BERKELEY HIGH
PUBLISHED BY AND FOR THE STUDENTS OF BERKELEY HIGH SCHOOL
www.berkeleyhighjacket.com • friday, november 5, 2021
no. 6
since 1912
Battle for Ethnic Studies Persists Amid BHS Demographic Changes
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BY PEARL GAUTHIER & LAUREN HUANG staff writers
In the early ‘90s, a lack of ethnic representation in Berkeley High School’s (BHS) curriculum sparked a student-led movement that
demanded an ethnic studies requirement for graduation. Subsequent years brought an extensive program of ethnic studies classes, making BHS a pioneer. However, teacher and student population shifts during the past 20 years have impacted the number of ethnic studies
BHS Cancels Spirit Week, Citing Safety Concerns The cancelation of the controversial BHS tradition has caused anger among many students. PAGE 2
classes offered. Thus persists the struggle of maintaining ethnic studies at BHS. Over the course of the school’s history, BHS has served as a microcosm for the communities that inhabit the city, with the majority of Berkeley students funneling into it after mid-
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dle school. In turn, BHS has offered numerous classes concerning the varying cultures that saturate its halls. Today, the ethnic studies requirement for BHS students is fulfilled with a semester-long ethnic studies class that is taught to ninth graders. However, when the
Preventing School Fights Must Go Beyond Safety Officers and Cameras BHS must take preventative action to curb student violence. PAGE 7
school launched the course as a pilot program in the early 1990s, there was little interest in getting it started. Universal Ninth Grade (U9) history teacher Dana Moran and multiple other young teachers of color were hired to develop a structure for the course. PAGE 8
Editorial: BHS Admin Must Prioritize Student Input Trust between student leadership and administration requires a willingness to communicate and compromise. PAGE 6
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FRIDAY, NOVEMBER 5, 2021
NEWS BERKELEY HIGH JACKET
news editors: Naomi Rubalcava Levinthal & Clara Brownstein
naomirubalcavalevi@students.berkeley.net
Administration Cancels Spirit Week, Citing Safety Concerns
BHS students celebrate on Rally Day. The most recent Rally Day was in 2019 and ended in police involvement for violent conduct.
BY ELLA CREANE staff writer
Berkeley High School (BHS) Spirit Week, one of the school’s longest-standing traditions, has been cancelled until further notice. In the past several months, disruptions of many forms have taken place on campus, including fights, vandalism, the frequent pulling of fire alarms, and an incident with an adult coming on to campus with a gun. These challenges, along with teacher pressure, prompted Principal Juan
Raygoza’s decision. Many teachers have expressed their concerns regarding the dangerous environment that Spirit Week creates, and there were even threats of a teacher walk-out if the issue wasn’t addressed. “I don’t know what the answer is, whether it’s canceling Spirit Week or something else, but I definitely think that something needs to happen to interrupt the behavior,” said BHS history teacher Steadman Rogers. “There’s a lot of verbal, physical, and sexual harm that happens on that day … and I support the administration
doing something about it.” Chloe Burke, BHS senior and Associate Student Body (ASB) president, encouraged students to reconsider how they see the situation. “I wouldn’t call this a cancellation of Spirit Week,” Burke said. “If you look deeper into Mr. Raygoza’s email, it says ‘at BHS right now.’ If I knew it was going to be cancelled, I would feel disappointed, but I don’t think of it that way. I think of it as a postponement.” For many students, however, disappointment is still their initial reaction. “Spirit Week and Rally Day
JEROME PAULOS
are just really embedded in BHS traditions and culture, and we were expecting it as sophomores,” said sophomore Gursimar Kaur. “We didn’t get to do anything last year, and now that we’re back to in-person [learning] it was something we were all looking forward to, to kind of assimilate into the school culture,” Kaur added. Senior Norrie White said, “Seniors are just disappointed. ... I remember seeing all the other classes freshman year, and they had so much class unity and looked like they were having so much fun. I
was so excited to be able to do that as a junior and a senior, and now, it might just not happen, which sucks.” On social media during the days following Raygoza’s announcement, several posts promoting plans for a studentled Spirit Week circulated, despite Raygoza’s promise to punish those who disregarded his message. One of the most prominent posts included plans for both regular and senior dress-up days and culminated in a Rally Day, which is one of the most controversial parts of BHS Spirit Week. “In past years, Spirit Week has unfortunately included ... students under the influence, fights, sexual harm, and the eventual involvement of Berkeley Police Department officers to disperse crowds as they make their way through Downtown Berkeley,” Raygoza said in his email, mostly referring to actions on Rally Day. Although students can sympathize with the struggles that Rally Day creates, many believe the cancellation of Spirit Week is a large step for what they see as a concentrated problem. “I think [there are] better ways to [keep school safe] than just cancelling Spirit Week,” White said. “Rally day is the
