The Highlander March 2015 by The Highlander

highlander

Volume LIX • Issue 5 • March 2015 • McLean High School thehighlandernews.com • @MHSHighlander

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CONTENTS

NEWS 3

Club celebrates Women’s History Month Thompson nominated for FCPS Teacher of the Year

Spread the Word to End the Word

Room to Read club

2015-16 course changes

New counselor

Snow days explained

FEATURES

IN-DEPTH

A&E

OPINIONS

SPORTS

11 Checklist for rising

22-26

20 Highlander Highlights

Editorial: We need better sexual education

Winters sports state results

Daylight savings time disappoints

Spring athlete profiles

Graduation requirements are too strict

Club vs. varsity soccer

Crossfire: Green days

Steve Schram profile

David Russell profile

Athlete of the Issue: Mike Pad

The Finish Line

seniors

“Frau” Wolpert profile

Highlander of the Issue: Madeleine Walker

Graduation requirements guide

10 Qs with Mike Farmar

School shootings

Local coffee shop reviews

Asking for it: the reality of rape culture

New albums in 2015

Total War: Attila video game review

Dear Highlanders, As springtime blooms, let the pages of your newsmagazine open like the petals of a peartree blossom. The end of school is still on the horizon, but we’ll help you sail there! Although our incredible streak of snow days may be over, everone can look forward to warmer weather. Begin in the News section, and read about Women’s History Month and one of McLean’s teachers becoming a finalist for FCPS Teacher of the Year. Our In-Depth this issue is about McLean’s rape culture. Check it out for personal stories and Highlanders’ opinions on this important subject. The Crossfire this issue debates whether studentathletes’ off-season practices should be limited. Please stop us in the hall, email us at thehighlanderstaff@gmail.com or stop by room R133 to give us any feedback you have. Until our May issue, check out our website at thehighlandernews.com for the latest news and entertainment. Sincerely, Andrea Delgado, Grace Murray & Hannah Menchel

highlander

the

Letter from the Editors

Volume LIX • Issue 5 • March 2015 • McLean High School thehighlandernews.com • @MHSHighlander

Editors-in-Chief

Andrea Delgado & Hannah Menchel & Grace Murray Julia Al-Akkad & Nhi Nguyen & Maddy Witchey

Managing Editors Design Editor Editor of Photography Photographer

Mark Mizusawa James Carver Tanya Ajalli

Advertising Manager

Tara Blackwell

Cartoonist

Anna Marie Garland

Section Editors News Editors

Andrew Opem & Melanie Pincus

Opinions Editors

David Kagan

Features Editors

Lucy Hopkins & Katie McGinn

A&E Editors

Ashwin Dasgupta & Sabrein Gharad

Sports Editors

Jake Barnett & Jessica Bulford

Reporters Lisa Bears Anjalie Chauhan Christine Cheon Ethan Cherry John Corvari Michael Davis Lila Duvall Monique Ford Nora Hashem Elena Ifarraguerri

Esme Khalid Veronica Kim Connor Koch Carlyn Kranking Brooke Lyons Sophie Mariam Dereck Marwa Ingrid Morse Sanskriti Neupane Eleanor Patrick Adviser

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.

Evan Rapson Leena Raza Young In Seo Sam Silverman Aisha Singh Jade Smith Danielle Walker Jennifer Wang Bora Zaloshnja Catherine Zysk

Lindsay B. Benedict The Highlander is a public forum in which members of the school community can express themselves, discuss issues and exchange ideas. Printed by aPrintis. Advertising Policy: The Highlander sells ad space on each page of the paper except on the front cover, Opinions section and InDepth report. The staff reserves the right to reject any ads it deems libelous, obscene, disruptive or otherwise inappropriate.

To Submit a Letter to the Editors: Please e-mail it to thehighlanderstaff@gmail.com or bring it to room R133. The staff reserves the right to edit letters for grammar and clarity, and all letters are subject to laws concerning obscenity, libel, privacy and disruption of the school process. ‘12, ‘13, ‘14 NSPA First Class; ‘07 All-American; ‘06 Pacemaker Finalist; Hall of Fame

‘05, ‘07, ‘12, ‘13, ‘14 CSPA Gold Medalist; ‘08 Silver Medalist

‘14 George H. Gallup Award

Cover photo illustration by James Carver & Mark Mizusawa

‘14 VHSL Trophy Class; ‘11, ‘12 1st Place Winner; VHSL Savedge Award

NEWS

Feminist Club celebrates Women’s History Month Leena Raza & Monique Ford Online Features Editor & Reporter

arch is Women’s History Month, and McLean’s Feminist Club planned numerous activities to observe it. Club members are sharing facts about important women in history on the morning news show. Additionally, the club held two movie viewing sessions with films featuring strong female characters. Junior Emily Robinson, the club’s vicepresident, organized the screenings. “The first movie [was] Ten Things I Hate About You, and the second [was] Easy A,” Robinson said. “Through these movie showings, we [collected] canned food or monetary donations to support a women’s shelter located in Fairfax.” The movies were shown from March 17 to 20 in the Lecture Hall during Highlander Time. Members of the club are also selling pins and painting The Rock. Robinson said that one of the main

reasons the club organized activities throughout the month is because women are underappreciated.

“The other 11 months are men’s history month.” -Karen Wolpert, Feminist Club sponsor “Women’s History Month is so integral because of how often women are [excluded] from the study of history,” Robinson said. Junior Braden Traw said he agrees with Robinson, and he believes the month will help students gain knowledge about feminism. “Right now, they’re indifferent, which is the problem,” Traw said. Junior Caroline Griffis said it is essential

to recognize women. “Women have contributed a lot,” Griffis said. “Whenever there are major historical moments, women go unrecognized. Guys don’t take into account the sacrifices women have made.” German teacher Karen Wolpert, the sponsor of the Feminist Club, said she is a strong supporter of Women’s History Month because of the message it promotes. “Girls don’t think they’re as good as the boys,” Wolpert said. “They don’t have the confidence in answering questions. They’re so unsure of themselves, and they discount their own opinions.” Wolpert said Women’s History Month is crucial because of the male-focused content taught in history classes. “The other 11 months are men’s history month,” Wolpert said. “Schools teach about battles and other things that are male dominated. You don’t learn anything about how women influenced history.”

Women in History

Dorothea Dix 1802-1887 Created the first generation of American mental asylums.

Marie Curie 1867-1934 First woman to win a Nobel Prize for founding the concept of radiology.

Ida B. Wells 1862-1931 African-American journalist and leader in the Civil Rights Movement

Susan B. Anthony 1820-1906 Activist in US Women’s Suffrage Movement

Jeane Kirkpatrick 1926-2006 First American woman to act as a US ambassador to the United Nations

Malala Yousafzai 1997Stood up to the Taliban to fight for education for girls

Facts obtained via National Women’s History Museum Images obtained via Google Images under a Creative Commons license Page design by Leena Raza

NEWS

Mark Thompson nominated for FCPS Teacher of the Year

Special education teacher is one of six county-level finalists Julia Al-Akkad & Andrea Delgado Managing Editor & Editor-in-Chief

fter winning McLean’s 2014 Teacher of the Year award last June, multiple disabilities teacher Mark Thompson was selected as a finalist for the FCPS Teacher of the Year Award. He was chosen out of about 200 nominees across the county after a long nomination process that began at the school level. The McLean Teacher of the Year was selected through a voting system for the first time last year. “We had over 300 people vote, and [Thompson] came out with the top vote,” Principal Ellen Reilly said. Thompson was honored to be chosen for the McLean Teacher of the Year. “I think the caliber of teacher in the school is pretty high, so to be nominated for one was amazing,” Thompson said. “I truly never thought I would win.” Thompson moved on to the Fairfax

County level with the aid of Reilly and the McLean staff. Assistant Principal Paige Whitlock officially nominated Thompson for the award and wrote a letter of support for him. Reilly and two parents wrote additional supporting letters. Fairfax County officials read the letters, using them to help choose the final six teachers to advance to the interview stage. The finalists were informed in early February and had one week to prepare for their interviews with the FCPS department heads, which took place on Feb. 11. “The process was kind of grueling because it was a lot of questions that I had to [answer and] give to this committee,” Thompson said. “I just kind of do what I do without putting a lot of procedural thought into it.” News of his nomination gathered widespread support throughout the McLean community. “I’ve heard very nice things from a lot of my parents and colleagues down the hallway,” Thompson said. “I do now think

I spend a little more time sending an email to someone that does something well or thanking a parent for something. It goes a long way.” His students are particularly proud of his accomplishments. “I’m impressed with how he can work really hard to support the kids in any way he can,” post-graduate student Kevin Pfeil said. “He makes my day by just saying hello and good morning to me every time I see him.” The winner of the FCPS Teacher of the Year award will be announced in April. The winner also receives the Agnes Meyer Outstanding Teacher Award and will have the opportunity to compete for the statewide Virginia Teacher of the Year award. All nominees will be honored at a celebration on June 10. “I have no thoughts of winning. I’m now into the final six,” Thompson said, “[Being] in the final six is pretty amazing.”

Helping hands—Mark Thompson assists Carina De la Torre with a math problem. “I think my favorite moment is just watching the kids...achieve in a very high-achieving building,” Thompson said. (Photo by Tanya Ajalli)

Page design by Julia Al-Akkad & AndreaMARCH Delgado

Spread the Word to End the Word McLean students pledge to eliminate the use of the R-word Lila Duvall Reporter cLean’s Best Buddies club helped support kids with intellectual disabilities by campaigning to “Spread the Word to End the Word.” March 6 marked Spread the Word to End the Word Day and Best Buddies clubs across the nation raised awareness about the incorrect usage of the word “retarded.” “Spread the Word to End the Word is a national day dedicated to promoting the message of ending the R-word for Best Buddies. It helps educate people on what Best Buddies is and how the R-word shouldn’t be used,” said Erin Atak, president of McLean’s Best Buddies club.

The club displayed banners during all lunches on March 4, encouraging students and teachers to sign a pledge to not use the word. “This program helps not only to spread the word, but more importantly to [exhibit] model behavior and inclusive practices by forming real friendships and getting to know the individuals,” said multiple disabilities teacher Mark Thompson, the sponsor of Best Buddies club. In 2010, federal agencies changed the term to describe a person with special needs from “mental retardation” to “intellectual disability” with the implementation of Rosa’s Law. Supporters of the R-word campaign have removed the word from

their vocabularies and correct others when it is used incorrectly. “I think the R-word negatively effects the kids with special needs because it puts down those who are actually struggling with a disability. The word ‘retarded’ has a negative stamp on it, so it should be stopped,” senior Ryan Waugh said. Best Buddies members are passionate about putting an end to the R-word and working to bring attention to this issue. “I have worked for years to inform others of the hurtful effects [of the R-word] and to teach alternative definers,” said Thompson. “I would love to see individuals defined not by their disabilities, but rather by their abilities.”

Taking the pledge—Eric Johnston and Joe Murray sign the Spread the Word to End the Word banner, showing their support to stop using the word “retarded.” Posters were displayed in the cafeteria during all lunches on March 4.

A personal account: effects of the R-word Brooke Lyons Reporter

here are many types of disabilities and handicaps, and a well-known example is Down syndrome. By definition, Down syndrome is described as a congenital disorder arising from a chromosome defect, causing intellectual impairment and physical abnormalities including short stature and a broad facial profile. It arises from a defect involving chromosome 21 and the creation of an extra copy (trisomy-21). But beneath the genetic discrepancies, people with Down syndrome are just like average people trying to live a happy life. Just because someone is “different” does not mean they are inferior. My sister, Kendall, is a 12-year-old girl

with Down syndrome, but that does not define her. She is an exceptional sister, friend, dancer and person. Yet I still have to watch her walk off that bus after school, some days crying because someone insulted her. When someone calls her a “retard” or even uses the word “retarded,” they take all of those qualities away. This word should not be used in daily language. Teachers tend to raise a finger against other slurs or hurtful words, but few have opposed the use of the R-word. People with intellectual and developmental disabilities deserve to be respected and valued. They have gifts and the rest of the general population should recognize them.

They have goals and dreams like everyone else, and one of those goals is to be accepted and included. Using the R-word is never funny, no matter the context. Even if not referring to someone with a mental disability, it is never the right word to use. Today, “retarded” has become a common word people use as an insult to describe someone or something stupid. The R-word is just another slanderous word that affects those who have or love someone with Down syndrome or an intellectual disability. It is just wrong. Photo by James Carver Page design by Brooke Lyons & Lila Duvall

NEWS

New club spreads literacy awareness Room to Read combats illiteracy through community service Helen Bloom Reporter

wo seniors, Julia Al-Akkad and Katie McGinn, are attempting to spread awareness about illiteracy in developing nations with the start of their new club, Room to Read. The club is a local chapter of Room to Read, an organization that combats illiteracy and gender inequality in education. It collaborates with “communities and local governments across Asia and Africa to develop literacy skills and a habit of reading among primary school children” by providing books that are written in the country’s native language. In addition to providing reading material to impoverished areas, Room to Read teaches people within those nations how to be teachers. “I think it all starts with education. Once a community is provided with education, it is able to help itself get out of poverty and into a more comfortable environment,” AlAkkad said. The McLean club is specifically focusing on the issue of illiteracy and lack of educational opportunities on a smaller scale within the DC metropolitan area.

