the LION’S
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Non-Profit Organization U.S. Postage PAID Boston, MA Permit No. 54523
Volume 34, Issue 3 140 Brandeis Road Newton Centre, MA 02459
Newton South High School’s Student Newspaper · Newton, MA · Established 1984 · October 6, 2017
Signs of the Times Students question the purpose and effectiveness of value posters Michelle Cheng & Sebastian Tsao Editor-in-Chief, Sr. News Editor “I don’t really know what the signs are supposed to do.” When senior Hannah Phan first saw posters reading “Show Respect,” “Listen First,” “Take Responsibility” and “Choose Kindness” in each of her classes, she questioned their intent. “Are they supposed to make us feel guilty when we’re doing something wrong?” she said. “Or is it just there to show that the school is doing something?” “They seem a little out of nowhere,” senior Karin Alsop added. After incidents of hateful and disrespectful comments last year, administrators sought to communicate South’s core values, principal Joel Stembridge said. The faculty generated a list of statements relating to South’s values, and students in a later meeting brainstormed how students and faculty should ideally interact. “Those lists, amazingly, were so similar. They really matched, and so that became the basis of the four phrases,” photo illustration by Netta Dror
POSTERS, 5
Establishing purpose proves critical for student learning Rachel Gu & Kimia Tabatabaei Sr. Centerfold Editors
Plato theorized in the fifth century BCE that “the purpose of education is to give to the body and to the soul all beauty and all the perfection of which they are capable.” Although experts often debate the effectiveness of various teaching methods, Plato’s claim from almost 2,500 years ago continues to reflect a fundamental goal of education — to develop students’ natural abilities and encourage them to think independently. “I think the purpose of education is
to empower folks to live their best lives,” English teacher Kelly Henderson said. “It’s also teaching folks how to think, how to manage one’s time, how to accept others’ point of view and how to ask questions — how to live in a world that doesn’t look and think like you do.” According to history teacher Jamie Rinaldi, teachers’ attempts to understand how students learn best only result in more uncertainty. While neurology may point educators in the right direction, he said, many questions remain unanswered. “One thing that we still don’t really understand about the human brain is how
it works,” he said. “How do you verbalize thinking? Why do you know the things you know? Why do you draw the conclusions that you draw? Where do original ideas come from? What’s the thought process that allows original thinking to happen?” Because there exists no perfect formula to consistently inspire a deeper level of learning in students, Rinaldi said, teachers remain unsure of how to improve their classes. “I think teachers still struggle with the idea of how to teach thinking,” he said. “Maybe the best you can do is to watch how your students draw conclusions, to really monitor the moments when they seem the
most engaged, most curious [and] most introspective and then try to replicate those conditions.” While teachers struggle to determine how to best interpret the teenage brain, a recent study by the Association for Supervision and Curriculum Development (ASCD), comprised of 115,000 superintendents, principals and teachers from more than 128 countries, found that when students ask questions, engage in group discussions and understand the purpose of learning the topic at hand, they gradually develop an appetite for learning. LEARNING, 12
INSIDE THIS ISSUE:
New Charter
Students and politicians debate new proposed charter to be voted on Nov. 7
2
Galit’s Treats South parent opens new bakery in Newton Centre, providing a stress-free space
16
Booster Club
Athletes discuss Booster Club’s contributions despite limited recognition
20
NEWS 2 EDITORIALS 6 OPINIONS 8 CENTERFOLD 12 FEATURES 15 FUn page 19 SPORTS 21
NEWS page 2|October 6, 2017|THE LION’S ROAR|THELIONSROAR.COM
news@thelionsroar.com|VOLUME 34, ISSUE 3
this month in
review 1S1Q On Sep. 29, students attended four of 13 panels to discuss the question: How can I make a difference? The keynote speaker this year was NPR and WBUR reporter Asma Khalid. She spoke about her experiences coveing the 2016 Presidential Election
Midterm 1 Midterm 1 ended on Oct. 4. Parents will receive comments from teachers through Skyward.
Merit Scholars On Oct. 6, a National Merit Breakfast was held for senior finalists, who excelled on the PSATs.
Zervas Opening On Sept. 4, the new Zervas Elementary School opened as part of a project to address enrollment increases in the Newton Public School System. The building contains 24 classrooms and over 69,000 square feet of outdoor space.
Proposed charter divides voters Sophie Lu & Dina Kats
Sr. News Editor, News Contributor The Charter Commission’s new proposed charter has sparked debate over ward representation as Newton voters decide whether or not to adopt it during the municipal election on Nov. 7. The new charter, if adopted, will eliminate all councilors elected by only one ward (ward councilors) and lower the size of the City Council from 24 to 12 councilors, all of whom will be elected by the entire city (at-large). Each ward will have at least one resident councilor. Presently, 16 of 24 councilors are elected at-large, and the remaining eight are elected by the individual wards. History teacher Deborah Linder said she supports reducing the size of the City Council to increase productivity. “You want to have a lot of voices, but if it becomes inefficient and you have meetings that last for four hours [without] getting stuff done, ... maybe you could be represented with fewer voices,” she said. “It might be more efficient, [so] we can get more things done.” “Twenty four councilors is objectively too much for a productive and efficient city council,” senior Danny Silverston agreed. “When you make it 12 [city councilors] and get rid of ward councilors, they’ll run a much tighter ship.” According to mayoral candidate and Councilor at Large Ruthanne Fuller, the School Committee, whose eight members are elected at-large, demonstrates the system proposed in the charter. “It will empower voters by letting them vote for every councilor, [giving] them more options without the council seats tied to residency and [making] the ballots simpler with fewer city council members,” she said. “With voting improved, maybe more people will vote and ... more voices will be heard.” At-large campaigns, however, could result in a loss of local representation, according to Councilor at Large Amy Sangiolo, who said she opposes the new charter. “Candidates don’t have to worry about winning the support of the ward,” she said. “All they have to do is worry about getting the support of the rest of the city. It provides an opportunity for a special interest group that is highly financed and can run a slate of candidates and take control over the City Council. It’s basically a power grab.” Ward 2 Councilor Emily Norton agreed, adding that the current ward system requires ward councilors to promote the interests of their ward. “Residents benefit by having someone
graphic by Maya Zeldin
who’s looking out for their particular interests in a ward — Newtonville is really different [from] the Upper Falls, which is really different [from] Chestnut Hill,” she said. “You want someone who really has to care [and], structurally, is incentivized to care what the people in that ward think.” For mayoral candidate and Councilor at Large Scott Lennon, however, holding city councilors accountable to all voters in the city is important. Requiring one city councilor to live in each ward will maintain local representation, Silverston added. “Many people [who] say no are attached to ward-specific councilors, or wardspecific issues,” he said. “We’re not necessarily sacrificing ward specialization because the new charter would ensure at least one city councilor will be living in each ward.” Sophomore Max Marrinan said he is concerned that the proposed charter would hinder everyday citizens’ ability to run for City Council if they so choose. “Running for office [will be] very expensive, and only people with the political capital can run, so ... only full-time politicians can be in government,” he said. Silverston said that while he understands that running an at-large campaign is more expensive, the cost of campaigning will ultimately test candidates’ dedication and improve the City Council as a whole. “Only the most committed candidates will run for the position,” Silverston said. “If the flaw of the charter is that campaigns will be more expensive, I’m okay with that. I’m okay with sacrificing some more costefficient campaigns for a more productive
Current Charter • 24 city councilors in total • Eight ward-specific councilors • 16 at-large councilors
City Council.” On Sept. 25, 14 city councilors cosponsored a bill to reduce the City Council from 24 to 16 city councilors using the Home Rule petition, which requires the bill to be approved by the City Council, mayor, state legislature and finally voters. Norton, who co-sponsored the bill, said in an email that the change found a middle ground. “Newton benefits [from] our largersized council, especially because it provides diversity of opinion and sufficient people to do the work, but as I have gone door to door, I have heard people say they would like to downsize the council, though not get rid of ward councilors,” Norton said. “This proposal does that.” The Yes for a New Charter campaign wrote in an update, “under the [councilors’] proposal, 50 percent of the council would have no accountability to most voters. While elected by 500 to 1,000 votes, they could hold positions of significant citywide power as Committee chairs and even council president. This is a bad structure: still too large, unrepresentative and lacking in term limits.” The new proposal will not be voted on during the Nov. 7 election. Lennon said that leading up to November, he has encountered hard-working people campaigning on both sides of the debate. “It’s not a perfect plan. I’ve been listening to voters across the city for the last couple of months talk about how they feel, both for the charter and against the charter,” he said. “Come November, it’s great that everyone will have a say in how their city government works.”
New Charter Proposed Charter • 12 councilors in total • Eliminate ward-specific councilors • Eight councilors elected at-large with residency requiremnt
If passed, the changes would take effect in 2019
Q&A
October 6, 2017|page 3
THE LION’S ROAR|THELIONSROAR.COM|News
with mayoral candidates
Ruthanne Fuller and Scott Lennon
The Roar’s Sophie Lu asked mayoral candidates Ruthanne Fuller and Scott Lennon about the October primary results and their campaign plans What are your thoughts on the primary results? Ruthanne Fuller: I’m really pleased that we had such a broad base of support. I was the top vote-getter in 19 of the 32 precincts. I’m excited to make sure that I’m talking to as many people [as possible], knocking on the doors of residents in all 32 precincts and listening to all the ways people want to make Newton become better than ever. Scott Lennon: I feel really good about where we are. ... We had a strong grassroots campaign. We worked really hard to get the results that we did. ... We’re knocking on thousands of doors, making thousands of phone calls and hosting 62 meet-and-greets or house parties throughout the entire city. We got good support from every corner of the city. We look forward to carrying that message forward in November.
What is your stance on the new proposed charter? Ruthanne Fuller: I’m voting yes on the charter because with 12 city councilors, we will increase our ability to get things done. ... And as mayor, I will work hard with 24 or 12 city councilors to make sure that I, as mayor, am responsive to the unique concerns of people in our very unique neighborhoods. Scott Lennon: I’ve supported the recommendation of the new charter. I believe it’s important to hold all councilors accountable to all voters in the city. … The mayor is the chief executive officer of the city, and whether the council is 12, or the council is 24 or whether it’s all at-large or there’s a ward model, I’m going to be able to work effectively.