most dangerous part of Spirit Week, so I think they could adjust that instead of just ruining the week for so many people,” she added. Another large issue in students’ eyes is the lack of communication between administration and students. “Not giving students any warning and just sending an email about all of the consequences if anyone does anything Spirit Week or Rally Day related is just making an [administration] that’s already so disconnected from the student body even more hated,” said White. Issues have arisen between the administration and student body many times in recent years, especially in regards to student demands concerning sexual safety and consent education, and bridging the gap at times appeared unachievable. This is one of the reasons that Burke, student leadership, and Raygoza are working on a project similar to a town hall. “I know the general student body is very angry, and I feel like communication definitely broke down between them and the [administration],” observed Burke. “We really just want to have a positive [BHS] before we have a Spirit Week, so it’s not over yet,” Burke concluded.
BHS Provides First School-Wide Consent Education Assemblies minimal consent education in her freshman year social living class. “[The teacher] probably said something about ‘no B erkeley High School means no’ and ‘you can’t give (BHS) students demanded consent if you’re under the consent education during their influence’ and that’s pretty walkouts in February 2020. much it. … That’s all people Now, over a year later, have gotten for a long the school has followed time,” said Chou. through with several “The presentation seemed pretty The pandemic also school-wide assemblies. left some classes with no insightful ... it’s way better than consent education at all. Dean of Students nothing.” C l au d i a G on z a l e z , “Because of a l o n g w i t h B H S ’s [COVID-19], entire Alison Gutierrez, Sexual Harm Advisory freshman and Committee (SHAC), sophomore classes BHS junior helped organize the had never gotten any assemblies and hired education, which was sexual educator Shafia Zaloom according to Lindsey Chou, a really big deal. ... That’s to run them. Zaloom is an co-president of Women’s when the push for [consent author and educator who has Student Union and student education] got really big,” been helping young people member of the SHAC. Chou said. cultivate healthy relationships Chou said she received The presentations garnered BY ELLORA MOOKHERJEE-AMODT staff writer
for more than 30 years. The presentations covered a wide variety of topics, including rape culture, sex, — both in terms of consent and enjoyment — and several scenarios. The need to reform consent education at BHS is a dire one,
mixed reviews, but many students saw them as an overall positive. “[Zaloom] had a good gauge of what kids our age are dealing with today and the challenges we face creating
relationships with our peers,” said Alison Gutierrez, a BHS junior. “The presentation seemed pretty insightful ... it’s way better than nothing.” Zaloom will return for follow up presentations in
classrooms in the spring. Chou is proud of the fact that something has come of student activism. “Finally seeing something happen has, I think, given a lot of people hope,” Chou said.
Shafia Zaloom, a sex educator, leads a presentation on consent in BHS’s Little Theater.
MEI SAPHIR
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FRIDAY, NOVEMBER 5, 2021
NEWS
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Día de los Muertos Event Held BY SERENNA REDWOOD staff writer
The Bay Area Hispano Institute for Advancement (BAHIA) held an event for Día de los Muertos on October 30 at the Berkeley Adult School. The event included a low riding car exhibit, stalls from many different Berkeley businesses, and food stands selling pan dulce, birria tacos, and aguas frescas. Inside, a group of dancers performed traditional dance in front of an intricate altar, and outside, a mariachi band played and sang in high harmony. BAHIA has been in Berkeley since 1975 and has
been putting on this event for the past eight years. For the last three, it has been sponsored by the City of Berkeley. BAHIA also has a preschool and after-school program for 2- to 10-yearsold kids, so this event was geared towards families. Last year, the event couldn’t happen due to COVID-19, but this year, BAHIA adjusted and partnered with organizations called RISE and Heart 2 Heart to put on the event. RISE is an academic support program for high schoolers, and Heart 2 Heart is a public health organization working with the City of Berkeley. Before the pandemic, everything was done inside, but this year, only the danc-
A mariachi band plays music for the celebration.