On Dec. 19, the club volunteered at the Patrick Henry Family Shelter, an organization in Falls Church that provides temporary housing for families. “We got to organize kids’ night, which was a lot of fun,” McGinn said. “We started with a game of Jeopardy and then each club member teamed up with a child to read a book to.” Many of the members who volunteered also brought children’s books to donate to the shelter. “At the end of kids’ night, each child was given a few books to take with them,” AlAkkad said. “It was very rewarding to see how something so simple could make them so happy.” Currently, the co-presidents are planning to run the Race to End Poverty 5K. It will be held on Saturday, April 25, at Meadowbrook Park. “This race will be a great opportunity to help raise money to help children and adults throughout the area lift themselves out of poverty,” McGinn said. Additionally, the club will be holding a book drive in the near future to aid an elementary school in Alexandria that is in need of books. “Our club strongly believes that every

school should give their students access to books,” Al-Akkad said. “Many of the poorer schools in our community need help. Obtaining books from this drive would do that.” The issue of illiteracy, particularly within the US, is greatly stigmatized. As a result, those living with inadequate or marginal levels of literacy are less likely to ask for help. A study called The Test of Functional Health Literacy Assessment showed that, of the 202 people interviewed, 42.6 percent had inadequate or marginal levels of literacy, while 67.4 percent of interviewees admitted to having reading comprehension issues and 40 percent said they feel ashamed about their disability. The growing reliance on fundamental skills such as reading and writing in modern-day society and the pressure to obtain higher levels of education only works to worsen these feelings of selfworthlessness. “Some people are ashamed of being illiterate and, as a result, they are silent about it,” said senior Katie Jolly, a Room to Read member. “In today’s world, you simply cannot afford to be illiterate. We need to help such people in order to make the world a better place.” Photo illustration by Nhi Nguyen Page design by Helen Bloom & Nhi Nguyen

NEWS

McLean changes course offerings Calculus regular added, AP Physics I eliminated for next school year AP PHYSICS I Sanskriti Neupane Online Opinions Editor

ext year, AP Physics I will no longer be offered as a course at McLean. Rising juniors will be limited to signing up for either a regular or honors level physics course. McLean’s science department decided that AP Physics I was not helping students prepare for higher level science courses such as AP Physics C, and so moved to eliminate it. AP Physics I is designed as a two-year course to be followed by AP Physics II, but students are not required to take both courses, which makes it difficult for them to fully understand physics topics. “There was a possibility students could be getting out of McLean High School saying [they] took the hardest physics classes and have missed a whole bunch of the curriculum,” physics teacher Dean Howarth said. Physics teacher Tom Pratuch said that many schools around the country can benefit from offering AP Physics I, especially those that do not already have an honors program. However, McLean is not one of those schools. “A lot of schools in the United States don’t really offer physics,” Pratuch said. “[FCPS] has a fantastic honors program set up at a level many school districts don’t have.” The course was introduced just last year as an experiment, and the science department ultimately decided that it was not beneficial to McLean’s curriculum. “I can see the advantage to the course if you’re trying to sell physics and you don’t have many calculus-knowledgeable students to have an AP C course,” Pratuch

CALCULUS REGULAR said. “[But] that’s not Mclean’s situation.” The course was not removed because Pratuch, who teaches most of the AP Physics I classes, will be retiring at the end of this year. Pratuch said that if the course had been useful to students, it would have continued and the school would have found a new teacher. Although the material taught in regular, honors and AP physics classes can appear to be similar, the thinking processes required for the three classes are different. AP Physics I required a higher analytical skill level. “Motion is motion, waves are waves, sound is sound, so of course most of the material looks about the same,” Pratuch said. “[AP students] know their tests are harder, their reasoning is up a level.” Although the course was only offered this school year, students said they enjoy taking it. “It’s really interesting, and challenging. I like the labs, [and] it’s interactive,” junior Allie Babyak said. With the elimination of this course, students who said they were looking forward to taking it can no longer do so. “I was going to take it,” sophomore Lucy Zheng said. “I’m really upset—I’ve been planning to take it for a year, [and] I wanted to be able to challenge myself.” Howarth said the department’s decision to eliminate AP Physics I was based on giving students the best physics education they could, and did not take into account the onepoint GPA boost that comes with an AP class. “We didn’t want anything ineffective to become enfranchised,” Howarth said. “We firmly believe our goal in preparing physics students doesn’t [have] to do with the extra [grade boost],” Howarth said.

Elena Ifarraguerri Social Media Manager

cLean will offer a regular, non-honors calculus class as an alternate option to AP Calculus for the 2015-16 school year. Math teachers said they hope this class will encourage students with limited advanced experience to continue taking math. “AP has more deep thinking and problem solving , and some of these kids have never seen that in a math class before,” math teacher Kelly Bozzi said. “We’re hoping kids will take this new class instead of dropping math all together.” For an advanced high school diploma students need four years of math, so many are able to stop taking the subject as upperclassmen. With this new option, there is now a place to drop in, instead of out. Some students have heavy course loads with several APs and would like an easier option while maintaining an impressive high school transcript. Director of Student Services Paul Stansbery said that a regular calculus class brings to the table a rigorous curriculum that is beneficial for a college application. “Colleges would like to see a class like calculus rather than the other math alternatives we’ve had in the past like Computer Science or Probability and Statistics,” Stansbery said. Administrative assistant Michael Zook said that offering regular calculus can help lower student stress levels. “High school is supposed to be fun. You’re supposed to align your work with your passions,” Zook said. “If math is not your strength, and the only option is an AP, stress levels can rise. With this new class we can address the stress levels we have here.”

Page design by Melanie Pincus, Sanskriti Neupane & Elena Ifarraguerri

MARCH

New counselor takes over vacated position

Kellie Rodriguez-Lee gives guidance to students

Building dreams—New counselor Kellie Rodriguez-Lee gives advice to freshman Rocio Espinoza Benavides. “She helped me pick out my courses for next year,” Espinoza Benavides said. Students are adjusting to the changes in the guidance department. (Photo by Tanya Ajalli)

Esme Khalid & Tara Blackwell Online A&E Editor & Advertising Manager

ellie Rodriguez-Lee, a former counselor at Hayfield Secondary School, filled the gap left by counselor Christine Spaulding, who left McLean at the beginning of February to become the new Director of Student Services at JEB Stuart High School. Rodriguez-Lee began her new position on Feb. 19, and she said her transition to McLean has gone smoothly due to her experience with FCPS. “There’s a lot of continuity across the school system, which is great because what I’ve learned at another school I can easily use here to help me with my transition at McLean,” Rodriguez-Lee said. Although the basic system is the same among schools, Rodriguez-Lee has noticed both similarities and differences between McLean and Hayfield. “[The] student population is different in terms of demographics but to be honest, students are students in

terms of needs,” Rodriguez-Lee said. “However, our students at Hayfield didn’t have access to a lot of the engineering and STEM classes.” Before becoming a counselor at McLean, Rodriguez-Lee worked in various positions throughout Fairfax County, which she said helped her build up experience. She has worked as a counselor at elementary, middle and high schools across the state and values the diverse knowledge she has gained. “It’s really exciting to have a full Kindergarten through 12th grade experience,” Rodriguez-Lee said. Rodriguez-Lee also spent years acting as a social worker, which allowed her to improve her skills in helping others. These abilities assisted her in providing both the emotional and social support her students need. “In my heart, I believe students are students and have the same needs in terms of wanting to know that someone cares about them,” she said. “Building those relationships and rapports are important

for all students, no matter where you go.” One of the biggest obstacles for Rodriguez-Lee has been getting students used to the change and having them pick up where they left off with counselor Spaulding. Students have welcomed Rodriguez-Lee during her period of adjustment. “I can tell that it’s different here than Ms. Rodriguez-Lee’s old school, but she’s very helpful,” junior Xavier Hagenbart said. Students have said that they are taking full advantage of Rodriguez-Lee’s expertise. “She’s helped me submit my community service hours and is really nice,” senior Dena Hajelsafi said. Because Rodriguez-Lee started at McLean in the midst of class registration for next school year, she said the transition has been slightly more difficult. “That part’s probably been a little challenging, coming in and [not] just being able to build relationships with students,” Rodriguez-Lee said. “My past experience has been that students don’t really care what you know until they know that you care.” Page design by Tara Blackwell & Esme Khalid

NEWS

Snowdaze for days FCPS changes schedule to accommodate weather

Jessica Bulford Sports Editor ue to the numerous cancellations FCPS experienced last year, the Fairfax County School Board and administration came together to revise the calendar that had been in place for years. The most noticeable change that occurred was the addition of nine additional snow days to the calendar, which originally only included three. “By state code, we must hold school for 990 hours or 180 days each year,” school board member Ryan McElveen said. “We are now relying on the hourly requirement to determine our schedule, whereas we used the 180-day requirement in the past. This also allowed us to build a two-week winter vacation into our annual calendar and add additional teacher planning time throughout the year.” By making elementary schools go to school on Monday for a full day instead of a half day, FCPS reached the standard 990 hours that are required, allowing them to have the 12 snow days without altering the middle and high school calendars. In recent years, if the school system did not use the allotted snow days, they would be given back to the teachers and students, allowing school to end early at the end of the year. A drawback of this new system is that if FCPS does not use any of the snow days, then the schools will not get any of them back. If Fairfax County were to use all 12 snow days, then the make-up schedule would apply as it did last year.

36 hours of classroom time lost to cancellations for each red/silver day

“If we use more than 12, we have to begin making up days. After the 12th day, we need to make up a day on the 13th closing. We don’t need to make up the 14th closing. After the 15th closing, all days need to be made up,” McElveen said. By adding on days to the end of the year this late during third quarter, many are of the opinion that those days go to waste and have no affect on preparing for exams and finals students have to take. “Students have missed so many hours of instruction, yet the date doesn’t change for the AP exams. Those strategic planning days would be better spent in class with the students,” AP Government teacher Gene Zablotney said. It won’t be a problem getting through the curriculum, but it will be a problem trying to review because some of the material was eight months before the exam.” The calling of snow days almost always creates controversy. Students get hyper over the idea of missing a day of school, while parents worry about the weather conditions and how it will affect their child. However, the main problem is that the majority of parents and students seem to be in the dark about who actually makes the calls. “Assistant Superintendent in charge of Facilities and Transportation, Mr. Jeff Platenburg, usually makes the determination, but Dr. Garza (Superintendent of Fairfax County Public Schools) gets the final say,” FCPS student representative Harris Lateef said. “And no, emailing them and begging for snow days will not sway them.”

additional snow days included in 2014-15 school calendar

FCPS needs to call 10 days in order to override the King’s Dominion Law 10

FCPS hopes to override King’s Dominion Law Young In Seo Reporter here have been whispers of a rumor about the possibility of school starting in August and this is, in fact, the truth. Over the last 10 years, FCPS has been consistently using more snow days than the allotted amount, leaving students and teachers with insufficient time to prepare for finals, AP exams and SOLs at the end of the year. In order to solve the problem, FCPS Superintendent Karen Garza is planning to request a waiver from the state, citing the trends of the past 10 years in order to get FCPS permission to start two weeks earlier in August. Schools in Fairfax County are currently prevented from starting in August by the King’s Dominion law, which states that FCPS is not allowed to start before Labor Day, the first Monday in September. The law was initially created because touristreliant businesses such as the King’s Dominion amusement park were losing a lot of money because students who were in school during the Labor Day weekend no longer went on vacation. As a result, the King's Dominion law was formed. Principal Ellen Reilly, who used to teach at a school that started in August, thinks the law is unreasonable. "What was great was that we went from AP testing, then to SOL testing [and then] it was over. It wasn’t this month of sitting in classes and going, ‘Okay, what would you like to do today?’ School was done. I loved it, and the kids ended up really liking it," Reilly said. AP Government teacher Ian Howell believes an earlier start would be more beneficial than detrimental. "Some people just dive so headfirst into senioritis that they’re dysfunctional," Howell said. “We have two more weeks to prepare for all these tests, two more weeks that allow us not to have to cram material into a smaller amount of time.” Reilly said students’ educations should come first. “It’s about school—it’s not about making money for the state,” Reilly said.

