Listen to the The Buzz: New Year, New Me The Jacket’s podcast brings you an episode exploring the new year, and what BHS students hope it will bring. As we enter 2024, the team asked members of the BHS community about their goals and resolutions.
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BUSD Sustainability Program and Climate Literacy Resolution work in tandem to ensure bright future for Berkeley students BY EVA KATZ staff writer
In 2018, Berkeley Unified School District (BUSD) adopted the Sustainability Program and Plan. The plan covers green buildings and materials, transportation, water, energy, waste, food, schoolyards, and eco-literacy and nature-based education. Then, in 2021, the Climate Literacy Resolution was unanimously passed by BUSD. The Climate Literacy Resolution aims to teach all ages of students about climate change science, issues, and solutions. Ellen McClure, who has taken on the new position as the BUSD Climate Literacy teacher, is focused on “working with K–12 staff to advance project-based climate change and environmental justice learning opportunities for students in the district, based on BUSD’s Climate Literacy Resolution” according to the California Environmental Literacy Initiative. “This is the first semester this position has existed ... Because this is a really new program, developing a plan that works for everyone and supports teachers while also taking into account all the other things that teachers have to do (has been difficult). How do we include this education into what’s already happening?” said McClure. PAGE 2 ELLIOT SCHRAG
SPORTS
ROBERT GELLNER
BHS team captains navigate leadership and communication BY ELOISE THOMAS staff writer
Barbara Mellion has worked at BHS since 1980 and is now planning to retire from her position as district registrar.
JASPER LOVVORN-BLACK
FEATURES
Barbara Mellion retires after years at BHS BY JASPER LOVVORNBLACK staff writer
“I’m functioning as if I’m not retiring. And I have to (tell) my mind like, ‘Okay, you need to start shutting things down. You need to start
cleaning up your office, you know, and kind of throwing stuff out,’” Barbara Mellion said. Mellion has been working in multiple positions at Berkeley High School since 1980. Currently, she is the district registrar, where she “(fulfills) multiple roles
at BHS, primarily as the custodian of student records.” However, after 43 years of working at BHS, Mellion plans to retire before the spring semester. Mellion’s current job as registrar has both technical and social aspects. She handles transcripts for the
whole school and former students both electronically and via physical copies. According to Mellion, “it gets kind of tricky, a little bit … I have to combine the two of them together and make it work.” Mellion has continued to adapt to changing systems, and has had PAGE 10
“The duty of the captain is to listen to the team, and communicate anything that they hear about, and the needs of the team, to the coaches and communicate from the coaches to the team,” said Tilda Koven, a Berkeley High School senior and cocaptain of the womens varsity crew team. Over the five months that they have been captain, they have faced the unique challenges presented to leaders on sports teams. There are many shared experiences and difficulties among captains across these teams. Kyle Hayden, the head badminton coach, agreed with Koven. “The main thing
I look for in a team captain is that I want them to act as a sort of go-between between the rest of the team and myself,” Hayden said. BHS sophomore Juna French, captain of the JV girls soccer team feels that being team captain helps her concentrate as an athlete. “I’m responsible for being more of a leader on the team. It makes me focus more at practice, and just stay a little more on top of my game,” French said. According to Antonio Quinto, BHS senior and captain of the badminton team, one quality that makes being captain easier is his passion for helping others learn to improve their game. “My favorite thing is teaching other people, because I like seeing other people PAGE 16
2 F R I D A Y, J A N U A R Y 12 , 2 0 2 4
news editors: Finola Jackson & Aaron Stevens
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BHS works towards building sustainability and climate literacy The Sunrise Club strives to combine the sustainability and Sofia Peltz is the climate literacy plan with its Sustainability Program five demands: Clean and safe Coordinator for the Berkeley buildings, free and healthy Unif ied S cho ol District lunches, climate disaster (BUSD). She takes on the plans, climate curriculum, role of managing and pathways to BUSD’s carbon green jobs. footprint. She “We’re trying “The BUSD Sustainability Program is said, “The BUSD leading the way in implementing the goals to ma ke su re Sust ainabi lity all of those are of the Sustainability Plan ... ” Program is covered in that leading the way plan because it’s Sofia Peltz in implementing not just about the goals of the BUSD Sustainability Program Coordinator o u r c i t y. It’s Sust ainabi lity part of a wider Plan from movement: The b e n c h m a r k i n g e n e r g y Olson, a Berkeley High School sunrise movement and the and waste consumption senior. Monagle-Olson and Green New Deal for schools,” to youth engagement and Amaya Dorman Mackenzie, said Monagle-Olson. e n v i r o n m e n t a l j u s t i c e also a BHS senior, serve as the “In Berkeley, we’re very projects.” BUSD not only has vice president and president of privileged to not be affected staff members working hard the Sunrise Club, respectively. by every kind of disaster. to increase sustainability, but The Sunrise Club is a Because it’s not immediate, also students. “climate change activism group it’s not necessarily at the top of “We’re part of the Sunrise run by and for Berkeley High everyone’s mind. Except when C lu b, s o t h rou g h t h at , School students,” according you can see the smoke, then it’s we’re working to be the to their I n s t a g r a m , something really dystopian, student voice, the student @ s u n r i s e b e r k e l e y h i g h . and people lose a lot of hope,”
CONTINUED FROM PAGE 1
representatives to the adults who are implementing the sustainability plan. (We’re) trying to make sure it happens and follow through on the plan that was passed in 2018 and 2022,” said Amelia Monagle-
said Dorman Mackenzie. “Even while not everyone is contributing to trying to fix the climate crisis, those who are can make a huge impact.” Rudy Hernandez is a UC Berkeley Fellow who works for BUSD to aid in the fulfillment of BUSD’s sustainability goals. He is studying Conservation and Resource Studies with a Chicanx/Latinx Studies minor. “I am a big advocate for educational justice, mostly through green curriculums with younger students and fostering that at a young age,” said Hernandez. Currently, Hernandez is working on a waste management presentation on how to sort waste as well as its impact on climate change. “Because it’s really important to learn at a young age so that it’s inherent knowledge as you grow up. You can keep passing that down, especially with the diverging action of prioritizing waste sorting management,”
said Hernandez. Hernandez has worked at Malcolm X Elementary and Thousand Oaks Elementary. Hernandez stated, “What’s unfortunate is that a lot of green education is not in curriculums, so if there’s an added-on project that a teacher wants to do, that’s what I help with.” He focuses on waste management and sorting, and he was able to make a visualization on waste
sorting for the students at Malcolm X Elementary. “The importance of the Sustainability Plan is to make sure students have access to green buildings and campuses that are the principles of sustainability, and that they also have that in their education. What we’re implementing in the school building(s) ... we’re also learning about in our ... classrooms,” said McClure.
ROBERT GELLNER
Teachers in BUSD struggle without access to reliable parking BY SYDNEY LEHRER staff writer
“There’s nothing worse than having a stressful morning already and then pulling up to the school parking lot when you teach a first-period class and finding that there are no (parking) spots available,” said Julie Panebianco, a Universal Ninth Grade english teacher. This is an experience shared by many teachers at Berkeley High School and in schools around Berkeley Unified School District (BUSD). Each
morning, teachers make their way to work, often by car due to many teachers living outside of Berkeley, and hunt for parking spots, at times to no avail. “If you get here after 8:15 a.m. you typically won’t get a spot,” said Colleen SimonO’Neill, who teaches chemistry and biotechnology at BHS. She recounted having to make a decision between parking near BHS and paying for a meter or running to school in order not to be late. A survey done by BUSD showed that 80 percent of
The current staff parking lot has less than 150 spots.
teachers drive to work each day, out of necessity or a lack of available options. BHS’ parking lot currently has less than 150 parking spots, which means that for many teachers, time is of the essence when it comes to whether they park in the staff parking lot, in nearby neighborhoods, or pay at a meter or parking garage. A lack of parking for teachers is an issue that has affected BHS for decades. In 2001, BHS converted tennis courts on Milvia and Durant into 130 parking spots, according to BUSD. Those
SHILOH WILSON
courts were never replaced, could help teachers, staff and their mode of transportation and to date, tennis players at students with other ways of if incentivized to. BHS have no home court. getting to and from Berkeley “What I really would like In November of 2020, voters High (School),” said Tom to see from BUSD is a more supported Measure clear commitment G, a bond worth $380 to providing better million focused on incentives for teachers “If you get here after 8:15 a.m., school construction, to use alternate modes you typically won’t get a spot.” out l i n i ng a pl an (of transportation) if to build a $27 they’re able to,” said Colleen Simon-O-Neill million multi-level Liza Lutzker, who BHS teacher parking garage for works for Walk Bike teachers, according Berkeley, “Right now to Berkeleyside. The there’s actually not plan was met with criticism Lent of Walk Bike Berkeley, any incentives for people to from transit advocates who an organization that aims to not drive. In fact, it’s the other said BUSD should instead encourage Berkeley citizens to way around. By providing be turning its attention to avoid driving as their mode of free parking, you’re actually alternatives to driving, pointing transportation, particularly by providing an incentive to drive to BUSD’s sustainability plan. ensuring that people can walk whereas people who might In response, the district has and bike safely. Lent said that a take BART or AC Transit shown no intention of moving key first part of fixing the issue actually have to pay.” forward with the parking of parking for teachers should In the interim, teachers garage, instead turning its be spreading awareness of bide their time waiting for a attention to solutions such other forms of transportation solution to be decided on. as distributing more parking such as E-Bikes or public Panebianco said that permits or extending time transit, and removing barriers although she understands the limits on parking meters. to access them. issue of parking can be viewed Furthermore, some transit A survey done by BUSD as trivial, in practice it makes advocates view the lack of in May showed that of the an already difficult job harder. parking for teachers as a way respondents, roughly 80 “This job is already hard,” for BUSD to encourage BHS percent of staff members at Panebianco said, “It’s just community members to get BHS drive as their primary despite your best intentions, to school through means other mode of transportation, sometimes the system is just than driving. a l t h o u g h o n e - t h i r d o f not set up in a way that feels “We think there are a lot of respondents said that they supportive, and it just makes ways that the school district would be willing to change everything harder.”
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NEWS
FRIDAY, JANUARY 12, 2024
Teacher compensation for writing letters of recommendation approved by BUSD
ALESSIO GILABERT-PAPAGNI
BY VIOLET MILLERBRADY staff writer
In previous years, Berkeley High School teachers writing letters of recommendation for students have received no compensation for their work. After a push from teachers and parents last year to change this, the Berkeley Unified School District reached a memorandum of understanding (MOU) with the Berkeley Federation of Teachers (BFT) that has been officially implemented this year. Over the past several years, BHS teachers have discussed the need for some sort of compensation for writing letters of recommendation, due to the large student body that requires many letters to be written. “Last year is when we really sort of set it in motion with people talking about different campaigns and including, but not
limited to, telling students that they weren’t going to write them any letters of recommendation,” said Victor Aguilera, a Berkeley International High School teacher who teaches Comparative Values and Beliefs and Theory of Knowledge. According to Aguilera, the majority of teachers supported this movement because it was clear that something drastic was needed to achieve change. There was some variation on where teachers stood on the topic. Some completely refused to write letters of recommendation, while others didn’t feel comfortable declining students’ requests. This caused difficulty for seniors to find teachers to write their letters of recommendation because the teachers that chose to write them ended up with an overwhelming amount of requests, but still had a limited capacity, according to Eliza McGlashan, BHS Senior Class President.
According to senior Saskia Freedberg, students who didn’t begin the process of getting letters of recommendation until senior year struggled more with finding a teacher to write their letters. Specifically, Freedberg stated that many BIHS students chose to wait to request letters. Freedberg received one of her letters from Academic Choice history teacher Angela Coppola. Coppola refrained from writing letters of recommendation until a form of compensation was agreed upon. Once the negotiation for payment was finalized, she agreed to write Freedberg’s letter. The decision that many teachers made to withhold from writing letters of recommendation ended last year when they came to a MOU with the district that went into effect this year, making their time compensated. During the compensation contract negotiation process, leaders of the BFT communicated BUSD teachers’ needs to the school board. A group of teachers involved in the issue had weekly lunch meetings last year where they discussed their compensation requirements and drafted a proposal for an MOU. Contracts expire every three years, meaning that they have to be renegotiated with the school board when the three years are up. Alex Day, a Universal Ninth Grade Ethnic Studies teacher at BHS and a BFT union organizer was very involved in the negotiation process last year. Although Day doesn’t regularly write letters of recommendation because he doesn’t have any
senior students, the reason that he took part in the negotiations was because he feels that, outside of compensation of letters, unpaid labor for educators is a larger issue that needs more attention. “I took that as essentially a signal from the labor market that these workers are not willing to do this labor for free, therefore, if we want the labor done, we have to provide compensation,” said Day. The contract that BFT and the BUSD School Board decided on entails three forms of compensation available to teachers. One of the options is to receive release days where they are given paid days off. Teachers must write 20 letters to receive one release day. Another form is receiving hourly compensation through service credit which raises teachers’ hourly salary, typically determined by level of education and the length of time they have been teaching. The final option of pay is simply through hourly compensation at the “development time” rate which is the amount that teachers are paid when not actively teaching students. In order to be paid for writing letters of recommendation, teachers must write at least five letters that have up to 45 minutes of paid time each. Although there is a minimum amount of required letters for compensation, there is no set maximum amount of letters that teachers can receive pay for. “If you wrote 100 letters for 100 different students, you’re compensated for all of them,” said BHS Vice Principal Harrison Blatt.
