BHS Jacket 2022/23 Issue 10

BERKELEY HIGH

PUBLISHED BY AND FOR THE STUDENTS OF BERKELEY HIGH SCHOOL no. 10

www.berkeleyhighjacket.com • friday, January 27, 2023

since 1912

NEWS

Teachers at BHS grapple with rising healthcare costs

BY JOSEPHINE MORASKY staff writer

Healthcare insurance costs increase yearly, and are expected to rise by 3.5 percent for Berkeley Unified School District teachers next year, according to Mollie Blustein, a teacher at Cragmont Elementary School and Berkeley High School graduate, who spoke at a recent school board meeting.

However, they already consume a significant share

of teachers’ salaries. Brought up at the September 21 school board meeting, this affects teachers using healthcare provided by BUSD. California provides private health insurance, meaning each district supplies a list of private providers that teachers choose from. Teachers then pay a monthly fee for that provider. These prices differ depending on if it’s a single or family plan, increasing substantially for the latter, according to Lewis Smith, a World History, PAGE 3 GABRIELLA BUSANKSY

FEATURES

The complexity of being white passing

BY MUHAMMAD DELGADO staff writer

Berkeley High School sophomore Fae Cantero Sandler was born and raised in Mexico. But for her, a lot of people tend to jump to the conclusion that she’s fully white. Being half white and half Mexican, this confusion doesn’t upset her, but she makes sure to let assuming people know that she is Mexican.

Her experience is not uncommon. The term “white passing” refers to people who belong to a historically marginalized racial group, yet may “pass” as white.

“There have been a few times where I feel like people see me as less of my ethnicity because of my skin color,” Cantero Sandler said.

She values her connection to her culture, but feels less connected to it than she

used to. “I don’t really have any of my dad’s family in the U.S., so I kind of feel like that part of me is fading away slowly,” she said.

In addition to this struggle with identity, students also recognized the enormous privilege that comes with being white passing. Rydell MorganCarland, a junior, is Navajo, Indigenous Mexican, Spanish, Irish, English and Jewish. However they were raised in only Navajo and Jewish cultures. “I feel an immense amount of privilege due to my complexion in comparison to a lot of my cousins who look very Native or Mexican,” they said.

For Morgan-Carland, family is an important way to connect to their culture.

“I’m adopted and have white parents so I am not as in touch with a lot of parts of my culture as I’d like to be, but I see my birth PAGE 9

JESSIE LEE

ENTERTAINMENT

Student artists navigate streaming services

BY MADELYN PHILHOWER staff writer

One-third of a penny.

That’s how much artists on Spotify are paid on average each time their song is streamed, according to a 2020 Business Insider report.

Other platform’s rates are not much better.

Berkeley High School

senior musician Dexter Griffin makes a cross between R&B and pop music, and has been producing music since freshman year. In that time, “I’ve made one hundred or two hundred dollars total, and that’s about 150,000 streams,” Griffin said.

Griffin and other independent musicians at BHS use the distribution platform DistroKid to release

music online to sites such as Spotify, Apple Music, and iTunes.

DistroKid costs $19.99 per year for unlimited uploads per band, making it one of the cheapest distributors out there for unsigned artists. Even so, money made by streaming often doesn’t make up the money paid to release it.

“Spotify, Apple Music, and streaming services in general

are notoriously known for not paying artists much of anything,” said Vivien Silas, an independent BHS musician.

Silas makes bedroom pop music, a genre of alternative music made by artists who often don’t have a record label. As a small artist, Silas does not bring in an income from music platforms, and instead plans to begin doing shows in the future. PAGE 13

APOLOGY FROM THE JACKET The Jacket would like to apologize for gross misquotation of several sources in the recent article titled, “Students, staff battle messaging on BIHS,” published on January 13. We’d like to clarify that this was not the intent, nor the fault, of the writer, but rather an editorial communication breakdown, and we recognize that we did not go far enough to clarify the quotes.

We failed to place several quotes in context, and did not clarify that they were relaying rumors, rather than the personal beliefs of those students and staff. The article has been removed from publication, and we deeply apologize for the hurt and harm caused to members of the BIHS community. The article was meant to highlight the challenges of rumors related to BIHS, and we regret potentially adding to that challenge. We are regretful and deeply sorry for hurting students and staff.

2

F R I D A Y, J A N U A R Y 2 7, 2 0 2 3

news editors: Kaiya Jordan & Kira Rao-Poolla

NEWS BERKELEY HIGH JACKET

Kaiyajordan@students.berkeley.net

Amid rising COVID-19 cases, BHS admin enforces precautions

BY ELOISE THOMAS staff writer

Rates of COVID-19 cases at Berkeley High School have risen rapidly during the first few weeks of 2023. Berkeley Unif ied S cho ol Distric t administrators issued an email on how they plan to move forward.

The BUSD COVID-19 dashboard shows that in December 2022, 91 cases of COVID-19 were reported at BHS. These numbers do not include cases that were reported during winter break.

In January, 22 cases have been reported so far at BHS. Universal Ninth Grade (U9) English teacher Morgan Tigerman feels that while

BUSD has provided regular updates about COVID-19 cases at BHS, protocol for outbreaks has been lacking from the district and administrators.

“The school does need a policy that pretty much states, ‘If the numbers get over a certain amount in a brief period of time, that we need to address it by doing A,B,C,

JO PURCELL

and D,’” Tigerman said.

Tigerman also addressed the need for messaging around COVID-19 classroom precautions from BHS or the district. “It would be responsible for the school and just public institutions in general to have policies… or reminders being sent to teachers about ventilating the rooms, (and) about ensuring the air purifiers are running.”

Cole Khan, a freshman at BHS, spoke about the experience in classrooms as a student. According to him, “it kind of depends on the teacher.” Khan added that responses and protocols varied between classes. Khan also mentioned that the recent surge felt unsurprising due to the proximity to winter break.

Khan added that COVID-19 cases feel less surprising now that time has passed. He expressed that he feels almost desensitized

to it because of how long COVID-19 has been around.

“The first time there was a big difference, but sooner or later we just got used to it,” Khan said.

U9 Ethnic Studies teacher Hugo Ríos explained how responses have changed as time passed.

“Especially as a history teacher, I’ve noticed with pandemics in the past (that) eventually pandemic fatigue … could become a factor (and) people just get tired of all the COVID protocols in place.” Ríos said. “And so I feel like a lot more people have been letting their guard down, whether that’s not wearing their masks as often or maintaining social distancing.”

B U S D ’s e m a i l o n COVID-19 said that exposure notices would no longer be sent for the duration of the surge. According to Tigerman, “If we have a direct exposure,

meaning a student (who tested positive for COVID-19) was in our classroom, we receive an email with the dates the student was in the room.”

Ríos found parts of BUSD’s response helpful.

“I think historically they have done a good job on that, in general just giving us information on supplies that are readily available,” Ríos said. “Whether that’s hand sanitizer or masks. Also giving us an update on COVID cases throughout each school.”

Tigerman also commented on how the district has been making supplies accessible for teachers and students.

“When there were mask mandates, they were supplied ... And I think there is still access to t he supplies,” Tigerman said. “I think we have a lot of responsibility and I think we (teachers) have a lot of power to help navigate and minimize the surges.”

Seasonal depression impacts students, BHS offers resources rhythm,” said Miller. Where someone lives significantly affects whether or not they have seasonal depression, as Seasonal depression, also living farther from the equator commonly known as Seasonal results in experiencing more Affective Disorder (SAD), is intense changes in the seasons. a form of depression where “There are places where symptoms appear during there’s a lot less light in the specific seasons, typically fall wintertime than we have. and winter, when days get And they have a lot higher shorter, and there is incidence of seasonal less sunlight. affective disorder,” Symptoms, Miller said.

“We have talked about seasonal i n c l u d e f e e l i n g s depression because it definitely is real There are several of sadness and potential treatments … I think that it honestly is an issue for seasonal affective hopelessness, at BHS, more than people realize.” d i s o r d e r. L i g h t i r r i t a b i l i t y, l o w energy and sleeping therapy, medication, issues, loss of interest and psychotherapy Santos Rivera, in hobbies, and BHS senior and Healthy Minds Club have all been shown thoughts of death or to help. leader suicide.

“There are these While there things called light is no clear cut data on how on in their lives,” he said. boxes, and people sit in front common seasonal depression According to the National of it, and it’s not a regular light is at Berkeley High School, Library of Medicine, seasonal bulb,” Miller said. “It’s the the Newport Academy reports affective disorder is estimated type of light that’ll get you to that teens and young adults to afflict nearly 10 million produce Vitamin D. So that’s a are at a significantly higher Americans, with many more classic approach, and it really risk of developing seasonal experiencing a more mild seems to work,” he said. depression than older adults version of the mood disorder.

The Healthy Minds Club and younger children.

“The theory behind it is that is run by BHS senior Santos “ I t h i n k t h a t t e e n s , when you have less daylight, Rivera and their friends. The especially post-pandemic, you get less Vitamin D. If you club is a continuation of the have a lot of stuff going on get less Vitamin D, then you’re one created last year. The these days — there are so many making less melatonin … Healthy Minds Club’s mission pressures,” said Larry Miller, a that messes up your circadian is to “Welcome a safe space

BY AARON STEVENS staff writer

licensed psychologist who has a private practice in Berkeley and is a faculty member at the Wright Institute.

Miller has over 25 years of experience working with people of all ages. “They’re getting hit with so many different things, it gets hard to differentiate if it’s the seasons or all these other things going

for people to talk about their mental health and be open with themselves and others.”

“A typical club meeting always includes and starts with a check-in, people just sharing what’s on their minds and what’s going on for them,” Rivera said. “We have talked about seasonal depression because it definitely is real … I think that it honestly is an issue at BHS, more than people realize.”The Healthy Minds Club meets on Mondays in the BHS library after school. All students at BHS are welcome to attend the meetings for whatever reason.Another resource available to students who may be struggling with SAD is the Health Center.

“Some students who come to the Health Center for services have cited signs and symptoms of seasonal depression. Students typically report these kinds of concerns most prominently during the fall and winter months as the light and weather changes,” said Zach Meredith, Mental Health

Clinical Supervisor at the Health Center. “The Health Center offers short-term counseling for all students, and these services can be accessed quickly and easily,” he said. The Health Center is in Room 105 of the H Building and is open Monday through

PATRONS & SPONSORS

Friday. Students are able to make appointments or drop in during the school day.“If students are experiencing and struggling with seasonal depression or are feeling off in any other way, the Health Center is here to help. Please c ome and s e e us !”

Meredith said.

LEILAH DOOSTAN

The Jacket needs your help! As a completely student-run, self-funded newspaper, we rely heavily on financial aid from patron subscription and business advertisements in our newspaper. Our prices are $60 for a one semester subscription, and $85 for a full year. Full sponsorships, which include a full year subscription, are $250 and up.

If you would like to subscribe or contribute any amount, please send a check to the Berkeley High Jacket, Business Manager, 1980 Allston Way, Berkeley, CA, 94704. Checks can be made out to the Berkeley High Jacket. For more information, contact Business Managers Ada Rauber and Lola Brownlow at bhsjacketbusiness@gmail.com

SPONSORS Chuck Smith, Aidong Ni and Arrol Gellner, Laurel Leichter, Steve Jackson, Elliot Shrag, Julian Currier, Pearl Gauthier, Ahmet Gyger, Kathrine Chynoweth, Kate and Scott McGlashan, Natasha Reichle, Robert Stepsis, Claudia Polsky

FRIDAY, JANUARY 27, 2023

NEWS

3

Rising healthcare costs exacerbate teachers’ financial burden frustrations, Yearbook and World Mythology teacher and AP Economics teacher.

Genevieve Mage explains Districts across her ineffective experience California have approached with the mental health care these high costs differently. systems provided.

In Berkeley, “ T h e BUSD pays a biggest thing certain amount “You feel worthless, right, you feel like (the that I probably per employee. district) wants me for my labor, but you don’t would need Every two healthcarewant me as a human being like, years, these wise to I am a commodity or a tool ...” a m o u n t s work in the change when system that the union we are in…

Genevieve Mage, and district BHS Yearbook and World Mythology teacher (is) mental negotiate a he a lt hc are,” new contract Mage said. in response to the ever- teachers still experience the “I can’t speak to all of the increasing costs. The latest heavy financial burden. different kinds of plans agreement increased district “I worked a second that you can get through contributions to healthcare job, until May 2021, in a our insurance, but Kaiser, costs, teacher salaries, and grocery store all through in particular, getting any supportive structures for the pandemic to make ends useful therapist at all was teachers, Smith said. meet partly because of the so difficult. And then when Alex Day, a U9 Ethnic healthcare costs,” Day said.

