Bear Witness - September 2019

SCIENCE AND HEALTH

THE CLUB IN THE DUNGEON

On YouTube, it's hard to sort fact from fiction.

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SPORTS

Soccer star Brandi Chastain: "I still advocate for my girls every day."

The resurgence of Dungeons and Dragons in pop culture is drawing self-professed nerds to the nearly 50-year-old game.

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BEAR

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WITNESS BRANHAM HIGH SCHOOL

SEPTEMBER 27, 2019

@bhsbearwitness BHSBEARWITNESS.COM

GLOBAL YOUTH CLIMATE STRIKE

E T A M I L AC E G N A H C of

HAZARDS OF VAPING

Tanner Lanphear

The 2019 Branham alumnus had vaped for the past four years before quitting due to shortness of breath.

Grad sends a vaping warning

E ACTIVISM AT IM CL IN T IF SH AL ON TI RA NE GE G IN TEENS LEAD

E-cig use linked to dozens of deaths in U.S. CARA MCCLURE Staff Writer

T

he use of e-cigarettes and vaping has been linked to potentially deadly side effects, and hundreds have been hospitalized and sick, including alumnus Tanner Lanphear.

Lanphear, a 2019 Branham graduate was faced with such symptoms after getting into vaping with friends since his sophomore In a Bear Wityear. Lanphear said he ness survey of frequently used Juuls and numerous other 860 students, 15 e-cigarettes for the past percent have four years and considadmitted to vapered it a safe activity.

“I started to stop when ing. More results I realized that my conon page 5. ditioning for my sport (soccer) was decreasing rapidly and that I needed to quit so that I can keep my breathing under control,” Lanphear said. “I was having shortness of breath and I was coughing a lot.”

What Lanphear didn’t know was that when the oils or solvents that contain the drug and flavors heat up to create vapor, while some of them cool down and if they’re inhaled can cause serious lung injury which was the cause of his shortness of breath according to The New York Times.

Because vaping has recently grown in popSEE VAPING • PAGE 5

Cassidy Chang Senior, Environmental Action Club Luke Makinson junior, SPARE Club

Samiksha Boranna Senior, Environmental Action Club

Co-Editor-in-Chief

olorful posters speckled the horizon while chants of “this is what democracy looks like” echoed in the bustling streets of Downtown San Jose and, among the crowd of thousands, nearly a dozen Branham students marched toward city hall for the Silicon Valley Climate Strike.

The event last Friday was part of the global climate strike, a movement pioneered by the Swedish 16 year old Greta Thunberg, is geared towards youth to find an outlet for political climate activism.

Two clubs demonstrating their involvement in the strike were the SPARE and Environmental Activism clubs, which emphasized that they wanted not only to represent themselves but lead Branham as a unified force. While environmental activism focuses on the

INSIDE

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

events and protests surrounding climate-based policy change, SPARE centers more around local volunteerism and beautification.

For SPARE president and senior Xiaomian Yang, the Climate strike is bringing necessary attention to the issue of climate change beyond the club’s campus and community reach.

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

SEE ACTIVISM • PAGE 7

PROMOTING WELLNESS

School pilots new space for mental health Center aims to address students' well-being JULIANNE ALVARES

Inside

ELIZABETH POSEY

C

Photos by Lily Middleton and Elizabeth Posey

Gabriela Coronel Sophomore, SPARE Club

Editorial: It's time to listen to our young climate activists.

Page 4 SPARE: SPARE leads discussion on making Branham, and the district, a zero carbon space.

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Co-Editor-in-Chief

A

s part of a districtwide push to prioritize student mental health, Branham is piloting a Wellness Center dedicated to supporting students' mental health.

Social worker Kevin Nguyen heads the center, which was piloted the district to help better understand the needs of students.

As part of their Local Control Accountability Plan (LCAP) the CHUSD board created four goals, one of which is developing a school climate that a student's "promotes physical and emotional well-being” is one of their four goals. The district has also partnered with the from the California -based agency Uplift and to provide additional counseling services.

Branham is the first school in the district to have a dedicated wellness center. In adSEE WELLNESS • PAGE 5

Science and Health.........................6 Climate Watch.................................6

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

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

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

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BEAR WITNESS

NEWS

| SEPTEMBER 27, 2019 |

BHSBEARWITNESS.COM

“If I go into a movie theater, I just pay a lot more attention to where the exits are and then I try to forget about it and enjoy the movie.” — Social science teacher Brett Johanson on feeling safe in public

Campus roundups Former assistant band director gets 56 years

Former middle school music teacher Samuel Neipp agreed to a 56-year prison sentence after charged with sexually abusing two students.

Neipp taught music at Dartmouth Middle School and was the assistant band director at Branham.

Neipp is the subject of two lawsuits that claim school officials mishandled the situation and demand the Santa Clara County Superior Court mandate restrictions regarding social-media communication between students and teachers.

More than 1,000 attend third annual college fair The CUHSD Ed Foundation hosted their third annual College Fair at Del Mar High

School. Representatives from over 70 colleges, including UCs and CSUs, were present to talk to the 1,300 students and parents in attendance. The CUHSD Ed website provides helpful information for students navigating a college fair.

SPARE event explores green solutions on campus SPARE hosted an after school climate talk

to discuss ways of bringing climate awareness to students. Special education teacher Nick Cortez spoke about how students can become more involved in local activism for the climate.

SPARE officers also shared their goals which they will be presenting to the district in hopes of making a carbon-neutral school campus.

— Compiled by Zachary Macapanpan

As drills become routine, so does classroom anxiety

Administrators say practice makes perfect, but students disagree on frequency Fitz Vo/Bear Witness Journeyman Juan Hernandez reinforces latches to a chemistry room fume hood.

New buildings, new problems for teachers Recurring AV issues top list of complaints JAYDEN KIM

T

Staff Writer

wo of the four long-awaited two-story buildings finally opened this year, and teachers’ opinions on them has been mixed.

Among the chief complaints have been recurring issues with audio and visual technology as well as other maintenance issues.

In a survey sent out to all teachers working in the new classrooms, 25% of those who responded claimed they had mixed opinions on the overall state of the buildings, and 12.5% said that they were dissatisfied with them.

These multimillion dollar buildings were a result of more than four years of planning and construction, involving students, principals and board members visiting various school sites.

The buildings were a culmination of what the pre-fab company, Pankow, had done before. The C Building had its design altered to include the main office and student service center, according to Principal Cheryl Lawton.

Despite setbacks due to the delayed removal of a pipe from PG&E last year, Lawton said the still-under-construction buildings are on schedule.

“Everything’s on schedule or ahead right now for getting these last two buildings,” she said.

When biology teacher Kori Reynolds first heard the announcement of the new buildings, she was excited, looking forward to the full lab and classroom style rooms. But when the year started, Reynolds was disappointed with her new classroom, and was especially frustrated with how the technology and lab weren’t set up for her when the year started.

The classrooms were smaller, and the benches were not removable, as only few classes would make full use of the labs. Groupwork is difficult, she said.

“They limit what we’re able to do with our students as far as student interactions and mobility, and different dynamics of teaching,” she stated.

One teacher wrote in the survey, “We were hurried into the new buildings before they were functional which created a lot of stress. This took away attention I would normally spend on students.”

Despite these complications, other teachers say they are enjoying the new buildings, as 62.5% of those who filled out the survey stated that they were satisfied with teaching in the classrooms.

English teacher Chelsea Follett said that she was pleased with her new classroom, noting how much she liked the view from her second floor classroom.

“You walk out the door and you see the Almaden Hills in the background,’’ she said. “And then you look out my windows and you see the tops of the trees and you see Branham Avenue… you feel a little bit elevated.”

Student opinion on the new buildings has been positive as well. In an online poll of 224 respondents, 89% said that they liked the buildings, praising the science classrooms, air conditioning, bathrooms and extra space.

“Modern facilities make me feel like my school is actually advanced,” a student wrote.

Katelyn Lowpensky/Bear Witness Juniors Evan Carey and Tristan Vanitegem stack tables to create barricade in English teacher Tobie Schweizer’s class during an active shooter drill Sept. 6.

KATELYN LOWPENSKY Staff Writer

unior Kimberly Coke prepared for the Jworst after hearing a Silver Alert blare

from every cell phone in her fifth period physics class in early September.

“My first initial instinct was ‘Is there a shooter?’” she said.

Though the alarm was meant for a missing elderly person, Coke, who is a student ambassador for San Jose’s March for Our Lives chapter, was still rattled from the incident.

This initial reaction toward false alarms is common in high schoolers; according to a survey conducted by the Pew Research Center, about 60% of teens in the U.S. are afraid of school shootings.

Mass shootings have impacted the mentality of students and staff on Branham’s campus.

History teacher Brett Johanson is now accustomed to the fact that a shooting could happen anywhere at any time.

“If I go into a movie theater, I just pay a lot more attention to where the exits are and then I try to forget about it and enjoy the movie,” he said.

Coke also notices the impact guns have on Branham’s atmosphere.

“Shootings definitely build up paranoia in school culture,” she said.

To prepare for an emergency scenario, Branham practices several drills, including those for earthquakes, fires and active shooters.

Branham conducted its first “Run, Hide, Defend” drill Sept. 6, where students and staff built barricades, hid and later evacuated onto the field.

The Education Department National Center for Education Statistics reported that 96% of schools in 2015-2016 conduct lockdown drills.

Monthly drills Assistant principal Rick Hayashi plays a key leadership role in Branham’s safety, and he said

Editors-in-Chief Julianne Alvares and Elizabeth Posey Editors Arts and Entertainment: Chandler Roberts Staff Writers Ziv Galpaz, Cianna Hollinger, Meenakshi Iyer, Orion Jandu, Tae Yun (Erica) Kang, Jayden Kim, Katelyn Lowpensky, Cara McClure,

that it’s crucial to conduct drills seriously because preparation plays a crucial role in actual situations. The school is planning at least five drills, once each month, through January, and perhaps beyond.

“I always say ‘You play how you practice,’” he said. “In a real situation, if your practice is mediocre, usually that’s how you respond in a real situation.”

Johanson encourages his students to take these drills seriously, but he said that they also feed into the uneasiness that students feel about their safety.

“We need to have drills every now and then,“ he said, “But it also makes me feel a little bit fearful.”

