Government funding of BART is critical BART is a critical part of the infrastructure of the Bay Area, and with millions of dollars of debt, it’s in trouble. Eva Levenson argues that government funding of BART is necessary. PAGE 5
The intricate impacts of youth private sports teams on BHS athletics
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UC Berkeley closes People’s Park, builds 17 foot wall in preparation for construction
BY AVA QUANDT staff writer
Early on Thursday, Jan 4th, 2024, UC Berkeley created a 17 foot wall of shipping containers around People’s Park to maintain the site for future construction of student and low-income housing on the property. UC Berkeley currently awaits the outcome of a case to be heard by the Supreme Court of California to begin construction. The unhoused people who were living in People’s
Park at the time of the closure, approximately 25 people, were provided with transit to the Quality Inn motel. According to Dan Mogulof, the UC Berkeley spokesperson, they can stay there for free for 6 months of temporary housing, until further assisted by UC Berkeley to find permanent
housing. UC Berkeley has owned the plot of land that People’s Park is located on since 1967. However, despite attempts by UC Berkeley to develop it in the past, it PAGE 2
ENTERTAINMENT
ROBERT GELLNER
BHS Band and Orchestra perform joint Winter Concert BY LUCY HOHN staff writer
BHS senior Willa Hooven fights for the ball.
PHOTO BY KAYHAN TEZCAN, PHOTO ILLUSTRATION BY ELLA CREANE
SPORTS
Jackets slay O’Dowd Dragons in girls soccer BY ELOISE THOMAS staff writer
On Tuesday, Jan. 9, Berkeley High School’s girls varsity soccer team triumphed over the Bishop
O’Dowd Dragons with a score of 1-0. The game was a meaningful victory for the Jackets due to their longstanding rivalry with O’Dowd. According to the BHS head coach Alejandro
Mendoza, O’Dowd played well, keeping the score close throughout the game. “(O’Dowd) was really well coached. ... I think they caught us off guard,” said Mendoza. “We weathered the storm really well in the
first half, and then just made it our game as time went on.” O’Dowd is one of BHS’s biggest rivals, adding extra significance to the game. It was apparent in the calls from Berkeley’s PAGE 16
“I’m kind of trying to invoke summer here … bringing back the season of warmth,” said Berkeley High School orchestra teacher Karen Wells as she introduced band three’s second piece, “Summer Dances,” in the Band and Orchestra’s Winter Concert. On January 17 and 18 in the Berkeley Community Theater, the BHS band and orchestra held their Winter Concert. The band, conducted and taught by Wells, and the orchestra, conducted and taught by Mary Dougherty, performed their own pieces as well as combined symphonies. Before the concert began,
both Wells and Dougherty came onstage to express their gratitude toward parents who helped fundraise. The teachers updated audience members on a brand-new orchestra shell which allowed all the instruments to be heard around the theater. The band then went on stage with an arrangement of clarinets, saxophones, percussion, trombones, trumpets, and more. They started with the piece “Hypnotic Fireflies” by Brian Balmages. The piece started with quiet cymbals and sounds of fireflies, made by what Wells later described as a “beautiful, very delicate instrument that we’ve created out of a slinky and a solo cup.” The rest of the band joined in, building up in volume. The piece included PAGE 13
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Berkeley Unified District BSEP renewal to be on March ballot BY ERIN LIAO staff writer
On Tuesday March 5, 2024, Berkeley citizens will vote on the renewal of the Berkeley Student Excellence Program (BSEP). BSEP has played a crucial role in providing resources to the Berkeley Unified School District over the past 30 years. “BSEP is a voter-approved source of locally controlled funding that BUSD can count on to keep our class sizes small, (and) attract and retain highly qualified teachers,” said Kathy Fleming, director of BSEP. “(BSEP) keeps our school library fully staffed with books and resources and ensures that all of our students have access to arts and music programming and other students’ academic and social-emotional support.” A l t h o u g h s o m e m ay not want to pay the extra
parcel tax, the majority of costs and allow students to go much as they needed to be,” the Berkeley community was on field trips and perform. Day said. “Because the state inclined to provide funds for “ O u r p u b l i c s c h o o l would give you money to education in 2016, winning the system is really a way for support requirements.” vote by 88.9 percent. BSEP was B SE P help s f u nd originally created several resources, because of Proposition “Our public school system is including col lege 13, which helped really a way for us to support all counseling, mental drastically reduce kids.” he a lt h res ources, property tax. This special education proposition helped programs, s cho ol many lower-income Jennifer Shanoski technology, affinityfamilies across BUSD board director based curriculum California, but it also (such as ethnic lowered California’s studies), and after-school us to support all kids,” said budget for education. Since programs (such as seventh Jennifer Shanoski, a school BSEP arose out of a necessity period). According to BUSD, board director for BUSD. “And for additional school funding, BSEP provides funds for a I think that Berkeley citizens it holds a lot of influence third of BUSD teachers and recognize that through these over the future of Berkeley represents about 20 percent of personal taxes, we can sort teachers and their salaries and the BUSD budget. of give back to all kids within resources for the schools. A big chunk of this 37 the city.” “If BSEP failed, it would million dollar yearly budget Alexander Day, a BHS be devastating to the district,” also provides for the arts and history teacher and Berkeley said Shanoski. “We’d have to music programs, allowing Fe d e r at i on of Te a c h e r s lay off teachers. We’d have to students to start pursuing organizer discussed how immediately increase class these interests in elementary BUSD functioned before BSEP. sizes. We would no longer school. BSEP funds also cover “Things that are not just the be able to maintain the instruments and art supplies core requirements were cut as performing and visual arts
programs that, you know, are really a hallmark of Berkeley Unified (School District). It w ou l d b e a b s o lut e l y devastating. It would be the largest single cut to our district that we’ve ever that we’ve ever experienced.” School districts in areas with lower property taxes don’t have enough support to create systems to provide resources like BSEP.
“So the bigger question is, how come the state of California does not provide u s w it h a l l t he mone y, meaning how come the federal government is not providing us with all the money we need to fully fund education?” said Day. “Why do we have to rely on, essentially, what are bandaids over a gaping wound? That is not enough state and federal funding.”
GWEN WEBER-STOVER
UC Berkeley blocks off People’s Park with shipping containers CONTINUED FROM PAGE 1
has remained undeveloped. Historically, People’s Park has been home to a variety of protests, notably counterculture and anti-war demonstrations starting in the 1960s. More recently, the park has housed an extensive unhoused population. In the spring of 2022, a census by UC Berkeley’s social worker counted 64 residents who regularly slept at the park. Currently, UC Berkeley has blocked the park off, but has not begun construction, and
will not begin until approved by the Supreme Court of California. Mogulof clarified that since People’s Park is the property of the university, UC Berkeley is not breaking any laws in closing the park. If construction is approved, 1,100 beds for students will be built by the university. In addition, 125 units of permanent supportive housing for unhoused people will be built by a nonprofit developer on a portion of the site the university is donating. This plan includes the preservation of 60 percent of the site as
UC Berkeley created a 17 foot wall of shipping containers around the park.
green space open to all and includes a memorialization of the site’s past and historical significance. However, some residents in Berkeley are opposed to this plan. On Thursday, Jan. 4, 2024 after hearing of UC Berkeley’s plan to block off the park, 100 people held a demonstration against the development of People Park on the same day as the arrival of the shipment containers. The protests included music played on speakers, chanting, and yelling at the officers. After being asked to leave, 7
MALINA MEISSNER
protesters were arrested for housing crisis for UC Berkeley permanent supportive housing trespassing, cited, and then students, which the university for low-income communities. released. has been working to address, “The second reason we Andrea Pritchett, who building on more than one site want People’s Park (developed) works for Berkeley is because the Copwatch and chancellor believes “UC Berkeley houses fewer students the university has is on the People’s Park council, is one than any other UC campus. We have a re sp ons ibi l it y community member as a member an urgent student housing crisis.” who sees what the of t he B erkele y university is doing community to help Dan Mogulof as harmful to the address the crisis UC Berkeley Spokeperson public of Berkeley. that face people “ We h a v e t o who are unhoused,” remember the said Mogulof. reason why (UC Berkeley) was in Berkeley since the housing “The People’s Park site is established was to guarantee initiative was launched in big enough. So it’s going to that every Californian had a 2017. allow us to donate a portion right to free higher education,” Mogulof said, “UC Berkeley of the land, which is worth said Pritchett. “The university houses fewer students than any $8 million to a nonprofit was established so that you other UC campus. 20 percent developer, who will build could go to college for free, of our students don’t even live permanent supportive housing because they recognize that in the city of Berkeley. We have for formerly unhoused people. (an educated) population is an urgent student housing Finally, we will of course be good for the economy. But by crisis.” leaving more than 60 percent privatizing the university and Rosemary Grout, a former of the site as open green space imposing a tuition system and UC Berkeley student, who for the entire public to enjoy.” prioritizing people who don’t graduated in 2022, shared her Mogulof said that UC even live in California, and experience finding housing as Berkeley’s top priority is that taking all the buildings and the a student. “It was definitely a “every incoming first year land that belongs to the people big struggle to find housing student is guaranteed two years of California, they’ve excluded after freshman year,” Grout of student housing and every us from it. When is enough? said. “In the end, (I was) able graduate student and every When is the university big to find housing … (but) it was transfer student is guaranteed enough?” out of budget.” one year of housing. In order This move to develop the Mogulof also highlighted to do that, the university needs park has been spurred by a the importance of building 9000 new beds.”
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NEWS
FRIDAY, JANUARY 26, 2024
Teachers consider AI, ChatGPT policies BY RORY NADEAU staff writer
Since the release of ChatGPT in Nov. 2022, artificial intelligence has become much more easily accessible to students, as a way for many to generate essays, codes, and other assignments artificially. The recent use of AI has prompted a new concern for teachers surrounding academic integrity and plagiarism in their classes. As a result, many Berkeley High School teachers have updated their syllabi and classroom expectations to address this issue. BHS computer science teacher Peter Seibel presented to BHS staff at the start of the year about the relevance of ChatGPT at BHS and how teachers should address it. In his presentation, Seibel explained ChatGPT’s inevitable influence, the difficulty of detecting it, how to make this issue more manageable for teachers, and the benefits of having access to AI. One of the main points that Seibel noted was that because ChatGPT is almost impossible to identify definitively, the best way for teachers to address this issue is to build trust with their students. This proposal not only seeks to reduce students’ inclination to use ChatGPT
but also makes it more likely for students to be honest about it if it does become a concern. Seibel also explained that one of the main indications that a student has used AI for an assignment is the tone or sophistication of the work. “It is certainly a sign when it’s, either in writing or in code, written in a way that is using vocabulary or techniques that we’ve never discussed,” Seibel said. When Seibel catches students using ChatGPT in his class, he treats it no different from other forms of cheating or plagiarism. However, Seibel also recognized that ChatGPT can also be used as a resource and that there are times when he will allow his students to use AI as long as it doesn’t take away from the skill he’s trying to teach. Brooke McKinney, an English teacher at BHS, makes a point of setting clear expectations for her students surrounding the use of AI at the beginning of the year, including the consequences of plagiarism and the importance of academic integrity. Because of this, McKinney explained, she has a low tolerance policy for ChatGPT in her class. “If they’re in (an) AP (class), there are really no excuses. I talk to them about the fact that I know it’s ChatGPT and why, and they usually get a
zero with no chance of redo,” McKinney said. McKinney noted that in order to be able to recognize students using ChatGPT for her assignments more quickly, she often runs her own prompts through ChatGPT to see what they come up with. “Even if (ChatGPT) will produce an original response for each person, it’s usually going to be relying on the exact same main points,” she explained. Furthermore, McKinney recognized that this kind of software could also be a helpful resource for students when used correctly. “ChatGPT can definitely level the playing field, especially for students that don’t go home to private tutors, (and) students who don’t have extra (support),” she said. “It’s just a matter of them knowing when something is their own
idea versus not their own idea and knowing how to appropriately cite it.” English teacher Amanda Daly said that she doesn’t face many conflicts concerning ChatGPT because the majority of her assignments are hand-written. However, when it does occur, she is typically quick to notice a difference from her students’ usual writing style. When AI use occurs, Daly said she treats it like any other form of plagiarism by talking with the student and noting the real consequences that can come with it later on. “I think Berkeley High (School) students really like expressing themselves ... (so) when they are given the opportunity to do original writing ... they’re definitely going to lean more towards doing it themselves,” said Daly.