MARCH

Get ahead on the college process

FEATURES

A list of college preparation tasks to complete this summer Lucy Hopkins & Aisha Singh Features Editor & Reporter

ne word to rule them all, one word to find them; one word to bring them all and in the darkness bind them: college. Yes, Highlanders, college. The time has come for members of the class of 2016 to start putting serious thought and work into their futures. Although the task—preparing an essay, creating a résumé and procuring a transcript for each college—seems daunting, we are here with a handy checklist to help guide each Highlander through the troubles he or she may face. With the help of career center specialist Dawn Allison and counselor Barrett Kashdan, we have created a comprehensive list of the major tasks rising seniors will need to have completed by the time application season rolls around this fall.

ASK FOR RECOMMENDATIONS “Speaking with teachers before the year is up and asking them, ‘Will you be willing to write a recommendation for me?’ [is really important] because many teachers limit the number of recommendations that they can write,” Kashdan said. Be sure you ask at least two teachers, one of whom teaches a core class.

VOLUNTEER, ATTEND A SUMMER PROGRAM OR GET A JOB “There [are] 80 pages in the Volunteer Fairfax website for youth opportunities. It’s always updated,” Allison said. The bulletin board in the Career Center and the emails sent out by Allison are both full of opportunities for students. “Internships are always phenomenal,” Kashdan added. When choosing which jobs, volunteer programs and internships to apply for, you should make sure that you choose those that you are genuinely interested in.

VISIT SCHOOL CAMPUSES AND PICK YOUR FAVORITES “Be organized. Come back to school with your list of colleges to which you plan to apply, including their deadlines and requirements,” Allison said. “We would hope that students can [visit colleges] while regular semester classes are in session, and during the week—that’s the best time to see the real personality of a campus.”

SET UP A COMMON APP PROFILE Start working on your essays once the prompts are released—it will save you time in the future. Summer break is the best time to work on your application because you won’t have the added pressure of schoolwork and other extracurriculars. Although the Common App is a great way to get many college applications done at once, be warned that not every school works with the Common App, and unique preparations will have to be made for those that do not. COMPLETE THE SENIOR PACKET In late May or June, school counselors will distribute an extensive packet of information to rising seniors. These forms ensure that the major school events of your senior year go smoothly, but it’s important to know that they take a long time to complete. Finish it early so that the school can input the information as soon as possible.

SIGN UP FOR ONE LAST SAT OR ACT These final tests will be helpful if you are not happy with your scores; make sure to sign up for an early date to ensure that your scores will be returned in time for early applications. Page design by Lucy Hopkins

FEATURES

German pride—”Frau” Karen Wolpert showcases one of the many posters in her room. Wolpert’s poster of Angela Merkel is a favorite of her students. (Portrait by Annie Lu)

German teacher welcomes all students “Frau” Wolpert develops personal relationships within classroom Helen Bloom Reporter

rom floor to ceiling, the German classrom walls are covered with colorful posters of various shapes and sizes, all of which display some facet of German culture. Chancellor of Germany Angela Merkel stares blankly from a flimsy poster taped next to the door, a peace sign Photoshopped onto her originally closed fist. German teacher Karen Wolpert studies the classroom with a mixture of humor and intense focus as she drums her fingers on the speckled desktop. Working in McLean’s one-woman German department, Wolpert, who is affectionately called “Frau” by her students, has become well-known throughout McLean for her non-traditional teaching methods. “She is the teacher that lots of students feel comfortable turning to [for] help [dealing] with the burdens of adolescence,” sophomore Rachel Weatherby said. A former student of Wolpert’s, 2014 graduate Brian Henderson, said Wolpert’s displays of emotional depth separate her from most teachers. Her desire to be open

about who she is outside of the confines of a classroom, especially in terms of her religious beliefs, is unmatched. “The idea is that I [first] try to hook [my students] with something interesting, so now [they’re] engaged…so then [their] emotional barriers are down, and...[once they’re emotionally open] I can switch to German, and [they’ll] be more receptive. If I express emotional vulnerability in front of them, then they begin to feel comfortable doing the same,” Wolpert said. “Foreign language lends itself to [this method] because you’re asking for [their] opinions, and you’re asking students to open up, and you’re asking students personal questions. ‘What do you think? How does this relate to you?’” Wolpert said. “I don’t think I would be able to establish the same connection with my students, if I were teaching a subject like math.” Henderson noted that Wolpert’s brazen approach to sharing her religious beliefs is one that stuns many students. Many teachers are careful about sharing details of their personal lives with students for fear of upsetting parents, angering the school administration or undermining the authority they hold as teachers. “I think there are some parents that

[are worried about] a teacher influencing students religiously. Honestly, I’m not converting anybody…it’s more of a ‘teachy’ thing. If I’m asked a question [about Judaism], I’m not going to say, ‘You don’t need to know about that.’ I mean, I’ll tell them—I believe in information,” Wolpert said. Wolpert noted that one of the most touching aspects of teaching is the process of watching students enter her life, evolve over the course of four years and move on into a different stage of their lives. According to Weatherby, Wolpert actively makes an effort to highlight her students’ transformations. For example, each year she records each student’s New Year’s resolutions and allows students to read their old resolutions the following school year. “There aren’t a lot of teachers in this school who will make an effort to do something like that, to help [you] see how you’ve grown,” Weatherby said. “I know that she cares about me and what’s going on in my life, and I know that wants to help in any way that she can, even if that is just listening.”

Page design by Helen Bloom

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Madeleine Walker:

Highlander of the Issue

Dancing en pointe

“ART CAN JUST TAKE YOU AWAY FROM YOUR DAILY LIFE, AND WHILE THAT’S AMAZING FOR ME, I [ALSO] LOVE WORKING OUT AND JUST USING YOUR BODY TO THE FULLEST EXTENT...TO BE ABLE TO DO BOTH AT THE SAME TIME, IT JUST FEELS SO GOOD.” Melanie Pincus News Editor

MARCH

esponding to instructions delivered in a rapid-fire mixture of numbers and French terms, sophomore Madeleine Walker and 30 other students move in synchronization, following the tempo of a simple piano part. “Dance, it allows you to be like an artist and an athlete, which I think is so cool,” Walker said. “Because art can just take you away from your daily life, and while that’s amazing for me, I [also] love working out and using your body to the fullest extent... to be able to do both at the same time, it just feels so good.” Since slipping on her first pair of pointe shoes 12 years ago, Walker said her enjoyment and appreciation for the sport has grown. “Over the years, as I’ve gone through the levels, I’ve started loving it even more than I did when I began,” Walker said. “It’s so intense, but you feel really satisfied emotionally and physically afterwards.” Walker dances in the school of The Washington Ballet (TWB), an organization that includes both a professional company and nationally recognized academy. “When I first started at Washington Ballet, I knew it would be a bigger deal, but it was kind of just an after-school activity still,” Walker said. “Now, I kind of think of it as the biggest part of my life.” Currently, Walker has a rigorous rehearsal schedule as a Level 7 dancer in the upper division of TWB. “I go for two and a half hours to two hours and 45 minutes five days a week, maybe six,” Walker said. Madeleine’s mother, Anne-Marie, said the demands of Madeleine’s dance schedule have helped her to stay organized and disciplined about her school work. “Madeleine usually comes home right after school and does homework,” Mrs. Walker said. “Boring, but necessary, since she does not get home until 9 p.m. in the evening.” This commitment is set to increase next year as a result of her invitation to join TWB’s Professional Training Program (PTP), which represents the highest level in the school. Participating in this program will give Walker the opportunity to work with the company and gain professional experience. “Most importantly, it lets me be in the rehearsals with the company, to see what [being] a company member is really like,”

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Walker said. Rehearsing alongside company members enables Walker to learn corps de ballet, or group parts, in company productions such as The Nutcracker. In certain circumstances, she could be expected to join the professional company’s members in performing these parts onstage. “There’s no guarantee that I’ll get to do these roles, but at least I’ll learn them. If lots of people get injured in the company, then I can come in at the last minute [and] do it,” Walker said. “I’ll have to just jump in and be expected to know it, which is really hard, so I’ll have to get used to that.” Walker’s dancing will also have to be advanced enough to pass as professional. “My dancing will have matured so much that I can be seen as an adult sort of, rather than a kid,” Walker said. Mrs. Walker said she has seen how difficult PTP can be. “PTP is tough,” Mrs. Walker said. “If you watch the kids [when they] leave rehearsal, they are soaked in sweat and often their feet ache so much they can barely walk.” Walker’s experiences in PTP could ultimately help her to become professional. “Right now, that’s my goal,” Walker said. “That might change, but right now, this is the most intense I’ve felt about it.” PTP could also lead to Walker working with TWB after graduation. “Hopefully, after two years I’ll be able to...get a trainee contract with The Washington Ballet company,” Walker said. “So, ideally, that would mean I have a job after high school.” Walker also hopes to audition for other companies her senior year, and to explore options outside of the US. “I’m thinking of maybe auditioning for European companies because their dancers get paid a lot more than American dancers because they have a state theater system that’s subsidized,” Walker said. “Those companies are also a lot better than American companies, so it’s a lot harder to get in to them, but ideally that would be the goal.” In order to accommodate the demanding schedule that PTP requires, Walker has had to make changes to her academic agenda for next school year. “I’m only taking...the four core classes, and I might have to take personal finance over the summer,” Walker said. At school, Walker’s friends have

noticed that dance has an obvious influence on her. “You can tell she’s a dancer from the way she moves,” sophomore EJ Johnson said. “She always points her toes when she’s playing sports, and dance has a huge impact on her life.” Walker said dance has made her the person she is. “Not everybody has something that they really like and they really want to do every day even though it’s hard,” Walker said. “Even when I don’t want to go to ballet, I know that I’ll feel better afterwards.” Walker has participated in a number of performances throughout her life; she had a role in The Great Gatsby at the Kennedy Center as a 10-year-old and has an annual part in TWB’s production of The Nutcracker. “Being on stage probably is the best because...everybody’s eyes are on you,” Walker said. “There’s not really any other experience like it, because it’s all up to you and the other people on the stage.” Walker hopes to continue to enhance her ability to convey emotion through dance, on and off stage. “In the future that’s something I hope to be able to do a lot better, to express myself and other things,” Walker said. “There’s no other experience in my life where everyone’s eyes are on you, and it’s up to you to make them feel something.”

Portraits by James Carver Page design by Melanie Pincus

Two years of physical education. “I have to tell

you [that] I do encourage physical education,” counselor Patty McNeill said. “If you’re not taking it as a class, please participate actively either in sports or your own fitness routine.” At this time, two years of physical education are required, but there are opportunities like Advanced PE and Personal Fitness for after Health and PE 10. While there has been talk of incoming high school classes being required to take four years of gym, no such regulation has been passed.

Economics and Personal Finance. This credit can be

fulfilled through the Economics and Personal Finance course in a classroom or online, or through the AP Macro/ Micro class. Online options include the regular online class with a grade and a teacher or a pass-fail, self-paced version that does not factor into a student’s GPA. However, what many students do not know is that Economics and Personal Finance and AP Micro/Macro, whether taken online or in the classroom, fulfill the online class requirement because they both include a lot of work with computers—even if they aren’t taken solely online.

Six steps to success: graduation requirements

Online course.

Beginning with the class of 2017, it is required that a student takes an online course to graduate. The online campus offers a wide variety of classes. The time commitment for an online course “depends on the quality of work,” counselor Deborah You said. “You also have to consider lecture time—the amount of hours that you’re in class. It’s not just a free period.”

5 4

Recommended: 40 hours of community service. Ten

hours of service a year for four years doesn’t amount to be an overwhelming responsibility, as McNeill explains. “This is a very generous community in terms of time; people volunteer all the time,” McNeill said. “It’s really just asking you to write down what you already do. For most kids, this is not extra—this is what you’ve been taught, what you give back.”

Career and Technical Education Credential. For

students working towards the Standard Diploma who entered high school in the year 2013 or later, a “Career and Technical Education Credential” is required for graduation. This is a certification that can be granted after taking a test provided by a Career and Technical Education class. These certifications are designed to prepare students for the business world. Classes such as Cosmetology, Culinary Arts, Pharmacy Tech and Marketing can give certifications that fulfill this credential.

Fine Arts, CTE and Foreign Language. For a Standard Diploma, two years of fine arts classes, Career and Technical Education (CTE) classes or foreign language classes are required. The Advanced Diploma calls for one year of fine arts or CTE and three years of the same foreign language (or two years of one language and two years of another). Fine arts include performing and visual arts courses, such as theater, photography and journalism classes. CTE encompasses a variety of courses, such as marketing and STEM classes. Article & page design by Carlyn Kranking

MARCH

1 Would you travel to the future or the past? I’m afraid of the future. I don’t know where the technology age is leading. I think I would go back in the past as long as I could have some of the modern amenities with me...but yeah, I’ll leave the future to you guys.