The number of deaths by mass shootings are on the rise, with 53 in August alone, and 31 in September, as of Sept. 20, according to several databases. Over the summer the shootings were closer to home, with six dead from the Morgan Hill and Gilroy shootings. The drills draw attention to how it could happen at Branham. Hayashi recognizes this fear, and is confident that Branham is prepared.

“Every time there was a situation, students stepped up and teachers stepped up, and the police officers have said it’s very safe,” he said.

School drills serve as model for others Hayashi notes that Branham is a role model for others in the district for lockdown procedures.

“People have come to us and looked to see how we’re doing the drill,” he said.

Coke, however, finds that Branham is unprepared, despite the structure the drill instills.

“In that kind of crisis situation, there’s no way we can all have a good reaction,” she said.

Though he sees that the “Run, Hide, Defend” drills have been working, Hayashi said that there is still room for improvement, noting that many students treat drill time as social time, rather than taking it seriously.

Lily Middleton, Shantala Muruganujan, Genevieve Nemeth, Jazzy Nguyen, Caitlyn Schlaman, Carly Waldorph, Ryan Walters, Nolan Zils Guest artists: Audrey Nguyen and Jessica Berton Adviser: Fitzgerald Vo Mission Statement

BY THE NUMBERS About 60% of teens are afraid of school shootings

309 mass shootings have occurred so far in 2019

96% of schools in 2015-2016 conducted lockdown drills.

— Sources: Pew Research Center, Gun Violence Archive, National Center for Educational Statistics

During the first drill, students were seen checking their Snapchat messages and finding friends from other classes. One group made a Tik Tok video.

“What we need to work on is making sure that students take the drill seriously,” Hayashi said.

“We’ve actually gone into some classes to have a discussion with kids about its importance.”

Hayashi said that students will eventually develop a better understanding for the purpose of the drills, which will help them mentally prepare for an actual emergency.

“There are some people who think having too many drills will scare kids even more,” he said.

“In high school, it prepares you more.”

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: bhsbearwitness@gmail.com Address: 1570 Branham Lane, San Jose, CA 95118

BEAR WITNESS

| SEPTEMBER 27, 2019 |

BHSBEARWITNESS.COM

OPINION

Disney owns approximately 40% of the film and TV industries.

BULLETIN BOARD

New thoughts on new buildings After three years of construction, two of the new buildings have been opened for teachers to use. Students share their thoughts. For teacher feedback, see page 2.

Emma Fales Sophomore

Wilson Cutlip Sophomore

Isabel Puebla Freshman

Paul Narkiewicz Junior

Monopoly, the

It’s Disney’s world, and you’re happily funding its ruthless business practice

Camilla Baker Junior

+edition

“I feel like the floors aren’t very clean, they’re dirty from the construction that surrounds it. The fence that separates the new buildings from the construction zone make it look kind of sketchy because the fence doesn’t seem to be a very effective barrier.”

“The buildings are pretty cool, but they smell like the dentist. And you’re kind of far away but once the new buildings get built it’ll be easier to get to”

“I think they are really nice and i really like the layout.

I just feel lik`e with the construction it’s hard to get around and get to because it’s all kind of cut off from the rest of the school”

“I kind of like the fact that we have a two-story building at Branham because it makes me feel like I’m in one of those weird high school movies where everything’s super stereotypical and I get to walk upstairs and the go to class like that. It’s kind of surreal.”

Audrey Nguyen/Bear Witness

CHANDLER ROBERTS

Arts and Entertainment Editor

Diego Hammana Senior

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“What I like about the new buildings is that they are a really good environment for classes because they are modern.

They make our school look more developed, and it makes me feel like we are advancing as Branham. It’s a great learning environment.

I don’t like the drinking fountain because the water that comes from the new building is white.”

“The bathrooms are already being very trashed and used as spots for vaping etc. Other than that the teachers love them, the classrooms are fresh and they feel fresh. I think they are great for the most part”

veryone loves Disney, right?

E They make fun movies for the whole family, stories of rats who know how to cook,

and musicals about a lion who loses his way and comes back to be the rightful king. Even some of the products their subsidiaries make are fun: superheroes saving the world again and again and stories of toys coming to life.

In this land of whimsy and entertainment they create, there is another, far more terrifying side to the company. The joke is that if any company goes against Disney they should just “buy it up.”

Well the joke’s gone on long enough, this isn’t some funny game. There are real consequences to Disney owning what seems like everything.

Disney owns about 40% of the movie and TV industries, according to media research company MoffettNathanson. This includes Marvel, ABC, Lucas Film and Pixar. In addition they have 10% stakes in Vice Media, 80% stakes in ESPN. They also now own 20th Century Fox. That merger was historic. Usually when two titans such as Disney and Fox try to merge, it raises legal concerns, as it did when Time Warner merged with AT&T in 2016. The two companies faced significant interference from the U.S. Department Of Justice for this, while Disney and Fox did not.

Why? In the case of Time Warner and AT&T, the Justice Department presented the argument that the merger violated Article 7 of the Clayton Antitrust Act of 1914. Article 7 was referenced because it handles Mergers and Acquisitions that “may be substantially to lessen competition, or to tend to create a monopoly” according to the Federal Trade Commission. Eventually, the merger took place but the Justice Department has continued in its attempts to break them apart.

Disney and Fox got none of this interference.

Both companies are among the top 5 biggest media

DISNEY DOMINATION To buy Marvel, Disney paid

$4.24 billion For Pixar, they paid

$7.4 billion To merge with Fox, they paid

$71.3 billion

companies in the world, according to Business Insider. If anything, would affect the consumer even more with its ownership of so many properties, but the same Justice Department did nothing to stop it.

The main issue is inconsistency; the same rules were being violated yet each merger was challenged unevenly. Disney and Fox should have been challenged more for their domination of the film and Television industry. Of the top 100 highest grossing films of all time, only 48 weren’t created by either Disney or Fox according to Box Office Mojo, and a majority of the films from other companies weren’t even in the top 25.

Disney has fought for nearly a century to keep Mickey Mouse out of public domain, which changed laws just to suit Disney’s needs.

When Mickey Mouse was created in 1928, the policy allowed for a copyright to exist for 28 years, with the capability to extend it 28 more, given that the creator is still alive. Therefore, Mickey Mouse should have become public domain in 1984. In 1976, however, Congress changed the copyright system extend to the creator’s lifetime plus 50 years. For our dear mouse friend, this would push Mickey’s deadline to 2003. It never made it to public domain because Congress changed the laws again so that it would be the creator’s lifespan and 70 years. How convenient! Now Disney has until 2023 to figure out how to keep Mickey out of public domain.

This just seems like a list of things Disney has done, you may be thinking to yourself, why should

I be scared? Well that is the thing to fear. If every form of entertainment is owned by Disney hypothetically, it is going to create a monopoly.

There may start to be a lack of creativity seeping into the company. Did anyone say, live-action emakes? They company owns a minimal amount of Vice Media as stated earlier, but they could influence news to be in their favor. In fact, if they do own everything, they could silence anyone trying to speak out about their monopolizing of the Industry.

Other than just entertainment, Disney branches out into other industries as well. They pretty much own theme parks already and have for a long time and they gain loads of money from merchandising.

In addition, they are starting a streaming service in November to compete with companies like Netflix. Disney already owns Hulu, but they are creating a platform exclusively for the content of themselves and their subsidiaries. If you want to watch any old films, they got you there. Any original series they create will also likely go straight there, or to ABC which they also own.

For those who think: “I don’t watch TV or movies, I watch YouTube and Twitch live streams,” Sorry to say that Disney also has a Disney Digital Network that manages incredibly popular YouTubers and streamers who have a collective 44 million subscribers.

So, what can be done? Well you don’t have to boycott Disney — that would be extremely tough seeing as they are everywhere. But raise concerns with other people, write to people in power to try and break them up, never stop talking about it, and please, if any company crosses Disney, do not encourage them. It can truly lead to a monopolization of the entertainment industry and no one needs that. Also don’t fall right into their consumer traps like Disney+ and Disneyland. You don’t need to go there every year, it’s the same rides. You’re just funding their takeover.

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BEAR WITNESS

OPINION Editorial The opinion of the Bear Witness editors

| SEPTEMBER 27, 2019 |

BHSBEARWITNESS.COM Every future step made is another opportunity for conversations about one’s life goals.

EFFECTING CHANGE WHILE IN SCHOOL

Teen activism deserves respect of adults

limate change is not a new issue. PolitiC cians, scientists and corporations have known for years that the Earth is getting warm-

er, which will create serious ecological impacts.

The new attention it is getting, however, is thanks to a push by youth activists. The Global Climate Strike last week was organized by 16-year-old-activist Greta Thunberg, and she is just a prominent example of the increase in youth activism.

Recent models for mobilization among teens include students at Marjory Stoneman Douglas High School, who in the midst of their tragedy created the national movement March for Our Lives. The momentum from this moment led to walkouts across the

BITE-SIZED | Minor solutions, minor problems

country and a new push for gun safety legislation. In 2018 alone, 67 gun safety bills were signed into law, the most since the Sandy Hook shootings.

On campus the Environmental Action and SPARE want to help turn the tide against climate change. The well-established group SPARE is prominent on campus through its recycling and clean-up efforts, was recognized by the city last year for their work with renovating an area of nearby Branham Park.

The new Environmental Action is focusing on changing policies to better fight global warming. Between the local and national movements, youth activism has proven itself to be a powerful force.

On the side of climate change, young people such as Thunberg and organizers of Fridays for Future have been ridiculed for missing school to protest for government action on climate change. Fox commentators have called Thunberg, who has Asperger’s, a “mentally ill Swedish child,” dismissing her vocal criticisms of those in power as teenage petulance.

Despite the changes that Thunberg youth organizations such as March for Our Lives have been able to enact, activism done by youth is not taken as seriously. The general attitude towards youth activism from adults has been one of distrust, which SPARE’s Luke Makinson can attest to when he says

his group’s work has been met with some adult skepticism.

This type of thinking is harmful. Teenage activists deserve just as much credibility as older ones. Adults who criticize are just are responsible for the state in which we are in, as they have been complacent to this impending threat. When the adults in power do not act the youth must.

In a time of turmoil and distress, listening to youth leaders and activists everywhere is vital.

Any activism is good activism. Something as small as signing a petition or recycling can make a change. Whether it comes from the young, the old, the rich or the poor, activism is important for change.

Beyond the college (small) talk Asking about future plans may make students feel judged and inadequate

Annoyance: Rolling backpacks. I keep tripping over them walking to class and I want to throw them all away.

