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Founded in 1919
The FCHS Student Newspaper
April 27, 2017
Passing the baton pg. 17
Cinco de Mayo pg. 5 Culinary class pg. 8 Plot pgs. 10-14 Respecting faith pgs. 20-21
Volume 99 Issue 8 3400 Lambkin Way Fort Collins, CO 80525 Phone: (970) 488-8199 Fax: (970) 488-8008
2 April 27, 2017
News
Spilled Ink
FCHS CHATTER BOX Bigger work area
The design lab in the LTC has recently been remodeled to accommodate students who need extra space to do school work, posters, or group projects. This area sits on the eastern side of the Lambkin Lounge by the windows and features 5 bigger, rectangular tables and more chairs per table. It is intended to be a quieter place to allow concentration and offer a well-lit spot in which to complete assignments.
VANS Voting Vans is partnering with Journeys, Americans for the Arts, LCAD, and Blick to offer $50,000 one high-school art department. The AP art program has registered to be part of the competition, and Vans has opened voting to pick the school that receives this money. Students can visit vans.com/customs to cast votes for FCHS. If a student places in the top 5, he or she will be flown to Los Angeles for a final judges’ vote to determine who receives the prize.
Design lab makeover
INSIDE THE INK
Teacher appreciation
Culinary art
KLYD stories of the school
Working out in the park
News 2-5
A&E 6-9
In-Depth 10-14
Sports 15-18
CORRECTIONS Spilled Ink has no errors to report.
Religion in community
Perspectives 19-23
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News
April 27, 2017
How To: Alternative test prep
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Water: Staying hydrated is key. It keeps your mind engaged and functioning properly. Your body needs water to survive, so if you’re dehydrated while studying or testing, you won’t perform as well.
AP exams to take place during first two weeks of May
Chew gum: Pick a flavor of gum to chew while you study, and chew the same gum while you take the test. The most effective is mint, but you can use any flavor. Chewing the same gum will trigger your mind to remember what you learned because the gum is associated in the brain with that subject.
Maya Bode Managing Editor AP exams will take place the first two weeks of May, at 8 a.m. or noon, in the McNeal Lobby, Main Office, Black Box, Rehearsal Room 2, or at Council Covenant Tree Church. A schedule with the times, dates, and locations of individual tests is available on the FCHS website. “This year we are testing more kids and giving more exams than we ever have,” Assistant Principal Jennifer Roth said. “We have over 800 exams that are being taken, and I think maybe 425 students are taking tests.” Students should be at the location no later than 7:20 a.m. for 8 a.m. tests, or 11:40 a.m. for noon tests.
Prizes offered to Bike to School week participants
Take a break: It’s important to take a break every once in a while or between study topics so you can avoid test anxiety caused by information overload when the day comes to prove what you’ve learned.
Sleep: Getting enough sleep the night before a test helps you function during testing time. People who stay up late trying to study before a test often experience elevated anxiety due to sleep deprivation. Before an exam, it’s important to relax by getting eight or more hours of sleep.
Seraphina Discoe Staff Writer On Thursday, May 8, students will have the opportunity to win prizes by biking to school. The prizes include free burritos from Qdoba, coupons to Klydaccino’s, and bike accessories. The rewards are part of an effort to get students to participate in National Bike to School Week. “Getting kids out of their cars and into a healthy form of transportation is what bike week here is all about,” ACE Coordinator Cathy Hettleman said. Cyclists will also be served breakfast from a variety of local places.
Scholarship breakfast to take place May 10 Roland Tomsic Staff Writer To honor students who have been awarded scholarships this year, the FCHS Scholarship Breakfast will be held May 10 from 7-8:30 a.m. in the small gym. “I enjoy organizing this scholarship breakfast because it is very important to recognize the students and honor the students and all the hard work that they have done and it makes me feel good knowing that I can put something together for them,” Secretary Michele Lae, the organizer of the event, said. The school will serve a continental breakfast to roughly 400 attendees. World Language teacher Paul Ashby and ACE Coordinator Cathy Hettleman will be speaking at the event along with Principal Mark Eversole, congratulating scholarship recipients. The string quartet and A Cappella choir will be performing throughout the morning.
Photos and information gathered by Kaitlyn Schmidt;Source:learningfundamentals.com
Recent protests reminiscent of past Molly Lubbers Sports Editor The flames began in the basement. The smoke, choking in its intensity, billowed above. Sparks flew off the brick and ash coated the ground. Red and orange rose up to claim the structure, covering the building that had previously held so much. It was the burning of Old Main. Nine years after CSU was founded, it was the first classroom built on campus in 1879. Throughout the two centuries it stood, it was home to many prominent faces and events. The first president of the State Agricultural College, Elijah Edwards, held board meetings there; the ghosts of assembly speeches echoed. The fire took it all. Some pass it off as faulty wires, but most attribute it to arsonists— specifically, ones that set fire in an anti-war protest. When President Richard Nixon invaded Cambodia in order to eradicate communist bases on April 30, 1970, an anti-war movement appeared across campuses all over the United States, and
protests arose. In Fort Collins, people upset over the war took their stance on CSU grounds on May 7. A student strike, even supported by some university staff, began. 2,000 or more people marched from a rally in the Student Center plaza to the City Hall in order to convince local officials to support anti-war efforts. Classes were boycotted, or if students went, many simply diverted learning time to discussing the war. The next day, a concert was played in the College Avenue Gymnasium. Peace was maintained at all the events, until as the music drifted throughout the area, arsonists torched Old Main. Meanwhile, an unsuccessful burning of the R.O.T.C Firing Range Building also occurred. Changes in protesting since the V i e t n a m War are clear: many n o w voice frustration over world problems in tweet-
sized bites and hashtags. Yet it has also made organizing gatherings easier. The motivation behind marches still resonates today. Demonstrations are just as evident now, if not more. Protests have spiked especially since the election. Some have focused primarily on Trump— students and the community alike could be seen just days after election results, watching speeches by prominent activists. Later, people marched on Cory Gardener’s office after Betsy Devos became Secretary of Education. Just recently, after the Islamic Center was vandalized, people came together to support them in the wake of hate. These demonstrations have largely been peaceful. Considering recent protests, it is interesting to reflect on Old Main. Often all that is thought of is what the building contained; many Fort Collins residents only know a few details and it was destroyed by a fire. The reason is less prominent, and the protests leading up to it are even less remembered.
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News
April 27, 2017
Spilled Ink
CHANGING THE WORLD Young teacher’s passion for job changes lives Miles Rodriguez
learn things; it was connecting with kids.” For Bass, getting to know his students and playing a major role in their lives while they’re experiencing high school and pursuing t h e i r future goals is one of the most fulfilling aspects of his job. “Now I tell kids, 10 percent of why I love my job and do it every day is because of history and the subjects that I teach, and the other 90 percent is because I get to spend it with them,” he explained. “Grading, lesson planning, going to meetings–that can all be a grind, but I never ever look at going into a classroom full of kids as something that’s going to be a rough experience because I get to spend anywhere between 50 and 90 minutes with those kids and I always enjoy that.” Bass said high school can be a significant period in terms of shaping who we are as people, making it an especially vital time for teachers to step in and help change the lives of their students in any way they can. He will do almost anything to make sure his students can enjoy themselves while also learning material important to their growth and development as individuals. “Any time I see a student get excited about our subject matter or make a connection to something in their life, or say, ‘Hey, I was talking to my parents about what you said in class,’ it makes me feel appreciated and like I’m doing my job,” Bass said. “I just want them to be able to find things in my class to get excited about.”
Staff Writer The number of years a teacher has spent working at a school is not always the deciding factor in how much their students love them. Teachers who have only been teaching for a few years can find themselves being appreciated by their students just as much as their coworkers who have been teaching for decades. With this marking only his second year teaching at FCHS, social studies teacher Bradley Bass has quickly become popular among students because of his energetic attitude and sincere passion for making an impact in the lives of his students. “I know they see a lot of teachers, especially in this building where there’s a lot of great teachers, so for a student to say I can stand out in that crowd is really an amazing compliment,” Bass said. “That’s always nice to hear.” Before taking his first teaching job around four years ago, Bass was attending college to major in history. It was the subject he had always loved the most, and he felt it would provide the best opportunities for him. He began looking into teaching and taking summer jobs working with young children. He soon realized it was an enjoyable work environment. “As I got further into it and took more education classes, the art of teaching people interested me more than history itself,” Bass said. “When I finally got into a classroom, it was more than just the art of teaching and the science of helping kids
“The a peo rt of te me ple int ac hing mor e e th rested an h i t s elf ” istory —B rad ley Bass
O N E S T U DE N T AT A TIME Graphics by Grace Hach
What do you appreciate about your teachers?
Gabby Williams Freshman
“I like how they’re understanding.”
Keenan Cameron
Peyton Frantz
Caspian Siebert
“They are always willing to help with what you need.”
“The hard work they give. Some teachers do work outside of class.”
“I like how they’re good at making their subjects interesting.”
Sophomore
Junior
Senior
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News
April 27, 2017
Celebrating for a Greater Cause
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Festivities to raise funds to support senior, family Joseph Vasseur
A Lambkin Family in Need
Staff Writer The Latin American Student Association (LASA) will host a Cinco de Mayo celebration in McNeal Auditorium during periods 3-6 on Friday, May 5. The event will involve performances, including folkloric and hip hop dance routines, rapping, and studentled informative presentations to celebrate Latino culture. “Students should feel welcome to come and even participate in Cinco de Mayo performances Friday May 5th because they’re student-led performances,” LASA sponsor Amanda Pawelski said. “So not only is it an opportunity to learn about and help celebrate another culture, but it’s also a way to support their peers who they interact with in class on a daily basis.” In a special twist this year, LASA will be raising funds for a student and his family. Money raised will support fellow Lambkin Oscar Diaz Guzman. Guzman is battling the constraints of cerebral palsy, and the funds will help him and his family purchase a condition-specific wheelchair and car seat, as well as a ramp to help him access his home more easily. Each session will begin with a presentation on the history and significance of Cinco de Mayo, and at the end of each session they will invite people to join the big dance to cap it all off. The Cinco de Mayo event takes months to plan for LASA. In the first semester they start planning what they’re going to do and who is going to be in it. In the second semester they start on the arrangement and rehearsal of dances, singing, and who they need to hire to help with decoration. Finally, club members decorate in the last three weeks before the event. The work brings LASA members together, according to senior Omar Mirelez. “We all connect with each other while we’re decorating and we have so much fun,” he said. This year LASA plans to make the celebration different than in previous years, but they will still throw the annual dance and maintain the festive atmosphere. “My favorite project we do every year is Cinco de Mayo,” Mirelez said. “It’s the best one we always save for last.”
