’s release, however, both teachers and students are split over the decision’s long-term impacts, the primary concern being that the system could result in grade inflation and decreased student effort.

With the new policy, students could slack off after one successful quarter without jeopardizing their final grade, and the loophole risks leaving students underprepared for the strain they’ll encounter in college, science teacher Anne Marie O’Donoghue said.

“It’s just going to make it look better on paper,” O’Donoghue said. “I don’t think they really have the students’ best interests in mind.”

Some students are also concerned that the system will diminish the hard work of students who currently have high GPAs, and others are worried about the policy’s impact on how universities gauge college applications within the county.

“It doesn’t allow students to separate themselves. Everyone’s going to get 4.0s,” sophomore Stefan Heller said. “If everybody gets the same grade, it makes standardized tests more important.”

Continued on page 2

Sophomore Fran Boyer Expressing herself through art: junior escapes violence in Middle East pulls mental health

by Sabrina Martin

Amid her struggles as an Afghan refugee—losing family members to violence, enduring government censorship and fleeing oppression—junior Somssyeh Kamyab uses art to remind the Whitman community that world peace is not yet a reality.

Born in Mazar-i-Sharif, Afghanistan, Kamyab and her family fled to Iran when she was two years old.

While living as a refugee, Kamyab turned to art to capture her emotions.

As an AP Studio Art student, Kamyab presented 14 pieces in this year’s Festival of the Arts, including paintings and charcoal drawings depicting people and places throughout the Middle East.

“She is very into her work, very focused on what she is working on, and she rarely breaks concentration,” art teacher Robert Burgess said.

In one particularly emotional painting, a young boy looks up with his palms stretched out, pleading for money. Kamyab uses various artistic techniques including perception to draw attention to the child’s face and wide eyes and color to illustrate the deteriorated quality of life in Afghanistan.

“I use dark colors in my art to show the sadness in Afghanistan,” Kamyab said.

This recurring sense of sorrow is inspired by her journey through the Middle East. She paints these expe-

riences on a canvas as a way to preserve the memories.

Kamyab joined over 900,000 Afghan refugees who fled to Iran after war broke out in Afghanistan. Due to the influx of refugees, the Iranian people discriminated against newcomers like Kamyab and her family.

“In Iran, we didn’t have the war,” Kamyab said. “It was safe, but in the emotional way, it was so bad.”

The Iranian government also restricted refugees from attending public schools. Consequently, Kamyab’s family had to pay for a private Afghan school where Kamyab and her brother learned basic reading and writing skills.

Inside Look

Bruneel back in town

Page 2

Album reviews

Page 9

Continued on page 13

‘Out of the Shadows’

by carmen molina

“I remember waking up in a hospital bed, talking to countless doctors and answering one question over and over again.” Sophomore Fran Boyer looked over a crowd of faces.“Why? Why did you try and take your own life?”

Boyer, who tried to take her own life in 2014, shared her experiences with mental illness in a speech at the World Bank Group’s “Out of the Shadows” reception April 13 to raise awareness about the dangers of the stigma surrounding mental health.

Solange Guyot, an employee at the World Blank and Boyer’s mother, helped spearhead the event. The World Bank Group hosted “Out of the Shadows” in conjunction with the World Health Organization in an attempt to highlight the far-reaching effects of mental illness, Guyot said.

The event consisted of a series of discussions, panels and receptions featuring experts and celebrities from all over the world who shared their insights and experiences with mental health.

Defining relationships Page 10-11

Continued on page 4

Senior destinations

Page 14

2

news

Freedman steps down from SGA after 9 years

By Carmen Molina After spending nine years advising the student government, psychology teacher Sheryl Freedman is stepping down from her post as SGA sponsor. English teacher Laurie Safran will give up coaching Quiz Bowl to take over as sponsor next year.

“It was really a shock to all of us,” sophomore class officer Ray Crist said. “Even if the class officers change every year, Ms. Freedman is the core of Whitman student government.”

While the role of the SGA’s support system is rewarding, it requires tremendous energy which Freedman has chosen to focus on her two kids instead. She made the decision with a heavy heart, she said.

Freedman is especially proud of leading a student government that has not only expanded school-wide events such as bRAVE but has also raised over $300,000 dollars for the Leukemia and Lymphoma Society. She will hopefully continue to be involved in future SGA events, she said.

Freedman attributes the bulk of the SGA’s success to the students and hopes the student body appreciates the dedication of the Leadership class.

“Its really hard to know what actually happens in Leadership unless you’re here seeing the stress levels rise at times and the creativity level boom,” Freedman said. “For me, it’s hard to lose that relationship with my students as well as the school.”

Whitman scheduled to undergo renovations

By Julie Rosenstein Major renovations are scheduled to take place at Whitman over the summer, including the addition of four portable classrooms, a new track and remodeled bathrooms, fire alarm repairs and a new roof that may have solar panels.

Principal Alan Goodwin requested the portable classrooms due to an expected influx of students next year, he said.

“It’ll be an inconvenience for students to have to go out there, but we have no choice,” Goodwin said. “We need more space.”

Four teachers volunteered to move to portable classroom: history teacher John Floyd and math teachers David Paulson, Michael Stebbins and James Kuhn. Some math teachers believe they are good candidates for the portables, as the subject requires few materials and classroom equipment.

“For the most part, we teach and you listen versus having the need for a lot of space for group work or labs,” Paulson said.

The building will be closed this summer for construction, so the staff will have to relocate to another local school, Goodwin said.

If all goes as planned, the renovations will be completed before the first day of school.

Law punishes parents who host underage drinking

By Lily Jacobson Maryland Congress passed Alex and Calvin’s law April 11, an initiative to prevent parents from hosting underage drinking parties. With Governor Larry Hogan’s signature, the law will go into effect Oct. 1.

Dave Murk and Paul Li proposed the bill after their sons, Wootton graduates Alex Murk and Calvin Li, passed away June 2015 after a drinking party. Murk and Li worked alongside Maryland Delegate David FraserHidalgo to write their ideal bill.

In order to prevent accidents like this, the legislation will establish a stricter punishment, including jail time and a higher fine for parents who serve alcohol to underage drinkers in their home. The law would only apply to parents who host parties where the underage drinkers get seriously injured or die in a motor vehicle accident.

Fraser-Hidalgo knows he can’t stop teens from drinking completely, but in regard to the law, he hopes for fewer fatalities and injuries, he said.

“I want to go back to make the law stiffer,” FraserHidalgo said, “But the fact that this is the first time to have the ability for jail time is a milestone.”

English teacher returns to Whitman after 2 years serving in Peace Corps

By Lily Friedman

Homecoming. While its mention normally suggests dances, dates and football, the word now creates a new kind of anticipation; after a two year absence, the Whitman community welcomes back English teacher Matthew Bruneel, and students couldn’t be more excited.

Following the 20132014 school year, Bruneel joined the education sector of the Peace Corps, teaching English classes in a Cambodian high school. For the 2016-2017 school year, he will return to teach Honors English 10, AP Language & Composition and Honors English 12 at Whitman.

“His return to Whitman will spark a lot of students’ love for English,” senior Allison Oh said. “He was one of the most genuinely passionate teachers I’ve had.”

Senior Danny Mills remembers Bruneel acting out “Of Mice and Men” using outrageous voices for characters, and as a result, the novel is still Mills’ favorite, he said.

“Every day, he was excited to teach whatever lesson he had planned,” Mills said. “He was my favorite English teacher, and I think most students enjoyed the energy and enthusiasm he brought every day.”

Though his classes were lively, students also acknowledged his effectiveness in the classroom.

“His feedback on my papers was very con-

Bruneel teaches in Cambodia. He gained a global perspective that he plans to incoroporate into the classroom upon his return. Photo courtesy MATTHEW BRUNEEL

structive, and after having him first semester, I felt like I was prepared to go into second semester,” junior Caroline Rhodes said.

turn—Bruneel is excited to be back as well. After teaching classes with 45 to 75 students, he looks forward to returning to Whitman

“It’s going to be a big transition coming back, but I’m really excited to make it.”

- English teacher Matthew Bruneel Bruneel’s previous experience and global perspective will combine to create a unique classroom environment, English teacher Todd Michaels said.

“The fact that he’s coming in from the outside will be nice,” Michaels said. “He knows his craft, understands the kids and just generally is very likeable and smart.”

But teachers aren’t the only ones eager for his re-

and teaching classes of around 30 students, he said.

Though the transition will be drastic, Bruneel isn’t nervous about adjusting because of his teaching experience before leaving. His new views on life at home will make him appreciate Whitman’s setting even more, he said.

“I used to lament grading when I was in America, but with such few assignments in Cambo-

dia, I didn’t get a great sense of what my students were learning,” he said. “Assessments really give transparency in how much the students are actually learning.”

Bruneel substituted for Russian and English classes this past quarter to begin his time back at Whitman.

Despite enjoying his experience in Cambodia, he is grateful to be back and see both former and future students, he said.

“Before I left, there was a lot of pressure to keep advancing and make sure there were a lot of assignments for students, and in Cambodia there wasn’t,” Bruneel said.

“It’s going to be a big transition coming back, but I’m really excited to make it.”

Controversial grading system sparks debate over potential effects Continued from page 1 However, not everyone is convinced that the new grade policy will decrease academic rigor.

MCPS is one of the nation’s toughest school systems because of the ways teachers challenge their students, and that won’t necessarily change with the new grading system, English resource teacher Linda Leslie said.

“I think people’s grades will go up, but I don’t think the classes will be any easier,” Leslie said.

“Grades are only one measure of achievement.”

Some students say a more flex-

ible grading system could also provide a needed break from Whitman’s overachieving environment.

“I think people’s grades will go up, but I don’t think the classes will be any easier” - English resource teacher Linda Leslie “For people who aren’t as academically talented as everyone

else here, it might give them more of a chance,” freshman Mcallister Forbes said.

Despite speculation, it’s too early to tell what the effects of the change will be, principal Alan Goodwin said.

“There’ve been changes in the grading policy before, and it didn’t always have the positive or negative effects that people thought it would,” Goodwin said. “I think we need a year’s worth of data to really find out the whether this grading system is what works for kids as far as keeping them motivated and engaged in learning.”

Revised Grading Table Letters indicate MP1 MP2 = Semester grade Graphic by ANN MORGAN JACOBI

Briefs

theblackandwhite.net

AA = AB = AC = AD = AE =

A A B B C

BA = BB = BC = BD = BE =

A B B C C

CA CB CC CD CE

= = = = =

B B C C D

DA DB DC DD DE

= = = = =

B C C D E

EA EB EC ED EE

= = = = =

C C D D E

may 20, 2016

3

NEws

Retirement, family and enrollment changes lead to turnover in multiple departments

7 teachers will be retiring and 8 new teachers will join the staff in 2016-2017

by Carmen Molina

Long after the final school bell rings, teachers pour hours into sponsoring teams, giving advice and motivating and inspiring students every year.

But after a combined 102 years with the Whitman community, seven staff members won’t be returning to school in the fall.

Counseling Department

Longtime counselors Jamie Ahearn and Molly McCallister are leaving after 10 and 13 years, respectively, at Whitman.

Ahearn is taking a position at Walter Johnson, where her father taught for 40 years. She wasn’t originally looking to leave, but after coaching the Walter Johnson varsity softball team for 12 years and working there as a paraeducator, Ahearn decided to join the staff, she said.

“I feel blessed to have started my career here,” Ahearn said. “Now it has come time for me to experience another school for growth in my school counseling career.”

McCallister’s part-time position was replaced with a full-time one as a result of increased enrollment. She chose to decline the role, and the decision was bittersweet, she said.

“With three young children I decided that this was not the right time for me to increase my hours and that the best decision was to leave Whitman,” McCallister said.

Science Department

Like McCallister, biology teacher Benjamin Tylka is putting his family first and leaving after two years to care for his kids.