BY MAYA DANG staff writer
“I’m just really happy to be back,” said Juan Raygoza, Berkeley High School’s principal, who returned to BHS on Thursday, Dec. 14, 2023, after spending July to December of 2023 on paternity leave. According to Raygoza, he had an amazing opportunity to spend time at home with his wife and two kids, a sixand-a-half-year-old and a six-month-old. “And it was an absolutely joyful experience to be able to be at home with my wife, and to be able to just
be there every single day for our baby,” explained Raygoza. “So I cherished every moment seeing them grow up and become who they’re going to become.” During his leave, Tonia Coleman, an executive vice principal, was the interim principal for BHS. Reflecting on Coleman being in the interim principal position during the fall semester and his absence, Raygoza mentioned that he had full trust in Coleman and the school community. “I think we have a really amazing community here at Berkeley High (School),” said Raygoza. “And so I knew that our school was
ZOE PATTERSON
We’re in 2024, and along with the New Year comes New Year’s resolutions. I personally have never made a New Year’s resolution before, but I thought this year would be a good time to start. Along with many others, I find it easy to make a laundry list of new goals to achieve, and since we’re in the first month of the year it really starts out feeling like a fresh start. Later, building the momentum to actually start completing these goals can be daunting, and if you don’t have any actions behind your words, you can push aside your goals or forget them completely. I want to share two habits I hope to implement consistently in my life this year, and how I will stay on track to accomplish them. Going to bed early:
CLAUDIA BLOOM
Principal Juan Raygoza returns from leave
Raygoza returned to BHS from paternity leave in December.
THE ART OF IMPROVING
ZOE KOHLMEYER
in really good hands with our staff, and especially with Ms. Tonia Coleman, who stepped into my interim principal role during my absence, and I have full trust in her. So it’s been a pretty smooth transition.” As stated by Raygoza, the trust that he had in Coleman and the school community allowed him focus all of his energy and time on his baby and wife when at home. “(The) peace of mind allowed me to know that any challenges that were going to come up in the fall at Berkeley High (School) were going to be handled,” said Raygoza. “And that our students and our staff were
resilient and would face those challenges head-on.” For Raygoza, one important goal for coming back is building and strengthening relationships with everybody, such as new staff and any students that he didn’t get a chance to meet at the beginning of the fall semester while on paternity leave. “(I hope to) go back to those relationships that I had with everyone before I left,” said Raygoza. “So that’s my number one goal, to really have the strongest possible relationships with everyone at Berkeley High (School), including our community (and) our families.” Current successes for Raygoza include the opening of the Wellness Center, the hiring of restorative justice coordinators, resources on campus for mental health, and working collaboratively with the Health Center. These are all new initiatives that are focused on supporting students in many different ways. Raygoza mentioned that he wants to continue to see how BHS further ensures students feel supported and that their mental health is being looked out for.
I’ve told myself repeatedly that I’m a night owl and produce better work late at night. In reality, like many teenagers, I get home late from sports every evening, so I only have so much time to get homework and my responsibilities finished that lying to myself doesn’t fit into the equation. And while time management is a habit I’m constantly trying to improve on, I somehow always find time to use my phone right before bed which negatively impacts my sleep and makes me feel unnecessarily worse in the morning. To improve my sleep, I’m going to make my own sleep tracker on a free productivity app called Notion. I believe that logging the times I go to bed each night and visualizing them in front of me will make me realize my sleep fluctuates and find a consistent time to go to bed each night. I’ve also found controls that can block you from using certain apps at set times which adds another level of screen time management compared to just having a daily screen limit. By setting limits on certain apps, I can only use them during the day and not have them interfere with my sleep schedule. The only thing I would sacrifice my sleep schedule for is studying, not because I want to use my phone. Planning the night before: There’s countless times I’ve been in class and opened my backpack to take out a notebook or assignment, only to realize that I left it at home. An easy solution to this problem is to pack up all your stuff the night before, so when it’s time for school, you can get your bag and go without worrying about not having everything you need. I realize you can’t go wrong with having your backpack organized and prepared for the next day. Planning things the night before would help me not rush in the morning to pack my bag on the way to zero period, and feel better prepared for school. I think that being prepared for school the night before can save you from the unwanted stress of rushing to pack your bag in the morning. As Benjamin Franklin said, “By failing to prepare, you are preparing to fail.” Overall, I believe the main thing with resolutions isn’t to change your whole lifestyle, but to add beneficial habits to your life that are manageable and will improve your life as a whole.
3
4 FRIDAY, JANUARY 26, 2024
NEWS
African American Studies prevails at BHS amidst bans in U. S. While BHS does not currently have an AP African American Studies class available to In 18 U.S. states, students, it has had an including Arkansas, Texas, African American Studies and Florida, various bills Department for over 50 and legislations have years. It was founded in been passed to restrict or 1968 and features classes ban certain like African high school Diaspora Dance courses, such (formerly known as AP African “To have a Black Studies Department is as Afro-Haitian A m e r i c a n very special. You don’t see a Black Studies dance), Spanish S t u d i e s . in the African Department in most schools.” Ad d i t i o n a l l y, Diaspora, and in 44 states, more. Dawn “Doc Dub” Williams legislatures or The BHS BHS teacher parent groups website states, have sought to “The African have bills passed American Studies that restrict the ability to Studies in 2022 to 60 high Department, the only one teach courses that discuss schools nationwide. By of its kind in the United racism, critical race theory, 2023, the class expanded to States, is a unique learning sexism, and more, according nearly 600 U.S. high schools. environment within to an article by Education Soon, in the fall of the 2024- Berkeley High School. It Week. 25 school year, the course focuses on the African For example, in July of will be officially launched American experience 2022, a parent group in and made available to all U.S. relative to the national and Tennessee sued local and schools, according to the global perspective. The state education humanitiesl e a d e r s based courses because of a “Banned courses limit the discourse about take students curriculum that on a journey they claimed what we can talk about and learn about in through Africa’s our society.” violated state glorious past, the law on schools’ Trans-Atlantic ability to teach slave trade, and Spencer Pritchard about race and the African Co-Chair of AFAM Studies Department gender. American “Banned dynamics as an courses limit integral part the discourse about what College Board. The course of the development of our we can talk about and covers units such as: Origins nation through history, learn about in our society,” of the African Diaspora, literature, language, dance, said Spencer Pritchard, Freedom, Enslavement and drama, and spoken word.” teacher and co-chair of the Resistance, The Practice of Dawn “Doc Dub” African American Studies Freedom, and Movements Williams, a teacher of Department at Berkeley and Debates. Spanish in the African
BY EVA KATZ staff writer
High School. “(Banning courses) prevents us from having discussions across differences, and forces us to subscribe to a single narrative perspective,” said Pritchard. The College Board piloted AP African American
NEWS BRIEF: Berkeley Copwatch releases new report BY SZE TING CHEN staff writer
On Tuesday, Jan. 16, 2023, Berkeley Copwatch released a report entitled “Purging the Poor: Arrest Quotas, Racist Texts, and the Role of City Leadership in the ‘Textgate’ Scandal’” outlining the results of Copwatch’s investigation into misconduct by Berkeley Police Department Bike Force officers. Copwatch is calling for the dismissal of Sergeant Darren Kacalek and City Manager Dee Williams-Ridley and has released a list of further recommendations on their report. According to Berkeley Copwatch’s latest report, Sergeant Darren Kacalek, serving as both a supervisor for the Bike Force and as president of the Berkeley Police Officers Association, sent messages to other officers which hinted at arrest quotas. Released by former Officer Corey Shedoudy, who was supervised by Sergeant Kacalek at the time, these messages include: “81 arrests! We can do 19 by Friday for sure!” And, “He said just kick
ass, arrest people, have fun and get me results and I will never jam you about overtime … what I was trying to say is that special favors are earned!!” These messages were sent in November of 2019. Data presented in the report also show that the number of arrests from Bike Force officers after these messages spiked significantly, in addition to data that showed Bike Force officers made more arrests that eventually were dropped; they arrested more innocent people. In early 2020, nonBike Force police officers arrested three people per month, while Bike Force officers arrested 10 people per month. In 2020, just under 20 percent of arrests were dropped when arrested by non-Bike Force police officers, while just over 35 percent of arrests were dropped when the officer present was part of the Bike Force. Berkeley Copwatch recommends Sergeant Kacalek be dismissed for “violations of law and duty to the people of Berkeley” and recommends stopping the “pattern of unnecessary arrests.”
REBECCA BIRENBAUM
Diaspora class and African Diaspora dance, said, “It’s really amazing that Berkeley allows for (African American Studies) to happen because this is a really special place. To have a Black Studies Department is very special. You don’t see a Black Studies Department in most schools.” Williams added, “I think part of the issue of not seeing yourself represented in high academic spaces like Advanced Placement (classes is that) it has an impact on how you see yourself.” Williams wrote up a proposal for her class
Spanish in the African Diaspora in 2019. She said, “I recognized that we have Black students who were not seeing themselves in the language classes.” Similarly, Rebecca Villagran, a history teacher and the co-lead of Berkeley International High School (BIHS) saw that there was a Chicano literature class but no history adjacent and brought back a previously taught Latinx history class. The Latinx history class has now been taught at BHS for over six years. “I hope that (African American Studies) raises self-esteem and gives
students knowledge of African American culture. … This opportunity to look at a literature that’s different from what’s generally taught is an empowering and enriching experience,” said Alan Miller, a teacher of African American Studies. “We’re referencing the works in relationship to themselves, and we’re looking at a thing called African American literature. We’re not just talking about literature in the broadest sense, and we get to explore the things that make (African American) literature and culture different and special.”
OPINION BERKELEY HIGH JACKET
opinion editors: Ysabel Chu & Ohad Aviran-Finkelstein
Group exams build collaboration skills BY ADITYA SRIDHARAN staff writer
School projects and exams have long been thought of as individual assessments. However, collaborative testing introduces a new way to evaluate students. Collaborative testing fosters communication while reducing the anxiety associated with traditional exams. In addition, collaborative testing helps teachers evaluate students in a more holistic way. One of the main benefits of collaborative testing is how it cultivates communication skills between students. When students must work together in order to succeed, communication and cooperation levels have
seen an increase. "The conversations around math during collaborative tests are amazing," said Michael Weitz, who teaches Math 2 and AP Calculus BC at Berkeley High School. "It really gets students going." A 2015 study by the Journal of Advances in Medical Education & Professionalism evaluated the efficacy of collaborative testing for nursing students. The study found that 96 percent of the participants agreed that collaborative testing improved positive communication between students. Collaborative testing has also been shown to decrease test anxiety for students. By evaluating students in a group, there is less pressure on individuals to perform to certain standards. Students
Students work on a group exam in math class. *edited to remove test answers
GEORGIA PAULOS
whose anxiety hinders their ability to perform well are greatly benefited by collaborative testing. A 2011 study from Active Learning in Higher Education studied the influence of anxiety on collaborative test performance. The study found that collaborative testing overwhelmingly reduced anxiety and stress. While collaborative testing is extremely beneficial to both students and teachers, it should still be used alongside individual exams. By using both exam styles, students are challenged in different ways and the drawbacks of collaborative testing can be minimized. One of the drawbacks of collaborative testing, for instance, is that it can be less effective at building long-term information retention. A 2012 study published in Life Sciences Education found that collaborative testing does not increase core retention. This is because, in certain settings, students can become increasingly reliant on others to complete questions. Once this reliance has become common practice, there is a severe toll on the student's long-term learning retention. In comparison,
individual exams have been shown to increase long-term retention in a variety of fields. When collaborative testing and individual assessments are used together, however, the issue of long-term retention is virtually eliminated. Issues have also been raised with the equity of contributions during collaborative tests. "Sometimes there are students who don't know anything and they just sit there and copy," Weitz said. "From here they are either left behind, or the group gets caught up trying to explain the concept to someone who is completely lost." Weitz will often grade the best page of the struggling student in order to avoid penalizing them and their teammates. Because group tests can involve copying, Weitz also uses individual tests to evaluate students. All in all, collaborative testing is a novel and effective way to evaluate students. By cultivating communication skills while reducing anxiety, collaborative testing benefits both students and teachers. While certain drawbacks exist, they can easily be mitigated when collaborative tests are used alongside individual exams.
