The B&W 2015

THE

B&W

December 2015

Pedestrian collisions: new calls for increased road safety p. 31

MEGA Crossword p. 24

MoCo police start wearing body cameras p.36

Newcombe sisters: cycling champs p. 41

THE

B&W LETTER from the editors

Magazine DECEMBER 2015

The B&W is published once 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.

Signed opinion pieces reflect the positions of the individual staff. Opinion pieces do not necessarily reflect the opinions of Walt Whitman High School or Montgomery County Public Schools.

The Black & White encourages readers to submit opinions on relevant topics in the form of letters to the editor. Letters must be signed to be printed, though names will be withheld upon request. The Black & White reserves the right to edit letters for content and space. Letters to the editor may be placed in the Black & White mailbox in the main office or the editor’s mailbox in room B211, or may be emailed to blackandwhitevol54@gmail.com.

All content in the paper is reviewed to ensure that it meets the highest levels of legal and ethical standards with respect to material that is libelous, obscene, or invasive of privacy. Accuracy is of utmost importance to the Black & White staff. The address of the Black & White Online Edition is <www.theblackandwhite.net>. The online edition contact is theblackandwhiteonline@gmail.com.

PRINT EDITION Editor-in-Chief Managing Editor Editor-at-Large Copy Editors Writing Coach Headlines Editor News Editors Feature & Arts Editors Opinion Editor Sports Managing Editor Sports Editors Production Head Production Manager Production Assistants Graphic Artists Business/Circulation Managers

Photo Director Photo Assistant News Writers

Feature & Arts Writers

Opinion Writers

Sports Writers

Columnists

Margot Dionne Trevor Lystad Spencer Adams Elsa Björnlund Ben Katz Jesse Cao Jay Silver Julia Gilman Sarina Hanfling Gabe Kahan Rose Pagano Grace Steinwurtzel Josh Feder Arya Hodjat Anna Marcus Ireland Lesley Sonia Chen Abby Singer Sebastian Sola-Sole Daniel Chang Olivia Sun Aaron Dalal Margo Sweat Michelle Jarcho Tomás Castro Mary Dimitrov Rachel Friedman Jennah Haque Tessa Klein Naomi Meron Avery Muir Justin Baker Camryn Dahl Sophia Knappertz Emily Schweitzer Norell Sherman Jason Grill Anna McGuire Tanusha Mishra Natachi Onwuamaegbu Michael Gorman Luke Graves Josh Millin Ezra Pine Carolyn Price Peter Hoogstraten Ariel Plotnick Naomi Ravick

ONLINE EDITION Editor-in-Chief Managing Editor Editor-at-Large Copy Editor Eidolon Manager Social Media Director Calendar Manager Feature & Arts Editors Multimedia Editor Feature & Arts Writers

Multimedia Writers Webmaster Adviser Assistant Adviser

Caleb Friedman William Arnesen Naba Khan Jacob Blitz Sophia Higgins Leor Rosen Bryna Steele Hayley Segall Lindsay Wytkind Julian Robinson Celia Hoffman Allie Lerner Kelly Mema Grace O’Leary Noah Clement Matthew Farr Natalie Welber Kevin Huberty Louise Reynolds Nicholas Confino

photo by Spencer Adams

Last year, the Black & White staff produced the B&W, Whitman’s first ever full-color, 32-page magazine. It was reader-friendly, with stories ranging from an in-depth look at the Ebola outbreak to a compilation of festive holiday food favorites. After last year’s overwhelmingly positive reviews of the magazine, we decided to publish our second annual magazine.

This year, when we asked writers and editors to pitch their magazine ideas, there were simply too many incredible stories to fit into just 32 pages. We have expanded the magazine to 48 full-color pages to include more stories from the talented Volume 54 staff.

The three of us would like to dedicate this magazine to our 32 exceedingly talented writers. This magazine (and everything else we publish) wouldn’t have been nearly as remarkable without their effort, commitment and talent. We would also like to thank our editors for encouraging writers, our production staff for putting the whole magazine together and our business staff for getting the magazine to readers. Lastly, we would like to thank Ms. Reynolds, our fearless adviser. This wouldn’t be possible without her.

Sincerely, Margot Dionne Editor-in-Chief

Trevor Lystad Managing Editor

Spencer Adams Editor-at-Large

cover photo by Michelle Jarcho

Table 10 4 - Hiking the DMV 6 - Ever Wondered...?

7 - Girls bathroom grafitti 8 - Politics poll: where students stand 10 - A look at Thomas Edison HS 12 - The downsides of Instagram 13 - Why I love Harry Potter 13 - Don’t call me “basic” 14 - Feminism: a guy’s and girl’s take 17 - Inside Whitman’s LGBTQ+ community 20 - My day as a four-yearold 22 - Why do we protest?

24 - MEGA Crossword

26 - A day of cosplay 27 - Pearson: big business in your backpack 30 - Mr. Marshall: an everyday superhero 31 - Renewed calls for increasedpedestrian safety 34 - A guide to Whitman’s hardest classes 36 - MCPD starts using body cameras 38 - Rec sports teams together since elementary school 40 - Viking Marathoners 41 - Riding with the Newcombe biking duo 45 - Chop’t vs. Sweetgreen 46 - Pizza Panel

20

22

46

of Contents

Hiking the DMV Choose your own path

by Sophia Knappertz

Do you like the outdoors?

Yes

No

No

Yes No

No

Do you own hiking boots?

Do you care if you’re out long?

Yes

No

Do you consider yourself a hiker?

Do you want to learn while you hike?

Are you comfortable with highYes way driving?

No

Yes

Yes

If you could, would you visit the Rocky Mountains or Redwood Forest?

Redwoods No Yes

Rockies

Are you opposed to going to Virginia?

This solitary mountain sits in the middle of farmland just beyond Seneca Creek State Park, about 35 minutes up I-270. The 7.4 mile route to the top of the mountain and back down has incredible overlooks along with scattered, beginner-level rock climbing spots. I even spotted a Boy Scout troop rapelling down a cliff face.

Union soldiers used Sugarloaf’s summit, which towers 800 feet over its surroundings, as a signal station during the Civil War. Along with its historical significance, the mountain is a geological phenomenon known as a monadnock: an isolated, “solid rock” mountain rising abruptly from shallow hills. Sugarloaf’s combination of rock climbs and gentle paths makes it a challenging hike with beautiful surroundings. Make sure you wear supportive shoes and carve out plenty of time to summit Sugarloaf.

If you don’t want to put on your parka and deal with the cold weather, plan a visit to Rockville’s Earth Treks to meet all of your climbing needs.

Earth Treks, the second largest climbing gym in the nation, provides options for climbers of all ages and athletic backgrounds, and it offers activities including bouldering, top-rope climbing and fitness classes.

Earth Treks is a great starting point if you want to make rock-climbing a hobby. The facility not only provides the necessary instruction to start, but its proximity to fantastic, outdoor climbing adds to the experience, assistant director Ex Pow-anpongkul said. A 20 minute drive to Earth Treks allows you to have an unmatched indoor rock climbing experience for $36, which includes a day pass and all the necessary equipment.

4

DECEMBER 2015

An easy 20 minute drive up River Road and past Potomac Village revealed a treasure I wasn’t prepared for. A small parking lot gave way to a steep hill, where fiery autumn leaves burned a path towards the Potomac River. The 7.5 miles of trails at the Blockhouse Point Conservation Area accommodate hikers, bikers and even equestrians. The trail includes easy to moderate hikes, as well as Civil War blockhouses that were used to store supplies for Union soldiers stationed there. The trail winds mostly through the woods and eventually leads to a stream.

Wandering off the trail, I found myself in a little valley with a thick vine looping over two trees which, naturally, I used as a swing. Although it wasn’t the most taxing hike, wandering off the path into the woods made it worthwhile. This hike is good to walk with friends or on your own. It’s a fresh place to get some peace of mind.

Seneca Creek State Park has a little bit of everything: a beautiful 90 acre lake for fishing and boating, a recycled tire playground and—for the more adventurous hikers—the 16.5mile Seneca Creek Greenway Trail that follows the entire course of the Seneca River. The trail leads through the woods that run along the lake’s edge. During the winter, the park also offers a Christmas light show, and it’s all just about 20 minutes up I-270 toward Gaithersburg. On top of all that, it even has a 30-acre frisbee golf course.

Unfortunately, the trails are closed until March 2016 for sewer line maintenance. Although your hiking experience might be delayed, the park still offers year-round fishing and boating, along with pleasant picnic areas.

After driving about 25 minutes through picturesque country roads, I arrived at Riverbend Park in Virginia. After I parked, I wandered to the nearby riverbank and found a trail map. The park offers six trails, allowing for up to three hours of hiking time. I opted for the 2.5 mile Potomac Heritage trail, which runs along the Potomac River. Signs along the trails teach you about the flora and fauna of Riverbend.

The trail led me to a cluster of boulders going into the water.

Setting down my water bottle and clambering over the rocks, I tried not to slip into the rushing river. Riverbend’s trails provide perfect opportunities to explore the woods, which can entertain both serious and inexperienced hikers. I’d recommend visiting during the spring when the bluebell flowers are in full bloom.

Looking for an all day adventure? Then Patapsco State Park, about 45 minutes up I-495, might fit the bill. The drive led me to a massive forest wedged between two highways—an unexpected place for such a serene spot. The park has 16.7 miles of trails, and it’s split into five recreational areas. The McKeldin Area contains cemetery ruins and a ghost town founded in 1879.

You can also enter the old St. Stanislaus Kostka Roman Catholic Church; its skeleton remains after a 1926 fire.

Spending all day in any of the recreational areas would be easy, but I decided to tackle the 1.8 mile Ole Ranger Trail in the Hollofield Area, a moderate hike that weaves through the forest surrounding the Patapsco River. The trail was perfect for a lazy Sunday morning, and it gave way to a peaceful picnic spot. My advice: Make a day out of the excursion. Pack a lunch and get ready for some exceptional hiking.

photos by Sophia Knappertz

THE B&W

5

Ever Wondered....

Who our auditorium is named after?

by Peter Hoogstraten Whitman has had only three principals in its 53-year history. Each has left their respective legacy on the school community: The first has an auditorium named after him. The second has a stadium. The third and present, Alan Goodwin, hopes to leave a similar legacy; perhaps the loading dock (his words, not mine).

Built in 1981, the Daryl Shaw Auditorium is named after the school’s first principal. Shaw led the school from its beginning in 1962 up to his retirement in 1975. Throughout his tenure, Shaw took an active role in his students’ progress and served as an inspiration to his staff.

“He set the tone for what the school would be: an open, accepting and challenging place,” said Barbara Steele (‘65), who graduated with one of the first classes under Shaw. “He inspired the students to be the best we could be.”

Shaw was known by his students for his stark white hair and sharp suits.

“He was very quiet spoken, and looked like a statesman,” Steele said.

His dignified manner may be attributed to his experience from four different 6

DECEMBER 2015

principal terms—Whitman, Damascus, Blair and Richard Montgomery—and his over 40 years of teaching experience. With a doctorate in education from Georgetown University and a stint in the Navy during World War II, Shaw was an accomplished man.

The Whitman community showed its appreciation for Shaw when it voted to name the auditorium after him when it was built. Italian and Spanish teacher Isabella Kyser (’67) believes Shaw to be a perfect choice for the auditorium’s namesake. “[It’s] very appropriate because he was the first [principal],” she said. “He was the classic sort of principal—the boss running the show.”

Goodwin admires Shaw’s contributions to the community.

“Shaw was instrumental in establishing the reputation Whitman enjoys,” he said. “He wouldn’t have something named after him if he didn’t do a good job.”

See this year’s first issue of the Black & White for an in-depth look at Jerome M. Marco Stadium.

Whitman has only had three principals in its 53-year history. The first, Daryl Shaw, started in 1962 and retired in 1975. The auditorium was named after him in 1981. Photo courtesy Whitman SAGA

Graffiti goes from crude to comforting Cleaning up bathroom Talk

by Naomi Meron A trip to the bathroom is usually pretty uneventful. You enter and leave the stall, wash your hands and glance in the mirror before heading to class. But now a voyage to the girls bathrooms can end up being an uplifting experience.

This year, girls have been writing neatly scripted, positive messages, like “smile– you’re beautiful,” “stay strong,” and “never lose hope,”in glittering gold and silver cursive on the stall walls. The optimistic words are a change from the previous rude graffiti that helped prompt bathroom renovations three years ago.

“Sometimes when I’m in the bathroom and I’m feeling really bad about my life, I look at the messages and I get all happy because I know I’m special,” junior Manya Aronin said.

The messages are a pleasant surprise for many students.

“You don’t expect to see that written as graffiti on a wall,” junior Emily Zitner said.

“I’ve never seen it anywhere else except for Whitman bathrooms.”

Some, however, don’t welcome the trend. Drawing on walls is usually an outlet for students who need to keep busy, school psychologist Judith Amick said. While positivity is a healthy trait, graffiti still isn’t allowed.

“Graffiti is not a good thing,” Amick said. “Maybe whoever is doing it could find another outlet to express or share some of these positive things with classmates.”

Aronin disagrees. The graffiti is a refreshing trend that could have a positive impact on girls, she said.

“These messages are there to help boost girls’ self-esteem because a lot of the time it’s very low,” Aronin said. “Confidence is a good thing.”

Even though the bathroom graffiti is constructive, principal Alan Goodwin might want it removed.

“If this is a desire to put nice things up, it means perhaps we should look at a way of providing a space to do that so students don’t have to deface the wall,” Goodwin said.

“We could put up a white board or a bulletin board, either in the bathrooms or in the hallways.”

Vandalizing was an issue three years ago when distasteful and hateful messages covered bathroom walls, building services manager Frank Gross said. The new black stalls are intended to discourage future graffiti.

Building services also repainted the bathroom walls this summer.

Ordinarily, if caught, student vandalizers must remove their handiwork and face detention. More serious vandalism, such as vile or racist markings, could lead to inschool suspensions. However, the likelihood of harshly punishing the positive graffiti writers is low.

Many students, like Zitner, agree that the heart-adorned messages in the girls bathrooms don’t warrant punishment. Still, Goodwin has another suggestion for wouldbe graffiti artists.

“Not everybody in this building is happy,” Goodwin said. “If somebody could say nice things to people, specifically to them, then that would be wonderful and perhaps more helpful in the long run.”

Photos by Michelle Jarcho

THE B&W

7

Divisive political issues: where students stand

by Josh Millin With presidential primaries just around the corner, certain political issues have grabbed the public’s attention. Topics ranging from immigration reform to environmental conservation have divided candidates as they vie for America’s vote.

The Black & White surveyed 200 juniors and 200 seniors about where they stand on political issues including access to abortion, affirmative action for college admissions and government spending.

While students largely came to a consen-

The Supreme Court heard the oral arguments in Fisher v. University of Texas at Austin, a case that claims affirmative action is a discriminatory policy, on Dec. 9.

Abigail Fisher, who was denied admission to the university, argued that the school’s use of race as an admission factor was unfair. The National Conference of State Legislators defines affirmative action as “admission policies that provide equal access to education for those groups that have been historically excluded or underrepresented,” and supporters claim that the policy promotes greater diversity in schools and equal opportunity for minority students.

Student opinion is split on affirmative action for higher education; 54 percent of the school is in favor of the policy. The fact that the policy is not used to help the majority of Whitman—70 percent of students are white—might explain the results. The policy is generally supported by Democrats but split among whites—55 percent support it nationally.

Young people often oppose affirmative action; just 38 percent of 18-35 year olds favor it, according to a Huffington Post poll. Additionally, a survey from the Berkeley Center at Georgetown University found that 70 percent of young millennials (ages 18-35) oppose policies that single out any group for preferential treatment.