“I leave with a strong passion for what I do and desire to return to it, and perhaps Whitman,” Tylka said.

Whitman will also be losing physics teacher Simone Kulin due to an enrollment drop in Physics. There won’t be enough classes for three physics teachers and as the most recent addition to the department, Kulin will be the one to leave, she said.

Kulin has especially appreciated Whitman students’ passion for learning in the two years she’s been here, she said.

“Maintaining high academic standards was not always easy, but students live up to the expectations,” Kulin said.

“At the end of my first year here, I had a whole collection of notes in which students express their appreciation and gratitude for what they learned.”

After 26 years at Whitman, ESOL teacher Suchen Mao will retire along with six other staff members. Photo by VALERIE MYERS

Language Department

Unless it sees a significant surge in enrollment, the Arabic program will be cut entirely after this year, and if so, Arabic teacher of nine years Hala Habbash will not be returning. Habbash hopes to find an ESOL job opportunity at another school in replacement and will continue to teach part time at B-CC, she said.

“I started the program from scratch and I built it to go up to level 4,” Habbash said. “Cutting the Arabic program is sad to me, not only because I started it, but because I’ve seen how learning Arabic helped my previous students in their undergraduate studies and in getting good jobs.”

Because of the language’s usefulness, several Arabic students are working to save the class.

“The whole class is really upset because Arabic is an amazing language,” sophomore and Arabic student Jenan El-Hifnawi said. “More people should take this opportunity to not only improve their transcripts but to really

have a fun and interesting class.”

In the ESOL department, teacher Su-Chen Mao will be retiring to spend more time with her family after 26 years at Whitman. Though Mao feels fortunate for her time here, she hopes to see the ESOL department grow younger with her departure, she said.

Media Department

Media Services Technician Christopher Rogers will also be retiring after spending 40 years facilitating the technology behind Shorts and Drama productions.

Rogers has seen incredible growth in the students’ technology expertise and will miss working with students, he said.

Though Whitman wishes Rogers and the rest of the parting staff members the best, students can look forward to welcoming eight new teachers next fall, including additional staff in the math and technology departments.

Local intersection drives discussion for road improvements by eli Saletan

The Maryland State Highway Administration (SHA) proposed four options to alter the median at the intersection of River Road and Braeburn Parkway in a meeting with members of the Whitman community April 11.

Following the Feb. 27 accident resulting in three fatalities in the Whitman community, the Bannockburn Civic Association (BCA), with the help of Montgomery County Council member Roger Berliner, organized the meeting to receive proposals addressing the intersection. Plans were designed to regulate or prohibit the left hand turn from River Road onto Braeburn Parkway, which requires crossing two lanes of oncoming traffic.

Mike Zangwill said. “I think that was agreed by everybody.”

The SHA proposals included closing the median completely, constructing a T-shaped median, constructing an S-shaped median or constructing designated left turn lanes.

Closing the median is the least useful solution because blocking Pyle Road would direct more traffic onto Whittier Blvd., which is already congested during arrival and dismissal times, BCA vice president Richard Boltuck said.

The meeting also addressed other possible alterations to the intersection in addition to the four proposals.

“We talked about how that section of River Road is not a school zone — you cannot reduce

“I think there was a feeling amongst everyone that, because of the fatalities, it’s hard to ignore — we need to do something to affect change.”

-BCA president Mike Zangwill Although the attendees debated a variety of solutions, they agreed that safety is top priority.

“I think there was a feeling amongst everyone that, because of the fatalities, it’s hard to ignore — we need to do something to affect change,” BCA president

the speed limit at that point,” Zangwill said. “We talked about getting speed cameras, and that’s a police department decision.”

It’s unlikely that the SHA would install a traffic light because it would slow traffic on River Road, a major commuting

Graphic by EMMA DAVIS

Community members meet to discuss four proposals for River Road intersection Option 1

Option 2

Option 3

Option 4

Proposed barriers

route, Boltuck said In addition, a traffic light may not have prevented the Feb. 27 accident, SHA official Anyesha Mookherjee said.

However, support for a traffic light within the community is strong; junior Melody Lee’s online petition to install a signal at the intersection has over 4,000 signatures from parents and students alike.

“I don’t think any accidents like this should ever happen again,” Lee said. “I think a traffic light would definitely improve

Current barriers safety and prevent any other accidents.”

The SHA’s traffic studies of the intersection reveal that fewer people use Braeburn Parkway than the number required to warrant a signal. The studies may be inaccurate, however, because many people avoid the intersection because they think it’s dangerous, Boltuck said.

Once a solution is decided, actual construction could take up to two years, said principal Alan Goodwin, who attended the meeting.

In an email to the Whitman community, Boltuck emphasized that the meeting was held only to receive the SHA’s proposals.

The SHA will be hosting an open public discussion June 7 at 7 p.m. in the Whitman cafeteria.

“If mediation between the community and SHA satisfies the community, then we don’t intend to block that, we intend to facilitate it so that we can move ahead and get something in place that the community feels comfortable with,” Boltuck said.

4

theblackandwhite.net

NEWS

New classes added for the 2016-2017 school year

By Lily Friedman

Next year, you’ll have the opportunity to travel back to the Renaissance and relish over Michelangelo’s works or race to the future to uncover a new computer programming technique.

Whitman will offer five new classes for the 2016-2017 school year due to increased student interest: PE leadership, two lowerlevel computer programming classes, AP Art History and a creative writing course.

New Courses PE Leadership One gym credit

Foundations of Computer Sciences One tech credit

Creative Writing One elective credit NOT an arts credit

AP Computer Science Principles Not a tech credit Normal AP credit

AP Art History AP credit AND arts credit Graphic by Emma Davis

PE Leadership

After a successful test run of the class second semester this year, students will be able to enroll in PE Leadership, a class allowing participants to assist special education students in PE class.

The class follows the general PE curriculum, but leadership students modify the course to a level where special-needs students can be successful. Responsibilities range from setting up equipment to helping a specific student with a skill or task, PE department head Nancy Kull said.

Freshman Danielle Hazan, a student in the pilot semester, strongly encourages other students to take PE leadership.

“Every day is a new story working with special needs teenagers,” Hazan said. “No matter if I have a big test or a lot of work on a certain day, whenever I am in PE leadership, I forget about it and just get to have fun.”

AP Computer Science Principles and Foundations of Computer Sciences

AP Computer Science Principles and Foundations of Computer Sciences, two introductory courses, will accompany AP Computer Programming and Programming 1 as computer science classes next year.

“Foundations is an introductory course for students who want to explore computer sciences but aren’t sure whether or not they will continue,” computer science teacher Hong Wang said. The course will focus on beginner-level coding and programming.

AP Computer Science Principles will

Boyer shines light on mental health Continued from page 1

Despite feeling nervous to speak in front of such a large audience for the first time, Boyer was eager to share her story, she said.

She described her experience of struggling silently with a mental illness and her suicide attempt at age 14.

“Why didn’t I reach out? Why did I remain silent all this time?”

Boyer asked the crowd. “The same reason why many youth around the world stay silent— I was afraid. I was afraid to admit to the people around me that I was not okay.”

This fear of being labeled as weak or unworthy prevented Boyer from speaking up about her mental health early on and was a major factor in the deterioration of her mental health, she said.

“For me, silence added years of pain which could have been avoided by speaking up,” Boyer told her audience. “It’s time that we take real steps to promote an empowering culture around mental health.”

Boyer emphasized that mental health disorders can affect everyone, even those who aren’t directly suffering from them, and that understanding mental health issues is vital to diminishing the surrounding stigma.

“Adults were shocked that such a young person like me had dealt with such strong and dangerous emotions,” Boyer said. “Mental health affects the young, the old, and everyone in between. It shouldn’t be seen as this unknown, scary thing.”

By sharing her own story, Boyer told the story of teenagers worldwide.

“I thought she was extremely courageous and I was very proud of her,” Guyot said. “She spoke not only for herself, but for a lot of young people who do not have the courage to speak up.”

While Boyer has attended a few events with Umttr, a school club dedicated to suicide prevention, she hopes to be more involved in advocacy work at Whitman in the future, she said.

“I think the first step is talking about it, and starting a conversation,” Boyer said. “It’s important that people know the signs of people and friends who could be struggling and real steps we can take to help.”

Sophomore Fran Boyer (right) and Sara Moghul from Canada based awareness organization Jack.org (left), spoke at the Word Bank Group’s “Out of the Shadows” reception. Photo courtesy SOLANGE GUYOT

focus on all aspects of computer sciences and how technology impacts society and the global economy, Wang said.

Administration decided to offer the course so students have the opportunity to take two AP computer science classes at once, she said.

Freshman Alex Westerman plans to take both AP computer science classes Whitman offers in addition to Programming 1.

“I started learning the basic programming skills in third or fourth grade,” Westerman said. “I, along with other students, am at the point in which I can start learning more advanced concepts that will be useful later in life.”

Art History

Whitman will offer a revamped version of AP and regular Art History next fall after administration cut the class for the 2015-2016 school year due to a lack of student interest. Both AP and regular students will be in the same class and learn the same curriculum.

“The only difference is that I will have higher standards for the AP students and they will take the AP exam,” art teacher Jean Diamond said.

Nationwide, the curriculum shifted to accommodate new art found outside of Europe and Egypt.

“The new class has more of a global approach,” Diamond said. “The book has changed, the test has changed and the content has changed.”

Since the curriculum will feature more modern art, the class will visit museums including the Metropolitan Museum of Art, Hirshhorn Museum and Sculpture

Garden, Museum of Modern Art, Freer and Sackler Galleries and East Wing National Gallery. Both teachers and students anticipate an educational, yet exciting year in the course, Diamond said.

“It’s incredibly stimulating to take on a whole new area of information,” she said.

“The kids really bring it for this class.”

Creative Writing

Unlike the average English class, Creative Writing won’t require lead-ins, follow-ups or thesis statements; rather, the class is individualized and aims to bolster students’ creative flow of ideas.

Students will set personal writing goals and compile a portfolio for grading, English teacher Louise Reynolds said.

Sophomore Madison Holt is taking the class because she wants to refine her writing skills but didn’t have a platform this year, she said “I took journalism to pursue writing, but I realized that creative writing is my passion,” Holt said. “Creative writing is very different than what you write in English or journalism class, so it’s important to have that outlet.”

The class will focus on personal narratives, memoirs, fiction, poetry and nonfiction essays, Reynolds said.

“Everybody should have the opportunity, feedback and respect to keep writing,” Reynolds said. “If you give kids who love writing the opportunity to write, they’ll keep writing.”

Whether a student wants to write an award-winning memoir or lead an adapted tennis match in PE, the courses will be available next year.

Robotics Team maneuvers their way to the World Championships

By Valerie Akinyoyenu

The robotics team finished 35th out of 75 teams in their division at Robotics World Championships April 27-30 in St. Louis.

With over 40,000 attendees from 39 countries, the For Inspiration and Recognition of Science and Technology (FIRST) Robotics World Championship concluded a record season for Whitman’ s team, The Body Electric.

The team qualified for Worlds by winning a raffle they were placed in after performing well at earlier competitions. They reached semifinals at two district competitions in March and made a quarterfinals appearance at the district championship April 9. ¨We learned a huge amount,” junior and team member Ari Mindell said. ¨All of the younger kids are really inspired to do as much as they can next year.¨ Every team competed in ten qualification matches in a randomly selected alliance with two other robotics teams against another three-team alliance. After the qualification matches, the top-scoring teams advanced to elimination rounds and could select two other teams to be in their alliance.

This year, teams participating in FIRST robotics competitions had six weeks to build a robot to compete with other robots in a challenging field game. For the contest, robots maneuvered a medieval themed course and scored points by overcoming defensive obstacles like drawbridges and moats and rolling or throwing boulders into their opponents’ tower.