Oscar Diaz Guzman Senior
WHAT IS CINCO DE MAYO? Cinco de Mayo is a celebration of Mexico’s independence from the French in 1862. It is celebrated with dancing, music, and food.
WHAT’S THE SCHOOL DOING? Ranges of traditional dance styles and music Modern hispanic dance and music Vocal performances from ballads to rap
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Photos from last year’s Cinco de Mayo celebration show a form of traditional dance and attire. The bottom photo features Spanish teacher Paul Ashby and Family Liason Jody Snow representing Pachuco and Chola style. Photos courtesy of LASA.
Fundraising at this year’s Cinco de Mayo celebration will support 20-year-old Oscar Diaz Guzman. Guzman has cerebral palsy, which leaves him with no ability to use his legs and poor motor skills because his bones are not correctly aligned and get stuck upon movement. He is dependent on other people to get him prepared for the day. This fundraiser will help to provide Guzman with many necessities required to get through his half-day at FCHS and life outside the halls. His most pressing needs are a new wheelchair to fit his body and a car seat to keep him safe in vehicles. This money will also provide him with a caregiver and medical assistance if needed. “The new wheelchair will be like second legs for him,” Guzman’s mother Rosi said. Even though Guzman cannot speak, he enjoys being around people and loves being social. Guzman is a delightful young man who is easy to get along with, according to his family. “This fundraiser and assistance means the world to us because right now Oscar’s father isn’t able to be with us and help us,” Rosi explained. Guzman’s family has made it a priority to ensure Guzman has access to life beyond his disability, andtheyappreciatethewillingness of the student body to help him. Rosi said, “Such generosity makes us feel welcome at FCHS.”
Baccalaureate 2017!!! Who: FCHS seniors, family, friends, and community members What: Christian Graduation Ceremony Where: McNeal Auditorium When: Thursday, May 18, 2017 6:30-8 p.m.
Come celebrate graduation with your Christian family! **Not a school sponsored event**
Seniors, please try to arrive by 6 p.m. and have your graduation gown with you
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A&E
April 27, 2017
In Brief
Spilled Ink
Yesterday, I was at __________when __________ came in and started talking PLACE
TEACHER
to me. __________ was saying that there was a __________ out on the
MFA art show to open at CSU tomorrow
football field, and I was the only one who could stop it. When we got
Walker Discoe
there, __________was already there, __________ around. “__________,” I said
HE/SHE
Spring Spectacular Ice performance May 5, 6 Roland Tomsic
VERB
PERSON 1
A&E Editor From April 28 to May 20, CSU’s Gregory Allicar Museum of Art will host the 2017 MFA thesis exhibition, “Works on Paper Gallery,” a culmination of a three-year degree program in the visual arts that fosters individual research and creative studio practice. Students in the program focus their career on a particular area of study, completing several works of art in their chosenfield.Thisyear’sexhibitionfeatures work of Katie Gabriel and Tim Schwartz. “My work explores connections between memory and identity,” Katie Gabriel said. “I burrow into the fluid nature of memory and its ability to distort our understanding of ‘truth.’” An opening reception with the artists will be held from 5 p.m. – 7 p.m., and is free and open to the public.
NOUN 1
and started to __________toward __________. I couldn’t decide if I wanted VERB
Jazz Band concert planned for May 8 Joseph Vasseur Staff Writer The jazz band, jazz combo, Dixieland Jazz Band, and Jazz Choir will be performing on Monday, May 8, in rehearsal room 2 at 7 p.m. This concert is free to attend and will last around an hour. Each group will have their own set time to perform, but the Jazz Band will be doing the feature piece called “Get in Line” by Gordon Goodwine. “Kids are just digging this piece,” band director David Miles said, “because it’s really hip.”
PERSON 1
to __________ or __________! The __________ was so hideous that it made my NOUN 1
VERB
VERB
__________ ____________. __________ turned around and said, “__________” VERB
NOUN
PERSON 1
EXPRESSION
which made me remember finals week is from May 8 to 12! Oh __________! I LIGHT EXPLETIVE
should __________! VERB
Growing up, moving on can be scary to confront
Staff Writer TheSpringSpectacularIceShowwillbe at 7 p.m. on Friday, May 5, with additional performancesonSaturday,May6,at1p.m. and 6 p.m. at the Edora Pool Ice Center. The two-hour performance features four 25-minute acts inspired by Moana, Hamilton, Beauty and the Beast, and Newsies. This event will feature two Junior National Champions, Nica Digerness and Danny Neudecker, along with 150 skaters from the Fort Collins Figure Skating Club and EPIC’s learn-to-skate program. “There is a lot of variety within the show so there is something for everybody,” junior Miranda Coldren said. “It is really fun and everyone should come see it.” Tickets range from $8-$14 and can be bought at the EPIC front desk or by phone. VIP Rink-side Seating is also available at $26 per person for the matinee and $36 for the evening shows. Any questions can be directed to EPIC at (970) 221-6683.
EXCLAMATION
Samantha Ye
In-Depth Editor
Sometimes—no, scratch that. Most of the time, I forget I’m 18 years old. It’s like one of those obscure facts which pop up in your head during the middle of a math exam when you’re trying to solve for “y” but all you can remember is how bees’ brains can age backward. Of course, I’m pretty sure I remember my own age even less often than I think about bees. But as the final weeks of school wind down, the simple fact that I am an 18-year-old, college-bound, highschoolseniorisgettinghardertoforget. “Why would you want to forget it?” ask my peers and other adults who seem to think leaving high school will be the best part about it. And my answer is always, “I don’t know?” I am not one of those people who thought high school sucked or had no meaning. High school and the people in it have helped me think and laugh and grow. But just because I enjoyed my four years here doesn’t mean I should be as unwilling to move on as I am, and yet, the more I think about my complete lack of excitement to finish high school, the more it feels like I’m not really finishing it. There’s still so much to be done: AP tests and classes, concerts, buying hot lunch, newspaper deadlines, saying hi to teachers, final projects, finals, graduation, and then…it’s just gone. And I can never have any of it back.
As strange as it seems, I have days when I feel like I’m not so much getting released from high school as I am getting kicked out. “Learning to Swear in America” by Katie Kennedy provides an interesting perspective on what it means to move on to a new life before you’re done with the one you have. The teen protagonist Yuri Strelnikov, a prodigal physicist, has been flown in from Russia to help blow up an asteroid threatening to destroy the Western hemisphere. In the process of saving Earth, he meets some quirky friends, goes to prom, and realizes how, regardless of whether or not he stops the asteroid, his life will never be the same. That last part poses a particular problem for him. ‘“I don’t have much of life in Russia, but it’s still my life,”’ Yuri says. High school may be only four years of a lengthy life, but it’s still a life I built. I likeit,too.Now,becauseIdideverything right, my four years are up and I have to leave it all behind. How is that fair? Yuri’s love interest, Dovie, shares the problem of a rapidly changing life, but as a high school junior, her version is a bit more relatable ‘“I grew up in a purple house with hippie parents—it’s safe, you know? It’s fun. And I’m going to have to go out on my own someday pretty soon,”’ Dovie says. ‘“I don’t want to do that.’… ‘Len [my brother] doesn’t want to stay
here and I guess I don’t want to leave.”’ I’d be lying by omission if I didn’t admit I am scared too. It’ll be pretty hard to forget I’m a legal adult when I’m living in a giant, multi-building college, paying bills, and attempting to be self-sufficient while surrounded by people I don’t know. D o v i e fears growing up because it involves l e t t i n g things go, things like ideas and people and places you thought would be part of you f o r e v e r. “[T] he world is already telling me to be less. To prune my palette,” Dovie says. Growing up could mean growing worn-down. I’m afraid of change, yes, but also how it will change me. That is, if I let it. ‘“You know why rainbow is beautiful?...Becauseithasallitscolors,”’ Yurisays.‘“Keepallyourcolors,Dovie.”’ It will take some serious effort on my part to keep myself the person I want to be, but I think I can do it. After graduation, I will turn back and see a life I can no longer access. It makes me a little reluctant to leave. But I know I’m ready for college whether I want to be or not. When Yuri’s life has reached irreversible turning point, Dovie says to him, ‘“Rebuild.”’ I get to start all over pretty soon. Maybe that doesn’t have to be a bad thing.
A&E
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April 27, 2017
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Photo by Walker Discoe
High cost doesn’t mean high quality in cakes Roland Tomsic
Staff Review
Staff Writer People are socializing and laughing in an elegant living room. A teenager walks in to the house in a cap and gown. An elderly lady walks up to the young gentleman to congratulate him. At this grad party, delicious snacks and desserts are laid out for the guests. A popular option is cake; good cake has the perfect amount of moisture, frosting that is not too sweet nor sour, and a pleasant aesthetic. For our staff review this month, A&E Editor Walker Discoe took a drive to purchase carrot, chocolate, vanilla, and red velvet cakes from three different companies: Whole Foods, Daddy Cakes, and Butter Cream Cupcakery. The Whole Foods six-inch cakes costs $25, Daddy Cakes are $35 for a six-inch cake, and Butter Cream Cupcakery is $3.25 for one large cupcake. The Whole Foods cakes have a nice amount of moisture. They are pleasant-looking and taste great, but they are not so ornate. They can, however,
ButterCream-
buttercreamcupcakery.com
provide amazing customization; anything you want done, they can do unless copywritten, but it will cost $6 extra for every 15 minutes to decorate the cake. Butter Cream Cupcakery has five main cupcake flavors and one extra flavor for every day of the week except Sunday. They are not very customizable, but sprinkle colors can be changed and simple writing can be done. The cakes from Daddy Cakes used unique frosting techniques, and all their cakes are very customizable. A customer can bring in a picture of a desired design and the bakers will then make it for them. If you are looking for something intricate and special, they can do it. Ultimately, at the top of our list was the Whole Foods carrot cake witch had tart frosting, a moist texture and delicious creamy-sweet smell. We found that the Daddy Cakes carrot cake was our second favorite out of the
Daddy CakesDaddycakesfc.com
Whole Foods-
Wholefoodsmarket.com three brands. But it didn’t top the charts because the frosting was overpowering. The Whole Foods chocolate with thick frosting but a dry cake, and the Butter Cream Cupcakery red velvet cupcakes were tied for third. They were slightly moist and spongy, but a little too sweet. As the staff was eating, we realized cost doesn’t always equal quality. We found the Whole Foods carrot cake to be the best out of all the cakes even though it was the lowest price.