NEWS BRIEF: PEOPLE’S PARK PROTESTS BY AVA QUANDT staff writer
Early on Thursday Jan. 4, 2024, UC Berkeley erected a 17 foot wall of shipping containers around People’s Park to protect construction of student and low income housing on the property. Owned by UC Berkeley, People’s Park was a site of radical political activism in the 1960s and has recently housed an extensive homeless population. In the past three years, there were 110 aggravated assaults on the property and 48 drug arrests at the park. After hearing of UC Berkeley’s plan to block off the park, 100 people held
a demonstration against the development of People’s Park on the same day as the arrival of the shipment containers. The protests included music played on speakers, chanting, and yelling at the officers. Police responded by arresting five protesters during the protest and using chains to keep up the fences that created a barrier against the protesters. The police also towed cars on Dwight Way earlier that day. Portions of Bowditch Street, Dwight Way, and Haste Street remained closed to the public until Tuesday Jan. 9, at 6 p.m. UC Berkeley isn’t permitted to begin construction, but is awaiting the outcome of the case from the Supreme Court of California.
MADELEINE WILSON
THE ART OF IMPROVING ZOE PATTERSON
I personally have been hearing a lot about self improvement and being your best self, but I have been confused about where to start my self improvement journey. It just seems like most teens have such a determined approach to school and extracurriculars that makes me wonder what their secret is. While I devote time to hobbies and set goals to complete my assignments, I often feel like I don’t have many consistent habits. More specifically, habits that I stick to on a daily basis that make my day more productive. Recently, I came across a book (that’s been collecting dust on my bookshelf for three years) that I believe is a wonderful guide to self improvement for teens. It is called “The 7 Habits of Highly Effective Teens” by Sean Covey. (Fun Fact: When you type in “habits + teens” on the Google search bar, this book is the first result to pop up.) The book focuses on the following habits: 1. Being Proactive (taking responsibility for your own life), 2. Beginning With the End in Mind (envisioning your goals in life), 3. Putting First Things First (prioritizing what’s most important), 4. Thinking WinWin (having an everyone can win mindset), 5. Seeking First to Understand, Then to be Understood (listening sincerely to what others have to say), 6. Synergize (working together to achieve more) and lastly, 7. Sharpening the Saw (renewing yourself regularly). One quote in this book that’s stuck with me is, “... there are two types of people in this world – the proactive and the reactive – those who take responsibility for their lives and those who blame; those who make it happen and those who get happened to.” This deeply emphasizes how you can either take action and have control or stand back and not take any accountability for your life. I’ve heard classmates talk about how they despise their teachers for giving them a bad grade on a test. Meanwhile, they didn’t study for it or ask for help if they didn’t understand the material. You can’t blame someone else for your actions, or lack thereof. Reading this book has also made me think of habits in a new way. Doing things consistently over time builds a habit, but if you’re consistently doing bad things, then you’re building bad habits and it’s up to you to be disciplined enough to change that. So far I’ve read all about the first habit of being proactive, and it’s really opened my eyes. This section talks about how we all have paradigms, or false perceptions, of things which can cause self-imposed limits. This made me realize that by saying “I can’t” or “I don’t think I’m the right person for that” in response to receiving opportunities, you rob yourself of beneficial experiences. Another quote I found helpful was, “Imagine an eighty-foot rope stretched out before you. Each foot represents one year of your life. Teenagehood is only seven years, such a short span of rope, but those seven affect the remaining sixty-one, for good or bad, in such a powerful way.” While being a teenager comes with its ups and downs, it’s such a short but crucial time in our lives, and I believe this quote sums that up perfectly. I highly recommend this book for anyone, like myself, who wants to build up better habits that can strengthen their discipline and productivity.
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NEWS
BHS students and teachers face ramifications of larger class sizes sure that everyone can come to a lab that fits with their schedule and have minimal impact on extracurriculars,” Some teachers at Glimme said. Berkeley High School A significant obstacle that this year have increased comes with larger class sizes the number of class is having adequate materials periods they’re teaching for the number of students. or had to make extra Glimme explained that seating space within their one of the main drawbacks classes to accommodate of such large class sizes is unanticipated class sizes. having to tailor certain labs Candiss Youngblood, to accommodate larger an art teacher at BHS, said classes and the limited that this year her IB Studio resources available to many Art class of 38 students is science teachers. the biggest class she’s ever “There are definitely a lot taught at BHS. of drawbacks to not having “I had to add a whole new enough lab space available two tables to my classroom to do wet labs, to do work this year to accommodate with chemicals, and do the growing things like that,” number of Glimme shared. s t u d e n t s ,” Yo u n g b l o o d “I had to add a whole new two Yo u n g b l o o d has faced similar tables to my classroom this year to said. challenges accommodate the growing number of Youngblood this year, after explained that taking on an students.” a significant impromptu reason for sixth period; Candiss Youngblood her large class she has had to IB Studio Art Teacher sizes was her make do with reluctance to the funding of drop students only five classes. from her IB Studio Art to all AP Chemistry students She explained, however, class, which evidently led to who might have conflicting that the lack of financial her teaching all six periods schedules. accommodations within instead of just five as she “We’re trying to make education has been an BY RORY NADEAU staff writer
had originally planned. However, she explained that while it has been a bit of a challenge and an adjustment to be teaching so many students at once, an important priority to her is students’ access to creative space. “I didn’t want these people who really value art and need to be in art for their mental health and sanity – for many reasons – I didn’t want them not having this space for an entire year,” Youngblood said. BHS chemistry teacher Aaron Glimme similarly noted that the main reason for his large lab classes is to make a lab section accessible
Candiss Youngblood’s largest class has 38 students in one period.
ongoing issue for teachers everywhere. “In education, it seems like we grow and we change, but the people that are facilitating the work are left with the same resources and materials and money,” Youngblood said. Eden Ross, a student in Youngblood’s largest class, explained that while the classroom environment
can become fairly chaotic, there are resources available for students to meet their individual needs. “Considering the support we get in class, whether from our teacher or from our peers, it can help make it a little less stressful,” Ross said. Youngblood also recognized her students’ willingness to share
LILA HALLWARD
materials amongst each other and make the best out of a slightly inconvenient situation. “I’ve noticed that (students) are very open to sharing drawers and sharing supplies, or if we only have one of this or two of that, everyone’s really wonderful and kind and willing to collaborate,” said Youngblood.
CAS affinity groups return following changes in guidelines
The Asian Pacific Islander Club is another affinity group at BHS.
BY EVA LEVENSON staff writer
In late November, six Berkeley High School affinity groups were permitted to resume meetings after a threemonth postponement due to the creation of new guidelines on student groups made by the U.S. Department of Education. While the affinity groups were not found to be in violation of the new legislation, changes were still made. The BHS small school Communication Arts and Sciences (CAS) leads six affinity groups primarily for CAS students but open to all. They consist of a Black Affinity group, a Latinx
Affinity group, a Young Men’s Affinity group, a Young Women’s affinity group, a Gender Expansive Affinity group, and a Social Justice Action group. Affinity groups meet once a week during class time and are spaces where students can decompress, check-in, and discuss topics relating to their identity. “It’s a great way to build community, and it’s really fun,” said Cassandra Gonzalez, a BHS junior who participates in the Latinx Affinity Group. “We were about ready to launch,” said Stephanie Schaudel, a CAS teacher who runs the Social Justice Action group. “And then we were told by administrators we had to pause while the Title IX coordinator had to
MEI SAPHIR
review the Office of Civil Rights’ new guidelines about student groups.” A report made on Thursday, Aug. 24, 2023, by the U.S. Department of Education Office for Civil Rights caused the review of the affinity groups. This report made new guidelines about student groups and recommendations about inclusion. “The CAS affinity groups were not found in violation of Title VI either by the District’s Civil Rights and Compliance Office nor the Office of Civil Rights,” said Tammy Rose, a BHS vice principal. “The Office of Civil Rights issued new guidelines, therefore we had to review that our affinity groups meet the guidelines, hence the delay
in commencement of the discrimination cases.” lives. “The big picture CAS affinity groups.” In addition to being a goal is to deconstruct the As a result of this fun environment, affinity patriarchy, but I’ll settle for investigation, the groups also contribute to some self-reflection,” said administration required student wellness. “We know Day. that every affinity group from research and just live One of the affinity explicitly state that they experience that emotional groups, the Social Justice are open to all students, wellness is a key part of a Action group, is working regardless of race or student’s ability to succeed on “making a proclamation gender. While this had in school,” said Schaudel. to make sure that CAS previously been a norm, These affinity groups social justice values are to avoid allegations of are funded by the Berkeley more embedded into (their) discrimination, it has been Development Group. The curriculum,” according to written into the laws of grant compensates teachers Izel Thoele, who has been a these groups. for their time and provides group member for the past Other changes included a budget for snacks. two years. guardian consent, counselor The Young Men’s Affinity Last year the Social facilitation requirements, group was reinstated last Justice Action group spent and collective norms. year. Day, the group leader, several sessions watching Students in every affinity identified several hopes for “Reservation Dogs” a TV group, except the gender this coming year, including; show with an all-indigenous expansive group, are unpacking toxic masculinity cast and production crew. required to get guardian in American culture and This prompted discussions consent before joining. If “reflection on how ... ideas around new ways to think a group discusses sensitive of masculinity in society about media projects in topics, a counselor must are harmful to people who class. “When you realize that now be present with creating or on call. This media … those year, all affinity projects really “The CAS affinity groups were not groups joined have a lot of together to potential and found in violation of Title VI ... ” create a list value for our of shared own character Tammy Rose rules for these and story that BHS Vice Principal spaces. we want to tell,” Y o u n g said Thoele. Men’s Affinity T h e group leader and BHS identify as male and others.” changes that were made teacher Alex Day shared his Day took aspects of the to the affinity groups were thoughts on the requirement curriculum from the gender fairly minimal. In response that these affinity groups be unit in the BHS Ethnic to changes made, Day said, open to all. Day said, “We Studies class. Students in the “I would welcome whoever, hold the line on this type Young Men’s Affinity group and I would hope that they of thing, even though it last year watched “The Mask could get something out of doesn’t make 100 percent You Live In” and discussed the offerings that are geared sense to me. So that we can how toxic masculinity towards people who identify hold the line on other anti- manifested itself in their as male.”
OPINION BERKELEY HIGH JACKET
opinion editors: Ysabel Chu & Ohad Aviran-Finkelstein
Teacher-nominated awards harm students BY SABINE ROSEN staff writer
Academic awards are a sought-after praise that students may work hard to earn. Receiving an award, whether at a school, local, national, or international level is a great honor for any Berkeley High School student. However, in the case of awards where teachers must nominate students, teachers must choose a select number of students to be eligible to win awards, which may damage student-teacher relationships. This is why BHS must balance participation in these nominations with student mental health, working hard to discourage favoritism and make information about awards and potential applications more accessible. When students feel as if their teacher is favoring one of their peers, it can create barriers in their relationship. Having good teacher-student relations is extremely important because of its many benefits. A study done at the University of Siegen shows that if students and teachers don’t have a good relationship, the
students are more likely to act out and be aggressive. Additionally, it found that a strong teacher-student relationship benefits the teacher; this relationship can positively affect teacher job satisfaction and boost teachers' self-confidence. The same study also includes a portion on how good student-teacher relationships aid student engagement. The University of Siegen
from other students. Students may become envious of students who appear to be favored, and those students can become the target of hateful behavior. That is why nominations must be done with sensitivity and consideration of others in the classroom environment. In addition, some of t h e s e
OREN STILES
proved this by giving teachers and students support to improve their relationships, finding that as their relationship improved, the students' engagement and comprehension of the material also increased. Another negative outcome of teachernominated awards is the possibility of resentment
feelings can worsen students' mental health. If a student believes that they are not academically achieving, it can increase their stress levels and anxiety. Therefore, teacher nominations must be done in private, without making other students feel as though they are being compared or less than. Though teachers
nominating students for awards is a straightforward way to give out these honors, many awards can be obtained through applications and academic success, completely bypassing the need for a teacher nomination. These awards not only provide all students with an equal opportunity for success, but also relieve some of the academic competition within the classroom that students may be feeling. Not all students know about awards and how to apply for them, so to combat this, BHS must make resources for awards easier to find. By doing this, all students will have greater understanding of how to work for awards, therefore leveling the playing field. Although teachers know their students well and can nominate deserving students, the power imbalance that results between classmates can be deeply harmful and must be navigated with care. It's imperative to preserve students' mental health, and pitting them against their classmates is not a way to succeed. Teachers must continue to foster strong classroom relationships, for the benefit of all.