3 What is your favorite McLean sport to watch?

Does the limit exist?

The limit always exists.

I am a big sports person, so I enjoy all the sports. Since I have a lot of seniors, I usually have a lot of them that are involved in a lot of different sports. I enjoy seeing my students outside the classroom. I want to see what they are besides just math students.

10 Qs w/

Mr. Mike Farmar (Math Teacher)

By Julia Al-Akkad & Andrea Delgado

4 What’s your favorite type of student? I enjoy the hard-working student. A student that does their homework is my favorite student. I also love students with a sense of humor.

5 Are you sassy? I can be. I can be sassy with my sarcasm. Usually I’m pretty evenkeeled.

6 How many math-themed ties 2 do you have? I probably have about a dozen of different things. I have a Pi Day tie [and] I have a definite integral tie.

What did you want to be when you were little? Well, let me put it this way. My original degree is in accounting. I worked in the business world, for Exxon, for five or six years before I decided that I didn’t want to be in the corporate world. I always liked math and so then I decided to go back to school when I was around 30 years old for my teaching degree. 8

Do you have any random hobbies? I love to golf. I love to read. I don’t go anywhere without a book. But, golfing is my favorite pastime now. 9

7 How would students describe you? I think three years ago seniors voted me as hardest to get an A in, which your studentsthink describe IHow tookwould as a compliment...I that you? they would say I’m a hard grader. I have a tendency to use sarcasm... so I think seniors respond to that a lot more than the freshmen would. I enjoy that back and forth and they can come at me too. 10 If you got a tattoo, what would it be? If I was to get a tattoo it would be something simple like maybe a celtic cross or a shamrock, being Irish. I’d probably put it somewhere like an ankle or something that would not be obvious.

Photos by Maddey Witchey

FEATURES

Targeting the problem Recent school shootings spark Highlander reactions Danielle Walker Reporter

ince the 1999 massacre at Columbine High School in Colorado, there have been 24 deadly school shootings. The actions of some shooters have been attributed to mental illness, but the reasons of others are still unknown to the public. “I think it’s terrible that there have been so many shootings, but many of them have been handled poorly,” junior Jonathan Pilsch said. “Because each shooting becomes such a national ordeal, the people who would consider doing such a thing become even more motivated to ‘go out with a bang’ and become a celebrity of sorts to the other psychopaths that are out there.” Despite this opinion, Pilsch is a strong advocate for guns and thinks “that almost everyone should be able to own a gun, except for those with a criminal record and those with mental illnesses.” Some students are frustrated by the fact that the public only pays attention to the issue for a short period of time before it becomes old news. “After every school shooting, there is short-term public outcry, but the lack of any action taken by our government to solve this problem in the long-term is atrocious,” junior Zoe Le Menestrel said.

1999 — Littleton, Co. Two students kill 12 and injure 20 at Columbine High School.

Le Menestrel is a strong believer in regulating firearm use. She said her beliefs are based on statistics. “The facts alone are enough to turn me away from supporting gun use,” Le Menestrel said. “I think illegal gun use is unlikely to be a reality any time soon, what with the NRA’s lobbying power, but I think stringent background checks and other gun control legislation would be positive steps in the right direction,” Le Menestrel said. Fairfax County’s security system is up to date with all of the protocols, according to School Resource Officer Scott Davis. Since the shooting at Sandy Hook, buzzers have been installed at every door in many schools. In theory, this restricts the ability of just anyone to walk into a school. McLean has a buzzer at every entrance, but some students think the buzzers are not much help. “A buzzer isn’t going to stop a man with a gun from entering the school. It would probably delay him but not enough to ensure the safety of the lives of the kids in McLean,” junior Alisha Smith said. In spite of the worries of some students, Davis maintains that he is prepared for an emergency situation. “I’m trained [to handle a school shooting] if it does happen,” Davis said.

2005 — Red Lake Indian Reservation, Minn. 16-year-old kills five students, a teacher, a guard and himself.

2001 — Santee, Ca. 15-yearold student kills two and injures

13 at Santana High School.

“I train, along with other officers, every summer for two days with active shooter drills. The SWAT team brings in role players and they make the situation as realistic as possible to make sure that we are prepared for any situation.” Another frequently discussed issue among students is the protocol that is taken during lock-down drills. Many think that putting a piece of plastic over the door window and locking it will not do anything to stop a shooter; however, statistics prove otherwise. “At Virginia Tech, one classroom boarded up the door and everyone in the classroom was silent and the shooter moved on,” Davis said. “Statistics show that if the shooter can’t see or hear anything at the door, they will most likely move on to the next room.” These statistics are the exact reason why the county takes lock-down drills very seriously. Lately there have been rumors that teachers will be receiving guns to keep in their classrooms for added protection. “These are just rumors,” Davis said. “I don’t see teachers having guns happening in Fairfax County.” While there are many differing opinions on guns in the US, Fairfax County is doing its best to provide a safe and secure environment for its students.

2007 — Blacksburg, Va. 23-year-old kills 32 people including himself at Virginia Tech.

2006 — Nickel Mines, Pa. 32 year old man isolates female students, kills 5, wounds several, and kills himself at West Nickel Mines Amish School.

2012 — Newtown, Conn. 20-yearold kills 26 (20 of which were 1st graders), including himself.

Page design by Danielle Walker Photo obtained via Google Images under a Creative Commons license

MARCH

Drink up, McCaffeine addicts

A guide to local coffee shops for the sleep-deprived students of McLean

Nora Hashem Reporter any McLean students depend on caffeine to get through the day. Massive amounts of homework, long hours at soccer practice and a (boring) full-time job all add to students’ jam-packed days. Popular coffee shops in the area include Greenberry’s and Starbucks. For those looking to expand their horizons, here are some unique, nearby coffee shops to enjoy.

Starnut Gourmet: Located right in the heart of McLean, Starnut is a lesser-known yet still beloved café. Featuring

works by local artists on the walls, the ambiance of Starnut is welcoming and cheerful. Guests are greeted by baristas upon entering, and their lengthy menu of drinks will leave even coffee connoisseurs with endless enjoyment. In addition to beverages, Starnut provides salads, pastries and many other treats to make the experience just that much better. Recommendations—White chocolate mocha and their locally famous gelato

Northside Social: Although slightly farther away than other coffee shops frequently visited by McLean students, Northside Social, located in Arlington, does not just offer coffee, but sandwiches and pastries, too. The café has two levels. The quieter upper level is perfect for students looking to get in some quality studying. The lower level is more casual and optimal for hanging out and chatting. Northside Social also hosts a wide variety of community events. Recommendations—Any of their lattés and the Nutella “Pop-Tart”

Peet’s Coffee & Tea: Peet’s Coffee & Tea, a coffee chain popular on the West Coast, has recently come to the McLean

area, opening shops in Falls Church and Vienna. The Vienna location boasts a drive-thru, a huge plus for coffee addicts on the go. Although Peet’s is a chain, mass production does not affect the quality, and the comfortable atmosphere of the shop is not sacrificed. Recommendations—Mocha freddo or a macchiato

Caffe Amouri: Caffe Amouri, located in Vienna, is the closest thing to Central Perk (the coffee shop from Friends) that Northern Virginia has to offer. The vinyl album covers lining the walls and ample seating give Caffe Amouri a cozy feel, perfect for hanging out with friends. In addition to the delicious drinks they serve, the cafe also has a club night and an open mic night. Recommendations—The signature “The Caffe Amouri” or a “Church Street”

Images obtained under a Creative Commons license Border & page design by Nora Hashem

FEATURES

A&E

Spring Break Hannah Menchel, Ingrid Morse & Anjalie Chauhan Editor-in-Chief & Reporters

BOOKS

Vanishing Girls by Lauren Oliver

The author of the popular teen trilogy Delirium is back, this time with a book about two sisters who are involved in an accident that changes their relationship and leads to girls going missing.

Cinderella, March 13

MOVIES The live action version of

the classic Disney film was directed by Kenneth Branagh and stars Lily James of Downton Abbey as the titular character. Richard Madden plays Prince Charming, and Cate Blanchett is the evil stepmother.

The Girl on the Train by Paula Hawkins

A psychological thriller, The Girl on the Train is about Rachel, who takes the train every day and is used to seeing a couple having breakfast on their deck, until one day she sees something shocking, and everything changes.

The Divergent Series: Insurgent, March 20

The second movie in the Divergent trilogy follows Tris (Shailene Woodley) and Four (Theo James) as they go on the run from Jeanine (Kate Winslet) and the rest of the Erudite faction. The movie differs in some ways from the plot of the book, although the author, Veronica Roth, assured fans that the movie is great.

Serena, March 20

The film follows George Pemberton (Bradley Cooper) and the fate of his timber empire in Depression-era North Carolina after he marries Serena (Jennifer Lawrence).

Walt Disney Pictures

Coming Up For Air: ALBUMS Kodaline, March 24

Coming Up for Air is the second studio album for indie rock band Kodaline. Originating from Ireland, this is the US release date for the album. Their previous album was In a Perfect World.

Strangers to Ourselves: Modest Mouse, March 17

Strangers to Ourselves is the sixth album of the Washington state alternative rock outfit Modest Mouse. This is the bands first studio album since 2007.

Postcards From Paradise: Ringo Starr, March 31 Universal Music Enterprises

Postcards From Paradise is Ringo Starr’s 18th studio album. Its release comes shortly before Starr’s second induction into the Rock and Roll Hall of Fame.

Warner Bros.

TV to Binge-Watch

Friends: Netflix

All 10 seasons of the hit sitcom that follows six friends living in New York City are available on Netflix. To anyone who hasn’t caught up yet, now is the time to start.

Empire: Hulu

Get acquainted with this popular new show on Hulu. It centers around hip-hop record company Empire Enterprises and the family drama that surrounds it.

House of Cards: Netflix

The full third season of the addictive political drama, following power couple Frank and Claire Underwood, is now available for streaming on Netflix.

Page design by Hannah Menchel, Andrea Delgado & Mark Mizusawa

MARCH

Edition: Things to watch, read, listen to and do SATURDAY, March 27-28

Chantilly Jazz Festival

Where: Chantilly High School Who: Featuring the George Mason University Jazz Ensemble, National Jazz Workshop All-Star Jazz Orchestra, Alan Baylock Jazz Orchestra and more. Why: Support the acclaimed McLean Highlander Jazz Band at the 35th Annual Chantilly Invitational Jazz festival will include dozens of bands from Maryland to Virginia.

SUNDAY, March 29

7th Annual W&OD Trail 5K

Where: On Washington & Old Dominion Trail from Oak Street to Shreve Road to Little Falls Street and back When: 4 p.m. Why: In memory of Walter L. Mess, chairman emeritus of the North Virginia Regional Park Authority.

Long Term Activities

Taking in the view—Tourists and DC natives alike gather throughout the month of April to admire the world-famous cherry blossom trees.

FRIDAY, April 3

Tom Paxton in The Barns

Where: Wolf Trap in Vienna, Va. When: 8 p.m. Why: Tom Paxton is kicking off his new spring 2015 tour with an exciting preformance at Wolf Trap Theater.

Cherry Blossom Festival Through April 12 Francophonie Culture Festival Through April 1 Newseum Exhibit: “President Lincoln Is Dead” Through Sept. 13 Historic Downtown Manassas Walking Tours April 2–Oct. 30 SATURDAY, April 4

International Pillow Fight

Where: Washington Monument (World War II Memorial side) When: 3 p.m. Why: This is the seventh annual International Pillow Fight Day. The event attracts tens of thousands of people.

SUNDAY, April 5

Hershey Park: 2015 Springtime in the Park

Where: Hershey Park When: 10 a.m.–6 p.m. Why: Go to Hershey Park Amusement Park for an Easter weekend early opening.

MONDAY, April 6

Putting up a fight—Participants gather at the Washington Monument for the annual International Pillow Fight.

Washington Nationals vs. Mets

Where: Nationals Stadium When: 4:05 p.m. Why: Support the local baseball team at this home game in Washington, DC.

Photos obtained under a Creative Commons license

A&E

IN-DEPTH

Eleanor Patrick & Bora Zaloshnja Reporters

MARCH

my* woke up groggy and confused the next morning. She had a bad taste in her mouth and a pounding headache. Her headache only got worse as she tried to piece together the previous night’s events. She remembered a boy taking her into a bedroom. She remembered him putting her into her clothes after she vomited, but she didn’t remember the time in between. Amy went through the next week confused and worried about what happened in that room until she gathered the courage to text him and ask him. He nonchalantly informed her that they had sex, and Amy felt a pit in her stomach. She was violated, and she didn’t even have any recollection of it. The boy brushed the encounter off without a thought, and laughingly told her it was “fairly mutual.” Her friends all doubted her claims, and they whispered about how she definitely just regretted having sex with him whenever she stepped out of earshot. Amy is a student at McLean. Her story is no joke or exaggeration. Not only is Amy a victim of rape, she is also a victim of rape culture.