Government funding of BART is critical BY EVA LEVENSON staff writer
BART is a crucial part of the Bay Area’s transportation infrastructure, and it’s in trouble. The Bay Area’s sole heavy-weight rail system has recently been faced with a financial crisis. According to BART’s website, the transportation system is $326 million in debt, and in 2028, BART will face an annual operating deficit of $264 million. Because BART is so critical to the Bay Area, local and state governments must continue to prioritize BART funding through the various available channels. The truth is, “our roads and highways are at capacity. The Bay Bridge is also at capacity,” explained Rebecca Saltzman, a member of the BART board. Bay Area roads simply cannot fit the wealth of cars needed to transport people if BART isn’t an option. Additionally, BART acts as a necessary public service, supporting the working-class citizens
of the Bay Area through equitable transit. A 2022 survey conducted by BART revealed that 51 percent of riders report household income below $50,000, and 53 percent did not own a vehicle. This is why California and local governments must give BART the money they need to stay afloat. California State Senate Bill 532 was a bill that would have increased funding for Bay Area public transit, but unfortunately, it wasn’t passed. The bill would have temporarily raised tolls on seven state-owned bridges in the Bay Area by $1.50 for five years. This would provide $2.5 million in funding for public transportation in the Bay Area over three years. A large portion would go to BART. Although Senate Bill 532 would not have covered all of the debt, this state funding would be a good start to repairing the damage done by the pandemic. One reason it may have been voted down was shared by Alex Schultz, a graduate student at UC Davis. Schultz
said, “For those of us who don’t have a good transit alternative to a bridge crossing ... this stings.” However, there are ways to collect funds while minimizing financial harm on Bay Area citizens. Toll exemptions are provided to U.S. veterans, it's not so far-fetched to imagine them being provided for lowincome households. Federal aid was given to public transit following the pandemic, but that source of funding will end in 2025. BART’s website reports that the total ridership for 2023 was 48 million trips. That is up 16 percent from 2022, but BART still has not fully
Students walk inside a BART station.
recovered financially. “The relationship between housing and transportation is undeniable,” said State Senator Corey Smith, executive director of the Housing Action Coalition. “Public transportation for residents is essential as we work to solve California’s housing shortage. SB 532 is a needed investment into the Bay Area's future.” Good and reliable public transportation like BART gives more opportunities to those living in less affluent areas, and more state funding will help guide BART on its road to recovery.
SUNNY BEVIS-LIPTON
FRIDAY, JANUARY 26, 2024
5
Ysabelchu@students.berkeley.net
RAPE CULTURE REVEALED: SOCIAL MEDIA AYLA CONWAY
Due to its dramatic increase in popularity over recent years, social media has about five billion users worldwide. While it is intended to provide a positive space to connect with others, unfortunately, it is often misused. Social media is home to a lot of unwanted sexualization, people rating or making comments on a person's body and appearance, which causes insecurity in the people judged and suggests that someone’s value lies only in their appearance. Another common form of online harassment is the non-consensual sharing of sexual images and videos of others. This includes things like revenge porn and child pornography and is incredibly harmful to whoever is depicted in the explicit images. Additionally, people sending someone unwanted images of themselves is harassment, and while often overlooked or undermined, it is illegal and can make the recipient uncomfortable and afraid. Lastly, you can find countless examples of catfishing, sexual cyberbullying, exploitation, threats, and blackmail happening through various social media platforms. And while things like this don't only happen on social media, it definitely makes it easier and can act, unfortunately, as a sort of “safe space” in which to do them. In an instance that I will call the Steubenville, Ohio case and revisit in my coming columns, victim blaming is incredibly prevalent. On Aug. 11, 2012, a 16-year-old high school student attended a party with her friends. She became incapacitated by alcohol and two of her fellow classmates sexually assaulted her. They photographed the incident, sending photos to their friends and posting them on various social media sites. Soon after, the victim discovered these and realized she’d been raped. Charges were filed against the perpetrators and after a grueling trial, the two were convicted, and sentenced to a short term in a juvenile correctional facility. However, the horror for this girl didn't stop there. In the aftermath of the trial, she faced relentless bullying through social media, with people claiming that she lied or was asking for it and having more sympathy for the offenders than the victim. There were many comments on the trial, such as, “Remember kids, if you’re drunk at a party, and embarrassed later, just say you got raped!” And “I feel bad for the two young guys ... they did what most people in their situation would have done,” claiming that their behavior was normal and acceptable, and lamenting how the trial’s verdict “ruined their lives.” Instances like this one are terribly common, and this was definitely not the first or last time something similar happened. It is in these ways that social media’s greatest perk, the ability to communicate with a multitude of people about many different things, can be incredibly harmful and aid harassment.
6 FRIDAY, JANUARY 26, 2024 EDITORIAL
Military recruiters target low-income students in the U. S. In 1973, the United States Selective Service announced the end of the draft, marking the U.S. military’s shift to an all-volunteer service. Since then, the military branches have relied on recruitment to help fill their ranks. Military recruiters are placed in high schools across the nation to target young people, promoting ideals of power and patriotism. Although subtle at times, these recruitment efforts are present at and around Berkeley High School. In the College and Career Center, military recruiters from the U.S. military academies hold information sessions for prospective recruits. Military recruiters periodically gather outside of the BHS campus, often accompanied by a pull-up bar or exercise equipment. Students may receive brochures and promotional material from branches of the military promising honor and prestige. However, behind this picture of strength and glory lies a reality where
OPINION
military recruitment efforts unfairly target low-income students and students of color. According to Prism Reports, American military recruiters disproportionately visit schools from low-income communities, taking advantage of those more in need of the financial benefits offered by the military. Additionally, students in high schools with Junior Reserve Officers' Training Corps (JROTC), a federal program sponsored by the U.S. armed forces taught by military officers, are 10 percent more likely to rely on free or reduced lunch compared to those without. Assistance with college tuition, a benefit of at least two years of active duty service, also ends up disproportionately targeting socioeconomically disadvantaged students. Students who may need the financial support that the military is able to provide will be more inclined to join the military, especially women and BIPOC students. A Syracuse University’s Institute for Veterans and Military Families survey showed that 62 percent of female military officers said they joined for educational benefits, in comparison to 53 percent of the overall military population. For African American and Latinx members, 62 percent and 61 percent, respectively, said they joined for educational benefits. A 2017 poll by the U.S. Department of Defense also highlights the financial incentive to join the military, finding that 49 percent of respondents say that the main reason to join the military would be to pay for future education. 44
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percent indicated that the top reason to join the military would be pay or money. Saying the quiet part out loud, Republican Indiana congressman Jim Banks tweeted in 2022, “Student loan forgiveness undermines one of our military’s greatest recruitment tools at a time of dangerously low enlistments.” The information of every young person enrolled in public school, whether or not they are aware, is sent to the U.S. military. This is mandated by the No Child Left Behind Act of 2001, passed by President Bush, which requires that public high schools provide military recruiters with data on the student body similar to that of which a college recruiter has. Federal law requires school districts to provide student information to the military, which includes names, addresses, and telephone listings. With this data, the U.S. military has the information to reach students in low-income areas and focus their recruitment efforts on those deemed more likely to join the military. As schools are mandated to provide student information, schools should acknowledge this disproportionate impact on low-income and marginalized communities, as well as provide students with factual information that doesn’t glamorize the realities of war and serving in the military. Schools must work to inform students of all financial aid options so that students may make an informed decision that works for them and their goals. Targeted military recruitment can be combatted with stronger education on alternative financial options and a truthful, non-propagandized depiction of military service.
Valedictorian award causes anxiety and harm to students BY SABINE ROSEN staff writer
Every year, over 25,000 valedictorians are named across the country. Being valedictorian is an honor typically awarded to the student with the highest GPA and the best class rank. Although this tradition is practiced at many schools, Berkeley High School does not have a valedictorian, a system that greatly benefits BHS students. The title is not indicative of future success, and the pressure to be valedictorian deeply harms students’ mental health. This is why more high schools should follow BHS’ example and do away with the concept of a valedictorian. The idea of a valedictorian dates back to 1772. It was created at the College of William and Mary when the governor of the Virginia colony wanted to show his appreciation to the student body. The governor created an award for the most skilled student in Latin writing. Throughout the 1800s, the valedictorian award grew, and by the 1920s, most high schools had adopted it. While this award may have been beneficial in the past, new studies show that
the drawbacks outweigh the benefits, and it's time to retire the award. While valedictorians may have the best grade point average, studies show that most valedictorians don’t go on to revolutionize the world. A study from Boston College followed high school valedictorians after they go to college and their lives beyond. Almost all of these former students lead a successful life, and many go on to graduate school, but “valedictorians aren’t likely to be the future’s visionaries,” according to Karen Arnold, the researcher of the study. This may be because the valedictorian award is solely based on a student's grades and nothing else. The students who commonly earn the title of valedictorian are great at following instructions, however, this award does not reward the unique thinking that often results in unprecedented achievements. Additionally, the pressures of trying to be the top performer can be a lot for any student. According to a PEW research study, 61 percent of teens say they feel a lot of pressure to get good grades. Attempting to be the valedictorian is likely to factor into this pressure. Students should not risk
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JO PURCELL
their mental health just to earn a title or have a chance to give a speech at their high school graduation. Beyond those reasons, it would be impossible for BHS to choose just one valedictorian. Because of BHS's grading system, the best GPA a student can earn is 4.0, meaning a student has received A’s their entire high school career. Every year at BHS, hundreds of students may have a 4.0 GPA, according to John Villavicencio, BHS's director of student activities, so it would be impossible to determine who should be the one and only valedictorian. Instead of having the valedictorian give a speech at graduation, BHS allows all students to audition to give a speech. In previous years, students recited their drafted speeches to a committee made up of the BHS principal, the dean of student activities, and a group of fellow seniors. This committee then chose the students with the best performance and speeches, while ensuring that many different types of BHS students are represented. It can be easy to assume that not having a valedictorian is a problem. However, this assumption is wrong. Beyond the fact that choosing a valedictorian is not feasible for BHS, the valedictorian award is not a true marker of whether someone will accomplish extraordinary things, and it can cause significant stress among students. BHS is ahead of most high schools by not having a valedictorian, and, hopefully, other schools will choose to eliminate the tradition as well.
