BHS Jacket 2022 Issue 9

BERKELEY HIGH

PUBLISHED BY AND FOR THE STUDENTS OF BERKELEY HIGH SCHOOL

www.berkeleyhighjacket.com • friday, january 7, 2022

no. 9

since 1912

Personal Attacks or Harmless Gossip?

When BHS Instagram Accounts Go Too Far

BY RUBY FREEDMAN & NORAH LEE entertainment & sports editors

Students caught sleeping, making an ugly eating face, or parking badly may find themselves awarded 15 minutes of fame at Berkeley High School (BHS).

This notoriety is thanks to the student-run Instagram accounts that are unofficially affiliated with BHS, such as @bhs.slump or @berkeleyhighfits. The accounts post photos of students who fit their niche, from strange postures to creative outfits. Other accounts like @bhigh.confessions have become even more dominant, allowing students to anonymously submit “confessions” about themselves or others. In some cases, these statements are funny or genuine, but others are personal attacks sheltered by anonymity that tie into large-scale issues. Where do we draw the line between harmless gossip and serious accusations? PAGE 12

EDITORIAL

ALEXANDRA MORGAN

Teachers Grapple with COVID-19 Sick Leave

POPPY CHAMBERS

BY LAUREN HUANG staff writer

One morning, Berkeley High School (BHS) teacher and career advisor James

Dopman woke up with a sniffle. In a normal year, he would have shrugged this off. After all, he felt relatively fine and had a history of allergies. He would have simply gone to school and

With Potential Budget Cuts of Over Six Million Dollars, How Will BHS Respond?

Principal Raygoza, a BHSDG president, and a BSEP member weigh in. PAGE 3

worked through the discomfort.

However, this was no normal year, and even the slightest hint of sickness meant that he had to stay home and self-isolate. Not

to mention, he had received a close contact letter, meaning that he may have been exposed to COVID-19.

“I had to use a sick day while my [COVID-19] test came back and it came back

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negative the following day,” Dopman said. “From that day, I am down one sick day.”

A contracted teacher working for the Berkeley Unified School District (BUSD) receives an annual total of 11 sick days that they can use for a number of instances throughout the school year. Those that go unused will accrue from subsequent years. Teachers also have the opportunity to donate some of their sick days to their colleagues.

Once a teacher runs out of sick days, they stop getting paid when on sick leave.

In efforts to address COVID-19, BUSD tweaked the policies regarding sick days for the 2021-22 school year.

A symptomatic teacher, regardless of their vaccination status, is required to quarantine for a minimum of 24 hours until their symptoms resolve, according to BUSD Human Resources Assistant Superintendent Samantha Tobias-Espinosa.

If unvaccinated and symptomatic of COVID-19, Espinosa said, teachers are required to quarantine for eight days but can return to school after five days if they

test negative.

COVID-19 Supplemental Paid Sick Leave, opened in the state of California starting January 2021 and covered employees “who must quarantine, isolate, or have a negative reaction to a vaccine without detracting from their sick leave,” according to Espinosa. For a teacher to qualify, a health official had to verify that the teacher was required to quarantine or isolate. California’s COVID-19 leave expired on September 30, 2021.

Chemistry and Fire Science teacher Jamie Robertson tested positive for COVID-19 after an exposure at school a couple months after COVID-19 leave was terminated, in November 2021. Robertson had to isolate at home for a total of eight sick days.

“E ar l i e r i n t h e ye ar, the state was providing funding for ‘COVID leave’ for symptomatic teachers to stay home, but they stopped doing that in September,” Robertson said in an email to the Jacket. “It seems like they have decided that a few more [COVID-19] cases among students and teachers is a price they are willing to pay (since they aren’t actually the ones paying it).”

PAGE 10

BHS Coaches Must Confront Mental and Physical Issues Among Female Athletes It’s time to address overtraining and undereating for girls in sports. PAGE 6

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FRIDAY, JANUARY 7, 2022

NEWS BERKELEY HIGH JACKET

news editors: Naomi Rubalcava Levinthal & Clara Brownstein

naomirubalcavalevi@students.berkeley.net

Berkeley High Replaces Bell and PA Systems To Mixed Reviews

BHS Principal Juan Raygoza operates the new and more effective bell and PA system.

BY FINOLA JACKSON staff writer

A new bell and public address (PA) system made its debut at Berkeley High School (BHS) on December 6, 2021, to decidedly mixed reviews.

While teacher and student sentiments about the new bell sound range from critical to positive, the system now makes it possible for classes to start and end at consistent times, and allows administrators to communicate over the PA system in the case of an emergency.

At the beginning of the 2021-22 school year, BHS staff realized that the bell system was malfunctioning in certain parts of the school due to the

old age of the system and the speakers.

The bells were present in certain buildings, though slient in others. Within the functioning buildings, only some classes were able to hear the bells while others heard buzzing sounds. The PA system also was also not functioning.

In the wake of these issues, B erkeley Unified School District’s (BUSD) Facilities and Technology Departments came to BHS and found that the system was old and had been damaged by heavy rains.

They installed a completely new digitized bell and PA system.

The new bell sounds slightly different, and garnered mixed reactions. “[The new bells sounds]

JULIAN CURRIER

like a demented Thomas the Train,” said freshman Vivien Silas.

Other students compared the sound to an amber alert.

“To me it sounds like an amber alert, which is a little weird.

But I feel like there are bigger problems to address [than the bell sound],” said sophomore Linden Koshland.

Some had positive reactions. “They sound kind of cute … I’m not sure if the bells are trying to do this, but I feel like [they’re harmonizing],” said Hillary Fong, a Universal Ninth Grade (U9) Ethnic Studies teacher.

W h i l e h e k n ow s t h e reactions to the bell sound are mixed, BHS Principal Juan Raygoza said he thinks most students and staff appreciate

that the new bell works.

“I’ve heard mixed reviews about the bell,” said Raygoza.

“I’ve heard some like it, I’ve heard some don’t like it, but across the board I’ve heard them [be] appreciative of the fact that now we have bells which allow them to know which time to welcome kids into class, which times to release students. And the fact that we have a PA system makes us all safer.”

Raygoza said that the current bell sound is the default sound, and he intends to listen to all of the possible bell sounds to find the one most similar to the previous bell.

Regardless of the bell’s sound, the new bell system means that BHS can be a better functioning school.

T h e PA’s p r e v i o u s disfunction meant that, in the case of an emergency, Raygoza or another administrator would be forced to rely on emails and phone calls to communicate with the school.

During the recent armed intruder lockdown drill, the PA system was able to broadcast to all classrooms, but some classrooms heard a muffled or distorted sound. This was one factor that prompted the district to move quickly in replacing the bell and PA system.

Raygoza said he noticed

students and staff were nervous about the lack of a functional PA system.

With the new system, Raygoza said he is now able use his computer or phone in the case of a lockdown or emergency, and immediately start a broadcast on the PA system to the whole school.

Additionally, a digitized bell system means that bell schedules can be changed easily for finals week, special schedules, and late start Mondays.

Fong said that a functioning bell system is important to start and end class on time consistently.

“I do really need the bells to work,” said Fong. “Especially because when they aren’t working, it’s really awkward because there will be kids in the hall, and then everyone will be like, ‘It’s time to leave!’ but it’s not time to leave.”

Raygoza noted that inconsistent bells can lead to a loss of instructional time, if students are leaving classes early or arriving late.

The malfunctioning PA system also inhibited the Chiefs of Publicity’s daily morning announcements. In previous years, the announcements were made over the PA system.

Morning announcements are now prerecorded video announcements released every Monday, Wednesday,

and Friday. Two of the three Chiefs of Publicities, Jack and Adam Wilan, said that video announcements were superior to PA announcements because they were visually interesting and allowed creativity, but noted that teachers don’t always play them.

“What’s great about the PA is that it goes through everyone’s classroom and everyone has to hear it …

The biggest disadvantage with the videos is that not all of the teachers are playing them because, although they have 5 extra minutes to play them during second period and we send them out, a lot of teachers just don’t want to do it, or forget, or just don’t care,” Jack Wilan said.

Although the PA system is now functioning, the Chiefs of Publicity will likely continue to use video announcements.

Jack Wilan said that after the PA system and bell system were fixed, the Chiefs of Publicity tried to do a PA announcement and the audio was still buzzy in classrooms, and many students expressed their preference for the videos.

R a y g o z a ap p r e c i at e d students and staff advocating for a functioning system.

“I thank students and staff for recognizing the need for a proper PA and bell system, and for advocating for it with the district,” said Raygoza.

Students Required to Carry School IDs at All Times for Safety trespassers from entering campus as they have in the past.

On October 15, 2021, a student reported that two non-student Students at Berkeley High adults came onto campus School (BHS) are required to in pursuit of one particular carry their school ID card on student. BHS Principal Juan them at all times as of January Raygoza wrote in an email 3, 2022. the day of the incident that Dean of Students the adults were seen Claudia González sent interacting with a an email to all BHS group of students and “I like the messaging that we do that one of the adults students, informing care who comes on campus.” them of the new ID flashed a gun. requirements on BHS photography December 14, 2021. t e acher Sam Sam Matsumoto, Under the new policy, Matsumoto said BHS teacher students on campus may the ID requirement at any time be asked to makes her feel more show their student ID safe on campus. by administrators or safety Whistler. “There are just too “I feel more comfortable officers, as an attempt to make many students.” k now ing [ab out t he ID the campus safer. The plan also One of the main reasons requirement], even though aims to increase participation for the requirement is to limit there are definitely places

BY SHANZA SYED staff writer

in class and prevent students from roaming the halls.

However, some students don’t think the plan will be effective at accomplishing these goals.

“I don’t think the random checks are going to work,” said BHS student Adea Hansen-

where non-community members can get in without an ID,” she said. “I like the messaging that we do care who comes on campus.”

R e g a r d i n g s a f e t y,

Matsumoto also discussed offcampus lunch, where students are free to leave campus and there are open, unlocked gates.

T h e p l a n c ou l d a l s o possibly combat the number of

false fire alarms pulled. Despite her concerns around safety at BHS, Matsumoto questioned the feasibility of the plan. “It will only be effective if actually enforced,” she said.

As part of the stricter ID policy, a student displays their school ID to enter through the front office.

MALIN MORELL

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FRIDAY, JANUARY 7, 2022

NEWS

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BHS Prepares for Potential Budget Cuts Next School Year

BY AELIA GYGER staff writer

Berkeley Unified School District (BUSD) submitted a preliminary non-binding list of 6.6 million dollars in budget cuts for the 202223 school year to the The Alameda County Office of Education (ACOE).

The cuts are the result of a drop in enrollment of 600 students in BUSD. The ACOE required for several school districts that experienced a decrease in enrollment to submit a list by December 15th, BUSD being one of them.

Aaron Glimme is a chemistry teacher at Berkeley High School (BHS) and a member of the Berkeley Schools Excellence Program (BSEP), which manages BUSD’s budget and provides 20 percent of funding for Berkeley Public Schools. He said that he is curious as to where the 600 students who left BUSD went. “[I wonder] how many people have sort of permanently transferred to private schools,” he said. “That’s where we imagine that they’ve gone.”