WHAT IS RAPE CULTURE?

Rape culture is prevalent in a society that perceives sexual assault as normal due to gender-biased attitudes and stereotypes. It includes victim-blaming, meaning the victim is held either completely or

partially responsible because of what they were wearing or if they were intoxicated. It encompasses a society that allows sexual objectification, rape jokes and trivializing circumstances. What is rape culture? It is being mocked for trying to bring attention to the normalization of rape in television shows, movies and social media. It’s accusing the victim of ruining someone’s life, even though they did the right thing by reporting a crime. Rape culture is Yale fraternities making their pledges chant “no means yes” repeatedly while being hazed. It’s a Texas Tech fraternity distributing an email titled “Luring your rape bait.” It’s the act of hanging up a “Top 10 ways to get away with rape” poster at the Miami University of Ohio. According to the US Department of Justice, teens 16 to 19 years of age are four times more likely than the general population to be victims of sexual assault. This proves it is a pressing issue that is specifically affecting high school and university students. Although rape is committed by women as well as men, statistics from the charity One In Four, which provides support and resources to people who have experienced sexual abuse and sexual violence, in 93 percent of cases of men who are raped, a man is the perpetrator. Marc Lamont Hill, a CNN political commentator, argues that jokes involving some form of sexual assault or rape contribute to “cultural logic that minimizes

the immorality, illegality and trauma of rape.” Many are not even aware that the things they are doing and saying are wrong when they take part in rape culture. A teenager who believes rape is bad may make a rape joke and not even realize they are supporting the very act they claim to reject. That “harmless” rape joke is making light of a horribly traumatizing crime and trivializing its seriousness. “I think [rape culture] is something that goes unseen and [is] not talked about, but I think it’s pervasive, and people can enable it and propagate it without intending to,” junior Jack Posey said. Lack of education on rape across America gives people an unrealistic idea of what rape actually is to the extent that people can’t even comprehend that what they are joking about is in fact rape and not just someone’s drunken mistake. “I was never educated about rape or sexual violence in school, and I think this needs to change,” said 2014 McLean graduate Maggie Lam, who was raped at a party while in high school. “People need to be aware that rape culture exists even in high school.” Crime shows like NCIS, CSI and Law and Order: SVU bolster an incorrect idea of rape in the minds of the public. The media paints an unrealistic picture of crime that often keeps people who have been raped from reporting it. They are unable to see their attack as a “real” rape because it was not like the rape they see on television.

*Amy’s name has been changed to preserve her anonymity.

“I think [rape culture] is something that goes unseen and not talked about, but I think it’s pervasive, and people can enable it and propagate it without intending to.” - Junior Jack Posey IN-DEPTH

“This easy accessibility can make sexual assault more normal, and it’s not,” school psychologist Beth Werfel said. Nine out of 10 college victims know their attackers, according to the US Department of Justice. Rapists are not just random, criminally insane strangers—they are trusted friends, family members and even lovers. Imagine a person reporting that their car had been broken into to the police, and

almost every college and high school in the country, including McLean. When asked if there is a rape culture at McLean, Principal Ellen Reilly replied, “Not that I know of—I mean, I haven’t had to deal with any reports.” Additionally, Werfel stated she was unaware of rape at McLean, concluding that, “Girls are hesitant to come forward and ask for support.” Administrators at McLean have this lack

provided with support, it is important for the McLean High School community to educate students about sexual assault even though these crimes do not usually take place on campus. “Sexual violence doesn’t only happen in college parties or in the ‘adult world.’ It’s a much bigger problem that is prevalent in every part of our society,” Lam said. When Lam was a senior at McLean, she was raped at a friend’s birthday party.

“Taking action is how we will be able to combat the entire rape culture.” -2014 McLean graduate Maggie Lam having the police respond by shrugging it off, saying that if they drive that kind of car, they should expect to have things taken from them. This is victim-blaming: holding a victim responsible for a crime they could not prevent. Victim-blaming often keeps rape victims from reporting the crime. It is hard for someone to come forward when they know their character, choices and story will be thoroughly questioned. Keeping the attack to themselves may seem like the easier choice for many. “Taking action is how we will be able to combat the entire rape culture,” Lam said. Lam realizes how difficult it may be to report rape, but reporting a rapist may prevent them from committing the same crime again. It also teaches people that rape is not a trivial crime.

HOW DOES RAPE CULTURE AFFECT MCLEAN STUDENTS?

Where there is a party culture, a rape culture can almost always be found. In the Harvard School of Public Health College Alcohol Study, nearly three-quarters of rape victims reported that their rapes happened when they were too intoxicated to consent or refuse. Party and rape culture have a symbiotic relationship, fueling off one another and perpetuating the crimes they often mutually breed. Because of this, it also means a rape culture exists in

of knowledge of the existing off-campus rape culture because so few students come forward with their experiences or information regarding others’ experiences. Although the school recently offered an informative assembly for female students to learn about physical defense, more must be done to prevent future rapes. “What we’re trying to do right now is [focus on students’] wellness and mindset [and instill] positive culture instead of finding the negatives that you can easily find on any campus across America,” Reilly said. “Finding that inner strength in you to surround yourself with positive people and not getting into that bad culture...is helpful.” The ideas that college rapists use to justify their actions form and grow in high school. Rape is often trivialized and joked about by high school students. This nonchalant view of sexual crimes puts rapists in the mindset that rape is not that big of a deal. “Rape is a crime, and that’s not a laughing matter. No means no—that doesn’t mean push harder. If you have been a victim and you haven’t made a report, what happens to [the rapist]? Criminals keep committing a crime,” School Resource Officer Scott Davis said. “We can help you. We have a lot of resources to connect you with the process of getting through it. I hope students come to me.” While Reilly and Davis made it clear that victims who come forward will be

Alcohol played a major role. Her attacker was someone she knew, and he took advantage of her when she was in a state of intoxication. Her experience is not by any means an uncommon one among high school girls. Teenagers often begin to explore the world of drinking in high school, and due to lack of education they aren’t fully aware of what actually constitutes rape. Students are not educated on how to drink responsibly but engage in partying regardless. They can find themselves being taking advantage of by a peer, and bystanders may not even understand the severity of the situation. Amy’s rape, discussed earlier in this article, is yet another example of a rape occurring in high school in a situation with underage drinking to an excess. “People totally assume that if you were under the influence at the time of the rape that you just regret your decision to have sex,” Amy said. Amy is one of the many people who have fallen victim to rape at a house party and have not come forward with their story because of the state they were in at the time of the rape. “We can’t expect our boys to know what’s appropriate or not when they haven’t been taught,” said Joy Beskin, editorial director of Macmillan Children’s Publishing Group, who published Laurie Halse Anderson’s novel Speak, which tells the story of a

MARCH

WHAT SHOULD BE DONE?

Rape is one of the most psychologically damaging crimes, and it can scar victims for life. It needs to be addressed in high school, where potential rapists first learn society’s acceptance of maltreatment of women. Without properly addressing college life to high school students, teens are vulnerable at college parties that usually encourage binge drinking and all-night partying. The connection between drinking and assault deserves more attention from administrators and teachers of both high schools and universities.

IN-DEPTH

RAPE CULTURE BY THE NUMBERS

63 RAPISTS % OF

ARE REPEAT OFFENDERS

OF 42.2 FEMALE VICTIMS %

TEENS OF 16 TO 19 YEARS OF AGE ARE

4 ASSAULT 18 SEXUAL TIMES

ARE RAPED

MORE LIKELY

BEFORE THE AGE OF

TO BE VICTIMS OF

9 10 WOMEN 5 1 MEN 71 11 72 RAPED INTOXICATED OUT OF

young high schooler who has been raped. “We teach kids right from the start, you don’t hit, that’s not how you express yourself, but often these conversations don’t extend to sex and sexuality.” Many people don’t realize that just because someone wasn’t held down kicking and screaming and physically forced into it, it wasn’t rape. If someone is unable to consent it is considered a sexual crime. According to the Youth Risk Behavior Surveillance survey, 11 percent of girls get raped in high school, which would be an average of 105 girls at McLean. This statistic is shocking, but to acknowledge the fact that one likely knows people who have been raped is even scarier. It’s frightening to find out that one’s peers are rape victims. However, that’s not an excuse to ignore the problem or to allow the source to go uneducated and unpunished. “Being taken advantage of is confusing, harmful and dehumanizing; it is a big deal,” Lam said. “For those going through the same thing as me, be sad, be angry and accept that rape is a horrible, disgusting thing that happened to you.” Her message could not be more important for victims of sexual abuse to hear. Sexual crimes are not only the most under-reported violent crime in the US, but rape carries the highest annual social, psychological and physical costs for the victim, according to the US Department of Justice. “I think if it did get out, a lot of people would just assume I regretted it. People would just think I got around,” Amy said. This fear of peer backlash is a prime example that rape culture is a real problem at McLean. Victims like Amy should not be the ones who bear the burden after a sexual crime is committed. Rather, the perpetrators should be brought to justice.

COLLEGE VICTIMS KNOW THEIR

ATTACKERS %

OF GIRLS GET

IN HIGH SCHOOL

1 IN

HAVE BEEN RAPED AT SOME POINT IN THEIR LIVES

% OF VICTIMS WERE TOO

TO CONSENT OR REFUSE

SEXUAL ASSAULT IS THE MOST

UNDER-REPORTED

VIOLENT CRIME

IN THE UNITED STATES

Statistics obtained from the US Department of Justice, Youth Behavior Surveillance, American Association of University Women, Harvard School of Public Health & Violence and Victims Journal Infographic by Mark Mizusawa

While preparing young women for what could come when they graduate high school is important, they are not the only ones who need to be prepared. Rape perpetrated by the victim’s acquaintance can frequently be prevented with more education. Some institutions have already made steps towards informing their students. Programs like the University of Maryland’s required peer-on-peer sexual assault education workshop need to be more present on college and high school campuses. Proper education on the realities of rape is crucial, especially in the formative years of adolescence. Rape culture does exist in colleges, but one cannot ignore its prevalence within high schools. Many high school students have trouble even grasping what rape is, or

understanding the seriousness of the issue. If young people are never taught how to treat their peers properly and respect other people’s bodies, they won’t see any problem with their actions when they get to college and perpetuate rape culture. Women can be rapists too. Pushing someone past their boundaries is possible no matter what gender they are. Males should not stay silent when they are taken advantage of because they believe they will be ridiculed or laughed at for coming forward. It is important to always make sure that someone gives consent no matter their gender, and to treat all victims equally regardless of whether they are male or female. Only when society rejects the existing culture surrounding sexual abuse will it be

able to be extinguished. Don’t laugh it off when that kid in class makes a rape joke. Learn that what a person is wearing isn’t an indication that they are seeking to have sex. Don’t call someone a liar or attention-seeker because a “respectable” person is accused. Don’t fuel the wildfire that is rape culture just because everyone else is doing it. Do report sexual crimes. Do stop laughing at jokes that mock a serious criminal act. Be there for friends, sisters, brothers and loved ones if they fall victim to rape or sexual assault. Take victims’ claims seriously. Make a conscious effort to combat rape culture whenever and wherever you encounter it.

WHAT DOES RAPE CULTURE MEAN TO YOU? “How my mother won’t let me go out alone, but allows my brother to go anywhere he wants.” -Sophomore Lauren Ott

“A culture where rape is a crime that isn’t fully acknowledged by society. It’s a crime where the person is exposed to humiliation and danger. It might seem like something easily overlooked, but when friends and family start to look at you with shame, it can become hard to continue living.” -Freshman Akbota Ablyazova

“A society that expects so much of girls, and then shames them and calls them liars when something completely unpreventable takes place.” -Anonymous “How men can make rape jokes without understanding the consequences.” -Sophomore Maddie Scherer

“When I can’t feel comfortable wearing certain clothes because the dress code is more important than my education.” -Anonymous

“Being afraid that if I’m wearing a certain outfit, or dancing a certain way, I’m automatically ‘asking for it.’” -Junior Meaghan O’Reilly

“The inherent belief that rape is the fault of the victim, not the attacker.” -Sophomore Fatima Shahbaz

“When a drunk driver kills someone, he’s punished more severely because they are drunk, but when a drunk man rapes someone, he couldn’t help it.” -Anonymous

“It means a never-fading sense of alertness.” -Junior Angela Tran

Page design by Andrea Delgado & Mark Mizusawa

IN-DEPTH

Highlander Patrons As a student-run program, The Highlander would like to thank all of our generous supporters who make it possible to print our newsmagazine. Listed below are this yearâ&#x20AC;&#x2122;s contributors. We would also like to thank all of our anonymous supporters.