Students must become caffeine conscious BY SZE TING CHEN staff writer
In zero and first period, students can often be spotted with a cup of joe from Peet's Coffee and Tea or K's Coffee House. Despite the popularity of caffeinated drinks amongst students, caffeine intake has been linked to several negative side effects, including poor physical and mental health, disrupted sleep patterns, increased anxiety, and behavioral patterns similar to people who are on drugs. Because of this, Berkeley High School students should carefully reevaluate their consumption of caffeine. According to “Caffeine: Sleep and Daytime Sleepiness” a study by Timothy Roehrs, caffeine increased the time it took for people to fall asleep and also decreased the total duration of sleep. The study also found that caffeine reduced the amount of deep sleep people had. Another study, “Effects of Caffeine on
Anxiety and Panic Attacks in Patients with Panic Disorder: A Systematic Review and Meta-analysis,” by Lisa Klevebrant, showed that those who drank caffeine experienced an increased amount of anxiety and panic attacks. “Caffeine Use Disorder: A Comprehensive Review and Research Agenda,” a study by Johns Hopkins professor Steven E. Meredith, found those who consumed caffeine at a low to moderate level felt “increased well-being, energy, alertness, and sociability—drug effects that are qualitatively similar to some of the positive subjective effects produced by other stimulants”. This may initially seem like a benefit. However, due to this, a significant amount of people have developed a dependence on caffeine, including adolescents. The study also found that those who stopped taking caffeine felt symptoms of withdrawal, such as headaches, vomiting, and nausea.
This is why BHS students should reconsider their caffeine consumption. Studies highlight the adverse effects of excessive caffeine intake, finding disrupted sleep patterns, increased anxiety, and potential longterm consequences. While some argue that the shortterm benefits are more
important than the risks, it is crucial to acknowledge the possibility of addiction to caffeine in the long run. Caffeine is not just any fun drink; it can have very serious side effects. As such, it is essential that BHS students take a more cautious and informed approach to caffeine intake.
ASHLEY DIAZ
FRIDAY, JANUARY 12, 2024
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ysabelchu@students.berkeley.net
RAPE CULTURE REVEALED: THE FILM INDUSTRY AYLA CONWAY
“Rape culture” was a term coined in the 70s, but its impact has been felt for centuries. The term is used to highlight environments whose attitudes or actions normalize and trivialize sexual assault and abuse. Examples of behaviors that contribute to this are victim blaming, sexual objectification, slut-shaming, and refusing to acknowledge rape or accept the harm caused by sexual violence. Our society is, unfortunately, an example of this kind of toxic environment. Pro-rape attitudes are extremely common in the media. However, most often they are not very blatant or obvious. This makes instances harder to identify and call out. But that’s exactly what I’m going to do. To end the constant stream of pro-rape attitudes displayed in the media we must dive deeper into them and lay them out so they can be placed under public scrutiny. In the film industry, sexualization is very present. Sexualization happens when people are cast simply as items of others’ sexual desires. Basically, all or part of their character exists to be, for lack of a better word, eye candy. One outstanding example occurs in the James Bond movies. In every movie, there is a different “Bond girl,” James Bond’s current love interest. Always roughly 20 years of age and the picture of Western beauty standards, these women get their clothing torn in revealing ways throughout every movie. Portrayed as the damsel in distress, their only purpose is to be saved and serve as Bond’s side piece. If there's any doubt in your mind that these roles were intended to be sexualizing, consider these examples of “Bond girl” names: Pussy Galore, Holly Goodhead, and Pat Fearing are just a few. While these movies are an extreme example, less dramatic roles are common and can cause immense harm, as they enforce the idea that someone’s worth lies mainly in their sexual appeal to others. This dehumanizes people and therefore makes rape seem more acceptable. It is important to note the difference between being sexual and being sexually objectified. The latter, as the name implies, is when people are portrayed by others as sexual objects. Films do this by having a heightened focus on appearance, portraying them sexually in non-sexual situations, and portraying their purpose as only to please the viewers. On the other hand, being sexual is, most importantly, something that originates from the individual and isn't for the benefit of others. It is important to notice the difference between these two similar, yet drastically different, things so that you can notice when sexual objectification occurs. You don't have to cut it out of your life altogether. That would vastly limit what you could watch. Just acknowledge it when it's happening and try not to internalize it.
6 FRIDAY, JANUARY 12, 2024 EDITORIAL
All BHS classes should utilize active learning What does a successful classroom look like? Is it a teacher standing at the front giving a lecture, or is it more similar to students sitting together at a table, discussing ideas, asking questions, or completing a project? Well, according to a study in the Proceedings of the National Academy of Sciences, the latter scenario vastly improves students’ learning. Active learning is an idea that rose in popularity in the early 1980s and, simply put, means actively engaging students in the course material through discussions, projects, or other activities. In order to improve the learning of Berkeley High School students, BHS should work to prioritize active learning in all of its classes. Active learning has been proven to greatly improve students’ exam scores and grades. A 2014 study in the Proceedings of the National Academy of Sciences found that STEM students who were taught using active learning
OPINION
outperformed their peers who were taught by lectures on exams by 6 points. This is roughly equivalent to the difference between an A- and an A. This finding was also echoed in the overall pass rates of exams. According to a study by Johnson & Wales University, under active learning 85 percent of students passed their exam at Johnson & Wales University, while comparatively, under traditional lecturing, only 55 percent of students passed their exam. As active learning often involves students working together, it can greatly benefit students’ intrapersonal skills. A study by the Carnegie Foundation found that 85 percent of job success came from “soft skills” such as communication, teamwork, and adaptability, while only 15 percent of job success came from technical skills. Considering the huge difference in the value of these two skill sets, active learning is far more useful in allowing students to build the skills they’ll need later in life. Active learning also encourages student choice and makes learning accessible to all students. Active learning often includes projects where students can choose what they’d like to focus on. For example, in English class, students could choose which theme they’d like to give a presentation on, or in science class, they could design an experiment. Allowing students more choice in the classroom will lead to deeper engagement with the material. Additionally, active learning ensures all types of learners are supported. While traditional lecturing mostly caters to auditory and visual learners, active learning better includes kinesthetic and reading/writing learners.
BERKELEY HIGH Editor-in-Chief
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Writers
Aditya Sridharan, Aelia Gyger, Amar Walker, Amara Kapur, Anna Williams, Annika Joy, Ariana Yerovam, Ava Quandt, Avha Meisels, Carina Thomas, Cecilia Tiles, Clara Tjen, Eliot Perdue, Eloise Thomas, Elsa Dietz, Elsie Yuen, Erin Liao, Eva Dickinson, Eva Katz, Eva Levenson, Hailey Ostrer, Hannah Groth Reidy, Jasper Lovvorn Black, Julius Braun, Kali Proud, Kimia Azadpur, Lucy Griffith, Lucy Hohn, Luli Galinson, Maya Dang, Minami Soga, Muhammad Delgado, Natalie Gross, Penelope Purchase, Rigzin Gyaltsen, Rory Nadeau, Sabine Rosen, Sam Mascarenhas, Shanza Syed, Sophie Dreskin, Sydney Lehrer, Sze Ting Chen, Violet Miller Brady, Yoshi Rohn, Zachary Yoo, Emmett Price, Julia Brimmer, Paolo Rivera, Taylor Reynaud
Photographers
Alex Tripcevich, Ashley Diaz, Atticus LaBang, Divya BenDavid, Emory Ely, Georgia Paulos, Ida Marshall-Lappe, Jahan Ingraham, Jules Droz, Julian Nathan, Kai Hanschen, Kayhan Tezcan, Leo Ostroy Harp, Lev Teiblum, Lila Hallward, Lucas Thompson, Madeleine Wilson, Malina Valdez Meissner, Mei Saphir, Quincy Morris-Fry, Riana Falcioni, Sanam Rozycki-Shah, Sasha Balasubramanian, Shiloh Wilson, Sunny Bevis-Lipton, Toscana Girard Maxon, Willow Priforce, Ziva Amendola, Zoe Kohlmeyer
Illustrators
Alessio Manuel Gilabert-Papagni, Alisa Karin Kolpakova, Anisha Pinto, Anna Howell, Asha Torok, Carina Nottingham, Claudia Bloom, Emiko Aronen, Gwen Weber Stover, Iris Le Liboux, Isa Shimomura, Jay Trauner, Jennifer Yoc Ferreira, Jessie Lee, Jo Purcell, Lucia Radillo, Martin Luis Wagener Gaztelu, Natalia Kass, Oren Stiles, Sabine Shaffer, Sara Teitelbaum
Karl Kaku, a BHS English teacher, regularly uses active learning in his class. “(Active learning) gets students to meet each other, and they bounce ideas off of each other. They learn to work in cooperative groups. We learn from talking and sharing ideas. Students are involved and engaged in interacting with the material and their classmates, which creates a good learning environment,” said Kaku. One challenge of active learning is that, according to a Harvard University study, under active learning, students often perceive themselves to be learning less than under traditional lecturing. This could potentially be because active learning is a new method of learning for many students and requires them to struggle more during the learning process. However, the study also found that students’ perceptions were wrong; students under active learning performed better on exams compared to students under traditional lectures. So although it may initially be a challenge for students to transition to active learning, BHS should still prioritize it in all classes. Kaku spoke about how he incorporates active learning into his classroom. “(I plan) how I'm going to introduce the material, and then how we're going to get through the material,” Kaku said, “And within that, I plan periods when we're going to do a turn and talk activity and when we're going to get up and move around. I try to have us discuss the material at least twice a period if not more.” Active learning deepens engagement with material, improves test scores, and teaches collaboration. BHS should harness the benefits of active learning by implementing it when possible.
Differences in political beliefs benefit friendships, community BY ARIANA YEROVAM staff writer
Perhaps you’ve heard of the phrase “The Berkeley Bubble”. This phrase refers to the comfortable and sheltered atmosphere Berkeley provides regarding culture, social acceptance, and liberal politics. In the last presidential election, just under 80 percent of Alameda County voted Democratic. As a result, many residents in Berkeley and other places that show similar political trends may be at risk of being confined to the dominating political beliefs surrounding them. This can create a lack of perspective that is crucial when navigating politics, as well as the world in general. That is why it is imperative that individuals in Berkeley go out of their way to seek healthy relationships and friendships with people who have varying political opinions. While some individuals choose to seek friendships with people of similar political views to themselves, arguing that differing political views could get in the way of friendships,
this is simply not true. According to a PEW Research Study, more than a third of registered voters say some of their close friends support the other party’s candidate. This proves that close friendships can be successfully maintained by people with differing political views. Polarization of political parties is prevalent now more than ever, and it is interfering with our government’s ability to do its job. Last year the House of Representatives passed a record-breakingly low amount of legislation that appears to have been largely due to conflicts regarding political ideology. This shows that letting differences in political ideology interfere with relationships disrupts a nation, and thus doing the opposite, coming together, would help not only friendships but our nation too. There is also rampant dehumanization of people in different political parties. A 2020 study on political dehumanization by Alex Landry asked Democrats and Republicans “how evolved” they thought people of the opposing
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CARINA NOTTINGHAM
political party were. On average, both sides rated each other 20 to 30 points below fully human. Calder Underwood, a junior at Berkeley High School, echoed this sentiment. “Especially in the culture we live in now, that's highly politicized, that’s highly divided politically, there's an aspect of political discussion that becomes very dehumanizing to the other side,” said Underwood. Underwood has friends of diverse political backgrounds and spoke about how it benefits not only his relationships but also him as an individual. “I think when you have a friend, someone who you have a shared history with that has different beliefs, it can really open your mind to the fact that people who don't share the same beliefs as you, they're still people, and their politics doesn't necessarily define them,” Underwood said. This emphasizes the idea that in addition to widening someone's political perspective, friendships between individuals with contrasting political views can also lead to increased humanization. Differences in political opinions in a relationship can present challenges, however, those challenges will only make the relationship and the people in it stronger. Through such relationships, individuals will gain a greater perspective and understanding of differing political views that they’d otherwise be lacking. It is not only beneficial to have friends of diverse political ideologies but also is a necessity in order to expand as individuals and as a community.
