Wauwatosa West High School • January 2016 • wauwatosawest.com
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Wauwatosa West High School • January 2016 • wauwatosawest.com
WEST SIDE STORIES
STAFF Advisor Chris Lazarski Leadership Team Chris Bravata Rick Sear Zoe Stack Reporters Anna Baish Melissa Biefeld Daija Chomicki Spencer Forsmo Aidan Gabriel Kenna Gallegos-Roll Jade Grippe Rachel Haynes Spencer Johnson Tracie Johnson David Jones-Nelson Amy Lunde Anthony Moroder Ruth Niles Elizabeth Peterson Alicia Picard Autumn Ritenour Nadiyah Salawdeh Alexis Szuta Teresa Toohill Lyzi Torres Henry Tyson Sean VanZeeland Ariyanna Varnell Kashara Williams Kelly Wisniewski Melissa Wittig Layout & Design Rick Sear
OUR PHILOSOPHY West Side Stories (WSS) believes that it is essential to preserve the freedom of the press in order to preserve a free society. Therefore, WSS will resist all attempts at censorship and will serve the best interests of the students. WSS will be guided in publication by a concern for the truth, will strive to provide a comprehensive account of events in the school and community, will strive to be a leader of student opinion through its editorials, and will be an open forum of the exchange of comment and criticism. WSS’s editorial page will take stands on important issues, will help protect the rights of students, will support groups seeking the betterment of the community, and will serve as a constructive critic. Columns and reviews will be signed unless there is a consensus of opinion among the WSS editors. Copies of the complete WSS editorial policy are available in Room 267 at West High School.
LETTERS TO THE EDITOR Letters are accepted from all readers. Editors have the right to edit for length and obscenity, but will not alter the original meaning of the materials. All submitted letters must be signed. Please submit letters at the Journalism Office, Room 267. If there is no one there, slide your letter under the door.
CONTACT US Email: westsidestories@gmail.com Web: wauwatosawest.com Twitter: @wauwatosawest Facebook: /wauwatosawest Instagram: @wauwatosawest YouTube: West Side Stories Tosa West Snapchat: wauwatosawest Journalism Office: Room 267
IN THIS ISSUE
TO OUR READERS
TABLE OF CONTENTS Tosa Teens Take the Wheel................... Art Museum Renovates......................... Bublr Bikes Come to Wauwatosa........ Bathroom Mirrors? ................................ Tardy Policy: Three Strikes and You’re in Detention............................................. Mid-year Check Up: Grading for Learning..................................................... District Supports Fine Arts .................. Chromebooks: Helper or Burden? ..... Racism and a Student Perspective...... The Squeaky Wheel Gets the Grease Club Feature: Forensics......................... Energy Drinks........................................... Top 10 Black & White Movies............. Free Spirit: Dream. Dare. Do. .............. Top 5 Tips: Studying for Exams............ Affordable Winter Fashion.................... Career Center: Cruising Toward Your Future........................................................ Eye-Opening Quotes: Best Buddies... Q&A: West Student Studies Abroad in the Philippines.....................................
Cover photo by ZOE STACK
4 6 7 8 9 10 12 13 14 16 16 17 18 22 24 25 26 27 28
Dear Readers, As you may have noticed, this is our first print edition in over a year and a half. The Journalism Program has gone through several transformations during this time, and as the Leadership Team, we wanted to explain what has been happening. For starters, the program has undergone a change in leadership organization. Formerly, the program had an Editor-inChief; however, we now have a Leadership Team consisting of students Chris Bravata, Rick Sear, and Zoe Stack with Social Studies & English teacher Christopher Lazarski as faculty advisor. This shift in the way the program is run has meant finding a new balance for working together to produce journalistic content across different platforms. In addition, West Side Stories, like all professional news organizations, has been facing the modern journalistic challenge: transitioning from a print-based system to a web-based one. We have spent the last year and a half transitioning from print to focusing on putting more content online via our website, social media tools (@ wauwatosawest), and our weekly broadcast video program. It has not always been easy or smooth. Online publication takes a whole different skill set than print publication. Online articles are shorter, turn around time is faster, and the information is more day-to-day material. Print requires more time and energy to be put into writing, revising, layout, and design. The articles tend to be more lengthy, detailed, and tangible and focus on larger issues or trends in our community. That balance between print and web is something that our publication has tried to find. We hope we have found that now with this first print edition of the year. We thank you all, dear readers, for being patient with us as we find our way through these changing times, and for sticking with us as we find that balance. We hope you enjoy this edition of West Side Stories. Sincerely, West Side Stories Leadership Team
COMMUNITY News
Photo by ALICIA PICARD
Tosa Teens take the wheel by ANNA BAISH
There are over 150 students with parking passes at Tosa West. That’s over 150 student drivers on the roads every day, plus the countless others without parking passes. To some, namely adults, that’s a scary thought. “I know with my child being a new driver, I’m worried about her being distracted and also possibly getting in an accident because someone else was distracted while driving,” says Stephanie Honan, mother of junior Clare Honan. “I know my mom is concerned about me driving,” says junior Clare Honan, “but I always remind her that I really am a good driver and
not all teenage drivers are super reckless.” Adults tend to worry about new teenage drivers, and maybe that is because of the numerous stories they hear about teens getting into accidents. According to the Center for Disease Control and Prevention, car accidents are the leading cause of death for teens. Teenage drivers aged 16-19 are also three times more likely to get into a fatal car accident than those drivers ages 20 and up. Wauwatosa West has its fair share of new drivers and there are many students who have already gotten into accidents.
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“My sister and I were rushing to school one morning,” says junior Mia Zovic, “and I pulled out of my driveway after looking both ways and rammed into a minivan.” The damage to the car was not extensive, but the accident had a lasting effect on Zovic. “I felt really bad and I cried a lot. It’s not something that I ever want to have happen again.” Even teens who have been driving for a while get into accidents. “I was coming home from school and merging into a turn lane, when all of a sudden a car came out of nowhere and hit the back of my car,” says senior Eli Paul.
“The accident ruined the back part of my van and it just ended up causing a lot of trouble for both me and the other guy,” says Paul. Accidents like these are not uncommon, but many students feel they are very responsible drivers. “Sometimes I’m a little impatient but I always follow the speed limit,” says junior Hudson Schram. “I try not to get distracted by my friends in the car.” Whether they are good drivers or not, some students need to drive as part of their high school experience.
COMMUNITY News “I have to drive to school and practice all the time, so it’s nice for me to be able to drive myself,” says Schram. “I can give rides to underclassmen and my parents don’t have to chauffeur me around all day.” For some student drivers that are just beginning, driving is an exciting prospect for both the driver and their parents. “I am currently in Behind the Wheel with United Driving,” says sophomore Kelly Rampolla, “and I think I am a good driver. I have a lot of patience.” There may be those out there that believe some student drivers are too inexperienced to be on the roads, but there are also those that see no problem with it. “My parents are actually excited that I am driving,” explains Rampolla, “so that I can take myself to volleyball practice.” “I drive to and from school,” says English teacher Maureen Brady, “and the student drivers I interact with seem okay.” Other faculty members at West, like student supervisor Kelly Dwyer, say they’ve “never had a problem with teen drivers at school.” There seems to be a lot of debate over the safety of student drivers, but whatever the case may be, there are tips students can follow to drive safely. “Someone’s always in a rush,” says school resource Officer Griffin, “and they get in an accident when they could’ve just waited at a stop sign for a couple minutes.” A popular view among adults is that student drivers get distracted by friends or music in their car. A study conducted by researchers at Ben-Gurion University in Israel found that 98% of young drivers made an average of three large driving mistakes while listening to music in their car. “Yes, it’s good for students to limit their distractions and always wear their seatbelt.” said Griffin. “We have had students hit in the parking lot before, and it’s definitely something that we can work to prevent.” Whatever your view on student driving is, it is clear that it affects a lot of people in the Tosa West community and both students and adults can work together to minimize accidents and keep our roads safe.
CHECK OUT 5 SAFETY TIPS FROM OFFICER GRIFFIN ON OUR WEBSITE:
BY THE NUMBERS
Of those students who have licenses...