Do you have anything else to say to potential voters? Ruthanne Fuller: This is a great year to get involved locally ... with all the complexity and conflict in Washington, D.C. ... A mayor makes a powerful difference to our lives. Please vote! Scott Lennon: I’m looking forward to meeting as many voters as I can over the next 32 days, talking to them about my skills and my experience, being the president of the [City] Council ... and serving the city. I’m hoping that I can get everyone’s support on November 7.
photo courtesy of Scott Lennon
photo courtesy of Ruthanne Fuller
page 4|october 6, 2017
New Projects JULIA GELLER Class of 2019
news|THELIONsROAR.com|THE LION’S ROAR
Green space to replace L bench
senate update
At South Senate’s first regular meeting of the school year on Sept. 14, senators brainstormed new ways to improve South. On Sept. 28, Senate split into three committees, the Academics, Student Life and School Infrastructure Committees. In these committees, senators collaborate on projects and implement change with the help of the faculty and administration. The Academics Committee will work on projects related to class curricula and homework load. By hosting events and leading activities that encourage engagement with the administration, the committee hopes increase students’ understanding of their civic power and responsibilities. The committee will also advocate for curriculum changes to prepare students for adult life through mini-lessons on financial literacy and self-sufficiency. The Academics Committee will also monitor homeworkfree vacations. The Student Life Committee will focus on non-academic policies. We plan on building off of last year’s progress by expanding the availability of feminine hygiene products to bathrooms around South. Students who miss school for religious holidays should never feel like they have to choose between religion and their studies, so we will work with the administration to develop a make-up policy for these particular conflicts. The School Infrastructure Committee wishes to improve and repair areas of South. The L bench’s closing creates a need for additional seating around the school, especially in the Field House and the Goldrick and Wheeler lobbies. Senate hopes to place more tables and chairs around the school, including some outdoors. The committee also hopes to work with custodians to improve the locker rooms’ condition and to establish a system that allows students to alert custodians of school facilities that need repair. The Senate elected three senators to serve on the School Committee’s Student Advisory Committee (SAC): seniors Brooke Hackel and Michael Ryter and junior Nayleth Lopez-Lopez. They will attend public School Committee meetings, participate in discussions on a wide range of topics and advise the School Committee on how decisions will impact students. SAC members will begin by focusing on the Youth Risk Behavior Survey, a student survey conducted every two years by the Federal Centers for Disease Control. The survey asks students about substance use, violence and safety, mental health and physical health. This year’s report most notably finds 78 percent of Newton high school students reporting school-related stress, peaking with 88 percent of seniors. The SAC plans to discuss the results with the School Committee and work to implement policy changes to reverse the report’s concerning trends. Freshman Senate elections are on Oct. 19. Look out for your peers’ campaign posters and speeches as you decide who will represent you in the Senate. We look forward to our Class of 2021 Senators joining us! For more updates, follow our Facebook page or Instagram account (@nshs. senate) or stop by the Lecture Hall during Thursday J Blocks.
graphic by Clara Boberg
Peri Barest & Sophie Goodman
News Reporter, Sr. News Editor Junior Sarah Kern came to South for cross country pre-season in August to find the L bench in pieces. “I ran over, and the prized possession that I had been waiting for all of high school [was] just being torn apart in front of my eyes,” she said. “It was so disappointing.” Although the bench’s removal angered her in the moment, Kern said in retrospect that it was for the best. Administrators now look to repurpose the area into a green space for biology students and teachers to maintain, principal Joel Stembridge said. Biology teacher Sally Rosen will lead the design effort but does not have definite plans yet. Rosen’s personal experience teaching in a classroom near the L bench initially brought the issue to her attention. “I would have to go out in the hallway
regularly,” she said. “Actually, there were four of us who had to go out in the hall regularly, [but] kids were never directly disrespectful to me.” “Four classrooms were really impacted by the noise and the presence of those students,” science department head Gerry Gagnon said. Rosen’s role in redesigning the space allows her to redefine the area she once found so disruptive. “My vision, because it’s a very low-light area, is to have a lot of low-light tropical plants in almost an L-shaped planter, so taking the old L bench and making it into a planter,” she said. Aside from its new practical purpose, Kern said she appreciated the effort to brighten South’s hallways. “It’s also just really pretty — bring the outside in,” she said. “I think it will add a nice space for people to walk by.” The L bench’s potential to be a posi-
tive influence at South contrasts last year’s L bench environment, which sophomore Julia Ronkin said compelled her to avoid the area altogether. “I think it’s awful that you had to avoid a part of the school that you should feel safe in,” she said. Still, junior Jordan Carey said he was frustrated that the actions of a few students resulted in the destruction of the L bench for all — especially for this year’s juniors, who had waited to claim the bench like “all the other grades before [them].” Rosen said she hopes students will embrace the atrium because it will give them a much-needed break from the school building’s austerity. “I love the idea of a green space in the school, someplace where we have plants that can grow, and just a healthy, beautiful place where people can just enjoy [the space] around them rather than a bunch of concrete and walls.”
South supports Houston school Izzy Klein & Hope Zhu News Reporters
To help relief efforts in Houston following Hurricane Harvey, South students and faculty will be able to make donations during Tuesday advisories as part of a fundraising campaign called South/West Carelines. Spanish teacher and Houston native Marla Wiener, who connected South with Westside High School in Texas, said that South can actively contribute to Houston’s recovery efforts. “The whole process started [when] the advisory teachers met with [Goldrick dean Marc] Banks,” she said. “People were talking about giving back and the question for our One School, One Question, which is how you make a difference, and someone said Hurricane Harvey.” “What [Westside High School] basically said is that, rather than just purchasing specific items, they could really just use funds,” principal Joel Stembridge said. “What we are going to be doing is simply raising money and then finding a good, safe way for them to access that money, so it goes towards what they want it to go towards.” The hurricane’s destruction in late August forced Westside to close for weeks. “The first week after the hurricane, ... one of the big highways was flooded completely,” Lumay Gomez, a student at Awty International High School in Houston, said.
“I know a lot of my friends, [whose schools] were flooded, were having a lot of trouble getting to school, trying to do all their work [and] trying to manage moving into a new house.” Gomez added that she has participated in community volunteer efforts. English teacher Shauna Pellauer, who coordinates advisory activities with Banks, said this campaign is a way for students to act on the One School, One Question theme. “With all of the hurricanes happening and the general state of the world, I think it’s really easy to feel despair, and this is a very concrete thing that we’re doing that can make people’s lives better,” she said. “Students can learn that we’re trying to make good on the question we asked just last week about how can I make a difference. We’re trying to show what that looks like in action as opposed to just saying it.” Senior Varun Deshpande said he applauds the decision to fundraise for Houston. “It’s showing that we care about those who are currently less fortunate than us,” he said. “It’s showing that we want to make a difference in not just our own community, but throughout the world as well.” Witnessing the physical aftermath of Hurricane Harvey in her hometown, Wiener said, was devastating. “Not far from where I grew up, the water was to the top of the street signs,” she said. “I only lived two blocks from the bayou.
... Everything was a mess.” “I hope [South] students will learn [they] can make a difference, and … we’re doing it as a school, so that will also build community, and we can connect together to something that’s larger than ourselves,” Wiener continued. “Our values that we’ve chosen this year connect with that: choose kindness, listen first. ... The goal is for people to realize that they can be part of a solution.” South will hold a similar campaign in November to help Puerto Rico recover from Hurricane Maria, Pellauer added. “I’m really happy that people have spoken up around the need to support families suffering in Puerto Rico, as well,” she said. “The planning for Houston happened before the events in Puerto Rico, and we’ve heard from faculty and from students saying, ‘What else can we do?’ I hope students see the November drive as not a chore, but as another opportunity to give back to people who need it.” Stembridge said this is an opportunity for students and faculty to band together. “We’re not underwater; we have power, [and] we have the ability to collect some funds and send them in a direction to people who need them,” he said. “Someday it might be us. ... I like the idea that we would take a moment as a school, bind together and put our collective energy together as a community towards helping someone who really needs help now.”
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THE LION’S ROAR|THELIONSROAR.COM|NEWS
South community discusses posters’ effectiveness POSTERS, from 1 Stembridge said. “The purpose of the signs was really just to make the values visible, so that we all were on the same page.” In addition to offering visual reminders of South’s core values, Stembridge said he hopes the signs will emphasize the importance of community. “It’s been really clear to us, all of us, that this is something that we need to really focus on this year — making sure [we’re] clear about what type of community that we want to have at South, … and [making sure we’re] working [to reach] it,” he said. “One of the things that South has needed for a while is a clear, visible sense of what we value and how we can be a better community,” history teacher Michael Kozuch said. “Because this came from both students and faculty, ... [the signs] really [are] a statement of what we value.” According to sophomore Matt Reinstein, the posters are also reminders for a student’s individual behavior. “You can always just look up at the wall and see those core values and say, ‘Am I doing that?’” he said. “Those signs on the wall ... are all values that South represents, and I need to do that in order to be a successful student.” Freshman Donya Goldstein, however, said that the signs are ineffective. “People are largely ambivalent towards the signs because they say such obvious stuff,” senior Thomas Garrison agreed. Junior Tomer Bonshtein, however, said the posters still have a positive impact on students.
“Even though they may not actually change the way people act, they are a nice message to send to the students,” he said. “It creates the feeling of a community operating under the same principal ideas.” For art teacher Abygale Choi, who designed the posters, hanging the posters in all of the classrooms promotes unity across the large student body. Bonshtein, however, said students will not take the values seriously if the school continues to push them. “All students know they exist, they’re in every classroom and we can all recite them by heart,” he said. “If the school continues to push these messages, then they will become a joke.”
fix a problem that’s much more deeply rooted,” senior Brooke Hackel added. “It’s not necessarily what [administrators] intended to be the only solution, but I feel like for students, that’s what it feels like.” By communicating South’s core values, the signs are just the first step in creating a more unified community, Stembridge said. “The signs are only a starting place,” he said. “The signs themselves have no value unless people understand and believe in those phrases.” Choi agreed, adding that the signs are an important step toward a larger goal. “It’s not the only answer, but it’s taking a step toward promoting those kind of values
It’s not the only answer, but it’s taking a step toward promoting those kind of values and just having it visible is a literal reminder. Abygale Choi, art teacher In the beginning of the school year, classes often come up with their own lists of class expectations and norms that, for junior Ronit Glasgow, are more meaningful than any preexisting signs. “The signs are pretty arbitrary,” she said. “A lot of my teachers do class expectations and norms as a group. We all list what’s important to us, and even if it never seems meaningful, it’s more meaningful than seeing the same four signs, which I zone out now.” “[The posters] are kind of just a BandAid that they’re trying to cover up the problem with without actually doing anything. … It’s not really a solution. It’s just trying to quickly
and just having it visible is a literal reminder,” she said. “It’s helpful in … [South] becoming a more respectful and respectable community.” The administration plans on holding forums during J blocks to give students the opportunity to speak out on different topics. According to Stembridge, Courageous Conversations on Race will continue in sophomore science classes and the Student Leadership Council will continue to discuss how to strengthen the South community. Student input, vice principal Steven Rattendi said, is vital to strengthening the South community. “The huge next step is getting students
as involved as possible because you can’t mandate a sense of community,” he said. “It’s a matter of figuring out how to get students active and engaged in creating a sense of community — and faculty as well.” “I really applaud the school for trying to approach this problem in as many different ways as possible,” Phan said. “I don’t think all of them are completely effective, but I like the fact that the school’s trying to vary it.” Physics teacher Hema Roychowdhury, who discussed the signs with her students, said that exhibiting the sign’s values at all times may be difficult for some students, but she said she hopes that just being conscious of the signs and having them in the back of students’ minds will help guide them on their behavior. “I wonder if just seeing these positive messages can maybe have an incremental impact on their choice of actions [and] words when the situation arises,” she said. “I’m hoping that that’s possible, but I’m not sure.” Having discussions in classes and among students, in general, Stembridge said, is ultimately where the signs’ impact will be seen. “If all we did were point at the signs every time someone said something that wasn’t part of the signs, it would be a failure because that’s not the point of the signs,” he said. “The point of the signs is: here’s a way for us to engage in conversation with each other, and it’s really the conversations that are the important thing.” Additional reporting by Thomas Patti and Carina Ramos
EDITORIALS page 6|October 6, 2017|THE LION’S ROAR|THELIONSROAR.COM
editorials@thelionsroar.com|VOLUME 34, ISSUE 3
the CAT’S
MEOW All the news that’s fit to print ... and then some!
Midterm Reports Since midterm reports were released on Oct. 5, multiple parents have expressed skepticism over the sincerity of teachers’ comments. “Every single teacher used the same exact words to describe my sophomore boy: ‘a pleasure to have in class,’” Haylee Dowdit said. “I’m his mother. I spend enough time with the kid to know that he’s got issues. Either these teachers are truly miracle workers or they’re straight-up lying.” Frank Lee, who tutors a senior girl, had similar questions upon finding that every comment on his client’s report read “is achieving well.” “Look, I’ve read enough of Kelly’s essays to know she’s definitely a work in progress,” he said. “If her teachers really aren’t worried about her affinity for misplaced modifiers, South needs to take a hard look in the mirror.” History teacher Lev M’alone declined an interview, saying, “No concerns at this time — comment, I mean. No comment at this time.”