OPINION
FRIDAY, JANUARY 12, 2024
7
China releases new youth phone policy: U.S. must not follow out for help promptly. Additionally, there are various educational and extracurricular activities China recently that children may engage announced an age-based in through digital screen time limit to platforms, contributing to cut down on children’s their overall development. phone usage, raising the A restriction might question of whether or slow down their not this policy will truly participation in valuable have positive effects. This learning opportunities way, China can control and communal activities. and cut down on minors’ Balancing the need for screen time, creating responsible technology healthier, though strictly while also keeping controlled, lifestyles. children safe from While the concerns too much screen time regarding excessive screen becomes essential in time are valid, imposing ensuring a well-rounded such restrictions in the approach to children’s U.S. pose challenges to interaction with digital individual freedoms and devices. personal responsibility. Teaching kids about A critical using tech the issue at stake right way from Berkeley is known for being is the potential an early age can outspoken on social issues, and violation of be extremely the freedom citizens might prefer other ways to beneficial as well. of choice, a In school, they can encourage responsible screen use principle deeply learn about how without government regulations. embedded in the to be smart online U.S.. The mandate — like thinking of screen time limits risk, having a phone carefully, staying safe, based on age could be can be a lifeline for and not going overboard perceived as government communication. Creating with screen usage. This overreach, encroaching a policy that rigidly way, they’ll be ready to upon personal freedoms restricts screen time may use technology well and in a society that places a accidentally hold back know why it’s important high value on individual a child’s ability to reach to keep things balanced.
BY NATALIE GROSS staff writer
choice. Setting screen time limits based on age might seem like the government is too controlling, especially within places like Berkeley where people prioritize having the freedom to make their own choices. Berkeley is known for being outspoken on social issues, and citizens might prefer other ways to encourage responsible screen use without government regulations. It is also crucial to consider situations where immediate access to phones is a necessity, especially for children. In emergencies or instances where their safety is at
Though screen usage is an issue for youth, this policy strictly restricts individual freedom.
Encouraging parental responsibility is one way to cut down screen time without having to legally enforce it. Instead of relying solely on governmental regulations, empowering parents to make informed decisions about their children’s screen time is a more effective strategy. The freedom of speech is a fundamental right that allows individuals to express their thoughts, ideas, and opinions without fear of punishment. Instead
of resorting to strict limitations, a focus on education, awareness campaigns, and parental involvement may prove to be a more successful approach. While concerns about technology dependence are very real and important, copying China’s screen time limit policy may not be the most suitable solution for the United States. If implemented, this policy would not only undermine our individual American freedoms, but
SUNNY BEVIS-LIPTON
would also wreak havoc on teenagers. Because of this, respecting cultural diversity, teaching kids about how to use technology efficiently, and empowering parents to take an active role in shaping their children’s digital habits are primary and should be prioritized over a policy that is the same for everyone and will limit freedom. Phone policies, such as the one approved for China, would cause more harm then good.
Controversy training for teachers is essential to cover relevant topics BY ADITYA SRIDHARAN staff writer
With so many controversial issues across the globe, it is of utmost importance that teachers be equipped to handle controversy and debate in the classroom. While many argue that school should be a place of complete objectivity, controversial topics will inevitably be brought up. In order to explore these topics while minimizing harm, Berkeley High School teachers must undergo controversy training.
Firstly, it is necessary to understand why teaching controversial topics is so important. Addressing divisive issues is a critical part of education because it prepares students for active participation in society. Students will be living and participating in a controversial society, and it is important for them to have experience engaging respectfully with controversial issues. Many teachers worry that bringing up disputed issues will lead to inevitable conflict between students or reproach from administrators and parents.
Because of this, many teachers ignore these issues completely. In a study on how different teachers handle controversy, USF education professor Judy Pace found that new teachers struggled the most with handling it. Her research showed that newer teachers held extreme anxiety about controversy and tended to avoid bringing up any type of debate in the classroom. Furthermore, more than nine in every 10 teachers nationwide say they have never brought up or acknowledged critical race theory due to the fear of pushback. Controversial
ALEX MORGAN
issues are so intertwined personally. more digestible and more with conflict, pushback, and This training would objective,” she said. “It’s also fear, that many opt to simply also allow teachers to very important for students turn their shoulders on come together and create not to feel a sense of pressure them. from their This avoidance teacher,” Fong and fear of continued, “If teachers are trained to handle controversy can “They should controversial topics, the information will be addressed never feel the be more digestible and more objective.” with controversy need to think t r a i n i n g . the same way Controversy their teacher Hillary Fong training consists does.” U9 Ethnic Studies Teacher of different Tr a i n e d workshops and teachers would classes teachers can take a rulebook on how to be able to teach in a way to learn how to deal with handle controversial topics. that better reflects the world disputed issues at school. This rulebook would be a that students are living in. Training would also help safety blanket for teachers, Rather than the classroom teachers to establish clear allowing them to explore being separated from the ground rules about what these topics with less fear. real world, it would reflect will and will not be tolerated “Oftentimes, teachers current events. Teachers during discussions, as well as are expected to come would also be better able outline consequences. to school and be able to to keep the discussions With controversy weather everything,” said connected to class material. training, teachers learn how Hillary Fong, a Universal Rather than a class on to handle heated topics Ninth Grade Ethnic Studies debated topics and events, with respect and care. By teacher. “We would be much teachers could use current modeling correct behavior, better off if we had a level conflicts to investigate the teachers increase the chance of standardization on how concepts covered in class. of students doing the same. to approach controversial There is so much to gain Training also improves issues,” she said. “If we had from controversy training the odds of the discussion controversy training, we for teachers, and it is truly staying relevant in class. could respond as a group essential to the teaching of Trained teachers can better to whatever pushback we controversial topics. This distinguish between a received.” training is an imperative relevant discussion and The benefits of step in acknowledging an overwhelming debate. controversy training also issues, all while minimizing Lastly, controversy training extend to students. “It’s negative impacts on is also useful in moderating important for students to students. Controversy students’ strong emotions trust the person who is training would protect into productive dialogue. delivering the information,” teachers, allowing them to Trained teachers would be Fong said. “If teachers lead more informative and able to honor disagreements are trained to handle respectful discussions in while teaching students controversial topics, class, and create space for to not attack each other the information will be more discussions to occur.
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OPINION
FRIDAY, JANUARY 12, 2024
Opinion Editor: YSABEL CHU & OHAD AVIRAN-FINKELSTEIN
YSABELCHU@STUDENTS.BERKELEY.NET
GoGuardian: A danger to student privacy or a useful online tool?
PRO
BY SOPHIE DRESKIN staff writer
GoGuardian is a very controversial platform at Berkeley High School. Though many teachers use it often and appreciate it, students don’t always share the same views. While many students are hesitant to accept the platform, it can be very beneficial to both students and teachers. The internet is a very distracting place, and with access to so much other than the task they’re given, students may find it difficult to get their work done online. This can be difficult for students, because they can get farther behind in their work, and it can be burdensome for teachers who are unable to monitor their students' online activity. GoGuardian, however, can relieve some of this difficult burden, and keep students on task while allowing teachers to guide their learning more thoroughly and efficiently. Access to computers in the classroom at BHS can be a great tool, but students do have the ability to take advantage of it. In a study conducted by Bernard R. McCoy at the University of Nebraska, including students from 26 different states, “Respondents spent an average of 20.9 percent of class time using a digital device for non-class purposes.” Additionally, with access to the internet during class, students are able to cheat, which is not only immoral but also slows and harms students' learning capabilities, because when cheating, students don’t learn topics, they often just copy and paste. GoGuardian can help students to keep this from happening in many different ways. “Monitoring my students is often enough to keep them on task,” stated Joseph Smith, an english teacher at BHS. However, if this is not enough, teachers do have the ability to conversate with their students using the chat feature, sending them a message to fixate on their work, which is a helpful push in the right direction for many students. Furthermore, if that is still not enough, teachers can close or block
certain tabs on students' computers while connected to GoGuardian, ensuring that their students aren’t able to be off task during class. This ultimately aids and benefits students in the long run, because without so many distractions, their work can get done more efficiently, which leads to a better understanding of the topics being learned. Students aren’t the only ones who benefit from GoGuardian. It has made teachers' lives easier in many ways as well. Instead of having to walk around their classroom and check all their students' computer screens one by one, they can access them all on their own computers. They’re also able to be more confident that their students are staying on track and getting their work done. Many BHS teachers appreciate GoGuardian while understanding that there are many different ways to use the platform. “I think it’s an awesome tool with great efficacy that responsible teachers can use. I do think that some ways of using it are more efficient than others because I still want to empower students' ability to make their own decisions and to also deal with the consequences of those decisions,” Smith stated. This is a great approach to GoGuardian because it recognizes how in the right hands, it can be used very positively. While some think that GoGuardian limits students too much, this is untrue. In the wrong hands, it can of course be overused and be an abuse of power. However, when used correctly, GoGuardian does the exact opposite and helps students and teachers alike to be confident in their work and remain focused. GoGuardian isn’t meant to overly control and limit students; it is supposed to keep them on track, while still letting their creativity and research shine through. GoGuardian is a great tool with countless amounts of benefits. It can prevent students from cheating, keep them on task, and allow an easy way to chat with teachers. In addition, it helps teachers to be sure about their students' activity. GoGuardian is so beneficial because it optimizes the learning being positively done in the classroom.
CON
BY PENELOPE PURCHASE staff writer
Since GoGuardian was founded in 2014, its popularity has grown exponentially. Currently, it monitors 27 million students in over ten thousand schools. While the intentions of those using GoGuardian are good, this technology is often misused. GoGuardian is incredibly widespread at Berkeley High School, with every teacher on campus having access to it. But what most students don’t know is that this surveillance has the ability to go beyond the classroom, and even beyond the school day. Essentially, GoGuardian is a form of tracking software that monitors what students are doing on their school accounts. Most students know it as the app on their Chromebooks that allows teachers to see and control their screen, but there’s much more to it than that. When GoGuardian was originally created, its main purpose was to stop students from accessing inappropriate content. Instead of simply using manual monitoring to do this, GoGuardian created a “flag system” that was based on a list of keywords that the GoGuardian team had deemed offensive. While in theory, this seemed effective, it has actually led to many non-explicit websites being “flagged” like therapy websites, sexual health websites, and even college websites, according to the Electronic Frontier Foundation (EFF), a non-profit digital rights group. When a website is flagged, administrators are sent an alert, detailing what the flagged website was, along with the student’s search history both before and after the incident. And while the flag system does have the potential to help struggling students, its low accuracy rates make it unreliable. This constant monitoring of student activity is a privacy violation — especially given that the monitoring doesn’t end when the final school bell rings. GoGuardian isn’t installed only on school computers; it's also attached to school accounts. This means that anytime a student signs onto a device
JO PURCELL AND ELLIOT SCHRAG
with their school account, be it on a school computer or a personal computer, GoGuardian — and, potentially, teachers — see it. And if the search history on those devices is flagged by GoGuardian while school isn’t in session, law enforcement is sometimes contacted. According to a survey by the Center for Democracy and Technology (CDT), 44 percent of teachers say that at least one of their students has been contacted by law enforcement due to an alert from GoGuardian. In theory, keeping law enforcement in the loop could help protect students from potential threats. However, GoGuardian’s flagging system is inaccurate, with less than 50 percent of flagged sites actually being inappropriate or dangerous, according to EFF. These sites have included everything from bible.com to an Etsy listing for a Cheeto shaped like a mushroom. Additionally, LGBTQ+ students are disproportionately targeted by this flag system. According to the CDT, 29 percent of LGBTQ+ students say that either they or someone they know has been outed due to student activity monitoring. While using GoGuardian has made it much more difficult for students to use AI or cheat on online tests, there are other solutions to this problem. Google Forms offers a locked mode, so when students are completing tests they are unable to leave the form without alerting their teacher. Additionally, all WiFi routers have apps capable of blocking websites directly through WiFi. With resources like these, AI systems, game websites, and social media could be blocked without invading students’ privacy. While GoGuardian may have been created, and used, with good intentions, the threat to students’ privacy and mental health is too great to ignore. The money spent on this technology would be better used by hiring more counselors who could better support students’ mental health. With a multitude of other resources available to the school district, it is time for them to get rid of GoGuardian once and for all to prioritize student welfare.