Although The Body Electric wasn’t selected for an alliance in elimination rounds at the tournament, it was able to complete a variety of technical challenges in its qualification matches.

“We’ve learned a lot about how other teams think outside the box, how good teams work

Junior Micaela Salmon fixes a gear on her team’s robot at the World Robotics Competition April 27. Over 900 teams from 39 countries attended this year’s competition. Photo courtesy NATALIE COHN

and how they got where they are,” junior Grace Montagnino said.

For the first time in the team’s history, they were able to run their robot in autonomous mode throughout the competition. For every match, the robot independently performed a precoded and specific function, such as shooting a goal.

The team also played strong defense throughout the competition by blocking other teams’ robots from their goal, which led to a collision with another robot in one match that broke a gear on their robot’s motor. However, they were able to repair it in time for their next match, Montagnino said.

“The hard work throughout the year paid off because at that moment, we were able to perform,” team mentor and physics teacher Daniel Chen said.

In addition to the competition itself, the event offered a conference in which mentors, teams, coaches and sponsors held informational sessions and workshops. Team members attended a

variety of presentations on topics ranging from computer visioning for robots to the inspirational work of female engineers.

“At Worlds, you’ve got some of the smartest minds in the entire country, the entire world, all under one roof, and that’s an extremely valuable opportunity,” Mindell said.

Next year, The Body Electric is seeking status as an official sports team from the Board of Education so that they can receive county funding to alleviate the cost of robot parts, tools, lofty registration fees and travel expenses.

“The time that we input, the competition level that we take and the amount of attention that we draw is on the sports level,” Chen said.

The team also wants to recruit as many new members as possible and return to Worlds next year.

“I think the kids who went to Worlds this year are going to want that feeling back of being at Worlds and being at the top of our game,” Mindell said. “We’re going to work for it.”

Admit it: the admissions process needs to change

By Camille Caldera

activities, reducing the pressure to take large numbers of AP courses and encouraging commitment to sustained community service.

The report, however, is not a solution in itself, Weissbourd admitted. Rather, communities must come together and discuss changes that will fit the unique climate of their high school as the first step in a larger conversation about today’s culture of competition.

To begin this dialogue, the administration should create a committee of mental health experts, counselors, teachers, parents and students to conduct informal research, brainstorm possibilities, hold focus groups and turn the report’s nonspecific recommendations into school policy.

In addition to specific policy changes, the committee can spearhead the effort to change how students approach the admissions process. Regular meetings of parents and educators are a necessary first step in emphasizing their responsibility to convey to students that “succeeding” is more than acceptance to the Ivy League.

Students’ goals are within reach regardless of which college they attend, a reality that is too often ignored in favor of perceptions about “good” and “bad” colleges.

The pressure students face in high school is becoming too great. Some of the most prominent institutions of higher education have stepped up in support of change; now, it’s our turn to “turn the tide” at Whitman.

Staff Editorial We may be in high school, but we still need a crossing guard

The first period bell is about to ring, and you dash across the crosswalk after checking to see if any cars were coming. A car you hadn’t seen flies right in front of you—too close for comfort.

To prevent similar situations, the Montgomery County Police Department (MCPD) should hire a crossing guard to direct traffic at the intersection of Whittier Blvd. and Robinwood Road by the entrance to the Whitman parking lot in order to ensure students’ safety.

The crosswalk at Whittier Blvd. and Robinwood Road has already proven to be dangerous: a student was struck by a motorist in 2013 and another riding his bike was hit by a car in 2014.

Traffic accidents like these aren’t uncommon in MCPS. In 2013, a student was killed by a car while walking to Seneca Valley High School, and December of last year, a vehicle struck a student running across the crosswalk at Whittier Blvd. and Landon Lane.

Accidents become even more of a threat during the morning commute to school due to impatient commuters and many new student drivers who lack experience. Sixteen to nineteen-year-old drivers are three times more likely than drivers aged 20 years and older to be in a fatal crash, according to the Center for Disease Control and Prevention website.

Students face a particularly dangerous commute on Whittier Blvd. as drivers travelling to Whitman on this road split one lane into two: one lane for turning left into the parking lot and the other for dropping students off on the sidewalk. This reduces sight lines for drivers because cars stopped by the sidewalk block them from seeing pedestrians.

The best solution to keeping Whitman students safe is to hire a crossing guard who would actively monitor drivers and pedestrians.

The crossing guard would allow pedestrians to safely cross the street while streamlining the flow of morning traffic. Instead of a single person sporadically crossing the street at a time, a crossing guard could organize pedestrians into groups, preventing the backup of cars and creating a safer and more efficient way to handle morning traffic for both drivers and pedestrians.

Although the price for hiring a crossing guard is high—$26,000 annually—it’s worth the cost; the crossing guard could save lives and prevent injuries. Students’ safety should not be left to chance.

By contacting the MCPD School Safety Unit to voice the need for a crossing guard, we can ensure the safety of all people travelling to and from school.

Students will never stop sleeping through their alarms and running late for school, but the MCPD can take appropriate safety precautions and put a crossing guard on Whittier Blvd.

photo by SPENCER ADAMS

Acceptance to a prestigious college has become an all-consuming endgame for many students, controlling their choices both in and out of school from as early as freshman year.

In order to meet the perceived expectations of college admissions officers, students know that certain sacrifices must be made.

Students readily overload on time-consuming extracurricular activities and intense coursework that leads to sleep deprivation, social isolation and anxiety, which contribute to depression and substance abuse.

The administration should take action to combat this problematic mindset and its effects on student health.

Whitman will not be alone in this fight; many institutions are searching for a solution to reduce student stress. In January, the Harvard Graduate School of Education’s “Turning the Tide” report advocated for reforming the college admission process to change the cutthroat culture of today’s high schools.

Over 80 institutions of higher education have already endorsed the report, marking the first time that this many colleges have come together in the hopes of changing the admissions process, co-author Rick Weissbourd said.

Some of the report’s recommendations include prioritizing the quality—not quantity—of extracurricular

5

opinion

may 20, 2016

Volume 54, Issue 5 2015-2016

The Black & White is published five times a year by the students of Walt Whitman High School, 7100 Whittier Blvd., Bethesda, MD, 20817. The Black & White is an open forum for student views. Students and staff can pick up the paper free of charge. Mail subscriptions cost $35. The newspaper aims to both inform and entertain.

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6

opinion

theblackandwhite.net

Girls athletics: unequal pay, unequal attendance

by Emma Sorkin

After winning the FIFA Women’s World Cup in 2015, the U.S. Women’s National Soccer Team (USWNT) is back in the spotlight, but this time it’s not on the field.

Stars including Hope Solo, Carli Lloyd and Alex Morgan have filed a lawsuit against the Equal Employment Opportunity Commission asking for equal pay, and after winning three World Cup titles, the women clearly deserve it.

The men’s soccer team has never won a World Cup but continues to be paid significantly more.

While the men received a massive $9 million in 2014, despite being eliminated early in the tournament, the women’s team earned just $2 million for their 2015 World Cup win. The men did the same job—albeit less successfully—but received nearly five times more money.

At Whitman, students suffer from a different type of inequality: girls teams receive less support from fans than the boys teams. Female athletes should receive just as much support from their peers as their male counterparts.

Highlighting this inequality is the wide gap in ticket sales between boys’ and girls’ games. Last year, girls basketball games made $2,100 in ticket sales, while boys basketball made $3,200. Girls soccer brought in $1,300 in tickets, while boys soccer sold nearly double that amount, earning $2,500.

Furthermore, the majority of both girls and boys coaches agree that most spectators at girls games are family, not peers or friends, while the boys teams often draw more student support.

This is a problem. Female athletes are just as capable as male athletes, and they have proved so.

Whitman’s varsity girls basketball team is ranked

220th nationally, while the boys team is ranked 3,979th, according to standings from MaxPreps. But despite the girls’ championship-winning season, they aren’t the team earning school-wide support.

The USWNT, suffering from a similar lack of support, has opened up a dialogue both nationally and within Whitman about gender-based injustices in sports. While most students agree that both genders deserve equal support, some try to justify the gap, arguing that boys games are more exciting to watch because they are more “physical,” more “intense” and have “more fights.”

Men, on average, do have greater muscle mass than women, sometimes leading to the assumption that they have an elevated level of athletic performance. However, studies have shown that when following the same training schedule and nutritional guidelines, women can perform on the same level as men. For example, female powerlifters narrowed the strength gap between men and women to about eight percent, according to a study conducted by Eileen McDonagh and Laura Pappano, authors of Playing with the Boys.

Besides, even if the differences in ability between men and women were irreconcilable, it doesn’t mean much in a high school setting. When compared to a professional team, boys and girls high school teams perform at roughly the same level.

Students don’t go to a Vikes game because it’s physically intense; they go to support their school and peers. Barely any students would choose to come out to high school games if they only considered physical intensity.

If we want to make a change nationally, we need to start locally. It’s time to give our female athletes the support they deserve.

Since when did winning the World Cup count for less than participating?

Bring equity back to international travel opportunities By tiger Björnlund

For many students, a schoolsponsored international trip is their only chance to go abroad and gain exposure to different cultures. However, this opportunity is now in danger due to MCPS budget cuts.

In October, MCPS stopped paying for liability insurance, which provides financial coverage for trip accidents and for international educational trips.

While some high schools, including Whitman, were able to find third-party charities and organizations to continue to offer travel opportunities, other schools had to stop trips altogether.

MCPS should bring back funding for international travel insurance and travel subsidies for low-income students. This would allow for more interna-

tional school trips and give equal travel opportunities to students across the county.

For the problem to be solved county-wide, MCPS needs to pay for the insurance for low-income students on these trips.

After the cut, low-income students, who make up 35 percent of the MCPS student body, were left without options for trips.

The previous policy required schools to provide aid options to all interested and qualified students, regardless of economic status. Now, without county financial support, travel liability

insurance costs more than $150 per student through a tour company, according to EF Tours, the private company that currently insures Whitman’s Cuba trip.

Low-income students now can’t afford to go on trips and are shut out from a potentially lifechanging opportunity.

Ninety-seven percent of high school and college students reported that going abroad for educational purposes helped them become more mature, according to a study conducted by the Institute for the International Education of Students. Additionally, 98 percent said they became more aware of their own cultural values and biases after such trips.

Many Whitman students have said they experienced these positive impacts of school travel through exchange programs in

England and Denmark and trips to Cuba and Canada, among others. These trips continue to run at Whitman due to support from Youth for Understanding (YFU), a non-profit which helps pay for the liability insurance that MCPS no longer covers. Whitman’s trip coordinators established this relationship through alumna Kathryn Russell (‘08), a program coordinator at YFU. Unfortunately, this is only a temporary solution.

For the problem to be solved county-wide, MCPS needs to pay for the insurance for low-income students on these trips. While international travel can be costly, MCPS already spends more than $2 million on field trip transportation per year, according to the 2016 budget. Some of this funding should be taken from local field trips to go toward interna-

tional ones instead.

MCPS should decrease the number of trips for younger students. Students at Bradley Hills Elementary School go on an average of four trips per year, Bradley Hills principal Karen Caroscio said. Even reducing this number to three per year would provide the money to focus on paying for one life-changing trip for an older or low-income student.

While MCPS’s policy change had a smaller impact on Whitman students, it has deprived underprivileged students in other parts of the county of cultural exposure and learning experiences.

In an area that places such value on equal opportunity, MCPS is going the wrong direction.

It’s time to protect Maryland girls and their futures: let’s stop child marriage

by Elisa McCartin

10 percent of women world-wide marry before 18

In Maryland 3,000 minors married of which 150 were under 15 Graphic by ANN MORGAN JACOBI

In the United States, only 10 states have specific laws that prevent or punish forced marriage

Three thousand minors, 150 of whom were age 15, were married in Maryland in the last fourteen years, according to the Maryland Department of Health and Mental Hygiene.