He also said that because of higher vaccination rates in younger students due to the recent approval of the Pfizer-BioNTech COVID-19 vaccine for five through eleven-year-olds, there may be more future students in BUSD elementary schools, which have seen the sharpest decline in

enrollment.

While there was a decline of students in other BUSD schools, more students were enrolled at BHS than previously estimated by BUSD for the 2021-22 school year.

BHS principal Juan Raygoza said it was important for him to learn more about the budget cuts and how it would affect the students and staff of BHS. “The first thing for me to think about is I have to learn more about why there [are] budget cuts, what the needs are from the state level, [the] local level, [and] from our district level,” he stated. “[I will] just to try to become as informed as possible.”

The Berkeley High School Development Group (BHSDG) is a non-profit organization that helps to fund BHS by providing scholarships and tutoring programs through classroom teachers.

Jenny Morgan, one of the co-presidents of BHSDG, said that BHSDG will help BHS during the budget cut.

“There’s definitely been an increased need in direct student support because I think more families are struggling as a result of COVID-19,” Morgan said. “We give a big chunk of money to the College and Career Center. They can give [support to] students in need [to] provide application fees so they can apply to more colleges.”

As part of the budget cuts, the BUSD school board considered reducing their spending on special

education programs that rose in cost in the past three to four years.

“We have seen the cost rise in special education over the last three to four years, and so what we are looking at is as a way to reduce the overall cost of special education,” said Rubén Aurelio, the associate superintendent for Educational Services at BUSD. “[We won’t be] reducing services in any way. We have to provide the same services to students that are mandated

by IEP’s (Individualized Education Programs). But, we are looking at building our own services and reducing how many of these services we contract out.”

At BUSD’s board meeting on November 17, the topic came up that planning budget cuts in the middle of the school year is unusual, so not all decisions are finalized. Glimme said it will be a while before all the details are known. He emphasized that not all of the decisions that have been made are final.

“There’s a lot of moving pieces, and we really need to wait and see what

the state does, which typically happens at the end of February [or] March,” said Glimme.

Other propositions included cutting 10 percent of Teachers on Special Assignment (TSA).

“I’ve seen a lot of value that [the TSA] bring,” Raygoza said.“They have a capacity to support multiple sites … and so it would be difficult to [lose them].”

Morgan said BUSD Superintendent B r e n t S t e phens seeks the opinions of BUSD staff regarding the budget cuts.

“We definitely get to have some influence … so that’s appreciated,” Morgan said. “The superintendent isn’t just like, making cuts, you know, with no input. He’s definitely seeking input from all interested groups

in the Berkeley school community.”

Although not all the information is known yet and adjustments are still being made, Raygoza said he is doing his best to support BHS students and staff.

“I just want students to know that I’m doing my very best to advocate for those budget cuts to not impact our students’ learning, our teachers, and our staff members coming

and working at BHS,” Raygoza explained.

ILLUSTRATED BY LYDIA KIM staff illustrator PAGE DESIGN BY STELLA RANELLETTI layout chief

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FRIDAY, JANUARY 7, 2022

NEWS

Man Arrested for Harassment of Three Teen Girls Near BHS

BY SYLVIE FOLEY MADDOX staff writer

On December 8, the Berkeley Police Department (BPD) shared a press release stating that Christopher Dalton, a 32-year-old Oakland resident, was arrested on three charges. He was suspected of intentions of communicating with a minor with the intent to commit a sex act, bothering or molesting a child with a prior offense, and a violation of parole.

Within the last few months, there have been three reports of a man in his early 30s following teen girls, one of whom was on Gilman and walking to Berkeley High School (BHS) at the time. The first was reported on September 29, the second on December 6, and the third on December 7, though this event had occurred back on August 25. According to the witnesses, he cornered

the victims, claimed to be a cop, and threatened them with a weapon, telling them that they had to hug him. In all situations, the girls were able to get away quickly.

Dalton was arrested recently after a third witness shared new information, including a picture of a license plate.

Dalton was convicted of similar charges in 2013, and was imprisoned for two years. He was put on parole in 2015.

Partly because of the social media platform Nextdoor, as well as an email sent around to Berkeley parents, word spread quickly about Dalton, and some parents grew concerned.

Maxine Skaggs Kennedy, a parent of students in the Bay Area, wrote in an email that “it feels lucky that he hasn’t forcibly abducted someone yet, or physically hurt them.”

She encouraged kids to take extra precautions.

“Speak to your teens about being alert and

aware,” Hanna G. wrote on Nextdoor. She advised, “Stay off phones. No headphones, walk with someone when you can. Change your walking routes or routines once in a while.”

Tucker Gibbons, a BHS senior, said that her mother sent her the article while she was at school. She also said that she lives near where the harassment occurred, and that she feels slightly unsafe about it.

The BPD has not released what Dalton’s sentence will be. According to Monder Criminal Lawyer Group, the most common penalty for misdemeanor sexual offenses is up to 6 months in jail and a court fine not exceeding one thousand dollars.

Though this is an unlikely punishment for Dalton, considering he violated his parole agreement, some in Berkeley don’t feel like enough will be done.

“They will let him out on the street once more to harass other women …

Concerns for safety arose after a BHS student was harassed while walking to school in December.

wait and see!” wrote Karen Bruhns on Nextdoor.

In April of 2021, there was a similar case in which a man named David Saeed was following and showing aggression towards women and teenage girls in Berkeley. Though the man was arrested, no charges were filed.

“It makes me feel really disgusted in our society, that it is so normalized,”

said BHS freshman Emma Kittredge.

Most people the Jacket spoke to were unsure how to prevent future incidents of stalking and harassment.

“It’s hard to say if there is a prevention unless cops are put on every corner,” Gibbons wrote to the Jacket.

Tallulah Owsley, another freshman, agreed. She said that she was “scared to know that this is the way our soci-

ISABELLA TASSO

ety is right now.”

Rhetta Lavinder-Hill, another BHS freshman, believes that ending sexualization of women begins with changing society’s perception of sexual harm as a whole.

“We need to change what our society thinks and says about this stuff,” LavinderHill said. “Don’t joke about it. ... Don’t wait for it to get bad. Address it before then.”

BHS Brings On New VPs Gabriel Fredman and Thom Reinhardt

New vice principal Gabriel Feldman wants to partner with students to improve BHS.

BY ELLA CREANE staff writer

Gabriel Fredman, born and raised in Berkeley, was recently hired as one of Berkeley High School’s (BHS) vice principals. A BHS graduate from the class of 1997, Fredman said his deep ties to the Berkeley community have inspired his dedication to building a collaborative and unified BHS environment.

Fredman began his career in education in 2001, working as a sports coordinator for underresourced schools with a nonprofit then called “Sports for Kids.” He later worked in his local county’s juvenile justice department in Oregon as a teacher for incarcerated students and students on parole or probation.

“I was really passionate

about supporting a positive transition once they were released from the system,” Fredman said.

After moving back to the Bay Area, Fredman worked all over Oakland with targeted academic intervention, taught at Arroyo High School, and in 2013, began work at Martin Luther King, Jr. Middle School in Berkeley. This eventually led to several administrative positions, and finally a role as K-8 culture and climate coach for all eleven elementary and three middle schools within Berkeley Unified School District (BUSD).

“It’s a unique opportunity to come back and reconnect with a lot of former students from King, and it’s been really inspiring,” Fredman said. “I’ve been feeling for the BHS community which seems to have been

JEROME PAULOS

struggling with some ups and downs this year, and I’m excited to be part of the solution.”

For this year, Fredman’s new role will be more focused on special events and working on campus culture than the traditional vice principal role. However, he said supporting BHS in any way possible will be his main focus. Fredman explained, “I want to see BHS be the best place it can be and work well for everyone.

I think there’s always room to improve how people feel at school ... and for students and staff to be a positive community together.”

Fredman emphasized, “I want to partner with [students] because I don’t think I can do it alone. It’s your school, so how can we work together to make it the best possible place for everyone?”

Thom Reinhardt will focus on COVID-19 testing, student engagement, and academics as a VP.

Thom Reinhardt joined Berkeley High School (BHS) last semester as a vice principal. Reinhardt has worked within various school settings and is a selfdescribed passionate believer in educational equity.

Reinhardt worked as a science teacher for over a decade, and later got into administration at the Berkeley Unified School District (BUSD). Recently, he finished his doctorate in education for leadership and equity at the University of California, Berkeley (UC Berkeley), and after several roles in the BUSD central office, was hired as a BHS vice principal.

“I’m happy to be here and happy to help, and I hope that I get to meet most of the community here,” Reinhardt said.

For the time being, his role will primarily be fo-

cused on student engagement, mandatory testing for COVID-19, and academics.

Reinhardt said keeping students interested and excited about school is something he wants to prioritize.

“I haven’t been on a school site working for a number of years, so it’s nice to be back meeting students and talking to them,” Reinhardt said. “I’ve ended up talking with a lot of students who are less engaged than others, and they’re pretty insightful in terms of what’s important to them for school.”

Reinhardt said he is interested in evaluating the systems that make up BHS and education in general. This is why he is also prioritizing looking into how the school experience differs for some students and how they can best be supported.

“I think about systems

JEROME PAULOS

and evaluation of systems a lot, so everything from how the principal and superintendent interact with the school to how students engage in their individual learning is important to me,” Reinhardt said. “Semester one grades are about to come out and it could be really informative to look at how that relates to students with [Individualized Education Programs] or students in marginalized racial groups to see if BHS is serving them as well as other students.”

Sustaining an inclusive and engaging school environment is something that Reinhardt is looking forward to. He said all students are welcome to reach out.

“I’m happy to talk to anybody that wants to talk about learning and school and what could make BHS a better place,” Reinhardt said.

OPINION

FRIDAY, JANUARY 7, 2022

BERKELEY HIGH JACKET

opinion editors: Anjuna Mascarenhas-Swan & Lianna Leung

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anjunamascarenhass@students.berkeley.net

BHS Must Reintroduce Invaluable Field Trip Opportunities

BY OHAD AVIRAN-FINKELSTEIN staff writer

​​ Students need a break from sitting in classrooms, especially after a monotonous year of distance learning. The number of field trips in the past two years has dropped dramatically due to the rise of COVID-19 cases. Last year, all Berkeley High School (BHS) field trips were cancelled. Currently, very few classes go on field trips, and can only do so with authorization from the district or school administration. This needs

to change in order to allow students the opportunity to connect the knowledge they learn in school to the world outside of the classroom.

Field trips allow students to have fun, move around, and interact with others, instead of just listening to a lecture. Many students this year are having a hard time staying focused in classes.

Although student engagement has vastly improved since the year of online learning, classroom instruction is still lacking without the interactive, real life experiences that field trips can provide. This is evidenced by the record-breaking

number of fire alarms at BHS and numerous cases of students wandering the hallways. Field trips can lower these occurrences by making school a more enjoyable experience, thus maintaining students' attention.

Field trips can also help local museums earn extra income. In the past two years, museums were hit hard by the pandemic.