OPINION
FRIDAY, JANUARY 26, 2024
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Updated FAFSA questions bring much needed improvements BY SHANZA SYED staff writer
Every year, the United States Department of Education gives away around $112 billion in free federal student aid. All that students are required to do in order to receive this aid is fill out the Free Application for Federal Student Aid, otherwise known as FAFSA. Historically, the form has consisted of 108 questions. However, in 2023, the FAFSA Simplification Act of 2020 went into effect, which has effectively shortened the form to a mere 46 questions for the 2024-25 school year and beyond. Overall, the quicker and simpler process, paired with a slight adjustment to how aid is calculated, will increase the amount of aid for many students, benefitting more students than before. By making FAFSA easier to complete, the
change incentivises more students to take advantage of available financial aid opportunities. In another move to increase accessibility, the Department of Education plans to make the form available in the nine most common languages spoken in the U.S. in addition to English and Spanish, which are already available. This move would help nonnative English speakers, such as students in the Multilingual Program at Berkeley High School, apply for federal financial aid through FAFSA. In addition to being quicker and more accessible, the new system for calculation, the Student Aid Index, is more generous in awarding aid by making a larger portion of families’ income exempt from financial aid calculations. Furthermore, it increases the maximum income for Pell Grant eligibility and provides
incarcerated students the opportunity to apply while disregarding past drug convictions. However, the one key question missing from the form is the number of people in a household attending college. Under the current form, if two siblings simultaneously attend college, they will not receive more financial aid, although parent contributions are about half of what they would be if they had one student. Proponents of the FAFSA Simplification Act argue that this is addressed by the fact that students who come from families with multiple people attending college are eligible to receive higher-valued institutional grants. However, this does not make up the difference between the aid these students would have received in the past and what they will receive under the new FAFSA. Such a policy will harm many BHS students who
have siblings who will be attending college at the same time as they are. Overall, to the delight of many students, but especially parents, the 46-question updated FAFSA has saved them the hassle of digging through mountains of paperwork or digitally organized files to find information about their income and financial assets.
However, for the 2025-26 FAFSA, the Department of Education must consider factoring in the number of students attending university within a household. A family with two or three college-bound students cannot be expected to contribute the same amount toward each of their children’s education as a family with only one
ALESSIO GILABERT-PAPAGNI
child in college at a time. This is especially true for low-income families, who make up 30 percent of the BHS community. In summary, the changes that were made to FAFSA, with the exception of the reduction of recognition of the number of college-bound students in a household, greatly benefit BHS students and families.
Spanish must be recognized as an official language in California BY RIGZIN GYALTSEN staff writer
California contains a huge number of Spanish speakers, with nineteen percent of California residents speaking Spanish. However, California’s sole official language is English. Three U.S. states have already added official languages besides English, and, as the Hispanic population in California continues growing, it’s time we consider adding Spanish as another official language. There is already a precedent for states’ official languages to be the languages used before the U.S. took over. Alaska has over 10 official languages in addition to English. All these languages were native to Alaska before the U.S. took control of that land. When the U.S. annexed California, many Mexican citizens stayed behind. Spanish is currently the first language of 90 percent
of Mexican citizens. Gloria Bell, a Berkeley High School freshman, said, “(The Spanish language is) a part of California history as well as modern-day culture.” The deep history Mexicans and Spanish-speaking people have in California should be reflected in California’s official languages. Making Spanish an official language would be a statement to the Hispanic community that the government recognizes them. Making sure all people feel valued and recognized is a crucial part of creating active citizenship and pride in a state. Raquel L’Esperance Feldman, a BHS freshman said, “With the number of people that speak Spanish, especially in California, I think that (Spanish becoming an official language) would be such a nice thing.” Recognizing Spanish as an official language of California would also make resources more accessible and make the lives of people
Students study hard in a BHS Spanish class.
who solely speak Spanish easier. Spanish being an official language would mean that communication from the government to citizens would always be in both English and Spanish. It would be easier for Spanishspeaking people to fill out government forms, apply for jobs, or simply find resources in their cities. Although some might argue that because the majority of Californians don’t speak Spanish, it shouldn’t be added as an official language, it’s important to recognize that a large part of the California population is made up of people from Spanishspeaking countries. Furthermore, there are no real drawbacks to having multiple official languages. As Bell said, “Why should we limit ourselves to one language? Making Spanish an official language improves inclusivity and shows how far California has come in recognizing its history and future.”
ZIVA AMENDOLA
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FRIDAY, JANUARY 26, 2024
INVESTIGATIVE
Investigative editor: josephine Morasky
INVESTIGATIVE
JOSEPHINEMORASKY@STUDENTS.BERKELEY.NET
The intricate impacts of youth private sports teams on BHS athletics Whereas the only people who got cut from varsity were not ... players (on our club team),” she said. “From other players that I talked to, I know they felt kind of frustrated, feeling like they had less of a chance of being on Berkeley High School sports culture a better team because they didn't play is extremely cherished, with over a under that club coach.” thousand athletes trying out each year. According to Parker, high school According to the BHS Athletics page, sports provide a unique opportunity the BHS Athletic Department serves to bring a diverse range of players around 1,200 student athletes and together. However as a coach, Parker offers 29 sports. Spanning over three expressed that choosing a player seasons (fall, winter, and spring), BHS simply because they played for the sports can range from a two month coach’s club didn’t make sense. playing time to year round. “I can only BHS teams are speak on my own formed during an average five day “From other players that I talked experience and my experiences,” to, I know they felt kind of tryout process at the beginning frustrated, feeling like they had Parker said. “The idea of playing of each season. less of a chance of being on a (a) kid because Roster size changes by sport and better team because they didn't I know them better, if they’re play under that club coach.” coach preference, not going to help according to Ross in the situation Parker, one of BHS ex-soccer player (doesn’t make the BHS athletic sense). (That) directors. doesn’t mean that people won’t accuse During the remaining off season me of that, especially if they’ve come months, a growing number of athletes from an environment where they’ve participate in competitive club sports, been told they were the best forever, according to Parker. These club sports, and that is definitely a complicating in contrast to high school, follow a pay factor. And in some to play model. This financial barrier sports, it's way more can complicate the arduous process pronounced than of team selection for BHS sports, as others. But it's Parker described. definitely not “You have these amazing athletes, but unheard of. ” they've never played the sport before,” According to Parker said. “They're clearly just not Natalia Quezada on the same level as these kids who Hernandez, a just ran club practice last week. ... You 2023 BHS graduate get kids whose first time playing soccer and ex-BHS athlete, she or volleyball is that sixth grade middle lodged a complaint towards a school team. And they're playing so BHS varsity coach for claims of much less than the club kid. So by the biased team selection. She alleged time ninth grade comes around, even that this bias was related to though they're pretty good, if they're the club team she played for one of dozens, (they) might have to outside of school. Due to the go.” confidential nature of her This sensitive team selection complaint, "the Jacket" couldn’t process can also be complicated by confirm its details. the overlap of club coaches and high “For the most part, the best players school coaches, according to an exwill play on the field. ... (Favoritism) soccer player who wished to remain might boost your chances, but it anonymous, for fear of retaliation. doesn’t guarantee you anything,” “From what I saw, every girl on (my said one current soccer coach’s and my club) team player, who wished to would always remain anonymous, m a k e due to concerns v a r s i t y. about future BY ELSIE YUEN staff writer
relationships with coaches. “I mean, it's public school; soccer is free, so it just makes sense if you're working to win.” The ex-soccer player reflected a similar sentiment. “I think (my coach) does give new people a chance,” she said. “He always says, 'if you’re a good player, you’re a good player.' If you show your skills at tryouts, he’ll put you on the team, but I think he tends to focus on his (club) players.” P a r k e r explained the difficult decisions coaches have to make during tryouts, expressing that oversized rosters contradic ts make for many cuts. the perceptions created “What's really by clubs,” Parker said, “And tough (is in) any big you also have a limited sports school window to evaluate in the high you get just a school system ... so you know all ton of people coming those things kind of add up.” out, and as a coach, I One BHS baseball player, who think the worst thing wished to remain anonymous due to you have to do is tell concerns about future relationships people they didn’t with coaches, added on to this make a roster,” Parker point, mentioning that, “A lot of the said. “You also know disagreements come from the fact that that they've probably you have a lot of players who think been playing for many, they’re good enough to play, and a lot many years, and this might be of parents who think their kid is the the first time where someone said best in the world.” He continued, “You 'sorry, you know, it's not going to want to play everyone, but you also work out. '” want to win. It’s just going to happen, Parker explained the role as a fact, that some people are going to that private youth clubs have be left out, which is tough.” on athletes’ personal measuring Another BHS baseball player, who of their skills. also wished to remain anonymous due “I think clubs have sort of a to concerns about future relationships (warped) incentive system in that with coaches, explained that while their livelihood he was aware depends on kids of favoritism staying with the playing a role team, whereas that's “There's just confusion and on his team not true in high between coaches conflict when you have this school,” Parker said, sort of free high school system and players, he “And this varies a lot saw it as a form that contradicts the perceptions of motivation. but there are some clubs that are created by clubs.” “I’d definitely just massive. say that (the They ’re Ross Parker, BHS athletic director f a v o r i t i s m ) m o n e y affects some, but m a k i n g I try to use it as machines. motivation,” he I think the primary goal is to said. “It doesn’t really put me down.” pay the bills and to keep In the end, Parker said, “It's kind of kids paying. So you like an old story. It doesn't mean it's not get parents and players somebody's truth. ... You could have a getting a false sense of coach believing they’re (as) objective how good they are.” as possible, try and do whatever they Parker continued, can to win. And at the same time, they “There's just confusion (could) have implicit biases they don't and conflict when you even know (about). I feel like those two have this sort of free things can live in the same world at the high school system that same time.” ALEX MORGAN & ANJA BALL
FEATURES BERKELEY HIGH JACKET
features editors: mateo Tsai & Sage Feldman
FRIDAY, JANUARY 26, 2024
mateotsai@students.berkeley.net
Berkeley Public Library offers vital resources and cozy study spots for teens This provides BHS and Berkeley City College students with accessible and high-level tutoring. O ne of Mu l l arke y ’s c ol l e ag u e s highlighted the library’s alphabetical eResources, with dozens of tools and Wh e t h e r u n d e r f ive stor i e s of databases. “It crosses all disciplines; it's community and histories, bordered by some primary source, it's some peertennis courts, or under shady trees, all five reviewed articles, (and) it's got stuff for branches of the Berkeley Public Library younger kids, as well as all the way up to have a Teen Room: a space designed for college level. It has newspapers, current teenagers to study, read, and relax. The and historical, so you know, if there's a Teen Room at the Central Library Branch, topic that you're interested in knowing just a few blocks away from Berkeley more about, you can probably find an High School, often attracts students online resource from our website that like BHS sophomore Margaux Rocha. supports it,” said Mullarkey. “I feel very welcomed in the Berkeley In addition to academic support, the Public Library. … I always study and librar y system do home work also offers or just hang out various clubs and with friends events targeted t h e r e . … It ' s “It's not your grandparent's library towards young awesome,” she anymore." people. Spread said. throughout The Central Andrea Mullarkey the five library Librar y’s Teen branches, these Room, while Teen librarian include groups present for such as Manga many decades, and Anime club was remodeled and Chess Club, as well as various crafts in 2021, and transformed into a more (essential oil diffusers, for example) and inviting space. “The Central Library has meet-ups to play ukulele. had a Teen Room for several decades, Notably, the library launched the but it has historically been located in a Berkeley Teen Poet Laureate project in small not super attractive space kind of 2023, bringing together teens and local hidden on the second floor,” said Andrea poets. “We have lots of poets and poet Mullarkey, the teen librarian at the Tarea loving librarians on staff, but we are also Hall Pittman South Branch. bringing in poets in the community and Now, the greatly updated Teen Room working with like Berkeley Poet Laureate sits on the first floor, a short walk from ... to offer workshops coming up, things the front door. Among colorful lights, like that,” said Reeder. students can make themselves at home. B etween staff members hired “Some people will turn the comfy chairs specifically for teenagers, spaces built to the back so they can just like have w it h s t u d e nt s s om e pr i v a c y in mind and a while they're w i d e ar r ay of trying to read or programs made other people put “I feel very welcomed in the Berkeley for teens to the furniture in Public Library." participate in, a circle because the libraries t h e y ' re d oi ng have become Margaux Rocha group work and an environment like a variety of BHS sophomore where BHS different heights students are too,” said Aimee encouraged to R e e d e r, t h e spend their free time. System Communication Analyst for With these changes, Mullarkey Berkeley Public Library. Besides flexible has heard from fellow librarians that seating, new additions include charging “in many cases, the (Central) Library stations, better lighting, and a sliding wall has gotten a little bit louder” since the to divide the room and add a quieter area. upgrade. That said, they don’t believe Each branch has a dedicated teen that it’s specifically because of an influx staff member whose job revolves around of teenagers. Rather, “the shift towards outreach and supporting teenage patrons. increasing resources for teenagers came They advocate for new spaces and at a time when our library and lots of compile books and resources for teens. libraries were thinking about investing “Our job, (as teen librarians), as I like in new ways of being a library,” they said. to describe it, is to care about anything Regardless, Mullarkey is relatively that teenagers care about, so whatever unbothered. “Those are the problems I'd you come in wanting to know, it's my like to have. I'd rather have a library with job to help you grow your interest in too much going on than a library with not development skills and success in it,” enough going on,” they said. In order to said Mullarkey. best serve the public, libraries are bound For example, the Central Library now to change with time. “This is not the old offers free in-person math and science shushing library from the awful memes tutoring to high schoolers through a UC that we see. … It's not your grandparent's Berkeley partnership called Go Bears library anymore,” said Mullarkey. Tutors every Thursday from 4 to 6 p.m.