Writing frees student from monotony of life Miles Rodriguez
Staff -Writer Taking a deep breath as she makes her way to the front of the classroom, sophomore Rhoman Johnson composes herself before beginning to read the poem she wrote aloud to her peers. As she delivers each eloquent verse, everyone sits in silent anticipation for the next breathtaking line. Johnson has always enjoyed writing, and she has been doing it for as long as she can remember, but it wasn’t until middle school that she really started to develop a passion and take it seriously. Her love for it has only grown these past few years, and she doesn’t imagine it dying out any time soon. “Writing is something that is very important to me and always will be,” Johnson said. “It’s not something I’d want to do as a job because I like doing it on my own time, and I’d be too pressured otherwise. I’ll definitely always have a love for it, and will continue to write, but on my own time.” Despite not wanting to make a career out of it, writing is still a valuable outlet for Johnson. It allows her to easily express her thoughts and feelings to others. “Some people have music, some people have art,” Johnson said. “Mine’s writing. It’s such an easy way for me to
get my emotions out, and I can express it any way I want to. I can be subtle or straightforward. It’s a super personal thing for me, and it’s meaningful because it’s kind of a‘my time’thing.” Johnson’s free time is spent writing poetry and short stories, two forms she finds most expressive because of how many different ways they can be read and interpreted by readers. The freedom given to writers is one of the most rewarding aspects of the craft for Johnson. She believes it’s a unique form of expression that should be practiced more often, especially by those who enjoy it. “I think that writers really have a place in this world. Those who develop a passion for it should really focus on sharing their ideas,” Johnson said. “A lot of people don’t have the ability to express their thoughts, and I feel that those who can, definitely should. Writing is something that’s too beautiful to pass up, especially if there’s passion and wit and personal ideas. It needs to be heard.” Photo by Miles Rodriguez
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April 27, 2017
A&E
Spilled Ink
What’s Cooking? Culinary classes teach students important kitchen skills
Seraphina Discoe Staff Writer Lab day begins, aromas fill the room and students can be seen running around hunting for the correct ingredients to perfect their dishes before the block day bell. The Culinary Arts classes are becoming popular options to learn about the arts of cooking and baking. Catering I and II can help students achieve objectives such as throwing parties to reconnect with guests and preparing dishes, all while enjoying fine food and company. Catering I teaches different techniques for cooking and baking. According to the description in the curriculum guide, it is a class that teaches students “how to create beautiful food presentations and understand how to create a subtle mix of flavors.” Students learn to handle frosting and stencils. The class also teaches techniques including sautéing, seasoning, searing, and curing. This class sets a student up for the everyday preparations. Transitioning into Catering II, the students work hands on, and begin to learn about the processes that go into making a dish and taking care of the products. It is a class for a person “who thrives on cooking for your friends, wants everyone to come to your house for dinner, feels like you have more party food ideas than you could ever
possibly execute in your own home,” according to the description in the guide. Catering II prepares the students for running a restaurant. The students learn how to handle and defrost raw meat and the amount of time that certain foods are allowed in the fridge. In addition to learning these techniques, the class has lab days on Thursdays during which students have time to cook something they researched earlier in the week. For senior Shayna Walsh, the class sparked an interest in cooking. When Guest speakers came into her class and talked about different options for schools and programs, she became intrigued, and decided to continue into Catering II. “Junior year, I just took it to fill my schedule, and by the end of the year I was really into it,” Walsh said. “I’m taking Catering II now, and I’m planning on going into Culinary school in the next year or two.” Inspired by his mother to enter the field of culinary arts, teacher Ty Hvambsal has been teaching catering for over seven years. He went to the Culinary Institute of Michigan, and he shares his passion for the art with his students. “Cooking and baking are great ways to really connect with people and have a good time,” Hvambsal said. “I think that it is beautiful when students really get into their creations and are proud when it turns out beautiful.”
Students learn a variety of food preparation, handling, and presentation techniques in Catering I and II. Photos by Roland Tomsic
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A&E
April 27, 2017
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Let Them Eat Cake Senior, your mission as a high school student is nearly complete. You have taken approximately 900 mandatory standardized exams, joined 56 clubs and 98 sports, including camel wrestling, and passed 36 AP classes, but now the real challenge begins: throwing a grad party worth remembering.
#1
Tip one—Food: Possibly the most crucial step is arranging a spread of easy to eat snacks for all dietary needs. Ensure you have a variety, avoiding messy items. Because grad parties are generally a standing ordeal, foods like soup or spaghetti, no matter how good they may be, are hard to eat. Opt for things such as cut watermelon, cupcakes or skewers.
Tip two—Talk to your guests: Yes, even those strange relatives from Kentucky whose names you can’t remember. These people are at your party to celebrate what you have accomplished, so of course they want to interact with you, even if just for a second. At the very least, personally thank every person who shows up. If you don’t know what to say, ask them what they have been up to, and turn the attention away from yourself.
#3
#2
Tip three—Ambiance: Ensure the location is clean and open. Basements generally are too confined but a backyard is a great option, assuming the weather is good. If you are having your party outside, clean up dog poop and mow the lawn. If you are having your party indoors, make sure you have thoroughly cleaned. Another often overlooked point is seating; arrange to have enough chairs for your guests. Try decorating with school colors. Putting up balloons and streamers is an easy way to show Lambkin pride.
Tip four—Entertainment: Arrange one or two ways to entertain your guests, remembering children especially need something to do or they will break things. Having a fun wall set up with pictures of your high school career will give older guests something to look at and talk about. Turning on a sprinkler or setting up a coloring table will keep kids occupied for a while.
#4
Information gathered by Adelaide Tomsic
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April 27, 2017
Teasers for KLYD TV Images courtesy of KLYD TV
In-Depth
Unconventional news show challenges students’ creativity Dalena Groen Editor-In-Chief
Find the episodes behind these screenshots on the FCHS website, under “Students” then “Videos.”
Collective chuckles can be heard throughout classrooms during the first several minutes of third period almost every Friday. This is the time when students watch their fellow classmates in the school’s TV broadcast, KLYD. The cast has been known to dress up in costumes, use clever editing skills, and perform skits around the school and in front of brightly colored green screens. They act as news anchors while joking with each other and providing information about school events. The cast and crew of this lively broadcast are the students of Television Production 2, a student-run production class that meets during first period. Every week they get into teams, brainstorm, write, film, and edit three-minute videos for the following week which highlight school events while maintaining a funny, nonchalant tone. Besides producing a new episode nearly every week, the class also analyzes films, learns about filmmaking roles and responsibilities, and explores the artistic nature of film. The crew is sometimes challenged to incorporate irregular or different aspects into the show. “Each week I give them a set of constraints,” KLYD adviser Jason Tyler said. “Some weeks I ask them to introduce a teacher and a freshman. Sometimes it’s weirder, like they must include an animal, a robot, and a prize all in one episode.” Such requirements force students to think creatively and quickly to produce a quality product within a tight time limit. This pushes the cast out of their comfort zones and encourages them to build a larger skill set. “I joined KLYD just for the acting experience, so I could dance around the screen in a funny costume,” senior Tyler Borkowski said. “But on the KLYD staff I have had to brainstorm, and write, and edit, and act. I’ve seen the biggest improvement in my writing both on the show and academically.” The fast nature of production helps students to have a better sense of the pressures that come with an actual
What’s the best part of KLYD? The people: we are like a big family. Even if people are new, we kind of just morph them into us really quickly.
SPIINK PRODUCTION: “The Interesting Interview” STUDENT: Bella Kruis GRADE LEVEL: 11
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What kind of short films do you like to make? When I make short films on my own, I like to make them more deep and meaningful, but when I am producing at school, it’s always more fun to do the goofy, silly ones. It just fits the personality of KLYD so much better because we are such a goofy group.
career in journalism. It also drives the cast and crew to stay creative and to continually learn and improve skills. “In this class, due to our time crunch, the first idea you come up with you go with, and if that idea is bad you try to make it up acting and filming and if the filming is bad, hopefully you can save it with editing,” junior Wyatt Warberg said. “That right there taught me how to just keep going and make the best with what you have.” Although they’re known by most of the school for their hard work on KLYD, the class also spends time analyzing films and creating their own. Four times a year, the class breaks up into small groups to create their own short films. According to Warberg, it is the perfect outlet to see his classmates shine. Some of the ideas that have been made into films include “Hit,” which documents the process of creating a viral song, and “Love is Blind,” which follows two friends as one fabricates a fake trip to Paris for the other who is blind. Each film is 3-4 minutes long. These are normally submitted to the high school film festival at the Lyric Cinema Cafe. Because the Lyric is moving locations this year, FCHS has offered to host the festival. “We have actually won some super cool awards at the festival. Some of our crew have been recognized for both bestscriptandbestpicture,”Borkowski said. “It’s really nice being rewarded for our hard work and seeing other’s.” After spending the week preparing the episode, the crew is ready for the school to see it. The episodes we see are a polished version of the team’s work and although the cast hopes for a perfect episode every time, sometimes it is the experiences which make an impression more than the finished product. “The best thing about KLYD TV are all the memories that I have gained from each episode,” Warberg said. “Honestly, my favorite episodes aren’t the ones that turn out well. They are the ones that were fun to make and just full of laughs during each process.”
Editor’s Note Samantha Ye In-Depth Editor The noun “plot” has variety of meanings depending on its context. In an English classroom, “plot” refers to the main events of a story presented as one continuous work. In a math class, it would most likely refer to a graph showing the relationship between two variables. In a history class, it probably means a secret plan to do something dangerous and illegal such as overthrow a tyrannical government. Two of those three definitions make “plot” an excellent theme for this month’s In-Depth section. The first meaning of plot (a story), applies on the centerfold which dissects the common plots of films and TV shows about teenagers and their time in high school. High schoolers aren’t simply passive dolls to be looked at by popular media though; some students create their own content. Page 10 goes into the creative processes behind each episode of KLYD, a school news show which presents the newsinsometimesunorthodoxstorylines. Stories don’t have to be locked within the confines of a work of literature or media though. Students live out their life stories every day, and for seniors, the high school chapter is coming to a close. On page 14, seniors reflect on the end of their K-12 education and the beginning of a new, uncertain future. Of course, some students have highly specificideasofwhatwillcomeaftertheirhigh school days. Page 14 also covers those teens whoplantoenterthemilitaryaftergraduation. And while plots do create interesting narratives, the second meaning of plot (a math grid upon which you graph things), applies to the story on page 11. Graphsofscientificdatahaveprovided visual representations of the increasingly negative effects humans have on the environment, fueling a rise of public concern for the environment. Profiled on page 11, the Environmental Club is one such manifestation of those concerns. Plot, with its wide-ranging number of definitions, can be found in math notebooks, English classrooms, history textbooks, and now, the school newspaper.
a Ye Graphic by Samanth
What is the favorite short film that you have produced so far? My sophomore year I made a film called “Communications” with Tyler Borkowski and Avery Troop and everyone else. That was super fun. That was our best one that we have made; it was about these two people going on a date, but one couldn’t understand the other unless there were subtitles. It was super cute.