Solution: Claim one of those metallic storage compartments that come with a lock— you know, a locker.

— Genevieve Nameth

I wish people would stop asking about my college plans.

Annoyance: Jeff Bezos. This man is the richest guy on the planet and could fix most of the world’s problems, like world hunger and homelessness, without breaking a sweat.

Solution: Marry him and take all of his money in the divorce, again. Break his heart, he deserves it.

— Chandler Roberts Annoyance: The bee update in “Minecraft.” As a gamer this frustrates me because this isn’t what us gamers wanted and feels like it came out of nowhere.

Solution: Next update, add something more epic to the game, such as the long-anticipated saxophone.

— Zachary Macapanpan Annoyance: The hand-dryers in the new building bathrooms. Whenever i use these hand-dryers my hands are no dryer than before. If i wanted to walk around with wet hands I would just pull a shake dry.

Solution: Replace the hand-dryers with industrial sized fans —Julianne Alvares

Jessica Berton/Special to Bear Witness ELIZABETH POSEY

Annoyance: Stairs. For unathletic and out-of-shape people like myself, stairs are too much of a hassle — nobody understands what side to walk up and down, and they make me far too weary and winded as I walk into those upstairs classrooms.

Solution: Now is the time for humankind to develop much-needed hovercraft technology to make those pesky stairs completely obsolete. I suppose one could also just use the elevator.

— Elizabeth Posey Annoyance: Slow stair climbers.

Stairs are for travelling between floors, not holding hands and walking at the pace of a snail.

Solution: Have conversations and relationships, but don’t block me from getting to class on time because you feel the need to make out at 7:58 a.m.

— Jazzy Nguyen Annoyance: Getting across the campus. Getting to the portables from the new buildings takes a very long time and it causes many students to be late for class.

Solution: Personal golf carts.

— Ziv Galpaz Annoyance: The weather. One day it’s hot, then one day it’s cold; I have no idea how to dress anymore.

Solution: Stop global warming.

— Katelyn Lowpensky

Co-Editor-in-Chief

eniors, how many times have you S been at a social or family gathering and been asked about college? Probably too many to count.

Adults light up at the opportunity to make small talk about one of your first major life decisions, relishing every detail of the application process as you sink further into the pressure of generating respectable answers.

Being a high school senior during the fall semester becomes a perfect storm for application and academic stress. To exacerbate these feelings, it can feel like the topic of every conversation centers around school.

Application fees alone are enough to incite turmoil within families. Just this year, the CSU system raised its application fee from $55 per campus to $70 per campus.

Paying tuition has also become more burdensome in recent decades. According to data from the College Board, the average price of four-year tuition jumped by $2,760 and $7,390 for public and private colleges respectively. Trying to finance and avoid debt puts potential strain on families.

A recent article from the New York Times headlined “How paying for college is changing middle class life” suggests that family life has become increasingly framed with the focus of paying for college or paying off existing student loans — payments that follow students and their loved ones for years.

While the conversational aspect of college is one of the lighter concerns for students of application age, it still serves as a regular reminder of future financial struggles.

Students face additional academic and social pressure to attend a four-year when junior college and trade school are both valid options for educational paths.

How to politely sidestep questions about college/life plans 1. Anticipate what they are going to ask you about, and think through what you want to share.

2. Keep it private: If you don’t want to share, it’s okay to say: “I’ve decided to keep that information private.” or, ” I’ve decided not to talk a lot about my college process until I’ve made a decision about where I’m going.”

Still, expectations from society continue to ingrain the notion that a four-year university is the best and optimal track towards a career.

In reality, differences between unemployment for those with bachelor’s degrees and associate’s degrees are relatively similar, a difference of 0.7 percent, according to the Bureau of Labor Statistics.

Additionally, people often place higher emphasis on attending elite or well-known universities, making students who choose not to apply feel a sense of inferiority. Worrying too much about the prestige of one’s higher education was one of the causes of the college admissions scandal occurring earlier this year, where individuals with wealth and influence used these powers to have their children children attend elite schools.

Although comments from friends and family about college are a known part of many students’ academic journeys, they can easily become one of the most dreaded aspects of this time. By no

3. Keep it vague: If you want to talk, but don’t want to talk too much about you first choice; “I’m excited about all of my choices.”

4. Redirect. Reframe these conversations as an opportunity to ask adults about their experiences, perhaps by saying, “How did you go about deciding what to do after high school?”

Or: “What led you to your current career/field?”

Never know what helpful advice they might have.

— Source: College Lady Counseling Group means is avoiding consideration of higher education a good idea; in fact, planning for the future and making concrete steps to achieve these goals is what family and friends support you to do. Nevertheless, some of these questions offer little support or substance but. rather prompt students to be judged for their choices, resulting in exceeding amounts of academic stress.

As students encounter a seemingly interminable list of college questions, know that people are worth more than where they go to school and what they do. Of course, career and educational paths can hold value in people’s lives but this time of concentrated focus The harsh realities of college applications his single process is a short-term one. Nevertheless, these types of questions are just a sign of adulthood. Every future step made is another opportunity for conversations about one’s life goals.

Those adults might keep conversing with you about college, but just think, you’ll be old enough to do the same thing in a few years.

BEAR WITNESS

BEAR WITNESS E-CIGARETTE SURVEY In a survey of 860, students who vaped at least once include

10% 15% 22% 21% Of freshmen

of sophomores

of juniors of seniors

they 4% Say 75% vape daily.

Say vaping is as hamrful as smoking.

VAPING | Symptoms resemble pneumonia From PAGE 1 ularity with an instant boom of 3.6 million users starting in 2017, there were little findings when it came to health concerns. Now there has been a reported four hundred and fifty hospitalized cases and six deaths in the continental United States and Lanphear was one who went in to get seen.

His friend's recent hospitalization from vaping-related symptoms was a wake-up call.

“The deaths really didn’t change my mind, but it was when my friend went to the hospital for his lungs cause they were so bad," he said. "it was a very big reality check telling me to check myself.”

More than 15% of the student body admits to use e-cigarettes. Though the manufacturers called the vape solutions “unharmful” or “low nicotine," more than 75% of students surveyed believe that vaping is dangerous, or at least as harmful as smoking cigarettes.

Vapes and e-cigarettes contain carcinogens and metal nanoparticles such as zinc, cerium, iron, and thallium, which

prove toxic to the human body when inhaled. District nurse Debrah Phalen said that the chemicals have more side effects than just shortness of breath, saying that it can lead to Type 2 Diabetes.

"It can make you have increased heart rate and increased blood pressure, and the liquid contains other substances that we don’t even know about.”

Wax pens are the confirmed link between the six deaths, and every case involved wax pens with marjuana. Victims who used wax pens reported feeling tightness in the chest, shortness of breath, coughing fits, and fever, symptoms similar to those who have pneumonia.

If not treated, these lead to respiratory failure.

Quitting the use of e-cigarettes is still an uphill battle like smoking due to higher nicotine levels even compared to cigarettes.

“It is probably as hard or if not harder to quit vapes with nicotine, but everyone is different. For me it was a very big challenge to quit and it still is today,” Lanpher said.

”

| SEPTEMBER 27, 2019 |

BHSBEARWITNESS.COM

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FROM THE FRONT PAGE WELLNESS | Mental health club planned dition to counseling and health services, the center also features a “mindful meditation” space for students to relax. This space would be a quiet room for students to relax and “decompress”. He also adds that students are always welcome to relax on couches in the Wellness Center. Later in the year workshops and discussion nights will be held in the center to help educate parents and others about how to help care for their students who may be struggling. Workshops will also be held to give students resources and strategies.

Changing the climate of the classroom The CDC outlines a School Health Index that measures how well schools are helping students well-being. The index consists of 10 components, including health education, school health services, school counseling and social services.

The health, physical, and nutritional education and services are covered with physical education and school lunches.

Nguyen plans to help to institute programs to help with social and emotional climate as well with staff wellness and community/family engagement. He said that he also wants to help create a better climate.

“I want it to be a space for families to create this culture on campus,” Nguyen said. “That's what I see my role is: On the one hand serving students who are here, but also serving their family and connecting them to the larger community.”

He also aims to organize professional development days centered around addressing the needs of different students such as teaching students with trauma and how to trigger them.

Nguyen's personal focus on wellness is focusing on the eight sections of wellness: mental, emotional, physical, spiritual, environmental, social and occupational.

“The idea is to keep them balanced and recognize where you are in each of these spaces,” he said. “The emotional or social, that feeling of connectives, which are the main ones that I want now for this campus, creating that culture.”

says that being vulnerable in front of his students helps create a good classroom environment. He stresses the importance of teacher involvement in student success and wellness by being .

“We have to make sure as staff members that we are going out of our way to be really inviting and establish relationships with our kids,” he said. “That way we can listen to them.”

The culture of wellness not only exists at district and school levels students are also making efforts to improve culture and a sense of belonging on campus.

Renee Owens/Bear Witness archives English teacher Carl Ponzio leads a circle discussion during advisory.

"Culture is everything" English teacher Carl Ponzio aims to create a safe place for students to express themselves. This type of space, he believes, helps to create a better dialogue between students and staff which helps staff better support them.

“Classroom culture is everything,” Ponzio said. “If your classroom is not inviting and students don’t necessarily know if that they have a safe place to go or feel comfortable with a teacher then they might not be as willing to open up.”

In the first two weeks of school Ponzio’s class established guidelines and getting to know each other. Ponzio shares stories about himself in this period and

"Everyone's worth something" Junior Nikka Meguerditchian is working with Ponzio and Nguyen to start a mental health awareness club that, in addition to educating students about mental illness and providing support, aims to help students who are struggling to feel less isolated.

“My goal is for the students who feel unwanted to feel wanted and for them to have a purpose,” she said. “I want students to be more involved with one another.”

Meguerditchian is not alone in her goal to help students who may be struggling with mental illness. Nguyen notes that students come to him wanting to be involved to make Branham a better place.

“I love that students are so adamant and serious," he said. They want to make a change about mental health. There are so many students that have come up to me just wanting to know what they can do. They're very curious and excited about the prospect of a wellness center.”

Nguyen plans to host support groups, yoga and meditation seminars before school, along with community activities such as game night. Meguerditchian wants a “mental health buddy” program where students are encouraged to check in on students who may be going through a tough time. Her goal ultimately is to make everyone feel important and welcome.

