Bear Witness - September 2018

SHARING THEIR WHY

OPINION Just an ad?

Pg. 4

ARTS & ENTERTAINMENT Setting the scene for 'Geeks vs.

Zombies'

Branham welcomes new teachers as it launches a movement.

BEAR

Pg. 10

WITNESS BRANHAM HIGH SCHOOL

SEPTEMBER 2018

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SEX EDUCATION AT BRANHAM

TEACHER CONTRACT TALKS

CHANGING THE SEX TALK

Union, district at odds over raise amount

Curriculum has evolved to reflect state mandates, smaller budgets

What freshmen want to know about sex The questions below are directly sampled from this year's freshman class (including spelling errors). During every class period in the sex ed unit, students submit anonymous questions into a bucket that are answered the following class.

MICHAELA EDLIN

C

Editor-in-chief

ondoms, birth control pills, IUDs, implants and other contraceptives were passed around during P.E. teacher Ron Smare’s fourth period freshmen class in early September. The objects were part of the school’s sex ed curriculum.

At the end class, students submitted anonymous questions into a bucket that will be at the beginning of the following class. Sex ed teacher Sandra Sotiriadis, whose company, Health Connected, is contracted by the district, even showed students the implant she has in her arm.

The candor of the talks hasn't always been like this. Sex education at Branham has faced many changes over the past five years because of California Education Code mandates and tightening of funds in the district, directly affecting students because learning about sex provides information that students can use at any point they are engaged in relationships of any kind, including sexual.

The changes haven’t stopped. Next year the district will no longer be hiring Health Connected because of the cost. P.E. teachers from every school have been trained by Health Connected over the past three years, and will be leading the sex ed curriculum.

P.E. teachers such as Ron Smare, who had taught health education when it was offered as a class, feel more comfortable teaching the curriculum the next year. However, there is concern for those who have never taught sex ed before despite their training.

Sotiriadis of Health Connected said that a teacher’s prior personal experiences and beliefs may impair their ability to teach the curriculum as intended - judgment-free and respectful of others’ sexual identities and experiences.

“They may have these biases or personal values that will conflict with what they are required to teach, so it may be challenging for

CHSTA wants at least 4%, district offers 2% ANNALISE FREIMARCK Managing Editor

ocial science teacher Tania Eaton, S a single parent and Branham’s 2016 teacher of the year, wakes up at 5 a.m., teaches six periods, and once a week heads to her second job where she teaches SAT prep. She said that she runs out of money by the middle of the EDITORIAL month.

She is teaching an extra class in order Teachers are underto support her fam- valued and deserve ily, and considers it her second job; the a pay raise to keep SAT prep class, run them in district. by social science Page 4 colleague Brett Johanson, serves as “extra” money for emergency purposes. “(It’s) for tires that were dangerously low, windshield that is cracked all the way across, etc,” she wrote in a text message.

She lives in a two bedroom house with her three children, two of whom attend Branham. Her rent takes out more than half of her paycheck. When the money dries out halfway through the month, she said that she has to start feeding her children macaroni and cheese and Top Ramen for dinner.

Because of this, she has considered leaving Branham and moving in with her mom for a while.

“We don’t feel valued,” Eaton said in an interview.

SEE TEACHERS • PAGE 5

Comparing tardies in first five weeks

Editorial..........................................4 Bulletin Board.................................3

Art Director

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TIMELINE Major milestones that have influenced how sex ed is taught.

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Campus briefs.................................2 News.............................................. 2

2018 369 tardies

ELIZABETH POSEY

Elizabeth Posey/Bear Witness

INSIDE

2017 933 tardies

Big tardy dip in first five weeks

SEE SEX ED • PAGE 7

SENIORS What did seniors wish they they learned in sex ed?

Page 7

@bhsbearwitness

Science and Technology..................6 Science/Tech Briefs.........................6

InDepth...........................................7 Student Life....................................8

ranham has more than halved its tardies in the first few weeks of school compared to the INSIDE same period last year, due to a new Students debate tardy policy.

Under the new whether later start rules, students who are less than 30 would help or hurt minutes late to first them in class. and fourth periods Page 3 must serve lunch detention to clear their attendance. If they accumulate five unexcused absences, they are placed under social probation, which means a loss of privileges such as dance attendance and sports participation.

Principal Cheryl Lawton said that the previous policy did not effectively ensure that students arrived to class on time, therefore interrupting class.

“We were having way too many kids late to class and nobody seemed to care,” she said.

Lawton said that teachers who don’t start instruction to accommodate for late students indirectly promote a culture where being late is acceptable.

“Part of that was students saying, ‘Well I SEE TARDIES • PAGE 5

MiniReviews.................................11 Sports.............................................9

Arts & Entertainment...................11 The Back Page...............................12

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BEAR WITNESS

| SEPTEMBER 2018 |

NEWS Campus roundups Basil Saleh, Branham alumnus, runs for CUHSD school board Basil Saleh, class of 2014 and a recent University of San Francisco graduate, is running for the district school board. At 22, he’ll be the youngest member on the board if elected. In an interview with the Bear Wit-

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“(My mom) got into UCLA, and the only reason why she got in was probably because of affirmative action.” — Senior Lauryn Ping ness, he said he was inspired to action following the deaths of his friends in 2016’s Ghost Ship warehouse fire.

He said that he wants to help change the culture in the district and at schools. He is the only new board candidate to be endorsed by the Campbell High School Teachers Association, the district teachers union, and Silicon Valley Young Democrats..

Construction updates: New press box installed, pool remodel in progress The tin can known as the old press box that helped longtime announcer Bob Holmes call games has been replaced by an insulated and roomy one. It makes its debut today against Willow Glen. Additionally, work is under way to remodel the pool. It’s set to open in spring.

Cafeteria job lets students work on campus for above minimum wage Students can apply for a job in the cafeteria for $13.50 per hour.

In the online application, students must state when they are available to work and explain why they want to work in the cafeteria. Interviews will be scheduled in the near future.

— Compiled by staff

Most teachers feel safe on campus But some feel new measures such as fencing and drills may have negative side effects Teachers on safety

Teachers report feeling safe on campus, with reservations.

55.8%

Have all of the windows covered

40.5%

Always hear intercom announcements .

39.5%

Michaela Edlin/Bear Witness Students hide behind a barricade during a Run, Hide, Defend drill in Rachelle Burnside’s fifth period class Sept. 18. During these drills, students construct barricades in front of the two classroom doors. School officials are planning monthly drills.

MICHAELA EDLIN

B

Editor-in-Chief

ranham has made several changes since last year meant to improve general safety on campus. These have included new iron fencing around campus, more active patrols, and monthly, unannounced drills. From a Bear Witness survey of more than 40 teachers, many were mixed on how they felt about these safety measures.

Fencing A new iron fence has been put up around the perimeter of campus. The purpose is to limit the entrances and exits of the campus so students and visitors can be more easily monitored, according to Principal Cheryl Lawton. There will be multiple gates that can be pushed open from the inside, but can only be opened with a key from the outside.

From the survey, 32.6 percent of the 43 teachers surveyed, about half of all teachers, felt that the new fencing makes them feel the campus is safer.

Some teachers mentioned that it makes the campus “feel like a prison.” However, art teacher Cristina Prates said, that school should not have started without a fence in place.

Active patrolling In the past, police on campus were mainly focused in the quad, but according to Lawton, police will be patrolling on campus, especially around the perimeter. In the survey, more than

half of the teachers felt that an active police presence will make the campus safer.

Some teachers have reservations and have raised the possible issue of profiling.

“Historically, patrols have led to an increase in student of color discipline issues,” said English teacher Mike Espinoza, who is a member of the district’s Fair and Belonging Committee.

“I’d want to see exactly how they were patrolling to ensure it was fair for all stakeholders.”

Special education teacher Leanne Haghighi shares similar concerns.

“I feel like too much police presence would make students feel uncomfortable and is counterproductive to a positive campus culture,” said Haghighi Regular drills More monthly drills are being planned throughout the day with the goal of better preparing students in case of an active shooter on campus. The first lockdown drill this year took place in August during third period. Another took place Sept. 19 during fifth period.

Most teachers feel that these drills are preparing students in case of emergency, but multiple teachers are worried that they are taking away too much time from instruction.

“It’s important to drill, but the amount of time and instructional minutes we’re taking is totally disproportionate to the actual threat,” said English teacher Rachelle Burnside.

Do not feel safer with new fencing.

Source: Poll of 43 teachers These drills can also add to teachers’ responsibilities, as they have to instruct students on logistics such as building barricades and reporting the safety of students in the class.

“Teachers have too many responsibilities: supervise barricade build, call other teachers, text admin., fill in a Google form — I can’t get it all done in two minutes, some require that I be at my desk,” said engineering teacher Barbara Schremp.

Safety measures in classroom Windows: A little than half percent of teachers surveyed have all of the windows covered in their classrooms with materials like posters, newspapers or curtains. In the case of an active shooter, covered windows provide an extra level of safety.

Door ties: Around 37 percent of teachers have a tie-locking mechanism for the top of classroom doors. These ties go around the bars at the top of the classroom doors so they are much more difficult to open. These are to be used during Run, Hide, Defend drills and also during instances where there is an active shooter on campus.

Audio communication: Fire alarms and announcements play an important role in emergency situations. Less than 40 percent of teachers report hearing fire alarms and announcements every time. Some can only hear the announcements, while other classrooms can hear the fire alarms.

Fitz Vo/Bear Witness Art teacher Tina Prates goes on a run with the Branham Run Crew, a group started by English teacher Beth Kile, on Sept. 20

Focus group aims to combat stress at school SARAH SABAWI

F

Staff Writer

rench teacher Laurel Garceau and guidance counselor Joyce Davis have organized a focus group to train teachers on handling mental health issues, such as stress and anxiety, due to increases in adolescent mental health problems among students.

Anxiety is the most common mental disorder among adolescents. According to Child Mind, a nonprofit that helps children and teens with mental health issues, nearly one in three people will meet the criteria for anxiety by the age of 18. Females are nearly twice as likely to be affected as males.