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BY EVA DICKINSON, MATEO TSAI, & SAGE FELDMAN staff writer, features editor, & features editor
JAY TRAUNER
10 F R I D A Y , J A N U A R Y 2 6 , 2 0 2 4
FEATURES
BHS seniors reflect on their musical education within BUSD
BY JASPER LOVVORNBLACK staff writer
Typically, a Berkeley Unified School District student takes their first music class in third grade, learning how to play the recorder. In fourth and fifth grades, students can select an instrument from a range of brass, woodwind and string instruments. However, as students enter middle school and high school, less participate in BUSD music classes. BHS senior Quinn Schwartzburg is one of the students who didn’t continue with music in middle school. In fourth and fifth grade, Schwartzburg selected the trombone because, “it was very fun to play and it felt a lot more heavy and real than the other instruments.” However, Schwartzburg found these music classes unhelpful at times because of teaching methods. “They would give you a song to
learn, and then they would go student by student starting from the top of the list alphabetically by last name and go to the bottom and my name is at the bottom every time,” Schwartzburg said. “I would always just not make it in time for whatever the cutoff was. So I never got any oneon-one help with teachers.” What ultimately led Schwartzburg to quit music was the fact that classes weren’t required after elementary school and music didn’t interest him. “I miss how it feels. I think it is fun, but at my age there’s too much pressure to be good at it. That it isn’t worth trying to pick back up,” Schwartzburg said. Other musicians have reflected differently to their elementary and middle school music education. BHS senior Ruben Murillo began music first with the recorder, then the cello, and continues to play piano outside of school. According to Murillo, the cello had
“a satisfying sound” and “playing as a group was really fun.” Murillo found that the fourth and fifth grade music classes were helpful because they eased students into their instruments, starting with the basics, and then moving to the harder stuff. “I never really got crazy at it, but I definitely was not bad either,” Murillo said. Murillo continued with cello in middle school, where he took zero period orchestra classes. However, he decided to stop with cello during the pandemic when he was entering his freshman year. “I quit playing cello because it became more of a chore. During quarantine it was like, ‘I gotta log into Zoom and do cello now.’ It became something that I had to do rather than something I wanted to do,” Murillo said. Despite quitting cello, Murillo continues to play piano outside of school, which is a little easier because of the musical
A BHS student, Elias Leung, practices the piano.
knowledge he had from playing cello. According to Murillo, the skill of the two instruments was mutualistic. “There are similarities because it was easier to learn about chords and stuff (from the) keys on piano because I can actually see it and then I could translate it to cello. Also, reading music and the bass clef was easier on piano because I knew how to read on cello. Knowing both of those instruments helped each other out,” Murillo said. BHS senior Dylan Olivares played trumpet
MALINA MEISSNER
in elementary school, and has since continued with other instruments outside of school. On top of this, he currently sings in chorus. However, at the time Olivares didn’t feel inspired by fourth and fifth grade music classes. “Weirdly enough, I think back then, I didn’t really care about music. It just wasn’t really something that was passionate for me,” Olivares said. Olivares stopped with trumpet in sixth grade, when he switched to chorus. “I had to force myself to practice, it wasn’t like a
thing I actively went and sought out … and sixth grade is when I started doing chorus, which I think is my true music passion, just singing … but I kind of wish I kept playing trumpet because it was pretty cool,” Olivares said. Even though many didn’t continue with instruments they chose in elementary school, some felt inspired by the BUSD music program to continue pursuing music in other ways. “(The) music program is great. That’s a good thing to have, especially for children.” Olivares said.
WORD ON THE STREET What’s your favorite place to hang out in the Bay Area?
Berkeley High School senior Charlotte Lee mentioned her love for nature in Berkeley. “Up behind the Claremont, there’s this grove of eucalyptus trees,” she said, “It’s great.” She also shared her appreciation for the Berkeley Hills, “It’s really pretty up there. It’s a great place to go on hikes and stuff like that,” Lee said.
Berkeley High School senior Olive Zager had a specific spot in mind when asked. “I really like Albany Hill,” Zager said. “They have a really cool swing up there and a bunch of really cool wood benches.” She enjoys Albany Hill for its beauty and serenity. “It has so much nature, and just beautiful spots, and really nice hikes too,” she said.
Mara Washington, a Berkeley High School senior, likes to spend some of her free time in San Francisco. “I like to go to Dolores Park when I can. It’s really nice,” she said, expressing her love for spending time in the city. “SF is just really fun. I like exploring the city and finding new places.”
Sofia Dickinson, a Berkeley High School sophomore, said that she likes to go to Lox Stock & Bagel, a popular bagel place near school. “Their bagels are really good,” she said.
Berkeley High School junior Aiko Iguchi is new to Berkeley, so she is enjoying continuing to get to know the local area. “I love the beach,” she said. “With all the rocks around, it’s really beautiful.”
BHS freshman Vera Libova Gomes said that her favorite place to hang out is Bay Street. When asked why, she replied, “I like to go and watch movies there with my friends.”
INTERVIEWS BY ANNIKA JOY staff writer
PHOTOS BY MADELEINE WILSON staff photographer
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FEATURES
BHS students gain new perspectives, foster connections abroad I got to talk with other divers my age in Spanish. … It was nice to have friends outside of school that spoke Spanish “Going to school in Spain (because) it really pushed me opened me up to a lot of to not rely on going to people different opinions and a lot of who already spoke really good different insights,” said Liam English,” said Graham. Graham, a Berkeley High At first, Claus found School senior who spent a it difficult to adjust to the semester studying abroad rigorous academics of her at the American School of school in Kyoto, Japan. On Madrid, an international top of the challenging classes school in Madrid, Spain. and busy schedule, Claus was For BHS senior Emma still learning Japanese which Claus, studying abroad at made it even more difficult Hiyoshigaoka High School for her to keep up with class. for a year in Kyoto, Japan “It was really difficult to learn was an opportunity for her to in school, and I ended up continue learning the Japanese working towards being more language. “Before COVID-19, social and doing a social I started learning Japanese, experience rather than an and it was something I was academic one,” said Claus. really passionate about … Despite t he language (BHS) didn’t offer Japanese, barrier, Claus still was able (and) it’s really hard to learn to find ways to connect with a language by yourself,” said her peers. “We were doing Claus. miming, and if I Annamaria couldn’t do it, I A c o s t a - F e r e z i “ ... being able to live in another place in w o u l d e x p l a i n w as nom i nate d the world opens up your ability to have bigger concepts by a teacher for with smaller words. a more global mindset.” a two-week-long … People in my international school were super Liam Graham program in the friendly and they D o m i n i c a n BHS senior who studied in Madrid, Spain were really excited Republic called to t a l k e ve n i f Global Glimpse. we didn’t really Unlike traditional study like skateboarding and diving. understand,” said Claus. “You abroad programs where “I got to keep doing diving can relate to who you’re talking students attend local schools, while I was in Spain at an to because your peers are still Global Glimpse gives students international aquatic center. … your age and people want to BY ELSA DIETZ staff writer
the opportunity to learn about a variety of systems, careers, and businesses in L atin American countries. “(I wanted to go because) it was an opportunity to grow and learn about new cultures, government policies, and foreign aid being used in (the Dominican Republic),” said Acosta-Ferezi. For Gra ham, ma k ing friends at his small international school was difficult at first. “It seemed like everyone kind of already had their friends, so it took me a while to break into the new social scene. … At first, people weren’t super friendly and welcoming. I’m used to this California ‘talk to everyone’ energy,” said Graham. Outside of school, Graham made connections with people through shared experiences and his hobbies
interact.” While in the Dominican Republic, Acosta-Ferezi made connections with the local teenagers. “I met some people who’d ask me for advice. That was a weird situation because we live very different lives, but at the end of the day, being an adolescent has its similar challenges wherever you are, and a lot of the feelings are the same,” said Acosta-Ferezi. Acosta-Ferezi also made connections with her peers from the Bay Area that were in her cohort. “(Global Glimpse) works to bring together kids of different socioeconomic backgrounds and heritage backgrounds. … That in itself was a rewarding experience b ecaus e we all had our different interpretation of what we were seeing, and I felt like (I) became more empathetic with (my) own peers,” said Acosta-Ferezi. Graham’s semester in Spain helped him improve his Spanish and broadened h i s p e r s p e c t i v e on t h e world. “Being in Berkeley, we’re definitely surrounded by people who share certain opinions on a lot of things, (and) being able to live in another place in the world opens up your ability to have a more global mindset,” said Graham. During her international
program, Acosta-Ferezi built lasting friendships with her peers and learned more about careers she was interested in. “I think it (was) a really rewarding experience and it makes you reflect a lot on your life here. … The most rewarding (part) was (learning about) different careers like aid and development which is something I’d always been
interested in,” said AcostaFerezi. For Claus, spending a year in Japan was an experience that inspired her to study abroad again. “I’m totally going to study abroad again in college. … I think it’s really worth studying abroad for all the experiences and for learning about different cultures and languages,” said Claus.