Students Face Pant Dilemma According to a recent survey conducted by The Roar, deciding between shorts and pants in the morning has overtaken waking up as students’ most difficult part of the day. “The amount of time I take in the early morning figuring our what attire is appropriate is absurd,” Gene Schwartz said. “But with the way the weather has been, what was once a thoughtless choice has become something much greater.” “Every morning, I check my weather app and it’s essentially no help,” Peter Pance added. “30-degree mornings and 90-degree afternoons have made the decision nearly impossible.”
Big Debate Trophy After its first-place finish in a recent tournament, the South Speech and Debate team won the Achievers Cup, a 450-pound trophy presented annually to the nation’s strongest debaters. “We’re honored,” junior Luca Mi said. “Sure, the trophy is big, but it’s nothing compared to our big hearts and bigger minds.” Standing at 13 feet tall and six feet wide, the Achievers Cup needed room in a special cargo hold on the plane home from the Dallas competition. “The Cup only confirms what we’ve known since freshman year: we’re legit,” senior Stan Firdbound added. “Now the rest of the school gets to know it, too.” Team captains have reportedly contacted a real estate agent to determine the ideal habitat for the newest addition to their family.
Extracurriculars provide South students with ample room to grow South’s excellent record with students’ post-graduate achievement is usually attributed to its first-rate teachers and classes. Often overlooked in the discussion of South students’ success, however, are the opportunities offered outside of the classroom for kids to mature as thinkers and contributors to society. Covering class material ensures that students enter college and the workforce with the breadth of knowledge necessary for any field. Perhaps more important than the curricula themselves, however, are the work ethic, time management and organizational skills that these classes demand. Rather than through tests and lectures, students acquire these skills indirectly; teachers assign work, and students are left to determine for themselves how to manage it amid the inherent busyness of being a South student. This self-discipline, while not explicitly taught in the classroom, is
one of South’s most important gifts to students before they graduate, instilling the mental resolve needed to overcome the obstacles of adult life. This fact-based approach to learning, however, fails to encourage students to analyze more complicated issues. The rigid, black-and-white framework of thinking that many classrooms exact from students is
clubs and activities provides students with the chance to pursue passions and reach out to those in need. While students must take initiative to join a sports team or service club, they are better equipped to succeed in these voluntary relationships than in superficial ones imposed upon them in classroom settings. Indeed, the concrete informa-
Self-discipline, while not explicitly taught in the classroom, is one of South’s most important gifts to students before they graduate. often inconducive to our complex world and all its shades of gray. Attacking the largest questions facing America today will require great mental resilience, for not every issue’s solutions can be neatly arranged on an AP equation sheet. South students are more likely to develop this mindset outside the classroom. South’s host of after-school
tion provided in schools is more crucial than ever. However, South’s classes fall short in providing students with other keys to success in adult life. But by indirectly honing students’ work and study habits and encouraging participation in extracurricular activities, South prepares its students well to enter society not only as academic achievers, but also as well-rounded citizens.
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Editorial Policy
The Lion’s Roar, founded in 1984, is the student newspaper of Newton South High School, acting as a public forum for student views and attitudes. The Lion’s Roar’s right to freedom of expression is protected by the Massachusetts Student Free Expression Law (Mass. Gen. Laws Ann. ch. 71, Section 82). All content decisions are made by student editors, and the content of The Lion’s Roar in no way reflects the official policy of Newton South, its faculty or its administration. Editorials are the official opinion of The Lion’s Roar, while opinions and letters are the personal viewpoints of the writers and do not necessarily reflect the opinion of The Lion’s Roar. The Lion’s Roar reserves the right to edit all submitted content, to reject advertising copy for resubmission of new copy that is deemed acceptable by student editors and to make decisions regarding the submission of letters to the editors, which are welcomed. The Lion’s Roar is printed by Seacoast Newspapers and published every four weeks by Newton South students. All funding comes from advertisers and subscriptions. In-school distribution of The Lion’s Roar is free, but each copy of the paper shall cost one dollar for each copy more than ten (10) that is taken by any individual or by many individuals on behalf of a single individual. Violation of this policy shall constitute theft.
OCTOBER 6, 2017|page 7
THE LION’S ROAR|THELIONSROAR.COM|DESK
Running away from my fears, only EDITOR’S to have them chase after me DESK from the
Celine Yung Managing Editor
If I’m ever quiet, there’s something wrong. Growing up, all of my nicknames more or less meant the same things: restless, talkative and hyperactive. Time hasn’t changed a thing. I can still spend hours talking to anything with ears about everything that’s on my mind. Popular topics now include Disney rides and MasterChef injustices (too soon?). My mom likes to say that I’m only quiet when I’m drawing, reading or sleeping — add racing to her list, and there’s no reason for me to disagree. Racing, though, is a different kind of silence for me. It isn’t calming or meditative — it’s a contained hysteria. Warming up on the infield, I’m already winded from sheer nervousness, so much inside my own head, ironically, that only the starting gun can snap me out of my paralyzed state. As someone who takes eight pages of notes on six-page readings, races terrify me because there’s no surefire way to prepare for them. I can go to practice every day, maybe even lift every other day (probably not), but I can’t study how to get faster. I can’t study how to not feel pain, and it’s the pain that scares me the most. It’s the pain that haunts me weeks in
advance before every race. Sprinting is all about giving up everything you have when the gun goes off and emptying yourself even before you cross the finish line. On most days, that’s just not in me, and when it is, it’s at the most random of moments, like when suddenly I’ll find myself during an SAT practice test, I’ll be in race-mode, pent-up energy exploding. But I’m never ready when it counts, when I step out onto the track, spikes
I need motivation more than anything, but I am my own worst cheerleader. It’s hard to be in pain and also convince yourself that you aren’t in pain. This is me trying to get myself through every race: You’re not there yet, Celine. You’re never going to get there, Celine. Stop breathing! You can’t breathe, idiot; it wastes energy! It’s only the beginning — oh, God. Oh, God, the finish line is still so far away — and that’s the censored version.
This is what you’re afraid of. sinking into the red turf, teeth sinking into my lower lip. My races last for barely over a minute, but to me it feels like — as my calculus teacher would say — an infinitely small period of time. Racing down the final straightaway is an out-of-body experience, like watching myself play a survival video game on TV through tunnel vision with the volume blasting. All I can hear are my labored attempts to breathe, and all I can see is red turf and white lines stretching into infinity.
In the moment, I’m convinced that I will never stop running, that I will blink and blink, and the second hand of every clock in the world will spin and spin, and I’ll still be here running toward a finish line that doesn’t exist. But, through all my melodramatic speculation, there’s a single moment of clarity when I think: This is what you’re afraid of. I find ways to avoid everything I fear, from horror movies to chickens. To me, running track is equivalent to working in a movie theater that only plays the bloodiest, goriest films or working on a
farm where my designated task would be collecting eggs from the coop all day. Even while writing this, I had to write ellipses in the place of “chicken.” My fear is that bad. But, no matter how much I stress, curse or complain about racing, on meet day, I’ll be doing just that: racing. And, I think it’s the obnoxious inescapability of racing that makes me secretly love it — after I’m done, at least. I can say with 100 percent certainty that the strongest I’ve ever felt was in a race; in fact, it was probably running down the final straightaway. Two months before my final seasons, I’m still learning to accept that every time I step out onto the track, I will leave with my heart thundering and legs shivering, but also feeling done and proud. A finished race can’t be given, studied for or even earned; it’s something I have to do myself. I wouldn’t give back any of my most painful races for the knowledge that I’ve been through them all. When I’ve finally reached the finish line, I steer right off the track and collapse onto the infield, breathing so hard I can see my chest rise and fall even when I’m gazing straight up at the sky. It’s this post-race trance, this euphoric exhaustion, that has me telling myself every time: this is why I run.
Volume XXXIV The Lion’s Roar Newton South High School’s Student Newspaper 140 Brandeis Road Newton, MA 02459 srstaff@thelionsroar.com
Editors-in-Chief Carina Ramos
Michelle Cheng
Managing Editors Thomas Patti
Celine Yung
Section Editors Opinions
Features
Aviva Gershman Dina Zeldin
News
Sophie Goodman Sophie Lu Sebastian Tsao
Sports
Centerfold
Rachel Gu Kimia Tabatabaei
Graphics Managers Eunice Kim Ellen Deng
Business Manager Gaby Smith
Cam Miller Ilan Rotberg Eu Ro Wang
Catherine Granfield Dorra Guermazi
Content Manager Emily Belt
Faculty Advisers Ashley Elpern Faye Cassell
Photo Managers Netta Dror Adam Baker
Local Government Correspondent Michael Ryter
OPINIONS page 8|October 6, 2017|THE LION’S ROAR|THELIONSROAR.COM
opinions@thelionsroar.com|VOLUME 34, ISSUE 3
PERSPECTIVES: SHOULD NEWTON ADOPT THE PROPOSED CITY CHARTER? graphic by Eunice Kim
IT SHOULD
IT SHOULDN'T
MICHAEL RYTER
N
ewton voters should approve the proposed charter this November to create a more effective city government for future generations. The largest change in the proposed charter is to decrease the size of the city council from 24 councilors to 12. Newton’s council is already exceptionally large: we have 3,665 residents per councilor, while the 20 largest cities in Massachusetts other than Boston average 7,889 residents per councilor. Our council’s large size means it is plagued with redundant deliberation. A smaller council allows for more effective debate and decision-making. 16-year term limits for councilors will cultivate an effective blend of new ideas and experienced policymakers. With fewer councilors, residents will be able to analyze each councilor’s record with greater attention to detail. A shorter ballot will allow voters to learn more about each race, forcing councilors to engage in more substantive discussions to defend their decisions with citizens across the political spectrum. Councilors elected by individual wards rather than by the city at-large currently compose one-third of the city council. Under the proposed charter, all councilors would be elected at-large, ensuring every councilor is accountable to every voter. Presently, residents cannot vote for seven of 24 councilors; eight councilors answer only to one ward where they often are elected with as few as 500 to 1,000 votes. Campaigns should not pour resources into just one-eighth of a city. Instead, elections should demand that a campaign make a grassroots effort supported by enthusiastic volunteers to reach citizens all across Newton. In a city of only 88,000 residents, the council’s decisions about economic development, transportation, zoning and public safety affect the entire city. Our current charter incentivizes ward councilors to put
their neighborhoods’ niche interests before the interests of all of Newton residents. Newton is not politically divided along georgraphic lines; people of all income levels and backgrounds live in every ward. While solely at-large representation could be a poor choice for Boston, Lowell and other cities with larger income disparities between neighborhoods, this proposed charter is tailored to Newton’s unique needs; that is why Mayor Setti Warren and both mayoral finalists have stated they will vote YES. Ensuring geographic diversity by requiring at least one councilor from each ward, the proposed charter preserves ward representation. At-large councilors pay more attention to constituents in their own wards: residents most frequently contact their wards’ councilors, and councilors know their own neighborhoods best. Any competition in the next election would come from disappointed residents of their own wards. The proposed charter would elect one-third of the council at-large with no ward residency requirement, creating one big race where the top four vote-getters win council seats. These seats offer singleissue candidates and political minorities a better chance to win a council seat. Presently, candidates almost always need a majority of the vote to win an election. The proposed charter would allow candidates to finish third or fourth and still win behind a plurality of voters. This would allow single-issue candidates, political minorities or racial minorities with relatively small but passionate bases to challenge for seats. Whether focusing solely on the environment, the Welcoming City ordinance, affordable housing or conservative fiscal management candidates bringing diverse expertise and prioritizing a plethora of issues will be elected. On November 7th, vote YES for a new city charter.