Studies teacher and union “I’m not the only one who representative, was one of had to work a second job the teachers to raise this … We pay so much and issue at the last school then can’t get much care, board meeting. Day, along especially for mental health. with a small group of BHS The sleep deprivation I have teachers, has begun to to go through to do this work with the California job, the emotional stress Nurses Association over the of being present for 120 or previous two years to push 150 students every day, is the Single-payer healthcare a lot … and then (I’m) not bill in California. According getting effective care.” to Day, the single-payer Day continued: “When I bill would replace private was in grad school, they told insurance, under which the us, this was (in) 2015, 50 price of healthcare would percent of people who enter drop considerably. Until teaching burn out before then, BUSD supplies the they get through five years,” primary financial support he said. “And that was in for teachers.

2015, so it’s only gone up “To be fair, (the district since then.” is) contributing more than Day added that despite us,” Day said. “So for every the high costs, effective employee, an employer is and available care for also making contributions. teachers is not always The employee contributions available. Sharing similar

CONTINUED FROM PAGE 1

come from their paycheck.

Employer contributions come from the district budget.” Despite the district’s contributions to health care costs, Day described how

you get a therapist, and a human being like, I am a a lot of teachers and many them not working out or not commodity or a tool but I’m have left to go to higher being useful was incredibly not a real human being,” she paying jobs elsewhere in the difficult and demoralizing said.

Bay.” to the point where I know Smith also described the While BUSD and the teachers that just gave up outcomes of high living and Berkeley Federation of trying to get therapy and get healthcare costs on teachers. Teachers will continue mental health support,” she “I’ve known teachers last to rehash agreements said. surrounding P a y i n g healthcare costs, “In this particular issue, I don’t see large portions Day sees the of money there being much more the district can do single-payer bill and lacking ... It seems like a statewide solution is the to be the most effective effective solution. only way to go.” m e n t a l “In this healthcare has particular issue, Alex Day, led to teachers I don’t see there burning out being much more BHS U9 Ethnic Studies teacher or going partthe district can time, Mage do,” Day said. “And said. year who left because the pay despite their generosity, “You feel worthless, right is not good enough. And if even that is not fully enough. you feel like (the district) you tack on housing on top So then therefore, it seems wants me for my labor, of the healthcare costs it’s a like a statewide solution is but you don’t want me as lot,” Smith said. “It’s a lot for the only way to go,” he said.

EDEN MIDDLESWART

Listen to the most recent episode of The Buzz: The ins and outs of being a substitute at BHS In this short episode of The Buzz, The Jacket spoke with students and substitute teachers to get a better understanding of what classrooms are like when the teacher is out.

Scan to listen! Also available on Spotify, Anchor, and Apple Podcasts

4

NEWS

FRIDAY, JANUARY 27, 2023

BAY BRIEF GURSIMAR KAUR

BHS Walk for Water promotes community

Recently, I went to get lunch off-campus with some friends. Being a high schooler with little money, I wanted to find cheap snack options. I’m well acquainted with the food stores in Downtown Berkeley, and have my usual stores with some typical snacks I buy.

But, I was left boggled when I noticed prices for some of my regular snacks. All items, except one, on my habitual snack shelf now cost 4 dollars, if not more. Inflation is a word we all hear thrown around the news. Yet it isn’t until situations like these where my wallet truly feels the heat of inflation.

One calculation from December 2022 presented an over 300 percent rise in the price of school lunches, over 50 percent in egg prices, and America’s favorite beverage, coffee — a rise of 15.5 percent, according to CNBC. What caused these high prices?

We are currently in a demand-pull inflation scenario. Simply put, there is more demand for certain things than supply. This causes the prices of those goods to rise. For example, gas prices soared in early 2022 after energy supplies fluctuated due to the RussiaUkraine war. Another factor behind higher prices is the overall higher wages. This is costpush inflation in which prices are driven up because buyers have more money to spend.

U.S. unemployment was at a low of three and a half percent in 2022. This means that many people were employed and consistently earned wages that they could spend on goods.

The stimulus checks distributed during the pandemic also provided people with money to spend and the ripple effects of that can be seen through the 2022 inflation.

In sum, prices went up because people were employed and earning, contributing to an influx of money into the economy. But, as an unemployed high school student, I’m left contemplating when I see a $4.99 baguette that used to be $2.99. When I returned from lunch and mentioned it to some classmates, they agreed that things around downtown have gotten slightly more expensive. One even mentioned that the expense is more noticeable now that they have to pay using their own money.

One startling fact is that inflation is not actually irreparable. As of December 2022, inflation was recorded at 6.5 percent in the U.S. This 6.5 percent is a notable drop from the July 2022 peak of just over nine percent and the seven percent in November 2022.

So, what’s causing the drop? You may recall a headline from a couple of months ago about the Federal Reserve Board (FED) raising interest rates. The FED raised interest rates throughout 2022 and plans on continuing to do so in 2023. Interest rate can be simply thought of as the price of money, because it is essentially the amount you have to pay when you take out a loan, in addition to repaying the loaned amount. When interest rates rise, fewer loans are taken out. As a result, the economy starts to slow down, meaning lower prices!

Why is inflation still nearly double the average? We are currently in a lag period, in between peak inflation and lower inflation due to high interest rates. But, the drop in inflation between July to December is evidence of the high interest rates’ effectiveness, providing us hope for the future.

liked (Gravity Water’s) principles: how they employ people in the local community, and (the filter) is fully sustainable. We think that’s really important because climate change is making the world’s water crisis worse.”

The Green Team held a bake sale in December, raising $547, and will host an upcoming February bake sale. While the proceeds of the walk amounted to

really think they know how “I was surprised by how climate change is impacting little of the world has access it.” to clean drinking water,” During the walk, students Ilana said. “I learned how On Friday, January 27, participated in trivia about (Gravity Water filters) get the Berkeley High School issues concerning access free water, and how easy it Green Team led a walk to safe water. Trivia topics is. It’s super cool, because it’s from BHS Campus to the covered the causes of water super low tech.”

UC Berkeley Campanile in contamination, natural The distance of the Walk an effort to educate about sources of water, and the for Water was originally the global water crisis. All impacts of water scarcity on meant to match the almost proceeds went to building communities. four miles that women a sustainable filtration One trivia question and children in developing system at Trung Lèng Hồ highlighted that less than countries walk everyday Kindergarten, a school for one percent of Earth’s water to bring home clean water children ages two is accessible to drink. to their families. While through five in Another discussed the distance fell short N o r t h w e s t e r n “And hopefully, in the future, we’ll be how agricultural because of time restrictions, Vietnam. runoff, droughts, participants still reflected more conscious about our decisions Trung Lèng agricultural water on how their experiences concerning water usage and where we waste, floods, and differ from water scarce Hồ Kindergarten, buy stuff.” located in the landslides can communities.

Lao Cai province cause natural water “People were of Northwestern contamination and commenting, ” Ilana said.

Izzy Ely, Vietnam, lacks scarcity around the “They were like, ‘we’re doing BHS senior easy access to world. the walk, but we don’t have sanitary drinking “I learned a to carry water and we get water. According to Gravity only about $180, the walk lot about how women are chocolate at the end.’”

Water, while an intense was primarily focused on responsible for getting Izzy Ely, a BHS senior monsoon season from April education and outreach. water,” said BHS senior who attended the walk, “Our main goal (of the Alessandra Ionescu Zanetti, described how it successfully to September brings copious rainfall to the area, hillside walk) was to connect people referring to a series of trivia educated the participants runoff is contaminated and educate,” Nickolaus questions about how women about issues surrounding and the community said. “I definitely think are disproportionately the global water crisis. possesses no way to capture that people have a vague affected by water scarcity.

“I think it made everyone rainwater. Trung Lèng Hồ idea that people around the BHS sophomore Ilana a lot more aware of these Kindergarten depends on world might be struggling Nickolaus, a member of the problems,” Ely said. “And boiling water from a local with clean water, but I BHS Green Team, said she hopefully, in the future, we’ll spring. Boiling water does don’t think people have has learned a lot about the be more conscious about not destroy heavy metals or specific information about global water crisis in the our decisions concerning most chemicals, so students it, or know what they can process of organizing the water usage and where we face a higher risk of water do about it. And I don’t walk. buy stuff.” contamination.

The Walk for Water is one of several events hosted by the Green Team as part of a partnered campaign with Gravity Water, an organization that builds filters to turn rain into safe drinking waters for schools. The BHS Green team aims to raise $2,500 for the water filter, which Gravity Water will then construct for Trung Lèng Hồ Kindergarten School.

“It’s a great opportunity, because our money can go directly to making a difference,” said Naomi Nickolaus, co-leader of the ASHLEY DIAZ Green Team. “We really Walk for Water participants walked through UC Berkeley campus on January 20.

BY FINOLA JACKSON staff writer

NEWS BRIEF

BY KAIYA JORDAN AND KIRA RAO-POOLLA news editors

BHS ALUM REEMAJAH POLLARD PASSED AWAY ON DECEMBER 20

MULTICULTURAL WEEK HELD JANUARY 23 TO 27

On December 20, Reemajah Pollard, a BHS 2020 graduate, passed away. His family has created a GoFundMe to raise money for his memorial, which reads: “Reemajah was known for being a prominent leader in his community at a very young age until god called him home. Those who knew Reemajah understood his struggles and the obstacles he had to overcome to get to where he wanted to be in life.

Although he faced challenges, Reemajah never let that dictate his future and the things he wanted to accomplish.”

BHS held Multicultural Week from January 23 to 27, organized by BHS Comissioner of Multicultural Affairs Jessica Hipona. The celebration included performances during lunch on Thursday and Friday at the Campus Green and Donahue Gymnasium. According to the @bhs_ multicultural_affairs Instagram page, the BHS community could “enjoy crafts, food, performances, activities and more,” and celebrate the “many diverse cultures of BHS.”

OPINION BERKELEY HIGH JACKET

opinion editors: ella creane & ellora mookherjee amodt

MLP must exist in schools across the U.S.

BY SHANZA SYED staff writer

When navigating the treacherous river of high school, there are a lot of things to think about: social cliques, grades, extracurriculars, college applications, and so much more.

Now imagine navigating all of that without being fluent in the language of your peers. Not only is it difficult to communicate, but it can feel isolating.

This is why Multilingual Programs (MLPs), like at Berkeley High School, should exist at all high schools.

According to the United States Department of State, the U.S. hosts more than one million new immigrants (refugees, asylum seekers, etc. included) every year. For many immigrants, moving to a different country with no friends or grasp of norms is scary. Even scarier if you don’t speak the language, where even the simplest task, like buying groceries, can be tricky.

But the situation is particularly difficult for teenagers attending school, as all the instruction for classes is in a foreign language. Even if students

are good at non-language classes like algebra and chemistry, vocabulary and learning new material prove difficult, as the instructions being given are not clear. Academically, this can lower one’s grades, thereby making college applications all the more difficult. But with a MLP catered to students learning English with various modes of instruction, they have a much higher chance of succeeding academically.

"All the teachers are very patient and they go really slow and they're very understanding with the lessons and assignments." said Kashmala Khan, a BHS junior, who was part of the MLP from fourth grade to tenth grade in Berkeley.

Students make friends with people through talking to them, so it can be socially challenging when students don’t speak the same language as their classmates.

But MLPs place people facing the same challenges together, so they can find a community who won’t judge them.

They can also help each other because they share the same struggles, and they are trying to learn the same thing, even with different first languages. Moreover, it

brings people with the same mother tongues together so they can also help each other. It’s relieving to be with someone to freely communicate with.

"We were all similar to each other, and in some way we were struggling with the same things. It (the MLP) felt really good, it felt like a family," Khan said.

It’s important to note that MLP teachers make a real difference in multilingual students’ lives. Not only do students learn faster and better, they feel a part of a community, which is a key aspect of educational success. Every student can be successful if they are

Aryn Faur assists students in the MLP.

supported and taught in the way that is right for them.

The United States should extend that opportunity across the barriers of language. According to the National Clearinghouse for English Language Acquisition, "the memo (written by the Office for Civil Rights and upheld by the Supreme Court) requires school districts to take affirmative steps, it does not prescribe the content of these steps." English Language Learner (ELL) programs need to either provide classes tailored to students’ needs, or one on one help during classes for these students.