“I don’t want others to feel useless or like they’re not worth anything,” she said.

“Everyone’s worth something.”

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BEAR WITNESS

SCIENCE&HEALTH CLIMATE WATCH North America has lost 3 billion birds since 1970 The population of birds is declining across North America. There are 3 billion fewer birds that exist today than in 1970. Scientists in the journal Science say the loss is due is by habitat loss and the increased use of pesticides, which are sprayed onto fruits and nuts that the birds regularly eat. Nearly 1 in 3 birds have disappeared in the last 5 years.

The loss is widespread and has affected rare and common birds alike. This decrease could impact ecosystems that rely on birds to disperse seeds and control pests.

Amazon to buy 100,000

electric delivery vans Amazon is planning to purchase 100,000 electric delivery vans in the wake of employee demands over the corporations’ ecological footprint. Workers are urging CEO Jeff Bezos to take more urgent action, as reports over climate change give increasingly fewer years to fix the carbon footprint. The company pledged to meet net-zero emissions by the year 2040, 10 years before the Paris climate accords.

Workers at Amazon who are urging the company towards sustainability also walked out of work to join the Global Climate Strike on Sept. 20.

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“Hopefully we as teachers are teaching students to critically think about their sources on a regular basis.” — Jen Ozdinski, social science teacher CHANNELS YOU CAN TRUST FOR HOMEWORK HELP

LANGUAGE ARTS VideoSparkNotes SparkNotes’YouTube channel where there analyze the historical and political context of stories such as The Crucible and Lord of the Flies.

SCIENCE Tyler DeWitt Tyler DeWitt is a high school science teacher and enthusiast who teaches chemistry on his YouTube Channel.

Crash Course Produced by John and Hank Green, Crash Course covers a variety of topics including writing from historical periods including the Enlightenment and Renaissance

PatrickJMT PatrickJMT is a professional math instructor who licenses content to institutions. On his YouTube channel you can find several helpful videos on physics.

MATH tecmath A math-focused channel that specializes in ways to make math easier and faster.

Khan Academy A free, world-class education platform that teaches many subjects, including mathematics.

Professor Leonard Organizes his playlists with full lectures on topics from pre-algebra to college-level calculus and statistics.

SOCIAL SCIENCE Crash Course Produced by John and Hank Green, Crash Course covers a variety of topics including writing from historical periods including the Enlightenment and Renaissance TED-Ed TED-Ed has several useful videos to help learn history as part of their “A Brief History Of…” series.

— Compiled by Zachary Macapanpa

On YouTube, it’s fact vs. fiction Check your sources as you sift out the truth through the site’s bottomless depths, teachers say

Air pollution can reach the placenta of fetus A study suggests air pollution can harm underdeveloped babies. Samples of placenta collected after birth from women in Belgium revealed soot embedded within the tissue that faces the baby inside the womb.

This polluted air harms a developing baby and could potentially cause birth defects in the baby itself.

The birth defects are even seen in rats, even sometimes causing fetal death.

Caitlyn Schlaman/Bear Witness ZACHARY MACAPANPAN Staff Writer

Climate change could throw off coral mating When spawning, some corals release masses of egg-sperm simultaneously across a reef. But rising temperatures in seawater and changing sea currents may be disrupting the timing of these synchronized releases. In the Red Sea, the spawning of three widespread coral species has been desynchronized. Data suggests this is because the water temperature is one of the environmental cues corals wait for.

Ice melt under Greenland said to raise sea levels Ice cores drilled into Greenland’s ice sheet back in 2012 recently revealed thick slabs of frozen meltwater beneath the snow, reports Discover magazine. These slabs force meltwater to run from the surface and pour directly into the sea, increasing rising sea levels. Additional runoff has been estimated to have increased sea levels by one millimeter and is projecting to continue growing.

— Compiled by Caitlyn Schlaman and Zachary Macapanpan

enior Payton Sample uses YouTube S to help him study for his pre-calculus class. He looks for well-known chan-

nels such as that can help him learn such factoring polynomials.

He is often impressed by the vast amount of content offering math help.

“There’s actually a lot of information,” he said. “They have so many different professors and channels to utilize.”

YouTube estimates that 300 hours of video are uploaded every minute and almost 5 billion videos are watched every day. In total, there are approximately 1.3 billion YouTube users. YouTube is an enormous platform, largely because anyone can upload to the website. But with no standard or requirement for accuracy, how much of the content on YouTube is actually factual?

Social scientist Joachim Allgaier analyzed the top 200 videos on YouTube about climate change. Out of the 200 videos, 111 were not backed by science or promoted conspiracy theories such as chemtrailing, a belief that the government is spreading toxic chemicals via airplane condensation trails. With this in mind, users must be wary when looking at information regarding current events.

“We saw things like with the Russian hacking in the last election,” said social science teacher Brett Johanson, referring to the alleged foreign involvement in the 2016 presidential election. “Some of these things sound like they’re coming through reliable or reputable sources, but they’re not.”

This can be a challenge for students such as Sample, who want to practice with YouTube, and trust that the content

they’re viewing is correct.

Students use reputable channels such as Khan Academy and Crash Course, which are professionally produced and have large corporate backing. Psychology teacher Jennifer Ozdinski uses TEDEd clips to help teach classes.

“It’s easy to find a lot of things out there that are not accurate,” Ozdinski said.

“Hopefully we as teachers are teaching students to critically think about their sources on a regular basis.”

Outside of academics, many students use YouTube on a daily basis. According to a survey by the Pew Research Center, 85% of teenagers age 13-17 use the platform. Johanson wants students to be active in verifying what they see online.

He compares it to “defensive driving.”

“You kind of assume that it’s false until you prove it otherwise,” he said.

Johanson suggests that students check the sources to verify the credibility of a YouTube video, even though that is easier said than done.

According to Georgetown University Library, steps students should take to evaluate resources include identifying the author and creator and their credentials, finding the purpose behind the content, and recognizing if its perspective is objective and impartial.

YouTube has taken measures to combat misinformation. YouTube’s “Top News” feature shows information from sources they’ve selected. Sources are chosen using algorithms which determine whether sources can be considered reliable.

Examples of verified sources include publications such as CBS News and USA Today, as well as websites like Encyclopedia Briticanna and Wikipedia.

You’re sleep-deprived. Here’s what to do about it

tudents and adults claim to not be S getting enough sleep. The average teen needs 9.5 hours per day, and adults need about 7 hours. A Stanford Medicine study shows that 87% of American students attending high school are sleep-deprived.

A bill awaits Gov. Gavin Newsom’s signature that mandates start times for middle and high schools, mandating that high schools start at 8:30 a.m. Start times do not include zero periods, as the classes are not mandatory.

Barring a later start, we share tips from

our nurses and counselors on getting a good night’s rest.

Sleep consistently: Go to sleep at the same time every night, and wake up at the same time every morning. Also, avoid naps during the day because they make you stay awake at night.

Don’t procrastinate: Procrastinating keeps students up late doing work. Organize your work and get rid of distractions. Commit to the work you’re completing.

Keep a schedule: Good time man-

agement is important so you can finish more work faster, and have free time afterward. Make a schedule and prioritize your tasks.

A good read: Reading a book before going to bed can help you sleep better.

Read a couple of pages, and then go straight to bed. This will relax your mind and distract yourself from stress.

No tech before sleep: Stay away from tech an hour before sleeping. Using your phone, tablet, or computer delays and interrupts your sleep schedule.

Students, staff, and teachers have a huge workload on top of their activities.

Social worker Kevin Nguyen said that students come to him frequently about having stress because of the lack of sleep they’re getting.

“It manifests itself in different ways like lack of sleep, like insomnia,” Nguyen said. “Take a moment to slow down and take a breath. Slow it down, and take care of yourself.”

— Tae Yun (Erica Kang) and Shantala Muruganujan

BEAR WITNESS

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INDEPTH TEENS & CLIMATE Teens are more aware of the lasting effects of climate change and are willing to be vocal about it.

86% of 18-29-year-olds say climate change is a serious problem. But 58% over 65 agree.

About 1 in 7 U.S. teens say they were in a climate change walkout in the past three years.

34% of teens say climate change as important as other issues, such as health care and gun policy.

73% of teens say they already feel the effects of climate change, including record heat.

Source: Washington Post and GlobeScan surveys

SPARE seeks climate input

FACES OF YOUTH CLIMATE ACTIVISM

Zero carbon goal at school

Greta Thunberg, 16

Swedish climate activist Greta Thunberg is the face and soul of the current Youth Climate Movement, which began early this year when she left school to demonstrate outside the Swedish parliament, sparking a global movement that culminated in Friday's protests in 800 locations.

Speaking before the World Economic Forum in January, she told the audience: "I don’t want you to be hopeful. I want you to panic. I want you to feel the fear I feel every day. And then I want you to act. I want you to act as you would in a crisis. I want you to act as if our house is on fire. Because it is."

Autumn Peltier, 14

Autumn Peltier was appointed chief water commissioner for the Ashinabek Nation, a union of Indian Tribes in Ontario, Canada. Peltier was recently nominated for the International Children's Peace Prize 2019 awarded annually to a child who "fights courageously for children's rights." She is considered a wate protector and has been called a "water warrior."

Isra Hirsi, 18

Isra Hirsi s the co-founder of the U.S. Youth Climate Strike and the daughter of congresswoman Ilhan Omar. Climate change "is the fight of my generation, and it needs to be addressed urgently," she told Vice.

— Compiled by staff

ELIZABETH POSEY Co-Editor-in-Chief

PARE hosted a S conversation after school Friday seeking

Lily Middleton/Bear Witness Senior Tilde Arbman marches in the Silicon Valley Youth Climate Strike on Friday, joining the estimated 8 million worldwide seeking action on climate change.

ACTIVISM | Clubs fighting climate change find adult skepticism and teen apathy mayor. And now we're like, Hey, you need to change what you're doing. I think that's the beauty of activism where we can still tell them that, hey, you're doing something wrong, but we can still accept their praise.”

Makinson added that he was “sad” with some of the “people he assumed would want to see change in the community” where “they’d rather put in something that maybe not all people want, but it’s cheap and then they can say, hey, I’ve done my yearly thing.”

He then raised a concern that many young activists share — the worry that they should not be trusted to carry out projects or even hold protests.

“Some of the people that I enjoy a lot more often will treat us just as adults, and will ignore that we’re high school students,” Makinson said.