Many were forced to close, but field trips could help keep them alive. For example, a class tour at the Oakland Museum of California (OMCA) costs $250. If all ninth grade Ethnic Studies classes went on a field trip to

BHS Students Need Access to Free Public Transportation

BY ELIOT HERTENSTEIN staff writer

​​If you’ve lived in Berkeley for more than a few years, you’ve probably taken some sort of public transportation at one point or another: a bus to get to a concert; Bay Area Rapid Transit (BART) on a field trip; or you may even use Alameda County (AC) Transit to get to school every day.

Because Berkeley High School (BHS) doesn’t offer its own bus service, hundreds of students rely on public transit to get to and from school, which comes at a cost. Students taking AC Transit daily may pay more than five hundred dollars annually for their commute to school. Students with cars could drive, but BHS does not offer parking for students, and most Downtown Berkeley garages have a two hour maximum.

So what’s the solution?

Although many students would prefer to drive to school, street parking around the school is costly and time constrained, and building a new parking ga-

rage isn’t economically viable due to real estate prices in Downtown Berkeley. Additionally, building a parking garage only benefits students who can afford cars.

Some argue that Berkeley Unified School District (BUSD) should implement a bus service for BHS, but with over 3,200 students, it would be a costly endeavour.

Thus, BHS should subsidize public transit for students who require it to get to school each day. Although BUSD already offers a free bus pass for lowincome students, expanding this program to all students would not only make the school accessible to more families, but would also increase the use of cleaner forms of transit, instead of forcing thousands of families to drive individual cars.

This would help alleviate traffic around BHS during drop-off and pick-up times, and would also be a huge benefit to our environment.

Even if only five hundred students started taking public transit to school instead of driving, this measure would prevent over 185 tons

of carbon dioxide from entering into the atmosphere, which is equivalent to savings from recycling 7,872 bags of trash — all of this assuming the average student’s commute is five miles each way.

BUSD should also provide free BART fare to students who live within one mile of a station. By encouraging students to commute using multiple forms of transport, the district could prevent crowding on the roads. This would be a large benefit to the many students who need to wake up early to catch a bus, only to sit in traffic for 30 minutes before arriving at school.

By allowing more students to commute using public transit, BUSD could substantially reduce carbon emissions created by single families commuting, solve traffic problems in Downtown Berkeley, and create more flexibility for students.

While subsidized public transportation may require negotiation with Alameda County, there are little to no downsides to making public transit more accessible to anyone and everyone.

OMCA, the museum would receive around $8,750.

Field trips are a way for students to learn about the

world beyond the walls of a classroom. Additionally, field trips help keep students motivated to go to school

and learn. BHS should prioritize putting excursions back into the classroom agenda.

J HORSLEY

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PENELOPE GILLIGAN

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FRIDAY, JANUARY 7, 2022

OPINION

EDITORIAL EDITORIAL

BHS Coaches Must Address Mental And Physical Health Challenges Among Female Athletes — Lianna Leung

& Anjuna Mascarenhas-Swan

For many female athletes, the story is all too familiar. Entering high school, an athlete often quickly gains skill, fueled by hormones and a steep increase in training difficulty.

Some athletes continue this upward trajectory, whereas others, despite their best efforts, plateau or even decline in performance.

Behind the scenes, a number of female athletes face an uphill battle against their bodies.

Berkeley High School (BHS) athletics must create a program that addresses these issues — from injuries and plateauing to harmful body standards — and break down unrealistic expectations to help female athletes form a healthy relationship with sports.

While the implementation of the program may seem strategically difficult, the program could be modeled after the Coaching Boys Into Men curriculum that was recently introduced to BHS. A key aspect of the program is its focus on the positive influence of coaches on their male athletes, allowing them to effectively educate athletes on issues that will affect them far past high school. This same connection can be used for coaches to provide education and support for female athletes’ mental and physical health.

Annie Jay, a senior in Academic Choice (AC) and runner on the cross country team, has noticed her teammates struggling with plateaus and injuries each season. Female athletes in sports such as running and swimming often face a degenerative cycle during puberty in which little physical progress is made despite rigorous training. The simple truth is that cisgender females’ developing bodies do not work like cisgender males’ do, and attempting to train them the same way leads to harm. As girls go through puberty, their hips and breasts grow, causing an increase in fat mass, detrimentally affecting their performance. Meanwhile, their male teammates increase in muscle mass and often experience drastic improvements. When female athletes try to fight the physiological changes rather than riding them out, it inevitably causes injury.

“I could see people getting down on themselves because of how they were temporarily slowing down, and because they weren’t aware of the ‘why,’ ” said Jay. “They assumed it was because they weren’t working as hard.”

Jay persistently mentioned the issue to her coach, who led a series of educational conversations with the team surrounding nutrition and health. A few of the discussions specifically covered the struggles female athletes face, allowing space for dialogue and support amongst teammates. These types of conversations are invaluable in building a safe team environment, and should be recreated throughout all sports teams.

Compared to solo sports, injuries and plateaus can be even more damaging on a team — particularly to one’s self worth. According to Allison King, a junior in AC and a water polo player, when a girl underperforms, it can affect her connection with the team.

“Sometimes peer pressure is a subconscious thing,” she said. “As a member ofa team you want to put in as much as you can, and a lot of girls think that if they’re not like everyone else they’re doing something wrong.”

AC junior June Cassidy, a varsity soccer player, also discussed the consequences of this pressure to perform even when dealing with injuries.

“In late July I hurt my ankle pretty badly, but I felt like I had an obligation to keep playing. I just kept overworking it even though I was supposed to rest for way longer,” she said.

This pressure to play is further exacerbated by the fear of falling behind on the team, potentially losing your seat on the starting lineup, or being replaced. Because of this element of rivalry even within the team, athletes often feel forced to overwork their bodies to the point of severe injury.

In addition to a number of training-related injuries, social media has exacerbated body image issues among athletes. In the sports world, success is too often equated with being impossibly thin. Girls already face intense pressure from social media and society to have a "perfect body," and in sports, this idealistic image carries even more weight.

Particularly in an environment where overtraining and undereating are commonplace, Jay emphasized the allure of deleterious practices.

“It’s hard when you see some people getting faster because of unhealthy things they’re doing to their body,” she said. “There’s a little part in the back of your mind saying, ‘I could be faster if I didn’t eat that.’ ” Proper education on injury prevention and competitive eating disorders — especially ones that take form in overexercising or undereating — is essential. Furthermore, it’s important to note that all athletes may struggle with body image, injury, or plateauing, regardless of gender or age. However, these issues are particularly significant for girls in high school, and informing athletes on female sports teams about these problems is an important first step for the school to take in order to properly reduce harm.

High school athletics may allow students to develop passion and skill for a certain sport, but they also serve to prepare teens for sports in college and beyond. However tempting it may be to reach for the lowhanging fruit and short-term gains, athletes must value their well-being above all else during this crucial developmental stage, and coaches need to help them understand this.

“Talking about healthy practices is just as important as the workouts themselves,” said Jay. “[You need] to know that you’re not alone during these changes — there’s always a light at the other side.”

—

Anjuna

OWEN BLAIR

FRIDAY, JANUARY 7, 2022

OPINION

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BHS Must Invest in a Stronger Cooking and Gardening Program

BY PHILIPPA ZLATEV staff writer

The City of Berkeley is known for its wonderful schools, and its citizens take much pride in the quality of education and unique opportunities provided. Besides excelling in academics, Berkeley Unified School District (BUSD) also teaches responsibility and caring skills, introduced at a young age, to hopefully benefit students later in their lives. All three BUSD middle schools have a student garden, and some even have a kitchen where students learn to cook. This gives them the opportunity to build community with their peers and teachers. Although these resources create many fun memories and benefit students in countless ways, they are not as easy to find at the high school level. Berkeley High School (BHS) should follow the lead of the middle schools’ gardening and cooking classes and better advertise similar programs for its students.

Currently, BHS is very developed when it comes to the rigorous academic classes offered. These classes provide many opportunities and pathways for students to expand their knowledge and

grow as individuals. However, there is a lot of potential that comes with offering non-academic classes.

Though BHS currently has a seventh period class called Food and Nutrition, it is only prioritized for Academy of Medicine and Public Service (AMPS) students and not widely advertised to others. The only BHS gardening class available is specific to students in Independent Study. In addition to providing a stronger gardening and cooking program, BHS should also better advertise these opportunities for students.

Though cooking and gardening is not a traditional elective or academicallycentered class, it can still provide great mental and physical health benefits for students and should not be stigmatized.

Some may argue that because of the existing dangers of COVID-19, creating more opportunities for people to interact would not be ideal. However, the benefits from having a variety of cooking and gardening classes far outweigh the COVID-19 risk that is still present, especially since other classes and clubs at BHS pose the same risk.

These classes are often held outdoors, which also reduc-

Cauliflower and peas are prepared on a stovetop. BHS could greatly benefit from a stronger cooking and gardening program.

MALIN MORELL

es the spread of COVID-19. meals, but they would also traction from the constant Therefore, having a garden learn about healthy eating repetitiveness of academics and kitchen for students to and nutrition. Students will and sports.

As the school year use would still be a progresses, the stress wonderful contriIf given the opportunity to take around achieving bution to the school community. cooking and gardening classes togeth- high grades is unA large benefit er, students will be able to strengthen deniably causing a to offering non-acatheir community and learn the val- lot of anxiety among students. Having the demic classes, such as cooking and gar- ues of being a part of something that opportunity to learn is bigger than themselves. to cook and be outdening, is that these doors in a garden classes would teach would be a wonderstudents valuable skills that they can apply be able to take on more re- ful opportunity for students later in life. Not only would sponsibilities that are not to relax amongst nature students learn to grow veg- related directly to school, and relieve stress. Just like etables and cook delicious which would be a great dis- middle schoolers, BHS stu-

dents will also enjoy a time to rest their brains from the overwhelming amounts of school work.

During the past two years, students have struggled to form a community, largely because of the impersonality of online schooling.

If given the opportunity to take cooking and gardening classes together, students will be able to strengthen their community and learn the values of being a part of something that is bigger than themselves, all in a safe and accepting environment.

largely due to the fact that it’s more contagious.

Older mask regulations are being thrown out the window, some scientists are now recommending N95 masks rather than the previous surgical or cloth options, and new evidence potentially suggests that the six feet of distance previously recomended is not enough.

These changes show that schools may not be ready to handle the necessary precautions to keep their students and staff safe from Omicron.

Other schools around the country have already decided to change their education protocols. For example, Saint Mary’s College High School has decided that EMILIA FREILICH Omicron cases have been rising in the Bay Area. BUSD must consider improving safety measures like mask-wearing and distancing. distance learning is the best way to keep students safe.

Other Bay Area schools have been considering similar procedures, and it may be time for BHS to do the same.

Distance learning was cases were recorded to be difficult for many students sider how they have handled sideration.