SASHA BALASUBRAMANIAN

Alternative teaching styles benefit students

BY OHAD AVIRANFINKELSTEIN staff writer

High school field trips are growing more and more common, as opposed to traditional classroom learning.

Since the pandemic, student engagement has plummeted, with 50 percent of students reporting that they are less motivated, according to a recent study conducted by the EdWeek Research Center.

In addition, that same study found that teachers reported students are 87 percent less motivated in their studies since the pandemic. Student

engagement and morale are both at an all time low in a post-COVID-19 world.

Innovative and interactive teaching methods such as field trips, diverse class agendas, and movement integration into classes can vastly improve both.

Allowing students to move around has been proven to aid students in not only tying lessons to joyful memories, but also create deeper bonds with their peers. A study by the University of Alabama found that students who attend field trips are far more likely to be empathetic, have better critical thinking skills and more. Additionally, field trips have also been

Teachers sometimes allow students to spend class outside.

NAVEEN SANKA

proven to improve students’ academic performance. This can be seen in test scores and more.

Irregular styles of teaching also benefit students who aren’t auditory or visual learners. Innovative and interactive teaching methods can aid students whose brains need more interpersonal interaction, spatial activity, which lectures lack. In addition, the majority of people have multiple methods of work that are best for them. If teachers cycled through different teaching methods, it would make sure that all students would understand lessons deeper.

Field trips aren’t the only way to change up a teaching agenda. Kahoot!, a Norwegian game based learning platform, allows teachers to integrate an interactive element into their class schedules.

Kahoot! is an online game in which students can either play individually or in groups. They answer trivia questions and get certain amounts of points based on how fast they answer the

question. This game can be adapted for any course, from English to Computer Science, and there are tons of possibilities for which this game can be used.

History classes can create activities based on historical events. Students learning about certain historical events such as the Industrial Revolution and the Black Plague can engage in related activities, such as reenactments, and debates.

These activities clearly have a connection to success in the class, and by adding more interactive activities, this academic success will spread through Berkeley High School.

Interactive activities won’t necessarily help all students excel academically.

Everyone has different learning styles; some students actually enjoy learning through lectures.

It’s impossible for everyone to benefit from a new teaching system, but by diversifying the amount of learning styles used, teachers have a much higher chance of truly getting across to other students.

FRIDAY, JANUARY 27, 2023

5

mayamookherjeeamodt@students.berkeley.net

WHAT AM I? YANCY MICEL ALEGRE-PACHECO

For most of the years of my youth, I lived with my grandma on my dad's side of the family, and I thought differently about each side of the family. We have different relationships. I spent holidays at grandma’s on my mom's side with my cousins, aunts, and uncles.

On both sides, I don’t have a grandpa, so splitting the love between two shouldn’t be as hard as splitting it in four — at least, you would think. Being closer to my mom’s side has truly tested the equality of my connection with different family members, a sentiment I’m sure is mirrored in other families as well.

During the summer, Grandma Norma would make us cup ramen, while my brother and I watched PBS Kids and Qubo, laying on her huge recliner chair in the middle of the dining room. Hours and hours of this were sufficient for my brother and I as children.

Soon though, we grew out of the recliner and into our new Netflix subscriptions, and inevitably stopped watching PBS. This meant we stopped hanging out with our grandma.

My grandma on my mom’s side was our babysitter when I was in kindergarten.

Grandma Regina had broken English and we never learned Spanish so communicating was difficult, but her love for us always translated.

One of these ways was through the food she would make for us while we were at school.

From frijoles con arroz y huevos con plátanos with fresh crema straight from Honduras, to her signature tamales, writing about it now is even making my mouth water.

With the amount of family events that go on throughout the year, I feel as though our connection grew stronger and stronger. And with the parties being as frequent as they were, we basically grew up together. The long summer days, playing in the sun with hielo dripping down to my elbows. The smell of the barbeque going and a pile of carne asada and hot dogs to the longer nights toasting marshmallows to make smores on a makeshift campfire or blasting loud music to the point, you need to yell into each other's ears just to try to maybe understand what we’re saying.

Among the cousins, I’m the third oldest, which means I’m the middle child. I felt alone surrounded by people. Although we played games together, I never really felt the ironclad bond that my other cousins had together. They grew up together; I just happen to be there.

My sister and my older cousin are two to three years apart and they belong with one another like linked arms. My cousin already had my sister, so they didn't really need me. After me, next came along my brother and my other cousin, a couple months apart. When they first met their connection was magnetic — you could never find one with the other. That left me, alone. But that was okay, I was used to it, as it would find itself to be a common theme in my life.

6

OPINION

FRIDAY, JANUARY 27, 2023

EDITORIAL

Reflecting on the experience of being a BIHS student As editor-in-chief, I take personal responsibility for the misquotation error in the article on messaging on Berkeley International High School (BIHS) published January 13. I am deeply regretful and sorry for the harm caused to members of the BIHS community, many of whom gave considerable time and energy to interview for the Jacket.

Furthermore, I’m regretful for the impact the gross misquotation had on freshman choosing Small Learning Communities. The quotes in the article were intended to represent rumors and reputations on BIHS, not reality. As a

student in BIHS, I personally understand how far those rumors are from reality.

Having been in BIHS for three years, I have never felt that BIHS is overly competitive, nor have I felt that required BIHS classes are too academically rigorous. I’ve had teachers that are deeply flexible and understanding, and never felt that BIHS promoted a toxic competitive environment.

I also recognize that BIHS staff have made a considerable effort to push against that particular narrative. I’ve seen BIHS’s teaching staff push for a more diverse and inclusive curriculum.

I’ve had teachers that are lenient, flexible, and understanding, and received a significant amount of messaging on IB diploma options, as well as BIHS course requirements.

BIHS is not perfect, by any means. As a student of color, the lack of diversity has often felt stark and difficult to navigate.

However, I’ve been taught by BIHS teachers that are acutely aware of those problems, and made considerable effort to change them.

Many members of BIHS staff, whom I’ve been taught by, are making a deep, truly genuine effort to make BIHS the opposite

BERKELEY HIGH Editor-in-Chief

Mimia Ousilas

Managing Editors

Lianna Leung Naomi Rosen

Layout Chief Layout Editors Outreach Director

Rebecca Birenbaum Anja Ball Nevaeh Escario Zoe Fung Stephanie Jersey

News Editors

Kaiya Jordan Kira Rao-Poola

Opinion Editors

Ella Creane Ellora MookherjeeAmodt Amelia Wiley Moreira Lauren Huang

Features Editors

Entertainment Editors

Marina Howard Ruby Freedman

Sports Editors

Norah Lee Luisa Bertolli

Podcast Executive Producers

Sofia Rodriguez Miriam Reichenberg

Investigative Editor

Erin Bartholomew

Copy Chiefs

Sarinah Reichle Talia Brand

Copy Editors

Sophie Horvath Tomasso AbramsonWard Aynaz Faruqui Joshua Swift-Rawal Daisy Howerton

Photo Editors

Fiona Firepine Isabella Tasso

Illustration Editors

Gabriella Busansky J Horsley

Business Chiefs

Ada Rauber Lola Brownlow

Business Managers

Drew Henderson Katelyn Liao Sidney Walsh Eliot Hertenstein Bodie Feinberg Maya Cobb Peter Rodrigues

Web Editor Web Team Faculty Adviser

Writers Aaron Stevens, Amelia Reed, Elena Tamagno, Colina Harvey, Julia Brimmer , Lucy Griffith, Maya Dang, Metztli Olague Guerrero, Simon Policy, Zachary Yoo, Ariana Yerovam, Aelia Gyger, Ava Ramsdale , Avha Meisels, Elta Tracy, Finola Jackson, Hannah Groth-Reidy, Jasper Lovvorn-Black, Jonah Lachs, Josephine Morasky, Maddie Philhower, Mateo Tsai, Mirabai Parnall, Ohad Aviran-Finkelstein, Pearl Gauthier, Philippa Zlatev, Sage Feldman, Saskia Freedberg, Shanza Syed, Simone Faulkner, Serenna Redwood, Ysabel Chu, Zada Sanger, Violet Miller-Brady, Sophie Dreskin, Sabine Rosen, Oscar Wallenstein, Luli Galinson, Leo Silverberg, Kali Proud, Eloise Thomas, Clara Tjen, Tasnim Ait Djebara, Muhammad Delgado, Amar Walker, Zazie Duchene, Sydney Taylor, Willow Priforce, Mariarosa Cerritos Lara, Bodhi Siedler

Photographers Glenn Mah, Jahan Ingraham, Kaitlin Blazej Moore, Larsen Porter, Lola Hallward, Madiba Nathan, Naveen Sanka, Sanam Rozycki-Shah, Ashley Diaz Noyola, Ava Mussi, Clara Cecilia Elm Nettesheim, Emilia Freilich, Julian Currier, Malin Morell, Malina Meissner, Mei Saphir, Nolan Whitehill, Penelope Gilligan, Sasha Balasubramanian, Yasmeen Bawany, Sophia Bevis-Lipton, Sebastian Fletcher, Morgan Ostrer, Lev Teiblum, Georgia Paulos, Henry Grant, Divya Bendavid

Illustrators Alexandra Morgan, Robert Gellner, Annelise Schouten, Lucy Rickart-Webb, Winnie Huang, Elliot Schrag, Lucia Radillo, Adea Hansen-Wistler, Leilah Doostan, Lindsey Rayon-Pixtun, Ruby Leaverton, Claudia Bloom, Eliot Perdue, Joannah Purcell, Jessie Lee, Josie Trauner, Olivia Hibser, Isa Shimomura, Iris Le Liboux, Gwendolin Weber-Stover, Eden Middleswart

of what many people think it is.

While there is progress to be made, the Jacket deeply misrepresented the efforts made by staff and students to push against that particularly harmful narrative. And for that, I’m deeply sorry.

If you are a freshman choosing small schools right now, please take the time to listen to your teachers, counselor, and upperclassmen students. I strongly encourage you to use available resources to make a decision that feels right for you, not one based on rumors and speculation.

The Jacket editorial board has discussed and made several changes to our policies that will ensure we continue to take proper care and attention for every single article published in the paper. We also understand that there is always room for growth, and that Berkeley High School student body feedback is a crucial element of our role as a publication.

We welcome students to submit any feedback, story ideas, or criticism to general@bhsjacket.com.

- Mimia Ousilas, editor-in-chief

Toxic masculinity on campus harms entire BHS community

BY ARIANA YEROVAM staff writer

A diverse and random sample of 100 Berkeley High School students from all grades and Small Learning Communities were asked to answer “Yes” or “No” to “Does BHS have a toxic masculinity issue?”

Of the people surveyed, 69 percent responded with “Yes,” asserting that it is an issue at BHS, while the other 31 percent responded with “No,” remarking that it is not.

Toxic masculinity is a set of attitudes and ways of behaving stereotypically associated with or expected of men, regarded as having a negative impact on women and society as a whole. With a student body of over 3500 students, a large fraction being male-identifying, this negative culture is rampant throughout the school.

According to the survey, BHS students claim that toxic masculinity is not only apparent, but it is also an “issue.” A factor playing into this is the gender imbalance on who is aware of this issue and speaking up about it. Of the people who chose “Yes” on the poll, 70 percent identify as female. Furthermore, only 10 percent of people who

chose “No” are femaleidentifying. This speaks to a huge gender imbalance and consequently, to the issue itself.

It’s not difficult to relate the fact that half of the males experiencing issues in their mental health never outwardly express their difficulties, or that men make up nearly 80 percent of people who die by suicide, according to the Center for Disease Control and Prevention’s website.

The fact that the group in which this culture is both cultivated and implemented is mostly oblivious to it shows how much of a problem it truly is.

Young people constantly hear phrases that include, “boys will be boys,” “man up,” “grow a pair,” and “don’t be a p*ssy.” These sayings reinforce the idea that masculinity is superior and provides an excuse for misbehavior. They vocalize the idea that male nature is confining and dominant.

This, however, is not true nor is it alright. It leads to belittling other forms of gender expression and setting unrealistic and negative intentions; toxic masculinity. This is not the attitude that should be represented in a learning environment; it only creates the foundation for

more toxicity, inhibiting crucial relationships and educational practices.