Eighty five percent were girls.

To combat this issue, Maryland State Delegate Vanessa Atterbeary proposed a bill (HB9011) that prohibits anyone under 18 from getting married. The state government should pass this bill to end child marriage and protect girls’ futures. Although at Whitman child marriage seems almost non-existent, this progressive area has a responsibility to push for protection of girls across the state.

Currently, the law sets the minimum marriage age at 18, but children aged 16 to 17 can get married with either a doctor’s note confirming the girl is pregnant or with parental consent. Fifteen year olds need both forms of consent, according to the American Marriage Ministry. Since parental consent is considered a marriage criteria, parents can coerce their child into marriage.

Marriage licenses are issued to all couples who meet the current law’s

meager criteria without any investigation into potential parental coercion, said Tricia Stiles, legislative assistant to the Virginia State Senator who proposed stricter marriage legislation.

While coercion isn’t always the case, and might not even be the majority of cases, some parents of pregnant teens marry their kids off because of religious beliefs or embarrassment, according to the New York Times. In other cases, parents simply don’t want the stress of raising another child, Stiles said.

Marriage is a decision that should be consensual, but the current law facilitates a weak system that allows for marriages between girls and astonishingly older men.

Ninety-one percent of child marriages in New Jersey, which has similar child marriage laws as Maryland, were to adults with age differences that qualified them for a statutory rape charge, according to Unchained At Last, a national organization against child marriage.

This reality is alarming, as the wider the age difference in a marriage is, the more likely it is for girls to be abused, according to Girls Not Brides,

an organization opposed to child marriage.

Maryland is no exception to this problem: between 2000 and 2014, sixty-nine 15-year-old girls in Maryland married men at least four years older who had committed a statutory sex crime against them, according to Unchained At Last. Even more assaults have likely gone unreported.

Without marriage, these men could be prosecuted for sex crimes, but marriage makes their actions legitimate.

Restricting child marriage would prevent this and would also allow girls to have access to a successful future.

Women married before turning 19 are 50 percent more likely to drop out of high school than their unmarried counterparts, according to a William and Mary study. Therefore, issuing marriage licenses to minors limits their future prospects.

Prohibiting all child marriage ensures that these injustices will no longer be sanctioned by the state. The Whitman community is dedicated to bettering the global society, but now it’s time to focus on improving the lives of girls here in Maryland.

may 20, 2016

opinion

Let’s rethink Socratic seminars

By Spencer Adams

“...What do the rest of you think?”

Three students stutter and raise their hands, desperate to answer the question. A brief pause follows—the anxiety palpable—before one bold student steamrolls the others and begins a scripted analysis that doesn’t even answer the question.

Welcome to Socratic seminars, a noble idea that has been perverted into an uncollaborative practice where graded points matter more than intellectual conversation.

English teachers and students should change the way these discussions are carried out and graded to create a more constructive environment.

Inspired by the ideas of Greek philosopher Socrates, Socratic seminars seem like a great way for students to demonstrate their critical thinking skills.

Instead of being forced to write yet another essay, students talk organically about a book/play/story/poem in order to reach new, thoughtful conclusions. As a bonus, the seminars give students who don’t usually participate in class a chance to speak up.

But as soon as the teacher assigns points to the discussion, the circle of desks becomes a gladiator ring.

When the seminars are graded, students don’t care about having meaningful discussions; they only care about commenting the required three times and asking one “thought-provoking question” to earn the coveted 20/20.

This mentality often comes at the expense of actually responding to the questions posed by other students—the entire point of a Socratic seminar. Instead, students interject with preconceived ideas, causing the seminar to collapse into a sporadic mess of unconnected points.

Even if students have novel thoughts, they are often too nervous to say so because summative points are in jeopardy. They either don’t speak at all or repeat each other’s points, stalling the conversation and causing Socrates to roll in his grave as the ninth students says, “To go off of Jeff’s point…”

So what’s the solution? Teachers should hold more ungraded, practice seminars so that students are more comfortable speaking before the real deal or split classes into smaller groups so that students have more opportunities to speak up. Students should also always be allowed to submit notes or a written supplement afterwards (already a common practice) so that they aren’t as concerned about their grade during the seminar.

Fixing Socratic seminars also rests in students’ hands: we need to be more civil and respectful if we want a positive discussion, and we need to wholeheartedly participate in any practice Socratic seminars—even if it’s not for a grade.

These changes may mean students would be graded more leniently, but this is a necessary sacrifice if we truly want to honor Socrates’ virtuous idea.

7

Why Trump’s candidacy is (mostly) good for politics

BY TREVOR Lystad

I hate Donald Trump. I think he’s racist, sexist and unfit to be president, and I’m genuinely terrified of the thought of Trump in the Oval Office.

I also think his candidacy—and success—is beneficial for American politics.

The 2010 Supreme Court decision in Citizens United v. FEC allows corporations to spend unlimited money on political campaigns via super PACs. The decision has benefitted rich donors on both sides of the aisle, but the ruling has generally favored the right. The five conservative justices voted in favor while the four liberals dissented, and campaign finance reform tends to be a Democratic talking point while most prominent conservatives stay mum.

As the Koch brothers and other billionaire donors prepared to bankroll their chosen candidates to victory, much of the electorate became fearful of the donors and their super PACs handpicking elected officials who may choose to help their donors instead of their constituents, giving the rich even more influence in politics.

Trump’s super PAC-less, relatively low-spending primary campaign has proved these fears to be unfounded. Trump’s success paired with the failings of the high-fundraising candidates has reaffirmed my faith in America’s political system.

While Trump has dominated polls, caucuses and primaries, Jeb(!)

Bush raised over $150 million between his own fundraising and his super PAC, yet Bush failed to win even one primary. When it became clear that Bush didn’t have a shot, many high-profile donors turned instead to Florida Senator Marco Rubio. Rubio proceeded to drop out within a month of Bush’s exit. The big money donors were at odds with a plurality of the voters, and the voters won.

But perhaps more important is how Trump exposed the hypocrisy of some GOP politicians by smashing through their carefully crafted, focus tested rhetoric and ignoring

politically convenient Republican answers about issues like abortion and gun control.

After Trump said women should be punished for having abortions, prominent conservatives like Ted Cruz harshly criticized him to the media. And yet, many of these conservatives regularly equate abortion to murder, arguing that life begins at conception. However, conservative politicians often blame doctors for abortions while painting women as victims to avoid alienating female voters. If abortion were really murder like they say it is, Trump’s position would make sense, but these same pro-lifers criticized him when he didn’t use their careful, inoffensive answer. Trump’s honest response reveals these Republicans’ insincerity.

On gun control, Trump has exposed more hypocrisy. Trump and most conservative politicians style themselves as strong protectors of the Second Amendment. However, when a petition was signed by 2,000 Republicans—including many Trump supporters—calling for al-

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lowing firearms at the Republican National Convention, these same politicians called guns at the convention “unnecessary” and deflected the question by turning it to the Secret Service.

If they truly believe open or concealed carry should be allowed in public places, then there is no plausible reason why the convention should be any different. The very Republicans who love to talk about protecting the Second Amendment are too scared of their own base to let them bring these same guns to July’s convention.

It pains me to say it, but we have Trump to thank for this exposure.

Without the petition—and without Trump—gun-toting politicians could have kept getting away with applause lines about guns while quietly nursing fears of actually confronting an armed Republican electorate.

So while I might hate Trump on a personal level, his success has done a major service to the electorate. Now I just have to hope he doesn’t win.

Cartoon by Ramsey Aly

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Feature

8

theblackandwhite.net

International market brings locals together

by Abby Snyder

Indian scarves and Tibetan jewelry cover the vendors’ tables, their bright colors and sparkling beads glinting in the sun. These seemingly exotic goods can all be found at the Bethesda Women’s Farm Market on the corner of Wisconsin Ave. and Willow Ln. in Bethesda three times a week.

Opened in 1932, the market

started out as a place for local farmers’ wives to sell their homemade goods during the Great Depression. Today, it’s grown into a cultural hotspot, selling products from all over the world and drawing many Whitman families to shop there.

“One of the nicer things about our market is that we’re international,” manager John O’Beirne

A vendor presents her products to a potential customer; many vendors have been selling their goods for nearly 20 years.

said. “We’ve got a little bit of everything.”

Since Bethesda is so close to DC’s embassies, international corporations and the resulting international population, the market’s multicultural atmosphere attracts a variety of customers. This global appeal of the market creates a diverse setting that’s hard to find elsewhere, sophomore and frequent customer Emma Rabley said.

“It’s so cool because there are people from all over the world and you get to hear such amazing stories,” Rabley said. “It has more to offer the average customer and I think that because of the international aspect of the market, there’s a wider base of people you can appeal to.”

Customer service, a focus of many of the vendors, is also an important aspect of the market.

Reshma Ali, who has been selling her beads and jewelry at the market for almost 20 years, has formed close relationships with her clients that keep them coming back, she said.

Along with personalized at-

Bethesda Women’s Market’s international flair lures customers from the DC area to purchase market goods. Photos by VALERIE MYERS.

tention to their customers, the vendors’ proximity to local farms means that they are able to provide fresh, high-quality produce.

“The quality is very good,” customer Tania Morieux said.

“It’s very healthy, good food.”

Although many vendors come from around the globe, the market maintains ties with its roots.

Many of its products are made or imported by Montgomery County residents, and much of the fresh food comes from local farms, O’Beirne said.

“I’ve lived in the area for most of my life,” O’Beirne said. “I’m a local person, and the Farm Women’s Market is a wonderful place to interact with the community.”

Girls coding clubs address STEM imbalance

by Hanna Chaudhry

Two years ago, junior Sophia Zambri walked into her engineering class on the first day of school, eager to expand her knowledge in technology. As the bell rang, she looked around and was astonished to find that she was the only girl in a classroom full of boys.

Zambri is not alone—many girls interested in technology and engineering face the difficult task of being one of the few girls in male-dominated classes.

Women face many obstacles in entering computer sciences; in fact, according to the National Science Foundation, more than twice as many men than women attend graduate school in computer science fields, and more than five times as many men are enrolled in engineering.

StemFems and Girls Who Code are two new clubs at Whitman that encourage female students to get more involved in technology and help to narrow the gender gap in STEM fields.

StemFems

Startled by gender imbalance in her engineering class, Zambri created StemFems at the beginning of the school year to inspire girls to continue taking engineering courses throughout high school.

“It’s crazy how many more men are in engineering than women, and I really want to change that and take action,” Zambri said.

The club met five times this year and discussed technological advancements and new opportunities to inspire young women.

“We bring in accomplished women engineers, technicians and people from IT to share how they got interested in engineering and what inspired them,” Zambri said.

Club sponsor and Principles of Engineering teacher Rachel Stender is excited to show girls the opportunities they have in the engineering field, she said.

“Women are underrepresented in engineering and science fields,” Stender said. “Having first-hand conversations with female engineers and scientists about their college and career experiences helps show club members that science and engineering are viable, well paid and awesome career options.”

Girls Who Code

In a similar attempt to heighten girls’ interest in technology, junior Melody Lee had the idea to start Girls Who Code, a computer coding club that will begin to meet during the 2016-17 school year.

Lee created the club after she attended an engineering conference in Boston by the Girls Who Code organization.

“I saw many people bringing it to their own school, and I realized it’s great way to shine a light on girls who are into technology and computers,” Lee said.

Club sponsor and computer science teacher Yi Song is looking forward to expanding girls’ technological talents, she said.

“I think it’s really important to shine a light on pressing issues,” Song said. “This coding club is really important to help our students have a broadened view on computer science and help more girls get exposed and have a better understanding.”

During club meetings, new members can learn to code first-hand while experienced coders can improve their technique and acquire new skills. Lee plans on hosting professional instructors to enhance the learning experience.