BY MARINA HOWARD in-person education in the Berkeley’s families are around 32,000. Although because of mental health staff writer the Omicron variant causes era of COVID-19. It may deeply concerned concerns, motivabe time for Berkeley Uni- about the risk of tional struggles, Students limiting who fied School District (BUSD) infection that may BHS specifically has such a and much more. they’re in contact with, to renovate their outdated increase as students high density of students that the However, with mask recommendations system, since it’s probably return to school so many BHS atchanging, and COVID-19 not equipped to deal with after winter break. idea of some form of distance tendees at risk for cases increasing — this feels this highly infectious vari- According to the learning may have to be taken contracting this under consideration. all too familiar. ant. Berkeley High School New York Times, variant, it may be The Omicron variant of (BHS) specifically has such there were around a necessary sacthe COVID-19 virus has a high density of students 4,300 active inrifice. How does sent the world into a new that the idea of some form stances of COVID-19 cases milder symptoms than oth- the school expect people to state of panic, making Bay of distance learning may in California on December er variants in younger peo- benefit from in-person eduArea communities recon- have to be taken under con- 1, while on January 1, the ple, this spike in numbers is cation if they are stuck at

home dealing with sickness?

BHS must begin to prepare for the possibility of transitioning to online school in a way that will best support its students.

All of this considered, the increase in risk is not the only thing troubling the community. A lack of resources for students who have tested positive for COVID-19 has been an ongoing issue, specifically at BHS. Missing weeks of school at a time is difficult as a student under any circumstance, but worrying about countless make-up assignments and tests while enduring this virus is a whole new level of difficult. What is the school planning on doing for all of these students who are anticipated to be exposed? BHS’s current approach on how COVID-19 safety protocols should be implemented has the potential to be ineffective.

If BUSD wants to protect its community, it has to reevaluate what a safe education looks like. That means possibly considering a form of alternative learning — either online or outdoor — or changing make-up work requirements for students who missed school due to exposure to COVID-19.

Only then will everyone feel like their needs are being met and their safety considered.

BHS Must Up COVID-19 Precautions Due to Rising Threat of Omicron Variant

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FRIDAY, JANUARY 7, 2022

OPINION

Is It Ethical to Shop From Fast Fashion Stores?

PRO

CON

BY MAURICIO SIERRA staff writer

BY SOPHIE HORVATH staff writer

Over the past few decades, the clothing industry has made itself an invaluable aspect of today’s economy. In particular, the fast fashion sector has boomed alongside a growing population. Fast fashion offers society a straightforward method of shopping with numerous benefits for both the customer and provider. It remains the most asccessible way for families, particularly those who are low-income, to purchase clothes. This method of production is an inexpensive and reliable way of buying all sorts of clothes.

In the US, “88 percent of consumers prefer shopping for fast fashion,” according to the sustainable fashion site Panaprium. Fast fashion holds numerous benefits for various sectors of society. To begin, it employs thousands of people in the process of creating and selling the clothes.

Additionally, the “US textile sector is worth $70 billion itself and $23 billion by export factor,” according to SelectUSA. In part, it’s due to its low costs and accessibility that is helping fast fashion become an easy way of clothes consumption. Fast fashion offers a cheap and speedy way to purchase clothes. Brands such as Zara, Forever 21, American Eagle, and Uniqlo, among others, provide customers with trendy clothes at a good price so they don't have to buy expensive ones. Another benefit is the accessibility of fast fashion, as it is much more affordable for people worldwide.

Zara, for example, has 345 stores across the US, with Inditex, its parent company, employing 144,116 people in the US in 2020. Given these figures, companies could work on expanding their pay and providing incentives such as discounts on clothes for workers. Companies could also expand coverage of worker health benefits and provide them with a healthier work environment.

This isn’t to say that everything is perfect in the fast fashion industry. A major issue that for the most part remains unresolved is the gap in pay. While companies rake in millions of dollars annually, employees at lower levels don’t have the same luck. It is essential to address this barbaric issue that is affecting the livelihood of millions worldwide. We need to publicize the issues surrounding the pay gap in order to make consumers knowledgeable about the companies from which they are purchasing.

However, “fast” fashion can still be valuable if the industry is properly reformed.

Fast fashion is an excellent way for consumers to access affordable clothing. From manufacturers to store managers, it is an enterprise that appears to be on the rise, and it is here to stay.

Though many teenagers consider themselves to be the most rebellious and expressive people out there, they can still get hooked on the colorful allure of the fast fashion industry. Everything from our music taste, hair color, and most importantly, our clothing, communicates who we want to be.

In the teen world, popular social media apps such as TikTok and Instagram generate new fashion trends at a million miles per minute. Although this might seem fun and exciting, fast fashion is taking a silent toll on our environment, and it must come to an end.

Fast fashion is definitely the right word for this rapid rate industry; everything about today’s clothing industry is fast, from trends to ideas to manufacturing. The whole focus of this phenomenon is speed and quantity. One fitting example of this is how a UK fast fashion company reproduced and sold a bodysuit Kylie Jenner wore only ten days earlier.

With activists like Greta Thunberg raising worldwide awareness about the climate crisis, Gen Z is seemingly well informed, and we spend much of our time worrying about the future of our planet. However, while this may be true, teenagers are still one of the most active groups participating in the fast fashion industry, which is responsible for up to 10 percent of the total global carbon emissions. This number is only getting worse: it’s estimated to grow to 50 percent by 2030.

What are the solutions? It’s actually pretty simple.

Since teenagers are such an influential group of people in the fashion industry, we need to take matters into our own hands to create a cultural shift. This has already started to happen with the increase in popularity of shopping in thrift stores.

Gen Z teens often feel that they find more pieces unique to them in vintage or second-hand stores, and there is something for everyone. The so-called “grandpa” sweater is something only a thrift store can reveal. Half the fun of thrifting is finding a gem after sifting through racks upon racks of old clothes. The process even forces you to become more creative, and try out different styles to make a particular piece work for you. This has the added bonus of being a cheaper alternative to sustainable clothing brands, which are often expensive.

As well as shopping more sustainably, not shopping as much is another simple solution. Trends don’t have to dictate your style, or your money spent. The less money going towards cheap manufacturing, the better. Instead, investing more in fewer, quality items of clothing is a smarter decision. This way, you can expand an item’s lifespan and usage. The fast pace of trends can be hard to follow and appreciate, and a nice pair of thrifted Levi’s won’t go out of style anytime soon.

ILLUSTRATED BY MAHELA CABRINI staff illustrator

FRIDAY, JANUARY 7, 2022

FEATURES

Teachers Who Attended BHS: Then vs. Now Berkeley High School (BHS) has been around since 1880, so it’s no surprise that some of its students have returned as teachers. Here are what just a few have to say about their unique experiences at BHS and beyond.

LEAH ALCALA is a Universal Ninth Grade (U9) math teacher who graduated from BHS in 1995. “I have memories of being in this exact same space as a child,” said Alcala, while sitting in her current classroom. “It’s very surreal.”

During her time at BHS, Alcala was an active member of the wilderness club and also studied German, a very small language program at that time. When Alcala attended BHS, students scheduled their own classes.

MENDEL CHERNACK, a U9 English teacher, began his freshman year at BHS in 1991. During the years he attended, both the Rodney King and OJ Simpson cases were in the national news, prompting many walkouts at BHS. Chernack believes that “students [at BHS] have always been super politically involved.” A quiet kid, he found refuge on the BHS basketball team. “I really loved sports. … That was a big part of my life,” he said. After graduating

in 1995, he moved across the country and attended Emory University, before returning back to the Bay Area and continuing his education at UC Berkeley.

Chernack said that at first he didn’t have the intention of returning to BHS. “I actually wanted to teach in San Francisco [where I live] … and serve the community I lived in.” However, he saw that BHS was hiring and decided to apply. Chernack ended up getting the teaching position, and “it just so

the vibrant art and music scene of Berkeley in the 1990s, she realized just “how unique people from Berkeley are, and how much we have in common with each other.” At UCLA, Rosenkrantz also realized that the foundation of social action she experienced at BHS allowed her to join political movements. “I was a very political person and had a much deeper knowledge of political history and social justice because of my time in Berkeley and at BHS,” she

nia, Los Angeles (UCLA), she moved back home. Alcala said that “the community of Berkeley has become less diverse,” though she still believes that “the kids of Berkeley are just as passionate and assertive” as they were back in the 1990s.

Many of Alcala’s current friends, including her husband, all went to BHS. “I know a lot of people who married someone that they dated at BHS. It’s definitely a common thing,” she added, laughing.

ing on how BHS has changed since he was a student. “But as far as the people, I don’t think much has changed.”

Goldman’s childhood neighbor, Tim Moellering, a beloved former BHS teacher who passed away in 2011, informed him about BHS’s then-principal Jim Slemp’s support of small learning communities within BHS. Goldman wanted to get involved.

“I studied education policy in grad school, and a lot of the research I read

about education was really supportive of small learning communities … I wanted to be a part of that,” he said.

Goldman said that attending BHS gave him the ability to adapt well and interact seamlessly with a wide variety of people.

“The breadth of social interaction I had growing up in Berkeley and going to BHS … allows me to flow freely and comfortably among many different groups of people,” he explained.

happened that it was the right job.” After returning to BHS as a teacher, Chernack has learned to think about the big picture. “As a student, you’re thinking about yourself. … It’s hard to really think on a large scale until all of a sudden you’re a teacher with 150 students.”

Chernack said that he still feels connected to his former BHS classmates. “When we do see each other, we don’t skip a beat. It’s like we’re still in high school, joking and laughing all the time.”

GIDEON GOLDMAN is an Academy of Medicine and Public Service (AMPS) math teacher. “[BHS] had great people then and great people now,” said Goldman, when reflecting on his time at BHS. Goldman, who drove a 1966 Volkswagen bus back in high school, graduated in 1986 before continuing his education at UCLA. “A building has burned down and a few other unstable buildings were torn down,” he said when speak-

SARAH ROSENKRANTZ played percussion in the jazz band and was on the softball team while at BHS from 1991 to 1995. Today, she’s a BHS librarian. “[When I was a student at BHS,] I couldn’t even have told you where the library was,” she laughed. For Rosenkrantz, the diversity of classes offered was impactful, specifically the African American Studies department. “It was and still is a very dynamic program,” she said.

After Rosenkrantz left

“You could have classes with friends, you could choose teachers whose style aligned with yours,” she said. Alcala said that being able to create her own school schedule taught her independence self-advocacy, which came in handy in college.

Alcala has always felt connected to Berkeley and to BHS. “I had a good time in college, but I found I liked all of the activism and culture here,” she explained. In fact, the day she graduated from University of Califor-

explained.

Eventually, after moving back to the Bay Area and teaching along the way, Rosenkrantz wanted to return to her alma mater.

The most significant change Rosenkrantz has noticed since being a BHS student is that “there have been moves to provide more structure for students and more places for planned connection, rather than [students] having to opt in or seek it out on [their] own.”

HIGH SCHOOL PHOTOS from OLLA PODRIDA, Berkeley High School yearbook, 1986 & 1995

BY MIRIAM REICHENBERG staff writer

CURRENT PHOTOS

by ASHLEY DIAZ, staff photographer

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FRIDAY, JANUARY 7, 2022

FEATURES

Student vendors display various merchandise at the AHA Craft Fair on December 9 and 10.

SAYLOR COLE

BHS Students Sell Handmade Goods at Arts and Humanities Academy Craft Fair

BY SAMUEL FELDMAN staff writer

Berkeley High School’s (BHS) Arts and Humanities Academy (AHA) held a craft fair during lunch on December 9 and 10. The craft fair is serving as a replacement for AHA’s annual art exhibition at

Kala Art Institute, put on halt due to the pandemic.