57%
HAVEN’T BEEN IN AN ACCIDENT
84%
80%
“AGREE” or “STRONGLY AGREE” that THEY’RE A SAFE DRIVER
say they “NEVER” USE A PHONE OR TEXT WHILE DRIVING
46% wauwatosawest.com/drivingsafetytips
OWN A CAR
44%
“AGREE” or “STRONGLY AGREE” that THEY FOLLOW THE SPEED LIMIT
103 students surveyed wauwatosawest.com • PAGE 5
COMMUNITY News
ART MUSEUM RENOVATES
by AMY LUNDE
Milwaukee Art Museum Expansion Provides Increased Opportunities for Art Enthusiasts and Students After 6 years of planning, building, remodeling, and gathering new art, the Milwaukee Art Museum re-opened its doors to the public on November 24th. It displayed the three building additions spread out over two floors for the first time. “We have known for many years that we needed to repair these buildings. We didn’t quite know how to go about that addition,” said Dan Keegan, director of the Milwaukee Art Museum. In 2001, the 341,000 sq. ft. Quadracci Pavilion designed by Santiago Calatrava expanded the museum. The new addition further expands the space by an additional 60,000 sq. ft. Calatrava’s main intent for the art museum was to incorporate the surroundings of the location in his design: to make the wings of the museum mimic the wings of a bird or the sail of a boat, which was important to carry over to the new additions. “We wanted to match the beauty
that we have with this Calatrava addition with how we present the art itself. We knew we had to reconnect the campus and the visitor experience with the lakefront,” Keegan said. The rooms along the lakefront take advantage of the natural light and view of the lake to present the various works of sculpture, including the striking “Typewriter Eraser” sculpture by Claes Oldenburg. Photography, Film, Video and Light Installations Given Dedicated Space The biggest expansion, in terms of gallery exhibits in the Milwaukee Art Museum, is the addition of 10,000 sq. ft. dedicated only to light based media, including photography, film, video, and light installations. “It was really exciting to organize this new transformative space. Before there was no dedicated space to photography, so this is the first time that the permanent collection has been shown together in over 25 years,” said Lisa Sutcliffe, curator of photography and media arts. With the ultimate goal of the ex-
Images courtesy of Writing for Publication
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pansion being to add more gallery space and make the work and buildings personal to the surroundings, the new photography exhibit highlights some ‘Wisconsin moments.’ One of the collections in the photography exhibit enhances the idea of incorporating the surroundings in the expansion by displaying local artists from around the Milwaukee area and Wisconsin as a whole. “The show contains over 150 photographs including photographs from the beginning of the 20th century to contemporary times,” said Sutcliffe, “There are very well known artists and emerging artists internships, so teens can come and and I also highlighted a lot of Wis- work in different parts of the insticonsin moments.” tution and get paid for it and really learn the behind-the-scenes of what Expansion Provides Increased happens at the museum,” said GloVisibility for Students’ Projects bensky. “We have the Scholastic art Wauwatosa West senior Raawards competition which is the chel Haynes participated in the first time high school students can 2015 ArtXpress summer program. really have their own work dis- Haynes and 20 other high school played in the museum,” said Brigid students in the Milwaukee area conGlobensky, senior director of edu- tributed original pieces of art focuscation and programs, “It’s a great ing on the issue of social injustice. opportunity for teens.” The art works were assembled into In 2014, Michael Steinke, a Wau- a single mural on the side of a Milwatosa West senior, won a Scholas- waukee County bus. tic gold key with his black and white “There’s always something more, photo “Jack Attack” on both the and I learned to get out of my comstate and national level. The awards fort zone and try something new. I mean he was the best in his grade would suggest to anyone interested for the competition. to try this program; you won’t regret “To have a work of art that I creat- it,” said Haynes. ed seen by others in our local museThere are also new opportunities um and in New York was an honor,” for families and people of all ages to Steinke said. “I never thought much engage in the museum more activeof it but others saw it as something ly through Kohl’s Art Generation as wonderful, which made me happy.” well as other new activities. Not only can high school art stu“You can pick up drawing packs, dents display their work through you can pick up books to do storyScholastic, but there is also an op- time in the gallery for little kids, you portunity for teens to be a part of can get dressed up as a character in the Milwaukee Art Museum on a the exhibition in the collection and deeper level by participating in be- go find yourself,” Globensky said. hind the scenes activities. Every artist dreams of being able to one day display their work at a Students Benefit from Milwau- gallery exhibit, which is one of the kee Art Museum Internships many opportunities the museum “We also have internships, paid offers to the public.
COMMUNITY News
MAP of Proposed locations
After a building has been marked “potentially historic,” further surveying is done to determine whether it can be declared a historic site. If that happens, a bike station may become unlikely. “Even though it’s technically city property, residents are still vocal about it,” says Alderman Jason Kofroth with a smile. “Sticking a bright blue bike station in front of a building...people might say that ruins the character.” Concerns about safety have also been brought up. After all, the bike rental stations don’t come equipped with helmets. It’s an expensive addition, especially since “there are no helmet laws in Wisconsin, no mandate to have them,” according to Blackwood, who didn’t seem too concerned. “I think people in more of an open area are more likely to be conscious of that,” he says, in regards to Source: Apple Maps drivers on roads with bikers. “[In the areas where bike shares have been implemented], there’s no major uptick in car-bike incidents.” The outcome of the bike share, of course, is yet to be seen. The city has high hopes for the future. Following the installation of the first eight staby RICK SEAR tions, eleven more will eventually be added. Someday, the program throughout the east side of Wauwawill expand to West Allis and Shoretosa, each consisting of a number of wood as well. bike-holding stations. Since this bike share program “They’re modular,” says Blackheavily involves residents, input wood, “Sections can hold two bikes from the community is appreciated at a time, and you can move them to and encouraged. more popular areas.” To choose the locations, a consulting team (of which Blackwood is a part) looked at what they thought were “popular areas” around WauASK QUESTIONS watosa in order to make the system LEAVE COMMENTS as convenient and widely used as possible. However, the process isn’t RACHEL DESOMBRE quite that simple. Consultant Project Manager One concern is historic properties. If a building meets one or more (262) 317-3311 of three main requirements, it is considered “potentially historic.” JEN FERGUSON “If it’s been around for fifty years, Assistant Planner if it has special architecture, or if an important citizen lived there, [then (414) 479-3522 it is historic],” explains Consultant Project Manager Rachel DeSombre.
BUBLR Bikes come to wauwatosa By the end of next year, the littleused, bright green bike lanes on North Avenue might be as busy as the traffic lanes. Wauwatosa is scheduled to install a bike share system by the end of summer 2016, courtesy of local provider Bublr Bikes. A bike share system is a network of kiosk-regulated bike racks set up around a city. Anyone who has a credit card can rent a bike instantly from one kiosk and return it to a different kiosk when he or she is finished. Many cities around the U.S., such as Chicago, New York, or Washington D.C., already have bike share programs, used by tourists and residents alike. Bike share systems have a variety of pricing options, generally costing a few dollars for a daily rental or $60-$100 for a yearly pass. The Bublr Bikes system already existing
in the city of Milwaukee is a little different; it has a $15 monthly pass for unlimited hour-long rides or $3 per 30 minutes. The Milwaukee system has 26 stations set up around the city, and with government grants from the Wisconsin Department of Transportation, one of the next steps is to add stations in Tosa. Initially, they will mostly be located along North Avenue from the Menomonee River Parkway to 64th Street, as well as farther south into the village. “Density is kind of important to start off with,” explains consultant Jim Blackwood, addressing some of the concerns that the bike share is focused more on the east side of Wauwatosa than on the west side, “You...almost have to have a couple of hubs.” The initial phase of the project will consist of eight locations spread
GET INVOLVED!
wauwatosawest.com • PAGE 7
SCHOOL News
BATHROOM MIRRORS? BATHROOM MIRRORS? by SPENCER JOHNSON Sophomore Melissa Wittig uses bathroom mirrors a lot, and she, like most people, cares about her appearance. However, she was rather dismayed to find out that the newly renovated bathrooms did not have any mirrors. “Half my classes are near the new downstairs bathrooms … [so] occasionally [I waste] class time [by going] to the upstairs bathrooms,” said Wittig. “I’m really frustrated with the lack of mirrors because I was told they were putting them in a while ago and they never came,
and I want to be able to see myself [while I’m at school].” In the new bathrooms, there is more countertop space, newer fixtures, roomier stalls, etc. Also, the men’s room and women’s room switched places. Ryan Anderson, who is in charge of building maintenance, had a few answers to offer on these changes. “The bathrooms were flip-flopped around to utilize space better,” said Anderson about why the bathrooms changed places. Also, the toilet stalls have more
Image courtesy of Writing for Publication
PAGE 8 • wauwatosawest.com
space due to ADA regulations. “[The] old bathrooms were very outdated and needed a face lift,” said Anderson. The old bathrooms have been at West since its construction in 1960, before the new ADA regulations came out, which require more space in toilet stalls. He also had the answer to the most-asked question about the bathroom: Yes, there will be mirrors. Anderson states that he is “sure in the near future [there] will be mirrors installed.”
Principal Frank Calarco concurs. “The mirrors were supposed to be back already,” said Calarco. He affirmed that they were probably, in fact, sitting in a warehouse waiting to be transported to West. “The mirrors are going to be installed in the next few weeks,” said Anderson. “The guy from the mirror company came out last week to measure them.” In other words, never fear, the mirrors will be here!