According to NextGenMen, “70 percent of youth hear ‘that’s so gay’ at school every day. The boys who use homophobic language in middle school are more likely to sexually harass girls when they’re older, and boys who are targeted for ‘inadequate’ gender performance are more likely to become the perpetrators of school shootings.”

Toxic masculinity in schools is observable and directly affects adolescent development.

Though work has been done at BHS through things like the facilitation of conversations and walkouts, there is still much more progress to be had. It is crucial that we cultivate the attention which it deserves.

There are ways in which anyone can make an effort towards decreasing toxic masculinity in our society today, such as speaking out about it amongst friends, peers, and adults. Any conversation is better than no conversation. Toxic masculinity affects us as students at BHS and as the future generation. It is our responsibility to call it out and model positive gender expression as best we can.

Editorial Policy The Berkeley High Jacket is a designated public forum for student expression without prior review by school officials in which students make all final content decisions.

The by-lined opinions expressed in the Editorial/Opinion and Entertainment sections and columns are those of the writer and do not necessarily reflect the opinion of the Jacket. Non-by-lined editorials represent the opinion of the Jacket and must be approved by a two-thirds vote of the Editorial Board. Any opinions or views expressed in advertisements do not necessarily reflect those of the Jacket.

We encourage students, staff, and the community to submit letters to the Editor for publication. All submissions must be signed; anonymous letters may only be printed with a two-thirds vote of the Editorial Board.

Not all submissions will be printed and may be edited to conform to Jacket policy or to meet space restrictions.

1980 Allston Way, Berkeley, CA | (510) 644-6121 | www.berkeleyhighjacket.com

GWENDOLIN WEBER-STOVER

OPINION

FRIDAY, JANUARY 27, 2023

7

BUSD’s staff parking garage proposal should be re-evaluated

BY JULIA BRIMMER staff writer

In November of 2020, Berkeley Unified School District announced its plans to construct a triplestory staff parking garage, topped with a Berkeley High School tennis court.

Berkeleyside stated that with a budget of $27.5 million, the structure is set to be built on Milvia Street, between Durant Avenue and Bancroft way, where the current staff parking lot resides.

While better parking for BHS faculty certainly seems appealing, building this structure would be an economically and environmentally inefficient move.

With more places to park, more staff will end up driving to school.

Getting cars off the road significantly helps the planet, since the average car emits 4.6 metric tons of carbon dioxide every year, according

to the United States Environmental Protection Agency. Green Building Advisor also notes that embodied carbon, the carbon associated with construction, contributes to one fourth of the globe’s carbon footprint.

BHS has expressed that single-passenger commutes do more harm than good, even telling students to “please make every effort to get to school on foot, by bike, via carpool, or by public transportation” in the BHS Student Handbook.

If BHS wants to support environmental rights, they must hold everyone accountable, including themselves.

The construction of this structure will be extremely pricey; funding for this project comes out of Measure G, a $380 million bond for improving school facilities. The parking construction funds taken out of Measure G should be used to repair

school bathrooms, water fountains, or Wi-Fi. Improving features like school bathrooms, drinking fountains, and internet have been shown to enhance students’ abilities to learn, according to a study from Pennsylvania State University.

There is a major parking lot on Center Street, just a few blocks away, which, according to Berkeleyside, is 40 percent empty on weekdays. An underutilized parking lot like this only wastes taxpayers’ dollars.

Spending $27.5 million and tons of carbon on building this new parking deck instead of fixing the preexisting issues on campus would be financially irresponsible.

If the school district wishes to support its staff and their transportation needs, options other than building a massive parking lot are available.

Berkeley City Council member, Terry Taplin,

and co-sponsor, Council Member Kate Harrison suggested a resolution to the parking garage bill at a January 17 School Board Meeting.

Essentially, the leaders of this movement are asking the district to set their focus on reducing single-passenger car rides, in order to benefit the planet.

Through the Trip

Reduction Alternative, BUSD could simply piggyback off of preexisting Berkeley initiatives.

The city of Berkeley is already working to give staff more transit and bike options. They plan to add ebikes to its municipal fleet, with an ebike discount program being prepared for the next city council budget cycle.

ROBERT GELLNER

Bay Area Rapid Transit is working to transport people via public transit, pedestrian and bicycle infrastructure, and ebike support programs.

There are many better methods to help our teachers get to school, and BUSD should consider those before pouring concrete. It’s time to slam the breaks on parking lots.

Student dependence on internet research limits academic abilities

BY KALI PROUD staff writer

ELLIOT SCHRAG

Summer break is for personal growth, not educational prep

BY SOPHIE DRESKIN staff writer

“What are your plans for the summer?” This is a common question that high schoolers are asked, including students at Berkeley High School. A question that was once a fun opportunity to talk about exciting vacations or plans has turned into yet another stressful interrogation about college prep.

Summers are meant to be a time for high schoolers to rest, have fun, and focus on personal growth. However, as college applications creep closer and closer, even time off fills with jobs, internships, and classes.

The burden of college applications takes a huge toll on BHS students. Academic pressure and expectations should not barge into summer plans.

The pressure and expectations placed on children to not only excel

academically, but engage in extracurriculars have multiplied exponentially.

This has led to even more stress and mental health issues for teenagers.

According to a 2022 study

by The Princeton Review surveying high schoolers about college applications, “Among respondents overall, 74% reported ‘Very High’ or ‘High’ stress about their applications. Twenty years ago, in 2003, the survey’s initial year, only 56 percent of respondents reported ‘Very High’ or ‘High’ stress.”

Students are required to do more and more to set themselves apart; they need time to themselves to rest, without the constant burden of college pressure.

Summer is an important time for students to appreciate a lack of extreme structure, which counters the intensity of the academic year. If BHS students don’t utilize summer as a time of rest, they can quickly

spiral into unhealthy and unattainable habits.

Some might think that summer is an additional time to pack as many activities in as possible, but there are so many different ways to set oneself up for success, and it is crucial to know when enough is enough.

Students’ mental health is much more important than a few simple activities that won’t really set anyone apart. If there is a certain internship or class that is truly interesting to a student, they should absolutely take the break to focus on that.

However, if a student is only participating for the sake of putting things on their college applications, they should rethink their decision.

Mental health is endlessly more important than a few extra items on a list of extracurriculars on a college application. In the end, no activity is worth risking one’s mental well-being.

Part of Berkeley High School’s mission statement is to teach students to think critically, creatively, and analytically. In order to achieve that goal, students must be taught more research strategies than automatically opening a computer.

It’s undeniable that the internet has become an invaluable tool for research.

Schools in Berkeley are equipped with laptops and computer labs, and students are encouraged to use these resources when necessary.

While the internet certainly has its benefits in the classroom, it also leads users to avoid questioning the information they find.

Research skills such as critical thinking are easy to ignore when using the internet, yet that is when they are most important.

Anyone can put

information on the internet. The amount of credible information is constantly growing, but it also means that the amount of misinformation is increasing as well. As of January 12, there are roughly 1.13 billion websites and 50 billion web pages on the internet. Those 1.13 billion websites aren’t qualityassured or fact-checked, and only a small amount of them are published by actual experts.

Just going off of the first thing to pop up in a Google search can hardly count as research. The top website or featured snippet is only one source out of possibly millions, and it can be influenced by factors such as your location.

Unfortunately, it can be a lot less time-consuming to just go with the first result, so it’s natural to avoid looking past the easy answers.

Developing these bad research habits can be catastrophic going into

college. College assignments often heavily utilize research, and the grade you receive largely depends on the credibility of your information.

The internet can often be more accessible and timeefficient than searching through libraries and other such sources. However, the library has benefits the internet does not. Only around 8 percent of scholarly journals can be found on the internet, and libraries contain older resources and archived materials.

Regarding accessibility, library databases can be accessed online as well. A combination of internet and library research is more helpful and reliable than only using one.

High school students need to be taught how to navigate and understand libraries and research books, and draw from a wide variety of sources. Quality research skills will push students toward success.

OLIVIA HIBSER

8

FRIDAY, JANUARY 27, 2023

OPINION

Every diction is professional: codeswitching shouldn’t be a neccessity In Jamila Lyiscott’s TedTalk, “3 Ways to English isn’t Speak English,” Lyiscott, who refers to herself really seen as workas a “tri-tongued orator”, performs a spokenfriendly or as professional.” He word essay that both celebrates and challenges often speaks differently when he is the concept of code-switching. Those who trying to impress someone.

“Finna,” “hella,” and “no cap” are just a code-switch are able to communicate with Black people are less likely to be few slang phrases, rooted in Black popular people in different environments. On the hired for jobs or are placed in lower culture, that are heard around Berkeley other hand, they can feel forced to abandon level positions when they use AAVE, High School hallways. While students one way of speaking for another that is according to a study done at University use slang in the classroom as well, many deemed more appropriate. of Pennsylvania. students change the way they speak While it makes Carter described how he and many when they're in class, sense to code-switch other people of color often code switch in with their friends, professional environments in order to be family, and in other “Black vernacular English isn't and is an instinctual habit for many people, treated with respect. Most professional and situations. academic spaces operate under eurocentric It’s called code- really seen as work-friendly or as people of color often professional.” shoulder the majority vernacular which pressures people of color switching: the of the burden. to change their patterns of speech in order to practice of alternating Different communities fit in. between different Aris Carter of color tend to have “Black Vernacular English shouldn’t types of vernacular BHS senior different modes of be looked down upon as badly as it is and in conversations speech and diction. should be more accepted in many spaces,” depending on the African American Carter said. environment.

Vernacular English (AAVE) is a manner of This applies to more than just AAVE. No Many people alter their tone and word speaking, used by roughly 30 million African dialect should be looked down upon and no choice whether they’re with their family, American people in the United States. one should be expected to abandon their way friends, classmates, coworkers, and in Though AAVE is also of speaking to be other situations. But why are some ways often appropriated by taken seriously. of speaking more respected than others? other groups through Speaking in Any vernacular should be accepted in popular culture. a way that does professional environments; people should People should not be forced to Though AAVE and not fit traditional not have to code switch to be leave their accent and diction at other dialects have eurocentric respected or taken the door to exist in a professional become popular and standards does not seriously. environment. are used widely, 48 mean that one is percent of African speaking in “broken American adults with English.” a college degree feel If the message the need to code-switch, according to can be understood through the language, the Pew Research Center. then it is entirely adequate to speak in any BHS senior Aris Carter said context. that he code -switches People should not be forced to leave their because “Black accent and diction at the door to exist in a vernacular professional environment.

BY SIMONE FAULKNER staff writer

RUBY LEAVERTON

FRIDAY, JANUARY 27, 2023

FEATURES BERKELEY HIGH JACKET

features editors: Lauren Huang & Amelia WIley Moreira

9

laurenhuang@students.berkeley.net

White passing students battle unique privileges, difficulties CONTINUED FROM PAGE 1

she said of the class. “When Pakistani so it's cool,” Khan and Morgan-Carland stated I was growing up, I just said. Khan recalled people that they were excited for telling her she looks white Multicultural Week at BHS. father and his family a few spoke it most of the time.”

Cantero Sandler times a year and they always Spanish is not the enjoys seeing the try to immerse me more only class Cantero hopes inclusivity and in my native and Mexican Sandler “I don't really have any of my dad’s culture,” Morgan-Carland to engage in to family in the U.S., so I kind of feel like diversity at BHS. “When I hear said. “The fact that I pass as better connect that part of me is fading away slowly,” about something white is what people see, and to her culture. about my culture, I feel that they overlook the She plans to take Fae Cantero Sandler, I always get other parts of my identity,” Latinx History really excited, they said. “I think I do it next year, as BHS sophomore she sees it as or something myself even.” going on (in For Morgan-Carland, an opportunity experiences that affirm to learn more about her because of her light skin the community), I want to color. “When someone says participate in it,” Cantero their cultural identity are culture.

For freshman Ayesha that, I feel like I let down Sandler said. incredibly impactful and Morgan-Cartland wears these necklaces to honor their grandmother. very important. They said Khan, her membership in my culture," she explained.

"I am really that they have connected with some Hispanic my culture.” friends who “I feel an immense amount of privilege She said. they speak due to my complexion in comparison to a Morgan-Carland Spanish with, which feels lot of my cousins who look very Native or isn’t currently a Mexican,” member of any refreshing. cultural clubs, Similar but that they to MorganRydell Morgan-Carland, had considered C ar l an d , BHS junior joining the C a n t e r o Native Student Sandler found Union. They said being in her Spanish class for native the BHS Muslim Students they didn’t do so because “I speakers to be affirming. “It’s Association also provides a was afraid I wasn’t Native enough.” really engaging and it helps rewarding environment.