Supports Affirmative Action 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Democrats

Republicans Whitman

Independents National

Twenty states, including Maryland, have legalized or decriminalized marijuana use, and other states are debating the topic.

A majority of students support the decriminalization or legalization of marijuana. Interestingly, students’ support of the policy is consistent across all parties—63 percent of Independents, 69 percent of Republicans and 73 percent of Democrats favor legalization or decriminalization.

Although just 53 percent of the American public favors legalizing marijuana, the plan is popular among younger citizens; 68 percent of millennials favor the policy, similar to the 71 percent of Whitman students who support legalization or decriminalization. In a 2014 poll, 28 percent of Whitman students admitted to smoking marijuana at least once. Over 40 percent of high school students nationally said they had smoked at least once, according to a 2014 poll from the National Institute on Drug Abuse.

8

DECEMBER 2015

sus on topics like protecting the environment and increasing gun control, other issues caused more disagreement. We took a look at the some of more divisive results.

Supports Legalization of Marijuana 70% 60% 50% 40% 30% 20% 10% 0%

Democrats

Republicans Whitman

Independents National

Whitman Party Affliation: DEMOCRAT - 62%

INDEPENDENT - 20.75% OTHER - 5.75%

REPUBLICAN -11.25%

100%

Supports the Supreme Court’s Gay Marriage Decision

80% 60% 40% 20% 0% Democrats

Republicans Whitman

In June, the Supreme Court required that all states recognize gay marriages in a landmark decision in the Obergefell v. Hodges case. The Whitman population is far more supportive

Whitman vs. the United States 90% 80%

Independents National

of that decision than the general public—over 90 percent of students support the Supreme Court’s decision, compared to just 55 percent of Americans and 70 percent of millennials.

VIKING VIEWS INCREASE GUN CONTROL SUPPORT - 86.25% OPPOSE - 13.75%

70% 60%

UNIVERSAL HEALTH CARE SUPPORT - 81% OPPOSE - 19%

50% 40%

ABORTION PRO-CHOICE - 85.25% PRO-LIFE - 6.25% PRO-CHOICE UNLESS MOTHER’S LIFE IS IN DANGER - 8.5%

30% 20% 10% 0%

Supports Gay Marriage

Supports Affir- Supports Legalizamative Action tion of Marijuana

Whitman

INCREASE ENVIRONMENTAL PROTECTION SUPPORT - 81% OPPOSE - 19%

National

THE B&W

9

Trading worksheets for work: A look at Thomas Edison High School MCPS vocational high school offers opportunities to career-driven students Northwood junior Guillermo Interiano-Rubio measures milk to prepare for milkshake orders.

Interiano-Rubio gets hands-on restaurant experience while working in Edison’s snack bar.

Photo by Jennah Haque

by Jennah Haque and Natachi Onwuamaegbu

W

hen Thomas Edison High School of Technology principal Peter Cahall invited all MCPS high school journalism programs to shadow students enrolled in the only MCPS vocational school, the Black & White jumped at the chance. We spent a day at Edison, following students as they learned real-life skills they can use for future jobs. This is what we saw: Life for junior Andrew Collins is anything but ordinary. When his grandfather got sick in 2011, he started moving between relatives’ homes, putting his future on hold. He only dreamed of repairing cars and owning his own auto-mechanic shop.

Fast forward four years. Now Collins is taking 35-minute bus rides from Whitman twice a day, learning from inspiring teachers and making a new life at Thomas Edison High School of Technology. His dreams are slowly becoming reality.

Each day, Collins, junior Sacha South and 530 other students from around the county travel to Wheaton Heights to attend Edison, MCPS’ vocational school, to learn real-life skills like auto body repair, computer programming, restaurant management and architecture. While the school provides students with the tools to join the workforce directly after high

10 DECEMBER 2015

school, about 75 percent of Edison students go to college, principal Peter Cahall said. Many students use their skills to work while attending college to support themselves and pay for their education.

A typical Edison student goes to his or her assigned high school for either the first or last three periods of the day to take courses required for a Maryland diploma, then spends the rest of the day at Edison, where students can earn 1.5 graduation credits per semester. The school offers two sessions, the first starting at 7:45 and the second at 11:00, both lasting two-anda-half hours. Whitman students are assigned to the second session.

Rising juniors and seniors who attend an MCPS high school can apply for admission to one of Edison’s 17 career and technology vocational programs.

The school is divided into three clusters: “Automotive,” “Construction” and “Human and Consumer Services.” Each cluster offers a variety of classes, ranging from cosmetology and hospitality to plumbing and architecture. South is enrolled in the hospitality program, while Collins is in the Foundations of Autotech class.

A Day at Edison

Teachers are encouraged to maintain an active classroom; students often have

lab days where they have an opportunity for hands-on experiences. The other days are classroom days, consisting of tests, notes and lectures.

Today, South has a classroom day.

Seated in a semi-circle, she and her peers take notes on the do’s and don’ts of hospitality, focusing on how to best serve a customer.

In their first year, students focus on the basics of hotel management. In the spring they act as hosts and hostesses in Edison’s full-service restaurant, greeting people and handing out menus.

Cahall pops in and pulls South aside for an informal quiz. The two practice how to check in a guest at a hotel with a mock concierge desk in the next room. South uses the computer while Cahall confirms his “reservation” and receives a key to his one-room suite with a view.

“I like to engage with my students,” Cahall says. “My goal is to know most of them by name.”

South’s training includes learning how to work a front desk, manage dining and plan events. At the end of the year, students participate in a two-week internship at local Marriott hotels where they shadow an employee.

Collins, meanwhile, has a lab day. Cars litter the school’s garage and the cold, dry air inside doesn’t dampen the students’

warm spirits. They carefully work to restore donated cars throughout the shop; today the majority of the students are assembling tires.

By the end of the school year, students should be ready to work in an auto-repair shop or car dealership, automotive lab instructor Matthew Page said. In the spring, the school hosts a car auction to sell their repaired vehicles. The money goes back into the automotive program.

“I love to watch the students become valued members of society,” Page said.

When students get hungry, they can walk upstairs to the snack bar, which is run by the restaurant management students. Even though students don’t have a designated lunch break, the snack bar is always bustling. Students and teachers alike sit at restaurant-style booths and look at the handcrafted menus—this is no traditional cafeteria.

In the kitchen, Sherwood High School junior Mickey Paholski slices potatoes for french fries while a fellow chef pours milk over a tray of homemade ice cream to prepare for milkshake orders. The student chefs are professionally clad in off-white, double-breasted jackets, and—of course— pleated chef hats. The snack bar hasn’t opened yet, so servers and cashiers stand around in the kitchen cracking jokes.

“They’re hardworking and they’re kind,” restaurant management teacher Theresa Marie Smith said. “Imagine the positive spirit of a room full of kids who want to be here.”

Soon, students and staff flood in. Servers—often called “runners”—take orders

and report back to the kitchen. Once the rush dies down, everyone cleans up to get the job done quickly.

In addition to running the snack bar, restaurant management students learn how to operate food trucks. Come spring, the snack bar will close and be replaced by a full-service formal restaurant, where students and staff can make reservations.

Downstairs, construction students are gearing up to build a house, the 40th one Edison students have built since the school’s opening. They practice on a giant mock house that takes up most of the construction cluster’s main hall. Every year, construction students collaborate to build a new house at a Silver Spring construction site; the architecture class designs it and the plumbing, carpentry, HVAC and electricity students bring the house to life. The house is then sold, and the money goes back into the construction program.

Down the hall from the construction shop is the cosmetology department, where students await a guest speaker: a professional hairdresser. The classroom mimics a real salon, with a reception area, sink stations, dryers and styling chair stations. The salon is open to all, but when students aren’t testing their skills on real clients, they practice with mannequin heads.

Teacher Toni Quan, a former professional in the industry, started out just like her students.

“Like them, I came in [to vocational school] as a tenth grader. I worked after school at a salon in eleventh and by twelfth grade, I took my exam and got my

Sherwood senior Roger Grant uses a power drill to properly assemble a tire on one of the donated cars in the lab. Grant is a student in the “Automotive” cluster at Edison. Photo by Jennah Haque

stylist license,” she said.

According to Quan, beauty school can cost upwards of $20,000. Her students receive the same education for free.

“If anything, our education is superior because we give them more time and they get more of a one-on-one experience,” she said.

Why Edison?

South applied to Edison to meet new people and improve her communication skills, she said. Collins said he wanted independence from his family, and Edison provided him that opportunity. The job security that came with intensive job training gave him the assurance he needed.

“I’ve learned the basics of how to build a car and that’s going to help me get a job,” he said.

Collins wants to pursue a higher education; his dream school is Ohio Tech. He hopes to pay for college with a job in the auto-repair field while he goes to school.

Following his grandfather’s illness and his constant moving, Collins realized his family support system wouldn’t be enough. Instead, he looked to teachers for guidance.

“It’s so important in life to make connections with your teachers,” Collins said.

“I’ve got their backs and they’re always on my side.”

One of Collins’ classmates, Eric Defbed, left his family in Honduras to attend Edison as a student in the construction program. His parents wanted him to have a better education than he could get in his home country, and Defbed decided that Edison could improve his chances of getting a job.

“I chose Edison to get a stable job to support my family,” Defbed said.

To Defbed, Edison represents a world of opportunities. It provides the ability to get a stable job right out of high school, attend college and support himself while pursuing his passion.

Hundreds of Edison students now have the job training equivalent to an expensive technical school that can potentially cost $33,000 to earn certification.

Edison gives opportunities to those who had few before.

Whether it’s working under the hood of a car or preparing hand-spun milkshakes, it’s clear that these students have found their passion in life, Cahall said.

“Everyone puts in so much hard work to make Edison the amazing community it is today,” he said. “It’s an incredible place.”

11 THE B&W

Social Media and the implications of an alternate reality

by Elsa_Bjornlund and Rose_Pagano We live life through a filter that enhances, improves and corrects our lives: social media.

The danger of social media lies in our inability to recognize this filter and determine what’s real and what’s fake. In a recent protest against this artificial world, popular Australian Instagram model Essena O’Neill dramatically announced that she was “quitting” social media. She changed many of the captions on her photos to tell the “real story” behind her pictures, admitting that she was paid to wear the clothes in her photos and that she often took hundreds of pictures just to choose the one that appeared effortless and candid. Later, she deleted her account entirely.

O’Neill claims that she’s raising awareness of the harmful consequences of social media. She then started a website, letsbegamechangers.com, to promote her favorite causes, including veganism and self-expression.

Following this declaration, O’Neill made national news and gained thousands of new followers before she shut down her Instagram profile. She’s using her newfound notoriety mostly to benefit herself and catapult her career, not to actually make a lasting change on Instagram. O’Neill’s melodramatic attention-grab is actually clouding the real issues people face as a result of social media, such as unrealistic body standards.

When people compare themselves to what they see online, they often feel inferior because they aren’t as thin or attractive as the people in the pictures. But what they fail to realize is that these same pictures are often a result of good lighting, long photoshoots or even photo-editing apps. This can cause depression and low self-esteem, as young users especially fail to distinguish between reality and fantasy on social media.

12 DECEMBER 2015

As teenage users carefully select what they post and how it will come off, they edit and alter their own lives. In a recent New York Times article that recounted the tragic story of a University of Pennsylvania student who committed suicide, the reporter highlighted “the ultimate contrast between a shiny Instagram feed and interior darkness.” The freshman girl posted an artsy picture of holiday lights just an hour before jumping off of the top of a parking garage.

Despite its potential for harm, it’s important to note that Instagram can also be a way to expose problems not only on the Internet, but in media as well. A few weeks ago, Zendaya, a black singer, posted two photos from a magazine shoot, one original and the other photoshopped to give her a lighter skin tone, a smaller waist and thinner thighs. Zendaya wrote on Instagram that she was “shocked” when she found out that her torso, hips and skin tone were manipulated.

“These are the things that make women self-conscious, that create the unrealistic ideals of beauty that we have,” she wrote.

Although both Zendaya and O’Neill are celebrities advocating for change, Zendaya’s post is an example of how someone can highlight the troubles of social media without monopolizing the situation for personal gain.

With social media enabling people to compare their lives with the rest of the world, the psychological impact on users can be astronomical. This needs to change. Social media is a vital tool to spread awareness for important causes and issues. But one can easily fall into a trap of self-righteousness and self-interest when trying to call attention to its fakeness.

It’s vital that we, like Zendaya, have an objective and honest discussion of social media.

How works its magic

by Sarina Hanfling This past summer, as I began writing my college essays, I kept hearing one piece of advice: absolutely, under no circumstances, should I write about Harry Potter. On the first day of school, when I filled out a questionnaire for AP Literature, I stared at the blank next to “Favorite Book.” I eventually scribbled down the title of some book I had liked but not loved last summer. I knew I’d be embarrassed if I wrote down Harry Potter, even though it truly was my favorite book.

But why should I be embarrassed? Harry Potter is awesome.

I jumped on the Harry Potter bandwagon late, reading all seven books during my freshman year. Luckily for me, there was no waiting between the books for the next one to come out, and I finished them all in a month. My obsession came like a wave; I did Buzzfeed quizzes, read fanfiction and marathoned all eight movies in one very lazy weekend.

People claim Harry Potter isn’t literature. English teachers often scoff when students bring up the series. But there’s literary merit, character development and symbolism in the books that parallel modern life (or, as I say, the Muggle world).

Literary critics have compared Voldemort and his band of followers to Hitler and the Nazis during World War II and the discrimination Hermione faces for being a “Mudblood” to racism in our world.

The series develops as a coming-of-age story as the novels progress. In the first few books, it’s evident author J.K. Rowling geared the themes towards children. Not only is the language simple, but the plot is relatively straightforward and light. In the later books, the plot becomes complex and dark.

Voldemort and his followers kill many of Harry’s loved ones and leave the magical world in chaos. Seven separate books allow the characters to become more layered, and we’re able form deep connections with the characters.

On days where I know I just can’t handle any more work or when I don’t want to deal with school drama, I join Harry and his friends on the Hogwarts Express and enter a world so unlike my own. As Rowling said at the final movie premiere, Hogwarts will always be there to welcome me home.

photos by Michelle Jarcho

Why I hate the word “basic”

by Mary Dimitrov A girl walks by wearing a North Face, Lululemon yoga pants and UGGS, holding an iPhone and sipping a pumpkin spice latte from Starbucks. Students think they know exactly what type of person she is because of her appearance, but do they really?

The knee-jerk descriptor for girls like this is “basic.” Meant to signify someone who’s bland, unoriginal or even stupid, the term has become popular among Whitman students and teens nationwide.

Created by disdain for normality and media-powered stereotypes, the word “basic” degrades females as they try to fit into today’s society.

The term “basic” may be trendy, but it isn’t new. It was used as early as 1984 when R&B group Klymaxx sang, “I’d hate to come down to their level and become a basic woman.”

The word gained popularity in 2014 when Collegehumor released a parody video in which a doctor diagnoses a woman as “basic” after she “borrowed some UGG boots and experimented with some North Face.”

Students use labels like “basic” because it’s easier to stereotype than to look below the surface. The same girl who’s dismissed as “basic,” could have an interesting personality—contrary to what the stereotype suggests.

A prime example of someone defying this judgement is Elle Woods from the movie “Legally Blonde.” Elle’s underestimated because she’s blonde, popular and wears pink. Like many “basic” girls, she’s labeled unoriginal and stupid, but in actuality she’s imaginative and intelligent, excelling in school and in the courtroom.

Along with a hasty classification, the “basic” label also comes with contradiction: If girls don’t conform, they’re considered “weird.” Yet if they conform too closely, they’re attacked for lack of originality.

Things get popular for a reason—North Face jackets because they’re warm, Lululemon pants because they’re comfortable and Starbucks coffee because it’s good. It’s not bad to enjoy things that are well liked, especially because acclaim tends to follow quality.