School News
Tardy policy: Three strikes and you’re in detention The beginning of this school year marked the introduction of a new tardy policy, courtesy of Associate Principal Clint Grochowski. Grochowski has enforced this new policy in hopes of decreasing the first hour tardies. “It was created because Tosa West students were arriving late to 1st hour class at an alarming rate,” Grochowski said. There are three main components of the new tardy policy: parents can no longer excuse their late child, a student is allowed 3 warning tardies before issued a detention, and each tardy is followed by a warning. Students feel the biggest impact of this policy change, and not many seem to enjoy it.
“It pisses me off ‘cause there are gonna be those days where I’m just plain late. It’s not fair to only give us 3 strikes,” senior Jack O’Neill said. “It definitely restricts us in a way,” senior Brandon Eckoldt said. “I mean, some days my alarm doesn’t go off, and I find myself scrambling just to make it to class on time. It’s not fair.” “Even if I leave my house super early and there is traffic due to an accident, or the car breaks down, you need a doctor’s excuse just to avoid getting the yellow slip,” senior Kiera Olson said, “and they say to leave your house earlier, but what do they expect? I’m not going to leave my house at 6 AM.” Not only have students spoken
out about the issue, but teachers have also stated their opinion, and they have found both positives and negatives in the new policy. “The tardy policy has had a positive and negative affect on the students. I feel it makes the students take ownership for their actions before they get to class - regardless of the situation - but when some students arrive late, they become very flustered and irritated about the policy if they had an emergency and have already used up their three freebies,” English teacher Nick Koepke said. Teachers and students seem to have similar views on the issue, but one senior, Scott Pasbrig, feels neutral, and suggests a different form of
by ALEXIS SZUTA
handling the issue. “I personally haven’t had a problem with Grochowski’s policies at hand,” Pasbrig said. “Instead of punishing students for being tardy, they need to focus on rewarding students for coming to school on time.” Grochowski responded to all of the concerns. “We believe that tardiness has an adverse effect on both student learning and the establishment of good habits. Being on time is part of being a responsible student, employee, and citizen,” Grochowski said. “Any time we are able to help students learn good habits, good life skills, and minimize disruptions to learning time simultaneously, I am ecstatic.”
Photo by ALICIA PICARD
wauwatosawest.com • PAGE 9
School News
QUICK QUOTES [It] makes it impossible to understand if we actually understand the material. - ELLA HAGOPIAN
Senior
I don’t think education should be like an ‘I got it’ type of thing. Students should be able to show their skills over time. - ANA BAKER
Social Studies Teacher
[It] is not preparing kids for college...I’m going to be too [reliant] on retaking instead of knowing it when I should. - CAROLINE RASHOW Sophomore
I like it because it focuses on skills and it has never been more clear to kids or parents what they can and cannot do. - EMILY JONES
English Teacher
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MID-YEAR CHECK UP:
GraDing for learning
by MELISSA WITTIG
This past 2014-15 school year, the Wauwatosa School District adopted a new grading system. It is different from the one most commonly used among high schools today, where homework, quizzes, and tests count towards the final grade. It is a new way of grading in which, instead of letter grades, you are able to receive a 4, 3, 2, 1 or 0, including .5’s. The numbers mean: (4) The student consistently demonstrates the benchmark requirements. (3) The student usually demonstrates the benchmark requirements. (2) The student occasionally demonstrates the benchmark requirements. (1) The student rarely demonstrates the benchmark requirements. The number grade is then changed to a letter grade, with a specific grading system. “This new system is supposed to be a more efficient way of grading, allowing students to show other skills besides just doing the work to get points, such as responsibility to get things done without absolutely having to,” states the School Board. Some love it, some hate it, but it seems as though it is fairly split between the two. In this system, a set of summative tests are the only ones that count towards a student’s final letter grade. Technically this gives students the option to do the work given, such as homework, but teachers highly recommend it because your summa-
tive tests reflect if you’re understanding what you’re learning. Although a student is not being graded for homework, lots of teachers recommend you complete it. The staff seem to like the new opportunities given, especially with the retake policy which, under the teacher’s conditions, allows students to retake a test once to try to improve their grade. Most of the teachers in the building have similar retake policies: have all homework in, demonstrate you know what you did wrong the first time, that you understand everything completely at this point, etc. “I like it because I don’t think education should be like an ‘I got it’ type of thing. Students should be able to show their skills over time,” says Social Studies teacher Ana Baker. Baker believes this new grading system is perfect for showing improvement over time, because there is less pressure on getting everything right away. While some students enjoy the chance to try to improve their grade, many are concerned about their future and how Grading for Learning effects that. “Grading for Learning is a poorly executed system that makes it impossible to understand if we actually understand the material, and will not prepare us for any sort of higher education, such as college,” says senior Ella Hagopian.
School News It is a known problem throughout the school that many students are concerned with getting too used to the retake policy because colleges do not have that opportunity. Although many people don’t get material right away, the argument that school is supposed to be about learning information and not just memorizing is talked about frequently.
“The learning system is not preparing kids for college, and I’m worried that I’m going to be too [reliant] on retaking instead of knowing it when I should,” says sophomore Caroline Rashow. Similar to what Hagopian said, there are concerns of not being properly prepared for college. If most schooling in the past has been the same, and will continue in high-
er education, why are we changing it now? The students over the course of last year and so far this year seem to have different opinions compared to the teachers, who seem more warmed up to and accepting of the system. “I like it because it focuses on skills and it has never been more clear to kids or parents what they
can and cannot do,” English teacher Emily Jones says. She mentions how it allows students to really show their skills, but also that it is great in terms of feedback, because it allows students to see how well they’re doing, what they’re doing wrong, and what they can work on more specifically than before.
On Tuesday, December 22nd, 2015, students were working collaboratively with one another or a teacher to get work done. One teacher who works in the ARC is Ms. Leverson. When asked what she hopes students gain from Grading for Learning, she said she wants students to understand the “importance of self-motivating, and that practice leads students to understanding the material.” Photo and caption by ALICIA PICARD and RACHEL HAYNES
wauwatosawest.com • PAGE 11
School News
District Supports Fine Arts by ELIZABETH PETERSON Everybody has their place in high school, their niche. Everybody has that spot where they can be themselves and express themselves with ease. “High school would have been a lot more frustrating without band,” says Spencer Forsmo, a senior at Wauwatosa West. “It’s a good place to relax and make something that not a lot of people can make.” For a lot of kids, making music and other forms of art is one of the highlights of their school day. However, the lack of funding for arts programs in public high schools is a nationwide occurrence that affects millions of students. The economic downturn has caused many schools to focus more on core subjects like Math or English and less on fine arts, causing these programs to suffer or be eliminated entirely. While art departments in Wauwatosa schools have escaped severe cuts, other school districts around the nation haven’t been as fortunate. “[The Wauwatosa School District is] very lucky,” says Jessica Belich, an art teacher at Wauwatosa West. “We really feel like the arts are sup-
ported here.” “I teach art history, and one of the things we talk about when we look at cultures from the past is that when one culture wants to wipe out another, the first thing they attack is its arts,” says Belich. “I feel like that’s what we as a country are doing in schools and it makes me very sad that there are a lot of kids who don’t get an art education. They don’t get a chance to develop their heart and soul, which matters just as much as their intellect. I think it’s a crime, honestly.” “It’s a travesty,” says social studies teacher Christopher Benes. “It hurts kids who learn in nontraditional ways.” Visual arts haven’t been the only departments affected. Only twenty percent of high schools in the United States have an orchestra, and band and orchestra programs have been completely done away with in the Atlanta Public school district for the 2015-2016 school year. “Having [music education] is absolutely essential,” says orchestra teacher Tiffany Chang, who teaches at Whitman Middle School and
Wauwatosa West. “Music is good for your brain, period. There is a lot of research to back this up. It can help with reading and math skills and kinesthetic things as well.” Senior Jasmyn Kosier has been enrolled in a variety of art classes including orchestra, painting, and musical theater, and is appreciative of the effort to support these subjects put forth by administration. “Mr. Calarco has been working to put more funds towards the arts so we don’t have to pay fees to be in those classes. Anyone should be able to take them whether or not they can afford it.” That being said, there are still gaps in the budget that must be filled by teachers. “For painting, my teacher sometimes has to buy the acrylic paints herself because there aren’t enough funds,” says Kosier. “I haven’t noticed a reduction in quality of courses, but a reduction in the number of courses,” comments senior Kenna Gallegos-Roll, who was supposed to be enrolled in a jewelry-making class until it was discontinued for the 2015-2016
school year. “The teachers put their all into it and work well with what they have.” “Last year in my Mixed Media class, we did linoleum prints but they were quite small. When my sister took the class a few years ago the prints were a decent size, but my teacher said they were small because the funding got cut,” says senior Autumn Ritenour. Strides have been made, however, to improve other aspects of the arts. Wauwatosa East recently completed a renovation of the theater that totaled over four million dollars. “When I think of art, I think of things you can perform, not just visual art. I think of things like theater, music, and poetry,” says Thomas Leonard, a senior. A class that incorporates these subject areas, an electronic music production class, could be added to the books in the future at Whitman Middle School. This pending addition to the curriculum and continued support of the School Board proves that the arts not only survive in Wauwatosa schools, but thrive.