AHA visual arts teacher Miriam Stahl helped oversee the set-up of the craft fair, which was held right outside her classroom. Her own booth sold donated products made by the art students, as well as merchandise of her own, including earrings, t-shirts,

tote bags, and AHA’s annual calendar.

The profits from Stahl’s booth went to the AHA scholarship fund, which “give[s] out three or four scholarships to graduating seniors [who] are firstgeneration [immigrants].”

Stahl made around four hundred dollars.

St a h l of fe re d a l l he r students the opportunity to sell their own handcrafted merchandise for their own profit. “What I liked the most was … seeing students selling their own work,” said Stahl. “I think it was really satisfying, to have students see that they could make money off their labor, … off their art or their

craft.” and send positive intentions Students sold handmade [towards my salves],” she said. stickers, earrings (including Maddie Philhower, a junior those crafted of teeth), gloves, in AHA, made earrings to sell and self-care products. Many at the craft fair. “I really like clothes were for sale: screen- making clay stuff. … I actually printed t-shirts designed by sold out, which was really students, and cast-offs that exciting,” she said. “There were sold in were so bargain bins many people and clothes s elling “I’m really impressed racks in the things, and with the entrepreneur- s o m a n y center of the ial [spirit] of my class- people came fair.

“I was a s w e l l .” mates.” r e a l l y P h i l h ow e r mot ivate d found it Celeste Campos, to … [have] nice to AHA Student my art interact with recognized a variety of and ma ke students, some money,” said Celeste support other people, and Campos, a senior in AHA. meet those she might not have She sold herbal ointments otherwise. and lotions to help alleviate “I thought it was really different health conditions. beautiful to see how many “Over the pandemic, I got people came through,” echoed very interested in ways of Campos. “I’m really impressed healing, that maybe are easy with the entrepreneurial to make, but a lot of people [spirit] of my classmates, … don’t know about, that can stuff you wouldn’t see and … fix common ailments that think a teenager made. It was they have.” Campos started a really good display of the making herbal remedies for capabilities of our class and her own use, learning crafting our potential.” techniques from various “In AHA, we are really mentors of hers, but turned encouraged to express what them into a business after we’re truly feeling and live realizing how useful they up to our true potential. Our could be to the community. teachers and mentors support She also sold hand-sculpted and uplift us,” said Campos. jewelry.

“I’m really happy to have an C a m p o s p r a c t i c e s opportunity where I [can] Santeria, an Afro-Caribbean learn and grow.” religion. Santeria emphasizes “[The craft fair] is the first c u l t i v a t i n g a p o s i t i v e of what I think will become relationship with its deities, a tradition,” said Stahl. “I orisha. “One of the ideals [of saw smiles all around, … of Santeria] is to give praise to students thrilled to be doing the herbs. … I tend to pray something fun at lunch.”

Teachers Navigate Restrictions on COVID-19-Related Sick Leave CONTINUED FROM PAGE 1

Robertson mentioned t hat t he exist ing BUSD COVID-19 policies do not specify testing guidelines for teachers who have already contracted the virus during the 90 days after they would have tested positive for it. He explained that staff are told to isolate if symptomatic and to receive a negative test before returning to school; however, they are also told that they cannot be tested until 90 days after having caught the virus without getting positive results.

This provokes the question of whether these teachers would have to quarantine using their sick days after receiving a possibly false positive test in the window of 90 days having actually tested positive.

Robertson said he has reached out to the district health office about this but has yet to hear back.

Of the 11 sick days allotted to teachers each year, three kinds of sick leave are recommended for use. A majority of those days are suggested to be used for personal necessity leave if needed. Personal necessity leave accounts for occasions such as attending a professional conference, meeting with a lawyer, and

observing a religious holiday.

Personal leave, or ‘no-tell’ leave constitutes around four of the 11 days and can be considered as a mental health day. Three to four days are suggested to be used for literal sick days.

Ar ts and Humanities Academy (AHA) English teacher John Becker was involved in outlining sick leave for BUSD teachers while he was the vice president of the Berkeley Federation of Teachers (BFT) from 2013 to 2017. He explained that if a teacher is suspected of abusing their sick leave privilege, the district is allowed to request a doctor’s note.

“If you’re claiming sick leave to be out for a whole week,” Becker said, “you better be sick enough that you’re going to the doctor. If you’re not, like, get your *ss to school.”

A teacher is not off the hook when they are on sick leave.

Many teachers still work from home and communicate with staff and students virtually.

While on leave, a teacher is expected to provide lesson plans for a substitute teacher and get materials for lessons to their classroom.

He explained that the “basic economics” of sick leave

equate the annual number of sick days afforded to a teacher to an amount of money that is redirected to a substitute teacher’s paycheck.

Lately, Becker received multiple emails from the main office, asking teachers to cover classes for different teachers

who are out. The emails have indicated a lack of substitutes almost every day, with Becker saying, “some days it’s one person, some days it’s 10.”

Robertson noticed this as well, hypothesizing that the substitute shortage is partly induced by teachers

attempting to honor protocols when they otherwise would have attended work. He said that given the choice, many teachers would prefer to attend work instead of calling in sick because it involves “way more work” to do the latter.

“The school and the district

[are] doing [their] best in a really stressful, difficult time,” BHS teacher and career advisor James Dopman said.

“I think their concern is, how do we support teachers during this, and how can we support substitutes so we can keep schools running in person?”

LEILAH DOOSTAN

FRIDAY, JANUARY 7, 2022

FEATURES

Students fight in front of the C-Building on Rally Day in October 2019.

JEROME PAULOS

Rise in Student Fights Points to Tension in Wake of COVID-19

BY AVHA MEISELS staff writer

For a long time, student fights have been a large aspect of Berkeley High School (BHS). Fights have been witnessed on campus and spread through social media to the point where Instagram accounts have been made just for this reason. Videos have circulated of students fighting in the courtyard, hallway, and even at Papa John’s pizzeria.

Recently, a fight broke out after a fire alarm, and swarms of kids ran around trying to capture the incident on video. Almost everyone has witnessed these fights in some manner throughout their time

at BHS. Though BHS has always had a history of fights, this year has seen a definite increase.

Opinions vary on the reason for this increase, and largely unanswered questions remain; why is this happening and how is it going to affect BHS in the long run?

According to information gathered from an online poll on Instagram, some students believe that the fights are mainly because of rules not being imposed by the school. Others believe that the main contributing factor is COVID-19, and that the sudden return to inperson school has left many feeling agitated. Berkeley International High School

(BIHS) senior and Chief of Publicity Adam Wilan suspects that the fights stem from “kids missing a year of school and a degradation in domestic conditions.”

Simon Shamji, a restorative justice expert and BHS parent, feels that “There are many reasons why students fight.

Some fight because they are experiencing trauma or violence at home or in their community, while others may be dealing with mental health issues or other behavioral issues beyond their control.”

Shamji continued by saying, “There are also those who may be responding physically to continuing verbal or emotional abuse or bullying or may be acting in self-defense as a

11

result of a physical assault.” The Career Center (CCC). Overall, teachers for students to talk varying reasons for violence the amount of unsupervised to and feel safe with. “I am mean that administrators and student activity has increased concerned about those who counselors must be equipped significantly. When safety are resorting to violence rather to respond appropriately to officers are feeling sick, they than seeking help from adults differring circumstances. are required to stay home, at school. It makes me question T h o u g h whether there are qu arant ine most enough counselors likely has played a and available staff at “[The increase in student fights] role in the increase of school,” Shamji stated. makes me question whether there school fights, another Though there is factor leading to the are enough counselors and available no way to pinpoint surge in student the causes of each staff at school.” violence could be individual fight a lack of security. that breaks out, the Simon Shamji, BHS is a large school prevalence of violence BHS Parent with approximately is cause for concern.

3200 students. In People engaging in comparison to this physical violence are l arge numb er of usually reacting to students, there is a drastically and because of the lack of feelings of threat or emotional small number of safety officers substitutes available, there turmoil. For this reason, we currently working at BHS. is nobody to replace them. must examine why many This is a part of the larger Teachers are often the ones students feel distressed. We can staff shortages that have been that end up stepping in and all agree that safety should be causing many problems, stopping fights, but there a priority for our community. including many substitute simply aren’t enough adults Despite conflicting opinions shortages and a lack of to supervise the whole school. on student fights, our top goal custodial staff. Classes with A s w e l l a s n e e d i n g should be to raise awareness of missing teachers often end up people to stop fights, the stopping violence to make sure in the library or College and BHS community also needs BHS stays safe.

A student films a fight in a staged photo. Fights are often posted on social media by spectators.

JULIAN CURRIER

Despite Increase in Omicron Cases, BHS Returns in Person

BY SASKIA FREEDBERG staff writer

At the beginning of this school year, there was no guarantee that classes would continue to be in person. No one knew if masks would be required for the whole year, and many people worried over the possibility of a COVID-19 outbreak at school. Now that we are halfway through the year, this uncertainty is heightened by the growing presence of variants. Omicron is a new strain of COVID-19 that was first declared a “variant of concern” by the World Health Organization (WHO) on December 26, 2021. Since then, Omicron has spread quickly and now accounts for about 59 percent of all COVID-19 cases in the US. Over winter break, many students, such as freshman Magnolia Hougan, worried about how the new Omicron would affect the return to school for the second semester.

“I was concerned that a lot of teachers were going to be missing and that they were going to have to close down the school,” said Hougan. “But I wasn’t that concerned about

my own personal health.”

For junior Hazel FosketHydes, the transition back to in-person learning has also been mostly smooth.

“I’m honestly feeling quite comfortable. When I first came back, it was all kind of crazy, but it feels like I’ve been back with masks on forever. It all just feels kind of normal.”

But COVID-19 is still lurking in the background, and Ross said, “I’m just excited for a chance that things could go back to slightly normal before I graduate.”

A l e s s a n d r a Io n e s c u Zanetti, a junior at BHS, is happy to be back to in person learning, but she shared that it’s still not exactly how it was before COVID-19. In addition to wearing masks, COVID-19 has become a factor in planning school events and functions, becoming something that “people have to worry about that we just didn’t worry about before.”

How e v e r, t h e re t u r n to school has been over whelmingly positive for Ionescu-Zanetti and has given her a new appreciation for things she once took for granted. “I’ve become a lot more grateful for the friends I have at school and being able

to see them everyday.”

Junior Abby Chen shared that at the beginning of the year, she was worried that COVID-19 would spread through the school. So far, she says, it has gone well, though there have been some close calls. However, with the arrival of Omicron, it’s even more likely that COVID-19 will spread.

Many students that the

Jacket spoke to shared that they would be upset if school shut down and if their classes moved online.

“I really hated online school and it did not work for me so I would not feel good about [going back online],” Hougan said.

Sophomore Corina Harvey pointed out that, in this situation, there are multiple factors to be considered.

“It’s hard because I do think it’s kind of risky to be here [in person], but also I don’t want to go back to online school,” Harvey said. “[Online school] was bad for a lot of people’s mental health, including mine.”