Under the proposed charter, all councilors would be elected atlarge, ensuring every councilor is accountable to every voter.
DAVID HU
F
or over 40 years, Newton has maintained a 24-member city council with little consideration of change. In 2015, however, Newton’s voters approved the formation of a Charter Commission consisting of nine elected residents. Upon review of the current system, a completely new governance system was approved to encourage “greater public participation in government” and increase “effectiveness, responsiveness and efficiency.” The Charter Commission proposes two major changes. First, they would like to cut the number of city councilors from 24 to 12. Second, they would like to remove all ward councilors — politicians elected directly by your neighbors — and replace them with at-large councilors — representatives elected by the entire city. Newton has one of the largest city councils in the country, yet our political system is effective. According to a study published by the Kinder Institute for Urban Research in February 2016, incompetent governments more commonly result from smaller city councils. In numerous metropolitan suburbs, municipal boundaries develop a fragmented local government that is unresponsive to its constituents. With a small city council, voters ignore the voices of less-funded campaigns altogether. In his book “The Reluctant Metropolis,” William Fulton finds that politicians view suburbs merely as mining operations from which money can be extracted. Due to distrust of local governments, people become far more reluctant to vote. If Newton decides to embrace a small council, more money will go to candidates backed by special interest groups, meaning that grassroots campaigns will be ignored. Newton cannot afford to make this tradeoff. If Newton votes YES on the Charter, our residents will lose their voice in local politics, undermining the purpose of local government.
Under the current system, each of Newton’s eight wards has one ward councilor and two councilors-at-large. The new commission proposes that no ward has its own representative. Proponents of the new charter contend that removing ward councilors is not problematic since at-large candidates still have to live in the ward they represent. These nominees, however, do not necessarily have to garner the approval of their own ward. Under the proposed charter, candidates could be despised by their own communities, but nevertheless win the election if well-received by the rest of the city. In the past, every ward had at least one lawmaker guaranteed to be wellreceived by his or her own community, but this may not be the case in the future. The new charter would potentially equate to no real georgraphic representation. Moreover, no ward lawmakers means it is harder for grassroots candidates to launch an effective campaign. In 2016, the average ward councilor raised roughly $5,000 thousand to $10,000 campaigns. For the at-large one ward elections, however, candidates spent around $30,000. Newton doesn’t need officials who have the ability to raise an absurd sum of money. Newton deserves leaders who have the ability to properly govern our city. Finally, the new charter proposal reduces the chance for a diverse city council. Lowell is a city with a 49 percent minority population; however, every one of its elected officials is white. Lowell’s wards are split into areas dominated by particular races, but because non-whites are still outnumbered, they are inadequately represented with the new charter. With no ward representation, minorities are left without a fair share in their own government. Boston, Springfield and Framingham all have ward representation and most reserve over half of their city councils for ward-specific councilors. Newton should not follow the minority.
If Newton votes YES, our residents will lose their voice in local politics, undermining the purpose of local government.
OCTOBER 6, 2017|page 9
THE LION’S ROAR|THELIONSROAR.COM|opinions
“I didn’t meme
it like that!” Seemingly harmless meme trends can create damaging environments of ignorance By Noa Nadler
Let’s face it: memes are everywhere. They’re the first posts that appear in my Instagram feed and the basis of countless in-class jokes. Their presence has only increased in recent years as they lodge themselves in the back of teenage minds. Try as we might, memes are inescapable. Though often humorous, memes can form out of upsetting politics, poverty and conflict. For months following a disaster, snide remarks and crude sayings are the only jokes we have — that is, until a new incident occurs and new memes are created. Therefore, we must consider the impact of memes born out of tragedy: do the victims of these disasters think they are “just a joke”? Or are these careless jokes truly hurtful? Oftentimes, the root of a meme is more serious than we think. *** Sixteen years later, our country still feels the impact of the Sept. 11 attacks. Americans look back on the event with sadness and anger, but incoming generations of teens had not been born when the towers collapsed, distancing them from the nation’s lingering pain. Regarding the event as a history lesson rather than a recent disaster, some born after 9/11 have felt free to joke about it through memes. It is easy for some to forget that those affected by the event are still alive in 2017. Since it has been more than a decade and a half since the attacks, some might find it easy to believe that we are past the awful tragedy and its devastating impact; however, this sad notion couldn’t be further from the truth. New York City lost nearly 3,000 innocent lives that day. Extreme sorrow and grief continue to weigh on the minds of victims’ families and friends, and these emotions resurface with every joke image and caption twisting the event into a dark joke. How do those jokes affect the people who have grieved? How do these memes affect those who lost so much that day?
graphic by Eric Troung
It is impossible for us to truly understand the experiences of those affected by 9/11, but it is possible to show some respect. 9/11 brought more than death and destruction. After the attacks, an alarming wave of Islamophobia struck the United States, as many people quickly associated all Muslims with terrorism. Statistics from the FBI indicate that there were nearly 500 recorded hate crimes against Muslims in the U.S. in 2001. There are about 1.8 billion Muslims worldwide, yet they continue to be generalized, stereotyped and hated. American Muslims are just that — American. Yet crude memes about the religion persist, harming this vast demographic. For years, Islamophobia continued to bud out of confusion and fear fueled by people who are not hateful at their core, but seek someone to blame. Islamophobia continues to be an extremely prevalent societal problem in 2017, from angry glares, to passive taunts, to physical attacks. Memes can express more than Islamophobia, attacking other races, genders and religions. Barely passing as humor, memes today are thriving in popularity, having become increasingly derogatory and offensive as the new generation of creators becomes more detached from the events they joke about. Often, memes reinforce stereotypes, rumors and bullying. They fuel modern discrimination, and when an individual brings attention to the hurtfulness of a meme, that individual is dubbed “triggered” or uptight. So, when a so-called joke makes its way into onto the internet, into our Instagram feeds or into our heads, we need to think for a minute before sharing it or even letting out a laugh. We need to think about its impact. We need to think about those affected by the event the meme jokes about, whether it’s a hurricane, a drought or an attack, and imagine what those affected go through every day.
page 10|october 6, 2017
Opinions|THELIONROAR.com|THE LION’S ROAR
Phones in Class: A Necessary Distraction By dana silvian Many teachers at South have created “phone cubbies” for students to stow away their phones during class. But does taking away phones really help students, or does it cause unnecessary separation anxiety? Ultimately, it is not in our best long-term interest for teachers to collect students’ phones before class. The main argument for taking away phones is that the distraction of having a phone nearby can hinder a student’s ability to concentrate. A study
from the McCombs School of Business at University of Texas at Austin had participants take one cognitive capacity test while their phones were near them, and another with phones in a separate room. The study found that the mere presence of phones caused them to perform far worse on the test. Similarly, researchers at the London School of Economics found that across 91 schools in England, school-wide phone bans increased test scores by 6.4
graphic by Jennifer Kang
percent. Even greater was the improvement for underachieving students, whose average scores improved by 14 percent. However, phones ought to stay in the hands of students for four reasons. First, a school’s ultimate goal is to prepare students for the future. The future that we, as teenagers, will grow into is shaped by the use of technology. A study by Harris Poll found that more than 80 percent of workers keep a smartphone within view throughout the workday. If having cell phones nearby are a workplace reality, then they are a hindrance we will have to learn to deal with eventually, so why not start now? On top of that, we will need to find a way to improve our time-management skills in a world of mounting distractions. According to a 2010 survey conducted by Randstad, employers’ top workplace pet peeve is poor time management by their employees. If we don’t learn these skills, we will find it harder to get promotions, or even find jobs. The best way to develop these skills is to start early. Teachers have to recognize that the current world is very different from the one of the past. Although banning the source of distractions may incrementally improve our concentration a little bit more during class now, learning responsibility in practice is more beneficial in the long term. A second reason to keep phones in the hands of students is to prevent a relationship of distrust between student and
teacher. I can remember countless times walking into stores with my friends and feeling employees’ eyes on me, as if waiting for me to shoplift. In a world where many adults see teens as untrustworthy, students deserve respect at school. Punishments should be tailored to fit an individual, rather than an entire class. Third, teachers should understand that we students completely rely on technology to plan our days. I’ll admit it — my life is largely dependent on my phone. When I wake up, I respond to my Snapchats of my friends’ sleep-deprived faces. When I get to school, I look through my camera roll find a picture of my schedule, check Schoology and write down all of my homework assignments. I rely on my phone both socially and academically. Although most of this activity doesn’t occur during class, there are plenty of learningrelated uses for my smartphone. Finally, eliminating cell phones isn’t synonymous with eliminating distractions. As a student who often lacks access to her phone, I could find plenty of ways to distract myself. From “writing something down on my laptop” to passing notes, to tallying the amount of times my teacher says “um,” there are plenty of ways for me to keep busy. After all, even my parents’ generation needed a way to zone out. Though banning phones may perhaps improve South students’ average doodling ability, the best way to get students to pay attention is through engaging curriculum, not unnecessary restrictions.
Soccer Slurs: Antagonistic, but not Homophobic by mikael rotberg Deeply Catholic Mexican culture worships one thing almost as much as Jesus Christ himself: soccer. The game has been by far the most popular sport in Mexico for as long as anyone can remember, but unfortunately, cultural zeal for the sport itself has recently led some people to believe that Mexico as a whole is a homophobic country. I disagree and would like to clarify this misconception to the rest of the world, starting with our community here at South. My family and I were all born in Mexico, I am a huge soccer fan and I have gay friends. Most importantly though, I have experienced Mexican soccer stadiums during times when the masses may seem intolerant of some sexual orientations. Mexican fans are some of the most passionate fans in the world, and during national team games, they unify to create an extremely impassioned, rowdy and often mob-minded atmosphere. During these events, Mexican fans often yell a certain homophobic slur at the opposing team’s goalkeeper every time he takes a goal kick. While fans use this term in a way not intended to offend, fans must consider impact rather than intent. Though wrong and inexcusable, the word, like most other Mexican slang, has lost its original meaning in everyday parlance and been overused so much that it has been stretched to fit a plethora of inter-
pretations. The Fédération Internationale de Football Association (FIFA), however, has repeatedly fined — perhaps rightly so — the Mexican Soccer Federation to try to get Mexican fans to stop yelling the slur at the opposing goalkeeper. These efforts, however, have met little success. The fines started in late 2015 and have been poured in continuously since then. Mexican people don’t mean to use the slur offensively. “To a Mexican, it’s not meant to offend,” star defender Miguel Layún said in an interview with Fox Sports while addressing the matter. “Even among friends, we call ourselves that.” To someone who doesn’t have a deep understanding of Mexican culture, much less who hasn’t attended these passionflamed events, one could easily conclude that these slurs reflect homophobia from the Mexican people. Unfortunately, people and groups like FIFA who misinterpret the word have come to this conclusion, but the last thing Mexican soccer fans are thinking about in those moments is offending LGBTQ folks. Looking past the stadium and into everyday Mexican society, you will come to find that the vast majority of Mexican people are not homophobic, but rather inclusive and tolerant. In fact, Mexico has long been a reliable supporter of gay rights, and in many ways, more so than the United States.