Photo by ALICIA PICARD
PAGE 12 • wauwatosawest.com
HomeGrown
Photo by RACHEL HAYNES
CHROMEBOOKS: A HELPER OR A BURDEN?
by HENRY TYSON
Just like everyone else at Wauwatosa West, junior Nadiyah Salawdeh uses her chromebook every day. But she has not had an average experience with the laptops; hers has fallen apart. At the beginning of the 2015 school year, every Wauwatosa West student received their own chromebook provided by the district. This chromebook will stay with the student throughout the four years of their high school career. The type and quality of the chromebook varies depending on which grade a student is in. Freshman and sophomores were given brand new laptops while the juniors and seniors received the chromebooks that were used in school prior to this year. Some students are not very fond of chromebooks, especially the upperclassmen, while others are perfectly happy with them. “Chromebooks themselves aren’t
very good machines, so it’s more frustrating than helpful to me. I wish that I could bring my own laptop. That would work better; chromebooks don’t work,” says Salawdeh. These students’ dislike stems not only from the sluggish, older chromebooks, but also from their physical condition and durability. The older chromebooks tend to break quite often, and a group of students has been organized and prepared to help students with broken chromebooks. This organization, the Help Desk, is open throughout the school day and for a short time after school in order to help any students with malfunctioning chromebooks. “On average, we have about seven kids come in with problems,” says Library Media Specialist Janice Donahou. One such problem students have is with chargers. They lose chargers and the school does not have
enough to replace them. All they can do is rent one out for a short time. “Kids come in with cracked screens from shutting the chromebook too hard or not having it inside the protective case that we provide, which breaks the tech agreement we make with the students,” Donahou said. “Do I like chromebooks? Yes. Do they need to be improved? I feel that they have had a good start, but need to become more reliable,” Donahou said. “I personally develop apps and such, and the only real plusses to chromebooks are their long battery life and their lightweight nature,” said Chris Bravata, a sophomore that helps to lead the student tech group. “I feel that the chromebook is limited, it lacks a quality app base. Quite simply, there are more efficient options.” On the other hand, some students, specifically underclassmen,
enjoy their chromebooks. “The chromebooks are decently fast working, have an extensive battery, are very user friendly, and are overall very efficient,” says sophomore Ben Vargas. “It meets all my needs for school, and I rarely need it for anything else.” Teachers make great use of the chromebooks, using them multiple times a week, if not daily. “We try to refer to them two or three times a week, they are a great source of quick, reliable information,” says history teacher Chad Mateske. “Despite their benefits, it can be hard for teachers to keep tabs on who is staying on task and who is looking up whether K.D. dropped fifty, or if you are jumping on mushrooms in Mario. I like the idea of them, and as teachers learn to use them more effectively, they will be more useful,” Mateske said.
wauwatosawest.com • PAGE 13
HomeGrown
RACISM AND A STUDENT PERSPECTIVE
by TERESA TOOHILL
Racism. One little six-letter word that has so much impact everywhere, including for students at West High School. Prejudice has deep roots, and it haunts so many people. It has sparked movements and change. Today, it makes headlines in the news, and strikes a cord of emotion in many. Whether you have a strong opinion or not on what should be done about racism, it can be seen all around us. In June 2015, nine people died after a gunman opened fire with intentions to “start a race war” at the Emanuel African Methodist Episcopal Church, in Charleston, South Carolina. In November, protests erupted on the University of Missouri Columbia campus over racial tensions, driving University President Tim Wolfe to resign. Stories from around the nation are popping up about the murders of unarmed black males. Several Wauwatosa West students discussed their experiences with racism, and racial prejudice in their lives. “I was in fifth grade, and I remember making a transition from
different schools, because I went to a predominantly black school,” said senior Thomas Leonard. “It was run by white people. I remember making the transition to a predominantly white school. We used the same curriculum, and the same people designed those curriculums, but the curriculum at the predominantly white school was much more challenging for me. Ev-
erything was eurocentric.” “The concept of all black schools still promotes the idea that blacks and whites are fundamentally different, and whatever good those schools may do is canceled out by that difference,” said freshman Bradley Nowacek. Other students have encountered racism in various ways, such as how some students have been told that
their dialect was incorrect. “I’ve been told, you’re black, so stop talking so white. I didn’t know you could talk a color,” said freshman Nevaeh West. “I am who I am. I didn’t know that I had to fit under your stereotypes that you had created,” agreed Tattiana Spears, also a freshman. Students also expressed viewpoints not only about stereotypes of different races but about the origins of racism and how it evolves over the lifetime of an individual. “No one is born racist, it’s taught. If you take a white baby and a black baby, they’re gonna play with each other,” said West. “When they’re older, racism was taught to them.” According to Angela OnwuachiWillig, a professor at the University of Iowa College of Law, race is a social construct, but not biological. In an opinion page on the New York Times website, she points out that there is no common gene pool shared in just one race, or just another race. Racism is a social issue, and is taught to people, who in turn develop opinions from what they were taught.
Photos by ZOE STACK, Graphic by CHRIS BRAVATA
PAGE 14 • wauwatosawest.com
HomeGROWN “I think it is really archaic to think you are better than someone else, and I think a way that we can change that is by education and teaching other people [about] other people’s way of life,” said Spears. “Being born mixed, my parents made it kind of a priority to teach me about [it], so I don’t grow up with identity issues, which is a problem [that] a lot of mixed people understand. You can’t really control what color you are.” Along with being raised in such mentalities, students were also aware of physical problems that present themselves within their surrounding community. According to a study completed by M. Quinn and John Pawasarat for the Employment and Training Institute at the University of Wisconsin-Milwaukee, the areas of Milwaukee and Waukesha were ranked 98th worst out of 100 on the historic segregation index. “If you’re driving, you can automatically tell right away the differences. Other people [assume] if you are black, and you live in Milwaukee, you are automatically in the area that people assume is ‘ghetto’. I know that people have told me that. They told me ‘oh, you live in this [area]’ and I’m like ‘no, I actually don’t’,” said Spears. As a topic closely fixed with society, lessons about racism are tied into the curriculum here at Wauwatosa West, from reading To Kill A Mockingbird in literature to learning about the Civil Rights Movement in U.S. History. West teachers seek to incorporate racial issues. “We definitely do try to incorporate rights of minorities, cultural, and diversity ideas. We talked about African American rights and lynching. We will go on to talk about a lot of discriminatory practices when it comes to African Americans in our Civil Rights unit that will happen eventually in second semes-
ter. I think we have a lot of those conversations in our class. For the most part, you see people appreciating those conversations, whether they’re of that gender, or that race, or that religion. I think that people appreciate learning about other people’s cultures for the most part here at West,” said American Public Policy Special Emphasis and US History teacher Chad Mateske. While Wauwatosa West strives to incorporate racism awareness within lesson plans, several students are unhappy with the extent of this incorporation. They believe that it can be changed to better fit not only their interests, but provide a broader view of what else should be mentioned throughout their learning process. “When you go through your academic career when you’re older, you should be learning more advanced stuff as you go along. I feel like we
learn about black people, I had to do my own research. During my own process of learning, I thought that this was kind of not thinking about black people, like you disassociated them with the importance of these people by not teaching about them in school, and not including them in your curriculum. We remove ourselves from it,” said Thomas Leonard. There are other places for students to have their voices heard when it comes to the topic of racial prejudice, not only about their education, but to discuss real national issues involving racial prejudice at Wauwatosa West High School, such as at Black Student Union. According to Rebecca Kirchman, a BSU Advisor who also team teaches U.S. History, “BSU, like other clubs, the point is just to make things better here at West. Obviously our focus is [related] to
The whole thing is that ‘oh, you’re uncomfortable, let’s stop talking about it’. I feel like you have to talk about it.