The word “basic” is no better than any other stereotype, despite how casually it’s used. So why can someone casually call all girls who like Starbucks “basic” but not casually call all females girly?

Students should feel free to express themselves through their appearance without having it define their entire person. When I get dressed in the morning, I don’t think about what others find acceptable. I wear whatever I like. I don’t dress for anybody except myself.

Just as you were taught in elementary school not to judge a book by its cover, don’t judge a girl by her UGGs. THE B&W 13

Feminism isn’t just for women A guy and a girl’s perspective on feminism

Leadership Julia: It’s a common double standard that an outspoken guy is seen as an assertive, good leader, while a girl who stands up for herself is called bossy. While we’re lucky to have girls in leadership positions at Whitman, this doesn’t translate into the real world: Women make up less than five percent of Fortune 500 CEOs and only 18.5 percent of Congress.

Today, prominent female leaders, from Nobel Peace Prize winner Malala Yousafzi to Attorney General Loretta Lynch, act as role models for girls and help right this wrong. This sort of representation is necessary to create an accepting environment for young women to take on leadership roles and fight false stereotypes about female competence.

Josh: For the first time in American history, the heavy favorite in the Democratic presidential race is a woman. Hillary Clinton’s success embodies generations of progress for aspiring female leaders.

The respect for Clinton among the Democratic field stands in stark contrast to the treatment buisnesswoman Carly Fiorina has endured in the Republican primary. Her opponent, Donald Trump, has commented on her appearance in interviews and during a debate.

Although Trump has taken similar digs at men in the race, it remains crucial that our male leaders start treating their female counterparts with the same level of respect that they have for each other, which means focusing on their policies and qualifications rather than their looks. More men getting behind feminism would increase the accessibility of leadership for women, ensuring everyone hears the perspectives of both genders.

Street harassment/catcalling Josh: At first, I didn’t even think this issue needed to be discussed here. I couldn’t believe that in a community as safe and progressive as Bethesda, girls have to deal with catcalling.

However, according to every Whitman girl I talked to, I was woefully wrong.

This is absurd. There’s no excuse or reason to sexualize strangers on the street. It’s stupid, rude and objectifies women.

The aim of catcalling is to assert dominance over the opposite sex, but I guarantee that by yelling these “compliments,” you just sound like a jerk. Bottom line, cat-calling is offensive to girls and useless for you. Don’t do it.

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Julia: Eighty-five percent of American women experience street harassment at least once before age 17, according to Hollaback, an anti-street harassment organization. I, along with most of my female friends, have experienced street harassment, even in downtown Bethesda.

The prevalence of catcalling is inexcusable. My friends and I should be able to walk in public without fear of creepy, unwanted comments from strange men who feel they need to validate their own dominance—catcalling has been psychologically attributed to men who feel the need to demean and exert control over women.

Sexualized comments on the street aren’t compliments to be met with a “thanks” or a smile, and feminism fights to denormalize this offensive practice by calling it out for what it is.

by Josh Feder and Julia Gilman Feminism may seem like a distant movement that only cares about closing the pay gap for working women or making education more accessible to young girls in developing nations—good, but not totally relevant to us at Whitman. High school students of every gender often overlook feminism’s significance to their lives. Here’s how it’s important to you:

Body Issues Josh: Fortunately, the unrealistic standards of beauty we have developed are beginning to erode.

Turn on any awards show to see it happen. The once common question, “Who are you wearing?” is slowly being phased out on the red carpet, replaced with discussion about women’s current projects—the types of questions men have been asked for years. It’s a start, but the several TV shows and countless websites dedicated to the stars’ fashion decisions are lingering symptoms of the issue that affects both men and women.

Continuing to reduce focus on girls’ physical beauty will lead to more discussion of body issues for men as well. Just as every little girl can’t have Barbie’s gorgeous figure, not every little boy can have the rock hard pecs of GI Joe. Our expectations about our appearances are beginning to become more realistic, thanks to the efforts of feminists.

Julia: By now, we all know the media is full of photoshopped and unrealistic portrayals of women that make teen girls feel inherently inadequate. Brands like Aerie, Target and Dove have all recently introduced feminist “Real Women” campaigns that remove photoshop from their advertisements. This is a fantastic example of how feminism can make a difference, but it’s hardly the end of the struggle.

Advertisements with sexually suggestive messages permeate our culture, from ads for fashion brands like American Apparel to fast food chains like Carl’s Jr. Women should be free to own their own sexualities, but when hypersexualizing women is the norm and “real women” are rare to see, there’s a problem.

Not making feminism a dirty word Julia: Every other issue here proves that gender equality is an important goal for both girls and guys—even in high school.

But as soon as we label the movement for gender equality “feminism,” feminists lose support.

In a world where people often resist the feminist label despite believing in equality, we need to be excited to speak out for the cause, or even to strut a “This Is What a Feminist Looks Like” shirt. Destigmatizing feminism requires taking pride in what it advocates for—equality—and making clear what it doesn’t promote—man-hating.

Mainstream feminism is often criticized for its focus on white, middle-class, cisgender, straight, able women, so it’s also important to keep it inclusive and recognize that gender, unlike this column, can’t always be divided into just two perspectives.

Josh: When discussing feminism in a group of boys, reactions generally range from light teasing to a full-on shouting match. The stigma alone is sure to scare plenty of supporters away from what should actually be an issue that’s easy to agree on.

Feminism’s goal is gender equality—nothing more, nothing less.

If you’re using Tumblrbrand, man-bashing ideology as an example of feminism, you’re ignoring all of feminism’s true goals. Feminism’s main objectives aren’t only fair for women, but they benefit men as well.

For example, feminists’ efforts to guarantee parental leave has granted well-deserved time off to new parents of both genders. Supporting feminist causes helps everyone.

photos by Michelle Jarcho

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15

illustration by Paula Molina Acosta

by Norell Sherman He couldn’t figure out what was wrong.

All he knew was that he hated everything about his appearance. He thought he might even have an eating disorder.

“I realized I wasn’t ‘normal’ at age 12,” freshman Isaac DeMarchi said.

At age 13, things started to make sense. After spending time on online safe spaces, DeMarchi realized that there were words to explain how he was feeling. There were other people like him.

Isaac was born a female, but now he identifies as a boy.

“I came out slowly, starting with my boyfriend at the time, to my best friend, to my closest friends, to the world and finally my parents,” DeMarchi said. “I told them last because if they didn't accept me, they could easily make my life hell.”

Students nationwide have struggled to find the sense of acceptance DeMarchi yearned for: 80 percent of transgender youth report feeling unsafe at school, according to a 2011 survey by the Gay, Lesbian & Straight Education Network

(GLSEN).

Some people supported DeMarchi when he came out, including most of his family, but others made him feel uncomfortable.

The school has been generally a welcoming place for his transition, he said.

“I think Whitman does a decent job supporting trans students,” he said. “My biggest issue is that, while teachers will use proper pronouns upon request, sometimes it feels as if there's support without understanding. For example, teachers will remember to call me Isaac but will use improper pronouns occasionally.” Teachers sometimes refer to Isaac as “she” instead of “he.”

Although DeMarchi knows these pronoun slips are complete accidents, he thinks generating a deeper understanding of transgender students would minimize incorrect addresses.

Whitman has attempted to create a sense of awareness for the whole LGBTQ+ community for a long time.

“The [LGBTQ+] community here at Whitman supports each other, and the rest of the school is generally embracing,” principal Alan Goodwin said. “That’s certainly my expectation. Whitman has enjoyed a reputation of being embracing of the [LGBTQ+] community for a while.”

Love Wins at Whitman

Six years ago, on a beautiful spring day, more than 700 students stood outside the school to take part in a peaceful counter-protest against the Westboro Baptist Church. The group came to protest our school’s namesake: gay poet Walt Whitman.

“I remember there was a lot of anxiety that day,” art teacher Nancy Mornini said. “We didn’t know how many people they were going to bring, we didn’t know who else would come to join the protest against Westboro and we didn’t know how our students would behave.”

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In the days preceding the protest, the school mobilized to prepare for a counterprotest. Teachers discussed the importance of peaceful protests, students were reintroduced to Walt Whitman so they had a better idea of his identity and commercial art classes designed and sold shirts for students and staff to wear on the day of the protest.

Keeping with the theme of peaceful protesting, the back of the shirts bore the slogan “cool and composed,” an excerpt from one of Whitman’s poems. The plan was for students to turn their backs on the protestors, revealing the slogan.

On April 21, 2009, at the eighth period bell, students glanced across Whittier Boulevard to face seven members of the Westboro Baptist Church, who were holding signs with phrases like “God hates fags” and “God hates the U.S.A.” Despite fears that the protest might become violent, all the students were respectful and under control, Mornini said.

The students responded to the Westboro protestors by waving gay pride flags and holding signs that read “Disagree, don’t disrespect,” and “Love one another.” A few students also spoke to the crowd.

The Westboro counter-protest was a defining moment for the school, Goodwin said.

“Westboro was an awesome moment,” he said. “I remember seeing the sea of blue t-shirts, looking at how peaceful the counter protest was. It’s a shame that students new to Whitman aren’t aware of that particular day.”

Support for the LGBTQ+ community has existed within the school for the past several years, and Goodwin hopes it will continue, he said.

Among the forces working to increase an understanding of the LGBTQ+ community are the Pride Alliance and a new club, Clothes for All.

Pride Alliance

Whitman’s Gay-Straight Alliance (GSA) had been an on-and-off organization for more than 16 years, when it was revived in 2010. With a name change in 2014, the GSA became the Pride Alliance, and it continues to be a prominent voice in Whitman’s LGBTQ+ community, inviting students to “come as they are.”

“This year, we want to promote visibility,” president Paula Molina Acosta said. “We don’t just want to be an underlying group; we want to have an influence.”

Education and awareness of LGBTQ+ issues are at the forefront of Pride’s agenda this year.

“I think there’s a lot of misinformation and misunderstanding surrounding the LGBTQ+ community, and even in an area where tolerance is the norm, there’s still a lot of education that has to happen,” vice president Eleanor Sobczyk said.

Students need to learn about all identities and that using “gay” as a synonym for stupid can be incredibly harmful, she added.

According to a survey conducted by GLSEN in 2011, 82 percent of LGBT youth were bullied because of their sexual orientation. The Human Rights Campaign survey, Growing Up LGBT in America, also found that 54 percent of LGBT youth from ages 1317 said they have been verbally harassed and called insulting names such as “fag.”

The leaders of Pride are working with Goodwin to implement programs that would educate incoming freshmen about the importance of awareness and sensitivity of the LGBTQ+ community. These include presentations on LGBTQ+ terminology and the role bullying plays in LGBTQ+ youth.

Currently, Pyle is also in the process of creating a Gay-Straight-Alliance, Molina Acosta said.

“In terms of education, the Internet provides a lot of basic information,” she said.

“We want to teach students how to apply that information to common scenarios such as bullying and coming out.”

Molina Acosta hopes that students will bring LGBTQ+ knowledge to youth groups, families and extracurricular activities.

Despite club support, some still fear a lack of acceptance.

“I sometimes get nervous about not being accepted,” DeMarchi said. “I feel a different kind of unhappy than before I guess, but I think I prefer it.”

As Pride strives to reach out to all of the Whitman community, many members value the sense of family that exists within the club.

“Before I joined Pride Alliance, I didn't really know any other gay people,” said senior David Whyman, who is responsible for the club’s public outreach. “At Pride Alliance, I feel like I'm part of a community of LGBTQ+ people where everyone can relate to everyone else because we all share this identity.”

To further enrich the sense of community, the club is holding more events this year, like movie nights, a Thanksgiving potluck and a group trip to D.C. Pride, an LGBTQ+ festival.

Vice president Claire Ryan said that her favorite part of the community is the tightknit support system.

“We can be allies to each other,” Ryan said. “The word ‘ally’ is mostly used in the context of straight allies, but I think, no matter what, all of us are allies to each other.”

One crucial component of the club is that students feel like they’re being heard. At every meeting, the club members discuss LGBTQ+ current events and issues and cultural differences between LGBTQ+ communities. Conversations are respectful and everyone’s viewpoints are recognized, Molina Acosta said.

Creating this mutual respect has been a long-time goal of Pride’s.

“I wanted to make sure we provided a space in which everyone felt supported and comfortable,” said Amye Elfin, copresident of Pride from 2012-2014. “Not everyone wanted to talk every week, but I would like to believe that anyone could have walked through the door, sat down and started sharing, and we would have listened.”

Clothes for All

A new club, Clothes for All, is also a prominent group in Whitman’s LGBTQ+ community, but it has a more specific goal than Pride.

Led by juniors Isabel Robinson and Cecile Wijnen, Clothes for All is an exchange program that helps transgender individuals get outfits to fit their identity.

“We were having lunch at Tyson’s Corner and decided that we should start a club,” Robinson said. “Our close friend recently came out as transgender, so that was on our minds. Knowing how hard it was for our friend and hoping to raise awareness at Whitman about gender issues, we came up with Clothes for All.” Club members of Clothes for All set up a box outside the main office to collect clothing donations. The group takes these donations to La Casa Ruby, a bilingual LGBTQ+ homeless shelter in D.C. Clothes for All also provides clothes to some students who aren’t able to get outfits to fit their identity, either because of money issues or parents who don’t support their identity.

“I think that Clothes For All is really important because, as someone who’s been a closeted trans person and seen people struggle to be able to represent themselves the way they want to be seen, not everyone is going to have accepting parents, money to spend on new clothes or the confidence to buy from their gender’s clothing section at a store,” DeMarchi said. “It can help people become more comfortable within their own skin.”

The group hopes they can comfort others with not only clothing, but also connections. Wijnen and Robinson said they want to create a strong relationship with La Casa Ruby in order to increase communication among the LGBTQ+

community. The shelter can act as another source of comfort for students looking for someone to talk to about any personal identity questions.

“I think it’s a unique way to widen the Gay-Straight Alliance,” junior Simi Gold said. “I think it’s awesome that the club wants transgender kids at Whitman to become friends with the people at the shelter to expand the community outside of Whitman.”

Wijnen and Robinson are interested in creating a blog as another way to spread the club’s message to other communities around Montgomery County and Maryland.

“People need to know that everyone can help each other in the LGBTQ+ community, no matter what your sexual orientation,” Robinson said. “We want the club to be a comfortable environment for everyone so people to come together and join the effort.”

The Pride Alliance and Clothes for All highlight recent changes at Whitman for the improvement of the LGBTQ+ community. Despite these efforts, there is still work to be done.

“Whitman is definitely able to be an open and supportive place for LGBTQ+ issues,” Molina Acosta said. “The school is full of potential, and I think that people should take LGBTQ+ awareness personally.”

Freshman Callia Chuang: “I think that there is a lot of diversity at Whitman and the LGBT community is definitely prevalent. Through projects such as the National Coming Out Day ribbons, etc. the Gay Straight alliance has been raising awareness and it's great that Whitman is accepting of the growing LGBT presence.”

Junior Lyssa Miller: “We go to a very LGBT-friendly school. I'm out to pretty much everyone—the worst I've got is overhearing mildly homophobic remarks. The community is pretty tight knit in some parts, and in others, it's spread thin. Because Whitman is so supportive, I've never really had to go to the LGBT community for support.”

Sophomore Ray Crist: Personally, I think that Whitman is an extremely accepting place for LGBT students, though many kids are still afraid to come out. For me, when I came out, everyone was really embracing.”

Senior Sophie Lopez: “I think Whitman is accepting to the LGBT community. I think students make strong efforts to accept everyone and not have prejudices of students.” photos by Tomás Castro

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From

French to

My Day In Child Development

by Anna McGuire

I

t’s the middle of fourth period, and I’m supposed to be conjugating verbs in French. Instead, my fingers are covered in paint and I’m sitting on a bright, rainbow-colored carpet. The lights flicker on and off, and the people in the room begin singing. It’s an experience I haven’t had for 12 years: attending preschool.