For example, something many people might be surprised to hear is that Mexico actually legalized gay marriage before the U.S. On June 3, 2015, the Supreme Court of Justice of Mexico released a jurisprudential thesis in which the legal definition of marriage was changed to encompass same-sex couples. The interpretations of the constitution restricting marriage to a man and a woman were deemed unconstitutional. Therefore, every court in the nation must lawfully validate same-sex unions, essentially legalizing same-sex marriage. Even before this landmark decision, the court voted to uphold the constitutionality of local Mexico City-based same-sex marriage reform, which had been in effect since 2010. Four days after the thesis, the court also upheld the city’s adoption law for gay couples, which has been upheld by the courts every time an opposition case has arisen. By comparison, it was only on June 26, 2015 that same-sex marriage became federally legal in of the U.S., when the U.S. Supreme Court ruled that state-level bans on same-sex marriage were unconstitutional in Obergefell v. Hodges. In June 2011, Mexico amended its Constitution to prohibit discrimination based on sexual orientation (to protect sexual minorities, among other factors), and there have been many visible and well-
attended LGBT marches and pride parades in Mexico City since 1979. Transgender people, for their part, have been able to change their legal genders and names in Mexico City since 2004 after seeing Amaranta Gómez become the first transgender person to run for a seat in Mexican Congress the previous year. Despite her loss, this stride toward progress has established a stepping stone for the future. More than that, LGBTQ people have come to enjoy Mexico for many decades without harassment. Major cities have vibrant gay communities, in addition to the many gay-friendly destinations like Puerto Vallarta, Cancún, Acapulco, and of course, Mexico City. Based on the recurring evidence, it is clear that Mexican society, though deeply traditional in its own ways, has built institutions that recognize, protect and afford equal rights to gays, lesbians and transgender people regardless of what crazy fans might yell at their soccer rivals after too many Coronas. Gay slurs in any language are never acceptable, and there’s no doubt that Mexican fans should think twice before they yell any slurs while representing their country at soccer games. This unfortunate circumstance, however, should not tear down the beautiful infrastructure of inclusivity and tolerance that the Mexican people have built.
campus chatter october 6, 2017|page 11
THE LION’S ROAR|THELIONSROAR.COM|opinions
UPGRADE
9 Halloween costumes
The Lion’s Roar asked ...
What is your opinion on the L Bench closing?
Fall foliage
“I think that just closing the L Bench isn’t addressing the whole problem and is merely trivializing the bigger issue.”
Season 2 of Stranger Things NFL, NHL and NBA seasons starting Pumpkin spice flavors
- Juliet Cable, Class of 2018
“By taking away the L Bench, the administration is taking away all of our spirit, and they don’t really understand that.” - Zane Foster, Class of 2019
Mayoral election
“I haven’t really thought about it. I thought it was just a loud hallway.”
- Kate Taylor, Class of 2020
Apple picking & cider doughnuts Photo retakes
“I don’t know too much about it. I’m new to the school, so all I heard was that it was closing, but I don’t know the situation well.”
- Yonathan Vardi, Class of 2021
9
DOWNGRADE
iPhone X price tag “Should I bring a jacket?” Early college application deadlines People talking about pumpkin spiced flavors The fall cold epidemic No time to watch Stranger Things
photos by Netta Dror
Restaurant Review: Double Chin HK by zoë mccreary I am a lover of all things food-related. So, naturally, one of my favorite Instagram accounts is InsiderFood, which regularly features restaurants with crazy food creations like rolled ice cream or grilled cheese doughnuts. When I saw that the account featured a restaurant in our very own Chinatown, I knew I had to check it out personally. Double Chin HK Cafe is located on a quiet street in Chinatown, surrounded by bubble tea shops, bakeries and the notorious Juicy Spot Cafe. The restaurant wasn’t extremely crowded when my two sisters and I arrived midday on a Saturday, but it seemed like everyone was entering and leaving at different times. The atmosphere was certainly welcoming: multicolored pastel walls, a chair swing covered in fake ivy, a bookshelf featuring classic board games and Chainsmokers tunes playing in the background. We were seated immediately and actually laughed out loud as the waitress handed us seven menus, containing everything from alcoholic beverages served in fishbowls to basic pan-Asian sides like pork dumplings and edamame. The food came out less than fifteen minutes after we ordered. I was surprised that preparing such decadent meals took such a short amount of time. Before any of us could start to eat, we knew we had to document the three
meals, including a video of me using a provided pipet to squeeze strawberry filling into the center of my donut. At the end of our mini photoshoot, we dug in. The taste was better than I had imagined. The scoops of ice cream atop the French toast and doughnut were creamier than any ice cream I have ever had, and everything tasted like sweet, fried, delicious goodness. I also sampled the French toast with katsu, with the amazing honey gochujang from my sisters’ dishes. For those looking to go try out Double Chin for themselves, here are a few tips to consider. First, you don’t really need to make a reservation. Second, the best way to eat at Double Chin is with lots of friends and on an empty stomach. The only issue I had was the waitstaff. Our waitress was extremely polite, but she completely ignored us until I realized — after approximately 10 minutes of waiting for the check — that I needed to make eye contact with her to get her attention. Nonetheless, as soon as she saw me, she immediately returned with the check. All in all, if you’re looking for a place to try some crazy brunch foods you can post on your social media, Double Chin in Chinatown is the perfect spot. That said, just make sure this high-calorie heaven doesn’t become your regular weekend brunch destination — then you may truly end up with a double chin.
Courtesy of Double Chin HK
But Why? South students and faculty find establishing a purpose for learning crucial to information retention
By Rachel Gu and Kimia TaBaTaBaei
photo illustration by Netta Dror
Supervision and Curriculum inquiry-based learning,” and when “pursued history,] understanding any moment requires Development (ASCD) has discovered through properly, a good question can be an excellent a thorough understanding of what happened extensive research that when students ask vehicle with which to start a process of [and] why it happened,” he said. questions, engage in group discussions and inquiry.” These questions of “why?” and “how?” understand the purpose of learning the topic French teacher Deborah Hahn said she are crucial to pursuing a well-rounded at hand, they gradually develop an appetite for attempts to stimulate this spirit of inquiry in education. For Goldman, the “why” questions learning. her classroom. not only pertain to specific material, but also The ASCD’s recommended teaching “From the lens of world language, to broader questions like, “Why do I need this methods appear to help helping students I think I’ve done my job if you go home in the long run?” She said she often struggles retain information at South. and look at your life and, in a comparative to find answers. “I prefer to learn by having class perspective, think about how people in Educators often contemplate this discussions because it’s more interactive,” francophone cultures live their lives, which important question because concepts that lack sophomore Danisha Goldman said. “When could lead you to ask, ‘Why do I do what I an established relevance fail to resonate with it’s just taking notes, you’re constantly stressed do?’” she said. “To not come from a place students, cultivating a general disinterest in about writing things on the paper more than where the ‘other’ is weird, but to acknowledge the material. taking in the actual information. I think that different people in the world have In How to Make Learning Relevant having these discussions and being able to different views and one isn’t necessarily better for Your Students, neurologist and former communicate about certain topics is really than the other — to get rid of a U.S.-centric educator Judy Willis found that in order for useful in life.” approach to the world.” learned material to resonate with students, Furthermore, junior Isaac Chapin Students’ fear of peer judgement, there needs to be an established personal said participating in class discussions can however, might hinder them from asking connection — a connection to students’ past “boost confidence experiences, daily later in life [and] lives or distant “I think we have a sort of obligation to teach students a certain set of essential make people feel futures. The brain information that any intelligent person and any engaged citizen should know about stores information more prepared to ask questions so that as they navigate the world and encounter misinformation, they know, or at in the form of neural and to speak up in pathways, and new least they have some ability to think critically about that information. situations where they information cannot may not want to.” enter these pathways Jamie Rinaldi, history teacher Students’ belief unless matched with in the importance of existing knowledge it discussion is, in fact, largely supported among questions. Overcoming this fear is of utmost can build from. education experts. According to Stanford’s fall importance, Sophomore Joseph Rasamat said, Senior Bhairavi Chand said she 2015 newsletter, “discussion is an excellent because “when people start becoming self“love[s] finding how things fit together and tool for developing students’ reasoning skills conscious about asking questions, they start how different ideas across disciplines work because it gives [teachers] access to their learning less.” together.” thought processes and an opportunity to guide “If I don’t understand something, it’s Only after educators clarify the purpose students to a higher level of thinking.” better to ask clarifying questions because of learning specific material, however, will Cognizant of these benefits, Rinaldi [other students will] most likely have the same students be able to make connections to said he uses discussions to foster intellectual question,” Goldman added. past and future information and eventually curiosity in his students by pushing them While teachers are generally aware that progress to more advanced thinking, to ask themselves and their peers questions, discussion and inquiry are proven to enhance according to Chapin. like “What was interesting about this? What’s learning, limited class time makes it difficult “After learning about those specific curious about it?” to cover necessary content and leave time for events, you can gather information that will Asking questions is crucial to the discussion. make you ask yourself questions that can help advancement of student learning and long“[Teachers] are always thinking about you in your life, that will promote that more term retainment of information, according to time, and the number one fact of life is that abstract learning,” he said. the Committee on a Conceptual Framework there’s not enough time,” Henderson said. Additionally, appealing to students’ for New K-12 Science Education Standards. Therefore, Rinaldi proposes that interests is vital to shaping their academic In 2012, it showed that almost all educators teachers must actively make time to adequately agreed that teaching “should involve more incorporate all essential facets of learning. “[In Continued on next page
page 14|October 6, 2017
Continued from previous page “After learning about those specific events, you can gather information that will make you ask yourself questions that can help you in your life, that will promote that more abstract learning,” he said. Cognitive neuroscientist and educational psychologist Mary Helen Immordino-Yang and Harvard doctoral candidate Matthias Faeth, authors of Mind, Brain, and Education: Neuroscience Implications for the Classroom, wrote, “Often, the learner’s emotional reaction to the outcome of his efforts … shapes his future behaviour.” Rasamat said his freshman physics teacher expanded a microscopic topic into a more relatable discussion by connecting it to current events. “When we talk about just molecular labs, it’s easy to think, ‘Wow, this has nothing to do with me,’ but when you start talking about a debate that’s going on in congress about global warming, kids have more understanding of the subject,” he said. “Like, ‘Wow, this stuff is happening around me. It’s important; it has something to do with me.’” According to Rinaldi, enforcing a fundamental breadth of knowledge helps students eventually make con-
centerfold|THELIONsROAR.com|THE LION’S ROAR
nections to the world beyond high school. “I think we have a sort of obligation to teach students a certain set of essential information that any intelligent person and any engaged citizen should know about,” he said. “As they navigate the world and encounter misinformation, they know, or at least they have some ability to think critically about, that information.” Rasamat agreed and deemed all core classes essential to holistically shaping students. Freshman Claire Lee, however, said these classes can often seem redundant and fail to evoke student curiosity. Students balance longterm and short-term learning goals, according to Hahn. “You have to have the basics before you can get to the higher-order thinking,” he said.“What [students] don’t realize is most of us teachers are teaching you not just the content, but teaching
students how to learn and how to study,” cooking teacher Jonathan Orren said. Senior Bhairavi Chandersekhar said her senior year classes have focused on effective approaches to learning — a welcome change. “A lot of classes that I’m taking senior year feels like it’s a lot more, ‘How do you think?’” she said. “How do you take this and how do you apply it to other things? How do you apply it to what you’re going to learn in college and beyond?” With students’ generally overloaded schedules, Henderson said she wonders whether there is time left for abstract thinking. “When you first start to go to recess, you see little kids ... figure out all these sort of complex things without adults and screens,” she said. “I just feel like we have this funny balance where we are policing kids and
scheduling kids more than ever, but also expecting them to be more mature than ever. … I do wonder how much folks are able to think creatively.” Although students should ideally have more free time to engage in meaningful discussions, explore complex subjects or reflect on their identities, time is a persistent issue, Chandersekhar said — especially with South’s college-oriented, competitive culture. “When teachers try to take some of the pressure off, it feels like people are being robbed of what they could be doing otherwise,” she said. “It’s hard to create space for more thoughtful discussions that have less pressure because that doesn’t matter when you’re getting into college.” Regardless, education is a valuable tool, Rinaldi said, adding that students ultimately decide what they want to gain from their education, how they want to use this knowledge and how they want to apply it to society. “Part of what school is is teaching you ... the essential facts and saying, ‘Here are the kind of ways people have approached them in the past,’” he said. “But at some point, you need to pull the structure away and say, ‘Now, what are you going to do with it?’”