-Tattiana Spears
have been repeating the same facts since 6th Grade, maybe even earlier. I know who Martin Luther KIng is. I know about slavery. I know the basics of slavery. They only spend a couple weeks on it. Not even a whole chapter on it. It’s like one of the subtitles in the history book,” said Tattiana Spears. “Personally, I believe different curriculums are designed for different people, which curriculums go to which school, which curriculums have certain relevance to certain people. Growing up in a predominately black school, I never learned about Mansa Musa. If I wanted to
it being called Black Student Union, and it is for all students. But it does kind of make the assumption, there is a minority group here, the black students, who voices are not always heard. So the Black Student Union, while we do academic things, we do community things, really our goal is to try to make a safe place for anyone to come and give a voice a place to be heard.” Along with organizations like BSU affecting views on racism, change is always taking place, and these students left their messages on what they want to see change not only for students here at West, but
for everyone in the community. “As a student, what I would like to see happen is for people both here at West and in the rest of society to realize that that the racial divide does not stem only from a feeling of white superiority, but from may different sources (both moral and economic), and because of that, it is the moral responsibility of all people, regardless of color, to work together from every possible angle to end racial prejudice,” said Bradley Nowacek. “I would like for the word racist not to be thrown around so easily, that’s...one of my pet peeves,” said Tattiana. There were even more ways students encouraged change for their peers. “I would like to see more black teachers, because with more black students, they’re like: ‘My teacher is racist. They don’t like me.’ They feel like [their] teacher doesn’t know how to talk to them. They’re more relatable. There would be less rebellion among black students. In the schools that I’ve gone to, I haven’t seen one black teacher. A black custodian doesn’t count,” said Nevaeh West. “The whole thing is that ‘oh, you’re uncomfortable, let’s stop talking about it’. I feel like you have to talk about it, because it really educates you. You need to learn about. It happened, and it’s still happening. It’s not something of the past. I can’t stand when people say that it’s over; it’s far from over. You may feel uncomfortable, but it’s a talk you need to have, and you need to learn about it, and how it affects people, because there is no way for our school and society to get better, if don’t address what’s happening. If we don’t address the problem,” said Tattiana Spears.
Interested in joining Black Student Union? Contact Ms. Kirchman:
(414) 773-3137
kirchmre
@wauwatosa.k12.wi.us
wauwatosawest.com • PAGE 15
Features & FIGURES
QUICK BITS OPINION: THe squeaky wheel gets the grease
CLUB FEATURE:
by SPENCER JOHNSON
After all, it is the squeaky wheel that gets the grease. We could have suffered alone and been late to our later commitments, but just a quick word and we were treated like royalty. The thing is, people don’t like to be associated with mistakes, as this tarnishes their name. So they polish it by going above and beyond, just so we won’t regard them with distaste. I can assure you we all left the restaurant as very satisfied customers. Think about that if you’re having trouble of any sort because of someone else’s mistake. Upset that your car won’t start? Try talking to the manufacturer, they may even give you new spark plugs for free. If your carpool got you to school late, politely suggest you leave earlier so as to be on time, and chances are, they will probably be extra early the next day. Just remember to be polite so you don’t come off as nagging, and don’t complain about things to someone who can’t fix them. But keep in mind that if you keep quiet, no one can help you.
PAGE 16 • wauwatosawest.com
FORENSICS
by NADIYAH SALAWDEH
Graphics based on illustrations by Freepik
Recently, my family and I were eating at a sit down restaurant, and we were in a bit of a rush. The hostess showed us a booth and said that our server would be along shortly. Fifteen minutes later, the server still had not come. As soon as we pointed this out, our table was flocked with servers who took our orders and assured us that the manager would rush our orders so they would be done faster. Then, the manager came and offered us a $12 plate of appetizers for free. Soon after, our food arrived. This all happened within five minutes. Servers continued to ask us how we were doing about five times during the meal, and not just our assigned server - all the servers. I joked that we should complain to restaurants more often! Although the staff left a bad first impression by leaving us unattended for a while, in the end they all bent over backwards to assure we had a satisfactory experience. It amazes me when people are like that - just a polite complaint, and suddenly free food and exceptional service is rewarded to you.
Like the rest of the Tosa West forensics’ 10 person team, Eileen Reetz has nothing but good things to say about the club. “It’s like being in theater, but much more laid back. You get to perform for an audience, but without the same sense of competition for parts. Your team is always rooting for you.” Forensics is an extracurricular activity in which students compete with a variety of public speaking events such as prose, poetry, and plays. The team meets separately with the coaches during December and part of January to prepare for the first of many Saturday meets. In the meets, members perform their piece anywhere between two and four times in front of different judges. The judges rank performances, and the group or individual with the highest cumulative rank from each room go to a final round which determines the winner for the meet. “It appeals to everyone and finds room for everyone to have fun.” says senior and team captain, Jasmyn Kosier. “It is an op-
portunity to be on a team without the cattiness that you find in other sports and activities.” So far, the team has been relatively small. However, the team has recently found a way to attract new blood. Freshman Zoya Engelking says that she “tends to be outgoing, so [she] think[s] that [she’ll] fit in on the team.” This year, many students have been drawn, in part, because of the people on the team. “I’m grateful that I’ve made so many long lasting friendships on this team. We’re all a bit odd, but in a good way. I think that that is why we all feel so comfortable together” says junior Noah Suchy. What about the people that aren’t as outgoing? Well, Kosier says that, “you’re going to have to do some form of forensics eventually, whether it’s in an interview or in a school project. So why not start now?” Besides the skills that the activity gives you, Kosier concludes that “It’s still a fun thing to do on the weekends.”
Image source: Google Images
Features & Figures
Amp
Monster
110 calories 65mg sodium 29g carbs
101 calories 180mg sodium 27g carbs
(per 8 oz)
(per 12 oz)
by TRACIE JOHNSON
160 calories 180mg sodium 42g carbs
drinks
(per 8.5 oz)
NOS
Red Bull
Rockstar
110 calories 100mg sodium 28g carbs
130 calories 35mg sodium 32g carbs
(per 8.4 oz)
Energy. Look around any classroom at Wauwatosa West and it is clear there isn’t enough. Energy drinks are used to simply boost someone’s energy, but what is it in the energy drink that really gives off that extra boost? The answer is sugar and caffeine, the two most common ingredients in all energy drinks. “I started drinking them because my dad did, so I tried them and it’s now just our onthe-go drink.” said junior Kelly Wisniewski. An energy drink is a type of beverage containing stimulant drugs that is used to provide you with mental and physical stimulation. A lot of people drink various types for multiple reasons, almost like the reason why people drink coffee: both types of drinks are just as addicting. The caffeine content in energy drinks can range from 80 milligrams in an 8-ounce Red Bull, to over 350 milligrams in a 16 ounce no-calorie energy drink. “I drink energy drinks when I absolutely need to stay awake, like when I am studying for a huge test, driving a long distance during the night, or when I need energy for staying awake in school,” said senior Amy Lunde. Energy drink sales are higher than ever. The U.S. Food and Drug Administration is marking its products as dietary supplements. One of the criticisms of energy drinks is that not all are well-regulated.
(per 8 oz)
“When a product has a supplements facts label, it has not gone through the FDA approval process to be on the market as a food item, whereas a Nutrition Facts panel goes through the FDA process of proving safety and efficacy before it goes on the market as a food product,” says Ruth Litchfield, an associate professor in the Department of Food Science and Human Nutrition at Iowa State University. Some health issues have also been reported from the use of energy drinks, such as heart abnormalities where the vessels constrict due to calcium build-up in the heart cells that cause the vessels to constrict. “Energy drinks have all those stimulants, and if the person is going through some kind of physical stress or physical exercise, those stimulants will further exaggerate or exacerbate the electrical activity going on in the heart,” says Fahad Ali, an international medicine resident at Guthrie Robert Packer Hospital in Sayre, Pennsylvania. Athletes who were found drinking energy drinks were more likely to experience insomnia, nervousness, and stimulation hours after, yet energy drinks were found to increase the athlete’s performance. Experts say that overall, there are many other ways for someone to get an energy boost, such as exercise, sleep, or eating snacks with lots of protein and complex carbohydrates.
wauwatosawest.com • PAGE 17
Features & Figures
TOP 10
BLACK AND WHITE MOVIES by AUTUMN RITENOUR
During the winter months, many flock to the local movie theaters to see the latest and greatest feature films. Whether it’s one centered around sisters singing in the snow, a world full of prehistoric beasts, a controversial drama on a military official, or a dystopian society saved by a girl with a bow and arrow, the extravagant surround-sound-projects are the popular vote for entertainment. Unbeknownst to most, there is a just-as-satisfying form of movie entertainment that is severely underrated: classic black and white movies. Although most of these films were made more than 50 years ago, their artistic quality and relevant themes validate their need to be seen by moviegoers all around, specifically ones who are of a younger generation and may be completely unaware of the entire genre.