Harvey felt that going back to remote school to address the spread of omicron seemed inevitable, and she was “honestly kind of surprised”

Given the rise in Omicron cases, many students are concerned about returning to campus after winter break.

that classes have continued to be in person to date.

Junior Naomi Nicolas has felt safe so far, and is “excited to be back.” Despite the threat of Omicron, she is hoping to stay at school in person.

“I think that would be a big transition, and we’ve already gone through a lot of transition phases,” Nicolas said. “I hope we can stay safe and ride it out.”

EMILIA FREILICH

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FRIDAY, JANUARY 7, 2022

ENTERTAINMENT BERKELEY HIGH JACKET

Entertainment editors: Asha Baudart-Gehlawat & Ruby Freedman

ashabaudartgehlawa@students.berkeley.net

Instagram Confessions Account Pushes Boundaries of Gossip CONTINUED FROM PAGE 1

The @bhigh.confessions account posted an anonymous submission on December 13, 2021 that read, “I vaped into the Turkey on thanksgiving.” Posted on the same day, another submission stated, “[Student] is such a hypocrite for dating a water polo creep but then preaching to be against harassment and assault.” These statements have vastly different weights — one being a comment made simply for entertainment, while the other is a targeted attack that has links to the heavy topic of assault. When statements holding a wide range of weight are framed in the exact same context, it implies that they can be considered through the same lens.

This does not mean that @bhigh.confessions needs to always be “nice.” Some submissions lean positive, such as one posted January 4, reading, “@seniors ask more people to lunch !! we’re bouta graduate so it doesn’t even matter.” But these accounts, by definition, foster an environment where students are allowed

to make fun of or be critical of one another. In a @bhigh. confessions post, another student wrote, “Sophomores and juniors think they’re hella hard but their parents won’t even let them take Bart to Ashby from North Berkeley. The freshmen look like they’d start crying if their mom didn’t cut their sandwich in the right shape.”

However, the difference between mocking and making accusations lies in the end result. A debate about whether freshmen are wimps does not change anyone’s reality, whereas singling out someone results in immediate repercussions on a peer-to-peer level. The harmful consequences that follow a post written and received as gossip reflect the tone of the submissions and are in no way part of a thoughtful interaction.

Further, with anonymous submissions, objectors are left to share their thoughts in an ill-natured Instagram comment section, with little space for a resolution or healthy discussion.

Confronting people that you disagree with and holding them accountable is

important, and the internet can be a tool for that. But information transfer through gossip on @bhigh.confessions is not addressed with the consideration that is necessary. Rather, it is met with people who think that they are the authorities for a situation they likely know little about.

Another hazard of accusations on @bhigh.confessions is that many of these “confessions” incorporate misogyny, shedding light on prejudice that persists behind the scenes at BHS. There are a handful of posts that call out female students for “trying to f*ck other people’s men” without acknowledging the equally involved male counterparts.

This is not to shut down the conversations that BHS students are looking to have about serious topics such as cheating or associating with sexual assaulters. In fact, the content on these Instagram accounts has made crystal clear what is needed: a space to foster conversations about the subjects that have led to the most controversial confessions.

Accounts like @bhigh. confessions have demon-

LYDIA KIM

Mythological Elements in Films and Books Risk Brainwashing

BY JOSEPHINE MORASKY staff writer

Over the past decade, the entertainment industry has seen an incredible increase in contemporary versions of Greek, Roman, Egyptian, and Norse mythology. Aimed at the teen age group, these forms of entertainment inspect ageold religions in more mod-

ern settings and storylines.

They explore the tales of mythology in accessible and creative ways, making them more appealing for younger audiences. However, when the line between history and propaganda becomes blurred, risks for more vulnerable audiences can develop.

The fan-favorite series Percy Jackson by Rick Riordan explores this relation-

ship between modern and mythical plot lines. The main character Percy Jackson gets caught between the world of Greek gods and mortals, as he is half-god, half-human.

He finds friends and foes in the world of gods, and along with the reader, learns the basic but essential knowledge of Greek myths. This foundational information not only educates the reader but helps them to compre-

MAIA KESLER

strated that they can still provoke interesting conversation, when they do not cross into the territory of attacking specific people in a way that will be conflated with and spread as gossip.

The author of one submission wrote, “it is insane to me how normalized [porn] is,” exemplifying how BHS students want to share their thoughts on issues that are important to them. Submissions with this intention can enrich the @bhigh.confessions account. However, when such topics are framed as gossip on social media,

they lead to unproductive fights in comment sections.

From scandal papers documenting the marriage market centuries ago to gossip columns in professional and school newspapers, the natural inclination to share our opinions about one another has long evolved past spreading information solely through word of mouth. @bhigh.confessions and its spinoff accounts are merely the newest iteration of a narrative voice that has evolved alongside the spectacles of daily life for centuries.

What these accounts lack

compared to their predecessors is mindfulness of their impact. Entries in past gossip columns, while aiming to stir up drama, were curated to some extent, and subjects were not referenced by name. Anonymous online gossip should not extend to personal issues that cannot reach their necessary resolution when warped on a public account. @bhigh. confessions must be conscious of its responsibility to determine when submissions that draw laughs or prompt reflection turn to statements that cause harm.

hend the complex storyline juring also includes a rather making it an attractive baof Percy Jackson. The five- biased depiction of Chris- sis for modern fiction. This book series includes inter- tianity. Most horror plots doesn’t have to be a negative actions with nearly every start with someone becom- thing, but when religious Greek god and covers the ing possessed by demons motives are hidden behind more elementary Greek then being saved by priest- popular plot lines and mainmyths. Similarly, The Kane like characters. While these stream movies, viewers are Chronicles, also written by movies don’t target younger, less likely to be aware of the Riordan, find an equally ap- more vulnerable audiences, information they internalize propriate balance between the religious perspective can and where it comes from. an amusing but educational still unintentionally influ- Finding educational plotline. The main charac- ence viewers. value in our entertainment ters, Sadie and Carter Kane, The danger of propa- is critical since it has coninteract with the dangers of ganda trails closely beside sumed our everyday activiEgyptian myths while they religiously influenced enter- ties. With a large increase in trample down a similar tainment; the line between media usage, series such as storyline to Percy Jackson. history and propaganda Percy Jackson and The Kane Both series are highly Chronicles are quite acclaimed by teens beneficial, especially for their engaging since they cover topWhen religious motives are hid- ics not largely taught mythology-inspired den behind popular plot lines and in school. Mixing fantasy.

Unconventional mainstream movies, viewers are mythology and fictakes on mythol- less likely to be aware of the infor- tion both entertains ogy and religion and grips many mation they internalize. can also be seen in young readers, alteen-favorite horror lowing them to learn movies, such as The mythology in unconOmen, directed by Richard can quickly become mixed. ventional and creative ways.

Donner, and The Conjuring, Particularly affecting main- Due to the complexity of directed by James Wan and stream or box office mov- entertainment inspired by Michael Chaves. However, ies, religious propaganda myth or religion, it is almost these movies have a darker can be hidden in the com- impossible to pinpoint dimessage hidden behind the mercial promotion of the rect implications of propaseemingly mainstream plot. movie. When these movies ganda or specific intentions.

They follow a similar theme are made to target younger However, it is important to to general horror cinema, audiences, the influence draw a line between explicand contain faith-based, they have is impeccable as itly incorporating mythoworship-centered plot. The children absorb the media logical or religious elements Omen follows a little boy around them with less skep- into storylines for educawho is said to be an “Anti- ticism and rejection than tional purposes, and subtly christ,” as everyone around teens and adults. Religion emphasizing religious idehim seems to die. Resem- is inherently intertwined ologies that will impact the bling The Omen, The Con- with supernatural elements, audience in unknown ways.

FRIDAY, JANUARY 7, 2022

ENTERTAINMENT

Unoriginal Christmas Albums Have To Go

BY STEPHANIE JERSEY staff writer

When it comes to the holiday season, the popular traditions of exchanging gifts and decorating a Christmas tree are accompanied by a soundtrack of Christmas favorites. “Jingle Bell Rock,” “Last Christmas,” and “Feliz Navidad” are just a few of the songs heard in many people’s homes. Even the Billboard Hot 100 reflects this tradition; throughout the month of December, popular hits are replaced by nostalgic Christmas music.

Today, Christmas is centered around giving and re-

ceiving gifts, and this commercialization has impacted both the traditions involved and the music industry as well.

Christmas music plays a key role in popularizing consumption around the holidays; it is used by retailers to advertise their products or promote their business. For example, the iconic song “Rudolph the Red-Nosed Reindeer” was written in 1939 to promote the Montgomery Ward Department Store. Other classics like “Happy Holidays” (1963) are about children receiving gifts from Santa Claus. In “Happy Holidays,” Andy Williams sings “And

SIENNA PRAK-PERRY

Santa Claus has got a toy for every good girl and good little boy.” These lyrics create expectations for young ones who believe that getting toys is what Christmas is all about. This song further helps to promote products and highlight the holiday’s materialistic motives.

As time passes, these old classics still seem to dominate the holiday music industry, with most iconic Christmas songs having been made at least a decade ago. Many people prefer the nostalgia and comfort of the older songs that remind them of their childhood. For others, it’s the subpar quality of the new Christmas music that keeps them listening to the classics. Today’s talented artists, who normally make great music, are releasing uninspiring songs that lack the classic holiday feel.

Some may wonder why artists even bother to produce new Christmas music. The answer is simple: they make it for profit.

Making a holiday album full of covers is not only easy, but also allows the artist to make extra revenue without needing to create original music. Many of the classic holiday songs are from decades ago, which means copyrights have expired and the song is now owned by the public. This enables the artist to collect all of the revenue generated

from their covers. For artists who take the risk and make original Christmas music, there is the possibility that it will become a new holiday classic. Although this is very difficult to do, it can lead to consistent profit year after year. Ariana Grande is one of few modern artists who has been able to produce an original Christmas song that gained popularity across the US. Her song “Santa Tell Me” topped the Billboard Hot 100 chart and has solidified itself in holiday music for years to come.

Despite the disappointing songs that have plagued contemporary music, new songs have extended into different genres and created an opportunity to reach people who enjoy different types of music. For example, the song “Merry Christmas” by Elton John and Ed Sheeran reaches across generations and brings together fans of Sheeran’s pop and John’s rock.

All of these songs we consume, whether old or new, help to shape our beliefs surrounding the wintertime holidays. While the commercialization of Christmas music has influenced the holiday itself, we should remember that this music should reflect the true purpose behind Christmas, which is to connect with friends and family and not simply give gifts.

Eurocentrism and British Royalty Media

BY VIVIANA HILARIO staff writer

Power. Wealth. Decadeslong drama. These are the aspects of royalty and aristocracy that have captured viewers around the globe.

Shows such as The Crown, Bridgerton, and Royals have dominated the media for years, feeding into viewers’ peculiar obsession with the elite. However, it is hard not to notice that the vast majority of these sorts of programs are centered around British royalty in particular.

This is a very eurocentric perspective, leaving several millennia of non-European history untold.

Finding pleasure in learning about British monarchies and their histories is not a problem in and of itself. However, it becomes questionable when the intricate stories of foreign monarchies are cast aside as if royalty has only one face.