FEATURES page 15|October 6, 2017|THE LION’S ROAR|THELIONSROAR.COM
Finstagram FEATURES@thelionsroar.com|VOLUME 34, ISSUE 3
South students find new ways to express themselves on Instagram By Ethan Kopf, Laila Polk and Jacqueline Williams
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With many high schoolers posting on multiple accounts, Instagram usage has evolved greatly over its seven-year lifespan. Instagram’s role as a picture-sharing platform has given rise to the finsta — “fake Instagram” or “funny Instagram”— raising questions about teens’ real versus posed personas on social media. Sophomore Lev Rosenberg said he restricts his finsta followers to friends that know him well. “The people who follow [my finsta] are usually good friends, and they already know what kind of person I am,” he said. “I am not afraid to be myself.” On finstas, people can post funny or random photos or rant about their problems without judgement, sophomore Coco Lheritier said. “Posts on my finsta are usually really stupid and meaningless or just complaining,” she said. “I really control who can see it and I feel like I can be myself on there. If I feel uncomfortable
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sharing parts of myself with certain people, I don’t let them follow it. It’s a very good outlet to be stupid and ugly.” According to sophomore Elijah Sarvey, while real Instagram accounts are used to cultivate more refined images of users, finstas are used to express users’ true selves.
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standard for girls,” she said. “If you look at more famous people when you look at your Explore page, it’s always these beautiful women. Boys can post what they want.” Finstas alleviate some of the pressure to appear perfect on social media, sophomore Aunjanay Phillips said. “There’s less pressure on a finsta I really control who can see [my finsta], and I feel like I can because you don’t have to worry about be myself on there. If I feel unconfortable sharing parts of if you look good in a picture or does [your] friend looks good, or is this a myself with certain people, I don’t let them follow it. It’s a good thing to say,” she said. “You can very good outlet to be stupid and ugly. just say anything you want.” Ultimately, finstas are unique to their users, who should not worry - Coco Lheriter, Class of 2020 about potential scrutiny from others, Lheritier said. “[Finstas let] people really be it’s a good picture of them, while on “Have fun,[and],don’t be that themselves on social media,” he said. their [regular] Instagram account, they “But at the same time, it almost makes worry about the filters and the lightconcerned because, as long as you’re posting stuff that you like, that’s all that it seem like on your real social media, ing. ... You want to make your actual matters,” she said. “No one’s going to you have to ... make yourself seem like Instagram as perfect as possible.” a better version of yourself.” remember that one picture [you] postAccording to Lheritier, there is Posting on a rinsta —”real” or ed that one time that was ‘so gross’,” she a double standard for boys’ and girls’ “regular” Instagram — can be timesaid. “No one’s going to pay that much main accounts. attention, unless they’re crazy.” consuming and requires a lot more “I think that there’s just a higher thought than posting photos on a finsta, senior Arlen Williams said. “I know people that take hours and hours to think about what they are going to post on their real Instagram, as opposed to their finsta, where it’s a lot more easygoing,” he said. “With a finsta, they wouldn’t worry about if
page 16|October 6, 2017
Features|THELIONsROAR.com|THE LION’S ROAR
• [{MADE== =with== =LOVE}] South parent opens Newton Centre bakery with a simple message: relax and eat some rugelach
photos by Netta Dror
Left to right: South parent and owner Galit Grutman stands behind the register; bakery’s “love” decoration donated by a family friend; customers enjoy coffee and conversation.
By Sophie Lewis, Carrie Ryter and Dina Zeldin Countless traditional Israeli pastries line the glass cases of a cheerful new storefront on Beacon Street. “People really like the chocolate babka cake, also the challahs, [and] I’m really a fan of the rugelach,” sophomore Liat Grutman said. Liat knows the bakery’s lineup better than most; the business belongs to her mother, South parent Galit Grutman. Entering the bakery, one will find patrons chatting and laughing amicably, creating a welcoming atmosphere Galit encourages with a sign reading, “No WiFi, call your mom.” “When I see my friends here, it makes me happiest,” Liat added. Following months of preparation, Galit’s Treats Café and Bakery in Newton Centre officially opened on Sept. 4. “I didn’t think that it would be so successful [or] that people would like everything they taste,” Galit said. “Everyone congratulated me on opening it; they also said that Newton Centre needed a bakery, and now … they have it.” The bakery comes after years spent baking at home, Galit said. She initially took orders online, but demand quickly exceeded the supply she could produce in her home kitchen, she said. According to Galit, the bakery has received tremendous support. For a number of customers, the bakery’s pastries are their first introductions to authentic Israeli culture. “The taste, the texture … when you come in here, [it’s] like you’re in an Israeli bakery, [but people from] all cultures and all countries come in here, and they enjoy everything,” she said. “Each of them finds something that he or she likes. It’s amazing.” Daughter and Oak Hill eighth-grader Karine Grutman agreed, adding that the bakery has begun to feel like a community with its increasing customer base. “I feel like it’s unique,” Karine said. “I like how it’s different from everything else.”
In addition to creating a place for .people to interact with her Jewish heritage, Galit aims to foster a space in which all people, kids especially, can relax. “I have 25 years of teaching experience, and I know you don’t have to give so much homework to kids in order for them to learn,” she added. “That’s why I designed it like a living room, ... so that they can sit down and just do whatever they want.” Galit’s love for baking blossomed in the wake of a tragedy that struck her family several years ago, the 2014 suicide of her son, Roee Grutman, then a junior at South. Galit said she embraced her passion for baking to cope with her immense loss. “Baking gave me some time to just be with myself, just baking and my thoughts,” she said. Liat said she has noticed her mom alleviate her grief as her baking hobby has grown into a career. “I think that it’s been really good for her that she is doing it for him,” she said. “She’s enjoying other people enjoying [the product].” After Roee’s death, one of three teen suicides in Newton that year, South
administrators decided to integrate the Signs of Suicide Program into South’s health and wellness curriculum. School psychologist Dr. Andrew Aspel said the decision was made to avoid similar tragedies in the future and manage public alarm. Years later, the program remains a point of contention between students and administration, according to senior Zanny Weinreb, president of South’s mental health awareness club, AWARE. She said she feels the programs’s videos are outdated and largely ineffective. “They make it seem as though you should only get help when you’re feeling like you are at your breaking point, when really you should get help well before then,” she said. AWARE itself was founded in response to the heightened mental health issues at South, guidance
counselor and AWARE club advisor Sarah Style said. “One of the things that’s on the agenda for the AWARE group is trying to figure out how to make that programming even stronger,” she said. Aspel noted, however, that the program has made progress in accomplishing its mission. “We’re not expecting the program to cure depression and anxiety,” he said. “The goal is to help kids understand … what to do when you’re worried.” “[We want to] create a better emotional environment in the school, in whatever way that means,” Style agreed. With a similar objective, Galit designed her bakery’s cafe space to be a relaxing escape from the abundance of pressure that students face. “I want kids to know that they can come here, hang out ... stress-free, do whatever they want [and] talk to someone here,” she said. As the bakery continues to grow its reputation for outstanding Jewish delicacies, Galit said she hopes her bakery’s message resonates with the community. “We’re trying to change the world with love.”
graphic by Brigitte Tang
October 6, 2017|page 17
THE LION’S ROAR|THELIONSROAR.COM|Features
New kids in Town New students from other schools, citites and countries share their experiences By Julian Fefer and Talia Raffel
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hen senior Sanne Glastra found out she was moving from California to Massachusetts for junior year, she said she was worried about feeling unwelcomed at South. “Initially, I didn’t want to move [because California] was really my first true home, so it was difficult to leave it behind,” she said. “People were very welcoming [here], but it was definitely difficult,” she added. “I constantly had to put in effort to talk to people and really try to make connections.” Her experience is similar to those of other students who now attend South after switching school systems including sophomore Elie Berman,who entered South as a freshman after attending the Jewish Community Day School of Boston. “There were so many kids, and they already knew each other, so it was really hard for me to break into their social circles,” she said. According to Berman, finding other new students helped her find a community at South.
“I would meet one kid who wasn’t from Newton Public [Schools], and together we would go and brave the tide,” she said. Sophomore Samantha Shaevel, who attended Solomon Schechter Day School before coming to South as a freshman, said South’s large student body appealed to her. “I like how there are people everywhere, [and] I have friends everywhere,” she said. “I had wanted a grade that was bigger.” Freshman Matan Kruskal, who like Berman, transferred from the Jewish Community Day School of Boston to South, agreed and said he was both overwhelmed and inspired by the size of South’s student body. “Since there are 1,800 people, there’s obviously going to be some people who share your interests, and there are many more options, like the different clubs and the classes you can take,” he said. “I expected it would be harder to make friends.” After attending a Catholic school and then being homeschooled, sophomore Reece Garlepied, who recently
moved to Newton from Louisiana, entered South with a similar hopeful attitude, he said. “I heard that it’s wicked accepting, like I won’t get harassed for using the men’s bathroom, [and] there’s [also] a gender neutral bathroom,” he said. “It’s really different, but it’s a lot better for my mental health.” Freshman Emre Coskun, however, said that transitioning to South after moving from Turkey has been challenging due to the language barrier. “When I’m listening to teachers, it’s hard for me to understand them because it’s not my language,” he said. According to junior Lisa Gaellstad, an exchange student from Sweden, while her transition to South was difficult at first, but became easier with time. “It’s been a journey. The beginning was really hard [because] I was homesick,” she said. “Then, I arrived at the school and everyone has been so welcoming, and every day has been easier ever since then.” Brazilian exchange student junior Fernanda Valadares offered some
advice for future exchange students coming to South. “In the beginning, it’s hard. You will want to come back home and you will miss your friends and your family,” she said. “The more that you are here, every day, you [start] to miss them less, and you will start to get used to it.” Valadares said she originally thought that American public schools would mimick the stereotypes portrayed by the media. “I thought [South] would be like ‘High School Musical.’ I think everyone who comes here from another country thinks that that movie is like school,” she said. “[South is] not [like] that. It’s very different,” she said. New students should take advantage of the various opportunities at South, according to Glastra, who runs New to South, a club for transfer students, said. “If you find something where you can have a common ground with some of the people here,” she said. “Then that’s really the best way to connect with people, even if you’re really different.
photo illustration by Netta Dror
page 18|October 6, 2017
THE
Features|THELIONsROAR.com|THE LION’S ROAR
COMMONAPPLICATION
The Roar follows four seniors with different interests as they navigate the college application process and will reveal their identities and college plans as they make their decisions
By Dina Zeldin
graphics by Celine Yung
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ulian* has finished writing his Common Application essay, which he hopes will distinguish him from other applicants. “My rule of thumb is that whenever I write something, I ask myself if someone else could write [it],” he said. “You have to make it very specific to your outlook on the world, and you can’t be general or ordinary.” Although his first weeks of senior year were easier than anticipated, Julian said he expects the workload to increase in the coming months. “There’s always that nagging panic of, ‘I should be doing something right now,’” he said. “I feel too relaxed, like a calm before the storm.” Julian said he struggles with the minute technicalities of every step in the application process. “Logistics really isn’t my forte,” he said, adding that setting milestone dates in a calendar has alleviated some of his stress. Julian said that he wants to explore more specific areas in the STEM field later in the college process. “There are interesting, very subspecialized fields or topics that I have been exposed to that I might want to innovate in,” he said. “[However], I think what’s more relevant to the college process is figuring out what you want from a school, rather than looking too deeply into a field, because interests change.” Julian said he will not be applying Early Decision to any schools, as he does not want to commit too early. “Every year of high school, I’ve had some sort of revelation about what I find fun and want to go into,” he said. “You never know what’s going to change this year.”