Roman Holiday
1953
NOT RATED 1 HR, 58 MIN ROMANTIC COMEDY
Starring Audrey Hepburn and Gregory Peck
A princess (Audrey Hepburn) who is tired of her prestige ventures into the bustling city of Rome, and embarks on 24 hours of a whirlwind of firsts. After falling into a tipsy slumber on a city bench, she is awoken by a broke news reporter (Gregory Peck). Feeling sorry for the girl, the reporter takes guardian of her for the night, only to quickly realize that the woman he brought home out of sympathy is royalty and may be just the story he needs. This Oscar-winning romantic comedy takes on a Cinderella concept and is a timeless classic that is as charming as it is comical. FAN TIP: If you are a fan of Maid in Manhattan or Cinderella, you will enjoy this sweet rom-com
1950
PG
2 HRS, 18 MIN
All About Eve
DRAMA/COMEDY
Starring Bette Davis, Anne Baxter, and Marilyn Monroe
An aspiring actress from Wisconsin, Eve Harrington (Anne Baxter) shows up in the dressing room of idolized Broadway star Margo Channing (Bette Davis). Feeling sorry for Eve, Margo hires her as a personal assistant, introducing her to all of her close friends. Soon enough, the worlds of the close-knit friends become a series of complicated events. In this Oscar-winning drama (heavily lined with sarcastic humor), the concept of time and aging is explored through a group of A-list actors and actresses. FAN TIP: Fans of The Chorus Line will enjoy this drama, centered around the world of entertainment
PAGE 18 • wauwatosawest.com
Features & Figures
Laura
1944
NOT RATED 1 HR, 28 MIN
MYSTERY
Starring Gene Tierney and Dana Andrews
A woman with a history of many lovers has been murdered. The detective investigating her murder soon starts to fall in love with the victim. This classic “who done it” film stands as a well-crafted thriller with a hint of romance, while being a genuine film-noir classic. FAN TIP: Fans of the game and movie Clue are sure to enjoy this film
1962
To Kill a Mockingbird
NOT RATED 2 HRS, 9 MIN
Starring Gregory Peck and Robert Duvall
DRAMA
This drama is based on Harper Lee’s Pulitzer Prize winning book of 1961. Atticus Finch (Gregory Peck), the father of Scout and Jem, is a lawyer in the fictional town of Maycomb, Alabama. Maycomb is a racially divided town that is set in the 1930’s. Finch decides to defend Tom Robinson, a black man who has been accused of beating and raping a white woman. This drama, which won three oscars, is an essential for any aged viewer. Lee’s lessons on morals and discrimination are displayed through her multi-dimensional characters and unpredictable set of events. FAN TIP: Viewers interested in historical dramas like Huckleberry Finn will enjoy this movie
Psycho
1960
R
1 HR, 49 MIN HORROR/THRILLER
Starring Anthony Perkins and Janet Leigh
On the run after stealing $40,000 from her employer’s client, an attractive young woman ends up becoming stranded in a storm. Out of options, she checks into the remote Bates Motel. The motel is run by young Mr. Norman Bates, who lives in the grand house next to the motel. This classic horror movie is known as one of Alfred Hitchcock’s best works and is one of his top-rated films. FAN TIP: Viewers who currently watch Bates Motel will appreciate this classic
CONTINUED ON NEXT PAGE... wauwatosawest.com • PAGE 19
Features & Figures
1942
PG
1 HR, 42 MIN
Casablanca
DRAMA/ROMANCE
Starring Humphrey Bogart and Ingrid Bergman
A nightclub owner and ex-freedom fighter in Casablanca, Rick Blaine (Humphrey Bogart) crosses paths with an old flame, llsa (Ingrid Bergman), while unknowingly helping her husband and resistance leader during World War II. While Rick addresses his past, he also has to help the rebel run from the Germans, which leads to numerous complications. This war film may be classified as a romance, but it surpasses every aspect of its genre. Standing as one of the most beloved American romances, Casablanca marks its spot as an essential black and white film. FAN TIP:This film is a unique product of its genre
Citizen Kane 1941
PG
Starring Orson Welles
2 HRS
DRAMA
A group of news reporters are trying to understand the dying words of the newspaper tycoon Charles Foster Kane (Orson Welles), in his last piece of work called the “Rosebud”. Through a series of flashbacks, viewers are shown the complicated and intricate life of the famous writer. This academy award winning drama has been voted the best American film ever made in Sights & Sounds poll for five consecutive years. FAN TIP: People interested in studying the production of film will be interested in this movie
1946
PG
It’s a Wonderful Life
2 HRS, 15 MIN
DRAMA
Starring James Stewart, Donna Reed, and Lionel Barrymore
After frustrated and depressed business man George Bailey (James Stewart) decides life would be better if he were dead, he considers suicide. An angel who has heard the prayers of his family, visits George. He shows George a life where he hadn’t been born and hopes that by the end the angel would earn his “wings”. In the Golden Globe winning fantasy-drama, the idea of life and purpose is explored through overwhelmingly relatable characters and real-life situations. FAN TIP: This classic stands great on its own or as a family holiday favorite
PAGE 20 • wauwatosawest.com
Features & Figures
Some Like it Hot 1959
PG
2 HRS, 12 MIN ROMANTIC COMEDY
Starring Marilyn Monroe, Tony Curtis, and Jack Lemmon
Two musicians (Tony Curtis and Jack Lemmon) from Chicago witness a murder committed by the Mafia. Scared for their lives, they decide they need to flee the town and escape the gangster responsible for the murder, Spats Colombo. Desperate for a way out, they join an all-girls-group as Josephine and Daphne, the new saxophone and bass players. As the men try to keep their identities hidden, chaos is a given in this star-studded comedy. FAN TIP: Fans of the comedy White Chicks will find this movie entertaining
1938
The Lady Vanishes
NOT RATED 1 HR, 36 MIN
THRILLER
Starring Margaret Lockwood, May Whitty, and Michael Redgrave
In this Hitchcock thriller, a train full of passengers heading for England is delayed by a large avalanche. While they pass the time, two passengers become close: young Iris (Margaret Lockwood) and the elderly Miss Froy (May Whitty). After waking up from a moment of unconsciousness, Miss Froy seems to have disappeared. When questioning other passengers about the old woman’s whereabouts, they assure her that the woman never was on the train. Deciding to figure out what has happened, Iris befriends a fellow traveler and future love interest, Gilbert (Michael Redgrave). Alfred Hitchcock presents viewers with a suspenseful plot in this mystery mixed with romance film. FAN TIP: Fans of Agatha Christie’s book Then There Were None will enjoy this thriller
wauwatosawest.com • PAGE 21
Features & Figures
Free spiriT: DREAM. DARE. DO. Dream. Dare. Do. The sign was bright, way too bright for the time of the day. I am not one, while on summer vacation, to awaken when the time is still in single digits. Yet here I was at 4:30 AM on my way to Washington D.C. for the Al Neuharth Free Spirit Conference. The conference was created by an amazing man, Al Neuharth, who was a farmer’s boy from North Dakota. He rose to the top though his hard work and dedication to the journalistic world. He created a revolutionary paper known as USA TODAY, set up the journalism foundation Freedom Forum, and oversaw the building of the Newseum. Both the Newseum and the Freedom Forum teach about the importance of the First Amendment and journalistic excellence. They sponsor an annual conference where 51 rising seniors, one from each state and the District of Columbia, are selected to come participate in a 5-day all-expensespaid trip to D.C. I couldn’t believe that I had been selected to represent the state of Wisconsin. Here I stood, at an ungodly hour of the morning, about
to head off to D.C. Even as I stood at the ticket taker and waved with trepidation at my parents, I could not quite wrap my head around the idea that I had been chosen to attend this conference. As I boarded the plane, I was keeping up a rather negative mantra of why me? I must have been the only applicant from Wisconsin. ME? A FREE SPIRIT? It all seems quite laughable, now doesn’t it, Zoe. Why you? The first rays of sunshine were peeking over the horizon as I stood waiting to board the plane. The pink, orange, and red rays momentarily pushed the worry and selfdoubt from my mind. I managed to board and sit down with little mental turmoil. Despite the circulatory sequence of negativity, I was excited, beyond excited. Yes, it was early, yes, it was scary, but I still knew that I was headed off for some of the greatest days of my journalistic career. Most of what happened next was a blur, a whirlwind of flights, baggage, meeting my first fellow Free Spirits (Camden from Arkansas, Apoorva from Georgia, and Caiti from Mississippi), meeting yet more
PAGE 22 • wauwatosawest.com
Free Spirits in the airport, car rides, yet more Free Spirits at the hotel, the Air and Space Museum, and then finally rolling up to the first night of conference at the Newseum. We were introduced to the program and had our first taste of what the Newseum holds. We heard from each of our fellow Free Spirits on which part of the First Amendment was their favorite. That was particularly powerful. I’m not saying that we don’t really learn about the Amendments in school, but I had never been asked to really pick apart an Amendment and investigate just how important and influential it is in a single person’s life. The rest of the week only got better. We had sessions with amazing people that talked about things such as the changing world of journalism, social media in journalism, and many more interesting topics. We got to go to the Capitol building and speak with a White House photographer, tour places such as the Newseum, the headquarters of USA TODAY, and naturally do the touristy bit of visiting most all the monuments. All of those speakers and presen-
by ZOE STACK
tations were amazing, but we had some particularly phenomenal and more well known speakers such as Meet the Press moderator Chuck Todd, PBS Newshour co-anchors Judy Woodruff and Gwen Ifill, and former Press Secretary Ron Nessen. We didn’t just get to talk with Chuck Todd, we got to watch him live on Meet The Press. We watched as he interviewed GOP presidential hopeful Mike Huckabee and discussed the day’s talking points with his panel board, which included one of my long time favorite New York Times columnist contributors, David Brooks. The Meet the Press event was definitely one of the most impressionable parts of the whole experience. One of the things that struck me most, not just with the Chuck Todd event, was how quickly things in the news world change. A scheduled event or presentation may have to change because of incoming news. I suppose that this should not have surprised me, seeing as I was at a journalism conference. However, I had never faced that fact up front and close before. While in D.C., many extremely important events
Features & Figures