What does making short films mean to you? It’s definitely an outlet; you get to see all the little ideas that you have in your brain come to life in an actual physical form. What’s it like finishing a project and being able to enjoy it and being able to see other people enjoy it? It’s pretty nice, honestly. I have made a short film before, and when my mom was watching it, she started to cry. It’s just a really nice feeling; it’s heartwarming.
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(we save pandas)
Photos of Environmental Club board members (LEFT TO RIGHT: Emma Goldrich, Gillian Lasher, Brianna Alers, Morgan Boogaerts) by Walker Discoe
Club takes action to raise awareness, money for environmental issues Mackenna Rowe
members to join and promotes dioxide emissions in our regulations and government campaigns. community, the club focuses on funding for environmental Staff Writer environmental “We are a small group right a greener building and better issues are being rolled back Earth’s population is now,”environmentalclubsponsor practices for a sustainable future. and reduced, fundraising to approaching eight billion. The Kristina Runde said. “We are In March, Environmental support local and national growth of the human race raises planning on recruiting a lot more club celebrated and promoted environmental efforts has been questions about the importance membersforthenextschoolyear. Earth Week with spirit days: an important aspect of the club. of treating the environment with Everyonewhoisenvironmentally Farmer/Flannel day, Outdoor Members have raised funds care.Oncampus,Environmental minded is encouraged to join.” Gear day, Animal day, Go Green for all of their school activities. Club dedicates their time to The goal of the new and day and Bike to School day. DuringEarthWeek2017,they issues and campaigns that growing club is to make The goal of bike to school sold hand -painted flowerpots contribute to the improvement FCHS more sustainable and day was to encourage students and Earth Week stickers. The of the environment. environmentally friendly. and staff to ride their bikes to club also donated a portion Sophomores Gillian Lasher Through campaigns around the school or work instead of burning of the money they raised and Emma Ackerley co- school, including improving fossil fuels by driving a car. to the World Wildlife Fund. founded the club this year recycling and reducing carbon Because environmental A future goal of the with ambitions to improve the environmental well-being of our school and community. Along with the co-founders 1. Do your laundry in cold water. 90 percent of the energy used of the club, board members for washing clothes goes to heating the water. include treasurer Morgan 2. Use ceiling fans. They take less energy than A.C. Boogaerts, historian Brianna and can make a room 10 degrees cooler. Alers, and secretary Emma 3. Bike 1 to 3 mile trips instead of driving. If more people did Goldrich, also sophomores. this, 23 million tons of emissions could be erased each year. The twelve members of 4. Unsubscribe from junk mail, as it wastes paper. environmental club, including 5. Take shorter showers. Average daily showers create up to 204 the five board members, pounds of pollutants per person every year. aspire to advocate for environmental issues. The club Graphics by Grace Hach, Information gathered by Brooke Pippin; Source: Prevention.com also focuses on recruiting new
Make Every Day Earth Day!
environmental club is to implement collapsible water bottles in place of disposable plastic water bottles. They also hope to add more water refilling stations throughout the school. The group also has greater ambitions to collaborate with the Gardens on Spring Creek in their future. This organization plans to become a large cultural destination by connecting communities with plants and each other. They want to create a community garden to advocate environmental issues within Fort Collins. “We would love to be more of anactiveforceratherthanjusta group where we get together and say, ‘The environment isn’t well taken care of,’” Runde explained. “We want to actually do something. We want to take action. We are working on getting there, but we are making progress.” Tofindoutmoreinformation about the FCHS environmental club and their activities, visit fchsenviroclub.weebly.com.
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In-Depth
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By analyzing the common plot patterns found throughout novels and plays, Gustav Freytag deconstructed the dramatic structure of ancient Greek and Shakespearean dramas with his five-act model. It turns out, you can apply his analysis to the timeline of the school year too! The below timeline lays out the story of school in accordance with Freytag’s model.
Tropes are known as “storytelling shorthand,” conveying a concept in a conventional way the audience will quickly understand. Sprinkled throughout this timeline are events which align (or don’t align) with popular high-school tropes.
School Da
TV Tropes calls school dance tro prom), with the on official “dates dancing, and ta bowls, one of dated portra teena
Rising Action
This part of the story consists of events which create suspense and tension. In the school year, it’s basically everything. Here, all the character’s decisions—whether it’s choosing to join a new club or choosing to procrastinate on every assignment—build toward a final climax.
Ordinary High-School Student: Are you an ordinary high-school student?
Exposition
Congratulations! By the trope of “Ordinary High-School Student,” you are significantly more likely to become an anything-butordinary protagonist of an exciting and life-changing story.
d fe a
Fundraiser Carnival:
This is the information time, the setup, the establishment of the ordinary. This is freshmen’s first day, an orientation led by upperclassmen. This is the first day at a new school, realizing you can get from music hall to P-hall in two minutes (if you fast-walk it). This is everyone’s first day when you return from a three-month break to remember “Oh yeah, those kids exist.”
It’ t
School carnivals are good for raising money and awareness both in movies and in life. National Honor Society hosts two annually: Halloween and Easter Carnival.
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Entertainment media’s lopsided depiction Samantha Ye
In-Depth Editor Amidst the chaos of the bustling hallway, a girl with ink-black hair and the word “RUBBISH” printed across her t-shirt rips a hand-drawn map from her notepad and hands it to the bewildered transfer student walking by her side. “Where you sit in the cafeteria is crucial,” she says to the new girl, “because you got everybody there.” She then proceeds to point out tables holding “tribes” of every possible social clique from the “varsity jocks” (literally butting heads over lunch trays) to the “burnouts” (giggling at a forkful of lasagna) to the “sexually active band geeks” (who display a little too much PDA). The scene described, of course, is not set here but at Northshore High, a fictional high school in none other than “Mean Girls,” an iconic cult film which, according to CNN, owes its decade-long success to a
script which “authentically captures the high school experience.” While “Mean Girls” and other high-school-based films thrive off telling stories of teenage angst, the high-school life students experience can differ wildly from what is portrayed in entertainment media such as movies and TV shows. “From what I’ve seen most of them seem to be really stereotypical. Some of them aren’t. Some of them could actually be true for most teenagers, like they’ve done their research on it, but most of them are based off of stereotypes that teenagers are kind of edgy,” freshman Harrison Cruz-Fletcher said. “It’s kind of hard to explain because every single teenager is different, but it’s like some teenagers have more childish behavior and some teenagers have more mature behavior. The movies and such show more the adult-ish behavior of teenagers.” Common storylines—in which the main adolescent’s life revolves around bullying and drug use, clubs and petty rivalries,
“Clay Jensen, from ‘13 Reasons Why’; the show shows the real high school experience and how people’s actions can affect others, and basically what you say can hurt people, but I think that that’s a good thing to keep in mind.” — Trinity Corney (freshman)
and often romance to varying levels of intimacy—can leave an unfinished picture of what it’s like to be a high schooler. “I think that what they show is true for some teenagers, but that’s all they really show,” Cruz-Fletcher said. “They don’t show other things that teenagers also do.” Students can spend upwards of eight hours a day at school (more if they participate in extracurriculars), yet schoolrelated activities take up relatively little screen time compared to other drama. Nathan Phan and Sania Syed of The Princeton Summer Review question how teens in TV shows like “Glee” have time to “spend their nights and weekends partying…amidst homework and upcoming college applications.” TV Tropes calls this trope “The School of No Studying” and attributes it to “The Law of Conservation of Detail” which demands
“Probably Princess Leia. She was nineteen in the first movie, she’s really cool and she’s not afraid to boss people around.” — Zoe Luevano (sophomore)
What t character d most to a
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the highpe (usually emphasis s,” PG-style cky punch the most ayals of agers.
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Achievement Test of Destiny:
This is the point-of-noreturn for the protagonists. If they’re in a comedy, their inner strength is revealed, bad things get better, and it all turns out OK. If they’re in a tragedy, bad things just get worse. And it’s also probably their fault somehow. The fun part is not knowing which genre you’re in until it happens.
ACT, SAT, whatever test this is to you, if you get anything less than perfect on it, your life is ruined (not really, it’ll be OK).
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Photos courtesy of Yearbook Graphics by Grace Hach Information gathered by Samantha Ye; Sources: TV Tropes, literarydevices.net
Egg Sitting:
While TV characters will spend a week babysitting a raw egg to learn about parenting, Teen Choices students get a weekend with mechanical babies. They cry and everything! (the babies, not the students).
Falling Action
The results and implications of the climax are revealed. In books, this comes directly after the climax but if your peak was finals, it may take a few days. Or weeks.
Science Fair:
’s not hard science, but his year’s government classes organized an Election Day Fair with displays from students eaturing political topics and games. That sure beats a baking soda volcano.
Mouthful of Pi:
How can you figure out if another character is a genius? Have him or her recite pi to an incredible number of digits. The trope isn’t too far off for senior Daniel Scher who rattled off 470 digits of pi at this year’s Math Honor Society’s annual Pi Day festival.
Resolution
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All the loose ends are tied up. Yearbooks are signed. Final report cards come out. The transfer of the class banners has occurred. The story is complete. (Unless, of course, there’s a sequel in the works)
of high school can have detrimental effects every scene presented be relevant to the plot; rarely is the next day’s government vocab quiz deemed vital enough to mention. Subtracting the “school” from the highschool experience, however, can contribute to the divide between teens and media on what the high-school experience actually is. “For me, it’s just like getting good grades but still having a social side but also not really caring that much about things,” senior Ava Schuetter said. Counselor Anna Morris said entertainment media captures teen behavior “fairly accurately,” especially when it comes to how teens speak. “But I also think that they play into the stereotypes quite a lot and add the stereotypes of teenagers and the cliquey-ness of the groups,” Morris said. “And I think it can exacerbate that situation.” Unless adolescents are told otherwise, it can be easy for them to assume the teens shown in media are the ideal. “The research shows us
teenage do you relate and why?
kids learn from media . . . not imitating what they see, [but] setting cultural norms and setting expectations of what they should be,” professor of pediatrics at Harvard Medical School Michael Rich said in an interview with theTampa BayTimes. In an almost self-fulfilling prophecy, kids may engage in preserving cliques and superficial labels as a way of upholding the norm portrayed in pop culture. “They make it seem like teenagers are cruel to each other, just insulting each other all the time which can be true for some, but not every teenager does that all the time,” junior Rachel Marchant said. “They also make cliques more of a thing. I feel like media in general creates more cliques than people at school do.” Schools work to combat toxic social atmospheres by promoting inclusive environments and offering students the freedom to explore instead of limiting themselves to the expected.