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aroline* has been working on perfecting her auditions for various theater programs, her top choice being the Boston Conservatory because of its proximity and high-caliber training. “I’d really be happy at most of the places I’m applying to right now, but BoCo is definitely my top choice,” she said. In order to refine her audition pieces, Caroline has been practicing with several acting and singing coaches. “It really comes down to presenting yourself in a positive, confident [and] professional way,” she said. Caroline has finished several drafts of her Common Application essay, but faced a major setback when she realized how similar her supplements were to each other. “I basically almost always ended up talking about FEM club ... or musical theater,” she said. Caroline advised others to avoid making the same mistake. “[Now] I’m worried that I won’t finish my applications with enough time,” she said. Caroline said she withdrew from auditions for South’s fall theater season to prioritize her college application, giving her time for other hobbies, like music and dance. “I’ve been frustrated with and struggled with, in the past, having to prioritize things that I’m not super passionate about,” she said, though she added that the array of classes available to seniors has eliminated some of her previous struggles. Caroline said she remains confident that this school year will continue smoothly. “Things are just starting to pick up, and I’m just getting my head in the game.”
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harlie* is finishing up his applications in time for the Early Decision deadline on Nov 1. Although he is applying to several schools Regular Decision, Charlie said he hopes that applying early for his top schools will increase his chances of acceptance. “There are some more schools that I haven’t really [gotten] a good feel for, so ... I’m holding off on those,” he said. Charlie hopes to pursue political science in college, which is why he is applying to schools in Washington, D.C. and the Massachusetts area. “I’m taking AP US Gov and that’s the sort of thing I’d be interested in doing every day,” he said, adding that his internship with Newton’s election committee has reaffirmed his passion for politics. “[D.C.] is such a politically-inclined area; there are so many opportunities for internships,” he said. “It’s a big factor.” Charlie’s biggest goal for the next month is to continue working on his Common Application essay, he said, but also to balance his extracurriculars with the rest of his workload. “Right now, [there is] a lot ... on my radar to keep track of,” he said. Although Charlie has been busy — even scheduling and attending interviews — he has found time to savor the last moments of his high school experience. Over the summer, Charlie said he received the best piece of advice for the college decision-making process, and he advises his fellow seniors to take it as well. “Wherever you go, it’s not going to matter, as long as you’re the kind of person who works hard and tries hard,” he said. “You’re going to end up having fun at college pretty much no matter what.”
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nnabelle* has finished several drafts of her Common Application essay, but is worried about not meeting future deadlines. She said that, although her family has been helpful in some aspects, their unfamiliarity with the American college process has proven stressful. “Since I’m a first gen applicant, they don’t really know what’s going on,” she said. “I let them be and try to do it myself, [but] I don’t want to fall behind.” According to Annabelle, her teachers have been extremely lenient, understanding the workload associated with the application process. “College essays are like an extra course outside of school, and [teachers] understand that,” she said. Anabelle added that, although she previously had her heart set on attending a Canadian school, she is still deciding on which path she should take. “American schools focus on who you are and they care what you’ve done to change your community, … and in Canadian schools, all they care about is your GPA,” she said, adding that she is unsure which system will favor her. She hopes that her summer experiences as an overnight camp counselor will help her application stand out in a pool of applicants. “You learn so much [about] how to deal with … different people,” she said. “It’s so hard but it teaches you so much.” “[During the] summer, you’re not supposed to be killing yourself with internships. You’re supposed to have fun,” Annabelle said. “Be yourself, and colleges should like you for who you truly are. *Names changed to protect students’ identities
THE LION’S ROAR|THELIONSROAR.COM|Fun page
Overheard at SOUTH Yes, we heard you say that.
Progressing protagonist: “I choose a nemesis every year of high school. He was mine sophomore year.” Senior #1: “What do ‘It’ and the college process have in common?” Senior #2: “What?” Senior #1: “Both keep me awake at night.” Wise mathematician: “As Mr. Cascino said, the popo are coming.”
Embarrassing Roar Staff Photo of the Month:
South Crime Watch Editors’ Note: Individuals presumed guilty until proven innocent.
Patti ponders a future in planetary security.
graphic by Sophie Galowitz
MISSING PERSON Oct. 5, Library A freshman was last seen —and heard — munching on a honeycrisp apple in the Quiet Study section of the library. She has not been seen or heard from since.
WHAT’S YOUR WHAT’S YOUR FLAVOR? FLAVOR?
October 6, 2017|page 19
The Art of the Midterm Comment COREY SAMUELS sr. fun editor
BFFLS & BAD PUNS It’s that time of the year again: the languid late August air cedes to the crisp breezes of early autumn, those brown tanned boots are emancipated after their summertime banishment, and it no longer feels excessively basic to listen to the Lumineers on repeat. With the familiar sensations of those first sips of pumpkin spice, teachers are reminded of a far less jovial autumnal occurrence: early October midterm comments. Never mind that most teachers still smile blankly when greeted by new colleagues whose enthusiasm confuses them and still struggle to remember the correct names of those girls who sit silently in the back of class; the school finds that this is the most appropriate time to reach out to the parents whose hands we so dutifully, yet emptily shook at 8:49 p.m. just last Thursday. But, in efforts to aid teachers in their neverending pursuit to fine-tune the accuracy and sentiment behind our prearranged and stale comment-codes, the administration has offered the following new options, which you may see on your Skyward, permitting Skyward’s operation, which is, at best, less than certain. 557: Either your child has not turned in the last couple assignments or I haven’t gotten back into the swing of things enough to have checked all of his/her work. Either way, s/he’s most likely fine. 854: Too afraid to call on your child for fear of calling them the wrong name, so please gently suggest that they say their name in passing conversation to jog my memory. 602: Unable to tell whether your child’s sense of humor is really strange or whether your child is actually just like that. 119: Your child’s assertion that “all sides” were to blame for the Civil War has not gone over well in class. Sad! 204: Appears as if your child thinks English class is math class, and I’m not sure how to fix this problem. 411: The dab is dead. RIP. Let your child know. 745: Is achieving well but can’t see why the fact that their favorite band is Imagine Dragons is a travesty. 201. Your child’s unironic statements could be completely hilarious if only they were uttered sarcastically; he/she is missing out on some great comedic opportunities.
WWW.STONELOVEN.COM WWW.STONELOVEN.COM NOW OPEN IN WABAN SQUARE!(617) 916-1796 NOW OPEN IN WABAN SQUARE!(617) 916-1796
222: The other day, your child came into class and sat down, indicating that she was ready to start class. She got out her binder and turned to her friend Grace to chat with her about something that happened during lunch. Apparently Max Snap-Chatted a digital photograph on his Snap-Story of him and Lucy at “It” this weekend, but she had told Emma that she and Max weren’t speaking for now. Anyway, as soon as I started class and asked her to quiet down, she raised her hand and asked me if she could go to the bathroom. Now, mind you, I had been writing the homework and agenda on the board for the last few minutes, so she had plenty of time to excuse herself. And, she often attends the bathroom for a conspicuous period of time. Just let her know that next time, she should go to the bathroom during passing time. Or I could — whatever! Thx 403: Sneezes without covering his/her mouth and should go back to kindergarten. 999: Happy/sad to report that your child has reached his/her full potential.
SPORTS page 20|october 6,2017|THE LION’S ROAR|THELIONSROAR.COM
Sports@thelionsroar.com|VOLUME 34, ISSUE 3
Giving Athletes a Boost The Booster Club fundraises to support South athletes By Catherine Granfield and Dorra Guermazi
photos by Netta Dror
Parent volunteers from the Booster Club sell South apparel and accessories during lunch block on Fridays and the profits are used to purchase more equipment for South athletics.
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rom 11 a.m. to 1 p.m. every Friday, South students can purchase “spirit wear,” including school-themed sweatshirts, shorts, and T-shirts, water bottles and even fidget spinners, at a table outside the library. The Booster Club, a parent-run, nonprofit South organization, uses profits from these sales to buy equipment for South athletics. Last year, the club purchased a golf cart, a portable batting cage for softball, a storage cabinet, a cheerleading mat and HUDL software, which allows coaches to provide video feedback for athletes, Booster Club co-president Wendy Woodruff said. Athletic director Patricia Gonzalez and football coach Ted Dalicandro decide how the club will spend its profits, according to previous Booster Club president Mike Quinn. “[They] maintain a list, and they prioritize what is the most important,” he said. “Based on the money that is raised during the year, they have a meeting and determine what we are going to buy.” The Athletic Department is still in the process of creating the Booster Club’s 2017-2018 list, according to Woodruff. She added that funding mainly comes from spirit-gear sales, though the club uses other methods as well, like parent Trivia
Night, the profits from which went to the club. The club’s contributions to South athletics often go unnoticed by students, senior boys soccer and outdoor track captain Noah Whiting said. “They don’t have a very big physical presence,” he said. “I don’t really see them in school, and we don’t really know who’s [part of it].” “They aren’t at practices or games,” senior girls soccer captain Maddy Yorke said. “Unless students have parents on the Booster Club, they don’t really hear about it, and [students] know that people ... sell clothes on Friday, but they don’t associate it with the Booster Club.” Booster Club co-president Nicole Newman said students’ lack of recognition for the Booster Club is not an issue for them. “It’s not an organization that students need to see,” she said. “The organization is there for the benefit of the students.” Christina Brooks, a parent volunteer at the spirit wear table, said she joined the Booster Club for its social aspect. “It’s a lot of fun to be active [and] to meet other parents,” she said. “It’s a great way to meet each other and to find out about the different sports that are going on, even if your child isn’t playing that sport.”
Quinn said the Booster Club plays an essential role in south athletics. “Who else would raise money for things like safety netting or softball scoreboards?” he said. “None of that would happen without the efforts of the Booster Club.” Senior girls tennis captain Kayla Schwartz said team fundraising has provided more than the Booster Club has. “During our tournament that we have at South, we have a bake sale, and that’s pretty much the only fundraising that we do,” she said. “We used the profits to get our uniforms.” Quinn, however, said that instead of uniforms or other sport-specific equipment, the Booster Club focuses on purchasing larger-scale items that individual team fundraisers would not buy. “If the lacrosse team wants to buy team jerseys or bags, they will generally do a fundraiser and purchase them,” he said. “We focus on the bigger-ticket items that impact more sports.” Yorke said the Booster Club has not impacted her personal athletic experience. “Personally, I don’t feel that affected,” she said. “But team-wise, I think they do everything in their power to make sure every team gets fair treatment.” Brooks said that she would be willing
to help with teams, even if her kids are not on that team. “I like to support all the different programs,” she said. “[I support] anything that has to do with South.” Whiting said the Booster Club would be more successful if they were more involved with students. “[In order to increase their success], I’d have them integrate more with the student body and have them working with students to try and raise money,” he said. Schwartz, however, added that South teams should also make an effort to increase awareness of the Booster Club. Woodruff agreed, saying student involvement would help increase their profits. “If we could expand our portfolio of options of fundraising methods [and] have more people who could help as parents and students, plus automate some of our tasks, … we could make a lot more money this year,” she said. Woodruff said that with or without student involvement, the Booster Club will work to achieve the same goals. “We’d love to see more attendance [at games] and have the equipment they need and the field conditions [students] need,” she said. “We just want to give them the best athletic experience possible.”