Recently, I spent a day in the child development class—as a pre-schooler. I sat in on all of the activities with the kids and observed the Whitman students who led the lessons.

Whitman has offered a child development class since the 1970s, and the current teacher, Marjorie Eiserike, has been leading the class for almost 20 years. Students in the class interact with pre-schoolers daily and plan lessons for the kids.

Throughout my day, student teachers led various arts and crafts activities, as well as games that focused on the theme for the week: colors, shapes and sizes. Kids ran around the classroom in paint-splattered smocks and gleefully screamed at each others as they tried to make shapes using their fingers and arms. Personally, I received more than a fair share of questionable looks from passing high schoolers as I climbed on the playground outside and struggled to draw a convincing circle.

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As the day progressed, I noticed the involvement of each student teacher. I had always assumed the students taking child development just played with the toddlers, but the high schoolers also plan lessons and observe kids’ progress throughout the year.

During each class, high schoolers dutifully took notes on the kids’ seemingly meaningless actions, like destroying block piles or being aggressive while playing outside. The student teachers write down information based on how a kid responds to the activities, and they report this information back to the child’s parents.

“It gives you a chance to really see how kids interact with each other and allows you to get into why kids do what they do,” junior Jenna York said.

The approximately 100 high school students who take child development have to put time and effort into running a success

2nd Period:

My day began with a “Welcome Circle,” where each kid said their name and we talked about the theme of the week: colors, shapes and sizes. Next, we had free time to play with blocks, Play-Doh, the dress-up corner or the dollhouse. I spent time at each station, making a Play-Doh pumpkin and constructing a giant block castle.

The period ended around a large calendar in the center of the room, and the student teachers led a song that helped teach the days of the week.

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3rd Period: The teachers gave each of us popsicle sticks to glue down in various shapes. Next, we had snack: a fancy feast of grapes and juice. After snack was over, we could spend time reading on the carpet either by ourselves or with a teacher.

ful class. The class runs on a three-week cycle, during which the high schoolers spend a week observing the pre-schoolers, a week planning a lesson and a week actually teaching. Each Wednesday, they also participate in “seminar,” a discussion led by Eiserike where the students learn how to become better teachers.

“There’s a lot of work and time devoted to this class,” junior Maddie London said. “Our performance not only affects our education, but also the children’s.”

As an outsider to the class, I was pleasantly surprised by how welcoming and excited the pre-schoolers were to have me. They handed me picture books to read, watched how I colored and invited me to play with the dollhouse or build a block tower.

“It helps you learn to be patient, kind, and caring,” York said.

“You learn what to do when a kid gets hurt, and what to do to calm them down. I feel like I work better with children more than I ever did before I took this class.”

During my visit, the student teachers were largely independent from Eiserike. They’re responsible for managing and teaching the toddlers, and Eiserike only steps in when absolutely necessary, or to give advice about how a lesson could be better taught.

“When someone comes in and says ‘This looks so easy,’ that’s a good thing because it means the high school kids are succeeding

at what they’re supposed to do,” Eiserike said.

Child development students has to complete a six-week training program at the beginning of the school year, before the preschoolers arrive.

Every student I talked to seemed to enjoy teaching, and most of the teenagers wanted to learn more about education and child development in the future. Seniors Erin O’Connor and Kelsie Glass are the co-presidents of the Future Educators Club, which Eiserike sponsors. The club plans activities that allow high school students to interact with and teach children in the area. Recently, the club held a movie night at the National Center for Children and Families.

“We decided to start the club back up this year because we’re really passionate about education and helping others,” O’Connor said. “I think this club is important because we’re future teachers and the world always needs more teachers.”

The entire day, laughter filled the room as the preschoolers bounced between activities. My day ended with a thrilling game of tag outside, before plenty of time on the slides and tricycles, an experience most high schoolers don’t get on a daily basis— and a personal reminder of why I only took a single year of P.E. My day in child development was exactly how I remembered preschool: always busy and always fun.

photos by Michelle Jarcho

4th Period:

5th Period:

We got to fingerpaint, which brought back some of my fondest memories of pre-school. The student teachers handed out white paper cut into different basic shapes, and each shape correlated with a different color of paint. After painting, the kids went into the hallway to play with a parachute—while I unfortunately returned to my French class.

We began the last period of the day by making shapes, like circles and triangles, using our hands and arms. It was educational, but more difficult than I imagined.

Then, we got to make our own little paper booklets, where we colored in shapes based on the color listed. The day ended outside with all of us playing tag on the playground.

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Why Do We Protest?

by Natachi Onwuamaegbu

I

protest because I want to represent myself,” Joe Harris says. “I want social change to happen, and I believe it won’t happen without me.”

Harris finishes his words with a cough as he tries to shield his wooden picket sign from the downpour, finding no shelter in the open Malcolm X Park in D.C. “Protesting is personal,” Harris says, straigtening his sign. “Protesting is raw, deep, meaningful. Protesting is a way to

photo by Spencer Adams

connect ordinary people to causes they believe in and relate to.”

It’s Saturday afternoon, Nov. 7, and it’s raining—hard. Harris, an avid protester, along with dozens of black men and women, mostly in their 20’s, gather in the drenched streets. The Black Is Back Coalition organized this rally to demand “Black Community Control of the Police,” which includes the desire for the community to control the guidelines and hiring policies of the police department.

As we march towards the White House, I walk behind two seasoned protesters,

The Black Lives Matter protest shown above, which took place last December, is one of many recent instances of social activism. Social media has bolster these protesters’ causes, using hashtags in particular as an effective way to spread their messages. Photo courtesy Skylar Mitchell

22 DECEMBER 2015

Lean Jones and Justin James. Jones takes pictures and films the crowd, while James walks silently beside her.

When I ask what they’re doing, Jones tells me to keep quiet as she snaps another picture.

“Even though it’s very loud, she still needs silence,” James whispers to me.

Jones is a freelance documentarian.

She wants every protest she attends to become a piece of artwork, a film easily accessible to the community. She works to spread the message of the protest and help make the issue more public, she says, putting her camera back in its case.

The 2014 shooting of Michael Brown by white police officer Darren Wilson in Ferguson, Missouri, sparked a national movement: Black Lives Matter. The Black is Back Coalition is just one of the many branches of the Black Lives Matter movement.

Young men and women, like Jones and James, have since taken to the streets and social media, bringing political and media attention to police brutality. The movement gained momentum after the deaths of Eric Garner, who was choked by a New York police officer, and Freddie Gray, who died in police custody in Baltimore.

More recently, on Oct. 26, a white police officer in Spring Valley High School, South Carolina grabbed a black student by the neck, flipped her backwards and threw her across the floor after she refused to listen to teachers’, administrators’ and finally the officer’s orders. A video taken

by other students went viral, kindling widespread media coverage and outrage.

I started becoming more active in the Black Lives Matter movement in the spring of 2015, after watching coverage of the violent Baltimore riots. At my first protest, a black girl around my age told the crowd her story. A police officer in Baltimore had pulled over her brother and brutally beaten him.

He was hospitalized for three weeks. Hearing her story strengthened my will to protest even more—my family was vulnerable. My dad and brothers are vulnerable. I am vulnerable. Police brutality could affect my family and me, but before the death of Michael Brown, I was oblivious to this fact.

When I protest, whether I’m holding up a sign in the boiling sun or chanting in the freezing rain in front of the White House, I feel like I’m taking control of my own life. I protest because I’m passionate about my beliefs. I protest because it gives me a way to stand up for those who can’t.

I protest because it gives me a way to stand up for myself.

Alum Skylar Mitchell (‘15) has protested throughout high school and college, advocating for causes ranging from LGBTQ+ rights to Black Lives Matter. Last year, she organized a “die-in” at Whitman, in which students sat or lay down in silence for 15 minutes: 11 minutes for the 11 times Eric Garner said “I can’t breathe” as a NYC police officer choked him to death and four minutes for the four hours Michael Brown’s body lay in the street in Ferguson.

“I think my interest when I was still in high school stemmed largely from my being a minority as a woman and person of color,” Mitchell said. “I spent a lot of time grappling with my identity in a space where I didn’t often see representations of myself. Protesting has had an immense impact on my understanding of both who I am and how social issues impact my life.”

Each year, countless activists protest hundreds of issues in the D.C. area each year.

Last spring, sophomore Lily Tender attended a LGBTQ+ pride march in Georgetown with other Whitman students.

“I hope to be able to let those on the other side know that their ideas are outdated, that this is the 21st century and that there are so many people against what they believe,” Tender said.

Senior Joseph Grunwald also wishes to spread his ideas by protesting.

“When students protest, it creates attention, which—hopefully—will spark a larger movement concerning acceptance of diversity in our school,” Grunwald said. “A lot of times just bringing attention to an issue can

improve the situation, and I hope that this happens in terms of LGBTQ+ activism at Whitman.”

Unfortunately, many groups don’t have the funds, resources or materials required to begin protesting. To try to meet these needs, The Washington Peace Center, a non-profit organization, educates protesters and provides them with starting assets.

“Protesting is a way to bring people together and realize the power the people have,” director Sonia Silbert said. “It’s an effective way to get the word out that catches attention and can influence others to join your cause.”

I understand what Silbert means. About seven months ago, the Baltimore riots and the death of Gray prompted me to take a stand. Watching those rioters and protesters take such a forceful and dangerous stand for an issue made me wonder what it was like to fight for a cause you believe in so strongly.

Six years ago, the Westboro Baptist Church, a church known for its hate speech especially toward homosexuals, arrived at Whitman with signs protesting the fact that our school was named after Walt Whitman, who was gay.

In response, 500 students lined up in front of the campus on Whittier Boulevard across from the congregants. The students alternately chanted “Walt Whitman” and “Go home!”—drowning out the hateful voices from across the street.

“I was extremely impressed by the way students handled that protest,” social studies teacher Andrew Sonnabend said. “I was proud to be a Whitman teacher that day.”

The Westboro group also targeted Churchill Nov. 10, opposing the school’s gaystraight alliance. Churchill students organized a counter-protest to show their solidarity with students in the club.

The counter-protest was scattered, but ultimately had an incredible turnout. Over 100 students showed up, according to Churchill senior and protest organizer Valerie Weitz.

“This was actually my first protest. It felt amazing and inspiring to do this and to be so involved,” Weitz said. “I will carry this movement forward by always standing up for equal rights, same love and freedom of expression.”

Just as Weitz felt so passionately about the gay rights movement, I feel emotionally connected to the Black Lives Matter movement. So, much like Valerie, I decided to protest.

As we leave Malcolm X Park and march towards the White House, I take a look around me: Young people advocating for their beliefs. Yelling, chanting, raising their posters in the air, they fight.

Top: A protester sits in front of the White House, calling for an end to Israeli violence. Bottom: Near Lafayette Square, a young girl walks in stride with a sign in hand. She joined numerous others who were protesting India’s blockade of Nepal. Photos by Natachi Onwuamaegbu

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24 DECEMBER 2015

ACROSS 1. River blocker 4. First word Dory reads 10. Possess 13. Cultural heritage of the United States 21. Faced off against Wade 22. Sports person 24. Irish terror group 25. Moves somewhere else 26. “You’re a,” in text speak 27. Locomotive professional 29. First word of Sherlock’s catchphrase 30. “____ _ trap!”

32. Eon 33. French version of whist 34. No way 35. “Move!” in Madrid 36. Cowed 38. Belonging to a cultural group 39. Pokémon protagonist 40. One can be tectonic 41. When a protest runs amok 42. With wool, brick, wheat and lumber 43. Voice heard time and again 46. Arthur Brooks-led org.

48. Member of the fuzz 49. Gambles 50. Intelligent 52. Assistance 53. Remove, as in a person 55. Couch 56. Mr. C’s twice-said slide 57. Old email and Internet provider, abb.

59. Tsunamis, earthquakes and others 61. Cry of relief and happiness 62. Ayatollah-led Islamic Republic 63. Can be made into milk, tofu and more 65. Six-second video site 66. Comic character obsessed with weight issues 70. LeBron James’s hometown 73. Count to it before mouthing off 74. ___-de-France 75. Third person singular subject 77. Color 78. More, in Mexico City 79. Abb. for “precisely what I think” 81. Alternative nickname for Teddy 83. Swedish car company 84. Units of typography 85. Size again 87. Adjective of the Piper 88. Make deservedly 89. Soccer player Mohebi 90. Nietszche “____ and Superman” 91. Mediterranean or Southern 92. Singer Bass 94. Beesly from The Office 95. Form a liking for 97. Yoko 98. Medical drips 99. Pollute, put out 100. Layer of healthy soil 102. Beating of hawks’ wings to leave the nest 103. Rhones-Alpes department 105. Actress Lucy 106. Neckwears 107. “____ upon a time” 108. Him, in French 109. Born 110. “___ the ramparts” 111. Formerly CNN2 112. Cars that can go anywhere, abb.

113. Carly ___ Jepsen 115. Elaborate ceremony 121. Stockholm native 122. Lebanese town 124. Ignore remark 126. Iranian bread 127. Farming implement 128. “J’accuse” author 132. Former Japanese capital 133. Point 134. Cat’s cries 135. Like a fox or a fish 136. Dead, in Lyons 138. Harder than iron DOWN 1. Marvel’s supernatural doctor 2. Major artery 3. Shakespeare problem play 4. Consume 5. Road 6. Large-stalked leafy green 7. Actress Bhatt 8. It’s mightier than the sword 9. And mores 10. Like Kuwait or Nigeria 11. Unfortunate 12. Nostril 13. Wizard Gilbert

140. Around glasses or basketball hoops 141. Speak with hands 143. High social rank, in Britain 144. Do again 146. Org. for math whizzes 147. ____ Bears 148. Begin 150. Rocks with metal in them 152. Greco-Roman god of light 154. Sprinting on the canopy 157. Darling movie star pig 158. Greek god of war 159. Glacial coverings 160. Master, for short 161. James Bond villain 162. The act of wiping out, alternative 164. Absence from prison to continue employment 166. Early skin growth, abb.

167. Three, in ancient Herculaneum 168. Where yellow citrus comes from 169. Suffix denoting binary compounds 170. Extremely foolish 171. Owner of College Board 172. Thrown by the ocean 173. Game of Thrones Stark 174. Gauge 175. Wilder’s “The Bridge over San Luis ___”

91. They store grains or missiles 93. Person’s look or manner 94. Early arcade hero “___-man” 96. Canada’s FOIA 101. Surrond 102. “If it _____, it leads” 104. Suffix denoting diminution 112. AIDS drug 114. Consumed 116. South American range 117. Jail 118. Chew and digest 119. Often with columns 120, Agree 122. Where a fox lives 123. Electric fish 125. Completely annoying 129. “What I think is,” in text lingo 130. Workers 131. First three numbers of a telephone number 134. Caught up in 135. Yellowhammer state 137. Petered out 139. No feelings 140. Rachel nickname 141. Gold-medal runner Kiprop and manga’s Lhant 142. Person being glowered at 144. Well-slept 145. After a tick 147. Chinese betony 149. To become drunk again 151. Actress Zellwegger 153. Superman’s mother 154. Feature 155. Command to workers of the world 156. Loud 158. Sizes, volumes, abb.