NATALIA KASS
Carpentry classes allow creative exploration of hands-on skills BY LUCY GRIFFITH staff writer
Carpentry is a unique class at Berkeley High School. Very hands-on, with access to many different kinds of tools. The goal of the class is to introduce the craft of construction to students who don’t have any prior knowledge. Klea Bajala, a teacher of the class, said, “I want it to open doors for everyone.” Caiden Escalante, a BHS junior and carpentry student, explained one positive aspect of the class. “There is a lot of room for imagination and creativity,” Escalante said. Bajala, who has been
teaching the class for three years, said, “(Taking over car pentr y f rom another teacher mid-semester) was really difficult, and it was a hard transition for the students. I’ve re-taught safety, the way I teach safety, and that was the sort of basis for starting.” After studying architecture in college, she worked as a shop tech where she helped first-year college students in the shop. She then started her own multimedia art practice, and she currently makes furniture, decks, and sculptures, including pieces for the Exploratorium and UC Berkeley. Bajala has curated the
Klea Bajala runs a piece of wood through the table saw.
curriculum to be projectbased, with learning standards provided by Nor Cal Carpentry Training. Bajala uses that pool of money provided by the Career and Technical Education (CTE) Program supervisor to write grants for the CTE program at large. She uses this to help get resources from wood to safety glasses for the class. C ordeli a Mi l ler w hite te a ch e s s e ve nt h p e r i o d carpentr y and is the instructional technology technician and shop manager for the class. She explained how seeing the growth and progress of her students inspires her to continue teaching, “I mean it’s when students get it. That
JAHAN INGRAHAM
moment where they go from the tools in the shop can cause start a four-year apprenticeship not understanding something extreme injuries or death. after graduation. Within the to clicking and they just start Bajala said, “You could buy first six months, students make running with it. I really love any of these (tools), any of the about thirty dollars an hour. that. I love seeing the students equipment, but knowing how Bajala shared that she thinks have creative ideas that I hadn’t to use it is really empowering, it is a great option for students thought of,” Millerwhite said. especially knowing how to who want to start working Bajala explained the typical use it safely.” Part of the class right away. demographic for her classes includes Bajala evaluating Carpentry incorporates a and the changes variety of skills she hopes to see. from other classes “I want to see more women, more non“They have been such as mat h, he av i ly ma l e, science, art, and binary students, more trans students, w h i t e m a l e , more students of color taking my classes.” e n g i n e e r i n g . d o m i n a t e d ,” Millerwhite said, Bajala said. “I “It is a kind of Klea Bajala feel like a lot of logical problemCarpentry teacher students don’t solving. If you know that this want to create class exists. I t his shap e, or want to see more women, students using a tool safely and these series of shapes out of more non-binary students, completing written tests about these materials, how can you more trans students, more the parts of tools. cut them, shape them, glue students of color taking my The knowledge and skills them back together, cut them classes.” that can be learned in the again, in a specific order to Based on her experience carpentry class can be applied get there?” in carpentry, Escalante said, in a variety of careers, as well as She explained that “You get a lot of freedom. It in day-to-day life. Specifically, knowing how to work with gives me time for my mind to the class can prepare students your hands can boost your take a break from thinking, for college majors including confidence through learning looking at screens, and writing mechanical, electrical, and about problem-solving skills things. I just like to use my s t r u c tu r a l e ng i n e e r i ng , in the real world. This allows hands and have a change of construction management, students to reuse old items, pace.” If students have a project and architecture. For those which creates and maintains in mind they can talk to a who can’t pursue them in a positive environmental teacher who will advise them college, this is practical impact. and approve it. Right now, training. “Just knowing how these Escalante is looking forward Bajala said, “(The class) kinds of things operate and to a project where the class shows students that college react and having that ability will make screwdriver handles. is one pathway, but if college to figure out kind of puzzle Since there are a lot of is too expensive or is just not through it is really powerful. hands-on projects, Bajala right, you should consider the The skills of working with our focuses on teaching the trades.” Carpentry students at hands have kind of fallen by importance of safety. Many of BHS can bypass a waitlist to the wayside,” Millerwhite said.
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Entertainment editors: Kaiya Jordan & Simon Policy
GLOBAL ARTISTS: RITHIKA MERCHANT AND THE ART OF CRAFTING MAILE MATUBREW
Moving away from the brightly colored polka dots and pumpkins of Yayoi Kusama, we find ourselves zoning out to the meditative beauty of Rithika Merchant’s pieces. Staring at them long enough may cause the many meticulously painted eyes to blink. Merchant is an Indian artist, with exhibitions all over the world: America to Barcelona to back home in Mumbai. This fame comes from her beautiful abstract style using watercolors and folded paper. A big theme of her work is the past and what it means to the future, which may sound cliché, but to Merchant, the past is not just one thing, not just one person’s past, but all of our collective pasts. The figures in Merchant’s works take on no apparent gender or race, and are usually filled in like starry nights or open space, to symbolize the similarities of us all and the shared past of all humanity, as well as further connect humanity to nature. She also incorporates nature into her work by using iconography from nature (stars, trees, and mountainous landscapes) rendered in solely earthy, organic tones. When you first look at some of her pieces, like “Emotional Landscape” or other pieces in her “Return to Stardust” exhibition, you might think that she used embroidery techniques. These pieces, my favorite being “Mira,” are framed by embroidery hoops, but they are paper, not textile. If you look closely, the shapes are a bit too bold to be embroidered, the lines too crisp. The illusion of embroidery is not by accident, as Merchant credits the idea of craft as an overall inspiration for her work. Craft can mean so much, and to Merchant it means the textiles that surrounded her when she was young: the aunties sewing and making clothes, the familiarity and sisterhood that came with it. Sewing and crafting in general are not seen as fine art, demeaning the creativity of past and contemporary women, especially those in a household setting, for whom crafting would have been the most available form of expression and art. Merchant incorporates craft not just through embroidery hoops but also paper folding. An integral part of her craft is the geometric folds of her paper, seen faintly by the markings made by multiple coats of watercolor, making some of her pieces look almost like a quilt. Merchant’s stunning incorporation of nature and the past into her work makes looking at one of her paintings almost healing. Her play on crafting serves to take away the ignorant, male and Eurocentric view of art, broadening the horizons of what can be art and what is seen as art, not just portraits, still life works, landscapes in acrylic or oil paints. I seriously recommend you check out her work.
kaiyajordan@students.berkeley.net
Diversification in upcoming award shows BY HANNAH GROTHREIDY staff writer
The 2023 Golden Globe Award and Emmys saw historic wins, with Trevor Noah becoming the first Black person to win Outstanding Talk Series and Ali Wong becoming the first Asian woman to win Outstanding Lead Actress in a Limited Series or Movie. As the echoes of the Golden Globe Award and Emmys fade away, anticipation now builds as the spotlight turns to the upcoming Oscars and Grammys. Award season is in full swing, and as always, there is plenty of discussion and debate surrounding it. From poor jokes, to new strides for various communities, to physical violence, the last few years in the realm of award shows have seen plenty. A big discussion that has risen in the last decade regarding many of these shows is the lack of diversity and representation. Michelle Yeoh was the first Asian woman to win in the Best Actress category at the 2023 Oscars. 14 years ago, Kathryn Bigelow was the first woman to win the Academy Award for Best Director for “The Hurt Locker.” Two more women
have won that award since then, one of them being a woman of color, Chloé Zhao. According to the Los Angeles Times, Hispanic and Latino nominees account for 1.7 percent of all nominees and 2 percent of all winners from 1929 to 2023. Black nominees represent 1.9 percent of all nominees and 2 percent of all winners across 253 nominations and 57 winners. While the entertainment industry continues to see improvements with diversity, award shows have been a bit slower to see increased inclusivity, and have significant progress to make. In Sept. 2020, the Academy Award introduced a new set of rules that would go into effect in March 2024 in an effort to encourage more diversity and inclusion. These new rules outline that a film must meet two out of four criteria in order to qualify for Best Picture. The criteria went from requiring at least 30 percent of the cast to be from at least two underrepresented groups, to requiring multiple senior executives from underrepresented groups on its marketing, distribution or publicity teams. This new criteria received much backlash across Hollywood. These
new standards may seem to be strict and limiting, but there are many ways that these rules can be satisfied, diversity can be increased on productions, and storylines do not have to shift too much. These rules create many new opportunities that were previously difficult to attain for underrepresented communities. Now that the Academy Award has introduced these rules, questions have been raised. What is the story for other award shows? Are any of these new measures performative rather than helpful? The Grammys take place on Sunday, Feb. 4, 2024, and their nominee list appears
to include a diverse variety of artists. A new Grammy award, Best African Music Performance, has been added this year. A broader, more inclusive range of artists have been nominated in comparison to prior years. However, while that is a cause for celebration, the Grammys have a history of awarding white artists. Whether this year will challenge that precedent and produce change remains to be seen. So far, award shows seem to be diversifying their events, but whether that is merely a performative action or a true effort to create well-rounded, inclusive award shows is yet to be determined.
ISA SHIMOMURA
Body art at BHS: Staff and student stories
Philip Halpern shows off his monstera tattoo.
BY AMARA KAPUR staff writer
Tattoos are a unique and permanent show of self expression that both students and staff display at Berkeley High School. Some tattoos are large, some small, some have color, and some don’t. Either way, all tattoos are unique to the person wearing it, and mean something special. Philip Halpern, a video production teacher at BHS, has a tattoo on his calf of a monstera plant. He got it about four months ago, and said, “It symbolizes my love of my family.” According to
IDA MARSHALL LAPPE
Halpern, “It was a plant that was given to my wife by her mom when she was 22. It’s over 40 years old, and has been in our lives for as long as I can remember.” The tattoo is also a remembrance of his family’s trip to Colombia, where monsteras are abundant. “I associate the way I take care of the plant with the way I take care of my kids,” said Halpern. All three of his kids have tattoos, and he shared that getting one himself is his way of saying “I see you, and I agree with you.” Halpern said that getting a tattoo was a very satisfying experience. “After all these
years of being fascinated by tattoos, I finally decided to get one myself,” Halpern said. He hopes when others get them, they are done safely, and believes that “everyone is the boss of their own body, and what people choose to do with their body is their choice.” One common reason to get a tattoo is to commemorate loved ones, and BHS Media Technician, Amri Gray, embraces that. Her left forearm has a tattoo of an EKG (electrocardiogram) with three pulses, and her right arm has the names “PJ” and “Kyle” with a heart around it. Gray said, “The EKG is to remind me of three close loved ones.” Gray shared that the tattoos help “to push (her) to continue living for them since they didn’t get the chance to.” According to Gray, “The names commemorate the boys that passed away. I wanted to have something less metaphorical and more specific to commemorate
their importance to me, but also to honor that they passed together.” Gray shared that seeing students with tattoos is a little surprising, but said, “It’s part of their story, and who am I to judge anything about it? Tattoos or body modifications like piercings are really cool, and I’m glad that society in America is less shameful about them. I’m glad I don’t have to worry about my visible tattoos costing me a job, which it likely could have years ago.” Anneka Quay, a BHS freshman, got her tattoo in middle school with parental consent. Quay said, “It’s a physical representation of mistakes I’ve made in the past.” Quay shared that she thinks it’s important for people to express themselves with tattoos, stating “body art allows individuals to express themselves as well as distinguish themselves from others. Some people use tattoos as a way to represent feelings and beliefs without having to use words.”
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Band and Orchestra collaborate in the annual winter concert CONTINUED FROM PAGE 1
lots of xylophone and piano which resulted in the piano player standing up and receiving a round of applause. The band then continued
with a piece titled “Summer Dances” by Adam Gorb. It had a strong baseline throughout the piece, with other instruments perfectly encompassing a feeling of summer. It included lots of lively rhythms and engaging
sounds. After a short intermission, the orchestra came on stage to play “Un Tango Nocturno, Tributo a Piazzolla” by Daniel Mattos. The orchestra has been putting in significant effort towards rehearsing. “We
BHS Orchestra performing at the Band and Orchestra’s Winter Concert.
JULES DROZ
Looking back on some of the greatest books of the 2023 year BY CECILIA TILES staff writer
Accountable A book that takes place very close to home is “Accountable: The True Story of a Racist Social Media Account and the Teenagers Whose Lives It Changed” by journalist and writer Dashka Slater. It was recommended by Berkeley High School Universal 9th Grade English teacher Morgan Tigerman. An intimately researched nonfiction book taking place at Albany High School in 2017, Slater dives deep into the details of a real private Instagram account. This account, started by a group of students, spread racist and misogynistic hate against teachers and fellow students. “You see the perspectives and the lives that were destroyed,” Tigerman said, “Predominantly, this group is of African American girls. You get to hear all their voices and you also get to learn a lot about the legal process and about everybody that screwed it up. And it’s a page-turner. You can’t stop reading it.” While never excusing the creators of the account, Slater investigates how the internet and social media have impacted youth forever. Tigerman says he plans to read this book with his class this semester, and believes it will be in schools everywhere. “It’s brilliant,” he said.