“I’ve been planning this club for a while now,” Lee said. “I can’t wait to finally start it and share my passion for coding with other girls.”

Mathis works with two students in the social studies office. Mathis’s laid-back teaching style appeals to teachers and students alike. Photo by VALERIE MYERS

Mathis to retire after celebrated 15-year career at Whitman by abby snyder

When he started teaching at Whitman, only a few kids had cell phones, Kobe Bryant was only in his fifth season with the Lakers, and George W. Bush was still President.

Now, after 15 years at Whitman, social studies teacher Bob Mathis will retire at the end of this school year. His departure will be met with sadness and understanding from both students and teachers who have learned from him during his tenure.

Many of Mathis’ current and former students will miss the spark of debate that is prevalent in his classes. Mathis rarely lectures, which students say gives his classes a laid-back atmosphere that allows for more open conversation.

“His class was just really relaxed,” junior Eric Wayman said. “He just kind of let us do our thing, but he still taught, and I learned the material. But at the same time it was definitely a lot of fun.”

Mathis manages to find an effective mix between work and play in the classroom—a balance many teachers strive to achieve, social studies teacher Peter Kenah said.

“If you walk by his classroom, students are always laughing,” Kenah said. “Students are always smiling; they’re enjoying themselves. He’s able to sort of find that balance so kids want to come to class.”

Many teachers say that Mathis has inspired them because of the passion he brings to the classroom.

“He really just enjoys teaching and that re-

minded me that that’s what I got into the job for, to enjoy it, so that’s what I try to do,” social studies teacher Greg Herbert said.

In addition to serving as a mentor for his colleagues, Mathis tries to be a friend to his fellow staff, going out of his way to support them. The staff doesn’t overlook this effort, and many of them have developed close relationships with Mathis.

“He’s probably my closest friend at the school,” Kenah said. “He’s come to the birth of my two children. I went to his father’s funeral. He’s such a prince of a guy.”

Mathis also makes a point to interact with his students outside the classroom. He plays basketball with both students and staff before school twice a week.

From basketball games to bagels on Fridays, there’s a lot that he will leave behind, but Mathis knows exactly what he will miss the most — the students.

“I’ve always enjoyed hearing the ideas that kids have,” he said. “There’s a clash of ideas that I’ll miss.”

As for his post-retirement plans, Mathis says he’s not making anything concrete.

“I’d like to get in better shape and workout more, some travel, but I’m not making any plans.

I’ll figure it out,” he said.

Overall, there’s been a lot to smile about from his years at Whitman, Mathis said.

“I’ve had a lot of great moments in classes,” he said. “It’s been a lot of fun.”

may 20 , 2016

feature

9

Album reviews: spring 2016

Beyoncé gets personal with ‘Lemonade’

By Michael Gorman

Artwork by YOUNG MONEY ENTERTAINMNENT

‘Views’ Rating: 4 out of 5

In her sixth studio album, “Lemonade,” Beyoncé attacks JayZ because she feels as though he’s cheating on her. She accuses him of coming home with the scent of another woman’s perfume and lying “ten times out of nine.”

“Hold Up,” is the best song on the album. Beyoncé sings about doing anything she can to find out if he is really cheating or not.

She disguises this intensity with a gleeful beat, but throughout the song, she asserts that she loves Jay-Z more than any other woman can.

Rumors aside, Queen Bey unleashes her feelings with an unrelenting, unapologetic message

Artwork by COLUMBIA AND PARKWOOD

‘Lemonade’ Rating: 4 out of 5

in the fourth song of the album, “Sorry.” She sings about regretting the moment she “put that ring on,” and concludes the song by taking her daughter and leaving late at night.

The album begins to falter on the sixth track, “Daddy’s Lessons.” The ideas in the song fit into the rest of the album; it’s about how her father cheated the same way Jay-Z did, but the country sound doesn’t quite fit.

Of course, anything Beyoncé releases is going to be impressive, but for every two remarkable songs, there was one that felt unnecessary.

Radiohead’s ‘A Moon Shaped Pool’ reflects emotions of lead singer Thom Yorke With “A Moon Shaped Pool,” Radiohead released their ninth studio album, and it’s one of their most emotionally raw releases yet.

The sentimental side comes from lead singer Thom Yorke, who recently split up with his wife after 23 years of marriage. The breakup is addressed on “Decks Dark,” which is about his struggles to find happiness in his relationship: “there’s a spaceship blocking out the sky/ and there’s nowhere to hide.”

The best song on the album is “Burn the Witch,” which has reArtwork by SANTANA IV RECORDS

‘Santana IV’ Rating: 3 out of 5

Artwork by STANLEY DONWOOD

‘A Moon Shaped Pool’ Rating: 3.5 out of 5

Santana reunites after 43 years, releases ‘Santana IV’ From the first chords of “Yambu,” it’s clear Santana picked up right where they left off with their new album, “Santana IV,” released April 15.

It’s the sequel to their 1971 album “Santana III,” and the first album the whole band has participated in since 1973.

It’s immediately clear that the band’s original members have retained their chemistry. Throughout the entire album, Santana revives fans’ memories of classic songs such as “Oye Como Va” and “Black Magic Woman.”

portedly been in the works since 2003. The track begins with hearty guitar flows from Jonny Greenwood and Ed O’Brien and continues with an electronic flair. While the 17th-century imagery of a witch hunt may not be relatable, Yorke’s unique voice carries the song.

Although the album works as a whole, some songs towards the end don’t continue the sound from the beginning of the album, and listeners may begin to doze off by the final track.

As the album progresses, few new ideas or sounds emerge. That doesn’t mean the guitar solos aren’t impressive, but to a casual listener, almost every song is the same. This isn’t helped by the fact that many of the songs either have incomprehensible lyrics or none at all.

The album is also about 45 years late. Although the album is a great throwback, it’s impossible to produce a similar sound almost a half-century later and have the same success.

Drake’s ‘Views’ better in sound than concept Drake released “Views,” his third major project in two years, April 29. He departed from his recent trend of trap-rap and returned to reminiscing on past relationships.

Drake’s return to his roots comes as an improvement on his last album, “What a Time to be Alive.” With Rihanna, he delivers memorable lyrics about former romances in “Too Good,” which is about a couple who treated each other too well but took each other for granted and ended up drifting apart.

Although he channeled his softer side for “Views,” he still included some of his more witty lines, like “so many chains they call me Chaining Tatum,” from “Pop Style.”

The best song on the album is “Still Here,” which sounds similar to “Started From the Bottom.”

Drizzy aggressively raps about how he “blew up” the rap game but hasn’t left his hometown, something that doesn’t often happen in rap.

Overall, “Views” fits well with, but doesn’t stand out in, the dynasty Drake has created.

New restaurant a throwback for pinball enthusiasts

by Aiden Lesley

Sci-fi paraphernalia adorns the walls and alt-rock and heavy metal songs blare from the jukebox with a playlist of over 2000 tracks. The smell of fresh New York-style pizza fills the air. Customers crowd tables across from a line of old-fashioned pinball machines—each machine surrounded by customers waiting to reunite with their favorite childhood game.

VÜK, a new restaurant that combines the excitement of classic pinball games with delicious pizza and ice cream, opened May 6 on St. Elmo St. in downtown Bethesda.

CEO Scott Nash said he originally rented the property for VÜK with the intention of opening a pinball arcade, but he decided to alter his vision after noticing the pizza ovens that the previous owners left behind.

Keeping the ovens in place, Nash added his collection of pinball machines to the venue in order to create a retro-style pizzeria.

“It’ll be a place for people like me who grew up playing pinball and are looking for good pizza and a good place to hang out,”

Nash said.

Though Nash wants to provide an exceptional eating experience, VÜK’s menu is extremely simple—it’s either pizza or ice cream. However, Nash has given special attention to these options to make them as delicious as possible.

“For the pizza, we like to keep it simple,” Nash said. “We think the pizza is going to be the best authentic New York style pizza that the area has to offer.”

To ensure that the pizza will be up to New York standards, Nash brought in professional chefs from New York.

“I was surprised when it turned out they were going to start making New York-style pizza,” customer and New York native Doug Malcolm said. “I haven’t had good pizza in twelve years, so I’ve been looking for good pizza all this time and these guys nailed it.”

A strong opening night speaks to a bright future for the new restaurant, as it hit capacity perfectly.

“I don’t think it could have been any better,” Nash said. “If we were a bit busier, I think people would be walking away.”

A customer shoots for the high score at one of VÜK’s many pinball machines. The recently-opened restaurant offers a throwback environment for gamers of all ages. Photo courtesy MATEI FAWZY

Within driving distance from Whitman, the restaurant also shows promise as a hangout spot for students. However, it only opens at 5 p.m., keeping it from

becoming a lunch location.

Despite not being open for lunch, VÜK will provide a busy dinner location for all.

“I think that we hit a mix,”

Nash said. “Little kids, real gamers, people who like good music, good pizza.”

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in-de

Let's talk about Y

Everything you need to know about high schoo From the power couple that has been dating since ninth grade to the kids who complete the cycle at bRAVE, teenagers engage in various types of relationships. The Black & White interviewed students and professionals about their experiences defining a relationship, When your significant other goes to college and you’re enduring long-distance connections, managing time and handling the still stuck in Walt Whitman-land, relationships can get pressures of relationships. more complicated. While love letters and phone calls have always been the mediums of long distance relationships, couples now have more modern ways to keep in touch.

“The nice thing about long distance in 2016 is there are so many options,” said senior Ben Barrett, whose girlfriend Students easily classify terms ranging from political sys- is currently a freshman at James Madison University. “We tems to derivatives. However, the dreaded “DTR”—defin- constantly keep in touch over text, phone or FaceTime.” ing the relationship—isn’t as clear-cut. Whether students In addition to communication, trust is vital in maintainwant to hook-up, be exclusive or romantically date, defin- ing a healthy long-distance relationship. ing a relationship is complicated.

“He’s in a new environment where there’s heavy drinkStudents agreed that hooking-up is the most casual type ing and partying,” said junior Joni Hetfield, who is dating of relationship and is usually considered a one-time “thing” a freshman at Middlebury College. “I think our trust has that happens at social gatherings. Students who don’t gotten stronger because we are apart for so long.” want a casual relationship often feel excluded or get peerAdjusting to the new components of a long distance repressured into these informal hook-ups, students said. lationship is challenging, making the decision to stay to“There are more hook-ups that happen than relation- gether difficult. ships,” junior Jack Barrett said. “People go to parties and “Originally we both assumed that we wouldn’t stay tohangouts expecting to hook up and if they don’t, they gether for college because it’s a time to explore new relacould think they are letting their friends down or them- tionships and have new experiences,” Hetfield said. “ But selves down.” as the summer progressed, we realized we didn’t want to A casual hook-up, however, can lead to something more: lose what we had.” being exclusive. With this change in status comes an exHowever, statistics point in the opposite direction. pectation to remain loyal to a single partner, but it doesn’t Only five percent of high school relationships transitionnecessarily require the time and effort of an official rela- ing into college survive beyond freshman year and, of the tionship.

95 percent that end, most don’t make it past two or three “You can go out to places together and hang out with months into first semester, according to Smart Talk About someone when you’re exclusive,” sophomore Elliot Kelley Love, a sex and relationships tip website. said. “It’s just less emotional attachment.”

This could be because some students feel that exploring This creates a blurry line between being exclusive and new opportunities outweighs the advantages of a relationdating, and the distinction between the two is the label of ship. “boyfriend” and “girlfriend.”

“In my opinion, I don’t think dating in college is a good “No one wants to date anyone because they don’t want idea because it’s your segway into real life, and you need the label; they don’t want to be held down and not be able to spread your wings,” junior Stefanie Abramowitz said. to explore their other options,” sophomore Maddy Kos- “High school is not real life.” topulos said.