FEATURES BERKELEY HIGH JACKET
features editors: mateo Tsai & Sage Feldman
FRIDAY, JANUARY 12, 2024
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mateotsai@students.berkeley.net
Miriam Stahl: Giving back to students through art and activism BY SHANZA SYED staff writer
Miriam Klein Stahl, known to all her students simply as “Stahl” has been an art teacher at Berkeley High School since 1995. As a teacher, she gives her students creative freedom to express themselves. “Stahl doesn’t really try to push us to do what she wants, she is trying to push us to ... explore our own ideas,” said Gisela Cediel, a student at BHS that has taken Stahl’s classes for the past three years. Aside from teaching art, Stahl became a co-founder of Arts and Humanities Academy at BHS in 2006 by submitting a Berkeley School Board proposal she wrote with three other teachers outlining the need to establish the small school.
She and her fellow teachers noticed that while their students excelled in the arts, many struggled in other subjects. Their solution was creating a small school with 60 students per grade, dedicated to exploring the world through the lens of art. The tight-knit environment would allow teachers to collaborate on lesson plans, hopefully translating students’ successes in the arts to successes in all their classes. “We wanted students that were artistic in their scholarship and scholarly in their artmaking,” said Stahl. Outside teaching, Stahl has
illustrated "Rad American Women A-Z", "Rad Women Worldwide", "Rad Girls Can", and "Rad American History A-Z", written by her friend Kate Schatz. She has also worked on several public art projects across the Bay Area, including the design of
several cut metal pieces capturing the beauty of nature displayed throughout Ashland. Stahl’s work was also installed as part of the “Hella Feminist” exhibit at the Oakland Museum of California from July 29, 2022 to Jan. 8, 2023. It featured 200 paper-cut
images of feminists from the East Bay accompanied by recordings about them. Much of Stahl’s work highlights what she calls “radical social movements”. “I feel like the dominant stories ... leave out a lot of people and movements that are important to me,” said Stahl. Her art covers community movements like BHS students advocating for more gender neutral bathrooms on campus and also larger movements like providing reparations to people forcibly enslaved and brought to the United States. Stahl was a sponsored skateboarder as a teenager and has
continued this passion as a hobby throughout her life. When her daughter expressed an interest in skateboarding, she took to a skate park. As she taught her daughter the skills she knew, Stahl heard many homophobic comments, especially after pro skater Brian Anderson came out. “It caused a lot of waves in the skateboarding community, and so me and another skater I knew ... named Tara Jepson decided to start our own skate company that highlights our queer ancestors on the decks,” said Stahl. Stahl and Jepson decided to name the company Pave the Way. Stahl’s positive impact can be seen in the murals dotting BHS' campus, the classes taught there, and the students who learn from her.
JO PURCELL
BHS Mock Trial co-captains collaborate on the fast-growing club BY CARINA THOMAS staff writer
The Mock Trial team is a club at Berkeley High School that caters to those interested in a future career in law. At the beginning of the school year, members are given a trial case and then assigned certain roles, such as the role of a prosecution witness, defense attorney, bailiff, and other positions regularly seen in a courtroom. Further into the
season, as members become increasingly familiar with the case and their individual duties in representing the case, the team competes against other schools in front of real judges in an actual courthouse. Sarah Lim is a senior at BHS and an avid member of the Mock Trial team, having been a part of the team for all four years and serving on the board for two. This year, the club’s popularity has grown, tasking Lim along with the other two
The BHS Mock Trial poses as a team in professional wear.
co-captains of the team, seniors Philippa Zlatev and Camhan Ngo, with crafting a system of two teams — each with their respective courtroom roles — in order to cater to the team’s increasing numbers. “Before I was a cocaptain, I feel like the audition process was pretty competitive and some people weren't able to get the roles they wanted,” said Lim. This new system developed by the club captains now allows all
COURTESY OF THE MOCK TRIAL TEAM
students interested in Mock board members to lead the of the season to see all the Trial to join without the fear team once they depart from knowledge everyone has of having to be cut from the BHS. One thing the leaders gained, and to see how team, an accomplishment look for in future board far everyone's come,” said Lim finds pride in. members is what can be Zlatev. After leaving BHS, Much of the senior considered to be the most Zlatev hopes to earn a captains’ time is dedicated obvious trait: Passion.“It's degree in economics, as well to behind the scenes work mostly just who … has the as political science. She has in order to ensure plans of going into law, that Mock Trial possibly European runs smoothly and law, as a means of “If you want to become a lawyer, productively. connecting back with this is a great place to start.” “Emailing people her Bulgarian roots. at the county to For Ngo, while Phillipa Zlatev make sure we have she plans to continue our money in to Mock Trial after Mock Trial co-captain compete, going to leaving BHS, she the courthouse, hopes to pursue a reading over 40 (or) 30 most experience and is career more geared toward people's examinations and eager to (lead),” said Ngo. film. Similarly to mock trial, statements takes a lot of The leaders also consider film allows one to develop time,” said Lim. diversity when selecting and commit to a character While dealing with new individuals to fill their and take on a designated such challenges and time leadership roles. “Mock role. “I have always loved commitments may seem Trial is a reflection of law a good courtroom movie,” overwhelming, Zlatev and usually that's a male- said Ngo, “I just think interprets this hard work as dominated field, so we're developing a character for a a way to gain new insights going to try and incorporate really long time kind of ties on what it means to be a more female voices,” said into both (interests).” responsible leader. “Even Zlatev. As for Lim, she has plans though I might ... have an Mostly, the leaders look to major in economics entire curriculum planned to promote those who and hopes to later go on to out for that week, it's not step up in the club and attend law school. always gonna go my way,” demonstrate leadership During their time with said Zlatev. She shared skills through their the BHS Mock Trial team, that being a leader is less collaboration, commitment, all three captains have about forcing one’s own and assistance to other peers gained valuable experience agenda, and more about within the club. and knowledge of the field being understanding of With their final year of law. the commitments that of high school halfway As they prepare to leave members have outside of through, the three get to BHS behind, Zlatev leaves Mock Trial. look back on and celebrate students and potential Mock The three leaders keep the impacts they have had Trial participants with a this trait of flexibility in on the Mock Trial team. hopeful message: “If you mind as they go through “It's really inspiring to want to become a lawyer, the process of selecting new me once we get to the end this is a great place to start.”
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FEATURES
After 43 years, BHS’ registrar plans to unwind in retirement CONTINUED FROM PAGE 1
wrote in an email that she “finds satisfaction in to shift from manual translating transcripts from transcript records to online other schools into our transcript records. BHS system and engaging “I think it’s really good in conversations with that we are on (a) computer students”. system, and we’re trying to In these conversations, figure it out now with the Mellion finds significance in transcripts to deepening her have a third connection with party because students and “There’s so many places in California... we have so thus broadening that I have not visited ... (I want to) do a many students her perspectives little more exploring.” that request on students transcripts,” who come from Messages of gratitude surround Barbara Mellion. Barbara Mellion Mellion said. many different Meeting places. Mellion got certified to do estate built by her son. In addition, District Registrar with staff and said, “Actually, planning and trust. So I’m she hopes to travel, with students is I get to know working with attorneys plans to go on trips inanother huge part of her job. however they’re requesting the students obviously, and to do estate planning and state, like Napa Valley, or If she receives a transcript it to be sent out.” I tend to bond a little bit trust, and that’s another elsewhere, like Hawaii, from a student recorded Beyond this, she irons because they’re coming in job in itself. (But,) I’ve been France, or Italy. According in a different language, she out any mistakes in the from different countries working since I was 14, so to Mellion, “There’s so many will have to meet with the records, such as the system … so it’s nice to know that’s what my body knows places in California ... that I student to help translate the falsely reporting that a what other countries do to do is to work right now,” have not visited ... (I want to) transcript so she can put it student didn’t graduate and what the do a little more in BHS records. when they did. “We’ve had expectations e x p l o r i n g .” Mellion is also in touch several systems since I’ve are compared U l t i m a t e l y, “I remember the first time I met with with counselors to keep been here, so the codes to the for Mellion, you, and you made me feel warm and them informed about don’t always translate to expectations free time is welcomed.” students’ credits and if they the newer system. So there’s here. So I just a significant are on track to graduate. that research to verify, kind of like upside of “I’ve worked hand in hand and a lot of times it takes talking with retirement, Anonymous message left to Barbara with the counselors on a while because you have the students allowing her to Mellion that, and it makes it more to manually evaluate that about that.” do “whatever cohesive to work that way,” transcript,” said Mellion. After she else (she) Mellion said. Mellion is inspired to retires, she plans to spend Mellion said. wants.” The primary goal of the support, guide, and assist more time working on her She also plans to spend She acknowledges that registrar is to make sure that students on their academic notary business. “I just more time gardening or she has a strong connection students who are in BHS or and life journeys. Mellion recently took a course and relaxing by the koi pond to Berkeley, and is proud those who have graduated have accurate records for transcripts. This is extremely important for students applying to jobs, colleges, or other opportunities. According to Mellion, “We upload that information to them or mail it to them, or
JASPER LOVVORN-BLACK
of her dedication and hard work throughout her career. Many others are recognizing Mellion as she leaves BHS, including other staff and students who constructed a wall of appreciation notes for her. “I remember the first time I met with you, and you made me feel warm and welcomed,” one note read. Mellion wanted to appreciate all the support she’s been given as she’s left. “(The) clerical staff really surprised me and they honored me this whole week; it’s heartfelt to me and that made me feel really good and I still feel good about it, and I just want to give them kudos,” Mellion said.
Stagecraft classes train critical skills, light up BHS productions BY SAM MASCARENHAS staff writer
If you have witnessed a performing arts production at Berkeley High School, you have benefitted from the stage crew. Students involved in stage crew take care of the technical aspects of productions such as building sets, setting up, and running lighting and sound systems. Students involved in the stage crew can be volunteers. Other
Neptune Afifi at the lights.
students, if they choose to take the seventh-period class, Stagecraft, are a part of the stage crew and earn practicum hours for the course. Meghan Malone, a senior at BHS who takes the class, says that Stagecraft is “a seventh-period class that focuses on developing students’ skills as stage crew which can be backstage, in the lighting booth, the sound booth, or as the stage manager. It also builds your skills with things
JULES DROZ
like construction and with painting.” Neptune Afifi, a sophomore who also takes the class, noted that, “Each person in the class picks school shows to work on (focusing on different skills).” According to the BHS course catalog, there are two full-year courses: Stagecraft 1/2, and Stagecraft 3/4. Stagecraft 1/2 must be taken before Stagecraft 3/4. In these Career and Technical Education courses, students learn about rigging, carpentry, lighting, and audio-video. The class meets twice per week, and requires some weekends and evening practicum hours. Afifi highlighted the time commitment involved. “You have to have a lot of time to work shows to gain experience of what it would look like in reality,” Afifi said, “You really have to commit to the class and how much time outside of school it will take.” While BHS students have been volunteering as part of stage crew, taking care of the technical aspects of theater and music productions, for many years, the Stagecraft class (introduced in the 2018-2019 school year) has led to better-equipped stage
crews and thus more support to see it evolve further in and the work of stage crew, for the performing arts at the coming years, and (to) in both the skill set and BHS since it began. Before put on more elaborate and experience developed, in this class, volunteering for more engaging productions addition to the relationships backstage work was the that can resonate with formed. only available option, which the Berkeley High School Afifi is particularly often meant interested in that people lighting and lacked the said, “Working “Every show I work ends up as wonderful necessary shows with and fun memories.” skills or my classmates training to do gives me a lot Neptune Afifi so, especially of experience Student in Stagecraft in terms of and knowledge. lighting. Every show Malone I work ends elaborated on how lack audience.” up as wonderful and fun of skill limited how BHS Vavloukis appreciates the memories.” performing arts could be skills she is learning. She Looking ahead to supported and what kinds said in particular the class graduating, Malone said of shows could be produced. was “cool because (she) “The most memorable “Before this, we didn’t have got to learn how to use thing has been the people people who knew how to power tools”. Malone also that I’ve met and the build stuff ... (or) who were appreciated learning how to connections that I’ve made.” trained how to handle lights use machinery, work with Afifi felt similarly, saying or mics, you can’t have that,” wood, and how lighting that being part of the stage she said. systems work, in addition crew has created, “Lasting Aleka Vavloukis, a junior to being part of a “really memories, whether it’s the taking the Stagecraft class awesome community”. conversations (they) have, similarly shared that “if Afifi described the class the performances (they) see, the school is to put on any community as “unreal”. or the hard work after the performances, they need a Vavloukis said, “It’s easy shows.” backstage crew”. Having the to make friends with the Vavloukis described stage class ensures that people can people because you’re crew as a fun space with do the backstage crew job working with them, and you friends working together and students gain valuable have to spend a lot of time and enjoying hanging out. skills and experience at the with them, and experience Stage crew is more than same time. Malone said stress and problem solving a great experience for the that “the growth of the class with them.” students involved. The rest has allowed for the musical All the students pointed of the BHS community program to really get out the many benefits to also gets to benefit from the started. So (they are) hoping being part of Stagecraft performances they put on.