Anxiety and depression are prevalent in the district, with 26 percent of freshmen describing chronic feelings of sadness and hopelessness. Davis said that the students have not found a way to relieve this stress and anxiety at school.

“Students are extremely anxious, and feel stressed,” she said. “They don’t seem to have developed coping mechanisms for those things.”

Garceau noted that the drive to succeed in college may be behind the increased stress.

“It is probably due to the increased demand students put on themselves,” she said. “We support the extra rigor and drive for college, but students need to also take care of themselves.”

These groups focus on educating staff about healthy ways to cope with anxiety, such as meditation, breathing, and exercises.

“We’re going to be focusing on ourselves, and doing things that would be healthy, and being able to do those things with students,” Davis said.

Teachers will demonstrate stress-relief strategies through advisory, and instruct their students how to do the same. Over the past month, advisory classes have emphasized best practices to help students get more sleep, as well as meditation and breathing techniques.

These were met with mixed results, as students reported seeing scattered participation in their advisories.

Garceau admitted to the novelty of a stress relief program at school.

“This is new to all of us and we are figuring things out,” said Garceau.

Some students want to give the new program a chance. Junior Leo Golden has dealt with anxiety and has learned some techniques that work with him. He says this will help others in the same situation “For someone who doesn’t know, I feel like it would helpful,” he said.

Asian American students take sides in Harvard discrimination case LAURA HEFFERNAN

Arts & Entertainment Editor

sian American students at Branham are A mixed over result of the lawsuit against Harvard that claims applicants were discrimi-

nated against based on their race.

The Department of Justice in August sided against Harvard after the university was sued by a group of Asian American students who said that the elite university’s subjective scoring system hurt their chances for admission. They said that it was a form of discrimination that does not help those who are of Asian descent.

Affirmative action is a policy that favors those who suffer from discrimination, especially in education. These policies have historically bene-

fited those who are underrepresented in higher education, such as black and Hispanic students.

The argument coming from the Asian American students is that Harvard was not acting within its legal limits because of a section of the Civil Rights Act, which prohibits discrimination based on race, color and national origin in programs that receive federal financial assistance.

The university claims that affirmative action has not led to the discrimination of Asian American students, pointing out that their population has grown to 29 percent of its student body in the past decade.

Some Asian American students on campus see affirmative action as providing an equal playing field for students while others are left feeling Editor-in-Chief Michaela Edlin Managing Editor Annalise Freimarck Design Director Julia Marques da Silva Art Director Elizabeth Posey

unsure about their futures.

Junior Kaitlyn Lee is an Asian American student who feels her position as an applicant to colleges may be threatened by affirmative action.

“Affirmative action has the power to impact me and other students with a similar demographic.” Lee said. “It’s wrong that a college’s racial discrimination against Asian Americans is actually impacting chances of getting into a university, as there shouldn’t be a bias against any group.”

Other students feel that affirmative action policies are up to the schools, and the diversity that they would like to have.

“As an institution I think they have control over that.” senior Lauryn Ping said. “They’re trying to promote more equality so I think

Editors Opinion: Julianne Alvares Science and Technology: Shlok Gore Student Life: Uzor Awuzie Sports: Ryan McCarthy Arts and Entertainment: Laura Heffernan Copy: Anastasia Langner Staff Writers Jessica Berton, Jasmine Nguyen, Renee Owens, Chandler Roberts, Sarah Sabawi, Caitlyn Schlaman

they’re completely fine with that.”

Ping said she believes that without affirmative action, her mother, a first generation immigrant, would not have been accepted into a good college.

“My mom was actually really poor when she was younger because her parents were first generation immigrants and they didn’t speak any English.” Ping said, “She got into UCLA and the only reason why she got in was probably because of affirmative action.”

Guidance counselor Loan Hong also speaks to affirmative action helping disadvantaged students.

“Affirmative action ensures diversity and helps disadvantaged students with advancing,” Hong said. “Colleges are like a microcosm of our society. Colleges should have diversity.”

Adviser: Fitzgerald Vo

Mission Statement The Bear Witness is committed to providing accurate, timely coverage of local and world news while connecting these events to the lives of our diverse student body.

Website: www.bhsbearwitness.com Phone: (408) 626-3407 Email: bhs_journalism@yahoo.com

BEAR WITNESS

| SEPTEMBER 2018 |

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BHSBEARWITNESS.COM

OPINION

Only 27 percent of Americans from ages 18-29 follow the news, according to the Pew Research Center BULLETIN BOARD

8:30 a.m. start Will later classes help students?

Teens, there’s value in news

Staying on top of current events makes for a responsible — and informed — student body

Although Gov. Jerry Brown just vetoed legislation that would move school start times to 8:30 a.m., many lked the possibility of getting to school later. Others were wary.

“Students would benefit from an 8:30 start time. It gives them a half-hour of extra sleep or getting ready, and Camilla Baker that means a lot. That Sophomore can mean running in the morning, that can be doing homework in the morning, that could be just more sleeping. That would push our school day back to three and it really depends on if you like that or not, but I think it’d be good.”

Jessica Niccum Junior

Lance Northup Senior

“Yes, they would benefit. They would get a little extra sleep and they would have more time to say something to their teacher if they need to.”

“As it is, I think school’s fine. It’s just, people need to work on their sleep schedule, because if we push the time back at all, people are just gonna procrastinate their work even more at nighttime. It’s more or less a problem of procrastination and not a problem of what time school starts at. That’s how I think of it. I don’t think it’ll change a lot, no matter how far we push back the time.

“Bad. Because then instead of getting home at 5 I would get home at 5:30.

It’s not good because people have afSamarth ter-school activities Boranna and they can miss Freshman those after school activities due to a later start time.”

Mason Do Junior

“I don’t think that an 8:30 start time, while it might benefit students’ minds, it’s not really going to help us in the long run because we’re going to get out of school later and that leaves less time for literally everything else in our lives. Like, after school activities are going to get messed up, we’re gonna have less social time and it’ll just be weird. I like starting earlier. It would be great if we started at 7:30, but that’s too much to ask for, so that’s why I like 8:00.”

Jessica Berton/Bear Witness JULIA MARQUES DA SILVA Design Director

ot many of us actually follow the news.

N The Pew Research Center shows that only 27 percent of Americans from ages 18-29 follow the

news. This makes our age group the least informed.

However, young people should be paying attention to the news, especially since it helps shape your understanding of the world around you.

Where people get their news informs how they form their opinions. Two-thirds of Americans rely on their friends and family to educate them, according to the Pew Research Center. Conversations about subjects that interest them are great, but it allows others to influence your opinion without giving you a chance to establish what you actually believe in.

Social science teacher Kirk Selfridge urges his students to check the news daily. He said that when people only get their news from family and friends, it creates an echo chamber, a space where people only hear opinions that align with their own because their opinion is never challenged with contradicting information.

Following the news can also add to someone’s knowledge about the world. The news covers a wide range of events and can allow people to see how others live in different communities.

Without this media coverage and people paying attention to it, many wouldn’t be informed. Some might look at the news and question why should

they care about the latest policies and what the government is doing.

For some of the population at Branham, they will soon be able to vote and will be affected by policies that are being passed now.

For example, President Donald Trump has started a trade war with China and has raised tariffs on about $200 billion dollars worth of Chinese products. Though major companies such as Apple are exempt from the tariffs, manufacturing and farm industries such as steel and soybean producers will soon feel the impact of decreased trade.

Some of the products that we use can become more expensive or affect some industries that their parents work.

“As they get older, things will have an impact on them,” Selfridge said. “If it’s not impacting them, then it’s impacting their parents, which in a sense, will impact them indirectly.”

As students age, they need to become more involved and aware of what’s going on. The best way to start paying attention is by getting involved in conversations.

Clubs, such as the Junior Statesmen of America at Branham, provide students a safe space for discussion and ultimately broaden their knowledge on certain topics. Other ways to get involved with the news is simply following reliable news organizations on social media.

News isn’t just about learning new information. It’s information that’s going to make an impact, so why wait?

News Literacy News literacy critical thinking skills used to evaluate and judge the reliability and credibility of the information presented.

Why should you be news literate?

It’s essential for understanding the world and becoming an informed citizen.

What should you ask yourself when reading news Where did the article come from?

Who are their sources?

Does it align to what other news sources are saying?

What can be their possible intended audience?

Good sources for news New York Times Washington Post Allsides.com - a news aggregate site Mercury News The Wall Street Journal National Public Radio

Money matters, so teach us finances Fiscal responsibility, a struggle for adults, should be integral in education ELIZABETH POSEY Art Director

ach year, Branham is encouraging E more students to challenge themselves with rigorous courses. Though

Michaela Edlin/Bear Witness

26 percent Parents who feel ready to teach about finances.

83 percent

Students who want finances taught at school.

individuals are reaching high levels of academic achievement to prepare for college, it is debatable whether or not they truly feel ready for burdens of finance and careers that come with adult life.

The distant future of choosing a life path and financial planning are not often thought about by high schoolers who are primarily concerned with their preparedness for college. While programs such as AVID and the College and Career Center are concentrating on helping students set long-term goals, many do not take advantage of them.

In order for Branham High School learners to feel confident in their fiscal and professional futures, there must be a balance between scholarly pursuits and real world preparation.

Students are stressed about the absence of life-applicable education in school and

at home, not much is being done to solve this dilemma. Even knowledge of basic concepts such as banking, credit scores, taxes, and investments are undeveloped within students. Confusion between parents and educators about the responsibility to educate young adults on monetary concepts and employment prevents them from learning these skills.

In Brandon Cooley’s financial article, he mentions a 2013 study conducted by ORC International surveying 505 teens showing that “Sixty-three percent of students surveyed say their parents are responsible for educating them about money management.”

However, “only 26 percent of parents feel prepared to educate their children,” and “83 percent of students believe that personal finance should be mandatory in schools.”

This miscommunication adds another layer of complexity to the already neglected issue. Currently, only five states require high schools to provide adequate financial literacy; California

is not one of them. Without a government mandate forcing education about personal finance, it is the job of the school and students to find a lasting solution. In addition, providing information on future planning for careers is of equal importance if students are to be successful in adulthood. Students do not need to decide their paths right away, rather they should be given a platform to explore their options and examine their potential. Many do not feel confident in their abilities to fill applications, construct resumes, or speak eloquently in interviews. Simply learning these fundamentals could wildly improve Branham students’ exposure to employment.