From PAGE 1 “We're doing what we need to do: recycling, litter pickups,” said Yang, “but that's overall not going to make as much of an impact as something like if this conference is able to get the attention of the government. And that's why we're helping with this because it could give us a bigger change.”

The start of a climate change conversation Yang hopes the strike will spark more school conversations about climate change that incite more involvement from students in the future, within the contexts of Branham, the district and the city. Awareness from the strike, however, is just one of the many facets of local policy change for which she expects involvement.

She mentioned a possible plan within the next few years to overhaul the school busing transportation system, which might mean updating the buses themselves to encourage more student use, decreasing the emissions from cars. This project has already been recognized and supported by the new Branham-Kirk neighborhood association. While the idea is still in the early stages, Yang said that this project would be a serious and effective step for the club and school to pursue.

The SPARE president favors further and more tangible action from legislators at the local and state level.

“The government just needs to subsidize renewable energy sources, and also provide incentives for industries to reduce their carbon dioxide emissions or to become more green in a general sense,” Yang said.

Still, she feels that this protest is just an initial push in a greater series of campaigns promoting awareness and volunteerism for the climate.

“The climate strike is the starting point; we still have to keep on continuing spreading awareness and actual actions, too, later on,” said Yang.

Push for more local policy change Environmental Action Club president and senior Ajay Deswal expressed similar sentiments: the march is just one local step that should be followed by continued action towards positive policy change.

“It starts with us and then from us it starts with local government and then it grows from

Elizanbeth Posey/Bear Witness The SPARE Club carries a banner signed by Branham students supporting the protest. there.” “not making the policies but making a voice for ourselves,” Deswal said.

Still, some student activists feel that their voices are not taken as seriously as those of adults. Junior and SPARE beautification officer Luke Makinson encounters this often when communicating with adults about the club’s projects.

“Politically, there is a big negative attitude towards activism,” said Makinson referring to some of the adults he communicates with through SPARE “mostly because a lot of the time the people who are still in these parks and recreation positions were alive during a time when volunteerism was shunned.”

Last year, SPARE received a grant from the city of San Jose to create a native garden in Branham Park. Their project has led him to have regular contact through email with officials in the Parks and Recreation departments and their superiors on occasion.

Even though the group was recognized by the city and mayor last school year, Makinson feels that there can be a balance between acknowledging San Jose’s positive and negative actions in the context of the environment.

“I was kind of laughing about it earlier, because we had just been shaking hands with the

Don't do it just for recognition One of the many obstacles of activism for students is managing the expectations and opinions of adults who might not believe that they are capable of carrying out change or organizing on a large scale. Nevertheless, there are many ways for students to get involved, even if in a less traditional sense.

“And I think finding something where you can really just put a shovel in the ground and dig out a hole and make something is like the coolest activism,” said Makinson.“The greatest things that people do will often go unnoticed. You should try to just help the earth, and if you don't get recognition for it, that's fine.”

Although SPARE and Environmental action have differing methods of enacting change, they both hold a similar goal of improving the environment. Although these groups have taken specific interest and action in the climate, large scale change on the local and national government letter must take place to discourage carbon emissions.

Yang and Makinson both acknowledged that individuals use social media to voice their opinions about issues like climate change when they might not practice this in actuality. Regardless, climate change presents a significant issue that this newer generation aims to confront.

“Everyone knows about it. Everyone thinks we have to do something to change,” Yang Said “but not all of us will do the change.”

input from students on how to make Branham a zero-carbon school.

The talk drew at least two dozen students, and was led by Nick Cortez, a special education teacher.

Cortez, who helped organize the Silicon Valley Climate Strike, said that he is taking action to preserve the outdoors, which he loves.

"I've noticed a change over my life lifetime, to see life dying off, less predictable snowfall," he said.

Cortez spoke to the group about how to become more involved in supporting in local activism for the climate, referencing organizations and easy tips as future student resources such as Fridays for Future and the Sunrise Movement.

The 1.5-hour event included a session seeking student input on ways to support a climate movement on campus.

SPARE officers Xiaomian Yang, Luke Makinson and Naia Sasano addressed their demands for the district, which include producing lunch less waste as well as more options for transportation. They will present their list at a future district board meeting.

Then opened the floor to a signing and forum for ideas of future Branham projects specific to reducing the school’s carbon footprint. students gathered around.

Students who attended said that they felt empowered, but also sensed the urgency to act.

Sophomore Nancy Mikha supports the Global Climate Strike, and said she attended to learn more about student activism.

"Students do care about the world we live in," she said, "and we want to make sure that our world will still be here for many more years.

Sophomore Johan Ko said that he left with the idea that students have to take up the mantle to enact change.

"There is a global movement to fix climate change," he said. "It can make a difference because so many people are participating."

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STUDENT LIFE

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“You get a taste of the college classes without ever leaving the Branham campus and they are taught by West Valley faculty.” — Patricia Perez, College and Carreer counsellor on Dual Enrollments SCHOOLWIDE CAMPAIGN

Henebry wants school to find its ‘Why’ P.E. coach tells teens to dig deep, set true personal goals

Homecoming preparations With homecoming just around the corner, students prepare to compete against their peers in activities such as powderpuff, lipsync, skit, male cheer, decor and homecoming court. With a road trip theme, freshman travel to Las Vegas, sophomores travel to New Orleans, juniors travel to New York, and seniors take over San Francisco’s famous Alcatraz. See below for more info.

AP classes offer help, but also stress AP classes are very popular among Branham studentsm, with over 15 classes offered and almost every one is filled. While these tough classes give you a step ahead and a handy GPA boost, they also have many costs. Many students struggle to get sleep when staying up to complete their hours of homework. These students also participate in extracurriculars such as sports or clubs.

Constant drills alarm students Over the past few weeks, students have participated in three fire evacuations, only one of which was a scheduled drill.

Many students have complained about these drills or have made jokes about missing classes or tests.

One of these evacuations, which occurred just one day before the first scheduled fire drills, was caused by smoke leaving a bathroom in the S building. The other was simply a tripped wire in the gym construction — Compiled by Lily Middleton

LILY MIDDLETON Staff Writer

Kyleigh Mecchella has experienced sexual Junior assault. She felt weak. It was her weight training

class with P.E. teacher Christine Henebry that helped her find strength again.

Henebry helped Mecchella find her inner strength, and a reason to push past her demons. For years, she has helped each of her weight training students to find their “Why,” a reason for coming to school each day.

“I had to deal with sexual assault and I thought I was weak,”she said. “I didn’t have a Why before, I didn’t know what it was. When I figured it out, it really made me a different person and made me an inspiration to other people.”

Henebry has been spreading her “What’s Your Why” message for years, starting with her weight training classes. She took that message to the Branham community last year, leading three rallies, “What’s Your Why” t-shirts, and advisory lessons.

There were some hiccups, as many students who were unsure of their “why” pushes back, and teachers were observed did not sticking to their “Why” advisories, With that in mind, Hebnebry wants to bring “What’s Your Why” back with the help and support of students and teachers.

She wants to tell students that this campaign isn’t just for athletes. Henebry said that everyone goes to school, but until they can find a reason that motivates them, they will be just an empty body. Last year, she had teachers discuss their reasons for working at Branham during several professional development days. She had hoped that they could spread the message to students.

“Students can get perspective, regardless of what their interests are, by having a greater purpose for why they do what they do,” said Henebry. “I just wish students had more time to talk about it.”

In her weight training classes, she sees many students who don’t participate in sports, inside or outside of school, where the “What’s Your Why” program has benefited them.

Mecchella describes how finding her Why was similar to finding her “inner strength”. On the other hand, “What’s Your Why” has a similar, if not the same effect on those who just discovered it through a sport. While working with the women’s volleyball teams, Henebry was able to spread her campaign outside of her class rosters.

Senior Maddie Vu had never taken Henebry’s weight training class but had still felt the impact of her Why due to her participation in the women’s volleyball teams. Vu explains how one person’s Why could be completely different from someone else’s, but still have

Lily Middleton/Bear Witness P.E. coach Christie Henebry spots a student in her weight training class. Henebry implements her “What’s Your Why” program with this class, helping her student set and achieve goals, whether it’s in her class or in their life. the same impact. She then said, “ don’t force yourself to have one. It doesn’t have to be emotional. It doesn’t have to be sad or anything like that. But it has to mean something to you.”

Someone who has seen the program from both sides is junior Kendall Fowler. Fowler has participated in Branham’s softball and basketball programs as well as Henebry’s weight training class. Over her years at Branham, she has grown more confident and open due to the “What’s

Your Why” program, to the point of sharing her Why with her peers at last year’s “What’s Your Why” rally.

“Its allowed me to realize that even when I am down and don’t feel like I can do anything anymore, that I can, there’s always more in you left,” Fowler said, “It also has taught me that my story and my past has always, or will always be a part of me, but that I can push past the mistakes I have made, and come to a realization that my present or my future is bigger than my past.”

College options abound beyond AP classes Middle College and dual enrollment offer college credit MEGAN PEREZ Staff Writer

iddle College is an experience that upcoming M juniors and seniors can sign up for that helps them gain college credits quickly while in high school.

Juniors Grace Cho and Rafa Belamesh share their thoughts and why they chose the Middle College experience. The Campbell Union and Los Gatos school districts help their students find classes they would enjoy more than an average high school class.

Middle College allows students to finish their high school credits for junior and senior years while getting credit for college as well. It gives students more freedom and treats them like adults. Cho is a new student at Middle College.

“I wanted to pursue Middle College because I felt like I wasn’t getting my full potential,” said Cho “I just didn’t like the high school environment where you are

always constricted,” Cho said, “I just wanted to try a new environment where I could be more of myself and to take the classes I actually want to take.”

Going into the applying and interview step of enrolling, there are two essays to be written. After the essays, comes the interview process. However, not all applicants get to this step. Cho is grateful she got in though, because she doesn’t have to deal with the troubles of high school.

“High school is stressful because there is a lot of people fighting for popularity and a lot of people are fake.

Middle College is about being yourself and being true,” she said.

One source of negativity that came to Cho’s mind was not seeing her friends as often as she would like.

“I do miss socializing with friends so I do try and go to as many high school dances and football games as I can,” Cho said.

Belamesh switched to Middle College this year. She said she likes the independence that it offers.