FEATURES
FRIDAY, JANUARY 12, 2024
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Under rainy skies, students and staff weigh impact of the climate BY AMARA KAPUR staff writer
As we grapple with the consequences of climate change, it shows just how vital the role of rain in our ecosystem is. Meredith Irby, a librarian at Berkeley High School who organized a climate justice and activist
training in April of 2023, has been interested in climate change since college. For her, rain is always “a nice change of pace”. She added that “we are in the driest period of California’s drought right now”. When Irby moved here 15 years ago “it rained all the time”. She said, “The climate is changing, and incoming climate catastrophes have
shifted the climate so much that we are not getting enough rain.” The lack of rain has depleted water supplies below the surface, as well. “Our underground aquifers are really low. We are not even close to ending the drought,” said Irby. The water comes from things like snowmelt, rain and more. “I think
ASHA TOROK
individual efforts are really important, but big businesses are utilizing our water resources. Don’t use plastic straws and other admissions from big companies,” she said. For example, the farming, ranching, and meat industries use a lot of water, so not eating foods that use less water is a good way to conserve. Irby is critical of golf courses in particular. “We need away with all the golf courses, they use a ton of water for all that grass. Especially in Palm Springs,” she said. During the climate justice and activism training last year during Earth Week, where all different classes contributed projects, she was the staff lead for the Youth vs the Apocalypse club in 2022. “I was really inspired (to get involved in climate action) by the students who were pushing for more climate related initiatives at BHS, and were pushing the district to sign the Climate Literacy Resolution,” she said. The climate literacy resolution
was passed in 2021, which was an agreement that the Berkeley Unified School District made to teach about climate change and global warming awareness in schools. Alice Lohmann Rahal, a freshman at BHS, agrees with Irby. She grew up in São Paulo, Brazil, where it rains heavily around every two weeks. She says that rain is important for Brazil’s environment, and Brazil experienced drought recently, just like California. “Most people live in urban cities in Brazil, but there are also a lot of farms so the rain is important for the produce,” Lohmann Rahal said. Since October 2023, the Amazon Rainforest and multiple towns around it have been in an emergency drought. According to Lohmann Rahal, Brazil started to take extreme measures to deal with the drought around 2008. These measures include closely monitoring water usage, decentralizing water resources management, and more. The Green Team is a club
at BHS, and, according to Lola Leeman, a member and senior at BHS, it is “very environmentally focused”. The club advocates for change and raises awareness about issues related to the climate crisis. “Rain is important in an on-and-off drought season. It also helps prevent wildfires and keep rivers and reservoirs flowing,” she said. For now, Green Team is “focusing on city planning and education” according to Leeman. Leeman has been interested in climate change and global warming for a few years, though she’s had to manage some climaterelated stress. “It is important for me to not read too many bleak headlines to avoid ecoanxiety and burnout,” she said. On the topic of rain, Leeman shared, “I’m not really a sunshine person, and rainy days can provide a chill sense of ambience. Plus, it’s fascinating how all sorts of creatures like slugs and worms come out when it rains.”
Teachers discuss why students skip class and forms of prevention BY ELSIE YUEN staff writer
A range of factors can cause students not to attend school, including struggles with the class subject or conflicts with other students. However, skipping class affects not only the students but their teachers as well. “In general, (skipping class) makes me sad because I think that education is a powerful tool, and when a student misses class, for whatever reason, it’s an obstacle for them to do well,” said Michael Teasley, a Math 1 teacher at Berkeley High School, “The general feeling is like, ‘Oh, I really wish they were in class.’ That could range from them being out sick to them being on campus, but just not in class.” This sentiment is shared by other teachers, such as Sydney Aardal, a BHS AP Biology teacher. “If I don’t see them that day, it’s a bummer,” she said, “I mean, if a student isn’t in, I can’t teach them.” Specifically
with her biology classes, Aardal said that students are not asked to do much work at home. “So they’re missing out on some valuable time learning and doing biology (in class),” she said. However, teachers also recognize that there are many factors that play into a student’s decision to skip, among these: Insecurity with the class subject. “I think the number one reason why students choose not to come to my class specifically is because they are really struggling with math, foundationally,” said Teasley. “And then ‘What is the point of me going to class, having no idea what’s going on, and feeling stupid because I can’t recognize what we’re doing for work?’” Aardal holds a similar view. “Math and science can be something that students have experienced bad times with in the past,” she said, “So I can see how that could be a barrier for students, but I do think that once they’ve gotten to class, I really hope that students can feel like they belong here.” Moreover, many teachers
empathize with students who skip. “There’s so many people who skip the class because they don’t feel safe, or they don’t feel ready to participate in the class, where they don’t feel comfortable with their peers,” said Nick Pleskac, a BHS IB Biology teacher. “That’s different than skipping class because you feel like you have the privilege of prioritizing other things than the class itself.” As for difficulties with comprehending the material: “It’s super, uber frustrating when you don’t feel like there are enough resources for you to feel competent in math,” said Teasley. But at the same time, he believes that students can overcome this frustration. “It is not an impossible feat to see where you need to be with math and to get there,” he said. He added that teachers will always be open to help a student achieve their goals. “I know that even though there’s going to be extra hard work to be put in, I’ll put in just as much work as you do. That’s why I try to make myself and my
resources available,” he said. As such, with preventing the skipping of classes, creating a welcoming environment in which students feel comfortable with teachers is critically important. “I think just being able to check in with students … and saying, ‘Hey, if you’re not in class, what are you up to?’ (is important),” said Aardal. “I also think that there’s a lot to be done for teachers about making sure that students feel like they matter in that classroom and are important to the community of that classroom.” She added that it’s a group effort of the school, teacher, and student to create this healthy environment. “It’s a bit of the school making sure that students know that they’re going to be held accountable to be in that class,” she said, “And it’s also on the teachers to make sure that once the student gets there, they are feeling that sense of belonging.” Ad d it i on a l ly, teachers believe that creating a welcoming
environment leads to more communication, which they say is a key component of addressing skipping class. “I think most students who skip a class and don’t tell their teacher is because they don’t have a very good line of communication with their teachers,” said Pleskac. To fix this, involvement is
required on both the part of the educator and the pupil. “It’s about teachers caring about students’ lives outside of class,” Pleskac said, “But it’s also about students being willing to show when they’re struggling to their teacher, and asking for help about how to solve the problems together.”
SABINE SHAFFER
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ENTERTAINMENT
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BERKELEY HIGH JACKET
Entertainment editors: Kaiya Jordan & Simon Policy
GLOBAL ARTISTS: YAYOI KUSAMA, MASTER OF PUMPKINS AND POLKA DOTS MAILE MATUBREW
As an avid lover of art in all forms, it is hard to pick just one artist that I would consider my favorite. If someone forced me, point blank, to pick a favorite, I would have to pick Yayoi Kusama, a kick-ass 94-year-old Japanese artist. Her face is framed by a razor-sharp, shockingly red bob, matching her brightly colored lipstick. There are very few pictures of her smiling on the internet, and she’s obsessed with polka dots and pumpkins. Throughout her seven-decade career, she has made hundreds and hundreds of pumpkins. There have been petite pumpkins and gargantuan pumpkins, some are over eight feet tall! She has also written several poems about pumpkins (my favorite is “PUMPKINS SCREAMING ABOUT LOVE BEYOND INFINITY” – Yayoi Kusama). She’s a little weird, and she’s freakin’ awesome. Kusama was born in 1929 in Matsumoto, Japan. Her parents owned a plant nursery and seed farm, starting her love for pumpkins young. During her elementary school years, she began having hallucinations. She started making art based on her hallucinations, which only got more frequent as she got older. When she was 13, she worked in a military factory, sewing parachutes for Japanese soldiers. She spent her adolescence in the darkness of the factory and the war that enveloped her country. She studied traditional Japanese Nihonga Painting at the Kyoto Municipal School of Arts and Crafts, then turned to European art. She later moved to the US and embraced a more avant-garde style, making sculptures and films alongside more traditional paintings, eventually landing on the exhibitionist, surreal style that marks her pieces today. By the 1950s, Kusama had fully embraced the polka dots, which had been inspired by some of her earliest hallucinations. Polka dots covered her walls, floors, and models, becoming one of her most notable trademarks. Beyond dots, a central theme of her work is “infinity.” She often creates “infinity rooms” which are mirror-lined exhibition spaces that, to a viewer inside them, appear to stretch on forever. I visited one of her exhibitions at the Hirshhorn Museum in Washington, DC in 2021. It was absolutely incredible. You stand inside a small room lined with mirrors, filled with lights, shapes, and of course, polka dots, and you just get lost. Her art is not traditional in any sense of the word and it’s fantastic. I think everyone, even if you don’t consider yourself an art museum person, should see a Kusama exhibit at least once. In fact, there is an exhibit at the SF Museum of Modern Art right now: “Yayoi Kusama: Infinite Love.” I don’t know when or if it is leaving, so go! Now! Experience the polka dots.
kaiyajordan@students.berkeley.net
BHS chiefs of publicity: Faces of the school BY ELIOT PERDUE staff writer
On Mondays, Wednesdays, and Fridays at 9:34 a.m., the bell sounds at Berkeley High School. Students settle down in their second period classes as teachers turn on the projector and play the much beloved bulletin. The three to five minute videos start with a song from diverse genres, transition into various announcements for clubs, school, or sports teams, and often end with fun interview segments. Though many teachers may not play the bulletin as instructed, every BHS student has seen and heard of the chiefs of publicity. But who are they? And what does it mean to be the chief of publicity? As the majority of BHS students know, the school holds yearly student elections in which candidates for leadership positions are chosen. Election season has given way to several scandals and
controversies, with 2023 even seeing poster-based smear campaigns. One of the most competitive student leadership positions is the role of chief of publicity at BHS. Each year, the three who are elected work together to create what BHS knows as the bulletin, giving the student body helpful and fun information about upcoming events. Ki’Donyae Bell is a BHS senior and one of the chiefs of publicity. To Bell, it is so much more than an extracurricular activity or a responsibility; it’s a way he can work with friends in a creative and friendshipstrengthening way. “It was cool already knowing the people that I was working with,” said Bell about his fellow chiefs of publicity, “I think it strengthened our bonds … it allowed me to talk to them more and work out plans to do skits with them and stuff like that.” Bell views himself as a fun and outgoing person, which is why his position as chief of publicity comes naturally
to him. When asked about the workload and stress of his leadership role, Bell said, “I think it just feels stressful. Like for me it feels stressful. But like in reality it’s not.” Being the chief of publicity is almost akin to being the face of the school: Everybody knows your face and sees it regularly. “Oh, you’re the guy from the bulletin. Some people call me the bulletin guy. Some people call me Bulletin Boy,” said Bell, reflecting on the school-wide recognition due to his position. But according to Bell, the recognition isn’t necessarily
negative. “Even teachers recognize me more,” he said. “They always come up to me and tell me how good I am doing in the bulletin and how entertaining the bulletins are.” It’s easy to overlook the importance of the bulletin and the people who produce it. Ultimately, it’s a core part of the BHS experience that gives a voice to students and clubs with a message to be heard. The significance of the bulletin is encapsulated by Bell’s statement: “If you don’t make the bulletin, you don’t get the information out.”
Ki’Donyae Bell is one of three chiefs of publicity.