October 6, 2017|page 21
THE LION’S ROAR|THELIONSROAR.COM|SPorts
Following discussions during One School, One Question and in light of the NFL’s recent protests, The Roar’s Dorra Guermazi asked:
What role should athletes play in advocating for social change? [Professional athletes] are given so much power because a lot of Americans really follow sports and they really care about what goes on in major sports. [Athletes] have such a big platform [to make] their opinions heard, and I feel like what they’re doing now is a great job in showing their opinions. There are few people who can say something and have so much influence on the public. -Aron Korsunsky, Class of 2020
It’s up to everyone individually to choose how they want to respond to a situation, but I think one of the most important values in our country, in our society, is the right to free speech, and all of our citizens share that right, regardless of their profession or their political views. -Margaret Schoen, librarian
Athletes should play a large role in advocating for social change. They should be role models for all different sorts of opinions. They shouldn’t feel guilted into forming one opinion that society may feel is correct. ... They should use their platform to guide people to form their own opinions, rather than only leading an opinion that’s already been created. -Olivia Dubin, Class of 2021 Athletes should play a large role in advocating for social change because oftentimes pro sports are more ahead of the social curve than mainstream society. They serve as harbingers of the way that society will eventually go. A good example was the integration of sports, like baseball with Jackie Robinson, which happened before society itself really embraced integration. [Athletes] have an important voice, and they can do a lot. -Deven Antani, English teacher photos by Netta Dror
page 22|October 6, 2017
Sports|THELIONsROAR.com|THE LION’S ROAR
Aviles, ‘18, joins South football program Emily Miao & Jennifer Wang Sports Contributors
For senior Danielle Aviles, male dominance in football was no excuse to disregard her passion for the sport. At the end of her junior year, she decided to defy gender stereotypes by trying out for South’s football team. This fall, as a first-year football player, she is playing cornerback for the JV team. “It’s always been something I’ve wanted to try and do because I don’t see a reason why girls can’t play,” she said. “I just decided at the end of junior year that I really wanted to play, and I was going to put in the work to do it.” Although she initially struggled to fit in with the all-boys team, Danielle said she appreciated the support of her teammates and coaches. “After weightlifting, I felt more comfortable with some of the guys, but I was still nervous to be with the whole team being the only girl,” she said. “But when I went to tryouts, … they [were] really supportive and nice to me.” Danielle’s mother, Debra Aviles, said she was pleased that the coaches supported her daughter’s participation. “Her coaches have been extremely supportive, which is giving her this really positive experience that she’ll probably have for the rest of her life,” she said. According to Danielle’s father, Ray Aviles, the team treats Danielle with the same respect with which they treat other teammates. “I always check up on her, making sure that no one’s taking advantage of her, and they’re not,” he said. “The whole team is treating her equally as a player and respecting her.” After she decided to play football, Danielle said she recieved surprised, but supportive reactions from coaches and teammates.
Debra agreed, saying she was surprised at first about Danielle’s decision but supported her nonetheless. “At first, when [Danielle] said [she was joining football], we were surprised, and when she started working out with the team, all went well,” she said. “She started getting very strong, … and she was getting along great with the boys.” Similarly, senior teammate Luke Cloud said that he was impressed by Danielle’s initiative to participate in football. “It takes a lot of bravery to be able to step on the field and play with a bunch of people of the opposite sex,” he said. Football head coach Ted Dalicandro said he was not surprised by players’ reception of Danielle. “As long as the players all play, they are going to be treated exactly the same across the board,” he said. “You put the helmet on, you put the uniform on, you’re going to be treated the same.” Opposing teams, however, have shown less respect, Danielle added. “I could tell [that some people] didn’t think I would actually play,” she said. “I could tell [that] when other teams see me, they think of me differently and they probably think I’m not as strong of a player, but I try to prove myself when I get on the field.” “I think girls sports don’t get enough attention and they don’t get recognized as much as guys sports,” Cloud said. “I also think that girls and guys sports have become more segregated. ... You don’t see many guys playing, and there’s just sort of more of a divide than what there should be.” By challenging gender stereotypes, Danielle said she hopes to confirm that girls have the capacity to perform as well as boys in sports. “I don’t think girls should have a standard of not being as good,” she said. “There’s no reason that a girl can’t keep up with a guy, and I’m trying to prove that girls can
play a sport that guys play.” Ray added that gender stereotypes should not limit people’s ability to pursue their passion. “There are a lot of barriers that were broken years ago, and people are still closed-minded, and don’t think that a young woman can do it,” he said. “Shame on them. If that person can do [it] and be safe and be comfortable, then she should be able to play the sport that she wants to.” “Slowly but surely, the gender gap is being broken,” Ray said. “These boundaries [and] … stumbling blocks, are being chiseled away little by little, which is pretty cool.” Delicandro, however, acknowleged room for improvement. “The stereotypes stuff is horrible, and we need to work away from that,” he said. “It would be great to come to a day where we don’t talk like that, we don’t speak like that. But it’s going to have to come from society at large.”
Three-season athletes juggle responsibilities Brendan Locke & Andrew Mei Sports Reporters
graphic by Alice g
Zilberber
With the start of the school year, many South students prepare not only for an onslaught of schoolwork, but also for busy sport schedules. For some, participation in South sports spans not one season, but will last the entire year. Senior Jack Landrigan, who runs cross country, indoor track and outdoor track, said that the social environment encouraged him to become a three-season athlete. “I first joined the cross country team because I wanted to do some sport in the fall,” he said. “I ended up falling in love with the team, so that’s why I decided to do track as well.” For sophomore Katelyn Hatem, field hockey, basketball and lacrosse, expanded her network at South. “I make a lot of new friendships from [South sports],” Hatem said. “People who do sports are part of a really good group of friends, and I feel that it has really made me become a part of the South community,” Landrigan added. Senior Samantha Smith, who is on the soccer, indoor track and tennis teams, said her love of multiple sports made playing all seasons a natural decision. “I’ve always especially loved soccer, and I figured that I wouldn’t get to play it much after high school,” she said. “My dad and my grandfather were both runners in high school, so I figured I might as well try it, and I ended up loving it. For tennis, I’ve been playing it since I was five, and I always wanted to play it for school.” Athletic trainer Patrick Jordan-Quern said that while playing three different sports can benefit an athlete’s growth, playing the same sport throughout the year can increase the risk of injury. “Say you play soccer all year, and your quad just gets stronger and stronger, and you’re not focusing on your
hamstring. There’s an overuse issue there because you’re developing your quad, and it puts you at a higher risk of tearing your ACL,” he said. “If you are playing three different sports, the movements might be similar, but they’re not 100 percent the same.” Landrigan said he has struggled to juggle academics and sports. “Because of the time commitment, sometimes I rush through stuff,” he said. “But overall, school is my number one priority.” Junior Nikta Mozhgani, a cross-country, indoor track and outdoor track runner, agreed that balancing both commitments has been difficult. “My schoolwork does bring a challenge since ... I get home late,” she said. “It will probably get even harder, since I’m beginning my junior year.” Jordan-Quern added that school-related stressors, lack of sleep and limited health resources put high school athletes at a higher injury risk than professionals. “[Professional] baseball players play baseball for 10 months out of the year, but they also dedicate 40 hours a week to healing,” he said. “[They have] as much sleep as they need, nutritionists for healing and on-call athletic trainers and physical therapists.” Smith, however, said her busy schedule has improved her productivity and time management. “I don’t have time to go back to my house after [practice] and watch TV,” she said. “I have to do my homework as soon as I get home, which helps me manage my time a little better.” “My sports really give me less time to procrastinate and waste time,” sophomore Joey Cohen, who plays soccer, track and lacrosse, added. “I get the same amount of work done in less time.” Cohen said although three-season athletes face challenges, playing sports is always worth the challenge. “I have fun, and that’s what matters,” he said.
october 6, 2017|page 23
THE LION’S ROAR|THELIONSROAR.COM|SPorts
Coach’s Corner The Roar’s Dorra Guermazi asked football coach Ted Dalicandro for a season update
Ted Dalicandro football coach
Q A Q A Q A Q A
What do you hope to improve from last year? We hope to eliminate mistakes that may have cost us some games, be a little bit more competitive for the whole season and play together as a team, which is also being more disciplined.
What are some of the team’s challenges this year? One of our biggest challenges is to not beat ourselves, stay disciplined and come together as one team.
How is the season so far? So far, so good. ... The scary thing is we haven’t played our best, yet we’ve won. We have a lot to improve on and work on, which is nice. So things are looking up. We have a good record right now, so that’s good. And the kids have been really, really good with each other and staying together. When things aren’t going so well, there is no finger pointing [and] no blaming, so that’s been working really well.
What are some of the team’s strengths this year?
Athletic ability is probably our biggest strength, [as well as] experience on both sides of the ball.
South Scoreboard
***All information is as of 11 p.m. on Wednesday, October 4, 2017***
Team
Next Game/ Meet
Football
October 7 vs C-C
3-1
Girls Volleyball Boys Soccer Girls Soccer
October 6 vs Needham Ocotober 12 at Westford
7-3
October 7 vs Framingham
Record (W/L/T) 1-6-1 9-1 3-2
Boys Cross Country October 11 at AB Girls Cross Country October 11 at AB
3-0
Golf
October 10 at LS
4-5
Field Hockey
October 6 at Wayland
2-7-1
Do Ads Subtract?
JAKE FREUDBERG & THOMAS PATTI
the penalty box With the 2017-18 NBA season drawing near, we look forward to another year rife with buzzer-beaters and broken records. World-class athletes will once again return to the court with a renewed commitment to making basketball history. But this year, players will take the floor with more than a chip on their shoulders. That’s because for the first time, NBA teams may sell one corporate advertisement on their game jerseys. For now, advertisements will be limited to logos in a 2.5-inch-by-2.5-inch area on the left shoulder. With the three-year pilot program set to begin this month, the NBA becomes the first major US sports league to commercially market uniform real estate. According to league commissioner Adam Silver, total revenue generated from these team transactions could reach $100 million. To date, 14 teams have obtained a jersey sponsorship, including the Cavaliers, Warriors and Celtics, who partnered with Boston-headquartered General Electric. Aesthetically, we’d prefer that Goodyear and Rakuten take their business someplace other than the ribcages of superstars Lebron James and Steph Curry. For old-school basketball purists, the notion that the classic jersey donned by Russell, Bird and Pierce alike will now pay homage to a fridge company is a drag. And on the surface, we’d agree: there’s something so powerful about a uniform that’s transcended decades in a game that never quits changing. But money talks. Next to the Penalty Box: Nostalgia. While the NBA might be the first major North American sports league to make the jump, they’re actually late to the party. In premier soccer leagues, enormous advertisements often replace team names on players’ chests. NASCAR drivers’ names have become synonymous with the logos that cover their vehicles. And the WNBA, the NBA’s sister league, began a similar shift in 2009. However depressing for hoops traditionalists, it’s time that the NBA follows suit. Granted, the NBA is in a league of its own compared to those that have already turned to extremes in on-field marketing. Its estimated $7 billion in annual revenue makes jersey ads not the financial necessity they are in other organizations, and the projected $100 million in additional revenue seems like chump change in the bigger picture. But the NBA is a business, and businesses always seek more revenue. Plus, since half of the profit generated from these deals will be allocated to team operations and half will be distributed evenly among the players, your team might now be able to afford that missing link and rise to contender status. Any true fan should thus find it worthwhile to sacrifice 6.25 square inches of jersey space. We’ll readily put our nostalgic preferences aside for a little more team revenue, but there is certainly a line. We can live with the GE emblem if it means even a slightly greater shot at taking down Cleveland. Maybe we can live with two or three or even four logos. We’ll accept the McDonald’s red and the AT&T blue, but let’s make sure never to drown out the Celtics green.