Usually, dating evolves from a more casual relationship into an emotional commitment.

“It’s important to be friends with someone before you get into a relationship with them so you can be comfortBetween studying for exams and going to sports pracable with them,” sophomore Katia Goldberg said. tice, maintaining a social life is hard enough. Then toss a relationship into the equation, and time is scarce.

Dont worry about the distance

Are we an item?

Spending all my time loving you

11

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YOU and ME

ol relationships and how they affect students Finding a balance is often a challenge for couples. According to Stage of Life, a website that helps teens better understand their community, 46 percent of teens have had a friend leave them to hang out with their love interest.

“My friends who are dating people kind of disappear,” Kostopulos said. “Everyone bashes them for spending time with their significant other.”

Making time for both friends and partners may not be easy, but students find it important for a balanced social life.

“You realize you need to spend time equally,” Abramowitz said. “You can’t be too dependent on your significant other. You need to be able to be apart because hanging out with friends is healthy for both of you.”

When apart, the need to constantly stay in touch can become an academic distraction. Today’s constant texting changes the dynamic of relationships.

“It can be really easy to distract yourself with somebody else and not get your school work done,” guidance counselor William Kapner said. “But, for students at Whitman, personal relationships aren’t normally an issue academically.”

Even when balancing school work and personal relationships isn’t a problem, relationships are still a prominent part of student life, and ensuring that students are experiencing healthy relationships in high school is vital.

“Healthy relationships help high schoolers handle stress and that can set high schoolers on a path towards healthy living,” said Daniel Pine, a senior investigator in the Emotion and Development Branch at the NIH. “One way to encourage this is to make sure that high schoolers have the opportunity to discuss how to manage their relationships with trusted adults, such as parents and teachers.”

Under Pressure Let’s talk about sex.

Sex can impact a relationship in different ways, but Whitman students seem to be pressuring each other into labeling sex in one way: insignificant.

While formally associated with a negative stigma, casual sex has become increasingly popular for high schoolers and even middle schoolers. The number of high school students who have had sex has risen from 47 percent in

1991 to 55 percent in 2011, according to a 2013 Child Trends survey.

“First time sexual experiences are happening younger and younger,” Kapner said. “There is a warped perception of what is sexually appropriate and what is not.”

Older generations view sex with a greater significance than today’s high school students, complicating communication between students and parents.

“In the past, sex has always been taboo, but now sex is a more accepted thing to do,” long-term health substitute teacher Kristina Smyrk said. “I think parents nowadays are still in that older generation and think kids shouldn’t have sex until they’re a bit older.”

Even though the details of safe sex are seemingly straightforward, students don’t always practice it because of the varying levels of acceptance from parents. Talking to parents about getting on birth control or buying condoms can be a daunting task.

“I wouldn’t have the conversation about birth control with my parents until I was ready,” sophomore Katia Goldberg said. “I think a lot of girls in my grade don’t have that conversation, they just get on it.”

Parents who are open to getting contraceptives can help decrease stress that can come with taking a relationship to the next level, students said.

“My parents bought me condoms,” Jack Barrett said. “I think that communication is important because if you are going to be more intimate, it helps to have the support of your parents.”

The awkwardness that comes with “having the talk” isn’t the only barrier to learning to have safe sex; the current health curriculum falls short when discussing how to practice safe sex in homosexual relationships.

“Figuring out what safe sex is can be harder for gay students because the health curriculum doesn’t cover it,” senior Kalia Dell said.

Currently, the MCPS health curriculum requires teachers to discuss condom use in regard to both vaginal and anal sex, but there isn’t anything that definitively requires the teachers to include safe gay sex, Smyrk said.

Smyrk makes an effort to teach how to have safe sex in gay relationships, teaching contraceptive methods that are applicable to both heterosexual and homosexual relationships.

by Sophia Knappertz and Mary Dimitrov

12

theblackandwhite.net

feature

English teacher takes stand against bullying, encourages student compassion In-class discussion and activities with freshmen and juniors emphasize greater understanding of peers’ struggles by mary dimitrov

In an effort to combat bullying, English teacher Omari James performed in-class exercises with his English 9 students to promote a better understanding of fellow students’ struggles.

After hearing about a bullying incident involving his freshman students, James created a set of activities that aimed to increase communal understanding. Exercises included students writing about their experiences with bullying as well as sharing personal secrets and responding to the secrets of classmates.

“When I hear about something like that, it hits me pretty hard,” James said. “So I had a talk with them the next day about it, and it was a call to action to them that they needed to step up and be better.”

After James talked with the class, students spent the rest of the period writing about their thoughts on bullying. The following day, James took the exercise a step further.

“I gave everyone a note card, and on the note card they were able to write any secret about themselves, something funny, something personal,” James said. “They wrote their secret on one side and their ID on the other side so I could be the only one who could identify them.”

The secrets ranged from, “I have never broken a bone,” and “having to move to a different country scares me a lot” to “in my free time, I like to listen to sad music just because,” and “my social anxiety will not define me.” Some even openly asked for advice.

“It’s a relieving feeling to have someone listen to you that you can tell cares about what you’re saying,” freshman Emily Schwitzer said.

After reading his classes’ secrets, James then shared them with his students without revealing who wrote them.

“The idea is that if we know enough about one another it becomes very difficult for us to judge one another,” James said. “You have to be a very particular type of individual to still find a way to be cruel once you’ve seen what other people are dealing with.”

Student’ secrets were laid out on tables throughout the classroom so they could comment anonymously and reflect on others’ secrets with post-it notes.

James kept students anonymous so they could speak freely without fear of judgement.

“I didn’t know how it would go because there’s a lot of chance for people to say things that are cruel or mean-

spirited,” James said. “Against all odds, no one did; people seemed to really take it to heart.”

The exercise was influenced by English resource teacher Linda Leslie, who introduced a similar activity during a biography unit with her English 11 students.

Leslie encouraged her students to write their secrets during the class’ autobiography unit after she viewed the website PostSecret.com, a community art project where people mail in their secrets anonymously on one side of a postcard to later be displayed on the website.

“The secrets are beautiful and they’re terrifying and they’re poignant and they’re funny,” Leslie said. “You’ll be mesmerized.”

Following in James’ footsteps, freshman Emily Schwitzer created the next anti-bullying activity for the class.

“Everyone has a struggle, everyone is dealing with something, you might not know which person it is but everyone has a battle that they are fighting,” James said. “ If you can better understand that, I personally believe we are prone to make each other better rather than worse.”

“I think the basis of any discrimination is based off of ignorance, so the only thing you can do besides obviously telling them to stop bullying is to educate the bullies on the people that they are discriminating against to humanize them.”

- freshman Emily Schwitzer “I wrote about being bullied because I am Jewish, so I talked to him after class and I pretty much said, ‘I don’t know what to do at this point,’” she said.

James and Schwitzer then composed a lesson plan educating students on the Holocaust in order to take a stand against anti-semitic bullying.

“I think the basis of any discrimination is based off of ignorance, so the only thing you can do besides obviously telling them to stop bullying is to educate the bullies on the people that they are discriminating against to humanize them,” Schwitzer said.

James will use this activity in both his AP Language and Composition and English 9 classes.

Ultimately, James hopes that the activities help students practice empathy and understand how unfounded bullying is.

English teacher Omari James asked students to anonymously share their secrets and insecurities on index cards in an attempt to decrease bullying through improved understanding of student struggles. Photo by MARY DIMITROV

Local nonprofit provides equipment to underprivileged children By aLLIE LERNER and emily schwitzer

For some kids, starting the baseball season with a new mit and cleats is the norm; for others, this isn’t the case. With help from Leveling the Playing Field, a Maryland based non-profit organization, quality equipment will become a new reality for thousands of young athletes.

Leveling the Playing Field re-

distributes athletic equipment donations from the community to underprivileged children. Local sports groups including KOA Sports have partnered with the organization to bring the charity to the Bethesda area.

“For a lot of wealthy kids, playing sports is an everyday thing; it’s a given,” said Max Levitt, founder and executive director of Leveling the Playing Field.

“But for a lot of underserved kids, it’s not.”

While working as an assistant manager for the Syracuse University football program in 2011, Levitt noticed the large amount of equipment wasted every year, motivating him to create an organization that would give donated sports gear to families in need.

Levitt collaborates with other local organizations to expand

Max Levitt, founder and executive director of Leveling the Playing Field donates used sports equiptment to underpriviledged kids. These donations have benefited 80,000 children in the metro area. Photo courtesy MAX LEVITT

his donation base. Whitman alum Carl Ehrlich (‘05), director of Flag Star Football, has been working with Levitt since 2013 and KOA Sports partnered with Leveling the Playing Field in November 2014.

tion between these two communities,” Ehrlich said. “It’s cool to see this one community of families from places like Bethesda or McLean be so willing and forthcoming to help these other communities nearby.”

“When you’re working with kids from lower income neighborhoods, there are a lot of obstacles and things that we take for granted, like having cleats.”

-Director of Flag Star Football Carl Ehrlich Over the past three years, the organization has collected $1.5 million worth of equipment and distributed the donations to around 80,000 kids with the assistance of 250 athletic programs.

By redistributing equipment, the organization connects underprivileged youth to previously inaccessible athletics, breaking a financial barrier.

“When you’re working with kids from lower income neighborhoods, there are a lot of obstacles and things that we take for granted, like having cleats,” Ehrlich said.

In addition to providing athletes with necessary equipment, the organization has helped foster stronger bonds between kids of varied socioeconomic backgrounds.

“It’s more about the connec-

To further connect communities, the organization partners with religious institutions and schools to host fundraisers within the D.C. area. Currently, 40 student volunteers are each completing individual collection drives in their own communities.

Levitt’s organization has grown from an idea in his parents’ basement into a cause that has gained substantial traction. In November 2014, Levitt expanded into a warehouse in Silver Spring.

He also plans on opening a second location in Baltimore in 2017 and hopes to expand to five to ten major cities by 2020, he said.

“I’ve seen a lot of kids who have now gotten the opportunity to play sports and now have the opportunity to have their own sets of equipment,” Levitt said.

may 20, 2016

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Feature

Beyond the classroom: high school students choose to spend semesters across the globe By jennie yu

Though students often dream about living in a foreign country—leaving their hometown behind to learn a different language, eat exotic food and meet new people—not many do so while in high school.

This year, five students participated in high school study abroad programs— an unprecedented number for Whitman. The increase reflects the larger nationwide trend of high schoolers studying abroad.

“They gain a different educational experience as well as a cultural experience,” counselor Jamie Ahearn said. “It gives them a different perspective, a worldly perspective.”

Among the students who studied abroad are junior Tamar Jacobsohn and sophomore Clara Lyra, who traveled to Israel and Brazil, respectively. By completing a portion of their education outside the United States, they hoped to broaden their worldview and learn about other cultures.

Tamar Jacobsohn: Israel

Junior Tamar Jacobsohn has been studying in Israel through a program called the North American Federation of Temple Youth Eisendrath International Experience (NFTY EIE) since January 2016 and will return to Bethesda in May. Jacobsohn decided to venture 6,000 miles away from home to better understand her family’s culture, origin and religion.

“I always love a good adventure and thought it would be amazing to trace my roots to Israel while adventuring and going to school all at the same time,” Jacobsohn said.

In contrast to a typical learning experience at Whitman, Jacobsohn’s EIE school integrates the Israeli

Tamar Jacobsohn and other students take a break from studying and look out over the Dead Sea after hiking up Masada. Photo courtesy TAMAR JACOBSOHN

geography and culture into the curriculum, she said.

“I get to use the country as my classroom,” she said. “We go on trips once or twice a week to actually learn in the places that we are studying about in Jewish History.”

demics are still rigorous.

With an emphasis on Hebrew and Jewish History classes, the school requires students to take four Jewish History exams on top of AP exams and tests in other basic academic courses.