Not enough is done in California schools to prepare young adults for life after college. While it is important to recognize that all academic courses have an impact on student’s intelligence and understanding, their stability as adults relies on quality education in career readiness and financial literacy.

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BEAR WITNESS

The opinion of the Bear Witness editors

Staff graphic

BHSBEARWITNESS.COM

53 percent of the top 100 films for the past 10 years have been adaptations or remakes Stephen Follows, film data researcher TEACHER CONTRACT NEGOTIATIONS

Teachers undervalued, and need bigger raises

earbook and photo teacher Lisa Pimental.

Y Science teacher Marie Pink.

Both were invaluable teachers loved by their stu-

dents who have left Branham in the last year due to rising living costs and a low salary.

In order to ensure that our valued teachers stay teaching at Branham and in the district, the district needs to give them the raise that they need in order to live here, the raise they’re asking for.

This past month teachers have been working without a contract due to negotiations that they have been having with the district over their raise.

The district has proposed a two percent raise, while Campbell High School Teachers Association (CHSTA) is asking for a 4- to- 6-percent raise in order to keep up with the increased living costs of the Bay Area.

However, the suggested 2 percent is not even close to what they need to survive, and the district’s reasoning is not justifiable.

The district is claiming that they can only afford

the 2 percent because they now have to pay more than double what they had to in years’ past to the teacher retirement fund, from 8.25 percent to 19.2 percent.

While the district says that they have no extra money to spare, the board is operating on a rainy day budget 6 percent of the general funding, but they technically only need three percent to be solvent.

They claim that they need this as a “rainy day fund,” just as an extra cushion for when disaster strikes.

Disaster is already striking, however, because the district is losing valuable teachers at a rapid rate to places they can afford to live, with an added higher salary.

On average, the district loses 40 to 60 teachers a year, which composes around 10 to 15 percent of the teacher population, as seen through Pink and Pimental.

Not only does this affect the teachers themselves, it also affects the students because it leads to a lack of student-teacher connection, something that is vital to student growth.

More than just an ad

Nike’s campaign shows how divided over Kaepernick our country’s become

For the teachers who do stay, instead of worrying about their teaching curriculum, they are forced to worry about paying their rent, and having to rush to their second jobs.

For example, social science teacher Brett Johanson runs an SAT Prep course after school, with social science teacher Tania Eaton for the money they need to pay for expenses.

The district also claims that the benefits that the teachers receive are enough to cover the gap for the asked four to six percent, because they are incredibly good, covering medical expenses and other necessities.

This is not sufficient though because teachers cannot live off of their health benefits. Medical coverage does not cover rent and rising costs of housing.

Administrators, to show the teachers that they’re valued and appreciated, and to keep teachers in the district, need to rise to the occasion and give the teachers the raise that they deserve to live and teach here.

Courtesy Universal

OPINION Editorial

| SEPTEMBER 2018 |

“Jurassic World” vs. “Jurassic Park” Audiences and critics rated the original movie higher (91 percent to 78 percent).

The reboot, though earned $650 million compared to “Jurassic Park,” which netted $357 million, adjusted for inflation.

Rule for reboots: If at first it succeeds, try, try again CHANDLER ROBERTS Staff Writer

eboots and remakes seem to dominate the R box office. From “Jurassic World” to “The Last Jedi,” from “Goosebumps” to “Ghostbusters,”

Elizabeth Posey/Bear Witness RYAN MCCARTHY Sports Editor

olin Kaepernick’s Nike campaign, C specifically his full-length advertisementm, has further widened the rift

between supporters of Kaepernick’s movement and those opposed.

The advertisement, titled “Dream Crazy,” includes voiceovers of Kaepernick saying the campaign’s main slogans: “Believe in something, even if it means sacrificing everything,” as well as: “Don’t ask if your dreams are crazy. Ask if they’re crazy enough.”

The public has been in an uproar since the retail giant released the advertisement.

Customers have denounced their allegiance to the company, burning Nike shoes and cutting Nike socks. Some posts on social media include the hashtag “#JustBurnIt,” playing off Nike’s trademark “#JustDoIt.” President Donald Trump has tweeted his disapproval of all players protesting during the national anthem in the past, announcing that “[t]he issue of kneeling has nothing to do with race. It is about respect for our Country, Flag, and National Anthem.

NFL must respect this!”

During an interview with the Daily Caller, a conservative news and opinion website,

he says the ad “sends a terrible message and a message that shouldn’t be sent.”

Despite the pushback from some of their consumer audience, Nike’s sales have actually increased since the ad was released over Labor Day weekend. According to Time Magazine, Nike’s online sales enjoyed a 31 percent increase from Sept. 3 to Sept.

5, the days following the advertisement release date.

Kaepernick, a former player who has not taken an NFL snap since 2016, has since been brought in for workouts by multiple teams, but has yet to be offered a contract in part because of his resistance to abandon his anthem protests.

Even though Nike’s commercial with Kaepernick — who has been sponsored by Nike since 2013 — was a bold move that came with a substantial amount of risk, the level of anger and pushback was above anything that was expected. This pushback was obviously the opposite intent, and should have been perceived differently by the public audience.

Most of this pushback comes from people who believe that Kaepernick blatantly disrespected the flag while he and other NFL players protested racial injustice by kneeling for the national anthem. By

protesting racial injustice, those players did not disrespect the flag, nor did they violate any laws.

According to Title 36, section 171 of the United States code — more commonly referred to as the Flag Code — “all present except those in (military) uniform should stand at attention facing the flag with the right hand over the heart,” but does not impose penalties on those who do not because of the right to free speech given by the US Constitution’s First Amendment.

In addition, the flag is actually more disrespected every day in ways that may be overlooked by the common observer.

Flags out after dark without an illuminating light, on clothes and touching ceilings of houses are all restricted under the Flag Code, yet one will undoubtedly see all of these violated every day just by walking around.

Nike’s partnership with Kaepernick for their latest campaign was a courageous statement by the brand, given his current reputation with the public, as well as their own large sphere of influence. Thus, the public should view this advertisement not as a political resistance, but rather as an inspiration for people to “dream crazy” enough to achieve what they really want.

Is that “crazy enough” to be realized?

BITE-SIZED | Minor solutions to minor problems Annoyance: Netflix removing extremely loved TV shows and movies.

Solution: Netflix should create a seperate website of all the shows that they take off. A Backflix, if you will.

— Caitlyn Schlaman

Annoyance: Desk sizes are small, which makes it hard to have room to work when a textbook and

notebook need to be on the desk at the same time Solution: Thanksgiving sized tables would be great to have room to spread out and work.

— Laura Heffernan

Annoyance: Students take for granted what teachers do for them and disrespect the teacher, while complaining about tiny assignments.

Solution: Teachers should give a grade for polite-

ness and simple respect.

— Annalise Freimarck

Annoyance: Students blatantly teaching. You signed up for it, so deal withit.

Solution: If you are struggling, study.

— Julia Marques da Silva

Hollywood loves to redo classic stories.

According to Stephen Follows, a film data researcher, about 53% of the top 100 films for the past 10 years have been adaptations or remakes.

Some see this as a bad thing: Mark Carpowich from the Huffington Post said that the “Point Break” remake was “a waste of time. You know, kind of like the film’s remake 24 years later.”The problem for most is that reboots are often too similar to the original. Why watch one film when you’ve already seen a “better” version of the same story?

People use this idea to discredit anything that could be transformative. While there are a lot of remakes, that isn’t necessarily a bad thing. Remakes can be incredible and can affect how movies are made and viewed in the future, but are often disregarded for being nothing but a copy or rehash of previous ideas.

Changes are usually made to the original product whenever there is a reboot. The change could be in medium, like in “Beauty and the Beast,” which switched from animation to live action. However, another change could be perspective.

For instance, “The Hobbit” is a literary prequel to the “Lord of the Rings” series that is told from the perspective of a hobbit who goes on an “Unexpected Journey.” The series was released about nine years apart from each other and tell two completely different stories, and both took liberties from J.R.R. Tolkien’s books.

Other changes can be to story or characters.

“Teen Titans Go,” took the characters from comics and prior show, and made them zany and suited for young children. The story also changed from being an overarching plot, to silly one-off episodes.

Many IMDb reviewers blasted the movie, saying things such as, “if you like the original, don’t watch this.” This mentality takes away from newcomers’ enjoyment. It forces the viewers to focus more on how things “used to be,” so they don’t see what they can be.

Nostalgia can prevent someone from seeing new, transformative looks at previous movies or shows.

Instead of pushing media away for being the same, we should embrace these shows for being brave enough to stem off of something that is already established.

In fact, there is no wholly original story. There are blatant retellings, like “Gnomeo and Juliet,” and there are much more transformative and subtle retellings, like “The Lion King.” Either is still a spin on an old story. In “Gnomeo and Juliet,” Gnomeo prevented the deaths of both title characters and change the ending entirely. While in “The Lion King,” the characters take similar steps and end at the same result as in “Hamlet,” but the film is made child friendly by using animals. Many don’t even know that it is a retelling, because of its original take on the classic story. The core ideals of both stories stay true, but they are still different from the source material.

We should not judge a book by it cover, or a movie by its predecessor. Instead we should look at them as new takes on old films. If it is disliked afterwards, then fine, but a film should be given a chance.

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FROM THE FRONT PAGE

Students unsure about late start JESSICA BERTON Staff Writer

alifornia Gov. Jerry Brown has vetoed legislation that would C mandate all public and charter schools in the state to start school at 8:30 a.m., saying that local communities should manage

their own start times.

Despite the veto, scientists have long pushed for schools, like Branham, to start later because it would improve students’ attendance, grades, and mental health, according to research done by the American Academy of Pediatrics.

Caffeine, napping, and sleeping extra on weekends helps very little in comparison to a proper sleep schedule. The recommended amount teens should sleep between 8.5 to 9.5 hours a day, which usually means that schools should start at 8:30 a.m. or later. However, the legislature was barely passed, with a minimum of 44 votes for and 30 against.