“Half the people there are Both Cantero Sandler Cantero Sandler often makes sure to let people know that she is Mexican. me get better at Spanish,” PHOTOS BY GLENN MAH

WORD ON THE STREET is there a mid-year slump?

“I think it’s a perceived burnout because at the same time the classes actually do get harder in the second semester, and I think that’s really the reason for the burnout,” said junior Theo Lemkin. Lemkin believes the mid-year burnout is more prominent when students take harder classes, making it harder to ignore both in one’s personal life and the lives of others’.

Lemkin believes that the slump ends toward the final part of the third quarter.

Sophomore Nur Makdisi has noticed this mid-year slump in herself and her peers, but also in her teachers.

“One teacher just went missing for a week, and wrote on his board that he was mentally exhausted and needed a break,” Makdisi said when thinking back to the previous year. Her teacher came back feeling a lot more energized to teach. Makdisi shares these sentiments with her teacher over a lack of motivation and willingness to do work around this time of year.

For sophomore Divya Sachdeva, the mid-year slump is very present post winter break when students go back to school. “It makes students feel more stressed out, it makes them feel like they can’t do anything,” Sachdeva said in reference to this slump. Sachdeva, who takes classes in local community colleges Berkeley City College and Laney College, finds it’s hard to focus on any work other than their college classes.

“It’s subjective,” said freshman Theodore Lam. “Some people will experience it, and definitely be burnt out.”

Although they acknowledged that many students experience this burnout, he doesn't believe he does, mostly due to the fact that they’re new to high school and haven’t had the experience with it that their older peers may have. Looking forward, Lam is excited for this new semester and can’t wait to start running track.

“Once I get back from the break I’m all rested and ready to get back at it,” said sophomore Luka Thorniley, who doesn’t feel like this burnout is affecting him as much as it is his peers. Thorniley said, “I can see how some people would have a break and then when they get back to school it’s too much, and they’re overwhelmed.”

Junior Diego Tandberg said that he found himself struggling with this second semester burnout last year more than he is now. “I had a lot of exams and I was just tired of school,” he said. The burnout Tandberg experienced wasn’t just mid-year, it lasted the rest of the year until school got out. This year, Tandberg feels he’s overcome the struggle he dealt with in previous years and can thrive more at this time.

INTERVIEWS BY AMELIA REED staff writer

PHOTOS BY JAHAN INGRAHAM staff photographer

10

FEATURES

FRIDAY, JANUARY 27, 2023

NOT JUST ANOTHER WATER BOTTLE JULIUS BRAUN

BHS robotics starts post-kickoff design

BY YSABEL CHU staff writer

I ride my bike as much as I can to reduce the amount of time my parents spend driving me around. My friends and I take advantage of the fact that bikes allow us to be more independent about where and when we can travel because we don’t have to wait for buses, trains, or parents. Biking also reduces carbon emissions because it’s completely human-powered. So, I bike, but how does that actually help with global emissions, seeing as I am just one person? Well, think about it this way: living completely car-free reduces an individual’s carbon footprint by up to two tons of carbon dioxide equivalent (CO2e) per year. Each of us needs to reduce our carbon footprint to about 2 to 2.5 tons of CO2e per year maximum by 2030 in order to be able to keep the planet cool enough to be liveable, according to the United Nations. Currently, most U.S. citizens are creating 14.6 tons of CO2e per year; this is not only twice the average of any other developed country, but is almost seven times the amount produced by one of the world’s most populous countries, India, where people produce only 2.4 tons per person per year. So, what can Berkeley High School students do to reduce their footprint from 14.6 tons to 2.5 tons of CO2e per year?

One method is reducing the use of gasoline cars; biking, taking public transportation, renting an electric bike or scooter, or walking whenever possible. Eating more vegetables and fruits can reduce the amount of carbon emissions by about another half ton per year.

This is because producing fruits and vegetables requires far less land, water, and energy than producing the same amount of dairy or meat. While you’re at it, throw away less food overall, because wasting food also wastes the packaging, resources, and transportation that was used for that food. Also, if you compost anything you don’t eat, this prevents food from rotting in landfills, which in turn prevents the production of methane, another greenhouse gas. Buy yourself a water bottle, and do away with single-use plastic of all kinds: buy drinks in tin cans rather than in plastic bottles, because tin cans can be recycled super easily with little to no greenhouse emissions. Finally, reduce, reuse, repair, and recycle. All of the consumer products we buy, even things like clothing, create carbon emissions at each point in their production process, “from extraction of raw materials to manufacturing and transporting goods to market.” Buy used products and clothes whenever possible, don’t upgrade constantly, and reduce your overall consumption of miscellaneous personal products to only what you truly need.

If you’re feeling like the future of the earth is on a path to certain doom, you can still make a difference by taking part in solutions and encouraging others to do the same. Taking the reduction of your own carbon footprint in your own hands can also help reduce overall climate anxiety, leading to a more fulfilling and uncluttered life, while also reducing CO2e emissions by up to 3 to 4 tons per person per year. For more information on what you can do to combat CO2e emissions, visit the United Nations website at https://www.un.org/en/ actnow/ten-actions.

On January 7, the Berkeley High School robotics team gathered at Richmond High School to watch the 2023 First Robotics Competition (FRC) Kickoff. The Kickoff is an annual event that determines what the robotics team builds for the next couple of months. For this reason, the Kickoff is a highly anticipated event.

The Kickoff started with various important members of FRC speaking including FRC sponsors, the CEO of FRC, and the founder of FRC. Then the game animation was finally revealed. The game animation shows what the game will look like, and how to score points. The 2023 game is fundamentally about scoring cubes and cones on a grid.

After the Kickoff, the game manual was released.

Team Berkelium, the BHS robotics team, went back to their workshop at BHS. They went over the rules, and began to prototype.

“First, we usually read through the rule book,” said Lenka Simon, Berkelium’s co-team manager. “Then we’ll split off. Some people start prototyping. Some people split off into a more in-depth strategy meeting where we talk about what we specifically want to focus

on. What are some things that will be important in this game, and how do we want to achieve them.”

For some members of Team Berkelium, the highlights of the kickoff are the ideas floating around immediately afterwards. “I love hearing the creativity,” said James Underwood, one of Berkelium’s team captains. “Within a few days, things start getting very serious. What can we achieve? What can we actually build? On that first day, there's a lot of really creative ideas. And that's just really cool to see.”

Team Berkelium has decided to have small groups of people each working on a different aspect of the robot.

For example, one group will be focused on picking up cones, and another will be focused on making sure the robots can drive onto its station. This year, the way the small groups are created has changed.

Before, the team was isolated dependent on trades. Programming people would stay together, and fabrication people would be together when working on projects. However, now students from all different skills work together.

The members of Team Berkelium have already accomplished a lot. They’ve decided on their priorities.

They’ve created a prototype for the cube picker-upper and shooter, as well as the

Team Berkelium works on new prototype.

prototype for the cone shooter. They’ve also begun doing some design work on geometry.

The workload following kickoff is expected to be intense.

“We’ve had about 20 hours of meetings in the week following kickoff,” Underwood said.

“It's definitely a lot of time spent," Lenka said.

“It’s a lot of effort to create a working robot in this short period of time. Hopefully people enjoy it. I certainly enjoy it. Kind of just about putting in the work.”

Simon shared her strategies for dealing with burnout during competition season.

“Try taking a step back from things and delegating tasks. Or focusing on different things, if you were prototyping last week, maybe this week, you could do some coding or something else,” she said.

Team Berkelium will continue creating, testing, and refining their robot

CLARA ELM NETTESHEIM

until their first competition in about six months.

Team Berkelium's first competition will actually be in Victoria, Canada.

Despite being stressful, competitions are a favorite activity for many members on the team.

“It’s performance time,” Underwood said. “All the work you’ve done so far is now being presented to the whole world. Seeing what everyone else comes up with is also cool. There's some really creative robots out there. It's just a lot of fun, and the energy in the room is amazing.”

When members of Team Berkelium were asked about the best part of being on the team, “the community” was a consistent answer.

“The community, and the friends you make,” Simon said. “I think that's what most people will tell you.

You come because you're interested in STEM, and interested in doing robotics.

And you stay because you've made friends there.”

Students without phones navigate socially

BY CHARLIE TAMAGNO staff writer

Sevan MinassianGodner, a Berkeley High School senior, has used a flip phone for nearly a year.

After going to a school retreat in February 2022, he realized how glued people had been to their phones.

“There were people at tables eating or sitting at tables who were just texting each other,” MinassianGodner said. “It was really hard for me to break that barrier. When I came home,

my phone was already falling apart, I had to get a new one, and I decided to go with a flip phone to see if I liked it, and I really enjoyed it.”

At BHS, most students have a smartphone with them at all times, unless made to put one in a “phone jail” or caddy. Some are just not allowed by family to have a phone, or don’t have one due to other circumstances.

Some students actively choose to not use or bring a smartphone to school.

"I was more disconnected,” Minassian-

JAY TRAUNER

Godner said. “If I was playing football, I wasn't worried about who was texting me or what was happening on Instagram because I also quit social media. I was just like, in the moment. That was really nice."

Speaking to the disadvantages of not having a smartphone, he felt disconnected and had less frequent communication with his friends. Instead, he defaulted to using emails or calls to contact people which made it harder for him to maintain his friendships.

Junior Holden Elias was without a working phone for his first two years of high school. “I didn’t really see a point in it,” Elias said. “Throughout the pandemic, I didn’t really need it to keep in touch with people, because of distance learning.”

During his junior year, he experienced the hurdles to not having a smartphone at school. While he did have a phone, it could only be used for texting and calling, and

had a short battery life. Elias would have a harder time communicating with people because his phone would die at unpredictable moments.

“If my friends were going off campus for lunch, I might miss out because my phone wouldn’t be working,” he said.

Other students use a smartphone, but are resistant to participating in social media. BHS junior Oliver Nickelsen is one of such students. “I don’t use social media because I don’t want to have more reasons to use my phone,” Nickelsen said.

The only disadvantage they listed came with an advantage: not using social media can make it more difficult to communicate with friends, but for Nickelsen, it forces them to be more inquisitive about their friends’ lives.

“It makes me less connected to people, but also it makes me have to actually talk to people to understand what’s happening in their life,” Nickelsen said.

FEATURES

FRIDAY, JANUARY 27, 2023

11

Non-traditional framework courses at BHS fight to stay afloat

BY AVA RAMSDALE staff writer

“I want more students to know about this class because, for whatever reason, I get very specific groups of students, mainly white male students, and I want to promote to more students of color and women,” said Digital Design and Fabrications teacher Klea Bajala. “So last semester, we built the haunted house to hopefully inspire more people to come through and see the cool things that are happening in these spaces.”

Every year, the course

selection process for the following school year begins in the later part of the second semester. With new electives being offered annually, the list of classes to choose from is ever-growing. However, there is a downside to the multitude of options, as newer classes often must compete with the overwhelmingly large course list if they hope to appear in subsequent course catalogs.

Bajala, who teaches alongside her colleague Cordelia Millerwhite, said that Digital Design was brought back to life by the need for more hands-on technical classes at BHS. She said that

the curriculum taught within the class is highly relevant to today’s world of innovation, especially in the Bay Area.

In tandem with this idea, Data Science teacher Laura Gorrin said, “We wanted to bring a class to Berkeley High that gives the kind of math that a lot of people are using in their jobs right now.” They wanted to provide a class that would not only be exciting to learn about but also beneficial in the real world.

On top of its relevance, the course’s project-based curriculum and lack of tests is meant to appeal to many students, according to Gorrin.

WINNIE HUANG

As the class fulfills the same for a broader range of class Classes can advertise to number of high school math choices. students through the creation credits as a traditional math “In fact a couple of students of prom ot i on a l v i d e o s , class, Data Science is set up to in the AAPI class right now something Millerwhite said attract students in future years. helped get the ball rolling,” can be shown to potential “I think that it will continue Laurel said. “They spoke up students. “Those promotional to be popular because it is and spoke out to AC English videos have been getting shown fundamentally offering things teachers about the desire for a to the junior high students that people are who are thinking interested in and want about kind of coming “(The class) will continue to be to take,” Gorrin said. in and looking at some T h e c a s e w a s popular because it is fundamentally of these things,” she the same for this added. offering things that people are year’s ne w Asian G o l d m a n interested in and want to take.”