The Hashemite Kingdom of Jordan or the Kingdom of Morocco are just a few examples of the plethora of kingdoms with fascinating histories that go unheard in favor of white, British kings and queens.

A solely western view has dominated our media for too long, leaving several groups in our society underrepresented. One step to combat this is to include more thoughtful representation of other cultures and their elite.

Monarchies are often riddled with corruption, and this entertainment obsession has the potential to glorify the toxicity and abuses of power embedded into monarchal life. This then begs the question of how to distinguish between a simple fascination with nobility and an obsessive desire to live like these members of society.

Members of royalty lead lives of incomprehensible luxury and intricate drama, which captures the attention of most “normal” citizens.

As long as the problematic aspects of this life are recognized, it’s no crime to sit down with a bowl of popcorn and tune in to your favorite royal documentary.

As long as western power remains dominant in the world, British royalty will never leave the limelight.

However, this shouldn’t mean that other monarchies must be hidden away. There

are countless other monarchies with intricate histories that could expose audiences to cultures that have never been represented on such a large scale before.

Who knows, if the media

looks a little further than this one particular island in the northern Atlantic, it may find the basis for a whole new show that will give The Crown a run for its money.

ANNELISE SCHOUTEN

BALANCING THE SCALES OF JUSTICE SIMONE FAULKNER

Rogel Aguilera-Mederos, a Cuban immigrant working as a truck driver in the United States, was transporting lumber in Colorado when he lost control of his vehicle. The truck careened downhill, while Aguilera-Mederos unsuccessfully swerved to avoid approaching cars, before bursting into flames. The crash caused a twenty-eight car pileup and killed four other drivers.

Aguilera-Mederos doesn’t have a criminal record, was cooperative with investigators, passed all drug and alcohol tests, and insists that the accident was due to his breaks failing.

Nonetheless, prosecutors argued in court that Aguilera-Mederos knew his breaks were failing and he dangerously weaved between cars on purpose. To this, he wept and begged the victims’ families for forgiveness, attesting that he’s not a criminal and has “never thought about hurting anyone in [his] entire life.” In spite of this, Aguilera-Mederos was charged on twenty-seven counts, ranging from assault to vehicular homicide, and sentenced to 110 years in prison with the possibility of parole only after serving eighty-two years.

Nearly everyone who has offered an opinion on this case has come to the conclusion that it’s not just Aguilera-Mederos’ actions that earned him more than a century long prison sentence, it’s Colorado’s mandatory minimum sentencing laws. Aguilera-Mederos, as well as the judge, are at the mercy of a predetermined sentence that doesn’t consider the unique circumstances he was in, and there is no way around it. Observers have commented that the sentence is far too severe, including a Denver Post editorial concluding that many are “losing faith in America’s justice system and clemency is one way to ensure the scales of justice remain balanced.” This testament is shown by the 4.5 million signatures on petitions asking the governor of Colorado to grant clemency or commute Aguilera-Mederos’ sentence.

Mandatory minimum sentences were developed to create consistency in all convictions.

However, what they really accomplish is undermining the criminal justice system, which is already burdened with endless failures and a myriad of inequalities. These laws inhibit the professional integrity of judges, making it impossible for them to do their jobs the way they’re taught to. Furthermore, the collaboration between mandatory minimum laws and the country’s inexorable discriminatory practices propagates preexisting racial disparities.

Lastly, the jobs of prosecutors are made too easy with the leverage these laws give them, allowing them to coerce defendants into harsher than necessary sentences and abandoning their constitutional rights. Mandatory minimum sentences have ruined more lives than that of Aguilera-Mederos. Prisons are full of battered women who protected themselves against their abusers, people convicted for minor drug offenses (disproportionately people of color), and protesters who fought the injustices that threatened their fundamental rights. All these people are defenseless against these mercilessly unforgiving laws. Aguilera-Mederos will spend the rest of his life in prison. His mandatory minimum sentence was a death sentence.

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FRIDAY, JANUARY 7, 2022

ENTERTAINMENT

Spielberg’s ‘West Side Story’ Reevaluates Racial Divisions

BY ZADA SANGER staff writer

The anticipated remake of the classic film West Side Story was recently released, directed by none other than acclaimed director Steven Spielberg. Starring Ansel Elgort and Rachel Zegler as Tony and Maria, this is the second film adaptation of the acclaimed Broadway musical. West Side Story proves itself to still be meaningful and relevant even some 60 years later. The movie presents a revised, fresh take on the story while still preserving the charming essence of the original.

The story is about two rival teenage gangs — one white (the Jets) and one Puerto-Rican (the Sharks) — struggling for control over their neighborhood in 1950s New York City. Tensions between the gangs reach a breaking point when Tony, a member of the Jets, falls in love with Maria, the sister of a Shark leader. West Side Story nar-

rates a tale of love in the face of racial division, hate, and hopelessness.

In this version, Spielberg takes more steps to accurately depict the issues between the different groups.

He clearly underlines how the Jets are the disgruntled aggressors whose actions stem from racism, white supremacy and xenophobia.

A notable change in the remake is additional dialogue, which helps establish motivation and backstory for characters.

When looked at through a modern lens, the 1961 film adaption has its fair share of issues, particularly with the casting and the stereotypically racialized renditions of the Puerto-Ricans.

For example, Bernado (the leader of the Sharks) was played by George Chakiris, a Greek-American, Ohioborn actor. Additionally, his sister Maria was played

by Russian-American actress Natalie Wood. Neither possessed any Puerto-Rican heritage, and brownface was used by the makeup department excessively, even on

the few cast members who were of Latinx heritage.

Puerto Rican actress Rita Moreno, now 90 years of age, who played the role of Anita in the original 1961 West Side Story, is an executive producer and actress in the remake. Rita Moreno was very active in holding the original show’s makers accountable with regards to Latinx representation, even threatening to forsake her now iconic role as Anita in the original film due to lyrics that were insulting to Puerto Ricans. Her involvement marks the remake’s commitment to preserving the positive elements of the show while working to better areas that fell short in the past. While the remake attempts to better the Latinx representation in the casting, that doesn’t change the fact that West Side Story is textbook cultural appropriation; it is a story about race, class, and cultural complexities, written by four financially secure white men. One interesting decision made by Spielberg was to omit subtitles for

THE CROSSWORD

the Spanish dialogue in the film. He felt that subtitles communicated the message that the film was intended for an English-speaking audience.

West Side Story is undoubtedly a well-made movie. One of its most impressive elements is the choreography of the song and dance numbers, which fell nothing short of exceptional. The soundtrack remained a sensation and the film’s actors were convincing and enjoyable to watch.

Although the new movie is successful in many ways, there is some criticism over the choice to cast Ansel Elgort as the male lead due to sexual assault allegations regarding an encounter with a 17-year-old. The allegations were never addressed by any West Side Story spokespeople and interviews and press junkets with Elgort have not broached the topic.

The release of the movie came just two weeks after the death of Stephen Sondheim, the lyricist and cocreator of the original 1957 West Side Story Broadway

musical. He was reportedly very satisfied with the movie, which is high praise indeed, since Sondheim was a lyrical genius whose legacy will live on in his masterful works of art. All

in all, the 2021 rendition of West Side Story was visually sensational, and resolved many of the shortcomings of the original movie without compromising the soul of the story.

LUCY RICKART-WEBB

Submit to the Jacket !

Black History Month Special Issue What does Black History Month mean to you?

ACROSS 1. Shallow crater lake 5. Separate 10. Excellent lyrics 14. Stare 15. Hollyhocks genus 16. Biblical son of Isaac 17. A hot sandwich with cheese and filling 18. The Abrahamic Devil 19. Adjective indicating the subject has died 20. South Korean capital 22. Friendly head movement 23. Rubbed off 24. Wordsmith 26. Used with dash in a type of code 27. Fresh 28. She is ___ that new Gucci bag 32. Decide for or against 35. ___ Gray, famous Oscar Wilde character 38. Scottish word meaning loyal 39. Ark captain 41. Hedgehog of Nintendo fame 42. Brink, verge 43. Dutch currency 44. Strategy 46. These may need to be purged before you die 47. Raged 49. Woven trap 51. Music genre defined by rhyming lyrics 52. Things measured in degrees 55. Wizard’s tool 58. Opposite of amateur 59. Indonesian word for volcanic mudslide 62. Member of a socioethnic group originating in the Middle East and North Africa 63. Sand filterer 65. The right or left of something 66. Don’t do this after kissing 67. Near a center 68. Stops 69. Story 70. Brazilian bills 71. Sergiño ___, FC Barcelona and USMNT fullback

DOWN 1. Life givers 2. James ___, author of A Death in the Family 3. Let happen 4. Give back 5. US organization that studies outer space 6. Something to hold coordinates or travelers 7. Stage user 8. Consume text 9. Beachy skin tone 10. Make fun of 11. With all deliberate speed 12. Fee to be paid proportionally to time 13. Battled in court 21. Was deceitful 23. Victory 25. A type of partner dance, two words 26. Rhythmic movement 28. Pause 29. Homemade bombs 30. Mythological snake women in Hinduism 31. A softly sloping valley of trees 32. The smallest bills we have 33. Sad scowl 34. A root vegetable from southeast Asia 36. Car path 37. Pixar movie, Monsters __ 40. Awful 45. Unit of life 48. Apple computer 50. Pestered 52. Coliseum 53. Story book 54. Light reflection 55. ___ Damon, Martian actor 56. A section of space 57. Courage 58. The oldest type of tree 60. ___ to, increases 61. Take a break 63. Male honorific Raven Fonseca Jensen 64. Small— sounds during breakages in speech

— Nicholas McGlashan

The Jacket welcomes any BHS student to submit original pieces of art and writing to potentially be published in our celebratory issue on February 11.

Send submissions to Jeremy Herpin at jeremyherpin@students.berkeley.net by 7 PM on Friday, February 4.

POPPY CHAMBERS

FRIDAY, JANUARY 7, 2022

SPORTS

During lunch, students snack mid-soccer game on the Jacket field.

EMILIA FREILICH

More Than Just a Field: Lunchtime Eats and Athletics at BHS play sports apart from their lunchtime fix, as well as students purely intent on exercising their bodies in the midday atmosphere.

Nunzio Burley, a student in Universal Ninth Grade (U9) who swims and plays

in kicking a ball or tossing a disc back and forth, but there are also many lively groups of friends on the Berkeley High School’s sidelines, enjoying one an(BHS) diverse community other’s company and joking is exemplified through the around. different hobbies and activi “Going with friends and ties that take place people I know defion campus. This innitely changes the This group, a couple dozen cludes the group of atmosphere,” Burley students regularly athletes large, mainly consists of said, adding, “That is found partaking in enthusiastic underclassmen look- not to say there aren’t sports on the Jacket opportunities to meet ing to actively engage with their field at lunch. They peers and meet new people during new people, or at least play a variety of have a different exlunch. games; soccer, ulperience. One of the timate frisbee, and ways I have made a football are a few favorites. soccer outside of school, few connections has been This group, a couple dozen spends most lunches on the through just thro wing myathletes in size, mainly con- field. He said, “The field is a self into a game of soccer or sists of enthusiastic under- cool place to sit down, eat football on the field.” classmen looking to engage lunch, play sports, do home- The enthusiasm on the with their peers and meet work as well.” field surrounding sports is new people. However, it Not only are there crowds very apparent in the busalso appeals to students who of people actively involved tling conversations, shouts

BY ARIANA YEROVAM staff writer

to teammates, peers weaving through each other to score, and friendly passes back and forth, emulating a general contentment in being there. Robert Garvey, a ninth grader who plays Ultimate for the school, stated, “It’s nice to be outside during lunch instead of sitting down.”