GOLD ($200+) The Barnett Family Juliana Oâ&#x20AC;&#x2122;Reilly Marc & Kay Menchel The Witchey Family

BRONZE ($50+) The Pincus Family Susie French Tom Rapson Irwin & Irene Menchel

The Walker Family Janet Rogers Lisa Waldow Cyndee Lord

If you would like to become a patron of The Highlander, please send a check to: The Highlander McLean High School 1633 Davidson Road McLean, VA 22101

Hot albums to drop in 2015

Highly anticipated projects likely to make this a great year for music Ashwin Dasgupta A&E Editor

Kanye West

n his album Yeezus, West confidently proclaimed that “Yeezy season [is] approaching,” and although the album came out in 2013, these words have never been as relevant as they are now. West’s seventh studio album, entitled So Help Me God, was announced via Kanye’s Twitter. The rapper surprised listeners with three singles—“Only One,” “Four-Five Seconds” and “Wolves”—that all featured Kanye singing exclusively. Although some fans began to speculate whether or not West’s latest project included any rapping at all, these doubts were quickly put to rest when West dropped a caustic and heavily censored array of bars live at the Brit Awards while performing “All Day.” No one knows exactly what this album’s sound will be in its entirety, but it is safe to say that people are excited regardless.

You should be excited if you: like rap music, use the fire emoji a lot on Twitter David Shankbone

Death Grips

eath Grips is a group equally notorious for its abrasive experimental hip-hop and mysterious online presence. The group upset keyboard-dwelling music nerds everywhere when they announced their break-up following the release of their supposed final project, Jenny Death. The frontman of the group announced the break-up via a photo of a handwritten letter on a piece of toilet paper that was uploaded to the Death Grips Facebook page. Whether the letter was sincere or not, the group’s hyper-aggressive noise, influenced drums and absurd half-rapped, half-screamed lyrics have earned them a cult following that makes that makes the oddball duo even more intriguing. There are a plethora of theories about when their next album will be released, including factors as bizarre as what phase the moon is in, but multiple music retailers recently revealed that the album will be available for purchase on March 31.

You should be excited if you: like loud noises, read online music forums Montecruz Foto

James Blake

ames Blake is a London-based electronic music producer/singer whose synths and drums are just as intriguing as his crooning, delicate voice. Blake began to make a name for himself after his sophomore album Overgrown received critical acclaim. His music features interesting electronic soundscapes that are more muted and subtle than the sound of an average electronic producer. Blake is also known for his work with a wide range of hip-hop artists, from featuring RZA of the Wu-Tang Clan on his sophomore album title track to singing a melody that echoes throughout the second half of Drake’s latest hit “0 to 100/The Catch Up.” In a recent interview, Blake mentioned that his next album may feature Kanye West, the renowned rapper who once called Blake his “favorite artist.” Blake’s album is set for release in the first half of 2015.

You should be excited if you: like soft singers, like dubstep but it hurts your ears Henry Laurisch

Marina and the Diamonds

arina and the Diamonds is a self-described indie pop singer whose 2010 debut album The Family Jewels captivated listeners with its catchy choruses and cheeky lyrics. Her sophomore album Electra Heart debuted at number one in the UK. This album contained the same catchy pop vocals, while shedding light on female stereotypes. The combination of her catchy songs and femaleempowerment message resulted in Marina amassing an extremely devoted fanbase on social media. Marina has been gradually releasing songs from her most recent album FROOT online. These songs showcase a slower sound largely devoid of the fast-paced synths that she’s often delivered. The full album will be released on March 16, with the US leg of her tour right around the corner.

You should be excited if you: like strong vocalists, call female celebrities “queen”

Say Yeah!

Page design by Ashwin Dasgupta

MARCH

Total War: Attila

VIDEO GAME REVIEW

Another masterpiece by The Creative Assembly hits the shelves

PCgamer

Evan Rapson & Mike Davis Online Sports Editor & Reporter

et in the late era of the Roman Empire (400 A.D.), Total War: Attila immerses players in a world that shows the empire divided in two—the stronger Eastern Empire and the crumbling Western Empire. However, the Romans are not the main characters in the game as they usually are. Attila the Hun has arrived to sack both Roman empires and nothing seems to slow him down. After the Roman Empire split into two, the Western Empire was left with the difficult task of trying fight for a lost cause. Meanwhile, the Eastern Empire still traded with lands east of them and there were no invasions. That is, until Attila the Hun and his horsemen showed up to conquer the riches of Rome and Constantinople. Even on a low graphics setting, the game has massively improved since Total War: Rome II. The developer has added a lot of detail around the maps. As a matter of fact, they have added so many details that the game sometimes lags even on low

graphics settings. The Grand Campaign gives the player 10 factions to choose from, eight Barbarian tribes and the two Roman Empires. The barbarian tribes’ initial campaigns range from easy to normal difficulty while the Roman Empires’ initial campaigns are very hard (Eastern Roman Empire) and legendary (Western Roman Empire) difficulty. Note to gamers: do not start out as either of the Roman Empires unless you are a veteran Total War player. Total War: Attila scores big on the battle interface aspect of the game with improved artificial intelligence, improved character movement and fewer bugs in the overall combat. The biggest improvement on the game is definitely the fighting as a whole. The difference between this game and its predecessor Total War: Rome II is the fact that it really feels like the player’s troops are all fully engaged. In the previous game when the player would click to attack the enemy regiment, all the soldiers would charge. Once confrontation occurred, however, only about 10 out of 160 men in the player’s regiment would actually attack. Total War: Attila has fixed this by having the entire

group get into the fight, which makes the game truly feel like a full scale battle. Also, each character in a regiment has their own personality, expression and fighting stance, making each soldier unique. Since Total War: Rome II was released just one year ago, veteran Total War players could view this game as just being an expansion pack to it. It’s very similar to the first Rome: Total War series and its expansion pack Rome: Total War Barbarian Invasion. Some players say this game is essentially Barbarian Invasion 2.0 with better graphics and more complicated campaign and battle interfaces. While this game is a complete step up from Total War: Rome II, The Creative Assembly could have thought of a better era instead of going back to the fall of the Roman Empire. Overall, this game was a fun experience and its amazing graphics will push any computer to the limit. Rating:

Page design by Mark Mizusawa

MARCH

Let’s talk about sex

OPINIONS

FCPS should grant teachers more time to teach sex education The staff editorial represents the opinion of the majority of The Highlander editorial board

LE. Family Life Education. Most Highlanders view it as a blip in their high school careers. An insignificant six hours amidst thousands of hours of instruction. While it is meant to provide students with the necessary knowledge about sex, most forget what they learned within a few months, if that. “I remember the baby video, but that is about it,” sophomore Zaid Salameh said. Considering the growing number of adolescents who are sexually active, FCPS cannot be satisfied with such responses. A 2011 Centers for Disease Control and Prevention survey indicates that more than 47 percent of all high school students and 62 percent of high school seniors say they have had sexual intercourse. FCPS should respond to these numbers, which are only expected to rise, by increasing the amount of time high schools spend covering sex education. Currently, Virginia neither requires students to learn about HIV and AIDS nor general sex education. Twenty-eight other states do not require formal sex education either. While not required, FCPS schools teach FLE programs from elementary to high school. The problem is not the lack of a program, but the lack of time to go through the program. “Generally, what the teachers at McLean have the time to do is addressing male and female anatomy, showing the miracle of life video, which goes into the genetics of it and talks about how sexual intercourse works, the mixture of the genes, and the development of the baby until birth,” biology and FLE teacher Julia Murdock said. “We also have time to talk about contraception...then we also go over some sexually transmitted diseases that you can contract if you do not use protection.” Some of the basics are covered. But what about sexual assault and rape? What

about the emotional and physical strain of pregnancy? What about instruction on sexual orientation and gender identity? While they are included in the FCPS FLE curriculum, teachers do not have time to teach these topics and are therefore unable to cover them. The lack of these incredibly vital components of sex education can have detrimental consequences. “There is not really enough time accorded to the biology teachers to get as far with those topics as we wish we could,” Murdock said. “All of the biology teachers agree that we are trying to fit a rhinoceros into a Volkswagen. We are given a ton of curriculum for FLE, but we only have time to teach maybe a third or a fourth of it.” Some argue that parents, not public schools, bear the responsibility to teach their children about sex. While parents do play an integral part in their child’s education, many are too preoccupied or too embarrassed to discuss sex with their children. “The topic of sex makes the majority of the people I talk to uncomfortable, including adults,” senior Lily Spinelli said. A recent study by Planned Parenthood and NYU revealed that 57 percent of parents are uncomfortable with giving their children “the talk.” This reluctance to tackle the more difficult problems can have enormous consequences. For this reason, public schools need to take control and provide sex education. It is obvious that we need to place a greater emphasis on sex education and give it the time it requires in the classroom. “Teens and even adolescents are continuously exposed to the topic of sex and are told that it is a taboo subject,” Spinelli said. “Pretending problems like teen pregnancy don’t exist is not an effective way to fix them. They need to be talked about and these discussions about sex need to start

with education. Sex is too integral a part of our society to go on shying away from.” FCPS must recognize the importance of sex education. Instead of cramming teachers’ time with ineffectual material to fulfill meaningless requirements, the county needs to place a greater emphasis on sex education and give teachers more time to teach it.

Cartoon by Anna Marie Garland Page design & reporting by Katie McGinn

OPINIONS

Daylight-saving time should not be saved World needs to stop turning the clock Lisa Bears Reporter

n March 8, the clocks moved forward in accordance with the age-old tradition of daylight-saving time. Yet again, we must adjust ourselves for the lost hour. Some simply pass it off as unimportant and bearable. An hour doesn’t matter, so why care? There are many reasons people should care. Constantly modifying the clock is not only unhealthy, it’s needless, which is exactly why daylight-saving time should no longer be used. An hour may not seem like much, but imagine how much time it actually takes to adjust to the new time. Every year, people must readjust to yet another hour lost only to switch back up again soon afterwards. This leaves most people hazy and perplexed for about a week. “I enjoy having the extra hour of daylight, but it’s difficult getting up in the morning,” sophomore Kaia Johnson said. Daylight-saving time is believed to save energy in the summer because more light

in the afternoon means that people will use less electricity because they won’t need to keep the lights on. But in the modern age, electricity is used constantly. Even though some people don’t have as many lights on during the day, different types of technology are being used all the time. Air conditioning, phone chargers, computers, televisions...the list goes on. The only thing that isn’t advanced in thought and theory is daylight-saving time. A study performed in 2008 by the National Bureau of Economic Research found that although the lighting demand dropped, the extra hour of daylight caused people to keep their air conditioning on longer during the summer, canceling out the energy saved from lighting. Basically, no matter what attempts are made, the only way to lower the electricity bill every month is to make a conscious effort to turn off the lights and actually try to conserve power, instead of buying into the delusion that by shifting hours, we’re saving the planet. Because the days are staying lighter for longer, more people are out in the evenings. Going to the mall, out to eat and visiting DC is all helpful to the economy. However, it means that more people are driving to go places, which is not good for the environment.

Only residents of Arizona, Hawaii and the US territories of Puerto Rico and the Virgin Islands enjoy uninterrupted sleeping patterns because they don’t participate in daylight savings.

Although many states, including Virginia, dutifully change the clocks every year, Arizona, Hawaii and the US territories of Puerto Rico and the Virgin Islands do absolutely nothing. Perhaps everyone should follow in their footsteps, for they have recognized the foolish nature of this conventional observance. According to National Geographic, daylight-saving time has only been legally necessary about 100 years. During the early 19th century, local territories set their own time. When railroads became popular, official time zones were established to compensate for long distance travel. Daylight-saving time became a requirement, but it was repealed a year later, making the decision of observing the time change up to locals. Another myth is that daylight-saving time exists due to farmers. Nothing could be farther from the truth. In fact, many farmers protested daylightsaving time. Dairy farmers found that cows’ milking schedules didn’t adjust well to the sudden shift in hours. Apparently humans don’t do well with the time shift either. It’s ridiculous that every year we purposefully confuse ourselves in the belief that it is beneficial to have an hour more sunshine in the afternoon or that it is saving energy. If springing forward and falling back doesn’t actually have any advantages, why should it continue? Sleep cycles should not be disturbed for such an outdated practice. Daylight-saving time should be thrown out simply because it never has—and never will—hold a useful place in society. With longer work hours and kids staying up later, it is absurd that people should be required to switch around their hectic schedules for something that is truly pointless. Everyone should be able to sleep soundly at night knowing that the hours are going to be predictable. It is important to stop fooling our fragile circadian rhythms.