“I think Denny from ‘The Room,’ because he kind of connects with my personality” — Patrick Conboy (junior)
“We have so many awesome kids with so many talents across the board who are really fantastic in math and science and English and play an instrument, sing in a choir, and have a part in the musical,” Morris said. “With the people who are producing and writing nowadays, back when they were in high school, I think you didn’t have the opportunity to be involved in so many different things; whereas now, I think all of these different aspects of clubs and activities work really well together to let kids really kind of have this holistic self, that they can be involved in everything.” Morris is optimistic the current generation can grow up to produce healthier representations of high schoolers. As for now, entertainment media, with its existing depictions of who teens are supposed to be, can continue to provide entertainment. “It just gives me something to laugh at,” Marchant said. “That’s all I ever do when I look at stupid things.”
“Paul Walker from ‘Fast and Furious,’ just because of the way he grew up.” — Logan Gabbard (senior)
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Seniors anticipate new life after graduation Walker Discoe A&E Editor Being a student, especially near the end of the school year can be difficult, exciting, and nerve-wracking. As the end of the school year approaches, the reality of leaving high school life behind, and starting a new, more interesting and complex life begins to dawn on seniors, and the plot thickens. “It can be very stressful,” senior Jake Siwek said. “Being so close to the end, but you still have so much to do, it’s tough.” Seniors are expected to be upstanding students, with many responsibilities. Tackling college and scholarship applications, wrestling with grades, and completing credit requirements often become a fulltime job, even before the tantalizing promise of a release from high school. Butcompletingtheseresponsibilitiesis simple compared to responsibilities that come with college and adult life. College is often more intense and academically demanding than high school. In 2016, 75 percent of high school students graduated, while only 59 percent of college students completed any college degree, according to the Center for Education Reform, and it’s hard for students to know how the pressure will affect them until they are immersed in it. “Oh jeez, I don’t even know if I’m one hundredpercentreadyforcollege,”senior Mia Faith said. “And I’m going to school in California, so hopefully I can manage.” Livesofseniorscandramaticallychange once they graduate, even if it doesn’t involve moving out, moving to a new state, or attending a prestigious school. “It’s pretty scary, but I know I’m going to be able to survive,” Faith said. “Being an adult just seems so hard, you know? There’s a lot of stuff to manage.” Attending an out-of-state school can give students many things to adjust to. According to the Higher Educational Research Institute, 38 percent of college students attend a school within 50 miles or less of their homes, 15 percent within 51 to 100 miles and 37 percent within 101 to 500 miles. For some seniors, the steps they take after high school are bigger than the ones their peers might be taking. “I’m with the York College class of 2021, out in Nebraska,” senior Emma Hyberger said. “I’m pretty upset about leaving my family, and especially my dog, in Colorado. But at the same time, I can’t wait to go. It’s so exciting.” At a time when they have just become adults,manyaren’treadyforthetransition. The National Center for Education Statistics reports that 46 percent of teens aged 18 to 20 move back home within the first two years. But for some, the prospect of a new life in a new place can be thrilling. “I just like to look at it as an adventure,” Hyberger said. “One thing I know for sure though, I’m ready to be done with high school.”
Graphic by Samantha Ye and Ruminaglass
Students, alumni gain valuable experience by entering military Seraphina Discoe Staff Writer Most high school seniors are applying to colleges, preparing for job interviews, or planning summer activities.Themostcommonoptions for former high school students are usually going straight into college, taking a gap year (or two), working at a lower paying job, or going into the military, according to bls.gov. Applying for the military may not be the first option for some, but for others,themilitaryhasbeenon their minds for a long time. On average, two out of ten students have the military involved in their future according to afsusa.org. Students join the different branches of the military for a variety of reasons, sometimes influenced by relatives or peers.Nomatterwhatrole they end up in, they often gain benefits and come out of the experience with stories to tell. Alumnus Robert Darragh, who is currently in the Army, encourages others to consider joining the military. “I believe that it’s great forpeople tohave some of theexperiencesthatcome with being in the Army,” Darragh said. “Especially if you go into the job that you like, you could come out with experience, built character, and college credits.” In addition to these assets, his job offers new skillsets in a variety of subjects. “Since my job calls for it, I
learned a lot about electrical systemsandavionics,”Darraghsaid. Otherpossiblejobopportunities aren’t always associated with joining the military, from cooking to playing an instrument, which senior Marshal Goff hopes to do. Playing the trombone is Goff’s ideal job, and the Air Force had the most appealing offer. Goff plans to enterintheAirForcefor5to20years. Goff hopes to learn selfdetermination, responsibility for himself and others, and
the military. Darragh’sfather has always been by his son’s side and was an Army officer. Goffwasinspired by his grandfather, who was a Navy officer he still looks up to today. “My grandad is always very courageous,andkindtoeveryone,” Goff said. “He’s always told me that the Navy was an amazing time in his life and shaped him to be like he is today. I want to turn out like him.” Spanish teacher Ruben Enriquez was a Navy officer beforebecomingateacher, and he recalled another kind of role model in an encounter with an admiral with a short temper. “He wasn’t very nice with everyone, someone accidentally walked on his shoeandamarkappeared,” Enriquezsaid.“Theadmiral lost his temper and began shouting at the man.” Beyond the stories, Enriquez appreciates the education he received in the military. “Being in the Navy has taught me many valuable things. It taught me to be self-aware,” Enriquez said. “The slightest thing could go wrong and I would be the one that has to fix it. And having the ability to work and get along with others is a valuable lesson that has helped me out down my life.”
“My grandad is always very courageous, and kind to everyone. He’s always told me that the Navy was an amazing time in his life and shaped him to be like he is today. I want to turn out like him.” —Marshall Goff sportsmanship in the Air Force. For both Goff and Darragh, role models opened the doors to
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How to work out at a park You probably have fond memories of going to playgrounds, but it doesn’t have to be a thing of the past. As well as being fun, playgrounds can be a great place to get a workout in. Here is your fellow Lambkin, freshman Scott Thrasher , working out at a park.
Rock Wall Endurance
Monkey Bar Pullups
Use a rung of the monkey bars to do as many pullups as you can. Adjust grip on the bar to differentiate the muscle you are working out.
All that is needed to perform this workout is a rock wall. Climb up the wall and down as fast as you can without falling or slipping. If a rock wall isn’t available, doing two rounds of 25 pushups is acceptable.
Stair Runs
Quickly run up and down the stairs leading up to the playground, as many times as you can. If there are no stairs, do high-knee runs in place, for one-minute intervals.
Woodchip Lunges
Monkey Bar Ab Workout
The wood chips are an unstable surface, so they help your balance. But if they are not available, you don’t need them. Bring one knee to the ground with the foot attached to it behind you, and have your other foot in front of you as if you were walking. Perform 10 lunges.
Monkey bars are all you need. Grab one rung, lift yourself off the ground, and bring your feet upward while keeping your legs straight.
Information and photos gathered by Joseph Vasseu
Ingredients
Dipped bananas provide healthful dessert option Adelaide Tomsic Perspectives Editor
Bananas Chopsticks (two per banana) Sticky toppings such as peanut butter, or Greek yogurt (2 Tablespoons per banana) Dry toppings like coconut (1 Tablespoon per banana)
As the weather heats up, we are all looking for a way to cool down. A go-to treat is often icecream, but with nearly the daily recommended amount of refined sugar in each serving, a healthy alternative is needed. “It’s really good to try to cut back on sugar,” CSU nutrition masters student Briana Rodgers said. “Eating too much of it can lead to many health complications like diabetes and cavities.” To cut back on sugar, these customizable frozen dipped bananas make a great alternative to artificially sweetened icecream and popsicles, relying on the natural fruit sugars for sweetness. Making them is a fun activity with friends, and they can be stored in plastic bags for up to a week as an easy, refreshing snack.
Steps Cut bananas in half, then insert a chopstick into the cut end of each banana half and freeze for one hour. Coat bananas in any sticky topping you may want (I chose peanut butter and Greek yogurt) Cover the bananas in dry toppings like coconut and freeze for another 30 minutes
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Swimming Swimmer bonds with teammates, looks toward future as athlete Brooke Pippin Staff Writer He forces his body to glide in the water, using muscle power to boost his speed. It’s a competition against himself, to see if he can beat his past records. Senior Alex Dragan has dedicated his life to swimming. It has shaped who he is, and the people he met along the way became his greatest influences. Sacrifices and dedication were required, but he has persisted in meeting his goals. A noteworthy outcome
of his hard work, this year Dragan signed to swim for California State UniversityBakersfield. As he enters a new phase, he is reflecting on what kept him motivated and what swim means to him. Dragan began swimming at only 6 years old, and he continued throughout his most impressionable years. TheteamitselfformedDragan’s identity. Through hardship and success, they became more than acquaintances. “Those relationships were kind of natural,” Dragan said. “Everyone gets kind of beat up and you bond over what you go through.”
Dragan said the guys have become best friends, taking trips together and hanging out almost every weekend, even going up to Estes. He sees them as more of a family than anything else. In fact, his primary reason for sticking with swim was the people he met. “The kids around me motivated me to continue and get faster,” said Dragan. “There’s friendly competition.” As one unit, they have been accomplishing milestones together. The team has a gold medal status and ranks 12th in the nation.
“That’s a huge accomplishment to me, our team getting to that place,” Dragan said. Being recruited itself was also a unique experience for Dragan, which included work over the computer rather than face to face. “Recruitment is different for swim compared to other sports,” Dragan said. “Coaches just need your times to know whether you are good enough.” He spent an extended period of time emailing coaches his times and took three recruitment trips, which he found memorable.