Many, not just scientists, are pushing for a later start time for students’ benefits.

“It's better to give students enough time to wake up in the morning, [so] you get at least six to eight hours of sleep,” said math teacher Steven Turner, who is also head of the bell schedule committee. “Starting later would be really useful, allowing students to come to school rather prepared rather than just coming here.”

Though there are positives to a later start, there’s backlash from some students, parents and teachers due to the schedule changes that come with the later start time.

Assistant Principal Larry Lopez was also against the legislation.

“I personally enjoy the 8 o'clock start. I don't think that's too early or too late. But I think legislation 8:30 or later just pushes things further on in the day and it’s gonna create some conflict for students,” said assistant principal Larry Lopez.

Some students say they prefer to start later because it means that they can get more sleep.

“I'm tired a lot of the time,” said freshman Vinidu Geevaratne, “so being able to come to school that later is awesome.”

TARDIES | Pioneer credited

don’t have to get here early because we don’t do anything the first ten minutes of class anyway,’” Lawton said.

Branham has seen its tardies to first and fourth period drop by more than 60 percent. In the first five weeks of school, Branham saw a total of 369 tardies, compared to a similar period last year where the students accumulated 933.

Assistant principal Larry Lopez attributed the policy change to Pioneer High School, which had also seen a significant decrease in students arriving late to class. Other schools in the district are now considering similar changes to their rules.

The majority of tardies takes place during first and fourth period, according to administrators. Some students say that the policy should extend to all periods rather than first and fourth alone. Students late for their other class periods five times in a six week period can face consequences, often social probation, and they cannot make up these tardies with lunch detention.

Lopez, the assistant principal, said that students are getting used to the policy.

“In the beginning, people really hated it,” he said. “But everyone that I've dealt with has been super nice and super understanding. And everybody in here has been super respectful.”

TEACHERS | District eyes property as a funding option

Annalise Freimarck/Bear Witness Social science teacher Tania Eaton speaks in favor of a higher raise at a district budget presentation.

Her reality reflects the crisis that many teachers in the district are going through: worrying about rent, trying to make ends meet and taking on second jobs. At a district budget presentation Sept. 19 with Superintendent Dr. Robert Bravo, several teachers aired their grievances to the district head.

Spanish teacher Damian Fragano echoed the financial worries of Eaton and many other teachers at Branham.

“I try to do my best to teach quality teaching in the classroom,” he said. “Unfortunately, at the end of the month, (around) 10 days before, I cannot afford (my expenses).”

English teacher Nancy Freschi has witnessed this shared struggle firsthand.

“I hope the board understands the teachers are in a crisis,” she said. “We’re being asked to do more and people can’t even pay their bills.”

Because of these struggles, teachers in the district have been pushing for at least a 4 percent raise in their new contracts, which coincides with the increase in living costs in the Bay Area.

Without a contract, they are not ensured employment rights, such as protections from dismissal from their position, as well as employee benefits (retirement, medical coverage, etc). They have been without a contract for a month, as negotiations between the teacher’s union and the board continue.

The district is claiming that they can only afford to give a raise of 2 percent because the

amount that they have to pay toward teachers’ retirements to the State Teachers Retirement System (STRS) is going to more than double from 8.25 percent to 19.2 percent, due to the fear of insolvency.

Dr. Bravo said he has seen the effects of paying out the increased costs firsthand, and said that the district is seeking other sources of revenue to make up for the difference.

“How do we all of a sudden start paying more than twice of what we used to pay for retirement?” he said in an interview with the Bear Witness. “We definitely want to support people, but it’s becoming harder.”

However, he does agree that the salaries are not enough.

“At the end of the day, we do not pay teachers what we should, but we just have to do the best we can to live within our means,” he said. “We can’t spend more money than what we have coming in.”

These back-and-forth negotiations have led to frustration from teachers within the district, and have even led some prominent teachers to find employment elsewhere, such as former yearbook and photo teacher Lisa Pimental and science teacher Marie Pink.

President Kim McCarthy, president of the Campbell High School Teacher’s Association, the teachers' union, has seen a high turnover rate over the past couple of years due to this frustration and lack of affordability. Though it

has slowed for the 2018-2019 school year.

“We have had between 40 and 60 new teachers in the district, and so that’s between 10 and 15 percent of our teaching staff that is turning over every year,” McCarthy said. “We know that’s not good for students.”

Similarly, Branham had previously seen more than half of its teachers leave in the span of three years. For the teachers who do stay, many are forced to commute and miss out on some school festivities.

Math teacher Amanda Wilson, who is part of the negotiating committee, commutes from Morgan Hill and because of that, has to miss out on activities she would like to participate in.

To address these frustrations, the district is looking into leasing the land they own at the district office, to businesses like a daycare and a care center for people with Alzheimer's. “(There’s) a lot of underutilized property, so the board asked for us to apply to change the master plan to allow (it)... to be used,” said Bravo.

Even with these possible solutions to the teacher’s concerns, many teachers are still worried about affordability and being able to teach in the district.

“We’re just aspiring to be in the middle,” Wilson said. “We know the district can’t afford to pay what people in Los Gatos and Saratoga may get just because of property taxes, but we just don’t want to be at the bottom.”

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BEAR WITNESS | SEPTEMBER 2018 | BHSBEARWITNESS.COM

SCIENCE&TECHNOLOGY

“Multitasking isn’t really even a thing.”

Jen Ozdinski, U.S. Government and psychology teacher

Science briefs E-cig makers must prove they are not targeting minors The Food and Drug Administration is forcing popular e-cigarette manufacturers to prove that they are not targeting minors in their sales, especially those made in bulk online. This is coming in response to the “epidemic” of e-cigarette use among minors.

The FDA has asked JUUL Labs and Vuse, as well as sellers of the product, from 7-11 to Walgreens, to show that they are halting sales to minors. The FDA commissioner said that more than 2 million middle and high school students are regular users of e-cigarettes.

Oldest animal, 558 million years old, is discovered Fat molecules, an indicator of animal life, have been found on a trilobite-like organism in Russia that lived nearly 560 million years ago. The well-preserved fossil of the animal, called Dickinsonia, means that complex animals developed millions of years earlier than believed, according to scientists from Australian National University. This resolves a 75-year-old debate about Dickinsonia and whether it was a giant, single-celled amoeba, a lichen, or a complex animal.

Social sports such as tennis may lead to a longer life Physical activities are the key to health, but social sports such as tennis and soccer may add years to your life, according to a Danish study. The adults who participated in racket and team sports outlived those who participated in mostly solitary activities such as running and cycling.

The study, published in the Mayo Clinic Proceedings in September, found that tennis adds 9.7 years to one’s life, badminton added 6.2 years, and soccer adds 5 years. Other factors, such as income and socioeconomic status, will be studied in future.

Tech bytes Trump’s tariffs may hit tech industries hardest President Donald Trump’s trade war with China, the most recent being $200 billion in taxes on Chinese goods, may hurt companies that make circuit boards, semiconductors and cell tower radios, among other Chinese-made products that are sold here. Many tech companies, such as Intel and Dell outsource manufacturing work to China, and can see price increases in the coming months.

Trump views the tariffs as a way to persuade China to change trade practices such as intellectual property protections.

France bans smartphones for high school freshmen A smartphone ban taking effect this September is annoying students, but raising hopes among French leaders that no phones equals fewer distractions.

Their hypothesis is supported by numerous studies that suggest that, without smartphones, students will pay more attention and will interact with each other more. Some are not as optimistic, saying that the government is missing a learning opportunity.

Rather than ban phones outright, they can teach them modern learning skills.

— Compiled by staff

TECH ADDICTION

Using phones to cut phone use Smartphone apps such as Screen Time help students monitor their tech habits 4 hours 35 minutes Total: 31.5 hours/ week (approximate)

Most used apps weekly (average) Twitter 1 hour 33 minutes Safari 1 hour 14 minutes Instagram 15 minutes

Social networking Education Productivity

1 hour 53 minutes 18 minutes 8 minutes

34 minutes 3 hours 59 minutes / week

Instagram 1 hour 30 minutes Calculator 55 minutes Snapchat 45minutes

Social networking Productivity Education

2 hour 20 minutes 55 minutes 19 minutes

Instagram 4 hours 46 minutes Aceable DE* 4 hours 44 minutes Google 2 hours 26 minutes

Social networking Education Productivity

8 hours 16 minutes 6 hours 36 minutes 3 minutes

Phone use per day

Emma Labrada Sophomore

Matthew Moore Sophomore

3 hours 38 minutes Total: 25 hours / week Itzel Moreno Sophomore

Top screen time categories

* Drivers ed app

5 hours 34 minutes 38.5 hours/week Chris Fredrick Sophomore

Snapchat 1 hour 53 minutes Instagram 1 hour 14 minutes Games 45 minutes

Social networking Games Entertainment

3 hour 38 minutes 1 hour 38 minutes 8 minutes

Source: Student submitted data from iOS 12 update LAURA HEFFERNAN

Arts & Entertainment Editor

eens are addicted to their phones.

T According to a 2016 survey by Common Sense Media, 50 percent of teens admit to being addicted to their phones, and 72 percent of teens feel the need to immediately respond to a text message.

Many teens find it hard to resist the allure of notifications and instant connections for any significant period.

“It’s kind of like going cold turkey with quitting smoking outright,” said sophomore Ethan Cho. Cho adds that being on a device while doing homework does not work and the only way he can get a task done is by sitting down and committing himself to it.

Helping to combat misuse of devices, Apple has introduced a new feature with the release of its iOS 12 called Screen Time, which is meant to promote more productive uses of devices.

Screen Time works by taking data from the past seven days of usage and shows trends in how long users

have been using apps in certain categories such as productivity, reading, or reference. Screen Time can even show how many times a person has picked up their device throughout the day, making users more aware of how much time is actually being spent on their devices. Unlike other screen monitoring apps, it does not advise students how to use their devices, instead letting users learn of their phone habits.

Android devices have similar apps, such as Moments, and Google has an app called Digital Well Being, which is only available on its Pixel phone.