“In high school, usually teachers would do things for you, like make appointments,” Belamesh said. “but here you really have to take control of things.”

If students want a challenge but don’t feel quite ready for classes that are three hours long, require a lot of determination and time, Branham offers dual enrollment classes that happen after school. Dual enrollment classes are a class you can take after school on any subject students want to take. They help gain credits for college, yet students stay on campus.

College and Career counselor Patricia Perez said that middle college is a solid option to get a head start.

“You get a taste of the college classes without ever leaving the Branham campus and they are taught by West Valley faculty,” Perez said.

Branham administration is also trying to gather student input on what type of classes they would enjoy. As of now, students can take classes like ASL (American Sign Language), calculus, sports medicine, and childhood development.

Next semester’s dual enrollment classes will be released before the first is over. If students would like to go to West Valley, they can get up to 6 units for each class they take,enough to graduate and get ahead in college studies. there will be an info night at West Valley around February.

HOMECOMING 2019 | ROAD TRIP Homecoming Week, starting next week, is a competitive one at Branham, with each class trying their hardest to beat the others.

Every year, a new theme is chosen by leadership students from each grade level, and this year’s theme is “road trip.” Each class chooses a city, and the decor teams decorate posters with iconic elements from their city.

— Meenakshi Iyer

FRESHMEN | LAS VEGAS

Their art includes replacing the words on the famous “Welcome to Fabulous Las Vegas” sign with a Branham-related message.

SOPHOMORES | NEW ORLEANS

JUNIORS | NEW YORK

SENIORS | SAN FRANCISCO

The sophomore posters will include trumpeters, jazz singers, prominent characters in Mardi Gras, such the Mardi Gras Joker, and an area dedicated to the Disney movie “The Princess and the Frog,”

The class of 2021 is incorporating aspects from New York City’s film industry in their artwork.

Seniors ave a storyline for their poster — an earthquake is allowing prisoners to escape from Alcatraz.It includes graffiti, some that ties back to previous years’ themes, as well as famous SF tourist attraction.

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SPORTS

“What you try to do in those moments is you just try to breathe and not think.”

Brandi Chastain, World Cup champion, on her famous 1999 World Cup celebration.

STILL CELEBRATING

Bio box

Brandi Chastain shares one of her defining moments, and her role advocating for girls is one of the most famous female soccer players in the world. She is currently a club soccer coach in Santa Clara, and is active in the Bay Area soccer scene, including a stint coaching Bellarmine College Preparatory to its first CCS title.

Championship teams Chastain competed in the first World Championship.

In 1996 she led the United States to a Gold Medal at the Centennial Olympic Games in Atlanta, a feat she repeated in 2004 in Athens, Greece.

Chastain was named to the USWNT All-Time Best XI in 2013.

Hall of fame In March 2017, she was inducted into the National Soccer Hall of Fame.

In 2018 she was inducted into the Bay Area Sports Hall of Fame.

Staff Writer

was called the bra seen around the IIntworld.

1999, moments after scoring the

decisive fifth penalty kick against China in the Women’s World Cup, Brandi Chastain removed her jersey, twirled it around, and fell to her knees in celebration. It was perhaps the most memorable moment in women’s soccer history.

Chastain had put the U.S. Women’s National Team in the spotlight, where it has remained dominant like no other team, through controversy and success.

The Bear Witness sat down with Chastain to talk about the rise of women in sports, the most recent World Cup and the double standards that she feels still exist in sports today. And, of course, her career-defining goal.

Note: The 40-minute interview has been edited for length and content. A transcript of the interview is available on the Bear Witness website.

ON SCORING HER WINNING PENALTY KICK Bear Witness: What was your goal in 1999 like?

Brandi Chastain: I just think about the moment as a great opportunity to contribute to the outcome. I get a lot of questions about “Were you nervous?” obviously, you know, in a big moment like that you would be nervous, but we had done a lot of practicing already. I had actually missed a penalty earlier in the year against China against the same goalkeeper, so I think that that moment actually set me up for greater success in the World Cup because I knew what it was like to miss it.

I knew I had done a lot of practicing between that time and the final.

The only difference was that in that moment, the coach had asked me to take it with my left foot, which I had never done before. I had never done it in a game, but I had practiced it a lot during practice, so I felt very comfortable. And then I think, what you try to do in those moments is you just try to breathe and not think. The kick is no different than any other practice kick.

The distances are the same. You know, the obstacle is getting it past the goalkeeper, but in terms of the technique, and whether or not you can do it, you know you can. So, it’s just believing in yourself in the moment.

ON HER FAMOUS CELEBRATION BW: In previous interviews, you mentioned that your celebration was reactionary, how true is that?

BC: It was completely organic. Think about the whole day, for us, when we got to the Rose Bowl. We’re thinking “We’re going to the World Cup final!”

You get to the locker room, you put your stuff down, everybody kind of

has their rituals that they go through. Some are superstitious, some are just doing the things that we do, some are in the middle of random acts of dancing, or just getting ready. It’s your biggest game you’ve ever played in your life, it’s 90,000 plus people, and you don’t even get to go out onto the field.

We’re running in the tunnel, we’re running in circles in the locker room, we’ve got the music on, we’re laughing and high-fiving, and it’s not typical to the situation. You don’t get to be in the World Cup that often.

So I don’t think you can really prepare for thinking that you’re going to score the winning goal.

And what would you do if you did that, especially in my case, since I was my primary position is defender. So it was organic, 100%.

I watched soccer my whole life.

So, you know, maybe that moment was at the back of my head, as I’ve seen it before, but had never done it before. It just felt like the right moment, I guess.

POSITIVE REACTIONS BW: What was the backlash you received like?

BC: There was probably 95%, this is an approximation, positive responses. There’s always going to be somebody who’s going to disagree with what you do, or you say, or just don’t see things the same way as you do. But I learned fairly quickly that those are really great opportunities for conversations. You know, I had a chance to really bring more fans to soccer with those conversations, “Why did you do that? You’ve sexualized women’s sports, you’ve ruined it for our daughters. It’s embarrassing.”

BW: Was there anything about the backlash that surprised you?

BC: Mostly what surprised me is the amount of attention it got in general. The amount of positive feedback it got was wonderful. Whether it was from women who never felt empowered to participate in sports, from men who were trying to be encouraged to go to the gym, two couples who had met while watching the game together, and then got married, or daughters that went to the games with their dad for the first time.

ON FINDING HER PASSION BW: How and when did you realize that this was what you wanted to do?

BC I was about 11 when the 1980 hockey team was playing in the Olympics, and they beat Russia in the semi final, to go to the gold medal match. When the USA men’s hockey team won the gold medal, the captain,

Elizabeth Posey/Bear Witness

Brandi Chastain

JAZZY NGUYEN

Michael O’Neill, stepped up onto the platform to receive the medal. He was holding the American flag, and as the captain, he was the only one that was supposed to go up there because the podium wasn’t very big. Then he called his teammates up. I remember as a kid, I was watching it live thinking, I want to do that. I didn’t want to play hockey, but I wanted to feel that feeling that I was getting just through the TV. Like, I wanted to feel that sensation of being victorious in that moment. And especially with representing the red, white and blue. The women’s national team didn’t exist. When I said, I want to do that, I had no idea how that would ever be real. But it just hit me really hard and very strongly. And I thought: that’s passion. That was the first time I think I really understood what passion was.

ALEX MORGAN’S TEACUP CELEBRATION IN THE 2019 WORLD CUP BW: What did you think about Alex Morgan’s celebration in the game against England in the last World Cup? BC: I didn’t see it happen live, so I don’t have a real initial reaction to it.

Then I saw the picture. I was thinking, what’s that all about? Because I know they played England and I was thinking, ‘Hmm, that’s a little interesting.’

My first response was when I did see it

Fighting gender role bias in sports Male gymnast, female hockey player face negative stereotypes ZIV GALPAZ

W

Courtesy Jacob Boomershine

Julianne Alvares/Bear Witness Jacob Boomershine and Julianne Alvares.

Staff Writer

hen he was four and living in Iowa, sophomore Jacob Boomershine took up gymnastics, inspired by his older sister. This put him among 1 out of 5 U.S. gymnasts who are male.

As he got older and his peers caught on to his participation, he said he would occasionally be taunted by peers who felt that gymnastics was a feminine sport.

“I was a little different,” he said. “When I moved out here, I would do stuff on the playground, and some guys would be like, ‘You’re such a girl’ and I’d be like, ‘Bro, I can do so much more cool stuff than you.’”

This type of bullying is not uncommon with both boys and girls who do not participate in traditionally gender-specific sports, such as girls playing hockey and boys taking up dancing. According to an ESPN study, the percentage of young boys who participate in gymnastics is under 4% compared to a considerably manly sport like football which is at over 40%.

The taunting subsided as Boomershine’s body developed and his friends began respecting the work in gymnastics. He recently left gymnastics, due to the numerous injuries that he sustained, including a torn labrum on his shoulder.

Senior Julianne Alvares, the co-editor-in-chief of the

Bear Witness, is one of two females who play ice hockey on campus. She has been playing ice hockey since she was a child, and said that people often disregard her play.

“Whenever I say I play hockey, people are like, ‘field hockey, right?’” Alvares said. “No, ice. The sport has grown since the women’s team won gold,” referring to the fifth consecutive world championship the team earned in April.

Within the sport itself, Alvares said that men on the team would view the girls as weak compared to them, and limit their play.

“It’s like physical action that guys they don’t think you belong there sometimes and they don’t expect you to be there.”

The sport is gaining traction among girls, the rate of growth in USA Hockey’s women’s registrations was nearly 9 times greater than men, though at 485,100, registered male participation dwarfs those of women, at 82,808.

P.E. teacher Ron Smare, who has been teaching for more than two decades, has seen big leaps in female inclusion in once male-dominated sports, such as soccer. What matters to Smare, who also coaches girls soccer at Branham, is that people are physically active and mentally fit.

“Anything that’s fun for people to do they want and to be involved with, that would be super good,” he said.

was “Probably not a good idea.” Then when I heard her comment, I thought about it again. I thought, you know, I don’t feel like we can censor genuine, celebratory moments. Preconceived, setup props, you can judge that all you want, because that’s premeditated, right? You’ve already decided that you’re going to do this thing no matter what.

CULTURE OF BOYS AND GIRLS SOCCER BW: As someone who’s still really involved in the soccer world, have you noticed any difference in treatment between boys and girls at a young, elementary level in sports?