All of these trips were paid for by the college he was visiting. He was able to meet the team and see if he liked the atmosphere. Dragan hopes to make the 2020 Olympic trials in Omaha, Nebraska. He has set this as his most longterm goal and has created smaller, daily routines to accomplish this goal. Dragan’s past has set up a solid future in swimming and gotten him where he is now. “Everything I have done,” Dragan said, “who I hang out with, and where I go, has been based around growing up as a swimmer.”
Students hit motivational wall as athletic careers advance Joseph Mason Managing Editor Some are afraid of losing their identity, others fear letting their parents down, and a few don’t have any worries at all. Deciding to quit a sport can be a difficult choice for some students. Senior Justin Perry played basketball since third grade and was on the varsity team as a sophomore, but last year he quit. “I have been playing basketball since as soon as you can start playing basketball. I’ve been playing my whole life. It’s fun and it’s a way to stay active and all of my friends played basketball so it was a way to make friends stay active and have fun,” Perry said. “But I stopped having fun with it. It started to become more of a chore instead of something I was looking forward to every day. I just wasn’t having as much fun as I used to.” Perry is one of many students who quit their athletics career due to a deterioration in enjoyment. Around 70 percent of kids in America stop playing organized sports by age 13 because “it’s just not fun anymore,” according to a poll from the National Alliance for Youth Sports. But other reasons cause students to quit too. Sophomore Luci Payne has participated in gymnastics for 13 years but she has been thinking about giving up due to being put down
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Graphic by Grace Hach by teammates and coaches. “My passion is going away because the environment and culture of the gym has changed,” she said. “The coaches are new and how everyone treats each other is not good. People are acting differently.” But this hasn’t been enough for her to quit yet. “Losing my identity as a gymnast is what’s keeping me from quitting,” Payne said. “Which means pretty much everything to me because it’s been a part of me for so long.” Perry went through a similar
predicament. His dad is a basketball coach at the University of the Pacific, so he didn’t want to let his dad down. But it turned out not be a problem. “He’s always taken a dad-first approach when it comes to basketball and he was really supportive in my decision to stop playing,” Perry said. Perry’s former teammate senior Damien Murillo set the FCHS single-season record for 3-point field goals, but he won’t continue his basketball career. While some players commit to play at the college level, others, like Murillo, want to
prepare themselves f o r their forthcoming professions. “I’ve grown apart from it and I want to focus more on my future. Like, I’m just trying to get money so I want to focus on my future and have a good career. I’m looking for six figures, hopefully seven, stuff like that,” he said. “I love basketball. I’ll always be playing basketball. Just because I won’t be playing it competitively anymore, doesn’t mean I can’t ball. I can still ball. But for it to be consuming so much of my life and time, it’s not there for me.”
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Photos courtesy of Laurie Rice, Audra Koopman, and Molly Lubbers
Athlete, coach bond by following similar life paths Molly Lubbers Sports Editor The two women could be seen as worlds apart: one an adult, the other a teenager, one a coach, the other an athlete, and one a teacher and the other a student. It seems as if they should be opposites, and in many ways, they are, but they have also followed similar paths in their sport. When both senior Audra Koopman and coach Laurie Rice won State Championships, albeit in different years, they became extremely committed to track. Koopman got injured during her junior year Championships, yet knew she needed to continue to win the meet. “I somehow was able to high jump on a pulled, torn hamstring. That was crazy for me because I needed to
get seven or eight points for the team, and I wouldn’t have gotten them without jumping,” Koopman said. “So I pushed through. It was hell, and I got fourth place, which is where I was seeded as, so I got the same place as if I hadn’t been injured, so that was cool.” This pride of winning for the Lambkins is shared by Rice. Not only did she feel it as an athlete during her win in 1999, but also can see it from a coaching perspective. “When we realized we won the meet and there was still maybe one event left, and to watch the coaches in tears, and I get that now because I’ve been blessed to coach state championships,” Rice said. “It feels so different now on each side of it but the emotion connected to it is the same. And I can look back and think, wow, what a gift to give to those coaches, that they got
to have that a be a part of that.” Through coaching Koopman for four years, Rice and she have developed a deep bond. When Koopman came just two hundredths off of breaking Rice’s still standing school record for the 100 meter race, a bit of a teasing competition started between them, in the spirit of their almostsisterly relationship. Despite this joking, according to Rice, nothing would make her prouder than to see Koopman break her school record. In another twist, Koopman has a chance to chase Rice in the next phase of life. After four years of a serious high school career, Koopman is going to Penn State on a full ride track scholarship; in 1999, Rice also signed to a full ride there, where she became captain of her team. They each describe
their visits to the campus with fondness. “There wasn’t another visit where I was there and walked around and was like, I feel like this is where I belong,” Rice said. Koopman found that Rice accurately described Penn State. “I went and I just fell in love. My family’s from Nebraska, and there’s cornfields in Pennsylvania, so I was like okay, this is home,” she said. “The people were nice, and the girls I met were super welcoming and made sure that I was okay and I was having a good time. The coach was super sweet, the campus was awesome, and it was just everything that I’d heard from Laurie, and I was like, wow it’s all true.” When Koopman made her decision, she immediately told Rice.
“She texted me that night and said, ‘So I signed my letter of intent,’ and I was like, ‘Well, I’m waiting,’ and she did the ‘We are…’ because that’s Penn State’s cheer, so I was super excited. It’s neat to pass some of that on to her.” Though Koopman can’t know the influence of track on her future, she may find herself growing into Rice’s view. “There has never been a year since I was 12 years old when I haven’t either been competing in track or coaching track,” Rice said. “My relationship with it is different, because I now get to pass on this knowledge, and understand the sport in a different way. I’ve been super blessed to have coached some of the best athletes in the state, to have coached Audra. It’s a more mature relationship, but the connection hasn’t changed.”
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April 27, 2017
Sports
Spilled Ink
Variety of storytelling makes slam dunk films
Joseph Mason
Managing Editor
Let me explain. I won’t fight anyone who say “Hoosiers” is the best basketball movie, but I just disagree. I would write about it but it’s impossibletotalkabout“Hoosiers” without spending 1,000 words on how horrible the coaching is. “Hoosiers” is the only good pregolden age basketball movie. This golden age started with “White Men Can’t Jump in 1992 but it peaked in 1994 with “Above the Rim” and “Hoop Dreams.” “HoopDreams”nailsallof the minute aspects of basketball, like free throws. Free throws range from miniscule and uneventful to monumental and nerve-wracking, and “Hoop Dreams” delivers the most tense and suspenseful set of free throws in cinematic history. We have a kid we’ve spent years growing up with and both his life in the present and the future is greatly dependent on a pair of 15-foot shots. If “Hoop Dreams” were fictional it be would overwrought with sentiment. But as a documentary, it is a poignant and loving portrait of the lives of two Chicago boys and their struggle to make it to the next level, and one of the most affecting renderings of family in the past 30 years. What happens in the lives of Arthur Agee and William Gates is more provocative than any fiction film could imagine. This is what makes “Hoop Dreams” so exciting; it takes the spotlight away from the grandeur of NBA players and stadiums, and shines it on the poor kids who can only wait outside those palaces for a glimpse of their favorite star. Withitsthree-hourruntime,“HoopDreams”givesa heady dose of the American dream and the American
The Werewolf
nightmare all in one—a numbing investigation of how a single point on an exam or a single basket can make all the difference in a family’s fortune. Using basketball to fund one’s family is also a theme of the exuberant romantic comedy “White Men Can’t Jump.” Sidney Deane (Wesley Snipes wearing a biking cap and two tank-tops) and Billy Hoyle (Woody Harrelson in his movie-star-making role) are a couple of basketball hustlers, one black, one white, who form an unlikely friendship on a beachside court. First, they hustle one another; then they join forces in a series of two-on-two pickup games. To say the basketball scenes are interesting would be an understatement. Snipes literally had to learn basketball during the production of this movie, and it shows. Nearly all the scenes in which Snipes handles the ball are in slow motion. But Harrelson was surprisingly great at basketball; he
FILM
SESSION
Key Characteristics: randomly turns into a wolf which gives him superhuman basketball skills Playstyle: ball hog, thunderous dunker
The Liability
Jesus
NBA Equivalent: Russell Westbrook Movie Equivalent: Scott Howard (“Teen Wolf”)
plays with the same style as European NBA players. Together, Snipes and Harrelson turn pickup basketball into a Baryshnikov performance. The elegance of the games doesn’t stop with the slamdunks—thetrashtalkin“WhiteMenCan’tJump”is transcendent.Nooneisspared.Thebestbasketballmovie trash-talk scenes ever happen in this movie. It is cutting, funny, and mean without actually being offensive. Meanwhile, being mean is an especially wonderful kind of trash talk, and Birdie (Tupac in only his third movie) in “Above the Rim” delivers devastating smack. Birdie turns meanness into an art. He bullies everyone and eventually gets himself killed. “Above the Rim” is much like a fictionalized version of “Hoop Dreams.” It tells the story of high school basketball star Kyle Watson (Duane Martin, who also starred in “White Men Can’t Jump”) and his relationships with two brothers, one a drug dealer (Birdie) and the other a former basketball star fallen on hard times and now employed as a security guard (Shep, played by the stoic Leon Robinson). Suspension of disbeliefisalargepartof watching this movie— the very first scene has a guy fall off the top of a building as he plays basketball. Shep also plays the greatest basketball game anyone has ever seen. I did the calculations and in approximately seven minutes he scores over 30 points, not missing a single shot, while playing lockdown defense, in a game of the highest stakes (they are playing for a tournament championship, but really they are playing for life or death), all while wearing corduroy pants. “Above the Rim” isn’t bad though. Written and directed by the co-creator of “Fresh Prince of BelAir,” the movie balances its heaviness with a good dose of humor, much like “White Men Can’t Jump.” Both movies, along with “Hoop Dreams,” show why they call basketball “the city game,” and each is a great ode to the sport.