These components of Screen Time as a whole can provide insight to users in order to help them rethink how they are using their devices.

Senior Ami Narkiewicz said her most used apps are YouTube (34 percent) and Instagram (21 percent).

She’s not surprised at the usage of some apps, but she said she’s more aware that she could be spending less time on other apps such as Instagram.

For many students like her, phones have become too much of a distraction to handle while also trying to

get work done in the classroom and at home. Students often try to multitask but aren’t aware that forming a cell phone addiction has actual effects on the brain.

“Multitasking isn’t really even a thing,” said Jen Ozdinski, U.S. Government and psychology teacher.

Studies have shown that when using a phone or multitasking, students are three times more likely to make mistakes, and often have poorer information retention.

The Screen Time app gives users options for how notifications are delivered to provide a more distraction free environment.

Having only officially been available one week, users report that Screen Time’s effectiveness as a deterrent wears away over time. While Screen Time sends notifications when time is up on a certain app, there is an option to ignore the limit that is easy to hit. However, parents can set passwords.

Though many tech companies are finding ways to help users combat their tech addiction, self-control and discipline ultimately relies on one person: the users themselves.

ANALYSIS

Check your settings: Data not as safe as you think CAITLYN SCHLAMAN Staff Writer

ost people spend hours on social media sites M such as Snapchat, Facebook, Instagram and Twitter, yet few Americans may understand what pri-

vacy rights they’re giving up.

Recently, several court cases have gained media attention, such as Mark Zuckerberg’s congressional hearing, Twitter’s scandal with Dataminr, and the exposure of the three media giants feeding Geofeedia data. With all the buzz over data privacy, it raises the question: Do students know how to protect themselves online?

Most students between 12 to 18 use Snapchat and Instagram. Both have a simple privacy policy, with small protections such as choosing what information can be collected and who it can be sent to.

However, your freedom to control privacy settings is limited.

Students can decide that Instagram can’t use their data anymore, but most people don’t care for the terms of service, and do not actively go into the settings to limit what information the social media giant is using.

This data bits being mined, by the way, are the sites and other applications you have visited.

It’s not just social media giants either, the innocent pop-up about a free iPhone is malicious, too.That vid-

eo link you saw shared on Twitter could house hidden malware that tracks your location and steal your private information.

Even with cookies, especially HTTP cookies, malicious trackers could be planted into your device. These trackers give third party companies access to what sites you are visiting, and what specifically you are interested in.

This is how the specific ads show up on Instagram and “target” the consumer. The worst part about these trackers is that the average consumer does not know about them.

Recently, California passed the California Consumer Privacy Act of 2018. This act, which is going in effect by 2020. This act was created in the wake of the Cambridge Analytica scandal, as many took issue with Facebook not alerting its users about Cambridge Analytica selling their data. It is in line with the European Union’s tough stance on protecting consumer data. It allows users a chance to choose whether their information is being collected, and establishes a right to know what data companies have on them.

Students can protect themselves by being aware and checking their privacy settings. Don’t think you have to learn about every privacy law on the internet, just look into what you are agreeing to. It’s always good to protect your data.

Twitter Police agencies had been using Dataminr, owned by the Twitter, to geolocate data to find potential threats. Under pressure from civil rights groups, they stopped the practice in 2016.

Facebook Cambridge Analytica, a political analysis firm, had acquired data from millions of users via a Facebook quiz app. This revelation led to a congressional hearing, with CEO Mark Zuckerberg testifying.

Alphabet (Google) The parent company of Google is accused of illegally tracking the movements of millions of iPhone and Android users even when they turn on privacy settings to prevent it.

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INDEPTH

SEARCHING FOR ANSWERS From shaming to open discussions, seniors share what they wished they learned in sex ed Jessica Silva “I wish I learned that it’s OK to please yourself. I wish I learned that sex is inevitable at this age, hence teens need to know the importance of protected sex. I wish I learned the importance of consent. I wish students were taught about sexual harassment. I wish female students were taught that it’s OK to have sex. I am very tired of the virgin praising.”

Anonymous- “I wish sex ed was taught more than once and that it educated the students on what the best course of action is if an accidental pregnancy actually occurs.”

Carlos Castaneda “I wish sex ed would teach how sex is not a reflection of your value as a person. At our age we shouldn’t be praised or shamed for the amount or lack of sex we get.”

Anonymous “I wish sex ed taught me more about safe sex for lesbians because as a lesbian, I have to research everything about having safe sex and I still feel like I know more about types of sex I will never have than about lesbian sex.”

Alex Chang “I didn’t get to go through sex ed my freshman year because I was in ROTC.”

Kylie Delaney- I wish that rather than merely getting information thrown at me, I had gotten to learn about safe sex and how to approach that.

It’s important to know the outcomes of sex, but it would have been nice to have a more open discussion.”

Illustrations by Elizabeth Posey

SEX ED AT BRANHAM Recent milestones in sex ed 2004

A report from NPR/Kaiser/ Kennedy School of Government supports a balanced sex education at 94 percent, while the Bush administration budgets $170 million for abstinence-only education.

2008

California rejects federal funding for abstinence-only programs, based on studies that show they don’t have an impact on sexual behavior.

1999 through 2011

Students received sex ed in an actual health class, taught by P.E. teacher Ron Smare and others.

2012 through 2015

Multi-pronged approach using Real Options, Positively Positive, and the YWCA- P.E. teachers filled in gaps where programs didn’t.

2010

Congress funds the Personal Responsibility Education Program, which provides $75 million annually for evidence-based, medically accurate, programs to educate adolescents about abstinence and contraception

2016-2018

Health Connected is contracted to teach multiple classes over a two-week period.

2015

California Healthy Youth Act is passed, which mandates that information about relationships, consent, abuse (both physical and psychological) and sexual and gender identity be included in the curriculum.

2019

P.E. teachers to take over sex ed.

FROM THE FRONT PAGE

SEX ED | P.E. teachers to lead sex ed program next year some P.E. teachers in the district,” said Sotiriadis.

To fully understand these changes, it’s necessary to have context on what sex ed used to be at Branham.

In 2015, the program was a threepronged approach that used outside organizations — Real Options, Positively Positive and the Young Women’s Christian Association’s team empowerment—in addition to supplemental information provided by physical education teachers.

Real Options seemed like a good resource to the district because it offered its sex ed presentations for free.

However Real Options promoted an anti-abortion, abstinence-based agenda, violating state education codes on sex ed, even though P.E. teachers said they had monitored the organization “with an eagle eye” during presentations, according to Smare. The organization also came under scrutiny due to its financial ties to Christian organizations.

“When Real Options came, they would talk about abortion a little bit, but they would try to steer towards things like, ‘It would be better if you kept the kid,’” said Smare, who added that P.E. teachers supplemented the Real Options talks with information about abortion.

A new sex ed law went into effect January 2016, mandating sex education in grades 7 to 12, leading the Bear Witness to investigate the Real Options’ presentations that promoted anti-abortion practices. Once district administrators found out about the pending report, the school decided to suddenly cancel the presentation.

The news stirred some chaos, because without Real Options, the teachers must now take up the teaching sex ed to the freshman class, who are now seniors. Smare took on the responsibility.

“When they [Real Options] went away, we took it on and picked it up ourselves,” he said. “I remember doing a presentation with a portion of information in that. It was quick though, we didn’t spend a lot of time on it.”

Senior Samantha Rocheville remembers the presentation and said that it fell short in providing a comprehensive sex education.

“I remember that people were super confused because Mr. Smare started talking about something about how losing your virginity isn’t about sex… something like oral sex, that would be considered losing your virginity,” said Rocheville.

After the district removed Real Options from presenting in 2016, it hired Health Connected, formerly known as Teen Talk, to provide sex ed to freshmen.

During class, freshmen learned about the different forms birth control, including hormonal implants, pills and abstinence.

Information about sexual identities, relationships and respect was also included in presentations. Sex anatomy was also covered with coloring pages and vocabulary.

This curriculum shares some similarities with that of prior years, touching upon topics such as HIV and consent.

Juniors and sophomores said that the two week curriculum from

Health Connected was suitable.

Sophomore Olivia Merriam said that she appreciated the candid talk on gender and sexual identity. She said her middle school program focused more on sexual anatomy.

“The more we talk about it, the less taboo it is,” Merriam said.

She also commended the program for its consent portion, and ensuring that partners know how to respect each other when engaging in sexual activity.

“It’s important to me that there are clear boundaries about what consent is and what consent is not,” she said.

Sotiriadis, who has a masters in Sexuality Studies, stresses the importance of consent in the sex ed curriculum.

“It not only leads to healthier relationships and better communication, but less crime, people feeling more respected, people understanding boundaries,” she said. “While the ‘science-y’ things like STIs and birth control are important, (consent) is just a lot more real.”

In the Health Connected curriculum, they teach consent through roleplaying. Students act out different scenarios and the class will decide if both parties consented or not. In their terms, consent can’t be given under the influence of alcohol or drugs and must be explicit, meaning that an absence of a “no” does not mean consent.

P.E. teachers, who will be taking up sex education in their classes next year, will continue consent and other topics. Sex education for freshmen this year will be taught until early October.

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STUDENT LIFE

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BHSBEARWITNESS.COM

“It’s just for fun, and people like seeing progress in the brand, and they like to see the brand grow.”

Sophomore Henry Buck on student entrepreneurship HOMECOMING 2018 | BOARD GAME TRIVIA

Branham’s Homecoming theme this year is classic board games, culminating in a Masquerade dance on Saturday. We look at some of the obscure facts from these popular titles.

— Jazzy Nguyen Illustrations by Elizabeth Posey

FRESHMEN

SOPHOMORES

JUNIORS

Escape maps, compasses, real money and files were hidden inside Monopoly game boards and smuggled in to prisoner of war camps during World War II.

According to the National Toy Hall of Fame, Eleanor Abbott, a victim of polio, created the board game Candy Land for children recovering from the same disease in 1948.

The original Game of Life is over 150 years old. It was mailed to soldiers in during the Civil War as Christmas gifts.

SENIORS

The movie adaptation of the board game, “Clue,” garnered a huge cult following after the movie came out on VHS.