This environment has a range of competitiveness and athleticism. Though it mainly consists of underclassmen, there are plenty of experienced athletes. Vinicius Domenico, a sophomore in Arts and Humanities Academy (AHA) who spends lunch on the field roughly 2 to 3 times a week, said, “People can be competitive, we’re all just trying to have a good time.” He added, “The reason I’m out here is [that] the community we built makes it a really fun place to play sports.”

This idea of a “studentbuilt community” speaks to many, while it demonstrates how sports can bring people together. Domenico said, “I’d say that it gives a lot of people new opportunities to have fun and make new friends. Definitely if you go out on the field for a little you will instantly find some new people.”

The variety of students shown on the field is what makes this such a supportive community. They invite others to join no matter the experience, skill level, grade, or background, and their infectious enthusiasm keeps students coming back.

Injuries Influence BHS Team Mentality

BY SOFIA RODRIGUEZ staff writer

At Berkeley High School (BHS), the wide variety of sports lead to a wide variety of injuries for athletes, all of which have implications for entire teams. One of the main support centers for injured athletes is athletic trainer Lauren Small. Small shared, “Since the [COVID-19] shutdown, there have been more injuries nationwide.”

Although only one full sports season has been completed, there have already been about 75 injuries across the school. The increase, Small believes, is the result of training time lost during the pandemic, and the sudden restart in regular movement while athletes haven’t adjusted to their physical growth. While injuries are in many ways a personal struggle, a player being out due to an injury has an effect on the entire team.

Losing players can lead to a shift in mentality for the team, which can alter the way a game turns out, even when playing against an opponent that’s not as strong.

“Whether it’s our best or worst player, [when a player is out injured] we’re down a member of our family and in basketball, you can’t win games by yourself,” said Elijah Williams, a senior on the BHS boys basketball team.

For most BHS teams, athletes are playing together for the first time, and there is a varying amount of skill, making it difficult to adapt to player injuries. Nasos Eleftheriadis is the coach of the BHS girls junior varsity soccer team, and thus far in the season has had five injured players, a quarter of the whole team. “We have to

think quickly and make adjustments, bringing players on the same level as those injured in order to cover the open spots,” Eleftheriadis said.

Injuries can make some athletes feel isolated since they are unable to play or practice with their teams, but depending on the athletes and their support system, reactions can differ.

Both Emma Kittredge and Sirine El Karoui play for the frosh girls soccer team at BHS and have been out thus far due to knee problems and a broken fibula, respectively. “My mentality

and view of the game really changed,” Kittredge said.

As much as injuries are disappointing, many athletes recognize that there is something to learn from them. One of the most common insights is learning to listen to your body, and understanding when it’s time to stop rather than pushing through the pain.

“I think I need to be more careful in the future,’’ El Karoui said. No matter what sport, injuries happen, but the difference between strong and weak teams is how they adjust to and deal with the obstacles.

Freshman basketball player Manav Rai’s injury is examined during a home game.

NOLAN WHITEHILL

THE FIGHT FOR LABOR UNIONS AARON STEVENS

When everything is operated with a motive towards profits rather than what is ethically right, we end up with extreme inequality, environmental damage, and economic instability.

Capitalism allows the uppermost class of society to do what’s best for themselves rather than for the people. Things such as climate change, poverty, and the high cost of living are all results of capitalism. We can clearly see this with the climate crisis. Even though the science is obvious that if we don’t cut carbon emissions soon there will be catastrophic consequences, we are still putting more and more fossil fuels into the atmosphere in order to make a profit.

The failures of capitalism go beyond climate change. Since its creation, workers have been exploited for profit. Many workers across the US are currently striking to fight poor working conditions. Just last week unionized Kellogg’s workers ended their 77 day strike, which had been for better wages and benefits. When Kellogg’s offered to increase workers wages by a miniscule 3 percent, strikers refused. Of course, Kellogg’s responded by attempting to replace all 1,400 strikers. When asked about it, president of Kellogg North America Chris Hood claimed, “While certainly not the result we had hoped for, we must take the necessary steps to ensure business continuity.” In 2020, he made over $5 million in salary. The CEO Steve Cahillane made nearly $12 million.

Unions are becoming increasingly favorable as the federal minimum wage becomes more disproportionate with the cost of living. Unfortunately, so has union busting — when a corporation attempts to prevent employees from exercising their right to unionize. Depending on the action, it is often totally legal. Despite support for unions more than doubling over the last decade, the number of union members in the United States reached a record low back in 2019. Recently, Amazon (the United States’ second largest employer) was exposed for launching a massive anti-union campaign.

Many workers who were a part of the union drive were pulled aside and required to watch a video on Amazon’s “code of business conduct and ethics,” according to a report by TruthOut. Across Amazon workplaces, anti-union messages from management are frequently posted.

Considering Amazon founder Jeff Bezos recently made $12.8 billion in just three months, one would expect he could invest a little to make employees more content. But despite this, working conditions in Amazon are notoriously poor. Workers report having to urinate in bottles due to too few bathroom breaks (which are strictly timed), being overworked, and extremely high rates of serious injury. In 2020 alone, for every 100 Amazon workers, nearly 6 are seriously injured.

It’s unfortunate that we live in a system that forces workers to put their livelihood at risk in order to be paid a livable wage. It’s even more unfortunate that those who employ put their own profits before others. We need to call out and expose companies that attempt to interfere with the creation of unions so that workers can’t be exploited for profit.

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FRIDAY, JANUARY 7, 2022

sports editors: Luisa Bertolli & Norah Lee

SPORTS BERKELEY HIGH JACKET

norahlee@students.berkeley.net

Finals and Break: Optional Training?

BY PEARL GAUTHIER staff writer

Alums in black returned to play with current teammates in white on December 18 at the Jacket Stadium.

AVA MUSSI

Alums Reconnect With BHS Soccer Team to BHS soccer through a ca- community, and it’s nice ni game will inspire in the sual game, playing against to meet up with everyone.” team: “Hopefully the alumthis year’s team in a fun en- McCarthy also spoke on ni game gives all the girls vironment. The players then what advice she gave to cur- something to work hard for.”

The alumni game is switched from the game to rent players. “This program For June McNally, a sopha Berkeley High School shooting drills, practicing gets really close, more than omore who joined varsity (BHS) tradition for many penalty kicks. Later, girls soccer this year, of its sports teams, in which a new game bethe game had a differalumni athletes are invited gan with integrated “This program gets really close, more ent takeaway. “It was back to BHS to play with teams, alumni playsort of odd to connect than most programs I think, and I athletes of their sport. Cur- ing alongside curdon’t want them to take [the commu- with old players berent athletes get a chance rent athletes. The cause I didn’t expect nity] for granted.” to connect with and learn day ended with evit to be so familial; from graduated athletes, eryone circling up they really acted like Cristina McCarthy, who in turn reconnect with and the alumni givwe were all part of BHS 2019 Graduate their high school sport and ing short speeches to the community and it community. On Saturday, the current players. was really refreshing,” December 18, BHS girls “It’s fun,” said CrisMcNally said. “It was soccer alumni met with the tina McCarthy, a BHS 2019 most programs I think, and really funny playing with BHS girls varsity team for graduate, about what com- I don’t want them to take them because it was more a friendly scrimmage. The ing back to play at BHS [the community] for grant- casual than expected.” alumni were reintroduced meant to her. “This is our ed,” she said.

While giving returning Myah Polzin, a junior athletes an opportunity to who has been on the girls reconnect with old friends varsity soccer team for three and teammates, the tradiyears, emphasized that the tion of an alumni game gives alumni had a big impact on younger players like McNalNEXT GAME RECORD LAST GAME the current players. “For the ly a chance to see what the girls who advanced through BHS girls soccer commuGirls Basketball 4-10 1/7 @ SJND W 57-33 vs. SAHS years of high school along- nity is all about. “I can’t take L 48-43 vs. Mountain side the alums … they’ve this season, or any others, Boys Basketball 7-4 1/7 @ BHS View created such strong and for granted,” said McNally Girls Soccer long-lasting bonds and it’s about what she learned from 4-3-3 L 2-1 vs. San Leandro 1/8 @ Monte Vista heartwarming to see,” Pol- the alumni. “I have to cher1/7 @ BHS Boys Soccer T 0-0 vs. BCP 4-2-2 zin said. Polzin spoke on ish the moments I have with what she hopes the alum- my teammates.”

Digital ticketing: https://sites.google.com/berkeley. net/bhsathletics/home

BY FINN GARDNER staff writer

Winter break is a crucial time for students to rest from the stress of school, especially after a hectic first semester and finals week. It also provides a valuable rest period for Berkeley High (BHS) athletes, most of whom train every day of the school week.

Many BHS coaches, including those for basketball and soccer, offer optional, but highly suggested training sessions over break for students to maintain their routines. It’s an understandable practice, considering that not holding practices would pose disadvantages to BHS sports teams, as athletes would need to waste time getting back in shape.

However, teams such as BHS basketball and soccer continued to hold games during finals week and into the first weekend of break.

Missing games can cause athletes to lose playing time in the future, forcing them to make a choice between the team and preparing for finals. Finals should be prioritized, as they make up a

big part of semester grades.

Consequently, once winter break starts, students need a break. Attending daily practices and playing in multiple games a week can take a huge physical toll on athletes. Coaches must understand that each athlete is different, and that while some athletes benefit from the routine of practice, others may simply need a break.

Ideally, games and practices spanning from finals week through winter break should be optional. However, if leagues in the area continue to hold games at this time — especially games that qualify teams for playoffs and tournaments — it would cause setbacks for BHS teams not to participate or continue practices. This highlights an overarching issue for student athletes, coaches, and organizers: how can student athletes balance school with tough competition? While BHS may be stretching athletes too thin during break, they are just trying to keep up with other teams. Athletes must be able to prioritize their health and school while still fostering competition.

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

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

BHS SCOREBOARD

ZOE FUNG

ATHLETE PROFILE JUDE ROCKAFELLOW is a senior in Academic Choice (AC) and a member of the boys varsity basketball team at Berkeley High School (BHS). A power forward, Rockafellow’s experience with BHS basketball has been tumultuous. A knee surgery rendered him unable to play his freshman year. “It really was hard to watch all of my friends leave early for games while I had to crutch around the school,” Rockafellow said.

Like so many other seniors this year, Rockafellow has struggled balancing school, basketball, and college applications: “I have to go to school, then I come home for an hour at most, then I’m back at school until 9:00 PM sometimes.” Rockafellow commented, “Basketball has always been a focal point of my social life. … Even when I was playing pickup in Spain this summer, basketball helped me communicate with people whose language I didn’t speak and who didn’t speak mine.”

SASHA BALASUBRAMANIAN

— Jonah Lachs