BC: Well, I still have to, you know, I still advocate for my girls every day. You know [at the soccer club I coach at], the boys got to play on the soccer field, and the girls were playing on the football field. And week after week, I noticed it.

I had to go to the director and say, “Hey, what’s happening? This is not right.”

If we’re playing at the same time, we should switch fields. And that should be normal.

Then when somebody says, “We don’t really see that happening. There’s no discrimination.”

I say, “You don’t understand discrimination when it’s not happening to you. You don’t really see it.”

SPORTS BRIEFS

Scores updates as of Seot. 21 Football The varsity team won their last game against Andrew Hill with a score of 55 to zero on Sept. 13. Running Back Duo of Pati Wolfgramm and Cameron Rynhard combine for four rushing TDs. The JV team got their first win of the season at the same game.

Next games: Home vs. Sobrato, Friday; JV 4 p.m., Varsity 7 p.m.

Field Hockey The girls’ varsity team lost 0-1 to Willow Glen High School, making the second game in a losing streak. JV defeated Willow Glen, a force to be reconed with during an undefeated season.

Next games: Tuesday @ Sobroto; JV 4 p.m., Varsity 5:15 p.m.

Girls’ Tennis Varsity beat Independence 7-0, on Sept. 19, after starting the year 0-2. Since then, there has been riding a four-game winning streak.

Next games: Tuesday @ Andrew Hill, 3:30 p.m.

Girls’ Volleyball Varsity won to Evergreen Valley 3-1, on Sept. 19, snapping their four-game losing streak against Evergreen. JV won at 2-1, their first win of the year, also snapping a four game losing streak. The freshman team lost to presentation on Sept. 17. Freshman, hot to start the year, are now on a two game losing streak.

Next games: Home vs. Willow Glen on Thursday; JV 5 p.m., Varsity 6 p.m.

Cross Country At their first meet Sept 6, the boys team swept Oak Grove and Leigh High School. The girls varsity team fell to Leigh but outran Oak Grove.

Franco ran the 2.74 mile course in 15:34.

— Zachary Macapanpan

10

BEAR WITNESS

| SEPTEMBER 27, 2019 |

ARTS&ENTERTAINMENT

BHSBEARWITNESS.COM “D&D is all about being weird. It’s all about doing weird things.”

— Tyler Edwards, junior, vice-president of D&D club

Imagination the limit for D&D club

Role-playing game, nearly 50 years old, sees a resurgence at Branham

STEVEN TURNER MATH TEACHER

TYLER EDWARDS JUNIOR

CAITLYN SCHLAMAN Staff Writer

ags of chips and whiteboards are strewn B across cheap tables, while students shuffle packets of notes and character sheets around.

Students are chatting loudly, huddled in groups around different tables, like each is at a campfire. If this is a familiar sight, then you’ve stumbled your way into the Dungeons and Dragons Club.

D&D itself has been around for 45 years, gaining most of its mainstream popularity in the 1980s. Lately, there has been a resurgence, due to the show “Stranger Things,” and of course, the Internet. D&D’s main appeal is its role-playing aspect. Whether it be a 10-foot tall half-giant or a magical dwarf, players can tinker their characters to be anything they can imagine.

“I believe that D&D is a way for people to emulate themselves onto something without seeming too weird, because a lot of people nowadays are worried about, oh, if I show that I like this, that might be seen as weird.” D&D club vice president Tyler Edwards said. “D&D is all about being weird. It’s all about doing weird things.”

Basics of the game D&D is stereotypically for those who consider themselves nerds. The points system is math, all players draw their characters for reference, and even some hardcore D&D players design and build their own arenas and armor. Players can develop a lot of skills to help them in the game and in school.

“If you can role-play, you’re showing something about yourself. Most people in D&D club wouldn’t even dare to try it for theatre.”

Edwards said. “But for me, at least, doing this has made me see that I want to do theatre from time to time.”

The game is traditionally played with a group of friends, but D&D club lets normally shy people break out of their shell.

The club puts students together by character level, allowing friends just starting out to be together or seasoned players to find others just as invested.

“I love how D&D is, It’s a collaborative storytelling thing.” Sophomore Samantha Pacini-Carlin said. “Yes, it’s nerdy. Believe me, I know. But there’s so many things that can happen with it that can only really happen because of the people.”

D&D players use the fantasy worlds to escape into something new. The game is more personalized than any RPG video games, and more interactive than a book or a movie.

“D&D is a big stress reliever for me because I don’t have a lot of free time always and things kind of get built on to each other,” Pacini-Carlin said. “Just being able to go into another world and just not be me exactly for a little bit and just be able to yell the f-word without being judged, because hey, you got a nat one, it happens.”

Ready player fun The players are only one part of D&D. A Dungeon Master, or DM narrates the world and describes the characters and monsters the players encounter. Adviser Steven Turner plays out different characters with a variety of voices, usually creating his own races and classes.

“I spent the entire summer creating an entire universe for my group. And what’s really cool is it’s kind of like letting them write the book, you set up the background.” Turner said. “So I like being the Dungeon Master to kind of see how students interact with each other and see how they approach these problems.”

There are many roles that DMs have to take on, from villagers that players can interact with, interrogating enemies, or key characters like tavern hosts. The DM creates the world that the characters role-play in, joining in on exploring their creations.

“You essentially control everything that’s going on in your game. It allows me to be more creative.” club president Tucker Drouin said.

“One thing about D&D, is it has this really high replay ability, because everything is going to be different,” Drouin and Turner are both of the several DMs who conduct these campaigns creates, their own storylines for their groups. Students can join in several campaigns that fight a variety of monsters, chase cults, or even a quest to destroy a magical doomsday device.

“It’s whatever weird idea you come up with.

It’s always constantly changing.” Drouin said.

“It’s just like, maybe this will fit more here?

Would this be better over here? It’s a lot of improv.”

Character: Dungeon Master

“I like playing people that are a bit quirky, because then you can play with different types of styles and have different weird voices for them.”

JAYLEN CHELONIS SOPHOMORE

Character: Ander, the Reaper | Race: Wood Elf | Class: Fighter

“All of my characters, all the backgrounds are usually really dark.

Why become an adventurer if something bad didn’t happen?”

Character: Graunk Gürüh | Race: Goliath | Class: Wizard

“(He) believes he’s doing his own thing for his own purposes. Then (I added) some stuff on to him and he just eventually became this very weird sailor.”

SAMANTHA PACINI-CARLIN SOPHOMORE

Character: Thusler Stubber | Race: Dragonborn | Class: Rogue

“Characters ... are just sides that I don’t show as much. Like Thusler, her carefreeness. I’m not really carefree. I stress out a lot about grades.”

Caitlyn Schlaman/Bear WItness

The D&D books Dungeons & Dragons’ first edition was released in 1974 (it’s on its fifth edition, released in 2014). The three books covering the rules are titled “Men & Magic,”“Monsters & Treasures” and “The Underworld & Wilderness.”

Points of attribution The points system, or attributes each character has, is based on several dice rolls. The six attributes are Strength, Dexterity, Constitution, Intelligence, Wisdom, and Charisma.

Dice are abbreviated d(number of sides). The classic dice set is a d20, d12, two d10s, d8, d6, and d4. When spelled out like 2d10, that usually means to roll the dice twice.

Races and classes The main races of D&D 5th edition are: Dragonborn, Dwarf, Elf, Gnome, Halfling, Half-Orc, Human, and Tiefling. Several races, like Elves, have subraces.

The classes you can choose from are: Barbarian, Bard, Cleric, Druid, Fighter, Monk, Paladin, Ranger, Rogue, Sorcerer, and Warlock.

Campaign Campaigns are long term adventures that players take part in. Each session is an exploration of the adventure and world. DMs can use campaigns from The Dungeon Master’s Guide, or create their own. When players and DMs create their own races, classes, etc, it is usually called homebrew.

— Research by Caitlyn Schlaman Images courtesy of Wikimedia Commons

| SEPTEMBER 26, 2018 |

“There’s no place for the many talented writers to share their work in a public venue at the school.”— English teacher Barbara Arduini on a possible creative writing class.

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BHSBEARWITNESS.COM

ARTS&ENTERTAINMENT

Performing arts classes shrink as grad requirements grow Dance, choir teachers say leading classes with varying skill levels poses a logistics challenge

Mini Reviews Bite Sized Opinions

Republic Records

BEAR WITNESS

Album “Hollywood’s Bleeding” Post Malone What it is: The album contains songs like “Circles” and “Sunflower” that bring a more light and upbeat sound. The album also has quite a few big names on it, with features from Ozzy Osbourne, Travis Scott, Halsey, and many more.

Disliked: Some of the songs did sound very similar. Toward the end of the album, they had very similar beats.

Liked: It’s fun and easy to learn the lyrics. I like songs that get me hooked right away, and many on this album did that. ­­—Megan Perez

Republic Records

Singles

NOLAN ZILS Staff Writer

ance teacher Eileen Bertron’s program has D shrunk from two classes last year into one, meaning she is teaching both her advanced and beginning students in the same room.

To address this, she has her veteran students lead activities for the beginning students, while she can focus working choreography with her Intermediate and Advanced students, who are preparing for an ambitious Halloween show Oct. 22 and 23.

Having more students has slowed down their progress, as the two classes only have 4 out of 7 dances complete for the show.

“The people who get [the choreography] right away end up sitting down and doing nothing because I’m having to work with beginners.” Bertron said.

Performing arts classes such as dance and choir have been combined or reduced due to a slew of factors, lack of student interest, new graduation requirements for ca-

IF YOU’RE INTERESTED Halloween Choir and Dance performance Oct. 22 and 23 at 7 p.m. in the PAC Featured performances include excerpts from the movie “Coraline” and other spooky entertainment. reer and technical education. New rules state that three years of science are now needed to graduate. Because of this, only a handful of juniors are in the dance class.

The disparities in skill levels in these classes have posed challenges in training inexperienced students while further developing the techniques of the more advanced students.

Senior Stacey Yavorski, who is teaching one of the dances for the show, feels like it’s difficult to be productive now that there are more students.

“It’s really hard to focus in an environment where there are beginning dance students as well as advanced dance students,” she said. “We have different needs as students.

So that’s something that definitely affects everyone.”

Some performing arts classes doubled over the span of a few years. Senior Scott Tucker said that in his four years in the elite Madrigals choir, the class size has gone from about 30 to almost 60 students.