CRAFTING A BUSINESS Juniors earn some side money by creating, selling custom apparel and jewelry

Luna Bracelets Owner: Danny Inclan Instagram: @ lunabracelet.s

Pool starts long awaited construction A new pool is under way for with all-new equipment and systems. The Measure AA remodeling and construction plans to build one big pool rather than two different sizes.

The new design means more space for the old boiler room to become both an office and storage area. According to Principal Cheryl Lawton, the pool will be done in March.

Courtesy Luna Bracelets

Courtesy Atomic Clothing Brand A full week for freshmen Branham’s Link Crew held Freshmen Week to encourage freshman involvement in school activities.

The spirit week included activities in the quad, such as Hula Hoop contests, pieing teachers, and a visit from Branham mascot, Blue Bruin, and the week finished off with Branham football’s first home game against Los Altos, where freshmen were encouraged to come.

Despite the good intentions of the week, the execution left a lot to be desired. The week coincided with the first club meetings, and so many Link leaders did not attend.

Shlok Gore/Bear Witness Juniors Danny Inclan, left, and Henry Buck have gained a small following at Branham based to their respective brands. Since spring, they have seen sales of their products take off, with help from positive word of mouth.

SHLOK GORE

Science & Technology Editor

Henry Buck and Danny Inclan are apparel Juniors entrepreneurs, earning a small profit with their side

businesses - Buck with Atomic Clothing Brand, and Inclan with Luna Bracelets.

Buck started his apparel company in March, but his interest in entrepreneurship started in middle school, where he ran a business upgrading Kendama toys. He was also interested in clothing from independent suppliers, and had wanted to start his own company.

“I’ve also had an interest in business and entrepreneurship, so it seemed like a perfect union of the two,”

said Buck.

Atomic, has sold over 25 T-shirts that sell for $20 each. They blend photographs with animated images, making for a colorful and vibrant palette. Popular brands serve as inspirations to Buck as he designs his apparel.

“Other lines, older ones like The Hundreds, and newer ones that are emerging, such as Chinatown Market give me some ideas when I design my own stuff,” he said.

Atomic’s tees are printed in a San Jose screen printing shop where Buck works.

“I want to keep the business local,” he said.

Like Atomic Clothing Brand, a majority of Luna Bracelets’ customers attend Branham. At $7, the brace-

Atomic Clothing Brand Owner: Henry Buck Instagram: @atomicclothingbrand Website: www.atomicclothingbrand.com

lets have been an easy sell. He’s getting positive feedback from those who’ve purchased them.

“People tell me they like the colors and all the variations that are possible for the bracelets,” he said.

Inclan hand assembles the bracelets at home to provide a personal touch.

Inclan said Luna has sold more than 70 bracelets since he started selling in the spring.

Buck said that he wants to see where his small business will take him, but he sees potential in it.

“A lot of people like clothing and businesses, but not a lot of people are trying to start a business or clothing line,” said Buck, “It’s just for fun, and people like seeing progress in the brand, and they like to see the brand grow.”

BUULDING A BETTER ROBOT

Teaching real-world engineering skills Robotics Club prepares students to code, compete and collaborate with each other CAITLYN SCHLAMAN

Tennis space jeopordized The construction of new interim classrooms has created a space problems for sports such as girls tennis. Due to the portables’ location, two courts have been taken away, leaving an insufficient amount of room for both teams to practice or have games.

Because of this, the tennis teams are unable to host any matches at home.

— Uzor Awuzie

Staff Writer

ilicon Valley is the home of the modern tech innoS vator, and many students grow up surrounded by all this tech.

At Branham, Project Lead the Way and engineering classes are filled, but some students want more. Robotics Club are those students, who spend their time after school building and coding actual robots that perform specific tasks.

For the Vex Robotics competition last Sunday in Dublin, club members built robots that can pick up objects and flip over octagonal discs.

According to Robotics Club president William Gardner, a junior, the tournament first pits two randomly assigned teams against two others who will be competing in three games.

Those with the most points move on to the next round, where they can choose their allies. The teams then compete in a series of knockout rounds until the final two vs. two round, where a winner is declared.

The club is made up of five teams, who first plan out

Caitlyn Schlaman/Bear Witness Robotics students prepare a robot that can hold an octagonal disk in preparation for the Vex Robotics tournament. There, they lost early to stiff competition.

their designs in a notebook. The teams then to build and code their robots.Two competed at Sunday’s competition. Once complete, the club competes against 40 teams at the tournament, where their month of work is put to the test. The VEX Robotics tournaments lead to a worldwide competition. In 2016, Branham Robotics has advanced to state.

Each year, Robotics spends thousands to compete, from the $100 fee to take part in the competition, and sometimes spends upward of $1,000 in parts for a single robot.

The club relies on parent donations along with fundraisers and the occasional corporate sponsorship. Their biggest sponsor from the past few years has been Xilinx, a chip manufacturer.

Advisor Barbra Schremp said that the students learn real-world engineering principles by building their robot.

They’re solving problems and working with equipment,” Shremp said, adding that students get a chance to program and work with like-minded individuals.

“They form friendships and get practice with interacting with each. At our tournaments, they take that and apply that on a broader scale.”

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BHSBEARWITNESS.COM

SPORTS

“All you can do is trust in the process. You can’t really force it.”

Sophomore Ashley Donaldson on the college recruitment process.

Sports briefs Scores updated as of Sept.24

Football Varsity: Lost to Del Mar, 7-20, on Sept. 21.

Record: 2-2 (0-1) JV: Beat Del Mar, 36-6, on Sept. 21.

Record: 3-1 (1-0) Next game: Home vs.

Willow Glen, today.

JV 4 p.m., Varsity 7 p.m

For star athletes, many paths exist to college recruitment Students find success in recruitment and commitment to four-year universities

Field Hockey Varsity: Lost to Willow Glen, 2-3, on September 19.

Record: 1-5 (1-4) JV: Record: 1-1 Next game: Tuesday at Westmont; Varsity 4 p.m., JV 5 p.m.

Girls Volleyball Varsity: Beat Evergreen Valley, 3-0, on September 20 Record: 10-3 (4-0) Next games: Tuesday at Willow Glen, Thursday, 10/4 vs Prospect; JV 5 p.m., Varsity 6 p.m.

Girls Tennis Varsity: Lost to Silver Creek, 1-6, on September 20 Record: 3-4 Next games: Tuesday at Willow Glen; Thursday at Santa Teresa; 3:30 p.m.

Cross Country Boys and girls varsity and JV squads beat Leigh on Sept. 20. for their first league meet.

Next meets: Varsity boys and girls look to compete in the Stanford Invitational this week.

— Compiled by Ryan McCarthy

Ashley Donaldson, junior Sport: Softball School: UC Santa Barbara Ashley Donaldson/Special to Bear Witness RENEE OWENS Staff Writer

here are multiple paths to commitment or scholT arships, but all involve a lot of work and dedication.

Coaches or recruiters don’t necessarily have to make first contact—students can reach out to schools first as well.

Senior volleyball player Mia Voss is one potential college student-athlete who communicated with a program’s coach in order to attract the attention and exposure needed to secure an athletic scholarship.

She emailed head volleyball coach Matt Helm at Whitman College, a liberal arts college in Washington, before going for an unofficial visit. While she has not yet made an official commitment, Helm has told Voss that he wants her in the program.

“He came to one of my tournaments and watched me play,” said Voss. “And then he saw interest in me.”

Communicating directly with coaches of college programs is becoming a common method of securing scholarship interest, and is even recommended by Branham’s athletic director Landon Jacobs in cases where

COMMITTING TO A SCHOOL Verbal Commitment Unofficial verbal agreement between a coach and student that the student will play a given sport at a specific college. It is nonbinding. The student may sign National Letter of Intent later.

Bruin Breakdown The tennis serve

Holding the racket Hold the racket with a hammer grip. You position the racket behind your head.

he serve is the first action in T a tennis match and you can score on a serve if the opponent

wither misses the ball or returns the ball out of bounds.

The ball is hit so that it lands in the service box diagonal to the player.

If the ball hits the net or the ball does not remain in play the serve is faulted. The player gets a second attempt to serve and if that serve is failed a point is awarded to the opponent.

The serve is used by both professionals and amateurs alike. An effective serve is key to a good match.

— Julianne Alvares Information provided by senior Emmalyn McCarthy

The swing When you swing, lean into the ball so that the ball travels faster.

Nicole Sweeney, senior Sport: Soccer School: Santa Clara University

Mia Voss, senior Sport: Volleyball School: Whitman College

Nicole Sweeney/Special to Bear Witness

Branham Volleyball

an athlete is not approached with an offer.

“Most athletes are not going to get recruited in the sense where coaches are going to reach out to them,” Jacobs said. “Most athletes are going to work with their parents to do part of that process themselves.”

College commitments and scholarships are different for each student, however. There are multiple students at Branham who were approached by college coaches.

The process began in freshman year for senior soccer star Nicole Sweeney, who was spotted by recruiters at an Elite Clubs National League (ECNL) showcase.

On that team Sweeney traveled to places across the country from New Jersey to San Diego playing in showcases where college coaches would watch players for recruitment purposes.

“There’d be tons of college coaches lined up at our games,” she said. “And for NCAA rules they’re not allowed to talk to us away from their campus until our senior year, so they would talk to our coaches.”

She verbally committed to Santa Clara University early in her sophomore year, and intends on signing a National Letter of Intent with Santa Clara.

“I’d say one of the biggest challenges is figuring out

where I wanted to go,” said Sweeney. She believes that her communication skills and positivity are what make her stand out to coaches.

Junior Ashley Donaldson has also verbally committed to be a student athlete in college, pledging her softball services to UC Santa Barbara.

Donaldson’s recruitment process began when she was in seventh grade, and and she continued to attract interest from major programs across the country before verbally committing last year. According to Donaldson, she stood out because of her leadership and versatility on the field. While her path to a commitment has been a lot of hard work, Donaldson says it was fun as well.

“All you can do is trust in the process,” said Donaldson. “You can’t really force it.”