159. What sore winners say after victory 160. Writes 163. Durham river 165. Tell mistruths 166. Baby skin growth

By William Arnesen

14. 415 Athenian battle 15. Pachyderm 16. Capital of ancient Mediterranean empire 17. Frozen water 18. I&M or C&O 19. Opposite of repel 20. Opposite of far away 21. Asnooze 31. Lawyer Hill who accused Clarence Thomas 37. With fros 38. Most popular measure of a pitcher 40. Irish James Bond 42. Muscat native 44. Actor Lawrence of Lawrence of Arabia 45. Fraternity founded by Eagle Scouts 47. Suffix often paired with languages 49. Thing you read from 50. Head of pre-Islamic Republic Iran 51. Flatulate 53. Take hold as a means of 54. Actor Butterfield 55. Place of relaxation and pools 56. ____-magnon 58. Sodium hydroxide 60. Single-bond hydrocarbon suffix 62. Where to find newborn coins 64. Formicidae-eating mammals 67. Reason to invite extra people 68. Showing compassion 69. Contradictory answer 71. Lazy bum 72. Leave out 75. Identical 76. Port-au-Prince nation 80. Fall’s fall from grace 82. Pig meat 83. “For goodness’ _____” 85. Look over 86. Many Sri Lankans 87. Centers of peaches

MEGA Crossword

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A day in cosplay: one student’s experience

by Ariel Plotnick

photos by Sonia Chen

Senior Fiona Shoppa went to her first cosplay convention the summer before eighth grade dressed as a character from Japanese anime show “Azumanga Daioh,” in a button down shirt and an orange skirt, not knowing what to expect. Now, four years and one self-image makeover later, cosplay is part of her identity.

“It’s something I feel proud of,” Shoppa said. “I have a lot of fun wearing the costumes.”

Cosplay, or costume play, is more than just dressing up as a fictional character.

Rather, it’s fully embodying a character’s clothing, personality and spirit. In 1975, cosplay became popular after movie fans dressed up as the characters from “The Rocky Horror Picture Show.” Now, people across the globe cosplay as any fictional character or even make up their own.

Before cosplay, Shoppa didn’t like how she looked. As Shoppa started dressing up in more elaborate costumes, fellow cosplayers started to compliment her on her outfits and many asked for her picture.

For the first time in her life, Shoppa felt good about her appearance.

“Cosplay really helped me build my self-esteem,” Shoppa said. “I was so unfamiliar with people treating me like that.

Some of my more recent costumes have actually gotten decently popular online, and it's a huge confidence boost to see so many people writing nice things about my cosplay.”

Through cosplay, Shoppa has gained skills she can use for the rest of her life.

She’s learned how to cut her own hair, ap26 DECEMBER 2015

ply makeup, and sew and draft patterns.

Much of her everyday wardrobe is made up of clothes she either made or bought for cosplay.

Cosplayers get the opportunity to show off their costumes at conventions all over the world. In recent years, characters of different races and body types have become more prevalent, with companies such as Marvel Comics creating a more diverse crop of superheroes.

To get a firsthand experience, I decided to spend my Halloween at Anime U.S.A., a small cosplay convention in D.C. Of course, it wouldn’t be authentic if I wasn’t in cosplay. I knew I wanted to be Velma from Scooby Doo for Halloween, so why not kill two birds with one stone?

When we first got to the convention center, we made a 30-minute detour to the bathroom for makeup and wig touch-ups.

As I was helping senior Hannah Dalzell finish with her body paint, someone in line asked if we knew each other. Apparently, complete strangers always help each other at conventions. Shoppa lets people borrow safety pins, hot glue guns and a wig brush when they need help.

Taking pictures of your favorite costumes is a key part of conventions. I took a picture of a battle-ready Captain America who had a cosplay so accurate, he looked like he stole it from the last Avengers movie. While his shield was not true vibranium, it looked real enough to knock out a few hydra agents.

With our $55 all-access passes, we were able to explore the maze of rooms

at the convention. The dealer’s room sold items such as homemade leather quivers for a bow and arrows, wigs and various anime-related merchandise.

Not wanting to see anything too serious, we went to a panel called “Twerk or Treat: Twerking in that Cosplay, Making it Werk.” Harry Potter and Draco Malfoy led an epic twerk-off, accompanied by Toad and Princess Peach.

While most events at the convention are included in the pass, the most important aspect of any convention is totally free. Simply walking around, meeting new people who are into the same shows and books that you are and taking pictures of or with them is something I could’ve done for the entire day. It’s one of the best feelings ever to have someone you don’t even know recognize the hard work you put into your costume and ask to take your picture.

In the two hours I spent wandering the convention, I met a high school senior dressed as Frankenfurter from Rocky Horror, a Cinderella who makes cosplays for other people for commission and a Ramsay Bolton from Game of Thrones.

Before I went to Anime U.S.A., I was doubtful that I would fit in at the convention, but now after one of the best days of my school year, I can’t wait for next year.

Now, I just have to decide if I should be Bellatrix Lestrange from Harry Potter or try to get my friends to recreate the rest of the Scooby Doo gang.

Go to theblackandwhite.net for the full story.

From textbooks to T.V. to ADHD, Pearson does it all

by Rachel Friedman, Jason Grill and Grace Steinwurtzel It produces your PARCC exams, your textbooks and even your favorite T.V. show, Family Feud. It diagnoses and treats Attention Deficit Hyperactivity Disorder, co-owns the company that administers the GED, and operates a network of three dozen online public schools. You probably haven’t heard of this company, but it’s everywhere—and it’s called Pearson.

What is Pearson?

Based in London, Pearson PLC was originally founded in 1844 as a construction company. In its 171 years, it has been involved in everything from transportation to communication. Pearson is the world’s largest book publisher, with an annual revenue of almost $9 billion—$5 billion of which is from the U.S.—according to Publishers Weekly. Now, it’s also become the world’s largest educational company, Bloomberg reported in October.

The company is divided into three business groups, and Pearson School is the largest. The division provides educational resources like textbooks and digital learning materials to teachers and students around the globe.

The growth of the company has been accompanied by increasing criticism regarding its extensive control of the education market, the quality of its products and services and some of its business dealings.

“If there’s one major provider, the opportunity for diversity of perspective that is built into particular instructional materials and books is gone,” UMD professor Peter Afflerbach said.

Afflerbach teaches in the Department

of Curriculum and Instruction and has published a book with Pearson.

Pearson is also attracting criticism for the quality of its test products and its scoring. FairTest, a nonpartisan group that advocates for decreased emphasis on standardized testing, has compiled an ongoing list of “Pearson’s History of Testing Problems.” The list now includes issues in 19 states.

Additionally, Pearson faces two FBI investigations, attracting national attention over their deal with Los Angeles schools and Apple Inc.

Pearson In the News

Pearson’s integrity came into question in 2014 because of its deal with Los Angeles Unified School District (LAUSD), which had developed a $1.3 billion plan to provide iPads to every student, according to an August 2014 NPR report.

The plan included the purchase of 700,000 iPads pre-loaded with Pearson software. After a series of emails between L.A. education officials and Pearson executives surfaced, doubts arose as to the fairness and transparency of the bidding process. The emails showed that L.A. Superintendent of Schools John Deasy had assured Pearson PLC’s CEO he would give Pearson the contract before the bidding had even begun, NPR reported. Deasy later resigned and denied any wrongdoing.

Fifty members of the LAUSD were given free iPads when they attended a threeday training session at the J.W. Marriott Desert Springs Resort, NPR reported. The event was subsidized by the Pearson Foundation a non-profit organization, whose

board is closely linked to Pearson PLC. The foundation is now closed.

Problems with the school iPads soon surfaced. Though the contract was eventually canceled before most of the order had been completed, the school system had already received 75,000 iPads. The software suffered from glitches and was missing many of the programs and simulations promised, according to NPR. These factors led the FBI to search LAUSD offices in December to seize all documents related to the school district’s business with Pearson and Apple. The FBI has an open criminal investigation into whether or not the deal involved federal funds, or if the deal amounted to fraud of the taxpayers (a legal term), the Huffington Post reported in February.

“Pearson basically colluded with Apple, which led to the resignation of the Superintendent of Schools, and rightfully so. That was the last straw of what was sometimes borderline questionable ethics for Pearson,” Afflerbach said. “[There are] email records of Apple and LAUSD and Pearson colluding to basically not allow anybody else to be considered for the contract.”

The Name on Every Textbook

Despite Pearson’s controversial activity, it holds serious weight in educational material production. Not only does Pearson shape what you learn, but it also shapes how you learn it.

Pearson owns 40 textbook trade names—including Prentice-Hall—that publish textbooks for grades 6-12 and for higher education curricula. At Whitman, a THE B&W

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careful scan of text lists from the social studies, math and science departments showed approximately 35 percent of textbooks are published by Pearson.

Afflerbach said that the textbooks and early learning books are of high quality.

“I felt that the materials that we produced would be very helpful for kids developing as readers,” he said, referring to the elementary reading series he helped create with the company.

Others disagree and worry about the lack of quality and variety in textbooks created by such a consolidation of publishing companies.

Most textbooks are now written at a pretty low level because large publishing companies are selling to school districts across the U.S. social studies resource teacher Robert Mathis said.

“Essentially, they are the Walmart of educational materials,” said Julie Boyd, who oversees teacher education at American University. “It means they are powerful, it means that smaller educational resource companies have to work harder to have a say.”

Testing, Testing, Testing

Pearson is now the largest private provider of standardized tests to schools across the country, and Fortune Magazine wrote in January, “today analysts think Pearson controls some 60 percent of the North American testing market,” including the Common Core tests.

After an open bidding process, Pearson School won an exclusive contract from the Partnership for Assessment of Readiness for College and Careers (PARCC) to design and score their yearly tests, which were piloted in Maryland last year.

These tests were designed as a means to monitor school districts’ progress in meeting Common Core standards. Pearson was ultimately the only company to place a bid on the testing contract, said James Mason, a member of the contract negotiating team for PARCC state leaders, in an interview with Education Week in May, 2014.

Pearson profits greatly from these large con-

28 DECEMBER 2015

tracts.

“When the federal government starts doing things like requiring all states to test all kids, there’s going to be gold in those hills,” NYU education historian Jonathan Zimmerman told online political newspaper Politico in February. “The people we’ve elected have created a landscape that has allowed Pearson to prosper.”

A lack of competition, exemplified by the PARCC deal, is a familiar situation for Pearson; the tides consistently turn in favor of the royal blue logo.

States across the country, including Maryland, have paid Pearson to develop and implement their PARCC tests. Maryland’s four-year, $65 million contract with Pearson runs through 2018. Texas has a five-year contract with Pearson valued at almost $500 million, and Illinois has a four-year contract for $160 million.

Are Pearson’s tests significantly better than the competition’s?

“Because testing is so ingrained in our education system, Pearson is going to go after as many testing contracts as it can, and it will generate test items that are by and large not very distinguishable from any other company’s tests,” Afflerbach said.

Pearson also designed High School Assessments, the state’s previous standardized tests.

Curriculum 2.0

In 2013, MCPS adopted a new curriculum for all elementary school grades, Curriculum 2.0. Developed by MCPS and Pearson with federal grant money, Curriculum 2.0 has expanded into middle and high schools.

The curriculum was created to “better engage students and teachers and provide more instructional focus to subjects such as the arts, health, information literacy, science, social studies and physical education,” the MCPS website states.

Pearson is now selling the curriculum to other school systems across the country as Pearson Forward, marketed with the MCPS logo and brand.

Sales of Pearson Forward are generating royalties for MCPS as well as discounts on Pearson materials, according to a 2013 Washington Post article.

Former Board of Education member Laura Berthiaume voiced her concerns in 2010 to the Washington Post after voting against the deal with Pearson: “It puts our system . . . in an untenable conflict, when we start to go into business and at the same time try to meet the needs of our students. Converting our employees into salesmen is not where I think we should be.”

Berthiaume and others were especially bothered by the fact that lesson plans developed by county teachers were sold to Pearson and could be distributed nationally.

Teaching Your Teachers

Pearson’s influence extends beyond even curriculum, testing and textbooks. They also create teacher certification tests that assess prospective teachers’ knowledge and ability to teach a subject or age group. The tests are designed on a stateto-state basis, so Pearson develops the test to fit each state’s specific standards, its website states.

Through workshops and trainings, Pearson also helps teachers adapt their lessons to the Common Core standards.

Dr. Pearson

It doesn’t stop with educational material: in September 2013, Pearson gained a foothold in the diagnosis and treatment of ADHD when it acquired BioBdx, the company that made the original ADHD diagnostic test.

Pearson’s FDA-approved Quotient ADHD test measures three core symptom domains of ADHD. The tests help physicians to assess students and diagnose the disorder. It’s designed to detect individuals trying to fake the disorder in hopes of getting medication or academic benefits.

In 2008, the federal government filed charges against Pearson after their purchase of Harcourt—the second largest clinical test producer— gave them control of 92 percent of the adaptive

behavior clinical testing market.

The Antitrust Division of the Department of Justice alleged that Pearson’s proposed acquisition of Harcourt would lower competition in markets for adaptive behavior clinical tests and would violate section 7 of the Clayton Act, which prevents the formation of monopolies.

Pearson’s Helping Hand

Through their broad reach in education, Pearson says, they focus on promoting humanitarian needs.

“Pearson’s mission is to help people make more of their lives through learning,” Media and Communities manager Hillary Stroud said in an email interview. “Pearson has a holistic approach to education. It begins by using research to understand what sort of learning works best, it continues by bringing together people and organizations to develop ideas, and it comes back around by measuring the outcomes of our products.”

The Profit Motive

Still, the scope and size of the Pearson conglomerate has led to questions about the company’s predominance in students’ lives.

“I think it’s possible that when corporations get too big and too focused on the bottom line, they may lose sight of the reason that the original people got involved in it in the first place,” Afflerbach said.

Pearson corporate executive Donald Kilburn told Politico that if Pearson continues to shows results in the classroom, then “the money will find a way to come to us.”

The company’s interest in profit perhaps distracts from implications for the bigger picture.

“I have to say, I believe that some percentage of Pearson as a corporation wants to do good,” Afflerbach said. “It’s just that the good that I have witnessed them going after is self-serving.”

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Keeping students safe, all in a day’s work The Black & White goes behind the scenes with security guard Paul Marshall

I

t’s 7:15 a.m. Students are filing in and buses are pulling up. In the early-morning chill, a lone figure in a navy blue jacket stands between the parking lot and center crosswalk, directing traffic. He ensures that even the students who are glued to their iPhones or exhausted from a late night of homework make it safely into the building.

With 39 years of experience keeping people safe, security officer Paul Marshall is an everyday superhero.

Marshall joined the Whitman team in 2006, after 24 years as a security manager at Lakeforest Mall and another five at Dulles Town Center.

Over the last 10 years, Marshall has seen a lot, from “significant amounts of marijuana” to how the same kids who were late when school started at 7:25 are still chronically late now, just 20 minutes later.

To see what his job entails, I shadowed Marshall for few hours last month.

Starting at 7:00 every morning, Marshall directs traffic until 7:50. During periods 1-4, he patrols the halls, making sure students are in class.

Marshall sports a large black pedometer on his wrist, and by noon, he’s already logged several miles. On an average day, he walks almost nine miles in and around the school.

When students get a break from their demanding classes during 5th or 6th period, Marshall’s day only gets busier.

DECEMBER 2015 30

by Tanusha Mishra photo by Tomás Castro

“Let’s just say when students have more freedom, altercations tend to happen,” Marshall explains.

Students often get up and walk away, leaving their trash where they were sitting, even though, “I reminded them to pick it up like two seconds ago,” Marshall recounts. Then, not 15 minutes later, he tells a group of underclassmen to pick up their trash as they try to leave the cafeteria without doing so.

Beyond his job, he’s also a friend to students.

“I admire Mr. Marshall’s work. He knows so many students’ names, and he’s good at deescalating situations.”

-principal Alan Goodwin He’s had distressed students come to him about grades, and he’s even seen kids refuse to take back their “lost phones” that security has found. According to Marshall, students sometimes purposely leave their phones behind, effectively “losing” them in hopes of persuading their parents to buy them a newer model. Kids at Whitman have some pretty unique crises, Marshall says—with more than a hint of sarcasm.