“They gain a different educational experience as well as a cultural experience” -counselor Jamie Ahearn While the school is flexible and encourages non-traditional learning, Jacobsohn said that aca-

Jacobsohn believes she has grown tremendously during her time in Israel, learning how to be inde-

pendent and contribute to a community, she said.

“I have definitely been shaped so far as a person,” Jacobsohn said. “I would absolutely recommend studying abroad to anyone who feels comfortable, because it is an amazing opportunity that teaches you so much from outside of your comfort zone.”

Clara Lyra: Brazil

Wanting more than a tourist’s perspective on a foreign country, sophomore Clara Lyra decided to study abroad in Rio de Janeiro, Brazil, for her second semester. She traded the familiar sight of Whittier

Blvd. for Escola Parque, a school located in the middle of the Atlantic Forest.

Since Lyra is Brazilian and was already accustomed to visiting family in Rio de Janeiro, she felt comfortable enough to enroll in a regular Brazilian school and complete all of her classes in Portuguese to strengthen her command of the language.

At her new school, Lyra is required to take 14 subjects, all pre-selected for the entire semester, in contrast to Whitman’s typical requirement of five academic and two elective classes.

“Students have little influence and opportunity

to handle things by themselves,” she said.

Nevertheless, day trips to the beach or to the city with friends provide a taste of freedom during afternoons and on weekends.

“Exploring a city and finding my way around was overwhelming at first,” Lyra said. “But, I feel as though I have become a more independent person.”

Lyra said her time in Brazil has completely transformed her perspective on life.

“My life didn’t seem boring until I learned what it was like to live in Rio de Janeiro,” she said. “It is truly a once in a lifetime experience.”

Junior showcases 14 original works in Festival of the Arts continued from page

Junior Somssyeh Kamyab works on a piece in art class. She uses paintings and charcoal drawings to present her experiences in the Middle East. Photo by JEFFERSON LUO

1

In hopes of a better education, Kamyab and her family moved to Ankara, Turkey, where the United Nations (U.N.) gave them refugee status.

“The Turkish people were so great, life was so good,” Kamyab said. “I loved the culture, it’s so close to my culture. It’s just the language was hard.”

In Turkey, Kamyab said that the schooling was similar academically to that of Iran’s; however, she was allowed to pursue her education free of political influence.

“The history we learned in Turkey was so different than in Iran because in Iran the government censors everything,” Kamyab said. “When you think about something, you cannot say it aloud.”

After a year and a half in Turkey, the U.N. offered Kamyab and her brother an opportunity to live in the United States; Kamyab was grateful to leave Turkey and hoped her perpetual search for her identity would come to a close, she said.

“I didn’t know who I was. I wasn’t Afghan, I wasn’t Irani, I wasn’t Turk, but if I came here they would give me some paper to show who I am and where I belong,” Kamyab said.

In Bethesda, Kamyab was separated from her brother and placed in a home with an American family. Although she’s thankful to live in a stable environment, she sometimes struggles with the differences in culture with her American family.

Sometimes they don’t understand me,” Kamyab said.

“And sometimes I don’t understand them because of the culture. But it’s not too bad.”

“I didn’t know who I was. I wasn’t Afghan, I wasn’t Irani, I wasn’t Turk, but if I came here they would give me some paper to show who I am and where I belong.”

- junior Somssyeh Kamya Despite difficulties adjusting to her new surroundings, Kamyab has found her voice at Whitman. Through her art, Kamyab hopes to inform the community about the tragedies of war and the hardship orphans face worldwide; she doesn’t want her peers’ sympathy, but rather she hopes to change students’ perceptions of global conflict.

“I’m from Afghanistan and I want to show people my culture,” she said. “I chose those pictures to show what it’s like there, to show the sadness there. Not just Afghanistan— everywhere.”

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Hayley Segall

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Sports

15

Freshman tennis sensation Evin McDonald aces perfect season, prepares for summer play

by Daniel Weber

Since he was 12, freshman Evin McDonald has played in national tennis tournaments, and each year he’s risen in the rankings. His first year competing for Whitman has been no different.

McDonald is the Whitman boys first singles player, and went 10–0 in his matches during the regular season. His mastery of tennis has proved crucial for the Vikings this season, aiding them in their quest for a third consecutive division one championship and an undefeated record.

“He’s played a huge role in going undefeated,” coach Jasen Gohn said. “I just have to say ‘go win that match,’ and he does.

Even as a freshman, he’s one of the top three players I’ve coached.”

McDonald’s teammates agreed that his playing is on a different level.

“The speed and accuracy of his shots

are outstanding,” second doubles player Ben Marks said. “He can get to practically everything. I don’t think I’ve played anyone better than him.”

“He’s played a huge role in going undefeated. I just have to say ‘go win that match,’ and he does. Even as a freshman, he’s one of the top three players I’ve coached.”

- coach Jasen Gohn

McDonald started playing competitive tennis when he was eight and now trains with players from Maryland and Virginia at 4 Star Tennis Academy.

“At a young age I wanted to become a very competitive player,” McDonald said.

“Ever since then I’ve been trying to reach goals.”

One of McDonald’s objectives is to be top 60 in the nation for the 16-and-under division by the end of the summer. Despite the fierce competition, McDonald is well prepared for the challenge; he was ranked seventh in the nation in the 14-and-under age group. He attributes much of his success to his coaches and intense training.

“I practice four hours every weekday except Friday and tournaments on the weekend,” McDonald said. “I think that without my coaches and the amount of hours I spend on a tennis court each week, I don’t think I would be where I am today.”

“The speed and accuracy of his shots are outstanding. He can get to practically everything.

I don’t think I’ve played anyone better than him.”

- sophomore Ben Marks Though McDonald’s original goal was to win states this season, he won’t be able to compete because he’s playing in another tournament. Despite this conflict, McDonald enjoyed contributing to and experiencing this year’s prosperous run with his teammates, he said.

“I feel great knowing that I was an important asset to the team’s success this season and that I was a part of one

First singles player Evin McDonald competes at one of his matches. With his undefeated season, McDonald hopes to be top 60 in the 16-and-under division. Photos by ANNABELLE GORDON

of Whitman’s best tennis teams that the school has had,” McDonald said. “The most enjoyable part was meeting a new group of kids that I have become pretty good friends with, and the whole experience was great knowing all our success came as a team.”

16

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Sports

17

Teachers beat the buzzer before they can beat the bell

by Joey Squeri

Coach Schaefer poses with sophomore swimmer Lena Redisch. Devlopingbonds with his athletes is a priority for him. Photo by Annabelle Gordon.

Teachers’ double lives: in the classroom and on the playing field

by Amy Nankin

While seeing your first period teacher jogging around the track or shooting baskets in the small gym might be surprising, this isn’t unusual for many athletes who spend up to three hours outside of school every day with teachers who double as their coaches.

Sixteen Whitman teachers also coach various sports teams, transitioning from the classroom to the field when the final bell rings. As teachers and students exit the uptight school setting and enter practice, they feel more relaxed and comfortable, enabling them to express themselves more freely.

Their change in setting is often accompanied by a change in attitude.

Teachers tend to treat their classes of 30 students differently than their teams of about 15 athletes.

“I know that [student athletes] see a different light in me in because I’m a lot nicer in the classroom than I am as a coach,” JV cheerleading coach Kristina Smyrk said.

However, others coaches, like swim and dive coach Geoff Schaefer, take a more personal approach with their athletes.

“Schaefer really makes an effort as a coach to get to know swimmers on a personal level and is basically like a second dad to everyone on the team,” swimmer Jake Winter said. “As a teacher, he acted more serious in the classroom and was definitely a stronger disciplinary figure.”

Not only do swimmers open up to Schaefer, but he is also comfortable

with them. He allows his swimmers to see a more personal side of him when he brings his kids to practice or cheers on his athletes.

“Schaefer is definitely more casual at practice, but during meets we get to see a really competitive side of him; he really wants us to win,” swimmer Zoe Taswell said.

In contrast, some teachers take a different approach and integrate their coaching style into the classroom.

To bring out the more competitive side of his students, girls basketball coach Peter Kenah strives to bring the excitement of advancing to the Final Four with the girls basketball team into his NSL classroom.

“I do a lot of the same motivation in class. We play music in practice; I play music in class. I try to make class exciting for them,” Kenah said. “In practice we play one-on-one; in class I have a lot of one-on-one debates. I try to teach like I coach.”

Though teachers may form relationships with students during the 46 minutes they spend together each day, these bonds are not nearly as powerful as the connection coaches and athletes share off of school grounds, history teacher and soccer coach Greg Herbert said.

“You get to know so much about your students in class, but to get to see them outside of classroom, you really get to see who they are as a person rather than just a student,” he said.

“It’s a really great experience to be able to see both and be able to see who that person really is.”

Twice a week, a handful of teachers get to school a little bit earlier than usual. It’s not to squeeze in time for extra grading or lessonplanning—it’s to face off against their students and fellow staff on the court.

These pickup basketball games began eight years ago when AP NSL teacher and girls basketball coach Peter Kenah played against Healthy Baller co-owner and lead trainer Blair O’Donovan in one-on-one games before school.

Over time, more teachers began to participate, and the games evolved into full five-onfive scrimmages played every Tuesday and Thursday.

The competitors are a medley of Whitman and Pyle teachers, friends of teachers and even Whitman students who get together to work up a sweat before their school days.

The players’ days begin early, with tip-off at 6 a.m.

“It’s something we look forward to every week,” Kenah said. “It’s a great way to start our day.”

The games are played in short spurts, typically going up to seven points. The quick time frame usually allows for four or five games.

Although the games aren’t often physically aggressive, they can get heated, especially during game points, history teacher and girls soccer coach Greg Herbert said.

For the most part, the contests are an easy way for the teachers to exercise before their work day.

“It’s great to get up, get here, and by seven my workout is done,” P.E. teacher and varsity baseball coach Joe Cassidy said.

Lately, more new teachers have started to participate in the games and take advantage of the opportunity to meet their peers.

Special education staff member Ryan Mullin began playing in September and has

attended almost every contest.

“This is my first year at Whitman,” Mullin said. “This has been one of the better ways to meet the teachers and get to know them better outside of work.”

However, teachers are not the games’ only participants; students are beginning to play more often and have appreciated the new

“It’s basically just the camaraderie. You’re so busy as a teacher and caught up in your own department that it’s great getting a chance to talk to people that you usually wouldn’t.”

- social studies teacher Peter Kenah way to interact with their teachers.

“I really enjoy being with my teachers outside of school,” junior Jack Berson said. “It’s interesting being around them when they are with their peers and not with 30 students around.”

Game popularity is increasing quickly, largely because of its social atmosphere. As teachers from different departments and floors join together in one space, the pick-up games give them a chance to bond with their colleagues.

“It’s basically just the camaraderie,” Kenah said. “You’re so busy as a teacher and caught up in your own department that it’s great getting a chance to talk to people that you usually wouldn’t.”

History teacher Gregory Herbert dribbles down the court, while junior Jack Berson plays defense.

Every two weeks before school starts, students and teachers compete in friendly seven-point pick-up games. Photo by OLIVIA MATTHEWS

Unknown regulator controls over 100,000 student athletes MCPSSAA sets rules and regulations for the entire state of Maryland

by Sam Shiffman

They run Maryland high school athletic championships, control the requirements to become a referee, have authority over 100,000 Maryland high school athletes and enforce the rules for every public high school sports game in Maryland, yet no one knows about them.

Founded in 1946 and deriving its power from the Maryland State Department of Education, the Maryland Public Secondary Schools Athletic Association (MPSSAA) has authority over all Maryland public high school athletics, organizes state championships and sets rules and regulations for the entire state.

The organization is most known for organizing state championships.

“I think it’s really great that

your championship is a true state championship,” girls basketball coach Peter Kenah said. “I just think there’s something neat about being on the neighborhood team and having a chance to win a state championship.”