American Pacific advertised the new Islander Literature Data Science class by Laura Gorrin, class, currently taught talking with his junior

by Matthew Laurel. classes, and there were Data Science teacher He s p oke to t h e so many signups that intrigue of the class Goldman and Gorrin for Asian students when the class like this.” had to create a waitlist for class debuted. “They saw how The AAPI Literature class entries into the class. satisfying and meaningful it entered the course catalog “The hook in is very easy,” was to have a class, an English late, therefore they didn’t get as Goldman said, talking about content class, that was by many sign-ups as anticipated, how many students were authors who came from their according to Laurel. However, drawn to the class initially particular background,” he “... the fact that we have this because there was no denying said. class existing is just amazing its pertinence to students’ According to Gideon and is a form of resistance, of future careers and jobs.

Goldman, another Data taking up space,” he said.

“Nobody’s wondering ‘what’s Science teacher, the class One of the main struggles this for?’” He noted that since became tangible through the with new classes at BHS is students don’t have to wonder work of a Stanford professor spreading the word about how the course pertains to who had created a new Data them, especially with the their lives, they can spend time Science curriculum for high current list of courses being learning. school students. The program so vast. Many of the teachers “The fact that it fulfills a offered alternative options aren’t allowed to advertise math requirement is a different for students who would their new courses to the position than other elective usually take AP Calculus or students, so they rely on classes, and students will be AP Statistics, material that counselors and other teachers looking to take a math class is less relevant in today’s job to spread the word about new to have four years of math,” market. Comparatively, AAPI and upcoming courses that Gorrin said, “I think the Literature was initiated by students should look out for interest will continue to be students who voiced the need when picking their schedule. there.”

Music teachers acclimate after moving back to the A Building

BY SAGE FELDMAN staff writer

Sarah Cline, leader of Berkeley High School’s jazz program, was one of many teachers who made the move from their temporary holding spaces to the newly refurbished A Building.

“It was like one of those home makeover shows, when the family’s coming in two hours and everyone is blitzing to get ready,” Cline said.

The renovated building presents arts teachers with a host of both opportunities and logistical issues. While the building is still an active construction site and its classrooms are not completely polished, teachers are working around the difficulties and taking advantage of their new facilities.

For Jazzy Rodriguez, BHS Guitar teacher, the new A Building was a welcome relief coming from two years in portable classrooms with thin walls and no acoustic design. “(In) the portables, you could hear everything that was going on next door … and across the street,” Rodriguez said, describing the overlapping sounds of a band class, mixed with a drama class, mixed with a dance class. By contrast, their new classroom, designed

in part by professional sound board, an interactive electronic class, and at the end of class move back then as having been engineers, comes equipped board designed for teaching. It reorganizing everything again the hardest transition. with soundproofed windows provides the powerful tool of to make the classroom suitable “This part in comparison and adjustable sound blocking mixing a whiteboard with a for math. seemed super easy because we curtains. computer — once people are “My instructional time has have great help from students “(We) can hear everything able to use it. increased dramatically … we and alumni,” Cline said. so much better,” Cline said “Once we get (the new probably have gained about Still, transporting drum sets, — a feature critical for technology) running and learn six or seven minutes,” Hansen vibraphones, amplifiers, and musicians trying to said. Not having the boxes stuffed with sheet music play accurately while rooms busy all periods is no easy task for Cline, and still listening to the “I still haven’t figured out how to of the day also allows remains ongoing. rest of the band. Her “(I still) have stuff in deep operate the lights in the classroom.” students room to ask room is also on track their teachers questions storage,” Hansen said. A hurdle to be furnished with after class and teachers for teachers to clear is size — Jazzy Rodriguez, a new piano, as she time to prep a lesson the new classrooms are smaller used the opportunity beforehand. than the portables, and pianos, BHS Guitar teacher of the move to get an Two and a half years drums, and instrument storage upgrade. “The piano we ago, the pandemic’s bite sizable chunks out of had in here just sucked … but how to use it, I think it’ll be full force required decades of available space. Some things there was no point in getting a really great contribution to music materials to be sorted, have had to be left behind. “For (a new one) before the new classes,” Rodriguez said. This filed, and removed in social aesthetics … we were asked to building was built,” she said. early on into the transition, isolation. Cline described the not move any furniture that The jazz room’s new piano was parts of the building are still donated by the family of Aiden unfamiliar, or even unfinished.

Price, a beloved member of “I still haven’t figured out how the BHS jazz community who to operate the lights in the graduated in 2020 and passed classroom,” they said. away a year ago. Eventually, T he move a ls o g ive s the piano will bear his name teachers greater flexibility in on a plaque. how they spend their class O t h e r c l a s s r o o m time. equipment will be receiving “I was really busy from upgrades. “It’s great to have zero period to seventh period,” actual music chairs and Hansen said, referring to when stands,” said BHS choir teacher her classes took place in the Johnine Hansen. All the white portables. A simple luxury boards in the classrooms come afforded to the arts teachers with music staves on them, now is having their own designed to help demonstrate classrooms. Hansen described music theory. On the high-tech rushing about at the beginning aspect of things, each room is of class to convert her portable equipped with a Promethean from a drama class to a choir Luke De Valpine practices in a new soundproofed practice room.

we already owned,” Cline said.

The portables’ old shelves and chairs were either donated to other schools or placed in deep storage.

Of some of the furniture that had to be stashed, Rodriguez mourned the loss of their “operation table.” “It had all my tools that I needed to fix guitars … I don’t have that space anymore to repair instruments, (and) we had to leave it behind,” they said.

The new building is in a state of excited genesis, having moved past Cline’s “blitzing” stage. Rodriguez summarized the changes between old and new, saying, “The color of everything (has changed). It’s more vibrant.”

JULIAN CURRIER

12

FRIDAY, JANUARY 27, 2023

ENTERTAINMENT BERKELEY HIGH JACKET

Entertainment editors: Ruby Freedman & Marina Howard

ERASE, EDIT, OR REMAKE?: MOVIES WE’RE MEANT TO LOVE CHLOE CARUTH

2004’s “Mean Girls” is a modern-day classic from the mind of Tina Fey. In the movie, students have to compete for a coveted spot as one of “The Plastics,” the most popular girls at school. The main character Cady eventually joins their group and plots to sabotage the leader, Regina. “Mean Girls,” like many 2000s movies, shows a heavily distorted high school experience. As aware as I am of the dangers of this movie, I can’t help but admit that it holds a special place in my heart.

This movie reaffirms the idea that being white, rich, straight, and skinny makes you more likable. The characters in “The Plastics” base their entire worth on their appearance.

Students aren’t obsessed with them because they truly respect “The Plastics”, but rather because of the benefits that hanging out with a conventionally beautiful person can bring them. When Regina gains weight, she is ostracized by her friend group. As 2000s clothing reemerges, can you bring back the clothes and leave the body standards behind?

I see this, especially with the return of low-rise pants to Berkeley High School. In the movie, it’s implied that only some people can wear these styles. The harmful comments made by characters in the film are meant to convey the 2000s ideals of beauty, and to shame others for not conforming to it. I’ve always felt that characters in “Mean Girls” are purposefully unlikable. From the way they talk to how they interact with each other, we are annoyed but also fascinated.

Cliques are popular in teen movies. The close-knit friend group is compelling. But “Mean Girls” takes this idea to a whole new level with the strict rules of “The Plastics.” They dictate what you can wear and when, and even how they can look. When someone crosses Regina, they are cut for good and put into the “burn book”. I haven’t seen anything like “The Plastics” at BHS. I like to think it is because we have moved past the wish for these cult-like groups, however, it’s probably more because logistically, it is impossible at our school. In the glamorized version of high school in the movie, the main characters are rarely in class or doing homework. We don’t have all this time to stand around and talk.

I think that “Mean Girls” can be used as a look back on a foregone era, while the problematic remarks can and must stay in the past. There are themes in this movie that are absent in more modern teen movies. These often miss the importance of understanding yourself, group survival, but most of all, how to feel comfortable in your skin during your teenage years, the most uncomfortable time of your life. “Mean Girls” can stay in our hearts and in our Netflix queue if we can change how we view it.

marinahoward@students.berkeley.net

BabyTron spreads problematic messages

BY OCHI GRACE staff writer

BabyTron recently came out with a new album on Jan. 13, entitled, “Bin Reaper 3: New Testament.” The project marks BabyTron’s progression forward within his music career. In one song, “Next Level 2” BabyTron raps, “Sh*t, I ain’t gon’ say this the last level, but we getting there. This the next level, next chapter, the ‘New Testament, Bin Reaper 3.’”

BabyTron is clearly determined to reach his fullest potential. The album encompasses 26 songs and a variety of features.

Artists like Rico Nasty, Lil Yachty, Babyface Ray, and Cordae, among others, all collaborated on this album.

BabyTron is a 22-yearold rapper from Detroit, Michigan, whose career began at the age of 17. He originally made music alongside his friends, StanWill and TrDee. They called their rap group, “Sh*ttyBoyz”.

BabyTron references the collective throughout his recent album.

For new listeners to BabyTron, the album is not completely comprehensible.

He uses countless metaphors

that require background information about his life/ career or familiarity with youth culture. In a Genius interview, BabyTron said, “You gotta do your research to listen to BabyTron.” His album is full of references to games such as “Minecraft” and “Transformers” and cartoons like “Spongebob” and “Roger Rabbit.” This gives the album a youthful appeal.

However, while BabyTron’s album has childlike lyricism, it is not an album that encourages positivity among youth. He uses racial and derogatory stereotypes to further push ignorant, outdated ideas for the sole purpose of shock factor. He raps, “Hungry for the opps, I’m lookin’ Asian tryna cook dog”. This is not the type of influence needed in rap culture. It’s simply unnecessary.

Beyond this, BabyTron’s album makes multiple remarks pertaining to superficial material worth, violence, and scam culture.

This places him into the mainstream scammer, hypebeast rap wave. In his song “Gimme Dat,” featuring Lil Yachty he says, “Lil’ brodie scammed a store, I’m sauced up, ravioli.”

Furthermore, in “Dirty Draco” he raps, “Hypebеast

tendencies, walk in the crib, it’s Bape on the rugs. Pourin’ drank and rollin’ eighths, I’m facin’ all the drugs.” It’s evident that BabyTron has a clear intention in promoting rap music that disregards anything besides superficial forms of superiority.

On top of this, many of his lyrics make no contextual sense.

In “Michigan Ave”, he says, “Turkey in the middle of Finkle, tripping, drifting the ‘Cat. Got a whole Kentucky Derby in the whip, hittin’ the dash.” Additionally, in “Mike Amiri Monster” he raps, “Twin drums, give his ass two-hundred like a Chug Jug. That’s my la

familia, I gotta show the plug love.” While these ideas may make sense to a specific demographic, the majority of listeners who do not fit that demographic will be entirely confused and the album will not be for them.

BabyTron represents what needs to be changed within the modern rap culture. The emphasis on criminality and use of derogatory language is what upholds the common misrepresentation of what rap culture and music really values. The messages in this album, along with the lack of quality storytelling and lyricism is an unfortunate presentation of the genre.

COURTESY OF EMPIRE DISTRIBUTION INC.

‘The Game Awards’ sells out for viewership

IRIS LE LIBOUX

BY ZACHARY ZOO staff writer

Amidst this year’s award show season, the question on everyone’s mind isn’t who will win big, rather, it’s: will anyone care? From the Oscars to the Tony Awards, many major award shows have been steadily losing viewers. This said, one standout award show has been able to not only shake off the pandemic’s effects but grow its audience over the past couple of years: The Game Awards.

At a glance, The Game Awards is very similar to its

competitors. It’s an award show for video games. But there are several inherent advantages to the program.

For one, the show remains unique in that its viewership numbers over the past couple of years have been trending up, rather than down. The reason? The Game Awards isn’t afraid to sell out.

The program is less of an award show and much more of a trade show. In addition to regular commercial breaks, the show is often interrupted with surprise “world premiere” footage of upcoming releases. In general, there’s much more

willingness to corporatize the event. In the past, segments have been sponsored by Verizon and Subway, and last year’s show even featured public sweepstakes, with one viewer winning a Steam Deck console every minute of the show. This model guarantees that even if someone hasn’t played a single nominated game, they’re incentivized to tune in.

This idea has been toyed with by the Oscars as well, but not to much success.