“I admire Mr. Marshall’s work. He knows so many students’ names, and he’s good at deescalating situations,” principal Alan Goodwin said.

When asked how things have changed

over the years, he says the growing influence of social media has fueled cyberbullying and online threats. In a mid-October incident, for example, two students sent an anonymous shooting threat via Twitter. While school security is the first line of defense, online threats are largely a police responsibility.

Marshall’s day ends at 3:30 the same way it started—directing traffic. The security team leaves after ensuring that students are safely on their way home.

While security’s formal hours are from 7:00 to 3:30 every day, their work week often extends into the weekend because of numerous school events. They’re in school whenever we’re in school: for musicals, sporting events, SATs and more.

Besides cyberbullying, security’s main concerns are underage drinking and interschool rivalries, which tend to spike at football games. All four members of the security department—Justin Martin, Cherisse Milliner, James Patterson and Marshall—attend those events to maintain order.

It’s easy to tell when students are inebriated, Marshall says with a chuckle, demonstrating an exaggerated drunken stagger. Instead of having a couple drinks, students tend to show up unable to walk and often throw up.

Luckily, school security is there to ensure students are safe.

“We’re just here to help you guys,” Marshall says. “We just want to get you across that stage come senior year.”

Crossing to Safety A car hit my friend as I watched. Five months later, more and more citizens—myself included—are advocating for increased pedestrian safety.

by Norell Sherman I never thought the scariest day of my life would be the day my friend Claire and I decided to walk half a mile from Palisades Pool to Fish Taco.

We’d made the short trek plenty of times before, but this time was different. As we began to cross the street, everything seemed to slow down. A car approached from the left side of the road. Claire didn’t see it, and the driver didn’t see her.

From across the road, I watched the vehicle strike her. She flew through the air, hit the windshield and came crashing down onto the concrete.

I was in shock. I screeched her name and tears began to flow, blurring my vision as I ran to her side.

A second before, we had been talking about what type of tacos we wanted, and now Claire lay on the ground unconscious and bleeding. I couldn’t believe that out of all the people in the world, this had happened to her.

I looked at Claire as she struggled to comprehend what happened, but I could tell she was in intense pain. The traffic halted on Seven Locks Road, and I called 9-11 as fast as I could. I soon heard sirens in the distance.

Cop cars and ambulances dominated the scene, and I was over-

whelmed with questions about what had happened. I couldn’t have cared less about the logistics; all I cared about was staying by Claire’s side.

Paramedics rolled her onto a stretcher, and I climbed into the ambulance, holding her bloodsplattered pool bag. I held my breath as I dialed her mom’s phone number.

Claire came out of the hospital with broken bones, a concussion and severe scrapes and bruises. I was left with the memory.

“My accident has significantly altered my life, and I feel like it could have been prevented,” junior Claire Sanfuentes said. “It’s so important to pay attention to your surroundings because, since my accident, I’ve noticed that many pedestrians put themselves in harm’s way on a daily basis without noticing.”

Now, after three casts, recurring headaches from her concussion, an LCL repair and an ACL reconstruction, Claire is on her way to recovery. Unfortunately, she can’t dance for the Whitman Poms team this year, which is a major disappointment, she said.

“Since my accident, I’ve been dealing with repercussions for almost five months, and I have many

more to go,” Claire said.

Claire’s not the only one

Accidents like Claire’s aren’t uncommon. Pedestrian collisions continue to happen statewide, with about 3,000 pedestrians injured annually in Maryland. On average, 400 pedestrians are struck by cars in Montgomery County each year.

In an attempt to solve the problem, several members of the county, both professionals and average citizens, are trying to create pedestrian-friendly roads, raise awareness for road safety and reduce distracted driving and its lifethreatening effects.

Because multiple pedestrian fatalities have occurred in the Bethesda area since August, County Councilman Roger Berliner organized a “Day of Action.” On Nov. 3, members of Bethesda neighborhoods rallied against distracted driving and for road improvements on Massachusetts Avenue and River Road, two sites of recent fatal accidents.

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hoods rallied against distracted driving and for road improvements on Massachusetts Avenue and River Road, two sites of recent fatal accidents.

This August, a bicyclist was killed on Massachusetts Avenue near the intersection of Sangamore Road and Mass. Avenue. “[We] need to organize and stand alongside Mass. Ave. with signs, begging motorists to become more aware of the lethal consequences of either speeding or distracted driving,” Berliner said in a letter to the neighborhood leaders of Bethesda. “We have to mobilize. We have to show the State how important getting these two roads right is for our community.”

Because of my experience with Claire, I was compelled to go to the event.

Thirty fuming citizens—and me

At 7 a.m., about 30 community members huddled across the street from Little Falls Library with colorful signs in hand that read: “Save lives, put the phone down,” “Slow down for kids” and “Live, Love.”

Everyone there attended the event for different personal reasons.

Some were parents worried about the safety of their kids; others were family members of accident victims.

Although their reasons were their own, they were all united around a common goal: more crosswalks, lower speed limits and more traffic cameras.

“We are especially concerned about kids crossing such busy roads,” parent Cathy Stalker said. “When you have this many accidents, it means something here is wrong structurally on the roads, and something needs to be done to fix it.”

After witnessing a car accident myself, the event had a deeper level of meaning for me. I didn’t realize how many people in the community had experienced what I did, and it was moving to be standing with members of my neighborhood rallying for the same goal.

As I walked to the event, I had no idea that I would relate the most with a man who rode to the event on 32 DECEMBER 2015

an extremely unconventional vehicle: a tricycle with a back platform for his dog.

Meet Richard Hoye: retired fireman and avid tricycle rider for over twenty years.

Hoye became car-free after witnessing several pedestrian accidents during his time working at the Glen Echo Fire Station. After seeing a B-CC student get hit on Mass. Avenue, he met with a state official to discuss structural changes to the road. His efforts in part led to the installation of new lane stripings and crosswalks on Mass. Avenue.

Hoye’s successes may have been an exception. Other protesters feel the state hasn’t responded well to citizens’ requests for a change in the roads.

Pam Wincup, a member of the Springfield community near Wood Acres, said she’s submitted requests for the installation of a flashing crossing signal at the intersection of River and Springfield Drive to improve the timing of when pedestrians step out into the street.

It took Wincup 10 months to hear an answer back from the State Highway Administration (SHA).

“I’ve been crossing this intersection for 35 years with my family, and I’m still afraid every single time,” Winncup said.

Thirty other fuming citizens shared Wincup’s frustration as they surrounded the two SHA representatives that attended the event, demanding reform.

The SHA officials told the upset citizens that the administration will continue to analyze crash reports, emphasize education through billboards and commercials, and work as fast as possible to improve road conditions.

They emphasized that they’re planning to realign crosswalks on River and install audible crosswalk

Live, Love: With signs in hand, community members organized near the sites of two fatal accidents early in the morning of Nov. 3 to rally against distracted driving and for road improvements. Photos by Norell Sherman

Ri

ve

rR

d.

Locations of the “Day of Action” protests

Protesters stood at the intersection of Springfield Drive and River Road across from Little Fall Library on Massachusetts Avenue Nov. 3, advocating for ncreased road safety. Members of the Bethesda neighborhoods rallied against distracted driving. Map courtesy Google Streetview

Two months ago, a car hit a pedestrian who was crossing the street at the intersection of Springfield and River.

The woman’s son attended the protest, holding a sign that read: “A distracted driver killed my mother.”

Ironically, at this event, the policemen on duty for the protest pulled over a driver on River for texting and driving.

The crowd roared with approval.

What’s the solution?

The most common cause of pedestrian collision is distracted driving, and particularly cell phone violations, said Captain David J. Falcinelli, commander of the second district of the Department of Police.

Although drivers share some of the blame, pedestrians also need to be aware of safe practices, SHA spokesperson Christopher Bishop said.

“Many times people won’t use the signals and will cross without crosswalks or without a signal,” Falcinelli said. “Pedestrians really need to practice good peripheral safety.”

Principal Alan Goodwin has tried to make changes to the roads close to Whitman.

“There is a worry about pedestrian and traffic safety at the intersection of Pyle Road and River Road because it’s such an unusual one,” Goodwin said. “Twice, I’ve tried to have them put a blinking light

or a traffic light at the intersection but it was shut down because of expenses and because there hadn’t been any major accidents at the site.”

Whittier Boulevard also became a target for road changes after the school administration expressed concerns about the high speed of the road near a school area.

Two years ago, a car hit senior Zachary Salem-Mackall while he was biking across the crosswalk on Whittier. Luckily, he wasn’t badly hurt.

“Personally, I think Whitman needs a crossing guard at the crosswalk in the morning,” Salem-Mackall said.

Years before this accident, in 2006, county and state planners assessed the road and developed a serpentine design for Whittier, Goodwin said. The state and county planners would put plants and other blockades in the middle of the road, forcing cars to slow down. However, residents near Whittier fought against the idea and the plan died out.

Although problems persist with road layout and pedestrian safety, some progress has been made in recent years.

Pedestrian fatalities have decreased by 68 percent from 2008-2012 since County Executive Ike Leggett implemented the Pedestrian Safety Initiative, a program that used the three E’s of road reform (education, engineering and enforcement) as

a framework.

The Montgomery County Department of Transportation has also brought the Walk Your Way Project to high schools.

The program awarded $2,000 to teams of students that created, designed and instituted pedestrian safety education programs in their schools.

Students had the freedom to create any plan they wanted, ranging from school wide assemblies to painting sidewalks. Several schools around the county received grants, including B-CC and Richard Montgomery.

Two weeks ago, I was driving down River, and a flashback hit. I vividly saw Claire soar several feet in the air as if she were right in front of me. I don’t think the pure sense of horror that I experienced will ever escape me.

My preconception of an accident was completely different than what I witnessed. I never thought it would happen so fast and be so aggressive.

It’s scary how the simple action of crossing the street can be fatal. Now whenever I step onto the street, I think of the accident. And so does Claire.

“Anything can happen on a normal day,” Claire said. “The second I stepped into the street, my life changed drastically in a matter of seconds.”

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Need to lighten your load?

by Justin Baker and Camryn Dahl

A guide to balancing some of Whitman’s toughest classes Many students know the troubles of biting off more than they can chew with their schedule; as stress goes up, sleep, grades and peace of mind go down.

Even though students know this, they often still overburden themselves with difficult schedules.

“Kids think they have to be good at

by Justin Baker and Camryn Dahl

everything, and that's a huge mistake,” counselor Francis Landau said. “That kind of person will often end up doing very poorly. I think a lot of kids really chose their courses based on what they think they should do versus what would make sense for them.”

Scheduling for next year starts in Feb-

AP Calculus AB AP Calculus AB is a flipped classroom, so all homework is done in class, and once or twice a week, students watch short videos at home to learn the concepts. The out of class work is mainly studying. While this course is less rigorous than Calculus BC, it’s still considered quite difficult. It covers a wide range of new concepts, including integrals and derivatives.

Average weekly work: 1 hour

AP Calculus BC AP BC goes at a fast pace and contains extremely challenging material. Homework is given through lengthy practice packets that often go further in depth than the in-class problems do, and the teacher checks the packets for completion before each test.

The course is tough, and students should strongly weigh their inter-

34 DECEMBER 2015

ruary, and in order to help students determine what’s right for them and select next year’s courses, the Black & White talked to students, counselors and teachers and reviewed the AP course workload survey to create a guide to what kids can realistically expect from common AP courses.

AP Chemistry AP Chemistry is a lecture-based double period. Lessons are often followed by related worksheets, and students are given time in class to work on them. Labs reports are assigned every few weeks.

Since students are given time to finish worksheets in class, the weekly work is mainly studying for tests and completing lab reports.

Average weekly work: 2 hours per week

est in math when deciding between this course, Calculus AB or Calc with Apps.

“It is a lot of work, but the only way you get good at these new concepts like derivatives is by doing them a lot of times,” teacher Michelle Holloway said.

Average weekly work: 2.5-5 hours

AP Physics 1

AP Physics 1 is only in its second year, as the College Board added it before last year. The class has similar content to honors physics, but it’s more detailed to prepare for the AP exam in May. While the homework covers similar topics, it goes into further depth than honors work.

Average weekly work: 3-4 hours

AP Language and Composition Difficult in-class essays mean that most of the hardest work is done within the classroom, but projects and long term assignments still generate substantial homework. The AP survey puts the class difficulty and workload at “above average.” The quantity of work varies heavily by week.

“One week it could just be a few chapters, the next it could be an essay or an outline that's due that could take like 3 hours,” teacher Ryan Derenberger said.

Average weekly work: 1-3 hours per week

AP Comparative Politics

AP Literature and Composition The amount of AP Literature homework depends on whether or not students have a book to read or a long-term essay to write.

The class focuses on thoughtful discussion and analysis of various novels.

Average weekly work: 2.5-5 hours per week

The majority of homework is reading guides, with roughly three each week, making the workload relatively light compared to some APs. Reading guide deadlines are spread out, meaning the work is never too overwhelming, and the AP guide lists the workload as being “little to average.”

Average weekly work: 1-3 hours per week AP World is filled with readings, essays and annotations—and college-level expectations. Students often struggle at the start, but they become more efficient as time goes on. This class’ work and difficulty are labelled as “above averAPUSH features heavy textbook work and age” by the AP guide, and it’s thought to be one of Whitman’s lengthy papers. Students are expected to handle fretoughest classes. quent readings, quizzes and DBQs, both in class and “We have to cover 10,000 years. It’s comprehensive, so at home. While most students eventually adapt to there’s more reading,” teacher Wendy Eagan said. “It’s much the intense workload, signing up for this class means easier as a senior with a year of junior English behind you.” committing to hours of studying and homework.

Average weekly work: 6-8 hours Average weekly work: 4-5 hours

AP World

AP US History

Students should remember that they don’t need to sacrifice their own wellbeing in order to take on an academically challenging schedule. They can strike a balance between interesting and challenging courses and manageable work.

By straining themselves too hard, students can increase their stress.

“Overscheduling really impacts stress level,” counselor Kari Wislar said. “We have kids with a lot of anxiety because there are limits to what you can actually do in a day.”

Taking a slightly lighter load can make a significant difference, some students said.

“Try to have at least one class that isn't a lot of work. I almost took AP European History instead of Human Geography and I probably would’ve died if that happened,” senior Ben Barrett said.

Some class combinations should be avoided.

“A lethal combination for people, unless they know that they are good students who know how to balance their time, is AP

World and AP Literature and Composition together,” AP Lit teacher Prudence Crewdson said.

Note: The hours of weekly work are based on teachers and students’ comments, as well as counselors and the AP guide. These numbers may not be reflective of everyone’s students and may vary by week. Always ask your counselor and teachers about what’s an appropriate schedule for you.

Photos by Tomás Castro

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Lights, (body) camera, action!

MCPD adopts body-worn camera program, will be used in MCPS schools

by Tessa Klein Protestors at the River Road Unitarian Universalist Church hold demonstrations against police brutality every Friday night. Recent instances of police violence have led to the creation of several new body-worn camera programs by police departments nationwide. Photo by Michelle Jarcho

As 21st century teenagers, we’re filmed everywhere—from funny Snapchat videos to parents’ recordings of sporting events to mall surveillance footage. Now, cameras are taking on a new role in law enforcement at both the local and national levels.

This past summer, about 80 officers from the Montgomery County Police Department (MCPD) started wearing body cameras as part of a pilot program to obtain clear evidence during police encounters. Since Oct. 12, officers involved in the program have started to use the cameras in MCPS schools.

The new body cameras reflect a national trend of increased scrutiny of law enforcement after recent instances of police violence across the country spurred backlash and protests. However, plans for the MCPD body camera program began before police brutality came into the spotlight, spokesperson Rebecca Innocenti said.