When a student is approached by coaches or they reach out to colleges themselves, Jacobs suggests starting early and making final decisions that would work for them in any circumstance.

“Student athletes should be looking at where they fit in academically, where they fit in athletically, where they're going to fit in just in general,” Jacobs said, “just like a regular high school student.”

National Letter of Intent (NLI) The official document signed by a student which formally commits them to play a given sport at a specific college. It is binding.

Once signed, students must attend the school for at least one academic year. If the agreement is broken, the student must spend one year in residence at the school, and be bvarred from playing all sports at any NLI member institution for a year.

Head tilt Goal: Keep your eye on the ball.

Throwing the ball Throw the ball straight up and high.

The tossing arm is much more stiff as it’s lifting the ball accurately, while the serving arm has to be very relaxed.

Foot stance Stand with feet shoulder length apart point your foot diagonal to where you want the ball to go

Viv Mai/Special to Bear Witness

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ARTS&ENTERTAINMENT

“I get to create art amd share it with others.”

Jennifer Sorkin on her first year at Branham.

A peek behind the curtains

Mini Reviews

Bite-Sized Opinions

Netflix

TV Show

“Disenchantment” Matt Groening and Josh Weinstein What it is: The show is geared toward adults and follows a princess named Bean in a crumbling medieval kingdom called Dreamland. Each episode features a new misadventure with Bean and her companions Elfo, an elf, and her personal demon Luci.

Disliked: The pacing of some episodes is more deliberate based on each episode’s longer run-time.

Like: It’s set in a different time period from the “Simpsons” and “Futurama.”

— Julia Marques da Silva

Techs, the unsung heroes of theater, help craft the world of ‘Geeks vs. Zombies’

he tech crew of a production doesn’t often receive a lot of credit for their work. Tech has T various responsibilities such as running the lights, playing the sounds, moving the props and more. If the director was the brain of a show, the tech crew would be the nervous system.

The upcoming show, “Geeks vs. Zombies,” has multiple tech jobs and the tech crew is looking forward to working on it. Here is a rundown of what each does.

— Chandler Roberts Illustrations by Caitlyn Schlaman

Light board: Lauren Suiter, senior In charge of many duties, such as moving spotlights on actors and turning stage lights on or off.

Synopsis: he upcoming production, Geeks vs Zombies, is centered around four geeky friends who manage to survive the first wave of a zombie apocalypse after using skills they learned from watching horror movies. A run-in with more survivors tests their chances of survival, as well as their loyalty to one another, as they try to help each other withstand the zombies’ attempt at human annihilation.

The production will run from Oct. 11-13.

— Ryan McCarthy

Sound board | Iliana Karbowski, senior The sound board operator takes care of when to play sound effects and music based on stage manager’s cues.

Blair (Ian Khajenouri, 10) Movie geek. Macready’s best friend.

Netflix

Movies

“To All the Boys I’ve Loved Before” Directed by Susan Johnson

Warner Bros.

What it is: When the five love letters Lara Jean writes to each of her crushes is sent to them, she thinks her love life is in a crisis. Among those is Peter Kavinsky, who uses it as an opportunity to make his ex-girlfriend jealous Disliked: The plot isn’t anything we haven’t heard before. The cliche moments prevent the movie from having more substance.

Liked: The movie’s aesthetics compelled me to watch it. I’m not a major fan of high school romance movies, but the pastel tone is an easy look on the eyes.

— Uzor Awuzie

“Crazy Rich Asians” Directed by Jon M. Chu

Actors: Behind the scenes, actors prepare for a show by constantly practicing and memorizing lines. They practice repeatedly until they understand the character and can get into the mind of their character.

Actors also do a lot to preserve their voices and keep up good health. Voices can become tired after projecting for hours at a time, so some students use honey or tea to keep them in shape.

Director | Jennifer Sorkin The director sets a vision for the show, including blocking, set design, characterizations, lighting and sound.

Normally the director has designers for each component, but due to the tight production schedule, Sorkin has taken on many of these jobs, including makeup.

Album Astroworld Travis Scott (feat. Drake, Quavo, Nav, and Young Thug) What it is: “Astroworld” yields 17 songs of tremendous variety and styles. Travis Scott teams up with rappers such a Drake, Quavo, Nav, and Young Thug to record masterpieces such as “Yosemite”, and “Who? What!”

Astroworld debuted at the No. 1 spot on the Billboard Hot 100.

Liked: In terms of tone, “Astroworld is a mixture of reflective, calm tracks, and energetic declarations of wealth and commodity.

— Shlok Gore

Loomis (Frankie Castro, 11) Music Geek. Wallace’s best friend, hates most music.

Wallace (Stacey Yavorski, 11) Video game geek. Another alpha of the group.

Bo Bug (Elina Vakunova, 11) Macready’s little sister.

Milo (Derek Marvin, 11) The tour guide to Fort Mathey, the setting of the show.

Alex (Kyra Bouchereau, 12) Female movie geek. Milo’s niece.

Stage manager | Ten Sanchez: The stage manager is an assistant to the director. According to senior Ten Sanchez, he’s the “medium between the actors and the director.” The stage manager prepares actors for the show, helping them understand their blocking, their placement and movement on stage. They also write and send out daily reviews of rehearsals (see right). During the show, they direct cues such lighting and sound, as well as moving props and curtains.

Stage Hands: These help move props on and off stage. They wear all black so they won’t be seen during a blackout. After a scene is over, stage hands are there to get the stage ready for whatever scene follows. Usually there is one assigned stagehand who is put in charge of the curtains. They are given a headset and are told by either the stage manager or light board operator when to open and close the curtains.

Hannah (Alexis Janosik, 12) Female music geek. Cool, sweet.

David (Tanner Lanphear, 12) Hannah’s older brother. Not a geek.

Makeup | Jennifer Sorkin: The makeup in “Geeks vs. Zombies” varies between the actors. Lighting can make humans look more pale and less defined, so the makeup focuses on contours and color of the face. For the undead, some zombies will wear prosthetics, depending on comfort and Latex sensitivity. As the lead makeup designer, Sorkin will be teaching makeup to several techs.

Costume: Lauren Suiter Costumes are created through the wardrobe that is already available at school. For “Geeks vs. Zombies,” senior Lauren Suiter sorts through the school’s wardrobe, and if what she is looking for isn’t there, then Sorkin has to go out and buy what is needed.

Epic Records

What it is: The movie is the first major Hollywood production with an all-Asian cast in 25 years. It has nabbed more than $160 million, the highest earning romantic comedy in nearly 10 years.

Disliked: It’s not inclusive as you think. the only “Asians” mentioned were the Chinese and the Singaporeans.

Liked: The places where the movie was filmed were colorful, tasteful, and interesting to see on screen.

— Jazzy Nguyen

Main characters in “Geeks vs. Zombies” Macready (Scott Tucker, 11) A comic book geek. The leader of the group.

Green room: The green room is the back room where actors prepare and wait for their turn on stage. Here, they change outfits, put on make-up. Historically green rooms were painted green. At Branham, the green room also functions as Sorkin’s English classroom.

Students have high hopes for new drama teacher In her eighth year teaching, Sorkin plans to make Branham’s theater program home SARAH SABAWI Staff Writer

ranham’s drama department underwent a B big change this year with the addition of its new drama teacher, Jennifer Sorkin.

As of late, the turnover rate for drama teachers at Branham has been high; Sorkin is the third teacher to hold the position in the last five years.

But her love of theater and down-to-earth attitude has made her a fan favorite among students.

“She’s really cool. I feel like I connect with her a lot,” said senior Kyra Bouchereau. “Students also seem to prefer her style of teaching.”

Junior Frankie Castro said that her teaching is more hands-on, and that he’s learning a lot from her.

“She is handling her position very well,” he said. “Every time I’m in class, I feel like I’m accomplishing something.”

Sorkin has loved theater at a young age, performing and singing in productions since she was a child. As a freshman in high school, she was bitten, almost literally, by the theater bug when she was involved in the ensemble as a vampire in “Dracula.”

She then taught theater at several schools in Bakersfield, Calif.. She moved to the Bay Area

after getting married.

This year marks Sorkin’s eighth year as a credentialed teacher, and she has no plan to stop teaching drama any time soon.

“Having theater as a creative outlet has been one of the most rewarding and fulfilling aspects of my life,” said Sorkin, “I get to create art and share it with others.”

Sorkin also expressed her great faith in the talent and ability of Branham’s drama students and tech crew.

“I would not have invested the time, effort, and energy unless I was confident about the students here and their passion for theatre.” she said.

Jennifer Sorkin Sorkin teaches English and drama. She is the third drama teacher in five years.

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“We don’t have a real decent pathway where a student goes from Art 1, Art 2, Art 3, AP,” — Cristina Prates, art teacher

Arts electives feel squeeze as grad requirements expand Art Director

lthough visual arts represent an important A component of student life, A-G requirements have restricted schedule space and path-

ways to advance through the levels of art.

This year, Branham lost one of its 11 art sections, referring to 2D and 3D Design. With 15 sections for all visual arts, including photo. There are a total of 493 visual art students this year, 385 of those being 2D and 3D students.

These electives are two of the few electives that chronologically advance through all four years of high school.

According to counselor Loan Hong, increased A-G requirements have added complications in scheduling for students wishing to progress from Art 1 to AP Art. Several years ago, fine or visual arts, applied arts and foreign languages all fell under the elective category, which required 30 credits in order to graduate.This meant that students had more flexibility in their schedule to take art without concern for taking zero or seventh periods.

Currently, two years of a foreign language are required while three are recommended. With this change in policy, art students have more difficulty fitting the elective into their course load.

As a result, the number of art courses across the district have declined.

Principal Cheryl Lawton recognizes that electives, specifically visual arts, have not been prioritized as heavily as core subjects.

“I think it’s hard,” she said. “Everybody’s competing for students right now, with us wanting to make sure that our students are college prepared and college eligible.”

While she noted that visual arts have equal importance to other college required subjects, this is not reflected in student’s schedules. Visual and Performing Arts department chair Cristina Prates feels that students have limited schedule options when pursuing multiple years of art.

“Right now we don’t have a real decent pathway where a student goes from art one, art two, art three, AP,” said Prates. “A kid will take art one and then maybe art two in their senior year.”