TOSCANA GIRARD-MAXON
The timeline of J.K. Rowling’s controversy BY ANNIKA JOY staff writer
In 2007, J.K. Rowling had just released “Harry Potter and the Deathly Hallows,” the massively successful seventh and final installment of the Harry Potter series. Rowling had a fanbase of millions, growing royalties, and massive income from press tours throughout the United Kingdom. Yet over the course of the next 17 years, Rowling undoubtedly became one of the most controversial and disliked authors in recent history. During a fan event at Carnegie Hall, Rowling revealed that Dumbledore was gay, and had been in a relationship with another character from the series. Instead of the support for
representation that she may have been expecting, Rowling began to receive pushback for this claim. The lack of reference to this relationship within the series and the absence of pre-existing LGBTQ+ representation in Harry Potter books made Rowling’s last-minute claim seem like an afterthought for the sake of insincere inclusivity. The public opinion towards Rowling only worsened once she voiced her opinions on the transgender community. It started in 2019 when Rowling voiced her support for British researcher Maya Forstater, who had recently been fired for making transphobic comments. The author was further put under fire when she posted several transphobic comments
IRIS LE LIBOUX
on Twitter, in which she exclusively defined women as people who menstruate. She continued to publicly express her views regarding gender, causing an abundance of backlash from the transgender community and allies. These comments led to actors of the Harry Potter series to publically voice their support of the transgender community, denouncing Rowling and her views. In 2020, Rowling doubled down on her previous statements via the release of a lengthy essay, extensively covering her opinions on transgender people. In the essay, she stood behind her previous statements as well as her support of Maya Forstater. Rowling continued to make comments invalidating gender dysphoria, stating the inauthenticity of maleto-female-transitions without surgery, and alluding multiple times to the idea that male-to-female transitions are harmful to cisgender women. This piece of writing irreversibly solidified both Rowling’s views and the general public’s distaste towards her. On top of her numerous transphobic statements, the author has also faced hate in recent years for things relating to the Harry Potter
series itself. Rowling has been criticized for the lack of representation and racial stereotyping in the Harry Potter novels, such as the only prominent Asian character being named Cho Chang. The character’s name is a Korean surname combined with a Chinese surname. Activists like Jon Stewart (comedian and former host of “The Daily Show”) have also called out Rowling for her portrayal of the goblin bankers, claiming that they embody and perpetuate anti-semitic undertones and stereotypes. Rowling’s harmful words and actions have had many consequences. Her exclusionary views on the transgender community have been a major disappointment for many childhood fans of the Harry Potter novels. Nowadays, Rowling is brought up frequently when discussing the concept of separating the art from the artist. Many fans who have been hurt by her comments have chosen to stop supporting anything Harry Potter related due to the royalties that she receives. Despite the success and wealth that Rowling sustains, she’ll never be able to regain the adoration of her fans to whom she provided the magical world of Harry Potter.
ENTERTAINMENT
FRIDAY, JANUARY 12, 2024
ILLUSTRATION BY ALISA KARIN KOLPAKOVA AND ALEX MORGAN BORDER BY LULA ROSENBACH
Go back in time in the Bay: Best places to revisit the past BY HANNAH GROTH-REIDY staff writer
Berkeley and the broader Bay Area are home to a rich and complex history, known widely for their activism, cultural impact, and academic influence. Over time, this history has evolved and shifted. Various institutions and spaces have fostered vibrant communities and given rise to new ideas, ideals, and inspirations. Other areas have simply made a name for themselves by offering warmth and comfort throughout different decades. So, when looking back through the decades in the Bay Area, what spots represent its fascinating past? First up on that list: The original Peet’s Coffee and Tea. Created in 1966, the original Peet’s Coffee sits on the corner of Vine Street and Walnut Street. Alfred Peet, a Dutchman, founded Peet’s Coffee following World War II, not knowing just how successful it would become. He was shocked and underwhelmed by the poor quality of the coffee that he found here in Berkeley, and decided to create his own. Peet’s approach and the coffee itself immediately took hold in Berkeley. The small Peet’s coffee shop became a notable spot for Bay Area residents to gather, leading to the nickname "The Peetniks". Other artisans were inspired by this and opened up their own shops nearby, creating what is known today as the Gourmet Ghetto. The
original Peet’s Coffee is a key establishment of the 60s, both in the world of coffee-making, as well as in the history of Berkeley. Next up: Oscar’s, a fast-food diner established in Berkeley in the 1950s. Where Sweetgreens now stands once stood the corner restaurant that had been owned by the same family for many years. While the establishment itself wasn't ever considered high end, it was a restaurant where many Berkeley residents consistently gave their business and support. Throughout the decades, Oscar’s was a place that Bay Area residents could count on to get a simple order of a burger and fries. Not only did this restaurant represent the 50s (up to the 2010s), but it also highlighted the appreciation for the familiarity of a place that may have seemed like it wasn’t much to look at for those who didn’t know it. It’s All Good Bakery is yet another worthy location on the list. The bakery itself was created in the 90s, but its roots go back to the 60s. The building the bakery now stands in was once the first headquarters of the Black Panther Party. Inside today’s bakery is a tribute wall in honor of the Black Panthers, designed by David Hilliard, the Black Panthers’ Chief of Staff. The owner of It’s All Good Bakery, Kim Cloud, uses his hiring process to give back to the Oakland community. According to ABC News, Cloud said, “I’ve had people that got imprisoned for bank robbery, and they’re on my cash register. I’m here to give you an opportunity, to give you a chance if you want to change your life.”
Many are familiar with Fenton’s C re ame r y in Oakland, w h i c h dates back to 1894. Eldrige Seth Fenton opened the original Fenton’s Creamery and relocated to today’s location on Piedmont Avenue in 1961. Fenton’s is a family-run business known for its handmade ice cream. A lighthearted and fun spot for families and friends to congregate, Fenton’s has been serving Bay Area residents for many generations. It also claims to be the birthplace of the flavor rocky road although Dreyer's markets its product as “The Original Rocky Road”. Last on the list of notable spots in the Bay Area from various decades: Grubstake Diner in San Francisco. Representing the 70s, but created nearly 100 years ago, Grubstake Diner is not only a spot known for its food, but for those who supported it and its significance in San Francisco’s LGBTQ+ history. Harvey Milk spent much time in this restaurant, and even today, many celebrities in the queer community continue to support the institution. Grubstake Diner is a cable car-shaped restaurant that sits in a neighborhood with a vibrant past, including San Francisco’s first Pride parade in 1970 along Polk Street. This diner’s long past, the relevance of which persists to this day, is an important staple for San Francisco’s LGBTQ+ communities and history.
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ENTERTAINMENT
Spotify enacts new regulations, harms independent musicians BY CECILIA TILES staff writer
Spotify is the biggest music streaming corporation in the world with over 500 million users. As of January of 2023, around 48 percent of the U.S. use massive corporations like Spotify or Apple Music to find the songs and artists they love. However, these users do this without thinking about the controlling hand they can have over a musician’s profit and success. In November, Spotify announced new rules and regulations for 2024. Framed as a way to decrease fraudulent streams, one of Spotify’s new rules is that a song must have at least 1,000 streams in a year before any profit can be made from it. This rule won’t have much impact on huge mainstream artists that can rack up millions or even billions of streams,
but it most likely will affect an often unrepresented part of the music industry: Independent musicians. Independent musicians, often called “indie artists” make up around 40 percent of musicians and generally own the rights and royalties to all their own music. They have sole control over advertising, creative and management decisions. Some even keep 100 percent of the profits that come from their own music sales. While this control has benefits, independent musicians miss out on the connections and opportunities that signed artists might have. Successful record labels have the money, staff, and resources to get music out into the public eye, develop compelling marketing strategies, and build a positive narrative and platform for the artists. Small indie artists rely heavily on the profits they make from music streaming services, since free services
like Spotify are the easiest way to make a profit and build a following. Although musicians only make about 0.003 to 0.005 cents per stream, that can still be a valuable source of income. “Any attempt to make art is valid,” said Amelia Fletcher, a professor at the University of East Anglia, during an interview about Spotify’s new regulations with The Guardian, “The fact that lots of people make art and music without recompense doesn’t nullify the artistic value of that music.” The control that record labels and streaming services have over a musician’s decisions and success is not a new phenomenon. Record labels and distributing companies have been controlling the flow of music since their inception in 1889. At the time, the U.S. was in the middle of its industrial revolution. Life-changing inventions were being
THE CROSSWORD
created everywhere, and with it came the invention of the gramophone, an early version of a record player. For the first time in history, music was now available to more than just the wealthy. In the following decades, working-class people were able to afford radios and record players. This expansion of access to music also cleared the way for the creation of record labels. Record labels were originally a way for artists to advertise, produce, and create new music. A musician would sign a contract with a record label, dictating how much music
DOWN
1. Margarita fruit 5. Lasting wounds? 10. Cracked object in Philadelphia 14. To change, in Google Docs 15. A dish often eaten on Tuesdays 16. 1926 Langston Hughes poem 17. Speedy snack 18. More unique 19. Mix 20. Gangster partially responsible for expiration dates on milk 22. Put out, as a fire 23. Steal quickly 24. Alexander’s main rival, in “Hamilton” 27. Association for those with muscular dystrophy 30. Snoopy, Odie, and Gromit 32. Droop 35. Redheaded Disney mermaid princess 37. Require 38. Encourage, as an activity 39. Cranberry-juice cocktail, informally 40. The latter half of an album 41. Cone-shaped chocolate filled with caramel 42. Discover 46. Singer of “Tomorrow” 47. Old, in Midwestern slang 48. Grotesque 50. Gonorrhea or HPV 51. Jazz style pioneered by Charlie Parker 52. Farm animal known to eat scraps 54. Ancient book 57. Small/portable, as a game 62. Nutrition bar with the slogan “Simple. Pure. Delicious.” 63. Briefly stop 65. Attire for a wizard or taking a bath 66. “Cool, cool” 67. Region between Greece and Turkey 68. It could be waxing or new 69. Small kitchen measurements 70. Fold in a skirt 71. “Let it stand,” on a printed proof
1. “Girls” director Dunham 2. 2023 TV series created by and starring The Weeknd 3. Label on a junk drawer 4. “Dead Poets Society” actor Hawke 5. Flashing light 6. “The Godfather” Academy Award winner James 7. Land measurement on a farm 8. Landmark case overturned on June 24, 2022 9. Elementary-school literature activity, informally 10. Bovid often confused with buffalo 11. “____, Brute?” 12. Clark’s wife, in “Superman” 13. Collection of knowledge/traditions 21. Poet Neruda 22. ___ and don’ts 25. Pub offering 26. Fire engine ____ 27. Large, in tech 28. “Girls rule, boys ___” on an elementary school playground 29. Grocery store section 31. Article before a word beginning with a vowel 32. What a pinwheel does 33. Review financial accounts 34. Common motive for supervillains 36. “My Chemical Romance” genre 38. 9-digit no. given to U.S. citizens, among others 40. Leaf on a margherita pizza 42. Little lie 43. Wedding words 44. Roman god with a trident 45. Carry out 48. Curse 49. Cheerful 51. Prominent features of toucans 53. Things washing one’s hands is supposed to remove 54. What the blood of a hemophiliac cannot do 55. Trees in the aptly named park beside the Berkeley Art Center 56. Fall down 58. Largest continent (in population and area) 59. Sound made by inexperienced players of 60-down 60. Double-reeded instrument — Raven Fonseca Jensen 61. With “up,” confined 63. “Great Expectations” main character 64. Now-defunct email service
— Violet Kessler
ALEX MORGAN
inhibit artists’ creative freedom. Platforms like Spotify are only products of the ever-growing power of these corporations that seem to no longer have the artists and their musical wishes as a top priority. Instead, they use musicians’ need for success – especially those who are independent – as a tool for their own personal profit. Hopefully, as the industry undoubtedly continues to evolve, the path of indie musicians might gain the foundation it needs to be the new future of the music industry, with musicians gaining the rights back to their music.
Importance of kids animation BY ANNA WILLIAMS staff writer
ACROSS
a musician must produce in the allotted time frame, and what percentage of the money and royalties the label would receive from the overall revenue- usually around 50 to 90 percent. When signing on to a label, musicians would gain many promotional benefits, while sacrificing individual creative freedom and revenue. For years, those within the music industry have been extremely dependent on record labels. However, labels have too much control over artists’ music and decisions. The relationship between artist and label has an unequal power dynamic and can
Animation is one of the most common mediums used in children’s movies. The top grossing children’s films of all time are animated, with the exception of the live-action “The Lion King”. This is no coincidence. Animation is a great medium for children, especially because of its ability to help kids understand complex topics, the fact that it is more engaging than live action, and that it helps children’s brain development. While the stories portrayed in animated movies are often simpler and geared to a younger demographic, people of all ages watch these movies and feel the same emotional reaction that children do. This is because of the unique way that animation can tell stories. The core of animation, like in all movies, is storytelling. But animation can take this storytelling to a new level, because it can create a more immersive experience. For example, animated films can employ various techniques such as color, lighting, mood, atmosphere, and music to elicit an emotional reaction from its viewers. Additionally, characters’ personalities can often be reflected with their facial expressions and body language to help us connect and understand them at a
deeper and more explicit level. This can be seen in the movie “Sleeping Beauty”. The animators used floral pink, blues, and browns to portray Aurora, while using purples, greens, and black to portray Maleficent. Their facial features are also very different; Aurora always has a soft smile on her face, while Maleficent’s face has a green hue, that is covered in dark makeup. This communicates a clear visual understanding of the villain and hero, making these movies easier to understand for young children. Animated shows and movies can also present complicated themes to children in an easily digestible format. Disney’s “Tangled” explored staying
true to one’s identity, and “Avatar: The Last Airbender” showed redemption and grief. Animation is also an excellent way to introduce kids to the idea of mental health. “Inside Out”, for example, shows us that experiencing negative emotions is normal and healthy. Finally, animation can help develop cognitive skills. According to research published in the Computational and Mathematical Methods in Medicine, animation allows for new neurons to grow and link to parts of the brain that control memory formation, spatial orientation, and strategic planning. This means that animation can help the brain grow and enrich memory.