were taking place; events such as the two escaped convicts from the highsecurity prison in New York, the imminent gay rights ruling of the Supreme Court, and the even bigger Charleston shootings and resulting Confederate flag deliberation. Chuck Todd’s Sunday morning show naturally had to be about that particular event, because it was so big and important to the whole nation. We had a speaker come and talk to us about standing up for freedom, and he told us how he switched his whole presentation because of the Charleston event. One scheduled presenter could not make it because she was deep in the woods covering the convict case. Despite the fact that this should not have surprised me, it did and really impacted my views on journalism and its future career potential for me. Going into the conference, I was truly not sure whether or not I really wanted to be a journalist in the future. I even felt like a fake next to all these amazing individuals who not only seemed to know that that was what they wanted to do, but were phenomenal at it. However, so many things showed me that, even if I didn’t know with absolute certainty, I really did want to be a journalist. The excitement of everchanging news, such as what I saw with Chuck Todd and other presenters, was really appealing. Another extremely informative part of the conference for me was getting the chance to listen to Gwen
Ifill (pictured above) and Judy Woodruff speak to us. Everything that they said was really amazing and inspirational, but a few things truly stood out to me. As mentioned before, I was really concerned about not being sure I wanted to be a journalist. At one point Gwen Ifill said that, “You don’t have to make up your mind right now, but you have to have the same passion in whatever it is.” I really appreciated that. That was what I needed to hear, and to hear it from someone like Gwen Ifill made it all the more amazing. I
didn’t know for sure I wanted to be a journalist, and that was perfectly fine for now. Gwen Ifill said something else that really did help me while I waded through the pool of confusion. On the topic of why she became a journalist, she said, “I liked the idea of telling a story and to this day that is what we are all doing.” That really helped me to strip away all confusion and show me that when boiled down, that was really all I wanted as well. Another of the greatest things about this conference was that I got to hear not only from the amazing presenters, but also from my astounding fellow Free Spirits. It was wonderful to be around so many young people like myself all sharing the same passion for journalism. I met some true friends that I hope to keep for a long time. All 50 are amazing, wonderful and inspirational people, and all, I know, will go extremely far in life. They have been a great support as I have tried to take the things I learned from the conference and apply them to my publication back at home. I was heading back to a publication that
was still rising from a state of slumber. It was daunting, but it has been so much easier having such great people behind me all the time. Probably the things that have helped me the most with my journalism leadership these last few months have been those 3 essential words that were repeated all throughout the conference: Dream. Dare. Do. That slogan, thought up by Al Neuharth’s daughter Jan Neuharth, states that all a Free Spirit has to do is dream of something, dare to take that jump to start it, and then just make it happen. I was terrified of applying to the conference. I was sure that I wouldn’t get chosen. Then my teacher told me that I had to learn to fake it til I made it, fake that I knew what I was doing and I would grow into being able to do so. I never thought that that could possibly work or be true, but I have found that it is. It is as Al Neuharth once said that, “the difference between a mountain and a molehill is your perspective.” All a person has to do is Dream. Dare. Do.
Photos courtesy of the Newseum Institute
wauwatosawest.com • PAGE 23
Features & Figures
TOP 5 TIPS: STUDYING FOR EXAMS by TERESA TOOHILL
With exams fast approaching, now is the time to start thinking about preparation for having a successful score. Here are 5 tips from students and teachers here at West to help you pass your class this semester.
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Don’t P ut Off Studying
“Do not procrastinate. That’s one of my biggest problems: procrastinating, so if you can, study a week in advance so that you can lock and learn what’s on the test,” said sophomore Jordan Thompson. By giving yourself more time to prepare, you can do better because you’re able to learn more within a greater amount of time.
Get Organized
“Be organized, so when your teacher starts presenting what’s going to be on the exam, take good notes on that. Put it in one spot in your folder or notebook so that you kind of have an accumulation of a day’s worth of discussion that guides you as to exactly what you want to study, and what you want to be accounted for,” said Jill Schmidt, who teaches a variety of math classes. Create an organized folder or binder for whatever notes you have on a subject, so when you study, you know where something is instantly.
3
P ay Attention to the Review “Start reviewing the concepts and skills you’ve been learning this semester, because it’s really easy to get overwhelmed after break,” said French teacher Amie Brooks. The review is meant to recap everything you’ve already learned once more. It’s simple as that. Use it to your advantage.
Know What You Don’t Know “Notice what you don’t understand so that you can ask questions,” said teacher Jill Schmidt. Identifying what you don’t quite understand allows you to study it, and address it with a teacher, so that you can make sure you know the correct answer on the test. “There’s still time to talk to your teacher, but the more you wait, the less likely it would be [to succeed],” said teacher Amie Brooks.
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2 4
Don’t Cram the Night Before “Cramming. It only sort of works. You end up with only sort of the information you thought was important the day before the exam, and so you want to try to avoid cramming,” said senior Noah Strand. “Don’t study the night before. It doesn’t work. And don’t panic too much about it,” said junior Juliana Stark. Looking back to step one, manage your time so that you can avoid last-minute cramming. According to a study conducted by researchers at the University of California Los Angeles, sleep is necessary to grades. The study also said that cramming should be avoided. Your report card will thank you for it. Designs courtesy of Freepik.com
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Features & Figures
AFfordable WINTER Fashion by KASHARA WILLIAMS
Think about walking into a store and loving everything that catches your eye, until you check the price tag. You want it but can’t afford it, so now you’re walking out emptyhanded and disappointed. Everything expensive isn’t always the best and everything cheap isn’t always the worst. Just know there’s always a better alternative! Here are some popular winter items that look just as good but are more affordable.
Parkas are a good way to transfer to winter in style. These specific items can come in any color, and not only is it stylish, but it’s made to keep you warm and can be very affordable. “I wear my parka open with a nice scarf and shirt, and pair it with some plain boots. It goes with everything and keeps me warm at the same time.” -Rayna Morgan, junior
Check out the sister to Uggs! Bearpaw is just a better way to wear nice boots for a cheaper price. They’re just as popular as Ugg, but are a more affordable shoe. They also come in more colors and fashionable prints. “You would never know the difference. Both boots look exactly alike...Honestly, I prefer Bearpaw over Ugg because they don’t need need as much maintenance.” -Nuvy Bhella, junior
VS $170 from Urban Outfitters
Wrap yourself up in a cute scarf to bring out any outfit! Scarves are almost anyone’s go-to accessory, male or female. You can find a fashionable scarf anywhere for a very affordable price. “A scarf is my go-to for cold weather, it basically makes your outfit. I always think a scarf can tell a lot about a person, like the pattern or how you wear could say a lot.” -Paris Howell, junior
Bearpaw: $80
Keep warm with a nice knit sweater for less! Because sweaters are so common to wear during colder times, they have become more expensive. Trust me, however, there’s always a loophole. “Sweaters are so dope. I’d rather go thrifting because they are way cheaper than the ones in store! Also, if you thrift, you’ll most likely have a one-of-a-kind because nobody really thinks to thrift anymore.” -Michael Kochanski, senior
VS $20 from Forever 21
Ugg: $160
VS $770 from Balmain
$8 from Rue 21
$78 from American Apparel
Image source: Google Images
$50 from H&M
VS
wauwatosawest.com • PAGE 25
Features & Figures
CAREER CENTER: Cruising toward your future
by ARIYANNA VARNELL
College applications. A job. A career. These are three things Wauwatosa West students look for help with when going to the Career Center. It’s located directly across from the Guidance office and is open everyday from 7:30 until 3:30. It is operated and managed by the Tosa West Guidance department. “It is a place for students to learn about jobs, scholarships, colleges, and check out practice books and catalogs for the ACT,” said Career Center Coordinator Barb Lauenstein. The Career Center is available to provide students with more detailed information about a career or a college option discussed by you and your counselor. The Career Center
can help answer any question a student has. Older students tend more so than younger students to find the Career Center useful. Freshmen generally do not use the Career Center and are a little unclear on what happens there. “It is a place where people go to figure out what you wanna do when you grow up,” said freshman Amara Williams when asked the purpose of the Career Center. Students use the Career Center in many different ways and for many different reasons. Sophomore Sameria Norrington went to the Career Center before the school day because she was interested in learning what classes she
needs to take in order to enter a career in the construction field. “It was helpful that they were nice about it...I got the information I needed,” said Norrington. However, she was disappointed to learn that as a sophomore she is unable to take the classes related to her career. The Career Center can be a great place to get started on figuring out what you want to do with your future. “I wasn’t really thinking about college or going into a career, but they helped me explore some options,” said senior Rachel Haynes. Many students only start using the Career Center after they enter their junior or senior year and start seriously thinking about their lives
after high school. “It gives them a good insight to what college life is going to be like,” said Lauenstein. However, some students did not find the Career Center to be a necessary part of the process to exiting Wauwatosa West. “I never really used the career center. I mostly got help from friends when applying to colleges. I could easily figure it out on my own,” said 2014 graduate Gabby Verette, who is now a sophomore at University of Wisconsin Stout. Whether a student uses the Career Center or not, it is there to help and guide students who may find it useful.