NBA Equivalent: Derrick Rose Movie Equivalent: Bill Murray (“Space Jam”)
NBA Equivalent: LeBron James
Key Characteristic: has irrational selfconfidence
Movie Equivalent: Jesus Shuttlesworth (“He Got Game”)
Playstyle: isn’t very good on offense and plays no defense
Key Characteristic: you know him when you see him Playstyle: makes his teammates better, can shoot, finish at the rim, and is a great defender
SB
D
Th e
Li The ab ili t
y
the five basketball players The Silent But Deadly Player you meet in heaven The Trash Talker NBA Equivalent: Kawhi Leonard
ke r
T
su
s
f
he Tr as h Ta l
Playstyle: consistently plays lockdown defense and has a money mid-range jumper
Je
Key Characteristics: a robot, occasionally has cornrows and wears corduroy pants
NBA Equivalent: Draymond Green
Th e W er ew ol
Movie Equivalent: Tommy “Shep” Shephard (“Above the Rim”) and Jimmy Chitwood (“Hoosiers”)
Movie Equivalent: Sidney Deane (“White Men Can’t Jump”) Key Characteristic: constantly yelling Playstyle: does everything well Graphics by Kaitlyn Schmidt
Spilled Ink
Perspectives
April 27, 2017
19
Butting Heads Rewards for good grades motivate students to excel Joseph Vasseur Staff Writer Arguments on whether or not parents should reward their children for excellent grades have been going on for years. But rewarding students is indeed a exceptional way to encourage them to learn, and should be a method parents put in place. But rewarding students for good grades is only a great thing if you do it right. For a struggling student, a prize for good grades can get them back on track, according to Rochester.edu. Children, teenagers, or any student would appreciate getting cash or a different reward for their good marks in school, but the tangible prize should not be the only reason they want to learn. Students should also know that doing well in the classroom can get them into prestigious colleges and jobs, and this should also be looked at as a reward. If your kids are struggling, talk to them about something you can give them for a good report card as well as how much grades play a role in their future. Make sure they know the bad situations that low grades can put them in later on. But say the student is in elementary school still, college and the workforce are in the distant future. Nonetheless, the idea of
an incentive can still be used, and since they are young, use the reward to ready them for the real world. For example: open up a savings account for them, or take them to work with you to help them learn manners and prepare them for the real world. As long as you make sure the student knows they really need to get good grades to shape a bright future for themselves, a tangible reward is a great way to incorporate more motivation into the student’s schoolwork. “If that’s what’s gonna push some people to get good grades, then yes,” senior Audrey Mechtenberg argued in favor of rewarding students. Rewarding children for good grades is only a good thing if they understand the real reason they should be trying in school.
Rewarding good grades promotes positive behavior. Treating school like a job inspires a positive work ethic. Parents should still teach the value of joyful work.
Graphics by Kaitlyn Schmidt and Roland Tomsic
Rewarding grades undermines excitement, passion for classes Grace Hach
encourages behavior such academic dishonesty. Graphic Artist as A singular focus on grades When I was in third grade, I was discounts the crucial elements of assigned an open-ended science problem-solving and perseverance project to do at home. I ended up that make assignments, tests, and settling on a simulation of human homework valuable as learning tools. dental health. Using pearls as a Motivational psychology expert carbon-based stand-in for teeth, I RichardRyanfromRochesterUniversity was fascinated to see them dissolve cautions that kids are quick to pick up in soda and turn black in acetone, on this kind of dynamic, and quicker thrilled at the opportunity to resolve a to adopt the idea that whatever question through a carefully planned achieves an A (or its subsequent experiment. Lately, I’ve been lacking reward) qualifies as learning. that kind of excitement in school. “Now the parent is the one who As a student advances in the has to monitor the child, instead educational hierarchy, finding of a child assimilating and really motivation for school can become internalizing the value of learning increasingly tricky, and many and hard work, which is really what parents may be tempted to reward we want to develop,” Ryan said in an good grades with privileges or interviewforTheLondonSundayTimes. money. However, parents should He then suggests that instead, work to cultivate genuine passion parents take their children out for instead of bribing their kids. a meal or verbally encourage the Paying kids for grades emphasizes good work done. This is an excellent the result, rather than the process. This alternative to a simple material reward, discouragesthekindofreal,deep-rooted and encourages students to think passion that leads students to excel deeply about the learning experience. in something they truly Teaching children or teenagers care about, a n d the skill of learning on their own becomes crucial, especially as they approach college, when grades are often determined entirely by their ability to perform well on exams. Once busywork is no longer a factor, the ability to simply learn becomes critical, and parents aren’t doing their kids any favors by paying them.
ologists l psych a n o ti a arding Motiv not rew d n e m recom rades good g size the empha s d r a w rd work Re t the ha ent o n , lt u d res y the stu put in b to ge kids ncoura n e o , ti d a a c te u Ins w ed o h t u o o think ab ble them to d a n e s n g a c nt thin importa
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April 27, 2017
Perspectives
Spilled Ink
LOVE THY NEIGHBOR Judgment of other faiths opressive to minorities
Seraphina Discoe
Staff Writer
Although over 4,000 religions are practiced around the world, we seem to narrow our focus on only a few. This narrow focus results in prejudice against less popular religions. “The number of anti-Muslim hate groups in America tripled last year, according to a report released by the Southern Poverty Law Center, a watchdog organization that tracks political extremists. Between the beginning and end of 2016, the number of anti-Muslim groups increased from
34 to 101—by far the largest spike since SPLC began tracking the category in 2010,” according to denverpost.com. The surge coincides with a 67 percent increase in anti-Muslim hate crimes last year, a level of violence not seen since the aftermath of the 9/11 attacks. The Muslim population in Fort Collins makes up 0.34 percent out of the 38.93 percent of residents who claim to be religious, whereas Catholicism is the majority religion representing 16.83 percent according to pewforum.org Though Fort Collins can sometimes seem free from hate and bad assumptions when compared to the rest of the United States, it is not as innocent as it seems. O n March 26, the Islamic Center of Fort Collins was vandalized, and Muslim students in our school have been affected by this and similar actions. Inside our little community, students who don’t follow Christianity can struggle with inappropriate
outbursts such as attacks. Students who aren’t Christians have received threats and had inappropriate remarks directed toward them. “People have yelled at me in my car to go back to my country,” junior Alaa Eldeiry, who is Muslim said. “Members of my family have been called terrorists several times before. People have dared me to take off my headscarf just to make a joke about it without realizing that it stands for so much more.” Being a Muslim female, problems have surfaced for Eldeiry due to misunderstandings. The Eldeiry family is often thought to be oppressed because of wearing a hijab, and they have been subject to Islamic stereotypes such as the suggestion that they must be making bombs in the house and they must be a part of ISIS. Islam is not the only religion that faces problems with acceptance “I’ve had people come up to me and
try to be rude, but they mostly come across as unaware,” freshman Taylor Forsyth, who is Jewish, said. “But there are ways that these manners can be stopped. Keeping an open mind and being respectful while also not forcing your ideas onto others is important.” Eldeiry shares Forsyth’s appreciations of open- minded people. She understands that some may be surprised when they first see a girl wearing a scarf. She loves it when people come up and ask questions, and strongly urges everyone who is curious and willing to learn to ask questions. Because everyone has the fundamental constitutional right to freely practice their religion of choice, the religions with less followers in CO should not be discriminated against. We should accept that people follow different faiths and the best thing people can do is educate themselves before making assumptions. We should not judge anyone by their religion.
The Islamic Center of Fort Collins was vandalized Sunday, March 25, when Joseph Giaquinto broke windows and doors using bricks and a bible in an overt hate crime against Muslims. Later, supporters gathered at the center to show support for Fort Collins Muslims and voice discontent against prejudice. Photos courtesy of Alaa Eldeiry.
How has your religion impacted your life?
Carlie Migdall Freshman
“Jesus saved my life. It’s been with me ever since I was a kid.”
Colby Whealton Sophomore
“I get up early to go to seminary because I am Mormon. It gets me ready for school.”
Will Malone
Michelle Delazzer
“Religion messed up my relationship with my parents because we don’t agree on it.”
“My mom is super religious so she tries to incorporate it into everything, even if it is irrelevant”
Junior
Senior
Perspectives
Spilled Ink
April 27, 2017
21
OUR RELIGIOUS LANDSCAPE
Dominant religion of each state
Graphic by Grace Hach
Religion Fast Facts: Women are more likely than men to use religion for emotional consolation.
44 percent of American adults report rejecting or switching from the religion of their youth.
All presidents have said, “So help me God” to conclude taking oath since the tradition was started by Chester A. Arthur in 1881.
33 percent of Americans use religion for guidance of right and wrong.
Latinos currently account for nearly 1 in 3 adult Catholics in the U.S.
Student finds consolation from God Andrew Markman Guest Writer I was born into a Christian family. I was raised under a Christian roof. I’ve spent 90 percent of my Sundays listening to a well-dressed man passionately preaching the word of God. For my whole life, up until middle school, my faith was never even challenged. Then came my middle school science classes, pushing evolution in my face just as hard as Pastor Rick Vannoy had been pushing Jesus for so many years. That was the first time I had ever encountered true resistance to my faith. And since then, the pushback from the education system and from my peers has intensified. But so has my faith. My religion has carried me through every hardship I have ever encountered, and I can trace it to every good thing I have in my life today. Back when I was 4 years old, my mom was cleaning up after a Halloween party. Halloween is her birthday, so why she was left to do the cleaning, I don’t understand. She shouldn’t have been, and if someone had done it for her, this may never have happened. But, anyway, she collapsed. She had a heart attack in the middle of the dining room, crumpling into a pool of soapy water fresh from the mop. We were terrified. I didn’t really know what was happening, but I knew mom was in trouble. I wouldn’t realize until years later just how bad it was. While she was in the hospital, we had a stuffed bear, called “Prayer Bear.” My two brothers, my dad, and I would
always pray together. And during that time, we would write down our prayers, and tape them to Prayer Bear’s paw. And then my dad would take him to the hospital, and visit with my mom, and give her our prayers. He would spend a long time with her, and while he was away, I was spending a long time with my Bible. I was surprisingly good at reading back then, and I had a simplified version of the text, so I could understand it. It was one of the only things that kept me functional while my mom was having her heart repaired. It may sound corny, but my relationship with God is like that with a close friend, or perhaps a fatherly figure. It has helped me get through a recent suicide in the family; it’s keeping my mother afloat as her best friend has been diagnosed with incurable cancer. My mom spends hours a day in the word of God, and praying. My faith has brought me and my family through the worst things I have ever experienced. Prayers have been answered; miracles have been worked in my life. And while I’m certain there will be someone out there who would attribute every one of them to scientific anomaly, I will never see them as anything less than the mighty hand of the God I have always trusted.