Spokesperson Paul Starks said the program’s purpose is to “increase trust, confidence and accountability” with the public.

“Everyday interactions are what can harm or help the trust and confidence that a community has in its police department,” Starks said.

The department is testing two types of cameras: one that attaches to the front of the officer’s shirt and a smaller one that clips to the officer’s collar or glasses.

Officers are trained before wearing the 36 DECEMBER 2015

cameras and have to notify people as soon as possible if they’re being recorded.

The program is still in its pilot phase.

Cameras have to be activated during all law enforcement activities, which can range from something as seemingly minute as pulling someone over for speeding to something as serious as responding to a violent fight. Officers need to receive documented consent before recording sex offense victims.

Until recently, officers couldn’t use the cameras in MCPS schools. Now, Whitman is one of just three MCPS high schools with School Resource Officers (SROs— designated MCPD officers) trained in the body camera program.

Each high school cluster in the county is assigned one officer who responds to incidents in that cluster. Steve Pascali, Whitman’s SRO, along with SROs at Northwest and Seneca Valley, will wear a body camera at school and turn it on when responding to any incidents.

“Our country has entered a new age,” Pascali said. “Every telephone has a camera attached to it. In the United States, we’ve seen many videos on the news and on the Internet, where only a portion of the story has been told. Body cameras are very useful in telling the complete story, not a portion or edited version of the story.”

Videos of police encounters have fueled recent controversy over police brutal-

ity. The River Road Unitarian Universalist Congregation, on the corner of Whittier Boulevard and River Road, has spoken up about this national issue. A yellow Black Lives Matter poster hangs at its entrance, and the church hosts vigils every Friday to support racial justice.

“There’s plenty of work to do here in Maryland,” senior minister Rev. Nancy McDonald Ladd said. “I don’t think body cameras should be talked about as if they are the answer, but as a piece of a much more complex and thoughtful program for police training, police support and legislative changes.”

The movement to ensure fair treatment of minorities by police officers began to escalate after an officer in Ferguson, Mo. fatally shot Michael Brown, a young, unarmed black man, in August 2014.

Since then, numerous cases have brought the issue further into the spotlight. Six months after Brown’s death, the death of a black man in police custody sparked protests and riots in Baltimore.

The city’s police department enacted a body-worn camera program this October.

Blair senior Camille Kirsch is co-president of the No Labels Diversity Workshop, a club whose members aim to lessen racial stereotypes and discrimination to combat injustice. She gave her opinion on the use of body cameras.

“It’s unfortunate that we live in a world in which people have to be recorded to

behave well,” Kirsch said. “People can end up acting more formulaically when they’re aware that they’re constantly being recorded, but I think at this point, formulaic policing is better than abusive policing.”

Although planning for the Montgomery County body camera program began before the Ferguson incident, the importance of such a program has grown since then because of increasing public distrust of law enforcement.

“Society as a whole has requested the use of body cameras by police departments,” MCPD’s Innocenti said. “Body cameras hold all parties accountable; not just officers, but everyone involved.”

MCPS participation in the body camera program reflects schools’ national involvement in the police brutality issue.

Recently, an SRO at Spring Valley High School in South Carolina was recorded using excessive force with a black student who had been disrupting the class. Other students in the classroom took videos that immediately spread across the news and social media. At one point, #AssaultAtSpringValleyHigh was the top trending hashtag on Twitter.

The school district is now investigating the SRO, who was put on administrative leave.

While the fact that the encounter was filmed led to disciplinary action against the officer, it didn’t prevent the conflict from occurring. “[Body cameras] aren’t going to end police brutality,” Maryland Delegate Charles Sydnor III said. “Situations have still come up where the general public has filmed police officers and the police officers know they’re being filmed. So, it’s not a panacea, but it’s a piece of the solution.”

The MCPD will only release body camera footage if there’s a legal requirement to do so, police chief J. Thomas Manger wrote in a letter to the MCPS community. Specific conditions for releasing body camera footage are still being worked out.

As of Oct. 22, body camera footage had been used in only one Montgomery County trial—a disorderly conduct case in Silver Spring—to prove the defendant’s behavior constituted a criminal violation, Innocenti said. Outside of the courtroom, the use of body cameras has been reported to calm situations and improve trust between officers and citizens, MCPD captain Paul Liquorie told the County Council.

“The hope is that with these cameras, people will bring more civility when dealing with one another,” Sydnor said. “Police officers won’t be cursing at citizens. Citi-

Recent Incidents of Police Brutality

New York, NY (7/17/14) After a police officer held Eric Garner in a chokehold and killed him, protesters echoed Garner’s final words of “I can’t breathe,” calling for police reform.

Minneapolis, MN (11/15/15) Police fatally shot Jamar Clark, and a week later, unidentified white males shot five people protesting Clark’s death.

Chicago, IL (10/20/14) The police officer who shot and killed Laquan McDonald was recently charged with first degree murder and the video of him firing at McDonald 16 times was released later that day.

zens won’t be cursing at police officers.

They’ll help bring down those types of situations so that people are deescalating things rather than escalating tensions that could lead to someone being harmed.”

Still, not everyone is confident that the program will work. One problem officers have faced is placing the cameras so the footage isn’t obstructed. Because of this, the cameras may not be as effective as the public hopes, Whitman security assistant Justin Martin said. The funds currently going toward the body camera program could be better spent on further training for officers, Martin said.

The program is currently only in the pilot stage, but as of now MCPD plans to expand the program, Innocenti said.

Implementing the body cameras has been a multifaceted process that is still ongoing as the school system, police department and state legislature work out how to move forward.

“Montgomery County Police has always prided itself on being a progressive and proactive law enforcement agency,” Pascali said. “If we are to remain progressive and proactive, we must adopt and welcome the body-worn camera system.

Our goal is for truth.”

Baltimore, MD (4/12/15) Riots spread throughout Baltimore after Freddie Gray died in police custody. This fall, Baltimore added its own police body camera program.

Ferguson, MO (8/9/14) A police officer fatally shot an unarmed black teenager, Michael Brown, causing an outraged public to call attention to police brutality.

Dayton, OH (8/5/14) John Crawford III picked up an air rifle at a Walmart, and officers responding to a 911 call shot and killed him.

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The news of Kobe Bryant’s impending retirement hasn’t affected these Lakers. After ten years, including the 2009 and 2015 seasons shown here, the players are entering their final season together. Photos courtesy Chris Adams

Rec teams stick together through the years

by Ezra Pine

If you go to a high school sports event nowadays, you’re likely to hear more than one obnoxious voice from a parent in the stands, cursing out a coach, kid or ref.

Recreational sports provide an alternative to this competitive culture; a less stressful environment allows kids to focus on the enjoyable aspect of youth sports.

Still, few rec teams have been able to stay together throughout the years.

The Black & White looked at rec teams with seniors who have played together since elementary school.

The Tropics & Lakers

While the Montgomery County Lakers may not possess the likes of Kobe or Shaq, they’ve still dominated the rec basketball scene. The team’s roster has stayed mostly the same since second grade—with one big exception.

In 2012, there was a schism. Several Lakers left to form a new team called the Tropics, sparking a rivalry that would reach new extremes.

“It’s so competitive because the Lakers are trying to prove that we don’t need the Tropics,” Lakers player Willie Skoff said. “We’re trying to show them that they should’ve stayed.”

Tropics player Jack Nemeroff compared the in-school rivalry to historical rivalries such as Ali vs. Frazier, UNC vs.

Duke and Red Sox vs. Yankees.

The two teams have clashed a total of six times and the series is tied 3–3. The stat lines are equally close; the Lakers have scored a total of 158 points in those games, while the Tropics have scored 159.

Last year’s game went into sudden death double overtime. Lakers player Nick Battan hit a jump shot to win the game, 27– 25.

The two powerhouses will face off one last time this winter in a game that determines the ultimate champion.

“To be honest, I think my players would be happy to lose every game of the season except for the Tropics game,” Lakers coach Chris Adams said.

The BCC Pirates in kindergarten, spring 2004 and fall 2014. The team has finished two seasons undefeated in their 13-year history. Photos courtesy Jim Lystad 38 DECEMBER 2015

The Pirates

In kindergarten, the BCC rec baseball league the Pirates played in had 35 teams from 20 different schools. Today, they’re the only one left from this league.

Pirates players walk away from the last practice of each season covered in sticky, minty soda. To celebrate each season, the players engage in an annual Diet Coke and Mentos fireworks show, followed by a light-hearted scuffle.

This is one of many fun activities that brings this long-tenured squad together.

The Pirates, coached by parent Jim Lystad, have played 25 seasons together.

“Over half the team [has played] six years or more,” Lystad said. “We’ve been able to build a team family over a long period of time.”

Throughout the years, the team has lost many players due to their commitment to other sports or clubs, but the team always seem to find kids who are willing to become part of the Pirates success, Lystad said.

The team has won their division several times over the last 13 years, and has finished two seasons undefeated.

The Pirates also have a rival, the Brewers, a Whitman team that’s been together since first grade. Although the Brewers didn’t play this fall because of trouble getting enough players together, the team will return in the spring.

Luckily, the Pirates have always been able to field a full team.

“The real success is that the team has stuck together for so long, and kids are still enjoying playing baseball with their friends,” Lystad said.

They’re not a rock band, but the Eagles have had a storied history since the team’s beginning in second grade, shown here in their 2005 and 2013. Seven of the 10 original players are still on the team. Photo courtesy Ireland Lesley

The Eagles

Eagles coach Bruce Lesley recalls a time when the Eagles, in third grade at the time, beat another team coached by former Duke basketball star Mark Alarie. Lesley wanted to congratulate his team with a speech, but the girls had other plans.

“The girls just said, ‘Thanks Mr. Lesley, but we have to get home to change before we go to a birthday party this afternoon,’” Lesley said. “They had the perfect perspective.”

The Eagles have played together since second grade. Of the ten original members from Wood Acres, seven remain on the team today.

The team is one of four of the original 74 girls rec basketball teams from their league that still play today.

“At games, we all scream on the sidelines to cheer on our friends,” player Hannah Greenwood said. “Being on the same team for so long makes us much more supportive of each other.”

Lesley hopes the Eagles’ time together will make an everlasting mark on their high school experiences.

“My hope is that the girls on our team will look back on their time on the Eagles as a time of having fun, hanging out with their friends, and learning how to work together as teammates,” he said.

Managing editor Trevor Lystad is Jim Lystad’s son. Editor-atLarge Spencer Adams is Chris Adam’s son. Production head Ireland Lesley is Bruce Lesley’s daughter.

From a high school athlete: Just let the kids play

Y

by Caleb Friedman

outh sports can play a positive role in a young athlete’s life—it’s too bad that adult misbehavior threatens to ruin it. For most of us, youth sports are primarily for fun, a simple idea many adults seem to have forgotten.

Youth sports teach teamwork, camaraderie, the value of hard work and communication skills, and they contribute to good self-esteem and mental toughness.

If nothing else, sports are a great outlet for pent-up energy. For me, sports have even helped my grades by keeping me organized and focused.

Adult over-involvement in youth sports has made athletes increasingly and detrimentally specialized and has infected sports with hostility. Year-round training is a relatively recent development, as many parents have placed great emphasis on earning college scholarships. But, focusing too much on one sport is unhealthy for most young people. It places enormous strain on specific muscle groups, in-

creasing the likelihood of serious overuse injuries.

Also, playing multiple sports helps athletes develop skills they may not otherwise develop. U.S. Women’s National Team soccer player Abby Wambach has frequently said that boxing out opponents and corralling rebounds on the basketball court contributes to her uncanny ability to win headers on the soccer field. Career football coaches like Ohio State’s Urban Meyer and Pete Carroll of the Seattle Seahawks prefer to recruit athletes who play multiple sports in high school. Over 90 percent of Meyer’s recruits played more than one high school sport.

Parental expectations have unfortunately contributed to a “pressure cooker” atmosphere for many young athletes. A recent New York Times article noted that less than 10 percent of young athletes receive sports scholarships to attend college, and only a tiny fraction of those have any hope of playing professional sports. Given these facts, it makes no sense for most adults to put too much pressure on their kids. The weight of parental expectations,

endless practices and adults screaming at referees can ruin the fun of sports, harm a young person’s self-esteem and make kids quit sports at a young age.

From the soccer teams that I’ve played on, I can name nearly a dozen parents who have pressured their children to play in college. That’s the biggest problem I have with youth sports today: the fields and courts that should be a place for growth, fun and stress release are instead discouraging many young people. Because there is immense pressure to succeed, many kids are afraid to try sports. Sports teach teamwork in a way that many other activities can’t, so pushing kids away from them is irresponsible and selfish.

Two basic limits would help reclaim youth sports. First, kids should not be allowed to compete in high-level sports all year until high school. That would help protect athletes from injuries and allow them to do other sports—just for fun.

Second, parents (some of them, anyway) need to calm down, keep their support positive and remember that these are kids, not professional athletes.

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For some students and teachers,

by Naomi Meron Many people run a mile or two a day to stay in shape. It requires nothing but a pair of sneakers and a little free time. But what makes a person want to complete a 26.2-mile run?

At least three Vikes know the secret to enduring such a challenge. English teacher Todd Michaels and junior Melody Lee were among the 23,194 runners at the Marine Corps Marathon in D.C. Oct. 25. While it was Michaels’ fourth time through the Marine Corps course and his fifth marathon overall, it was Lee’s first marathon. Math teacher Bonnie Butler also participated in the Marine Corps Marathon—her 25th marathon overall.

Michaels

Anyone who has had Michaels for English knows what it’s like to work hard, and he does too. While Michaels challenges his students in the classroom, he pushes himself on the track.

Watching the New York City Marathon in high school sparked Michaels’ interest in running, but he never expected to have a number of his own taped to his shirt, he said.

“It seemed like such a cool thing, but something so distant and far-removed,” he said.

As running gained popularity over the years, Michaels became transfixed. After much persuasion from his older brother, he started running competitively in 2004, completing a half marathon in Virginia Beach. Michaels soon moved up to full marathons, and by 2006 he set his record

English teacher Tood Michaels has had a long history of running. He started to run competitively in 2004 after his older brother urged him to, and has collected race number placards and medals like those shown above. Photo by Michelle Jarcho

26.2

is the magic number

Lee finished her first marathonafter months of preparation. In running, she raised money for Teens Run DC, a an organization that mentors disadvantaged youth through running. Photo courtesy Melody Lee

time of four hours and four minutes at the New York City Marathon.

To train for this year’s Marine Corps event, Michaels aimed for three weekly runs of 2-10 miles and one run over the weekend of up to 20 miles. But, with a busy family and a demanding job, he failed to meet his desired target.

“It’s all about prioritizing,” he said.

“Running is important to me, but not more important than family and work.”

Michaels most enjoys running outside with friends—he considers running alone on a treadmill painfully dull. The personal reward he receives from running, which supplements the gratification he gets from teaching, remains the same no matter where and with whom he runs, he said.

“When I’m teaching and I have a good lesson or something the class just gets, that feels great,” Michaels said. “With running, it’s more physical and more of a personal goal where I’m the only real benefactor.”

Michaels’ family supports his hobby, even though it can take him away from home for long stretches of time. His wife, English teacher Elizabeth Keating, appreciates the example Michaels sets for their children.

“They miss him,” Keating said. “They like having their dad around, but they also think it’s super cool that he’s doing this. And I’m hoping that someday it’s the kind of activity that they might want to do with him.”

Despite the time commitment, both Michaels and Keating want running to remain in his future.

“My wife says I’m much better when I’m running,” Michaels said. “My mood is

better. My energy is higher. She says I’m more balanced.”