Image obtained under a Creative Commons license Page design by Lisa Bears

MARCH

Students need freedom of choice

Virginia should lower the high school graduation requirements for more effective education Veronica Kim Reporter cLean students may think they have a great deal of freedom, but in reality, one major freedom is limited: the ability to take the courses they want. The state of Virginia requires a number of courses for graduation, which many students find irrelevant to their future goals. Virginia should allow students to choose courses pertaining to their interests, rather than forcing students to satisfy graduation requirements. Students’ free time is occupied with time-consuming activities, including studies, extracurriculars, sports practices and volunteer work. A more personalized curriculum will allow them to utilize class time to gain more in-depth knowledge for their careers and better prepare them for college. “I am [really] into art, and I wish to have more opportunities to take artrelated classes,” junior Jenny Jang said. However, if the school has fewer courses required for graduation and offers students more room for electives, students can choose a few subjects that strongly interest them. For instance, a student who is considering majoring in any designrelated subject in college can take courses such as Design & Technology, Interior & Fashion Design or any other related

courses at McLean, which are all relevant to designing. Taking those classes would be more beneficial to that student than taking math, science or other subjects that do not have any direct connections to design. “The state is trying to offer diversity to students to give them chances to experience various classes,” counselor Barrett Kashdan said. “However, I admit that many students want more electives so that they can take courses that they are deeply interested in and that they will possibly continue learning in the future.” Furthermore, a focused and personally interesting area of study results in less academic and financial stress. When individuals enjoy certain activities due to their own personal interests, they willingly spend more time and energy on those activities. Strict graduation requirements demand students take subjects which do not usually have connections to one another throughout the four years of high school, which leads students to perceive school as a stressful place, to hate school and sometimes to drop out. Higher graduation requirements perpetuate this vicious circle. Alternatively, a lower high school graduation bar alleviates academic and financial burdens. For many students, it is difficult to do well and get satisfying grades in subjects that do not interest them. Therefore, to perform better in those classes, students may need private lessons

and tutors or extra help outside of school which causes financial burdens. “I came to McLean High School with an expectation of having more elective classes,” freshman Jihae Moon said. “However, four basic subjects, PE and a world language leave only one space for an elective. I think I would enjoy high school much more if I could take at least one or two more classes that I am interested in.” Graduation requirements, initially introduced to promote academics, restrict many students from achieving a higher level of learning. The requirements must be amended in order to allow students more freedom to take classes relevant to them. This change could be the stepping stone for innovative education reform in which advancement is encouraged but also realistically prepares students for upper level education. Teachers, parents and students must bring the idea of lowering the high school graduation requirements to the attention of local and state school boards and even to politicians. High school systems must also work with in-state colleges to better prepare their students for college and also enable college professors and high school teachers to have uniform standards. This initiative in education reform will offer more effective education to students not only for the present but also for their future.

Cartoon by Anna Marie Garland Page design by Veronica Kim

OPINIONS

CROSSFIRE: Should high school sports Red days hurt more than help David Kagan Opinions Editor

here are about 30 days every year that every high school athlete dreads,” junior Anthony Capon said. Those 30 days Capon is referring to are known as “red days” to the athletic community of FCPS. Before the beginning of every sports season, FCPS requires that any out of season sports take a 10-day break. This break includes any workouts on school property (lifting in the weight room, team exercises, etc.), going over strategy or plays and any player-coach contact via email, text or social media. While these red days supposedly protect the athlete from overwork, they only hinder the athlete’s ability to improve in the offseason. Off-season work is crucial to every player on every team in any sport. Taking away the athletes’ opportunity to do offseason workouts can not only hurt the athlete personally, but also the team as a whole. Fairfax County has already put our schools at a disadvantage by limiting the number of green days any given sport can have. Other counties in Virginia have not limited green days in any way. Therefore, other counties are allocated more time to practice that Fairfax County teams.

Green days are extremely important to off-season player development and a good amount of off-season work is done during them. “The things that we work on during green days are the same things that we do in games,” said Armand Masse, the offensive-line coach of the McLean football team. “Those green days are crucial to our growth as a team.” It is understandable how some Virginia High School League (VHSL) executives might think that a lack of blackout days might lead to the overworking of athletes. However, most sports have a workout schedule that makes time for rest and relaxation. “Our workout is planned out so that we have off days every now and then,” said junior Mike Robbins, a member of the varsity football team. “I rarely feel overworked by all the stuff we do in the weight room.” Furthermore, banning athletes from working out with their team does not actually stop them from working out. Many athletes spend time working out off of school property just to dodge the red day. This out-of-school workout regime makes the red day rule seem inconsequential. That being said, many athletes cannot always make it to out-of-school workouts or cannot afford a gym membership and therefore rely on in-school workouts. At this point, VHSL is only breaking

up the crucial teammate bond that comes with team workouts. It is evident, however, that VHSL has wised up about limiting the amount of practice a team can have. “VHSL used to have the out-of-season practice rule, which was sport-specific [and meant that] out of season practices were not allowed,” Director of Student Activities Jim Patrick said. However, four years ago, VHSL revoked this rule, allowing unlimited green days and off-season workouts. Although this is a major step forward in allowing teams to practice at will, the blackout dates that are set in place by FCPS still severely limit our athletes’ growth. There is no doubt that in-school workouts are crucial to any sport, and while this is an immediate issue, there is no immediate fix. “It’s an FCPS rule and I’m going to follow it,” McLean head football coach Shuan Blair said. While there is no immediate fix to this issue, something must be done. If it’s on FCPS’s agenda to rob our athletes of crucial training time, then so be it, but that doesn’t seem to be the case. The right thing to do in this situation is to eliminate blackout days and allow our athletes to work out at will.

Green days: 12 days per off-season (10 in the summer) when coaches are allowed to run sport-specific drills meant to focus on player development, open to any student who wishes to attend. 34

MARCH

have limits on off-season practices? Off-season practice rule supports athletes’ best interests Jake Barnett Sports Editor

our years ago, the governing body for Virginia high school sports, Virginia High School League (VHSL), changed its policy for off-season practices, going from banning them to allowing them for all but 37 days a year. This allows for teams to have structured practices year-round, but FCPS and other local counties have instituted limitations on the amount of off-season practices teams can have. “Fairfax County came in and said having no restrictions was not a good policy because teams could practice nearly every day of the year, which is not healthy for the athletes,” Director of Student Activities Jim Patrick said. “So they came up with the outof-season practice policy, which is where green days come in. Each team is allowed 12 days per out-of-season season. [For example, football is a fall sport, so during winter and spring season] coaches can do sport-specific work with athletes; however, green days have to be open to anyone.” Not only do these limitations allow students to spend more time exploring other sports, but they give student-athletes time to rest, which gives them an advantage come state playoff time. “In my opinion, when you get to state championships it doesn’t matter what you did six months before in the off-season because all teams would have just gone

through a season,” Patrick said. Furthermore, having limits on green days allows for there to be multi-sport athletes, such as junior Patrick Dolan, who plays three varsity sports: football in the fall, basketball in the winter and lacrosse in the spring. “I can’t do green days because of conflicts with my other sports, so having more than 12 green days would hurt me

Red days: 10 days at the start of each season and a week in July when teams are not allowed to hold any form of off-season practice. because I wouldn’t be able to go to my inseason sport practice,” Dolan said. Part of the beauty of high school sports is that they allow student-athletes to try

multiple sports, an opportunity that the lucky few who go on to play sports in college will not be afforded. Thanks to the FCPS rule, students like Dolan can play a variety of sports instead of having to practice for only one sport year-round. While Dolan himself is usually unable to attend green days due to a practice for a different sport, he understands the advantages of green days. “Green days can help people stay in shape during the off-season and improve their skills. Schools that are able to practice unrestricted year-round would definitely have an unfair advantage,” Dolan said. It seems perfectly logical that teams who are able to practice longer would do better in state competitions. However, FCPS schools who compete in the 6A division (schools with approximately 2000 students) won 16 of the 25 varsity state championships in the 2013-14 school year. If anything, the off-season practice rule allows students time to rest, which, come state championship time, gives them an advantage on opponents who have been playing all year long. FCPS is right to institute its own rule, since VHSL chose not to implement restrictions that would protect studentathletes. In fact, VHSL should look at FCPS’s rule as an example to model a statewide policy. If VHSL chooses not to, the responsibility should be on the counties to do the right thing and implement an offseason practice policy to protect studentathletes.

Yellow days: Any day that’s not a green day or a red day. Coaches are allowed to attend workouts and open the weight room but not coach. Page design by David Kagan & Jake Barnett

OPINIONS

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Highlanders compete at state level

SPORTS

McLean’s top winter athletes wrap up season with state competitions John Corvari & Ethan Cherry Reporters

Swimming shows strong outing at states

The boys and girls swim teams both had strong performances at states, with girls placing sixth and boys placing seventh. Junior Chris Murphy placed third in the 200 freestyle and second in the 100 backstroke. Freshman Sinead Eksteen placed fifth in girls 200 free and fourth in the 500 freestyle. Sophomore Timothy Wu placed third and Carter Flint placed fifth in the 100 breaststroke. Senior Caroline McCleary placed fourth in dive. “[I was] very pleased [with the season], especially after losing some fast swimmers last year,” Murphy said.

Individuals shine at wrestling states

The wrestling team placed seventh in the state as a team and had several outstanding individual performances. Out of their six competing wrestlers, two placed. Junior Conor Grammes finished first in the 152-pound division and Gavin Legg finished second in the 160-pound division. “The state tournament, I went in confident, thinking that I deserved to be a state champion, and it made a big difference in the way I wrestled,” Grammes said.

Gymnastics wins state championship

Stick it!—Jacqueline Green completes her routine during the McLean gymnastics Senior Night on January 28. (Photo by James Carver)

After placing second in states last year, the gymnastics team came back to win it all. The team won both conferences and regionals and advanced to states, where they placed first in beam and vault. With an overall score of 145, they were followed by Stafford High School with a score of 144.250, Ocean Lakes with 143.900 and Battlefield at 139.175. Seniors Lizzy Brown-Kaiser and Jacqueline Green swept the top two spots in the floor routine. “I feel like we came into the competition with an awesome attitude. That confidence translated into success during the competition, and earned us the win,” Brown-Kaiser said.

Winter storm hinders indoor track

After placing in both conferences and regionals, seniors Matt Ohlson and James Carver qualified for states. Prior to states, Ohlson was seeded fourth in the state for shot put. Despite a fantastic season, Ohlson struggled and finished in 12th place out of 14 participants. Carver, who was seeded seventh, placed 12th out of 15 participants for high jump. “I didn’t perform well,” Ohlson said. “[It was] a combination of bad technique and snow forcing us indoors.” The snow days caused problems for Ohlson’s daily routine, as they left him unable to throw for several days before the meet.

By the Numbers

134

Points scored by McLean girls swimming at the state championship, placing them in sixth.

1:40.92

2 0.075 42’9.75”

Chris Murphy’s time in the 200 freestyle, which put him in third place overall.

Track athletes who competed at states.

Score separating gymnastics from second place Stafford.

Distance thrown by Matt Ohlson in shot put.

Team score for wrestling in the state championship.

Page design by Ethan Cherry & John Corvari

SPORTS

Spring sport athletes to watch

Kelly Oler

Senior, Track and Field Q. What are your personal goals for the upcoming season? A. My goals for this season are to break my personal records in both the 100 and 400 meter races. Also, I want to qualify for states in the 4x400 meter relay. Q. What is your favorite memory from McLean track? A. My favorite memories have come from competing in the big meets, such as the Penn Relays and regionals. Penn was the coolest experience ever because there were schools from all over the world, like Jamaica. It was also exciting running at Franklin Field, where Olympians have run. Q. How have you prepared for the season? A. During the one week of off-season between winter and spring track, me and a few other girls on the team began a 10-week strength training program that our coach put together for us. It includes various activities with medicine balls and weights.

Desmond Curran Senior, Varsity Soccer

Q. What are your goals for the upcoming season? A. My number one goal this season is to stay injuryfree, especially after I had to take a year off from soccer after a head injury. My other goals this season are to get as many clean-sheets as possible, to score a goal with my head and to win the conference tournament. Q. How do you think the team will be this year? A. I definitely think we will have a winning season. Our team has a very talented core of returning varsity players, as well as an excellent coaching staff. A lot of the players on the team have also played together at some point, so I think we will have excellent chemistry and teamwork. Most importantly, I know that our team has a great work ethic, which I am sure will propel us to a fantastic season. Q. Why did you choose to commit to Vassar College? A. I chose Vassar because I knew that I would fit in perfectly with the other students and the culture at Vassar. It is an excellent school academically, and I get to play Division III soccer.