Family Style One of the top graphic novels in 2023 was “Family Style” by Bay Area author and illustrator Thien Pham. It was released in June of last year and recommended by Berkeley High School librarian Allyson Bogie. While the art in this young adult graphic novel is spectacular on its own due to its skillfully used colors and animated facial expressions on each expertly drawn character, according to Bogie, what made this book special was how Pham related his heartbreaking true story to food. The book begins with Pham connecting his childhood memories of fleeing from Vietnam to Thailand in the form of salty sardines and rice. Later, he relates new life in California with his family to potato chips. Through the journey of food, whether it be Salisbury steak or watermelon, Pham expresses his personal struggles as he attempts to learn English, make friends, and fit into American society. While a quick read, Pham creates a beautiful, intricate story of belonging worth reading.
take our second period track of.” their spring concert. The classes on a retreat to Dougherty also described piece slowly incorporated Cazadero where we do an the piece they played as both band and orchestra, intense rehearsal whether they were weekend, so taking turns in a “I’m kind of trying to invoke summer back-and-forth or we’ve been working on playing together. here ... bringing back the season of some of the It all ended with warmth.” pieces since the solos from the beginning of bassoon and Karen Wells the year,” said others in the band. BHS Orchestra teacher Dougherty. Upcoming When the band and orchestra orchestra performances wrapped up, the band having “such intricate include two festivals: came to join them on stage. rhythms and … the motives Wednesday, March 13, at They had been practicing (move) around, so they’re the Sonoma State Band together and working on not always on the beat; and Orchestra Invitational pieces to perform since the they’re sometimes off the Festival, and Thursday, beginning of the year. Stella beat. … That was tricky for March 21, at the CMEA Eisen is a freshman and cello us to put together.” Band and Orchestra Festival player who had performed Despite the challenges, at El Cerrito High School. the previous night. “The they beautifully pulled off They have their spring most challenging part was Peter Ilyich Tchaikovsky’s concerts in the Berkeley probably the fact that we “Symphony No. 4 in F Community Theater on combined with a band for minor, Op. 36.” Dougherty March 27 and 28. As the one of our performances,” directed the Band and school year draws to an end, she said. “And it was hard to Orchestra in two parts of supporters can attend BHS work with them too because the symphony, with plans graduations to watch their it’s a lot you have to keep of finishing the rest at final performances.
Between Two Moons “It’s an incredible book,” said Berkeley High School librarian Meredith Irby, about Aisha Abdel Gawad’s novel “Between Two Moons.” The book takes place during the month of Ramadan and follows two teenage twins who live in Brooklyn. Irby described “Between Two Moons’’ as “an really incredible, realistic fiction coming of ( \ age story about two twin sisters.” She also noted that this is Gawad’s literary debut. Irby described the book to be about “two sisters, navigating their identity, and their culture and their faith and all the things that are going on inside and outside of their home.” “Between Two Moons” follows these twins as they deal with their family’s delicate dynamic while having an older brother who recently returned from prison as they search for independence and individuality. A story that also highlights the complexities of what it is to be Muslim during this time, in an interview with Ms. Magazine, the book was described by Gawad herself as “a love letter to Arab and Muslim communities.”
Where You See Yourself If you have ever been nervous about the future and what’s to come, this is the book to read. “Where You See Yourself ” by Claire Forrest is a realistic fiction novel that follows senior Effie Galanos during her final year of high school. While illustrating typical college application anxiety, and social changes, it also provides a unique point of view in that Effie has cerebral palsy, which Forrest has as well, and therefore is in a wheelchair full time. The story brings awareness to how the world has yet to accommodate or even provide for the simple requests that many disabled people need. Throughout the book, you watch Effie grapple with high school and college alike while struggling to receive seemingly simple accommodations. Although an easy read, Forrest does a wonderful job intricately illustrating the challenges of Effie’s everyday life and makes the reader consider the small things they might take for granted each and everyday. As you read through Effie’s journey and growth, Forrest also does a great job subtly weaving in her personal experiences, adding a special touch of reality to the story. With vivid descriptions of the UC Berkeley campus, BART, and Downtown Berkeley, “Where You See Yourself ” is worth the read.
JENNIFER YOC FERREIRA
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Percy Jackson TV series sparks excitement for longtime fans BY AMAR WALKER staff writer
The “Percy Jackson” movies are synonymous with disappointment for fans of the franchise. “Percy Jackson and the Olympians,” a popular book series by Rick Riordan, is about a boy that finds out he’s the son of Poseidon, the Greek god of the sea. Along with his friends Annabeth and Grover, Percy goes on quests to save mortals and demigods alike when the future of the world is at stake. “The Lightning Thief ” is the highly-praised debut novel of the “Percy Jackson” series, released in 2005. Five years later, 20th Century Fox adapted the globally acclaimed book into a very controversial movie. Fans were disappointed by the film’s changes to the book’s storyline and characters. Percy, whose book counterpart was 12 years old, was played by a 17-year-
old actor. Not only was Percy drastically aged up, but the movie also changed both the personalities of the main characters and the tone of the story. Worst of all, Rick Riordan didn’t get a say in any of it. Riordan was sent a copy of the script, after which he refused to watch the movie. The author openly described the two Percy Jackson movies as his “life’s work going through a meat grinder when (he) pleaded with them not to do it.” Berkeley High School sophomore Orion Mckinsey has been a fan of “‘Percy Jackson” since elementary school, and like Riordan, he was not fond of the movie adaptations. “They were probably just there for the money, but they didn’t have any oversight from the actual author, which I think the TV show does much better on,” he said. The most recent adaptation is a television series titled “Percy Jackson and the Olympians,”
streaming on Disney+. And this time, Riordan is very involved. As a co-creator, he specifically selected the actors for their roles and has had a lot of input in the production. “It’s a lot more faithful to the books. It has better CGI than the movies, and it has much better casting choices. Some complaints could be that it has a lot of exposition, or that it could be a bit too faithful to the books, but I don’t see this as much of a problem,” said Mckinsey. Despite the raving reviews “Percy Jackson and the Olympians” received on release, scoring a 96 percent critics rating on Rotten Tomatoes, the show was initially rife with controversy. Percy Jackson, written in the books as having jet-black hair, is played by blonde actor Walker Scobell. Annabeth Chase was described as white with blonde hair, but the actress who plays her, Leah Jeffries, is Black and
THE CROSSWORD
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1. Places where one can get a facial 5. App with reels 10. Ran, as ink 14. Football kick 15. Nail-___ 16. Poet’s “long ago” 17. “Call Me By Your Name” main character 18. Hole ___ (golf goal) 19. Reclined 20. Happiness from eating nuts? 22. Window glasses 23. Australian marsupial 24. “Freaks and Geeks” producer 26. Sketch comedy show, in passing 27. “I confess!” 28. Genetically edited food 31. Government org. monitoring public health 33. Uneven? 34. Sole actor with two posthumous Academy Award nominations 35. Disney’s genie summoner 39. Getting up for these is considered a compliment of the cooking 41. Broadcasts 42. Cow : moo : sheep : ____ 44. Get older 45. Shirt’s edge 46. Floor’s opposite 48. Ewe’s mate 51. Delayed plane? 52. Military march 54. ___ nib 57. Edit, as a literary work 59. Awesome 60. “___ Joy” 61. Indefinite unconsciousness 62. NPR’s Tiny ___ Performances 63. Screwed over 64. Presentation that involves speaking in front of a class 65. Tolkien’s tree creatures 66. Say plainly 67. Govt. IDs
1. Martha ___ (book by Susan Meddaugh) 2. Like most boots without laces 3. Puppy mill? 4. Bar seat 5. What you did at an auction 6. Animated teenage turtles 7. Get as low as 8. Length of football field markings 9. Were presently? 10. Legal footnote 11. Mortgage, for one 12. Westernmost Finger Lake 13. Foxes’ hideaways 21. Ancient Greek water spirit 22. “The Raven” author 25. Sassiness, informally 28. Machines used to make electricity 29. Humor magazine established in 1952 30. ___ and offs 32. Dental degree 34. Terrier or poodle 35. “(screams)” 36. Falsehood 37. “Yeah, sure,” sarcastically 38. Did some carpentry? 40. Trapped 43. Bay Area island whose name means “grove of poplar trees” 46. Company’s head honcho 47. “I feel your pain” 49. Tarzan, for one 50. Trophies with ribbons 51. Childhood game with a bouncy ball 53. Food often discounted on Tuesdays 54. Relinquish 55. “Hey, got ___?” (deskmate’s request) 56. Ancient coffin 58. Zero 60. Has too much (abbreviated)
— Raven Fonseca Jensen — Violet Kessler
has dark hair. Some fans were upset over the appearance of Annabeth. Being the daughter of Athena, her character in the books was intelligent and level-headed, therefore demolishing the “dumb blonde” narrative. However, this small argument does not justify the online harassment that Jeffries received for not perfectly resembling Annabeth. People on social media spammed comment sections with “This is not Annabeth” and other insulting comments regarding her race. In response to this, supporters of Jeffries created the
# L e a h Is O u r A n n a b e t h , which spread throughout social media. Actors don’t need to perfectly resemble their characters, with the importance lying within the acting performance itself. “It’s important for there to be representation. So if she was a good fit for the role, then I don’t think that it should be a big deal,” said BHS junior Lillian Cobb. It’s also about the actors embodying the characters as Riordan created them. He handpicked these actors because their personalities match the characters in the series. “As you watch more of
IRIS LE LIBOUX
it, it becomes less about how they look and more about the personalities match, and how well they work together,” said BHS sophomore Taylor Kelso. Unlike in the movie adaptation, the show’s actors are much closer to their role’s age compared to their book counterparts. It’s only been about a month, but the TV series has already exceeded the movie’s audience ratings, gaining over 13.3 million views. While there were changes to the TV series compared to the books, it opened up many opportunities for the show and the future of the Percy Jackson universe.
‘Aquaman and the Lost Kingdom’ review Much like its predecessor, “Aquaman and the Lost Kingdom” is not good by any traditional standard, nor is it fully “so bad it’s good.” It’s somewhere inbetween, filled with genuinely amazing details and hilariously stupid moments. Helmed by James Wan (“The Conjuring” and “Furious 7”) and flaunting his talent for directing action, the sequel’s plot is about as silly as it gets. Aquaman (Jason Momoa), now a father and the king of Atlantis, must reunite with his villainous brother Orm (Patrick Wilson) to fight Black Manta (Yahya Abdul-Mateen II) who is being possessed by the evil Black Trident. It shamelessly rips off “Star Wars,” “The Lord of the Rings,” and even “Black Panther.” But much like the original “Aquaman,” the story hardly matters. You’ll find no thematic throughline, nor any cameos of other DC heroes to appease comic book fans. The best you might get is a hint that, at some point in the film’s development, there might have been one. The script is bonkers, filled with lines like “I’m gonna kill me a dead mermaid” and “blood curses are just DNA.” Performances are polarizing. Jason Momoa’s frat-boy energy and Patrick Wilson’s uptight nobility make for a fine leading duo, and Yahya AbdulMateen II is as intense as he needs to be, which is pretty intense. But other performances are awful, in particular, Dolph Lundgren, who sounds just as stilted as he did 40 years ago in “Rocky IV,” and Amber Heard, whose output is not entirely her fault, as her role in the film was vastly reduced due to realworld controversy. Visually, the movie is outstanding, mirroring the overkill ethos of the script. “The bowling alley screen when you get a strike” is an understatement. It’s vibrant, at times looking like it could be adapting a comic book panel directly. “Aquaman and the Lost Kingdom” is a unique experience, fun and corny in both the right and wrong ways. It is a trainwreck like no other, and yet remains a success. Totally oblivious to the collapse of superhero cinema, it boldly offers up one last sick trident fight. It is a party at the end of the world.