Whereas The Game Awards features big-name announcements, the most notable trailers from recent Academy Awards have been the likes of “West Side Story” and “Lightyear”, which both underperformed at the box office.

The general public’s apprehension towards corporatization is understandable, as it can risk delegitimizing a show.

Award show organizations are typically non-profits, after all, they exist to honor

the greats, not to rake in the dough.

Still, the strategy employed by The Game Awards is important because it recognizes that an award show on its own isn’t enough anymore. In the age of the internet, everyone’s a critic, making even the most prestigious voice just one in a massive discourse. Simply Googling “best video games of 2022” nets well over four billion results. The Game Awards will never be the foremost authority on video games, they aren’t trying to be. They recognize that in the internet era, that authority is subjective.

Ironically, the way forward for award shows is to be less authentic. The opportunity to delegate what may or may not be the best song, TV show, or movie, is no longer possessed solely by the Emmys and the Oscars. Instead, the best way for awards to continue thriving as celebrations of their respective medium is to look less at last year, and more at this year.

ENTERTAINMENT

FRIDAY, JANUARY 27, 2023

13

BHS independent musicians struggle with financial sufficiency CONTINUED FROM PAGE 1

However, putting on shows can be a balancing act between making a profit and having a meaningful show experience.

“I would always rather have a bigger crowd and not charge money than charge a lot of money, but not very

they have to do for work. …

To be financially doing well to increase her earnings. isn’t easy,” Griffin said. “In “When it comes to all different realms of art, money, the venue usually you’re probably going to be decides how much you’re broke.” going to make, their cut, Through interactions and the amount that they’re with other bands, members going to charge for tickets,” of Cascade have observed said sophomore Wyatt that financial Fortner, singer and struggles in the guitarist for the “In all different realms of art, you’re music scene are band Cascade. widespread and probably going to be broke.”

Cascade, an very serious in alternative rock some cases.

Dexter Griffin, band made up of “ W e ’ r e BHS sophomores, definitely lucky that BHS senior and musician has been performing we’re all kids, so we at shows since last don’t have to pay year. Cascade performs at many people come,” said for gas money or even pay free shows at skate parks Cormac Foreman, a guitarist for housing and that sort and other venues, but also and singer for Cascade. of thing, which some bands play at venues where tickets Making money while do,” Fortner said. “(Being) a are priced between five pursuing a career in music band that’s trying to live off dollars and $15. is top of mind for many what their music is playing “Usually, it’s either a independent musicians at is very difficult, but a band 40/60 or 50/50 cut between BHS. Working artists often that’s just trying to make the venue and the band, and have multiple sources of some extra cash is quite the money that goes to the income, as well as different easy.” band is divided up among music-oriented jobs, such More than anything, everyone,” said Eo Garcia- as being a songwriter, being a young independent Freedman, the band’s producer, session musician, musician builds important drummer and songwriter. or managing tours. skills.

Money that Cascade makes “A lot of people end up “Knowing that I’m from ticket sales goes back (doing) music that isn’t for creating the skill set of into the band itself. their passion, but it’s stuff knowing how to produce

young, I think that that is going to help me in college and being a good producer by the time I have to make money on my own,” Silas said.

Garcia-Freedman and Foreman both agree that although it poses challenges, music is definitely something they want to pursue in their future careers.

“I wouldn’t pursue fame

in music, (but) I think I’ll keep making music for pretty much all my life,” Foreman said. On the whole, it is more important to focus on passion than profit.

“The most important thing is to make stuff that you’re proud of and not really worry about being received, but make sure that it’s something you can stand behind and feel proud of,”

CLAUDIA BLOOM & GABRIELLA BUSANSKY

Griffin said.

“You never know what’s gonna blow up and even if it doesn’t, I’ve found that I cannot seek validation from that because it’s all a game of luck, really,” Silas said.

Regardless of what is yet to come, Garcia-Freedman is certain of one thing: “Music is my favorite thing,” he said, “and will always be something that I do.”

Fall of linear TV turns kids towards dark corners of YouTube schedule.

At the time, cartoons like “Phineas and Ferb,” “Avatar the Last Airbender,” The neon-soaked world and “Adventure Time” of YouTube Kids is a were massively popular. worrying place. Now that For families without cable, the internet is more PBS Kids offered accessible than ever, educational shows Compared to linear TV and kids across the globe like “Wild Kratts” have instant access streaming services, the content on and “Arthur,” which to hours of content social media is far more difficult to helped children designed to keep with learning math, manage. them watching. This science and social obviously wasn’t skills. always the case, so let’s take grow up on linear TV — Modern content for a look at how kids content TV with a set programming youth on the internet is

BY SIMON POLICY staff writer

got to where it is today and why it might be beneficial to restrict access to certain media.

People born somewhere between 2000 to 2008 were some of the last kids to

dramatically different. Marvel franchise. The titles from linear TV to YouTube Many channels on YouTube of these include every kind Kids has undeniably allowed Kids manipulate unlicensed, of buzzword imaginable. for some gross kids’ content recognizable Disney “Elsagate” is a term that’s to flourish and grow. characters and brands to developed on the internet to As the nature of kids’ gain the attention media evolves, of their young so do the audience, but can “Elsagate” is a term that’s developed ways in which have disturbing on the internet to describe this type c o n s u m p t i o n messages.

This can be restricted. is shown in the of content on YouTube that harbors Compared to linear inappropriate themes behind the vast number of TV and streaming deeply unsettling guise of family friendly characters. services, the “parody” videos content on social that feature the media is far more “Frozen” character Elsa, describe this type of content difficult to manage. TV has and Spiderman from the on YouTube that harbors a schedule that’s the same inappropriate themes for all viewers, while social behind the guise of family media is specifically tailored friendly characters. to the consumer, designed These low-budget to keep each individual “Elsagate” videos often watching. There’s a huge contain bizarre sexual difference in the way the situations, love triangles, two affect kids, especially and an uncomfortable since YouTube has a shaky fixation on pregnancy. reputation when it comes People became aware of to its targeted content. In the trend back in 2017, and 2019, Google was forced to despite YouTube’s banning pay an unprecedented $170 of many of the inappropriate million to the Federal Trade kids channels, it hasn’t fully Commission and New York died out. government for violating Girls Go Games is a good children’s privacy laws. The example of the “Elsagate” Children’s Online Privacy trend persevering. The site Protection Act prohibits is targeted at young girls, websites from collecting and contains hundreds data on kids under the age of of glossy-pink browser 13 without parental consent. games, all of which heavily It’s unknown if the enforce sexist gender consumption of roles. “Sleepy Princess: inappropriate media has a Resurrection,” “Princess significant effect on kids.

Pregnancy Checkup,” and The predatory nature of “Shopaholic: Wedding social media, however, is Models” are just a couple of very well known. Media the creepy front page games has evolved drastically over that have harmful messages the last few decades, and about societal norms that now more than ever, it’s could impact the young important to be aware of the playerbase. The transition content kids consume.

LEILAH DOOSTAN

14

ENTERTAINMENT

FRIDAY, JANUARY 27, 2023

BHS Community Theater holds memories of past performances as well as the words “You shall know the truth and the truth shall make you free.”

Students who attended BHS during the years of WWII would frequently refer to the uncompleted building as the “Bird Cage” because of its exposed metal framework, home to countless seagulls waiting for students to finish their lunches. Later on, in the ’60s and ’70s, many musical legends

Oakland.

The performances often left lasting impressions, one case being Bruce Springsteen’s set at the The names David theater on July 1, 1978.

Bowie, Bruce Springsteen, With his mother, father, and Elton John are welland sister present, that known, but what may not night’s recording of be is that Berkeley High “Prove It All Night” was School’s Community seriously considered for an Theater has hosted these official release following performers, alongside the performance. On yet many more. Designed another night, every song nearly a century ago in from Springsteen’s “The 1938 by architects Henry Ghost Of Tom Joad” was H. Gutterson and performed for the William Corlett Sr., very first time, the venue has made ...many musical legends made their including the first a name for itself and appearances at the theater, including live appearance of drawn the attention The Grateful Dead, Bob Dylan, Joni “The New Timer.” of many.

However, Mitchell, and more.

The murals on the non-musical figures sides of the theater have also graced the that many students pass made their appearances stage, including the 14th on their way to or from at the theater, including Dalai Lama in 2014, who the school are artworks by The Grateful Dead, Bob came to share his wisdom the well-known sculptors Dylan, Joni Mitchell, and on the key to happiness, Jacques Schnier and more. At the time, the as well as Senator Bernie Robert Howard. These great size of the theater Sanders in 2018. murals include a large made it a clear competitor The theater is rich with T-shaped bas-relief of St. to nearby settings, like history, and yet many George slaying a dragon, the Paramount Theatre in students find themselves

BY HANNAH GROTHREIDY staff writer

THE CROSSWORD

ACROSS

DOWN

1. Volleyball action 4. Results of cremation 9. Milton’s “Paradise ___” 13. Wounded 15. Attack virus, informally 16. At any time 17. Divisions of history 18. Post-lather action 19. The Met, for example 20. Inducing fear 22. Almost 24. The ___ (final words 25. Grayer 27. 41, to Nero or Payton Manning 28. Biblical son of Isaac 30. Radio host Glass 31. Gave credit to 34. Stuck on 36. Skewing over 38. Zoroastrian religious text 41. Facades or likenesses 42. Mood swing condition 44. One of four in a diamond or DNA 45. Heat 46. Computer pioneer named Lovelace 48. Egyptian mother goddess 51. Fleur-de-___ 52. Israeli desert 54. I, the author, in short 56. Relaxing 59. Carrier of heavy loads 61. Spellbound 62. Do as told (by) 64. Finished 65. Or ___!

66. A thin or ragged being 67. Unchained 68. The ___ the limit 69. Undesirable 70. Sound of disapproval

1. ___ on you!

2. University of Oregon location 3. Fads 4. Spring break month 5. Big party 6. Closet item 7. Abbreviations used for give examples 8. Looked upon 9. Obligations imposed by law 10. Inflammation of an ovary 11. Exchange for money 12. Fast food carrier 14. Airport security org 21. Innumerable 23. Available to few 26. Snitch 29. Colleagues 32. Opposite of WSW 33. Dollar stores in a famous chain 35. Roadside assistance company 37. Supermarket chain mostly owned by families 38. Six-pack muscles 39. Esteemed person of great significance 40. Cause of many seizures 43. Sprinted 44. Iraqi capital 47. A Streetcar Named ___ 49. Bring into a country 50. Parts of acts 53. Poem for the dead 55. Athenian or Spartan, for example 56. Greek war god 57. Chat, speak 58. Science branch abbreviation ranging from Earth to the edge of the solar system 60. Image file type 63. Old date suffix

— Raven Fonseca Jensen — Nicholas McGlashan

BHS student performs “Levitations” dance production in 1970.

unaware of it.

BHS juniors Marley Pierce and Nur Makdisi, for example, were oblivious to the theater’s complex backstory. While Pierce has been at BHS since her freshman year, and Makdisi since the beginning of the 2022-23 school year, both admitted to knowing “absolutely nothing” when it came to the complex history of the theater.

However, neither of them were surprised by these big names having performed there. They

COURTESY OF 1970 BHS YEARBOOK

pointed out that Berkeley, and BHS specifically, has a pretty well-known history with the arts, naming nowactor and former BHS alumnus Andy Samberg as an example.

Downtown Berkeley is a hub for the arts, consisting of many art-centered exhibits and buildings such as the Berkeley Repertory Theatre, Aurora Theater Company, and the California Jazz Conservatory.

Given this, it is not too surprising that wellrespected musical artists

have performed at the BHS Community theater.

Students’ lack of awareness as to some of this history may come from the fact that the theater has been under construction.

In July 2020, it began undergoing major renovations funded by a 2010 school facilities bond measure.

The lack of student knowledge of the theater’s neglects the intruiging relationship between Berkeley and the performance arts.

PLAYLIST: JAZZ

(There Is) No Greater Love - Amy Winehouse A Love Supreme - John Coltrane Trinity - Snarky Puppy Jeep’s Blues - Duke Ellington Misty - Ella Fitzgerald Puddle Jumping Marshall Gilkes

Passion Fruit - Ronnie Cuber ​​Moonlight Cocktail Glenn Miller, Ray Eberle Birdland - Weather Report Crisis - Art Blakey & The Jazz Messengers Fables of Faubus Charles Mingus

GABRIELLA BUSANSKY

Submit to next issue’s Rock n Roll playlist!