The MPSSAA runs 24 state championships every year, each tournament with its own committee. The committees are made up of coaches from across the state who decide where the tournament games are played, how teams are seeded and the rules for the tournaments.

Despite the MPSSAA’s power over all Maryland public high schools teams, some athletes don’t know the organization exists.

“I honestly had no idea what the MPSSAA was before we played in the tournament,” boys

soccer state champion Dylan Reid said.

Specifically for football, the MPSSAA and its committee set the point system that determines which teams make the playoffs.

Teams are awarded points based on the classification and record of their opponents, and the top four from each division advance to the postseason.

While the system works well most of the time, there are instances when a team with a worse record makes the playoffs simply because their division is weaker. For this reason, the Vikings didn’t make the 2013 state playoffs even though they earned more points than teams in other regions.

“For the most part the system makes sense, as there is a lot more talent in the higher divi-

sions,” safety Sam Anderson said.

“But there are certainly flaws in the overgeneralized nature of the system.”

In addition to navigating the complications of the state championships, the MPSSAA also has the difficult role of enforcing its rules and restrictions. The organization often has to make decisions dealing with player eligibility, which can result in suspensions and forfeits.

This year, the MPSSAA disqualified the Douglass football team from the playoffs because they used an ineligible player.

The organization has made similar rulings in the past, causing multiple teams to forfeit games and removing some of them from the playoffs entirely.

The rules and regulations the MPSSAA sets can differ from the

rules MCPS sets. For example, despite being allowed by the MPSSAA, the girls basketball team has been forced to decline multiple invitations to tournaments in Las Vegas, Nevada and Naples, Florida because of county travel restrictions.

Even though there are occasional inconsistencies between the MPSSAA and the county, coaches still appreciate the MPSSAA and how it permits local coaches and schools to operate without intervention.

“They’ve been great in terms of moving us in the direction of more freedom,” Kenah said. “I think it’s important to have rules that govern the state so that its not a total free-for-all and from what I’ve seen it can be a very effective organization.”

18

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Sports

Students take advantage of personalizied workouts at Heathly Baller. The players from left to right are Noah Clement, Noah Abromowitz and Ian Atkinson. Photo coutresy FRANK CONNORS

Local gym supports student athletes in offseason cuses on keeping their players healthy.

“They also do a very good job of injury prevention which is key for high school athletes,” senior baseball and soccer player Ian Atkinson said.

“High school sports can be a grind on kids, so budding up strength during in the offseason is very key.”

-baseball coach Joe Cassidy Working out at Healthy Baller has benefitted his overall athleticism and performance, Atkinson said.

“Speed and power have definitely been the big improvements for me,” Atkinson said. “After Healthy Baller

SGA “

the leaderSHIP never sinks

my 60 yard [dash] time dropped from 7.9 to 7.0 and I went from benching 130 to 180.”

Healthy Baller’s rigorous workouts also prepare athletes to avoid the burnout that often occurs towards the end of the season “I feel the kids that work hard in the offseason are the ones who do not wear down during the season,” baseball coach Joe Cassidy said. “High school sports can be a grind on kids, so budding up strength during in the offseason is very key.”

Based on the success that Healthy Baller has had with Whitman’s athletes, Cassidy plans to keep holding workouts at the gym.

“As long as Healthy Baller continues to have good instructors who the kids like, we will keep using them” Cassidy said.

“

by Kyle Layman

For student athletes, the offseason is a chance to get a step ahead of the competition and prepare for the upcoming season.

In order to improve, many Whitman athletes and teams work out at Healthy Baller, a gym that tailors its programs to an athlete’s needs.

As former high school and college athletes themselves, the trainers know what their clients need in order to achieve their goals. The staff at Healthy Baller believes that athletes are drawn to their program because their workouts are personalized.

“We want to provide the best training template and approach for every person as everyone is different in regards to their needs and goals.” co-owner and lead trainer Blair O’Donovan said.

As a part of the tailored workouts, Healthy Baller fo-

announcements: Don’t forget to watch class officer speeches May 31

Ari Gutman PRESIDENT

Ari Neugeboren VICE PRESIDENT

Special thanks to Ms. Freedman for serving as the head of SGA for 9 years!

Welcome Ms. Safran and good luck!

Emma Forde SECRETARY

Sophia Tompkins SECRETARY

Pablo Rothschild TREASURER

crossword

may 20, 2016

19

W C R O S S R D Jungle Book

BY JUSTIN BAKER 1. One of the largest species in the deer family.

4. Having to do with eyes or vision.

10. Greatest of All Time.

14. By way of.

15. Landform created by erosion.

16. Small insects often found at picnics.

17. “To ___ is human.”

18. Stuck ___ ______.

19. Actress on “Days of our Lives”: ____ Reid.

20. United territory.

22. Interface between two programming modules.

23. Eastern part of North America, abbr.

24. DC event: ___ run.

25. Verb form of “has children,” commonly used in horse breeding.

27. To speak a language very well is to be ________.

30. Synonym for gender.

31. Ribonucleic acid.

34. Base x Height.

35. How you hear.

37. Largest body of water.

39. Common street name in almost every state.

40. Remnants of liquid containing grounds (usually found with coffee).

43. An eye twitch is an example of __ ____.

44. Virginia community in Madison County.

46. Responsible for planning our roads, abbr.

47. All-night dance party.

48. Edward Snowden blew the whistle on this organization.

49. Slang derived from “radical!”

52. An object not in mint condition has sustained ________.

54. Folkloric stories.

56. Before GPS. 57. For a triangle: 1/2bh.

60. Agency that looks after our planet.

61. A sphere in space.

65. To get on hind legs.

66. Tennis player Nadal.

68. The night before something.

69. International Satellite Organization, abbr.

70. Three electrodes.

71. Smaller water body than 37 across, bigger than a lake.

72. Method of losing weight.

73. A roadway.

74. Dark viscous substance that often creates fossils.

Down

1. Not odd.

2. Turkish Currency.

3. Mario ____: racing game.

4. Bird representing the Baltimore baseball.

team.

5. My ship got sunk by pirates! It was _______.

6. Tony Bennett’s team, abbr.

7. Plural of 2 down.

8. Egyptian god of the afterlife and mummification.

9. To leave the workforce (typically due to age) is to _____.

10. Barred entrances.

11. Biblical son of Judah.

12. American Therapeutic Recreation Association, abbr.

13. Term for a Russian leader before Bolshevik revolution.

21. Large lizard.

26. Prefix denoting something’s on the outside.

27. Greek houses for men.

28. ______ Pahlavi, former Iranian princess.

29. 74 across.

31. To put a tag on again.

32. To be innocent or clueless is to be _____.

33. Suffix found at the end of inst_____, allegi____, etc.

34. Said at the end of prayers.

36. A primary color.

38. South American mahogany tree.

41. Deity.

42. Many herd animals running.

45. Gun lobby group.

50. The things that make your phone buzz.

51. To leave.

53. Crush a crab with it.

54. Cards that can tell your future.

55. Iranian military vehicle.

57. Having little rain.

58. Regional Economic Models Inc, abbr.

59. To slowly enter is to ____ yourself in.

62. A bird’s home.

63. Eligibility Verification for Entitlements Act, abbr.

64. Synonym for “rip.”

67. Area of effect, abbr.

Cartoon by JOSH CORBIN

Across

20

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may 20, 2016

Whitman parent promotes safe driving with app

by Anna Gray

An average of six teenagers per day die from motor vehicle injuries, according to the Centers for Disease Control and Prevention. But the SoftPedal app is looking to reduce that number, with the help of the Whitman community.

Whitman parent Shannon Hawkins

created the app to connect parents to their teenage drivers. Using satellite-based technology, the app compares a driver’s speed to the marked limit and allows parents to monitor their child’s aggressive braking and acceleration.

With five teenagers of her own, Hawkins wanted to design an app that encouraged road safety more than current driver’s-ed courses do, she said.

“Cars have gotten more complex, speed limits have increased and, particularly in this region, congestion is more challenging,” Hawkins said. “Our goal in creating SoftPedal was to come up with a tool that parents and teens can use to improve communication about those challenges.”

Hawkins plans on enlisting 50 Whitman volunteers in May to test the app during the summer and fall. After an initial survey to set baseline impressions and concerns, she hopes to receive periodic feedback through questionnaires, she said.

Every time a student drives, a report determines whether they met the parameters, such as speeding and braking, set by their parents. This data then contributes to an overall score.

“Each trip is like a quiz, and your proficiency on those generates your overall grade,” Hawkins said.

Hawkins expects the “grading” system will help parents supervise their children and provide an incentive for safe driving.

“Parents and teens can set specific milestones in terms of number of miles safely driven and overall safety ratings to ensure that new drivers have all the skills and ex-

Quiz Bowl wins ‘It’s Academic’

by Justin Baker

Whitman’s Quiz Bowl team won the “It’s Academic” Intercity Superbowl competition held at NBC studios last weekend, defeating reigning champion Centennial High School and Central Virginia metroregion finalist Robert E. Lee High School in a tight final round.

After winning the D.C. championship round, the team represented the D.C. metro-region in the tournament’s final “Superbowl” round, which pits the D.C. champions against the winners of the Baltimore and Central Virginia metroregions.

The team surpassed its own expectations by winning the final and received a $6,500 prize for Whitman alongside their trophy.

“We were pretty confident, but we figured it was unlikely we would win,” starter Sam Arnesen said. “One of the teams we faced in the Washington finals had won the Washington area for the last four years, and Centennial High School had won the overall tournament last year.”

The final round turned out to be a close competition for starters Sam Arnesen, Will Arnesen and Luke Rychlik. Whitman had trailed during the third and fourth round of questions but managed to take and hold a slim lead in the fifth and final round, leading by 25 points with eight seconds to go.

“The Superbowl was very close,” teammate Ellis London said. “We didn’t have a consistent lead that match, but Luke Rychlik really pulled through at the end.”

“We figured we were out, but in the fourth round we were able to halve their lead, and then we pulled ahead after getting the first three questions of the final round right,” Arnesen said.

The comeback demonstrated the team’s tenacity, according to team coach Laurie Safran.

“It was a great testimony to their teamwork and strengths,” she said.

This was the furthest Whitman had gone in the tournament in 31 years, a result achieved in part due to their preparation, which included extra practices and contacting past team members.

Whitman’s victory will be aired on NBC 4 June 25.

“I was really proud of Sam, Will, and Luke and the team as a whole because we had accomplished so much this year,” teammate Arya Hodjat said. ”It felt great to end the year and our quiz bowl careers on such a high note.”

Prom

perience they need for independent driving,” Hawkins said.

Many parents view the app as a positive resource because it produces valuable information they wouldn’t otherwise receive.

“It may bring up conversations about accountability,” Whitman parent Alisha O’Halloran said. “Parent and child communication is important, especially in regards to driving.”

Whitman parent Deidra Woods agreed the app will be effective—as long as there is an agreement between parents and teens about its use so kids don’t delete it, she said.

While parents are excited to supervise their teen drivers, some students worry that they will lose a level of freedom.

“It’s a very smart option and will definitely promote improved road safety,” junior Helena Weisskopf said. “However, I think parents should be able to trust their kids.”

Some students also think the app is too invasive.

“There is a fine line between a parent looking after the safety of their child and too much involvement,” junior Dylan Madden said.

Despite student push-back on the app’s monitoring capabilities, the app still retains the possibility to keep drivers safe.

“Most teenage accidents result from excessive speed,” Goodwin said. “I think that it’s worth trying to help students

make better decisions about how fast they are accelerating and braking.”

The Softpedal app aims to relieve parents’ stress by monitoring young drivers on the road. The app allows for parents to track braking and speeding. Photos courtesy OLGA PINCHUK

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Photos by TOMAS CASTRO