— Luli Galison EMIKO ARONEN
SPORTS
BHS athletes battle performance anxiety BY MINAMI SOGA staff writer
“I think (performance anxiety is) a very natural thing for all athletes to go through, especially when you’re doing (a) pretty competitive sport … you’re always going to have expectations for what you should be doing,” said Felix Waterman, a sophomore at Berkeley High School and an archer in the Regional Elite Development Program. In terms of sports, performance anxiety is when one feels fear of playing in a game or competition due to pressure. It can prevent athletes from playing
to their full capability. Different athletes have different causes for feeling this pressure and how they can overcome it. Waterman shared that he feels performance anxiety due to his long relationship with the sport. “The main (cause) is, I’ve been doing it for around some time,” said Waterman, “I’m going to the same tournaments again. And I have previous scores and previous things that I feel like I need to do better than because I need to show improvement. So I’m really just psyching myself out.” Oliver Rose-Haiman, a junior and a member of the BHS badminton team,
stated that his performance anxiety comes from wanting to impress the coach and do well for the team. He shared how the pressure can also have physical effects on him during his game. “I feel like both teams are watching me,” RoseHaiman said, “I feel like I have to have some outstanding performance, outstanding shots and it gets to my head, and I started to mess up some of my shots, I started to not play as well as I normally would. And sometimes that gives me a stomach ache. Sometimes it gives me a headache.” According to Alice Sinclair, a sophomore at BHS and a part of the Piedmont
ANNA HOWELL
swim team, she usually feels the most stressed before her first swim race but can naturally get rid of the stressful feeling as she starts her first event. “Usually when I start swimming, I feel less stressed because I feel like swimming is really meditating for me,” Sinclair said, “And because I’m just thinking about swimming … I’m just thinking about getting to the end of the race. And not how well I will do it because I’ve already started.” For Waterman, distracting himself from the pressure and going over his form helps him to be in a calmer state. He added that he has also been doing mental training and mental fortitude in order to be able to control his mind better during a competition. Rose-Haiman also shared his experience with handling his performance anxiety. “Since I’m a doubles (badminton) player, I can talk to my partner, we can handle the situation together, calm each other down, and be there for each other,” said Rose-Haiman, “In between games, I can take a break and breathe, I can drink some water. You know, anything that’s in my head, make myself reset and calm down.”
For athletes, the college process is complex BY HAILEY OSTRER staff writer
The college application process is complicated enough, but for studentathletes who want to continue playing in college, it can be even more complicated. Studentathletes at Berkeley High School, such as senior Aidan Rodriguez, have had to go through a more extensive process than the typical student. “As a student-athlete, your college process starts much earlier than others,” Rodriguez said, explaining how it’s vital as a soccer player to attend camps or message coaches to get on their radar. Rodriguez’s process as a soccer player included sending emails, going to sporting events, texting or calling coaches, and communicating with admissions programs. “It’s also essential that players have a highlight video that serves as the first touch point for coaches and sparks their initial curiosity,” he said. In terms of applications, his experience was less stressful than the typical student. He only applied to one school, where he had almost a guaranteed chance
of getting in. He is currently committed to play for Haverford College. Recent BHS graduate Luke Swiggett is currently swimming for Denison University. In the middle of his junior year, he began to reach out to coaches for more “ambitious” swimming programs. “I wasn’t yet fast enough to be recruited by coaches. However, I knew the times I needed to get and was set on getting those times,” he said. By the end of the summer after junior year, Swiggett hadn’t dropped as much time as he’d wanted. In addition, Swiggett injured his shoulder during his senior year, halting his training. Looking back now, he realizes that focusing only on his time made him forget the real reason why he swims, and so his shoulder wasn’t the only thing keeping him out of the water. He feels lucky that the coaches at Denison offered him a spot and believed in him. “So far I’ve really enjoyed my time here and would go so far as to say that the team culture and coaching rivals top DI schools,” he said. Sienna Prak-Perry is the captain of the BHS girls lacrosse team and will be playing Division II for
Dominican College next year. Her process, however, was not entirely smooth sailing. “My coaches emailed me tons, explaining to me the tools for a smooth process, but with the lack of one-on-one conversations, money to go to camps, and experience, overall the process was stressful,” she said. Her process was also different because she joined lacrosse later than many people, so she didn’t have as many opportunities to demonstrate her skills in front of prospective coaches.
There were also challenges given lacrosse’s history as a primarily white sport. “Lacrosse being a predominantly white sport, I didn’t have that many connections with people who would give me insight,” she said, also explaining that “it was mostly individual work of emails, performance, and grit that got (her) recruited.” Even though high school athletes who are prospective college athletes are grouped together, their experiences vary dramatically depending on their circumstances.
ALESSIO GILABERT-PAPAGNI
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GIRL LANGUAGE: THE FIGHT TO LIKE “LIKE” ZOE WHITMAN
I like the word “like”. That sentence is so offensive to some that they’ve probably stopped reading. My goal isn’t to offend, but to demonstrate what “like” can mean. I use “like” constantly in conversation without realizing it has become natural in my vernacular. I only stop to consider my usage of the word at family gatherings and meetings with teachers. Perhaps I do this because I feel ashamed of my constant use, maybe it’s because I know I won’t be taken seriously while speaking, and possibly it’s because I think they won’t believe me after my utterance of the four-letter word. Why do I experience all of those unnecessary feelings? Well, it’s because the word “like” changes someone’s perspective of me from smart and respectful to rude and unintelligent. “Like” is a historic word, coming from the Old English word “gelic.” “Gelic” meant “with the body of,” signifying similar things. Here, we can understand both the proper use of “like” and it’s origin. It’s the same idea as saying something is like another. For centuries it has been used in the improper way. In ancient Greece and Rome there are accounts of citizens using “like” as we are no longer supposed to. Additionally, the unique Valley girl accent became more widespread after Moon Unit Zappa sang about girls in her school. Her song “Valley Girl” used “like” in lyrics to seem younger and frivolous. “Like” is a versatile word, used as a verb, noun, adjective, etc. One of the most common ways you’ll see “like” used is as a hedge. It essentially softens whatever comes after, making it easier to understand. For instance, saying, “I want her dead,” could be seen as truthful and concerning, but saying, “I like want her dead,” cushions the sentence showing its unseriousness. “Like” alters the meaning of sentences fluidly in many cases. Another example of this is saying, “She has 10 restaurants,” which seems as if she has exactly 10 restaurants. Saying, “She has like 10 restaurants,” could mean that she has 10 restaurants, nine restaurants, or 11 restaurants. “Like” allows other people to glance into your thought process. “Like” is conventionally considered related to women, specifically teenage girls, a group commonly rejected regardless of their circumstances or achievements. People think “like” sounds unintelligent, younger, less believable, and ditzy. It seems as if the proper usage of “like” is another way to degrade teenage girls. Using “like” as a hedge or filled pause is seen as dumb because why do you need to soften yourself? Why don’t you know what to say immediately? Why don’t you trust that you’re being listened to? The answer to these questions is that this is how we were raised. We were made to soften ourselves and trust that no one is listening. We were shown to wait for cues and understand when to just be quiet. The idea of filled pauses is that you show that you’re still speaking, cueing the person on the other side of the conversation to listen. It’s as if you’re a conductor and the conversation is your symphony. People need to have control over their own language, thoughts, and words.
16 F R I D A Y , J A N U A R Y 1 2 , 2 0 2 4
sports editors: Colina Harvey & Leo Silverberg
SPORTS BERKELEY HIGH JACKET
Leosilverberg@students.berkeley.net
Girls basketball falls short against Pirates BY RIGZIN GYALTSEN staff writer
ISA SHIMOMURA
Team captains bridge player-coach gap I have to support. And anything that happens, it is improve,” said Quinto. in part my responsibility. Similarly to French, he People are always looking described how his position up to me for guidance and has helped him build on to know what we should be his athleticism. “When I doing,” said Koven. teach things, I get a better As a captain, Quinto understanding of the things feels that one difficulty for that I’m teaching, so it helps him is that he serves as a me improve as well,” said representative of his sport. Quinto. “You’re the According to mascot. You’re Hayden, ability leader “You’re the mascot. You’re the leader of the the and willingness of the team team ... Last year, before I was a captain, … Last year to assist in when I thought of the badminton team, I instruction is before I was a important for captain, when thought of our old captain.” a captain on I thought of his team. “I’m the badminton Antonio Quinto often looking team, I thought Badminton team captain for a player who of our old is setting aside c a p t a i n ,” time that they Quinto said. could use for something for stuff at home games,” said On the BHS crew team, themselves to try to help Quinto. there are two current the team … by working As a team captain, players captains on the womens’ with players that are less are given more power on varsity squad. Koven has experienced,” said Hayden. the team, which could found that having multiple French explained potentially lead to conflict. that as captain she feels According to French, the “responsible for hyping position makes her the team up more aware of how and getting her teammates t h e m feel about excited her actions. before “I don’t games, want my but then teammates also helping to think them focus”. that I think However, she I’m better has found that than them, because she inhabited that role even I don’t. I feel like that’s before her appointment, hard because sometimes although it has made her I’m self-conscious. Like, feel more comfortable with do my teammates think the display. “I’ve always been I’m overstepping, or too like the team cheerleader. overpowering?” said … What I like about being French. captain is I feel like I’m Koven has also found allowed to be that person. that the position has certain … Not that I can’t do that if daunting qualities. “There’s I’m not a captain, but it feels a whole team there that CONTINUED FROM PAGE 1
a little bit more acceptable in a way,” French said. On the badminton team, Quinto has found a different set of responsibilities. “For us in badminton, it’s demonstrating the different skills, footwork techniques, and also helping other people improve their own skills, and announcing
captains can lighten the load for the leaders and help the team function better. “If there’s anything that one of us is unsure about, we can always talk to the other. And then, even if one is missing practice, there’s always a captain at practice … we’re always there to support each other,” Koven said. Captains of sports teams are required to take on a heavy load in order to support their team and improve team communication. They must bridge the gap between players and coaches. According to Hayden, “It’s not necessarily about being the strongest player on the team (or) the most competitive. It’s about having and demonstrating the drive to push yourself and become more and sharing that with other people.”
Berkeley High School girls basketball had their tenth game of the season on Tuesday, Dec. 19, 2023 against the San Leandro Pirates. With a relatively young and inexperienced team, this season has not been the easiest. BHS unfortunately did not get ahead in the game, which ended with a score of 30-52. BHS’s defense in the game was commendable. “I think defensively we’re actually pretty strong. I think we created a lot of turnovers, and ... the opposing team was having a lot of struggle with our defense,” said Reginald Figgs, the new head coach. BHS often blocked San Leandro’s shots and were fast on their feet to defend numerous players in a matter of seconds. BHS also showed strong offense at times including stealing the ball from San Leandro on multiple occasions and a remarkable three-pointer in the third quarter from junior Zariyah King. In the second quarter, sophomore Najuna Kiggundu forced a San Leandro turnover and went for a layup. “I think that
really improved the energy of the game,” said Kiggundu. A significant amount of points for BHS were assisted by teammates who had stolen the ball from the opposing team. This includes a noteworthy layup from senior Jamaia Harrison in the third quarter, with an assist from freshman Akasha Manandhar after she stole the ball from the opposing team. Harrison and Manandhar had good chemistry the entire game, passing to each other numerous times and checking in with each other through small on-court chats. BHS knew there was room for improvement after this game but they were still proud of their achievements. “I’m never coming into a game with too many expectations … I think we’re still learning,” said Figgs. Manandhar, the only freshman on the team, said, “I just like to remind myself that I have so much more time to grow, and I just have to keep trying my hardest.” Due to the large number of underclassmen on the team, some team members see this season as a growth period for them to grow and better themselves for the future.
Coach Reginald Figgs is excited to see the team grow. IDA MARSHALL-LAPPE
ATHLETE PROFILE Ollie Miller is a senior on the Berkeley High School basketball team. He has been part of the varsity team since his sophomore year, along with many of his peers. To him, they are not just teammates, but also friends and people he has grown up with. “Lots of us have been playing together since middle school and even past that, so we have really good chemistry,” Miller stated. Outside of BHS, Miller has also been able to use his sport to connect with people he otherwise wouldn’t relate to. He shared his experience playing in New York last summer: “I met kids in New York that I’m still really good friends with today … and it’s all through basketball,” he shared. He feels that basketball has taught him important life skills. He stated, “(Basketball has) taught me a lot of leadership qualities and also just ways of interacting with so many people I’ve played with throughout my whole life.” LEV TEIBLUM
— Clara Tjen