Typically, freshmen have one period reserved for an elective of choice. Later on as sophomores, history is added as a required course, pushing art into an optional extra period if students want to continue. For many students, this extra class was the reason they decided not to progress through 2D or 3D. Last year, seven sections of visual arts were cut from Leigh High School. Leigh’s art department chair, Kim Bartel, explained that students establish stronger ties to the school when involved in their areas of interest.

“You want the kids to go where they shine,” she said. “That’s how kids are connected to the school.”

An art student’s journey at Branham

This is a hypothetical example of a student’s schedule if they plan to take four years of art. When they graduate, they will earn a total of 250 credits compared to the required 220 are completed. For freshman, junior and senior years, the workload is six courses while sophomore year has seven classes.

DANCE Hammer Plaza Celebration 7 to 10 p.m. Friday and Saturday at Hammer Theatre Center Aerial dance, live performance, food trucks and more. Free.

MUSIC

Childish Gambino: This is America tour Oct. 2 at 7 p.m. at SAP Center.

Donald Glover’s alter ego sets foot in San Jose. (Schedule may change after foot injury. Tickets range from $49 to $125-plus.

MOVIES Venom Releases Oct. 5 The first of several “Spider-Man without Spider-Man” spinoffs, starring Tom Hardy as the Marvel villain who is infected by a powerful symbiote that gives him tremendous power.

Elizabeth Posey/Bear Witness

Veteran teacher starts, has 30-plus years’ experience Opinion Editor

hris Nalls, a longtime music veteran, took C over as band director this week, replacing longtime director Diane Wyant, who quit earlier

this year after 11 years at Branham.

He was chosen by a panel consisting of parents, band students and administrators. As he was settling in, students had been stepping up for the past six weeks, leading the Symphonic Band, Jazz Ensemble, Wind Ensemble, Concert Band and Guitar classes in Wyant’s absence.

After Wyant’s exit, classes were taught by substitutes with little to no musical background.

“In the first two weeks, we had a substitute that was moderately experienced, but still didn’t do anything to help us, so students have been stepping up to lead the band,” said senior Alexandra Masegian, one such student leader in Symphonic Band.

In place of the director, these students distributed the syllabus, arranged concert dates, and have been conducting and leading the band in learning the new pieces. This new role, without an official transition of power or music instructor, has not come without challenges.

“It’s really hard to get the whole class in order,” said sophomore Mia Janosik, a student leader in Symphonic Band. “Because [we have been] running so long without a teacher, there’s kind of no solidified rules or boundaries.”

Abstract Watercolor and Mixed Media Sept. 30, 3 p.m. to 5 p.m. at A Work of Heart Studio, 176 Race St., San Jose.

This workshop teaches the properties of water and mixing colors to make an artwork more interesting.

ArtWalkSJ Street Mrkt Urban Faires Summer 2018 Oct. 5, starts at 7 p.m. North First St. This event showcases indie artists and culture to help support their growing community. Cost is free.

Students take over band after director’s exit JULIANNE ALVARES

ART Contact Warhol: Photography Without End Sept. 29 - Jan. 6 Never before seen photographs from Andy Warhol will be displayed at Stanford University courtesy of The Andy Warhol Foundation for the Visual Arts. Free admission this weekend.

Shutterstock

ELIZABETH POSEY

THE ARTS IN OCTOBER

Without a definition of classroom conduct, the classes’ student leaders have been growing fatigued.

“There have been days where we have sat on the podium and been like ‘we don’t want to do this anymore’,” said Janosik.

Without a director, the band classes were left without concert dates and without a concrete plan for the rest of the year.

“We have some pieces that Wyant gave to us at the end of the year,” said senior Ryan Ashe, who is in Wind Ensemble. “Obviously, she’s not running the concerts anymore so we don’t quite know when our next concert is gonna be [...] We don’t know what the new band director’s going to want.”

The student leaders have attempted to keep the band on a normal routine until Nalls starts.

“We try to teach the music to the best of our abilities,” said Janosik. “It’s not great; obviously, we’re high school students, and we attempt to keep everyone in order, but at the same time, it’s a really difficult position. We’re trying not to have people hate us for it.”

With confirmation of a new band director, the classes are no longer without a qualified leader..

Concert dates are scheduled and there’s a light at the end of the tunnel. Despite the teacherless start to the year, students are hopeful.

“I think it will definitely take a while for some adjustment,” Janosik said, “but I definitely have hopes.”

First Man Releases Oct. 12 “Whiplash” and “La La Land” director Damien Chazelle teams up again with Ryan Gosling who portrays Neil Armstrong and the herculean effort to land a human on the moon.

AROUND TOWN Fall Family Festival Day in the Park Oct. 13, 10 a.m. to 3 p.m. at Lake Cunningham Regional Park A family-friendly festival, with carnival games, cultural performances and more. The cost is free.

Capitola Beach Festival Saturday, 8 a.m. to 8 p.m. at Capitola Village The first beach festival will include a 5K fun run, horseshoe tournament, sand sculpture contest, and chalk art event. It’s free.

Michaela Edlin/Bear Witness Senior Gina Aboul-Hosn leads Wind Ensemble and conducts students after the leave of longtime band teacher Diane Wyant.

Dia San Jose Oct. 20, 11 a.m. to 8 p.m.., Plaza De Cesar Chavez Dia de Los Muertos, called Day of the Dead, is a celebration of life. Dia San Jose features homecooked food, dancing and artist, and is the South Bay’s largest festival.

— Compiled by staff

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INDEPTH Branham's new motto asks staff and students to think of their purpose RENEE OWENS

“You don't always win and mistakes can be made, but you can always get through adversity.”

Staff Writer

T

he stories are sometimes painful sometimes. Others are funny, many are complicated. But all share one fundamental factor: each and every why has brought someone here to Branham. Across the school, people are asking, “What’s Your Why?” This campaign seeks to motivate students and cultivate school spirit in a time when Branham is seeing sweeping changes across campus. To unify Branham’s growing numbers of both staff and students, “What’s Your Why?” asks individuals on campus to share their purpose with others. Fundamentally, “What’s Your Why?” is not just about the past, but how the dreams you have can become goals and, if you persevere, how those goals will become a reality.

Christie Henebry

Weight training teacher Christie Henebry started the schoolwide “What’s Your Why?” campaign when she approached Principal Cheryl Lawton last spring. She shared her why with students and staff at an Aug.17 rally, revealing her tumultuous childhood: fleeing an abusive father, being uprooted and moving to a new town her freshman year, and facing near povertyAnita as a child.

Su The strength of her mother and encouragement from her teachers motivated Henebry to succeed. She Art was particularly inspired by her care and prevention of injurywhere teacher Joe Hites, “I've had experiences I meet people andwhose belief in Henebry led her to pursue an education in sports medicine. art isn't really what they're into, because they Today, Henebry seeks to inspire her owndon't students, putting posters in tothe weight training room to think they're goodup at it.

So I want make motivate them to succeed. art approachable for everyone, and I want my stuHenebry’s current why is to be a role model her children. to grow up knowing what it dentsfor to know that anyone“Icanwant makethem art regardmeans to have a strong work ethic and to work hard,” explains. “Anything in life is possible and less of their skillHenebry level.” you chase your dreams, no matter what other people say.”

Implementing "What's Your Why?" at Branham The "Why" campaign is just beginning and will continue through the school year.

What they've done • Rally: Henebry held a rally to speak to the school about how her life experiences with past mentors and abusive family members taught her work harder for a better life. Her why, which she said was her three children, motivated other students to work toward their goals.

• Write whys: During advisory, students were asked to write their whys and reflect on them throughout the year.

WHY ARE THESE TEACHERS HERE? The why is often the hardest part to answer, but according to Henebry, it's what drives us to succeed. Henebry has encouraged teachers to share their whys during professional development days, as well as in their class. Her belief is that when students know their teachers' whys, it makes their interactions more meaningful. We asked Branham's 10 newest teachers why they chose to be at Branham.

Liu Qi Chen Chemistry, Principles of Engineering

”Teaching high school, something about when I view them, their learning styles and also what they are working on, I often think "What kind of parents do they have?" and also trying to figure out how can I improve being a parent.”

Gian Lopez Study Skills, English

“My why would be setting a good example for my kids and the youth in my community. Just to stay positive and be a dope human being.”

James Ferguson IM 1,2

“The best thing that I can do, and I think people in general, is to figure out like a balance in their life, how to stay physically, psychologically healthy.

I teach because it is a good balance.”

Sarah MacInnes World History, AP World History

• At the first six week grading period, students reflected on the goals they had set earlier in the year.

• In November, they wil be asked to expand and find ways to achieve goals.

—

Uzor Awuzie

Jennifer Sorkin Theatre 1, Tech Theater 1, Exp Reading and Writing

“I think that there can be a lot more of an involved experience that is so memorable which you can create if you have the right person in that position and I want to be that person.”

”The only thing I could see myself really doing was being a teacher because of the great experience I had. I wanted to do that for students as well. I love being able to interact with young people.”

Mary Jane Gertz IM 1,1B

“Watching my sister stop spinning and flapping so that she could 'do money' was my career decision. Either cure autism or be a teacher."

Merry Sara Maddelein Spanish 1, 2

“From a very young age it was always education is the most important thing and I became very passionate about it (...)I grew to really love education and I feel really passionate about it.”

“I also struggled a lot and it was the teachers that took the extra time to help me outside of school or helped me get tutors. (They) also helped me become successful in school and I'm forever grateful to them. And I want to do the same thing for my students so they never feel like they want to give up.”

Anita Su Art1, 3D Design 1

Heather Votava Spanish 1

• T-shirts: Teachers were given "What's Your Why?" shirts

Moving forward

Leif Bostrom IM 1, P.E., English1

“I've had experiences where I meet people and art isn't really what they're into, because they don't think they're good at it. So I want to make art approachable for everyone, and I want my students to know that anyone can make art regardless of their skill level.”

"I see so much potential in my students.

And I like to be a part of helping them realize their potential and sometimes help them see that in themselves.

Sometimes young people aren't aware of their power.”