SPORTS

FRIDAY, JANUARY 27, 2023

Boys basketball defense rivals Cal High

BY LULI GALINSON staff writer

On Saturday, Jan. 14, the Berkeley High School boys varsity basketball team faced off against California High School. The team had just come off of a loss the night before against Alameda High School.

BHS took the lead in the first quarter thanks to backto-back steals from Ollie Miller and Samir O’Brien, and a 3-point shot from Ollie Miller.

Miller is a BHS junior who has been averaging around 16 points per game.

Miller hopes to play in

college. “That’s the ultimate goal, but right now I’m just focused on playing with Berkeley High and living in the moment.”

As a point guard, he understands the importance of good team-building and communication. “With my position I have different roles and jobs I’m supposed to do. It’s basically about getting my teammates in positions where they can succeed,” he said.

BHS held strong defense, and by the second quarter they were winning 15-9. This lead continued throughout the whole first half of the game and into the second half. At the beginning of

the fourth quarter, with the score at 37-31, forward Will Polishuk scored another crowd-pleasing 3-pointer.

Polishuk thinks the team has been performing better than expected this season, stating, “I’m super proud of how we’ve been doing. … We’ve had a few mishaps here and there, but overall we’ve played really well.”

“This was a huge game because California High is a top-tier team,” Polishuk said. However, the school’s reputation did not slow BHS down, and in the fourth quarter alone, the team ended up scoring 15 points, finishing the game with a whopping score of 52-34.

Junior AJ Loustau flies towards the net, facing pressure from California High School on January 14.

LEV TEIBLUM

Polishuk saw the team winning early in the game, saying, “We went out there and controlled the game and ended up winning by 18 points. We pretty much just socked them with our defense and they didn’t know what to do.”

The head coach of the varsity team, Mike Hudson, believes that this win will be extremely positive for future team morale.

“We played one of the best teams in the Bay Area and we did a good job.

Probably one of the better defensive efforts I’ve ever seen,” Hudson said.

He added that this win demonstrates that they can be strong competitors against big opponents.

“To limit a team like that to 34 points, that’s a very difficult thing to do.

When you look at Cal High’s record, they’re a really strong team. Being able to pull off that kind of win says a lot about our kids,” he said.

Hudson has seen how much the student athletes have been applying themselves.

“They’re working extremely hard this year. We’ve had a lot of success due to the fact that the boys put in countless hours of training for basketball. They put in a lot of work to be in the position they’re in,” Hudson said.

Girls basketball suffers loss to Piedmont

BY SASKIA FREEDBERG staff writer

BHS girls varsity basketball had a slow start to their game against Piedmont High School on Friday, Jan. 21, entering the second half with only 5 points to Piedmont’s 34.

“We started off really slow, we weren’t playing good enough defense, we weren’t getting back in transition and so we fell behind early,” assistant coach Willie Fleischman said.

Piedmont was able to pull off multiple fast breaks, getting the ball in the hoop before Berkeley High School could make it back to defend their court.

BHS point guard Liz Sanchez agreed, saying, “Definitely in the first quarter we could have been better at defense.”

In the third quarter, however, Berkeley had a turnaround. “We played much tighter defense, we moved the ball a lot better and we got shots up and we scored, which is something we didn’t do in the first half,” Fleischman said. With less than two minutes left in the third quarter, Berkeley brought their score up

significantly to 14, although they still lagged far behind Piedmont’s 40.

Sanchez pointed to the end of the third quarter as a key moment for the team, saying that “there was a lot of ball moving up top and we got some points.”

Despite the momentum, Berkeley was unable to catch up to Piedmont’s significant lead, ultimately losing the game 20-57.

Piedmont continued to find opportunities for fast breaks, including a run of three in a row at the end of the fourth quarter, leaving little time for Berkeley to fully get back into the game.

Piedmont is a strong

team, with an 18-0 record this season and a first place ranking in their league.

They were “well coached and very athletic,” according to Fleischman, who also pointed out that they have a lot of shooters and took advantage of rebounds well.

“They are fast movers, they move very quickly ... they’re very aggressive — there was a lot of fouls,” said BHS forward Nyerie Findley.

BHS was disappointed to lose, but players still had positive thoughts about the game, and their teammates.

“We were swinging the ball around really good, our passes went very well

Kamara Snelgro makes layup against Piedmont High School on January 21.

and they were very direct, and usually that’s a struggle for us, but I feel like we did really good at that,” Findley said.

Sanchez and guard Jade Terry-Jones shared that there was positive energy on the bench and during their team’s time out in the fourth quarter. “(We need to) just stay focused in from the beginning instead of waiting for the second half,” Fleischman said. “The first half of the season is over, hopefully now we turn it around and we come out in the second half and we beat some of the teams that have been beating us.”

MORGAN OSTRER

FINDING MY PLACE AMONG TWO WORLDS CARINA THOMAS

So I’m too Black to be Asian, and too Asian to be Black? I’ve asked myself that ever since I looked in the mirror for the first time and questioned if I was Chinese enough or Black enough.

I was born to an African American father and a Chinese mother. Despite growing up in a seemingly diverse area in the city of Oakland, throughout my childhood and teen years, I have constantly struggled to accept and understand my biracial identity and how I fit into the world as a person made up of two contrasting ethnicities.

The last time I visited China was with my mom about 7 years ago when I was in second grade. From a young age, I’ve always known that looking the way I do — with my brown skin and curly frizzy hair, my appearance was undoubtedly different from 98 percent of the population in China. As a result, I was constantly subjected to a multitude of confused stares out in public.

There was one time where I was walking in the park with my aunt and a woman steered her kid away from me, warning him that I was a “wai guo ren” (meaning foreigner, and to them, foreign to the Chinese community). I wished that I could just tell them that I am Chinese too-- tell them I celebrate Chinese culture just like they do, that I speak the language just like they do. But with the way my skin and hair differed from theirs, I knew that I would only ever be perceived as the Wai Guo Ren. Fast forward several years: entering Longfellow Middle School as a 6th grader was really the first time I was exposed to the Black community after attending a predominantly White and Asian elementary school. In my 8th grade year, I joined a group at Longfellow called Black Girls United, whose purpose was to create a positive and supportive culture among Black girls. I loved the group’s energy and the way everyone there seemed like one big family… but I struggled to feel included because I couldn’t relate to many of the girls’ experiences, gossiping topics, close friendships, slang, style, energy, and overall vibe of the group. I sat there quietly, ashamed of how disconnected I was from the Black community. Unfortunately, with each meeting, I felt less and less like a Black girl. I constantly beat myself up for not speaking enough, for not being outgoing enough… for not being Black enough.

This brings me back to the beginning: too Black to be Asian, too Asian to be Black?

How do I “balance” my two ethnicities today?

Well for starters, instead of trying to mold my identity into an exact clone of one ethnic group, I’ve learned to value both cultures equally. I embrace my natural curls and I’ve accepted that my quiet personality doesn’t make me any less Black than I already am. As for my Chinese identity, I proudly represent my culture through its holidays, language, food, and traditional clothing. I’m no longer trying to be accepted into one community or the other, as I don’t need anyone’s approval to claim my ethnic background. My blood makes me who I am — not the opinions of others or the standards society may impose.

16

FRIDAY, JANUARY 27, 2023

sports editors: Luisa Bertolli & Norah Lee

SPORTS BERKELEY HIGH JACKET

norahlee@students.berkeley.net

BHS wrestling wins dual meet, displaying strength and strategy

Gabe Ross hefts an opponent over his shoulder at San Lorenzo High School on January 12.

Wrestlers can pin both shoulders of their opponent to the mat, which ends the match. The wrestler with the most points wins if both On January 12, the wrestlers are still standing Berkeley High School by the match’s end. Matches wrestling team faced San are 3 periods long, and Lorenzo and Hayward each period lasts for 1 to High School at San 2 minutes, depending on Lorenzo’s campus. After whether the wrestlers are two long-fought battles, varsity or junior varsity.

BHS prevailed, beating San Points can be earned in a Lorenzo 48-36 and winning number of ways, including by tiebreaker by escaping holds, against Hayward, taking the opponent 42-42.

“You really need to know your stuff down, nearly pinning The competition them, and when your before the match.... It’s muscle was a type of event opponent commits a memory.” called a dual dangerous technical meet, in which violation.

Gabe Ross, wrestlers from two BHS started off schools pair off BHS senior and wrestling co-captain against San Lorenzo, a with opponents team whose wrestling in similar weight style closely mirrors classes, and scores are jumping jacks and running BHS’s, according to Head compiled from all matches before weighing in.

Coach Ben Nathan. between the two teams.

This is the hardest part The match started off back BHS first wrestled against of wrestling, according to and forth, with both teams San Lorenzo, then went senior and co-captain Gabe racking up wins through through this same format Ross. In his freshman year, grueling matches. The vast against Hayward. This is he lost 15 pounds in four majority of matches ended different from tournaments, days, by going on “basically in pins. On opposite sides which have wrestlers from a three and a half day fast of the mat, San Lorenzo multiple teams compete in a and a two day water fast.” and BHS wrestlers hollered seeding and bracket format In wrestling, a match at their teammates. This all at once. can be won in two ways:. noisy environment, high

Berkeley Unified School District Berkeley High Jacket 1980 Allston Way Berkeley, CA 94704

Non-Profit Org. US Postage Paid Oakland, CA Permit No. 8334

BY LEO SILVERBERG & MATEO TSAI staff writers

The dual meet took place in San Lorenzo’s gym, on two enormous mats.

The crowded gym quickly filled with a cacophony of teammates shouting advice to wrestlers and referees’ whistles ringing out.

Before the game, a couple of players had to lose weight in order to make their weight class, so multiple players, including BHS junior Eli Moulton, did

wrestling may seem like a simple display of brute force, detailed technique goes into each match.

When wrestlers start with the team, Nathan starts with basics. “The most basic way to get a take down is to take a shot, do a double leg take down. … literally the most basic technique in all of wrestling. There’s five or six things that they have to do in order to do this properly. For a lot of people it’s something that getting it right is not easy to do,” Nathan said.

From there, wrestlers are greeted with a dizzying array of options. There are 5 ways to get someone flat, 10 ways to pin somebody.

BHS wrestlers showed off their technique throughout the match against San

came to an end when Ross defeated his opponent with a powerful throwdown.

Berkeley emerged victorious, 48-36.

After a long break, Berkeley matched up against Hayward. Each match was extensive and dramatic, with neither BHS nor Hayward seeming willing to back down. Players and coaches screamed advice from the sidelines, including recent BHS graduate and Assistant Coach Dashiell Allen. BHS fought their way through many matches, all of which ended in pins.

Several hours after the dual meet began, at 8:10 PHOTOS BY AVA MUSSI p.m., Duffy came back adrenaline, and protective to the mat for BHS’s final headgear wrestlers wear to match. Her arm had been protect their ears combine pulled behind her head in to make it particularly a previous match, straining hard to hear her shoulder. With instructions. the score tied 42-42, BHS senior the teams having Each match was extensive and and wrestler scored equal pins, dramatic, with neither Berkeley nor Darius Thomas the tie was broken Hayward seeming willing to back said that during on forfeits — down. a match, “I can’t Hayward having hear a thing.” forfeited more Because of this, matches than BHS. “You really need to know Lorenzo, including two The team filed out of the your stuff before the match. strong matches from junior gym for the long bus ride … It’s muscle memory, and Teagan Duffy and senior home. BHS is set to host it’s what you learned,” Ross and co-captain Emily Lim. the West Alameda County said.

San Lorenzo had a brief conference finals, taking While at first glance, winning streak, but this place on February 11.

BHS senior Emily Lim smiles as she shakes hands with her opponent pre-match.

ATHLETE PROFILE Twin sisters Alex and Erin Freeman, juniors on the Berkeley High School girls soccer team, have been playing soccer since they were four years old. Although they aren’t sure if twin telepathy is real, there’s definitely a connection between them on the field.

“Whether it’s because we’re twins or just because we’ve been playing together for so long … we’re more familiar so we know what each other is going to do,” Erin Freeman said. Even though there’s a sense of competition between them, it never becomes toxic.

“I want her to do so well, but then at the same time, I don’t want her to do better than me,” Alex Freeman said.

“We’re both pushing each other to be better,” Erin Freeman added. “Being able to play soccer with your best friend throughout your life is like the greatest thing ever.”

PENELOPE GILLIGAN

— Colina Harvey