“It just makes it harder to get work done,” Tucker said. “It’s easier for people to get off task.”

The choir is also preparing for the same Halloween show. All of the advanced choirs — Madrigals, Chamber choir, Treble Ensemble and Bass Ensemble — except the beginning concert choir are now in one period because there’s one less choir class this year.

Another issue is that teachers are not having as much one on one time with their students.

“When you have 60 kids in a class — I love my students, [but] I don’t get to know them as well,” choir teacher Barbara West said.

West is deciding to look on the bright side with having a combined class, where a rising tide lifts all boats as higher-tier singers inspire others to improve.

“I actually think it’s working out really well,” she said.

“The kids are singing really hard music.”

Teachers aim to bring creative writing class to school Staffing shortages, student demand may complicate initative ORION JANDU Staff Writer

nglish teacher Barbara Arduini has launched a E petition to bring a creative writing class to Branham High School in the 2020-2021 school year. The

class would teach novel and short story writing, skills that senior Morgan Irwin wishes that the class would have come to Branham earlier.

“I would have taken a creative writing class this year if I could have,” Irwin said. “I would want to expand my writing skill set. A class would have been a good way to do what I love, without having to worry about my other classes.”

Currently, English classes only teach the writing required by the AP exams and colleges, as as AP Literature and AP Language and Composition. Freshmen start out with argumentative essays, then later expand into analysis.

“I think that there is only so much someone can learn about writing argumentative essays,” Irwin said. “Such a class would be a way for students to be able to express themselves creatively.“ If the petition succeeds, Arduini will need the district to approve the class and appoint a teacher to teach it.

However, there are already very few teachers in the Bay Area, and schools are already having trouble hiring.

“There are a lot of classes that I would love to offer

here, that students are interested in,“ Principal Cheryl Lawton said. “It’s just that we don’t have enough teachers to teach them.”

There are other complications to creating the class, as it has to be a part of the A through G requirements from the state.

“If the class went as an elective, then that would be different than having it as an English class,” Lawton said. “If it went as an English class, then the class would need the approval of the UC and College Board.”

Arduini is prepared to address some of these concerns. For example, there are teachers willing to teach the class; English teachers Heather Amanatullah, Melanie Vega, and Arduini herself. Arduini also taught creative writing at the last high school that she taught.

“It was a lot of fun for both me and the students,” she said, “Of course, there are other interested teachers, too, and I’m sure that whoever taught it would do an amazing job.”

Currently, students can enter into creative writing competitions outside of school, but Branham only offers a stage for a variety of other arts.

“There’s no place for the many talented writers to share their work in a public venue at the school,” she said, ”This class would be a beginning for that.”

GUIDELINES FOR NEW COURSE ADOPTION Before a new class is adopted, it must have jumped through several hoops, including course articulation, textbooks and explaining how the course fits with a career pathway. Other considerations that they have to consider include: Course eligibility: Is the course UC A-G approved or eligible?

Pathway completion: are pathways already complete in your department?

Projected growth: Will students learn skills that can be applied to future courses?.

Departmental balance: Which department has been granted new courses recently? Since the number of sections allocated is based on enrollment calculation, which department will be impacted by new courses?

Student demand: Are enough students interested? Does the course fulfill objectives of the site plan and the WASC action plan?

Credentials and staffing: Some courses require teachers with CTE credentials Safety concerns: Does the course raise safety, liability, supervision and/or attendance issues?

Consistency: Can this course be equitably and consistently offered at all sites?

— Source: Campbell Union High School District

“Beautiful People” Ed Sheeran ft. Khalid What It is: The song is about the importance of being your true self and mocking the world of riches and fame.

Disliked: That the song ended. I could listen to it all day long.

Liked: The song explores the importance that being yourself is the most valuable virtue. Also, it encourages one to not to get caught up in the world of riches and fame.

It’s a nice, confidence-boosting song to listen to.

—Cianna Hollinger

Warner Bros. Studios

Genevieve Nemeth/Bear Witness Dance and art teacher Eileen Bertron shows off a move to her sixth-period dance class, which accommodates Advanced, Intermediate and Beginner levels.

“Carry Me Away” John Mayer What it is: John Mayer’s latest single is a lighthearted pop-rock track that features vivid lyrics and a heavy emphasis on the piano.

Disliked: The single lacks the iconic electric guitar that he sometimes incorporates into his music.

Liked: Like the rest of his music, Mayer creates a peaceful mood that causes listeners to be at ease. ­­—Katelyn Lowpensky

Movies “Steven Universe: The Movie” Directed by Rebecca Sugar What it is: We return to Steven’s magical world two years after the events of the latest season of the show. Now sixteen, Steven enjoys life on earth after establishing peace across the galaxy. But when a new threat emerges, he risks losing everything he loves.

Disliked: You need to have watched the show to know what’s going on.

Liked: The soundtrack is great. The movie showcases the vocal talents of Broadway performers Christine Ebersole, Patti LuPone and Sarah Stiles.

— Nolan Zils “Scary Stories to Tell in the Dark” Directed by André Øvredal What it is: Stories in a book start to write themselves.

Disliked: Some of the CGI is corny.

Liked: Some scenes are genuinely frightening — the pacing and tension are done really well when the monsters arrive.

—Jayden Kim

12

BEAR WITNESS

THE BACK PAGE

CPM’S PHILOSOPHY CPM teaching strategies focus on how students best learn and retain mathematics.

Teaching strategies rely on the recommendations of the National Council of Teachers of Mathematics, and are based solidly on the methodological research in teaching mathematics. The research-based principles that guide the course are: • Students should engage in problem-based lessons structured around a core idea.

• Guided by a knowledgeable teacher, students should interact in groups to foster mathematical discourse.

• Practice with concepts and procedures should be spaced over time; that is, mastery comes over time.

HOW TEACHERS APPROACH IT

Anuradha Satyapal, IM2, AP Calculus BC Independent groupwork “I interrupt occasionally with problems which I think are difficult to introduce the lesson or to end the lesson. But mostly it’s just the kids working by themselves in groups.”

Jennifer Brady IM1, AP Calculus AB Explore, faclitate

“I like to have the kids explore the information and just be their support. I will go to try and stop in real quick with each group and just continually do that. And I try to teach them to learn how to answer.”

Amanda Wilson IM3 Facilitator

“I would say my teaching style is centered around being organized and guiding the groups to work together to accomplish their group tests.”

Steven Turner, IM3, Computer Science Pacing

“In my class the book is for discovery.

And then kind of like, pull away from the book to do extra practice. The book is kind of like the main driving force, but like, we sometimes don’t use the book at all. I use it for pacing.”

Michele Correll, IM2, Pre-Calc (IM4) Teach, then explore

“We sometimes will work as an entire classroom through those problems. I usually start off as a whole class and will go through the first problem so that they understand what’s actually going on for that lesson.”

— Compiled by staff

| SEPTEMBER 27, 2019 |

BHSBEARWITNESS.COM

WE’RE DIVIDED OVER

CPM Andelina Miller, Genevieve Nemeth and Carly Waldorph

The old math curriculum emphasized a teacher-led system in which teachers taught, students practiced and then had practice problems to work on. CPM (College Preparatory Mathematics) and other textbooks have adopted the Common Core mantra of group collaboration, with teachers facilitating the learning. To older students, this is frustrating, but others are more apt to adopt this approach.

‘The modern age requires collaboration’ ANDELINA MILLER

T

Staff Writer

he transition from traditional learning to common core type learning through CPM was not an easy one, and was specifically made by teachers in the district to help students more sufficiently meet the common core standards.

After common core standards were adopted in California, in 2010, school districts around the state including Branham, had to change the curriculum they used to teach students, because the new standards were more geared towards problem solving and collaboration. The math departments were testing out four different math textbooks: Springboard, Big Ideas, Carnegie Mellon and CPM. Ramani Visvanathan, who teaches IM 2 and AP Calculus, stated that CPM was the most efficient textbook for common core learning.

“In the subsequent years teachers decided that CPM was the most useful textbook as far as common core is concerned,” Visvanathan said. “Because it incorporated collaboration between students.”

The new curriculum differed from the traditional way math was taught in schools, instead of focusing on one concept in math for an entire year CPM combined many different math concepts into one class called IM 1.

CPM has essentially changed the way math was taught here and changed the role of teachers in the classroom.

“I would step in only if the whole group got stuck. I look at my job as more of a facilitator to guide the solving process,” Visvanathan said.

Visvanathan said that the pushback from students isn’t new. Some students prefer working individually. A survey of around 580 students showed that 38.79% of students are comfortable working individually, however that students’ ability to work in groups was necessary.

“The modern age demands collaboration,” Visvanathan said.

We asked 586 students their opinions on CPM and math 61%

Felt that their teachers met their learning needs sometimes, or most of the time. 38% felt that they were not always met.

37.5%

Preferred a mixture of teacher-led, groupwork and independent work. 25% preferred group learning.

70%

Felt confident in their math abilities, while 28% had no opinion or did not feel confident.

— Source: Bear Witness survey The raw data, and compiled results, can be found on our website, www.bhsbearwitness.com

STUDENT OPINIONS

Patsy Fonkwo, junior

“I like CPM because, it gives the students a chance to learn and teach themselves. I feel like listening to a teacher lecture is not my learning style. I like to do things hands on. Figuring out how to solve problems by myself and proving why certain methods work helps me understand it.”

Michael Long, junior

“For me if you get stuck in a table group with kids who do not want to learn they are going to leech off your work, and so with the group work aspect I find it easier for me to work independently, because it’s easier to not have to explain to my groupmates what I got.”

Siddarth Singh

“It’s not really taking into consideration, multiple [learning] styles. And it’s just sort of taking one and saying, one mold fits all.”

— Compiled by staff

Sample Problem Michaela was trying to determine the slope of the line shown at right, so she selected two points where the grid lines intersect and then drew a slope triangle.

Her teammate, Cynthia, believes that Δy = 3 because the triangle is three units tall, while her other teammate, Essie, thinks that Δy = −3 because the triangle is three units tall and the line is pointing downward from left to right.

First step When beginning problems like these one person at a table group would read the problem out loud.

Second step Students start brainstorming with their groups on how to do that problem.

Third Step Once they decided how to do the problem and what the correct answer was they would write it down in their notebook.

Fourth step Once the students finish all the problems assigned to them they would call their teacher over and get a stamp for doing the classwork.