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Elise Koehl

Senior, Varsity Lacrosse Q. As captain, what have you been doing to prepare the team during the offseason? A. I have held my own mini-practices for anyone who has asked me for help, both returners and beginners. We worked on individual skills over the span of the year leading up to tryouts so that people felt ready for the season. Q. What is your favorite memory from playing lacrosse at McLean? A. My favorite memory has been seeing how much the program has grown during the four years I have been on varsity. In the past, I have been an underclassman looking up to the seniors, but now I am the senior, and I get to play with my little sister this year. Q. Why did you choose to commit to the University of Louisville? A. The athletic and academic support is far superior to any other schools I considered. I also love how the locals and students have so much pride for the school.

Charles Groppe Senior, Varsity Baseball

Q. What are your expectations for the team this season? A. I believe we will be a top contender in our conference this year and I expect us to turn some heads again with another successful run in the playoffs. Q. What is your favorite memory from the McLean baseball program? A. My favorite memory was when we stormed the field in the pouring rain last year after beating Madison in the Northern Region Semi-Finals. It was just a really great moment for all of us, and by winning that game we knew we had become the first McLean baseball team to ever advance to states. Q. Why did you choose to commit Swarthmore College? A. I chose Swarthmore College because it was a great fit for me both academically and athletically. The atmosphere and the opportunities really sealed the deal for me. Portraits by James Carver Page design & reporting by Maddy Witchey

SPORTS

Clash between club soccer and school soccer Soccer players caught in the middle

Dereck Marwa Reporter pon entering high school, many of the best soccer players are faced with a difficult choice. Do they play for their high school team, their club team, or both? Even though college recruitment opportunities are sparse in high school soccer compared to club soccer, players still value the high school soccer experience highly. “High school doesn’t offer the same level of competition [as club soccer],” senior Audrey Freeman said. “Club gets you more of the technical work, and then high school is more about the team spirit. It’s fun.” Despite this, many elite club coaches and highly competitive leagues have started discouraging and even banning players from playing for their high school team. “I understand that it’s their livelihood that is getting paid for, so I can’t get upset with that,” girls varsity soccer coach Rob Bouchard said. “I think it’s a shame because everybody should get a chance to play in front of their friends, and they usually don’t get that opportunity at the club level.” Players like sophomore Josh Fordyce have been forced to stay out of high school soccer because of the high-level club team

“If I had the option of playing high school this year, I definitely would [play high school].” -Sophomore Josh Fordyce they play for. Fordyce played for the boys varsity team last year as a freshman, when he played for a club team that allowed him to play for his high school. He has since moved to a team that plays in the US Soccer Development Academy system, which prohibits players from playing for their high school. “If I had the option of playing high

Page design by Dereck Marwa

school this year, I definitely would [play high school],” Fordyce said. “I think that playing high school and club together is a really great experience. I think it’s beneficial in the way that you bond with your teammates that are in school, and if you’re on a club team with them, you’re playing with them again. I really enjoyed the high school season last year.” Club coaches worry about fatigue, injuries and the very different styles of play between the two teams, which can interfere with their club’s success. “A lot of people [have] two practices a day or multiple games in one week during the regular school week, and then a game on the weekend, so there [is] definitely some fatigue,” senior Desmond Curran said. “Once [club soccer] reaches a certain level, you play at a higher level than you do in high school, so in high school you’re just playing a different game. It’s completely different from a lot of club soccer. So I think that lack of continuity between your high school team and your club team does not help the players perform their best for their club and it drags performances down.” Since club soccer holds the overwhelming majority of college recruitment opportunities for high school players, the pressure to acquiesce to the wishes of the club coaches is high. However, the prevailing style of play in high school soccer promotes certain qualities that could prove to be useful to aspiring college soccer players. “I feel that high school adds a certain physical aspect that, if you want to play in college, you definitely need to get used to because you’re going to be playing with players who are much bigger and sometimes much more athletic than you are,” Curran said.

With the US Soccer Federation currently in the process of revamping the youth development system in the US, aspiring young players will soon have to adjust to a series of new rules that may change the role of high school soccer in the youth development process. US Soccer technical director Jürgen Klinsmann has been pushing for the implementation of a youth development system that follows a more European style, more specifically the style currently used in his native Germany. The increased marginalization of high school soccer shows that in just a few years time, high school soccer may not have a role at all. Until the full extent of these changes become clear, some of the most talented players at McLean High School will have difficult choices to make when it comes to the game they love.

Between a rock and a hard place—More and more players are being forced to choose between representing their school and playing at the highest level. (Photo illustration by James Carver)

MARCH

Between the ball and the goal Goalie Steve Schram strives for success on the field Rustin Abedi Reporter

lthough soccer is a team sport, the difference between going home victorious or going home defeated can come down to one person. The goalie is the only player who stands between the game-winning shot and the goal. As one of McLean’s two boys varsity goalies, senior Steve Schram dedicates hours of his time to improving his game for the upcoming season, his first season as a starter. Soccer practices are rigorous for all members of the team. Goalies’ practices involve constant running, hand-eye coordination exercises and other activities to help them maintain the mental concentration they need for blocking shots from every angle. For Schram, these drills have been going on since Kindergarten. Schram’s natural talent in this position encouraged him to pursue training. His quick reactions and one-on-one situational playing have separated Schram from the rest of the competition. Players have limited opportunities to show a coach what they are capable of doing. Therefore, Schram has learned that execution is key when competing for a place on a team. “He always gives 100 percent,” boys varsity coach Ben Paris said. “I never hear a single complaint from [Schram].” In addition to Paris, Schram has a private instructor who has experience playing professionally in Europe. His instructor’s experience has shown Schram the amount of effort and determination needed to pursue and succeed in a professional soccer career. Schram benefits from having an experienced coach who knows what it takes and what is required. “My [personal] goalie coach has helped me the most and practically ran the practices… [he] helped me build up my basic skills,” Schram said. The goalkeeper position is one of the most polarizing positions in sports since their errors are often at the front lines of

Making a save—Steve Schram saves a shot during a practice with his varsity teammates on March 10. Rainy conditions make it more difficult to clasp a slippery soccer ball. However, rain or shine, Schram has to be prepared. (Photo by Tanya Ajalli) criticisms from both fans and critics. Being the last line of defense also means having no one else to blame. “I think it’s a controversial position. You’re going to get negative feedback most of the time, so it’s really tough to play,” said junior Ben Galdo, who has played with Schram since freshman year on junior varsity. “It’s a game-changer. You can have one bad day and cost a win, you can have one good day and be a hero.” To the typical observer’s eye, goaltenders don’t affect the outcome of a match as much as other positions, particularly strikers, the primary scorers in the sport. But a goalie’s success is challenged in the most intense moments of any game. This year is Schram’s second on the varsity soccer team. “I played on varsity last year, but I didn’t get a lot of playing time since I was the backup,” Schram said. However, being the backup had its benefits. He was able to participate in varsity practices, which were a lot different

from junior varsity. Now that he has more experience, Schram is looking forward to the games to come. In order to prepare for the upcoming soccer season on varsity, Schram participated in cross country in the fall and track during the winter. Along with these school sports, he has taken part in other soccer clubs. “Working hard, practicing every day and playing competitively on club teams have been ways that I’ve prepared,” Schram said. This idea of hard work is crucial in any athlete, and it has a positive influence and is motivating for the rest of the team. Schram’s most important lesson from McLean was about putting in work to get results, and that McLean High School will always provide opportunities. “He always strives to get better, he always makes the other goalie work,” Galdo said. “That’s what makes him great.”

Page design by Rustin Abedi

SPORTS

David Russell excels at competition Senior crew captain places fourth at C.R.A.S.H.-B

Nhi Nguyen Managing Editor

.R.A.S.H.-B Sprints is the world indoor rowing championship where, according to senior boys varsity crew captain David Russell, “You’ll feel the worst pain ever in your life.” The standard distance for college recruitment, races and the Olympics is 2,000 meters. On March 1, at the annual Charles River All Star Has-Beens, otherwise known as C.R.A.S.H.-B, rowers from all over the world competed for the best time in Boston. “The experience was unlike any other, with any sports, or whatever I’ve done,” Russell said. “At the end of it, I passed out for a while.” This behavior is actually quite normal at this competition, and perhaps can be considered mild compared to the aftermath others experienced. “There were people puking all around me,” Russell said. Russell was one out of nine of the McLean boys crew team to participate this

year. Despite it being the first year he has participated in C.R.A.S.H.-B, he was able to place fourth best in the world for the Junior Mens Heavyweight category. “This year our team sent up several rowers. Russell finished in fourth,” senior co-captain David Kenworthy said. “To put that in perspective, he is the fourth fastest high school rower in the world. He was pleased with his performance.” In preparation for C.R.A.S.H.-B, Russell trained with the McLean team. “We practiced steady state to build up our anaerobic threshold, but most of the necessary preparation is mental,” Russell said. “We have a saying on the team that races are won six months before they’re scheduled, and that’s absolutely true.” Russell’s dedication is not only evident from his performance at C.R.A.S.H.-B, but also on the McLean team. He has been rowing all four years of high school. For the past two years, he has been a captain. “He is the type of person who shows up early to work out before practice and stays late to work out again after practice,” Kenworthy said. “These past two years

especially, I have seen Russell’s drive increase. I have seen the extra work he puts in to make sure the entire team works effectively.” Despite the physical demands of rowing, Russell’s motivation is definite. “It’s not unusual to dislike the sport itself as a result of the difficulties. What keeps people coming back, however, is the chance of winning gold and the personalities of the people on your team,” Russell said. Russell is set to join the United States Naval Academy this fall with plans to continue rowing. “He’ll be [coached] by my own coach and my old teammate [at the Naval Academy],” boys varsity crew coach Ken Quail said. “In terms of his ability to row at the highest level of the sport, I think his future is unlimited.” His current goal is to win this spring season, but Russell does have ambitions for the near future. “The 2020 Olympics is my goal for rowing. I want to go to Tokyo. I want to row there.” Photo courtesy of Kent Arnold Page design by Nhi Nguyen

MARCH

Mike Padmanabhan

Athlete of the Issue Andrew Opem News Editor When did you start playing tennis? I started playing tennis when I was about 5 or 6 years old. Why did you start playing tennis? At that time my brother was already into it and my parents had introduced it to me because they used to play back in the day. My dad just loves the game and he wanted me to get into it. Who is your tennis role model? Why? Roger Federer, because he’s my bro. I admire his passion for the game, how calm he is on the court. I really respect his game and try to be like him. What accomplishments are you most proud of? Why? Winning the conference last year. I guess that was just a huge step for me in my high school career. Also, my brother and I had been the top two my sophomore year, and seeing him do so well inspired me to get better and it paid off in the end. What do you hope to accomplish as a senior in your last season?

SPORTS

I’m really excited for this season. I won the conference title for singles last season, so I’m looking to defend that title. Also, hopefully I will bring the team to states this year. How do you prepare for tennis in the offseason? I used to play other sports, like soccer, but since I quit soccer, I usually play tennis year-round at my local academy. I just try to work out and improve over the year. Do you have any type of pre-game routine or tradition? I eat a lot of bagels before high school matches. We have bagels every match, in general. One of the parents always brings bagels. It’s our team snack. I always eat a ton of bagels and yeah, I just get pumped. What is your favorite memory from playing tennis at McLean? A couple years ago, after we won one of our last home games, we all went out to Ted’s Montana Grill and Mark Martinkov got into a fight with all the waitresses. [The restaurant owners] got really upset and they almost threw us out. It was a great experience, and times like that are some of the best I’ve had on the team.

Stats & Facts

Senior Varsity Tennis Member

Singles Record (including postseason): 45-6 Tennis Ranking by Grade: 9th–no. 5, 4 10th–no. 2 11th & 12th–no. 1 Different nicknames/name pronunciations: Mike Padmanabananaman Mike Padawan Mike Pad-Thai Mike (Burger) Paddy Portrait by James Carver Page design by Andrew Opem

THE FINISH LINE

What is the single worst movie line in history?

Grace Roomian Lacrosse Freshman

John Poncy Soccer Sophomore

“Just keep swimming.” -Finding Nemo

“They’re eating her! And then they’re going to eat me! Oh my god!” -Troll 2

Isabelle Wyerman Crew Junior

“I’ll never let go.” -Titanic

Korey Blodgett Track Senior “The greatest American who has ever lived. Jesus Christ.” -The Campaign

What are you afraid of?

Clowns

Chemistry

Spiders, insects, dying of course

Calculus

What can we thank Obama for?

Lower gas prices

Giving the order to kill Osama bin Laden

The catchphrase “Thanks Obama” and Obamacare

Miley Cyrus’s transformation

Soccer

Rowing in college and winning nationals

Bananas

Focusing more on homework

Watching Grey’s Anatomy on repeat for years

Getting fat

What keeps you going?

If you weren’t doing sports, what would you be doing?

My teammates

Music

Photos by James Carver & Katie McGinn

Page design by Andrew Opem

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