Lee

Junior Melody Lee had to juggle school work, field hockey, track practice and drivers’ education, all while getting ready for her first marathon. Lee ran to raise money for Teens Run D.C., an organization that mentors disadvantaged youth through running. Lee’s participation also fulfilled a personal goal.

“I just wanted to prove to myself that I could do it,” she said.

Lee began training in July with an hour-long run on the weekend and slowly worked up her stamina. Three weeks before the race, she managed a 22-mile run in about four hours.

Even though friends and family are morale boosters for Lee, she prefers to run alone.

“I keep my own pace and appreciate my surroundings without any distractions,” Lee said.

Perhaps even more impressive than finishing the marathon, in the weeks leading up to the big day, Lee always managed to get a good night’s sleep despite her packed agenda.

“I never went to bed later than 11:30,” she said. “I did a lot of homework during lunch, though.”

Although Lee plans to run the marathon again next year to improve her time, running isn’t just about speed.

“It really helps me de-stress,” she said.

“I have a lot of homework, but when I run, I don’t think about any of it. I don’t even listen to music. It’s just a good way to relax.”

THE B&W 40

Whitman sisters aren’t “Newcombers” to cycling

by Carolyn Price

It’s 3:00 on a Sunday afternoon, and senior Hannah Newcombe sits in the dimly lit spin room of Bethesda Sport&Health, pedaling rapidly on a stationary bike. She’s surrounded by other nine to 18-year-olds, each completing their daily workout, which usually means biking for up to three hours. The previous day, Hannah and some of her teammates had competed in a race.

Senior and sophomore sibling duo Hannah and Cameron Newcombe cycle competitively with the Bethesda-based

cycling club Rock Creek Velo (RCV). The team bikes at least five days a week during the year, and consists of around 80 members, many of whom are middle school age or younger.

Hannah started biking in fourth grade when her former swim coach and current RCV coach Frank Loversky recruited her. Cameron soon followed, and the sisters have been biking with the team ever since.

The girls compete in two types of events: road racing and cyclocross.

Road races, which are at least 25 miles, take place from summer to fall in rural areas of Maryland and Virginia. Cyclocross races are held from fall to early winter on a cross-country style course, complete with grass, hills, mud, sand and streams, as well as obstacles that riders must carry their bikes over.

“They’re both fun, but I feel like cyclocross is a completely different atmosphere than roadracing,” Hannah said.

“It’s a much more spectator sport.”

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“Our coach isn’t just our bike coach. He’s more like our life coach.”

- sophomore Cameron Newcombe Loversky walks into the spin room and checks the watts on each rider’s bike to make sure they are generating enough power. One of the middle school cyclists starts to head toward the door, and Loversky asks him how long he biked for. When the boy responds “two hours,” Loversky shakes his head and sends him back on the bike.

“They expect your best effort—the coaches have a pretty good idea of what that is for each person, but they definitely try and push even that sometimes if they think you can do more,” Hannah said.

Although the team has 11 different

coaches, Hannah and Cameron work mainly with Loversky.

“Our coach isn’t just our bike coach,” Cameron said. “He’s more like our life coach.”

The year is split into indoor and outdoor seasons for the girls’ training.

Outdoor practices prepare the bikers for cyclocross and road races, while indoor practices are held at a gym to maintain fitness.

During the outdoor season, the Newcombes compete every weekend.

Because the girls participate in women’s races, they typically face competitors in their late twenties and early thirties.

“It’s a lot harder than it sounds, because finishing a race isn’t hard, but doing well in a race takes a lot of planning and working together, especially in the more competitive races,” Hannah said.

The Newcombes aren’t the only Whitman students on the team. Freshmen Bo Rider, Ben Harris, Brandon Carboni, Max Oleynik and Avery Johnston, and junior Jordan Werbel are also members of RCV. Loversky walks over to Hannah’s bike,

checking her watts. He then asks her about school, making sure she’s keeping her grades up.

Because the team’s schedule is so rigorous, it can be difficult to balance school, friends and training, the girls said.

“It’s definitely hard, but after doing

“Luckily, Hannah and Cameron have always had each other to train with, and the sport has brought them even closer together.”

- Newcombes’ mother Nathalie Johnson it for so long, you find ways to cope with it,” Cameron said.

Biking has increased the sisters’ dis-

Left: Coach Willie Hardin talks to Hannah and Cameron about the course before the race. From checking the wattage of the stationary bikes to telling his athletes which stretches to do after the cycling, the coaches control most parts of the workouts. Right: Hands, and heads, held high--Cyclocross races, which take place from fall to early winter in rural areas of Maryland and Virginia, require the bikers to speed through grass, hills, mud, and streams. Here, Cameron and Hannah stand with their fellow competitors on the podium after a cyclocross race, ranging from first to fifth place.

42 DECEMBER 2015

cipline and perseverance, as the sport requires dedication and the ability to overcome mental blocks that can inhibit race performance. Loversky said the effort both girls put in is clear based on their contributions to the team. “[Hannah] is harder on herself than I can be—she’s very easy to motivate,” he said. “[Cameron] will most likely be in serious contention in the pro cyclocross races when she is a senior.”

When Hannah gets off her bike at the end of her workout, Loversky approaches and tells her which stretches she should do next. Simultaneously, they receive texts from Cameron saying she came in third in her race, and they exchange proud smiles.

Even though they’re usually the ones to push each other in races, the sisters have grown closer by biking together.

“It’s very demanding—and at times lonely—to spend all those hours on the bike,” their mother Nathalie Johnson said. “Luckily, Hannah and Cameron have always had each other to train with, and the sport has brought them even closer together.”

The Newcombe parents have become more involved in cycling as their daugh-

ters’ training takes up more and more time. Neither parent cycles competitively, but they both bike to work and enjoy the sport.

“Over all these years, being part of the RCV team has been an extremely rewarding experience for Hannah and Cameron and for our whole family,” Johnson said.

“We aren’t very mainstream; we were never a soccer family, kind of outsiders on the swim scene, but with the cycling team, we all—in our own way—found our tribe.”

As Hannah says goodbye to Loversky, he congratulates her on her performance in the previous day’s race and gives her a fist bump. Whenever a team member leaves, they receive the same fist bump, a small yet satisfying reward for the hours of intense work.

Photos courtesy Hannah Newcombe

Photo illustration by Abby Singer

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The best salad in Bethesda? It’s a toss up.

by Emily Schweitzer Whether they’re getting the Kebab Cob from Chop’t or the Rad Thai from Sweetgreen, everyone seems to have their usual order down at these trendy salad bars.

Chop’t, a Manhattan-based salad bar, opened in downtown

Bethesda Oct. 23. Chop’t made its debut down the street from Sweetgreen, which reopened Nov. 28 after renovations.

To see what all the hype was about, I went to Chop’t and Sweetgreen to compare the atmosphere and food of these salad joints.

VS. Atmosphere:

Atmosphere:

My next stop was Sweetgreen. The salad bar temporarily closed in November due to renovations, but it reopened at the start of December.

I must have missed the crowd at Sweetgreen because the typically long line had just three people. The three employees working the salad bar were helpful and patient while taking my order, Food: much like those at Chop’t. The walls, covered in green wallpaService isn’t the only factor that draws people to Chop’t— per, consisted of pictures and captions that highlighted how the five types of lettuce, 46 toppings and 23 salad dressSweetgreen reaches out to local elementary schools. ings might have something to do with it. With over The only downside to Sweetgreen’s atmosphere two million possible salad combinations, you’ll The is that seating is limited and a slight farm-like be able to indulge in something new every Verdict: smell lingers throughout the salad bar. visit.

After dining at both establishChop’t also offers specialty salads Food: ments, I chose Chop’t over Sweetgreen. that change every two months. These Chop’t exceeded my expectations for the Although my first impression of the specialty salads are known as “desti- food and the service quality; my salad not restaurant wasn’t as inviting as it was nation salads.” This cycle’s “destina- only tasted heartier and was more filling, it at Chop’t, the salad made up for it. I ortions” highlight New York, Singapore was also more reasonably priced. From the mo- dered the Avocobbo, which was similar and Mediterranean flavors with sal- ment I stepped into the restaurant, to the first to the Chop’t Cobb. It contained similar ads such as the N.Y.C. Street Cart, the bite of my salad, to the manager waving to me ingredients such as chopped romaine, Spicy Singapore Noodle Bowl and the tomatoes, avocado, bacon, egg, roasted as I left, Chop’t was an all-around better exFalafel Market Plate. chicken and blue cheese dressing. The perience.

If you’re not feeling quite as adventursalad was tasty, but there was a catch: this To top it off, the manager reous, standard options are always available, salad cost me $11.35—about $2 more than membered my name as I said from the New England Harvest to the Chop’t the Chop’t Cobb salad. goodbye.

Cobb. The Chop’t Cobb is the restaurant’s best Sweetgreen has more base options than selling salad—and the manager’s favorite—priced Chop’t, but not as many dressings or toppings to at $9.49. Including ingredients such as organic FreeBird choose from. You can pick one salad base, four toppings grilled chicken and Niman Ranch smoked bacon, this mouthand one dressing. With seven salad bases, 36 topping options watering salad will have you coming back for more. and 12 dressings, there are slightly over one million combinaChop’t’s tasty salads are quite filling; the containers are tions you can experiment with. packed to the brim. Chop’t workers use the famous mezzaluna, Sweetgreen also boasts altruistic business practices, with a special tool that chops and mixes the different ingredients tostores all over the country promoting environmentally-friendly gether, providing a well-rounded bite. Every forkful contains a packaging. They offer four different disposal options to encourtouch of each ingredient, filling your mouth with a nice variety age recycling: compost, bowl return, bottles and landfill. The of tastes. containers are all biodegradable, and the walls of the restaurant Photos by Michelle Jarcho itself are made out of recycled material.

Stepping into Chop’t, I was immediately greeted by a friendly employee who introduced me to how the restaurant works.

She handed me a menu and gave me the rundown of the choices the salad bar offers. All employees seemed ready to help the customers in any way possible.

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The Pizza Panel

Our five fearless writers may be cheesy and have a lot of pep(peroni), but they definitely know their pizza

by Jacob Blitz, Josh Feder, Julia Gilman, Ben Katz and Anna Marcus

2. 2Amy’s Neapolitan Pizzeria Admittedly, Tenleytown—where 2Amy’s is located—is a drive from Bethesda, but this Neapolitan-style pizza is too delicious to pass up. The mozzarella cheese on the margherita pizza is rich, authentic and flavorful, but we wish there was a bit more of it to perfectly complement the sauce. The crust is flimsy and burnt on some of the pizzas but perfect on others, a small inconsistency we didn’t mind.

This was also one of the only restaurants where grease wasn’t a major issue on any of the pizzas—a welcome change. Overall, 2Amy’s is traditional thin-crust pizza done right.

4. Corner Slice

Conveniently located in downtown Bethesda, Corner Slice is a perfect spot to hit during your 46-minute lunch period.

Not only is it close by, but it also offers the best special around: two slices of cheese pizza and any drink for $5.

The pizza itself is good but not great, with a fluffy yet crisp crust and perfectly flavored toppings; the sausage and mushroom were our personal favorites. The one downside is that the slices have an excess of sauce and grease that dilutes the flavors of the rest of the pizza, which can make eating it a slippery mess. Don’t let it dissuade you, though; generous portions and unbeatable prices make Corner Slice a solid eatery.

6. Mamma Lucia

The Black & White has a sweet spot for Mamma Lucia pizza. Every “flat week,” when we produce the upcoming issue, our Tuesday night meal is pizza from this local favorite.

Although somewhat inconsistent, the pizza usually hits the spot. The crust has an overpowering floury taste, resulting in a doughy outside. Some bites have too much cheese, others are too saucy, but most are spot on. On the plus side, the pizza has just the right amount of grease, making each slice a fatty yet balanced delicacy. This wouldn’t be our “desert island” pizza, but it’ll never do you wrong.

8. Potomac Pizza

46 DECEMBER 2015

This pizza, though satisfying, had grease dripping from it, giving it a quite slimy feel. The toppings we ordered had trouble staying on top of the pizza and often slid off. Those that managed to survive on the slice were underwhelming, especially the mysterious meatballs masquerading as sausage.

It’s hard to justify choosing Potomac over anywhere else we tried. If you’re in a pinch in the Village, just go to Chipotle.

Finding the perfect slice of pizza is no easy task. But fear not, for five of the Black & White’s most dedicated and pickiest reporters joined together to comb Bethesda and its close neigbors for the best pizza joint.

Some restaurants may “bite the crust,” but others reign supreme in our Pizza Panel.

We picked eight esteemed pizza places in or near Bethesda to judge. To fairly grade and rank them, we considered four factors:

crust (texture and taste), cheeseto-sauce ratio, stability of the slice and overall taste. For consistency’s sake, we always sampled a slice of cheese, a meaty option, a vegetarian selection and a specialty pizza.

1. Pete’s New Haven Style Apizza Plain and simple, Pete’s is where it’s at. The cheese and sauce are evenly balanced, with a tasty crust that was just a tad too tough and burnt from the brick oven. Despite some initial suspicion, we even tried their “New Haven” special, complete with clams, garlic and pecorino romano on a white pizza. It was a surprisingly interesting and effective combination.

For the carnivores among us, each slice held plenty of pepperoni and sausage, even though the meat’s seasoning is nothing special. Pete’s delicious slice of “Apizza” was “Apleasure,” filled with harmonious flavors, making it definitely worth the occasional schlep to Friendship Heights.

3. &pizza

Think of pizza, only Chipotle-style. Located near the Bethesda metro station, &pizza (Ampersand Pizza? No, it’s pronounced “and pizza”) gives customers full creative control over their flatbreadshaped pizzas. From the type of dough to the flavor of sauce to the plethora of toppings, the options are endless.

Their homemade sauce is thrown on in large amounts, yet it’s delicious all the same, and the crust is perfectly crisp. Plus, we got to watch the pizzas bake on a conveyor-driven oven, which adds to the tasty experience. The high level of customization, easy access and plentiful toppings make &pizza a convienient and delicious lunch spot.

5. Vace Italian Delicatessen

If you’re not located on Bethesda Avenue or Elm Street, you might not be considered a “popular” pizza joint. But go only two blocks down from the main downtown Bethesda strip to find Vace Italian Delicatessen, the hidden gem of this pizza panel.

The pizza has a crunchy bottom crust, but there isn’t enough on the outer edge. The spicy sauce is slopped on top of the cheese (or lack thereof). Our pepperoni slices were drenched in oil, masking some of the pizza’s flavor, but the spinach white pizza was tasty. Not the best—but not the worst—Vace is a decent break from Bethesda’s high-profile pizza places.

7. Ledo Pizza

A staple for rec baseball team parties, Ledo Pizza is the ultimate friendly neighborhood restaurant. The unorthodox rectangular shape provides a different take on the classic dish.

The thinner, less crispy crust compliments the rest of the square surprisingly well. However, the lack of crust on the middle squares of the pie make these pieces messier to eat. The sweeter sauce nicely balances out spicier, thick-cut pepperoni, and the cheese offers a satisfying combination, although it is a bit too greasy. While unconventional, Ledo Pizza will satisfy when needed.

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47

the leaderSHIP never sinks

“

SGA “

Selvi Ulusan PRESIDENT

announcements:

Joe Wiedemann VICE PRESIDENT

Carly Choppin TREASURER

Whitman Idol: Friday, January 29, 2016 Have a good winter break; more LLS Month announcements will be coming soon!

Class Officers:

‘16 ‘17 ‘18 ‘19

Kueho Choi SECRETARY

Katie Meyer SECRETARY

Carolyn Hoover, Hannah Ginsky, Jake Schwartz Jaiwen Hsu, Ari Gutman, Annie Waye Pablo Rothschild, Ray Crist, Clara Ryan Azraf Khan, Shehrez Chaudhri, Celia Shapiro