Photos by Andrew Markman and Adelaide Tomsic
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April 27, 2017
Perspectives
Spilled Ink
School system doesn’t properly challenge gifted students
Thien Le Staff Writer Jan. 8, 2001, President George W. Bush signed the No Child Left Behind act (NCLB) into federal law, forever altering American education. Under its authority, the federal government worked to ensure every student achieved “academic proficiency” regardless of disadvantaging conditions. Furthermore, this plan oversaw that scientifically proven and successfulprogramswereimplemented to ensure that “no child is left behind.” Although the No Child Left Behind is no longer used to manage school performance, the way it has organized our school system continues and
creates issues for gifted students. The prospect seemed momentous for the education of the entire country, but the persisting mentality created by NCLB Act catalyzed some unintended backlash. While students requiring additional help may receive it, much focus toward excelling students fades in the process. “A 2008 report found that the controversial No Child Left Behind Act of 2001 indeed helped low-achieving students rise to meet a more rigorous course load, but shifted teachers’ sights away from the gifted kids,” according to a Newsweek article by Chris Weller. Teachers are now encouraged to support the needs of lacking students at the cost of the “self-sufficient, unneedy” students. This injustice surely deserves resolution as it unequally educates the US’s entire student body. Psychology Professor David Lubinski of Vanderbilt University argued, “Gifted children are a precious human-capital resource,” claiming they are the “future creators of modern culture
and leaders in business, healthcare, law, the professoriate, and STEM [science, technology, engineering, and mathematics].” It is extraordinary to even consider neglecting the future, yet in a sense, this is the truth of the system. Currently, in the aftermath of NCLB, many teachers are purely devoting their attention to needy students and are ensuring that their needs are met. As a result, fewer advancing opportunities are being provided for students who already excel. This “cap” limits the capabilities and prospects imperative to the success of already academically strong learners. Furthermore, it is neutralizing the “gifts” of such students by preventing them from further progress. These shackles are also interfering with learning by encouraging students to learn topics they have already mastered and sit through useless classes. Additionally, the education system has diverged much of its attention from gifted students, assuming them capable of managing their own
learning. By definition, teachers are supposed to mentor and assist the learning of their students, whether they be gifted or non-gifted. This issue undoubtedly requires large-scale discussion; however, teachers ought to provide developmental opportunities to both types of students. By no means, though, is this an issue with the teachers and their teaching philosophy. Although struggling students require extra care to be educated and meet landmarks for achievement, those pupils who already meet landmarks with ease aren’t supported in achieving their fullest potential. This lose-lose situation has found both successes and failures at the same time. These issues clearly plague today’s schooling structure and deserve major consideration from both the federal government and teachers. Without any resolution, slowly and eventually tomorrow’s future leaders and generations will begin to lose their incredible potential for achievement.
Let’s take you back to baseline achievement so you can realize your true potential!
Comic by Grace Hach
Seniors should use resources to plan safe, enjoyable prank Tossing rolls of toilet paper around trees and buildings is cliché. Filling the office with balloons has been done before. Such pranks may also inspire school or law enforcement involvement, possibly threatening student’s ability to graduate. Lining the halls with thousands of plastic army men, is safe, legal, clever, and funny. Pranks are for the enjoyment of everyone, but there is a line between fun and trouble, and senior pranks are usually on one side or the other of that line. A joke that crosses that line can ruin the experience for everyone. Pranks can and should be entertaining for all students. After four years of high school, many students anticipate pulling an amazing senior prank with a large group of friends. Every year, a group of seniors pulls a prank. Some years they are funny and original, but every once in a while students come up with a disrespectful idea that receives criticism, instead of laughs. However, if a prank is executed well and doesn’t break any laws it can be fun.
There are a few requirements: they shouldn’t hurt anyone or any property, the victim should be able to laugh, and nothing should be vandalized. Using some consideration when planning these pranks is very important. For example, employing peanuts or substances
and brings legal involvement as we have seen before. Representing the community is a factor in pranks as well. If a class prank is disrespectful, it reflects badly on the senior class and on FCHS. Looking at a prank as an art is tasteful. Artists who copy other artists are “cheap” and get criticized. A funny, and creative prank will show a sense of humor but also respect for the school, and its staff. Nobody likes a bad reputation. The tools are in place to empower the senior class to plan a clever prank that causes no harm. With Texting, Instagram, Twitter, and Snapchat so accessible communication becomes available no matter where you are. Starting with a simple idea, elaborating, and talking with peers can create something amazing and original. It also allows checks and balances due to multiple perspectives and judgments. Taking that resource and using it to your advantage is an amazing way to create an idea for senior prank that could go down in school history and make the 2017 class legendary.
STAFF ED. that may be an allergenic to people can possibly cause a death depending on the severity of the allergy. Spraypainting the names of individuals or specific groups of people with insults on the school is bullying and makes people feel targeted. The building doesn’t belong to us, but we are here every day so we want it to be a nice place. Vandalizing can cause permanent damage to the building
23 US Census measure of LGBTQ status would provide minority community with equal representation, aid
Perspectives
Spilled Ink
Maya Bode Managing Editor 1.6 percent of people in America are LGBTQ, according to a 2013 CDC survey, but according to a 2017 Gallop poll it’s 4.6, and according to a study by YouGov, 20 percent of Americans and 31 percent of those under 30 consider themselvessomethingotherthan“exclusivelyheterosexual.” In the U.S. Census Bureau’s original report, questions about sexual orientation and gender identity were listed as “proposed” for the 2020 American Community Survey, an obligatory survey of the American public that happens every ten years. However, soon after, the Census Bureau released a statement claiming this was a mistake, and the subjects did not appear on the most recent list of finalized questions. In addition to simply not having an accurate representation of the American population, the exclusion of questions regarding sexual orientation and gender identity ignores the existence of these groups and raises concerns regarding funding and laws. According to census.gov, the questions must be submitted to Congress exactly as they will appear on the 2020 Census by March 31, 2018. If it truly is too late for the addition of LGBTQ questions, the Census Bureau should begin the process of getting these subjects approved for inclusion in 2030. “I think it would just be nice to know,” sophomore Julia
Yax said. “I think it’s weird that they don’t use it as part of the Census. I mean, it seems like a legit thing to know.” Historically, ignorance may have been the problem, but the fact that the possible addition of LGBTQ questions was acknowledged makes it seem like deliberate exclusion of a group of people. At the very least, it prevents us from gaining a better understanding of who makes up our society, and this essential censorship of information conflicts with the purpose of the Census Bureau, which is “to serve as the leading source of quality data about the nation’s people and economy.” Over 75 Congress members requested the addition of LGBTQ-related questions, but “for a subject to be included, there must be a clear statutory or regulatory need for data collection,” according to a statement by director John H. Thompson. Although the proposal was considered, no “legislative mandate to collect this data” was found. However, from discrimination to mental illness to homelessness,theLGBTQcommunityispronetoavarietyof issues, and would benefit from accurate data and increased awareness. The Census Bureau in particular is significant becauseitdetermineshowtodistributeover$400billionper yearinfederalandstatefunding,andwheretoprovideservices.
April 27, 2017
“Information from these surveys helps the government to enforce federal laws like the Violence Against Women Act and the Fair Housing Act and to determine how to allocate resources like housing supports and food stamps. If the government doesn’t know how many LGBTQ people live in a community, how can it do its job to ensure we’re getting fair and adequate access to the rights, protections and services we need?” said Meghan Maury, Criminal and Economic Justice Project DirectoroftheNationalLGBTQ Task Force, in a press release. Even if money weren’t a factor, the exclusion of these questions sends the message that the government doesn’t really care about the LGBTQ population in America. “Race is a question, and the majority of Americans are white,” junior Kacie McClure said. “Just because the LGBT community is a minority doesn’t mean it’s not here.” The Census Bureau did make a mistake, but it didn’t happen when they listed LGBTQ questions on the original report; it happened when they removed them on the basis that there was no reason to have the information. If it is truly too late to get these questions approved for 2020, the Census Bureau should begin preparation to approve the inclusion of this critical subject for the 2030 Census.
“If the government doesn’t know how many LGBTQ people live in a community, how can it do its job to ensure we’re getting fair and adequate access to the rights, protections and services we need?” —Meghan Maury
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2016-2017 3400 Lambkin Way, Ft. Collins, CO 80525
Editors Dalena Groen...Editor in Chief Maya Bode... Managing editor Joseph Mason... Managing editor Kaitlyn Schmidt... News editor Walker Discoe... A&E Editor Samantha Ye... In-Depth Editor Molly Lubbers...Sports Editor Adelaide Tomsic... Perspectives Editor
Realize that you have an opinion about something and want to address it in Spilled Ink. Write about your topic in 300 words or fewer. Sign it with your full name and grade. Send it to fchsspilledink@gmail.com. Read Spilled Ink monthly and watch for it to appear in any upcoming issues!
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(970) 488-8199
Staff Writers
Seraphina Discoe Thany Dykson Brooke Pippin Mackenna Rowe Miles Rodriguez Roland Tomsic Joseph Vasseur Tate Thurgood Thien Le
Annie Nay
Graphic Artists Grace Hach
Adviser Anne Colwell
Editorial Policy
Spilled Ink is published nine times yearly by the newspaper staff of Fort Collins High School, 3400 Lambkin Way, Fort Collins, Colo. 80525, (970) 488-8199. Member of the Colorado High School Press Association, American Scholastic Press Association and the National Scholastic Press Association. Recipient of the Quill and Scroll, George H. Gallup Award in 1996 and 1997, and awarded First Place with Special Merit in 2001 by the National Scholastic Press Association. Columns are the opinions of writers only. Unsigned editorials reflect the majority opinion of the Spilled Ink staff. Nothing in Spilled Ink should be considered the opinion of Fort Collins High School or Poudre School District (PSD). School-sponsored publications written by students are encouraged to freely and creatively express their views subject to the limitations of PSD Board Policies and state law (PR--la0431, Colorado Revised Statutes 22-1-120) Spilled Ink reserves the right to edit letters to the editor and to deny publication to any letter. Letters may be published on Spilled Ink’s website. Letters must be signed, and are limited to 300 words.
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April 27, 2017
The Backside
Spilled Ink
If your life were a movie plot, what would it be?
Angie Redder
Emily Winn
Junior
Sophomore
“‘The Great Gatsby.’ I would have parties and be Gatsby but in the end I would find love.”
“It would be a very boring movie becuase my life is boring.”
Annalee Black
Marcus Bruggeman
Marcus Lang
Senior
Freshman
Sophomore
“I would have a fun childhood but more stress later.”
FInola Doyle
“The coolest plot ever, like an action movie!”
Antonio Diaz
Ryan Valuyev
Freshman
Senior
Junior
“My life plot would be experiences, and seeing how much I have changed.”
“In middle school it would be ‘Diary of a Wimpy Kid’ but now it would be cooler.”
“I would travel the world to see different cultures and how they interact.”
“Definitely Cars. I love to work on them and race.”
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