— Zach Yoo
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SPORTS
FRIDAY, JANUARY 26, 2024
Climbing grows in popularity across BHS BY SAM MASCARENHAS staff writer
Rock climbing has emerged as an increasingly popular sport in recent years, both outdoors and even more so indoors at climbing gyms. According to Github.org, by the end of 2020, there were 580 indoor climbing gyms in the U.S. with 34 states having at least one. The Tokyo Olympics (delayed from 2020 to 2021 A BHS student tackles a climbing route. due to the pandemic) was the first to include rock the brain power needed means people have to climb to engage in “a really big with at least one other climbing as an event. There are several mental struggle.” person for safety reasons, Additional benefits so it can also be a good way underlying reasons for this trend. One reason for this include building fitness, to socialize and be part of a is that it’s a very community. Gill effective way agreed that “it’s ... the sport has “so many different styles good to hang out to get cardio exercise, build with ... friends” and everyone can do their own thing.” muscle, and and shared exercise the that his friends Daniel Vencill brain. Oliver introduced him Climbing club vice president Gill, a senior at to climbing. Berkeley High At the same School, said it time, it’s a very is “a really fun way to get balance, and coordination versatile sport, as people strong,” going so far as to with a full body workout, climb at their own pace, set while also being a brain their own goals, and there call the sport “addicting.” Daniel Vencill, senior workout, since choosing is a variety of difficulties. and vice president of the a path to climb can be like Vencill shared that the BHS Rock Climbing Club, solving a mental puzzle. sport has “so many different The nature of the sport styles, and everyone can do talked about appreciating
ALEX TRIPCEVICH
Social hierarchies in sports impede growth BY KIMIA ADZAPUR staff writer
In the world of sports, a subtle social hierarchy may exist among athletes on a team, emphasizing excellence. Falling short can affect an athlete’s ability to fit in on a team. As athletes navigate harmful criticism from teammates, the significance of positive communication and constructive criticism is made clear. “The worst feeling is when there is a lot of pressure from your teammates and coaches,” said Samantha Lopatin, a Berkeley High School sophomore and tennis player. “You know you can perform well,
GIRL LANGUAGE: I THINK YOU MIGHT WANT TO READ THIS ZOE WHITMAN
their own thing.” The BHS Rock Climbing club president, senior Annika Miles-Wang, discussed the growing popularity of climbing. “A lot of people started doing it, and then since they’re doing it, their friends want to do it too. And it’s really easy to go with your own time frame,” Miles-Wang said. Vencill also pointed out that “after COVID, people wanted to try new things and get out there.” In addition, a new climbing gym, The Oaks, is coming to North Berkeley soon. This will open up opportunities for even more BHS students to try climbing.
but then something goes to correct mistakes and how they play if they wrong. … That makes it elevate their performance. become overly conscious of difficult to participate in “Being on BHS varsity their performance level. your sport.” This balance soccer is stressful, as my “The social setting of between expectations and teammates have high a team can impact your performance is a central expectations on how you passion as well,” said theme in the dynamic are supposed to perform,” Forbush. “When certain aspect of people treat sportsmanship. you differently Feeling the “I took the comments of pressure and used than others, you need to perform can feel a sense it to my advantage to become a better well for social of judgment athlete.” acceptance towards you. can be This feeling Allison Forbush overwhelming. discourages me BHS girls varsity soccer player The pressure from taking the and criticism risks I need to that comes become a better from one’s teammates can said Allison Forbush, a player.” In a team dynamic, take two distinct paths. sophomore. “I took the it’s important to learn from Constructive criticism, comments of pressure and everyone and to work with offering detailed negative used it to my advantage to different people. feedback to support become a better athlete.” Social hierarchy among improvement, serves as a However, negative teammates needs to be motivating force for athletes feedback without acknowledged, where those helpful suggestions for with greater skills often improvement can harm receive better treatment athletes. Passion for the from their peers. As sport may decrease as student-athletes navigate individuals struggle to fit the intense pressures in in, facing scrutiny for every sports, teammates using mistake. “My teammates constructive criticism are a very supportive group instead of destructive of people,” said Vincent criticism can help guide Longmire, a sophomore on their peers toward success. BHS’s wrestling team. “But If constructive criticism is sometimes I feel that if I lose applied uniformly, it will a match, they will think I foster an environment of don’t have enough potential, fairness and support for all which sort of creates more members of a team. anxiety for me before a Bonds made through match.” encouragement and support Being treated poorly by can become the driving teammates can also affect force, propelling teams and students’ incentive to try individuals toward their to become a better player. fullest potential, both on It can be harder to improve and off the field. CARINA NOTTINGHAM
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“I think” is a phrase every English teacher has marked me down for, edited out, and called “unprofessional.” Every time it felt somewhat violating, like they didn’t understand. I’ve been told a million times that eliminating “I think” seems more assertive and less doubtful. And yes, in writing a book report everything I write is my opinion, but the phrase “I think” is a discourse marker of importance. The phrase “I think” organizes sentences and conversations to make them more accessible and understandable. Saying “I think” in front of a fact changes one’s perception of the sentence, shifting from a fact that would be useful in a game show to a way of explaining your thinking. Using the phrase in front of an obvious truth pulls back the curtain of your thoughts and explicitly explains what’s going inside your head to the other person. This can be especially helpful when talking about facts because instead of the fact randomly appearing in your conversation, it connects the fact to what you were speaking about. Commonly “I think” invites dialogue in conversation. For example, saying, “You need a hat,” can sound aggressive and isolate the other person, shutting down any discussion, versus saying, “I think you need a hat,” gives the other person a choice, allowing for conversation about the topic. When writing opinions some say to just state what you mean, but by using “I think” it allows for other opinions to be looked at and talked about, extending the discussion. Another important piece of this puzzle is looking at why people use the phrase. Partially, I think it has become ingrained especially in female communities. Women oftentimes are told to not act “too smart” and instead to “play dumb,” and using, “I think” is a way of doing that. It gives other people the chance to argue or even to just restate what has been said, nixing “I think” instead of saying something along the lines of “actually what you mean to say is…” Women get told that they cannot under any circumstances be rude or act entitled. Which on principle might not seem that bad, but it’s in the way that any form of disagreement, fact or otherwise, is seen as rude and entitled. Saying “I think” before anything can help this. It mitigates and allows for correction if you could be wrong. Further, in female conversations, collaborative overlap is very common, and inviting people into your thoughts contributes to the style. After all, I’ve said I can understand why one might believe “I think” is not helpful, but getting rid of its uses would be more harmful. Banishing this phrase would give way to more criticism and less discussion to flow through. Telling people to stop using the phrase because it undermines them is not helpful, just leads to constant questioning of one’s words. It ends in more silence and less conversation. By choosing to use the phrase “I think” very intentionally in my work, I am leaving my thoughts open to continued dialogue and allowing there to be important discourse that could have otherwise never been considered.
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FRIDAY, JANUARY 26, 2024
sports editors: Colina Harvey & Leo Silverberg
SPORTS BERKELEY HIGH JACKET
colinaharvey@students.berkeley.net
BHS underclassmen learn, grow, and develop on varsity BY CLARA TJEN staff writer
BHS and O’Dowd struggle for possession of the ball.
KAYHAN TEZCAN
Girl’s soccer defeats O’Dowd CONTINUED FROM PAGE 1
teammates to “slay the dragons!” Sophomore and BHS player Mia Sieminski described the effect. “It was a rivalry game so it was very nerve-racking and there was a lot of hype going into it,” Sieminski said. The first half was competitive, with quick movement and frequent shots by both teams. However, the teams went into halftime with a score of 0-0. With the precarious position of an even score, Mendoza said there was “a feeling of uncertainty, but also a feeling of excitement.” Sophia Alberga, senior and forward, explained that
the rivalry made for a more engaging game. “We were mostly just feeling super excited. These games are some of the most exciting games to play in the season because there are a lot of emotions involved in the game because it’s such a big rivalry,” Alberga said With 21 minutes left in the game, senior Erin Freeman made a quick pass to Sieminski, who dribbled towards the goal, shot, and scored. Sieminski’s teammates rushed over to congratulate her after she scored what ended up being the winning goal. “That was amazing. Everyone celebrated at the corner,” Sieminski said.
BHS SCOREBOARD W/L
NEXT GAME
Boys basketball
14-6
1/27 3:00pm @ Piedmont
Girls basketball
4-13
1/27 3:00pm @ Piedmont
Boys soccer
15-1
1/27 2:00pm @ Alisal
Girls Soccer
11-4-1
1/27 6:00pm @ Albany
*Last updated 1/24
According to Mendoza, the excitement was infectious, especially with the added effect of strobing stadium lights. “All the team went to celebrate together and the alumni and the coaches over here were jumping, like with joy with the flickering of lights,” said Mendoza. The feeling carried the team through the game, holding onto their advantage. “You could feel all of the energy picked up after the goal was scored, and you could feel everyone fighting to the end defending it as best as we could just so that we could keep that win and pull through,” Alberga said. Berkeley’s win was an important victory for the team. Alberga explained that there was a lot to be learned from how they played that day. “I think that we need to take everything that we did in that O’Dowd game and just use it in every game so that we win every game and just focus on being aggressive at all times,” said Alberga.
With a substantial number of student-athletes at Berkeley High School, athletes trying out for school sports often must compete for a spot on a team. Varsity teams usually consist of upperclassmen, who generally have the most experience with a sport, with limited spots for underclassmen. However, some underclassmen are exceptions to this norm, one being Akasha Manandhar. Manandhar is a freshman on the BHS girls varsity basketball team. She said, “(When I got on varsity), I was nervous because I’m the only freshman on varsity, and I was just nervous that I wasn’t going to perform at the level that other people were.” This feeling was a trend within many other underclassmen playing with older and more experienced players. Kavi Jivan, a sophomore
on the boys varsity basketball team, also got on varsity when he was a freshman last year. He shared that his experience this year different than when he was first starting out. Jivan said, “Last year, I didn’t play as much because I was just a freshman, and I was still getting used to it, but this year I’ve been playing way more … and I’ve even started some games.” Alongside these experiences comes learning for athletes, both from within the sport and from older teammates. Freshman on the girls varsity soccer team, Sylva Roubinian, is grateful for the support she has received from the upperclassmen on her team. She said, “I was having a really bad practice one day and I was able to talk to people in different grades on the team about it. Everyone had similar experiences as me and they were able to help me with that.” Jivan felt that he had
Freshman Sylva Roubinian is grateful for the support she’s received on varsity.
also learned a lot from his older teammates. “Ollie and Samir, our leaders and best players. I’ve learned a lot from their work ethic on the court and how they lead the team off the court and take responsibility,” he said. Being one of the youngest on a team can also lead to self-doubt and questioning of one’s achievements. Manandhar said that she has felt these thoughts at times this season. “Definitely, at the beginning of the season, I was really questioning, ‘am I good enough?’ and just beating that mental part … if I made a mistake in a game, for example, I would be like ‘oh my god, why did I do that, I should be on JV,’” she said. Throughout the season, Manandhar has overcome these obstacles by reminding herself that there’s a reason she has earned a spot on varsity and that no matter the rough patch she’s going through, there’s always going to be a positive outcome.
RIANA FALCIONI
ATHLETE PROFILE Carter Schlanker is a senior on the Berkeley High School boys varsity soccer team. He started playing the sport at the age of five and has been loyal to the sport ever since. On the team, he plays the position of goalie, which he has done since a young age, finding his knack for the position. “You only really get called upon one or two times a game to perform,” he said. “But those are the most important moments of the game.” Schlanker also expressed how he has changed throughout his soccer career. “I’ve gotten more mature, I’d say in dealing with other people, looking at the world with regards to people’s backgrounds … and soccer really helps me see that,” he said. Schlanker hopes to continue the sport even after graduating from BHS.
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— Minami Soga