Photo by ALICIA PICARD
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Features & Figures
EYE-OPENING QUOTES: BeSt Buddies by RUTH NILES
Images courtesy of Best Buddies
To most people, Best Buddies is just a club where students with special needs get to hang out with Regular Ed students. But it is much more than that. Best Buddies not only provides Special Ed students, or buddies, with social inclusion and what each high school student deserves - friendship - but it also provides Regular Ed students, or peer buddies, with eye-opening experiences, acceptance, and the opportunity to see the “ability” in “disability.” Here are five quotes to prove it. “In my o pinion, having with he ab r as mu y m d e g n a c h as po uddy and getti kids are y ch ll a re s a s n h e sible is so gifte dies It made m truly ey g to spend tim . d o fe a “Best Bud li u l n t o d o o h extraor f the or h dise on sc dinary in e opening. The e dinary. these k perspectiv ow the students wit as I se f ways th e ll id in love s when th at are s e same h t w t I it re h think abou a w h e ls o a h o s s a tudents y and our scho ’ gym cla a teacher’s ass nging out with l. My budd t o h abilities in o a h n c is s s t o e s ant for t h last yea hers, bu e in t s our friend r t . d S e t n h a o v anyone els e s e m d s n n e days a ome of e magn the bad e, frie v d a h o o ld g u ifi ly r o e u c d ent frie better [chosen I are tr iend I w ndships ays are worth ] to put rent.” ny other fr e a iff e k k d . li e y I e n is a a m ping m dren an ship k of it d I wou yself into the li so glad that I uddy ld not thin b u r o e w e ld I h v p d s e ave n n re e s of the ’t trade a nior pee sophomo , s it e e v r f E g o b a r u r d e d n t a he world dy t -Ama .” -Abby chilRebek, “Best B of sp uddies ha ecial need s made m cepti sk e mo ng re it’s be high sch ids, and it ’s bee aware of ooler en w th s n o ate a bout nderful w are of spe great to e abilities s t a c e h leade t i rship e issue of ching my al needs s e how acda tu ro in and m embe le.”- David clusion an ughter be dents, and r of B d s N est B iles, fath take such o passion uddie er of a gre C s Ass ociat hapter Pr at es Bo eside ard. nt
“It’s going rea lly well. Me an d Caroline are along very we getting ll and my best thing this year making cookie was s” -Kyle Molte r, freshman bu ddy
nt to provide a “I think it’s really importa nts of all abilities can structure so that stude e they can be a little work together, becaus provide a little bit bit ‘what do I do’ so we nce and then start of instruction and guida rriers. And I think to break down those ba we (advisors and it’s really important that world so that peer officers) push into their buddies’ world, but buddies push into the ddies into our world.” that also brings the bu Education teacher and -Ruth Gulotta, Special Best Buddies advisor
At the end of the day, everyone deserves people in their corner: people who will accept you no matter what science labels you as. Best Buddies provides doors not only for Special Ed students, but it can also provide a whole new world for Regular Ed students, and I encourage all students at West to open their hearts to a new, but at the same time, regular friendship.
wauwatosawest.com • PAGE 27
FEATURES & Figures
Q&A: West student studies abroad in philippines
Questions by KELLY WISNIEWSKI
What’s the most interesting thing you’ve seen so far? The most interesting thing I’ve seen would have to be going on a community service trip, with the four other exchange students here, to an elementary school ... grades 1-4 in a place called Managgad, Aklan. The scenery there was breathtaking and West Side Stories got the chance to being able to connect emotionally email back and forth to bring you with the children was a beautiful this glimpse into her experience. experience. Brittany Hunt is a Wauwatosa West senior who has been studying abroad in Kalibo, Aklan, Philippines with the Kennedy-Lugar Youth Exchange and Study Abroad Program (YES Abroad) since July 2015 and will be returning to the States May of 2016.
Who are you living with? I am living with a host family and my host parents’ names are: Aidabelle Tejada Velarde Dionela and Ceazar Clemence Laurente Dionela. I also have four host siblings… Joshua Clement Velarde Dionela, Athena Therese Velarde Dionela, Raphael Charles Velarde Dionela, and Cameron John Velarde Dionela.
What is your favorite food to eat? What is typical breakfast food? Lunch? Dinner? ... I have so many! I do enjoy the traditional street foods made from sticky rice, like inday-inday, which is sticky rice made in coconut milk and then topped with coconut that sits on top of a bamboo leaf, it’s sweet and delicious! I also really enjoy the
PAGE 28 • wauwatosawest.com
seasonal fruits ... My favorite is rambutan ... All meals, even breakfast, [are] served with rice, and lots of it. I don’t usually eat the same thing everyday, but chicken adobo is very popular here … It is your choice of meat marinated in garlic, soy sauce, vinegar, and bay leaves for an hour or two and then cooked … Usually my Sunday lunches are typically the biggest, after going to church with the family we all sit together for lunch and there is usually lots of different types of food. What are the three biggest differences between living in the U.S. and the Philippines? The three biggest differences would have to be the overall environment. You do not see houses like the states here in the Philippines, because many people are in poverty and living on streets, and if they do have houses, they are very poor quality unless you have the money to afford a nice house. The amount of people in poverty is very high and [it’s] very sad to see everyday in the streets. Children walking around with no shoes and dirty clothes, the elderly looking very ill and asking for money, it is all very sad to see. Another difference would be the food. Filipinos eat rice with every meal, and lots of it! … Filipinos typically maintain very fit bodies and stay in shape because farming is very important for survival here ... The last difference would be the weather. This may not seem like such a huge difference, but for foreigners it can take some time to adjust to. The weather here is very hot, typically being around 88 degrees daily with humidity very high making it feel very hot, which is sometimes hard to cope with. The Philippines also receives a lot of typhoons (we call them hurricanes in the states), some stronger than others, like the
one that hit in a different province two years ago; it was the strongest typhoon recorded in the world and the people of that province are still recovering and continuing to improve their land and get it back to the way it was before. How is school similar or different from West? School is a lot different than West! I attend a Catholic school, Aklan Catholic College (ACC, and I also go to the high school part), and attend classes daily from 7 am to 5 pm and 7 am to 3 pm on Wednesdays. I have around 8 or 9 classes but do not have all of them daily, there are certain days where I have certain classes instead of others...I also stay in the same classroom all day, unlike the states where you travel from class to class throughout the day. What has been the hardest adjustment you have had to make? The hardest adjustment would have to be a mix of both the weather and the language. This may not sound super challenging, ... it can be hard to adjust to a new climate that is this hot and dry. I actually caught dengue fever due to the weather change, when it started raining the mosquitos came out and bit me, where I caught the illness and was hospitalized for a week … The language has also been a bit of a barrier, because it is very hard to pronounce and also really hard understanding how to speak. With the official language being Tagalog, there is also a dialect for each province that is different than another, so where I live there is the local dialect of Aklanon, which is only used here in Aklan and is different from the province next to us. I am slow[ly] learning the language, and it will still take some time to be able to speak it somewhat fluently by the time I leave!