EMILIA FREILICH
ers and altars were inside. Everything else was outside to protect against COVID-19. Yesenia Chavez, the administrative coordinator for BAHIA, said it was largely thanks to the community that they could do this. “We can’t do it without the community, so a lot of these organizations like the Berkeley Food Network, the City of Berkeley Dental and Vision, Heart 2 Heart, Lifelong, the Breath Mobile, the Bike Mobile … these are organizations that we are always working with that give free resources to the community,” she said. Chavez wants younger generations to understand the importance of Día de los Muertos and to know that it is about honoring family and ancestors. She said although it is a celebration, it is not a holiday. “A lot of people don’t know what Día de los Muertos is,” she said. “They just think ‘Hey, it’s a party, drinking, dancing, fun,’ and it’s not. It is a celebration, but at the same time, it’s remembering the ones that are no longer here.” At the beginning of the event, Adriana Betti gave
An altar with papel picado and photos of loved ones is displayed at the event to honor ancestors.
a speech in both Spanish and English. Betti is currently the executive director of RISE at Berkeley High School (BHS). Inside, there was one main altar on the stage and smaller altars along the side. After the speech, everyone moved inside and the dancers performed in a half circle around a circle of marigolds, candles, and other traditional Día de los Muertos decorations. Before each dance, Betti, who is the dance group’s teacher, explained what the dance was about and the significance it had. Betti said she created the dance group in 1993 after her brother was killed. “I started this while I was a math teacher at [Martin Luther King, Jr. Middle School] in 1993,” Betti said.
“That was when my brother was murdered and my mom said, ‘We need to make a space for our kids to be safe.’ And that’s when we started, to keep kids off the street.” From then on, they have been performing all around the Berkeley community. The dancers agreed that the dance group was a great community and a place where they could learn about their heritage and dance without the fear of being judged. “To be part of this group is therapeutic in a way,” said BHS senior Edrei Ugalde Montero. “You can come in here [and] no one will judge you. You just get to dance and move your body and you feel connected to everyone and the spirit that’s in the room.” After the dancers per-
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formed, a mariachi band gathered outside dressed in mariachi attire with violins, guitars, a trumpet, and other instruments. Maza Cocina catered the event with a stand selling birria tacos. Birria tacos are from Jalisco, but have recently become more common in California. Día de los Muertos is a sacred day full of tradition in which Latinx and Chicanx people honor their ancestors who have moved on to the next realm. “That’s really what this event is about,” Chavez said. “ … That’s why we continue to do this event, to continue to show the generations what Día de los Muertos is actually about. It’s about honoring our families. It’s honoring our ancestors and we want to keep that going.”
BHS Students and Staff Uneasy After Gun Brought on Campus It was unclear if this was true previous to Friday, or if it was an isolated incident. Raygoza was not able to give new information on On the morning of Frithe actual case, as it became day, October 15, prior to first a police matter almost imperiod, two non-student mediately. The Jacket made adults came onto Berkeley multiple attempts to contact High School (BHS) the BPD, but received no campus. These men response. approached three The incident has left “Anytime someone goes out a students and said students and staff shakdoor, that enables someone to that they were looken. Raina Nelson, a jucome in who isn’t supposed to.” nior in Academic Choice ing for a particular student. (AC), said that she was It was reported “terrified that something Cornelius Smith, by one of the three like this could happen.” BHS safety officer students that one of “The incident made the men had a gun me feel a little scared, and flashed or branbut mostly sad,” said Phil dished it. were looking for. Halpern, who teaches video When the men did not At around 7:30 PM on production at BHS. “This find who they were looking Friday, October 15, an email school should be a sanctufor, they left towards the en- was sent out to all students ary for people to explore the trance at Bancroft Way and and parents by BHS Princi- world of ideas, and when Martin Luther King Jr. Way. pal Juan Raygoza, informing you are distracted by scary She acknowledged that the They did not return. them of the incident. stuff like that, it can be hard school has safety precauThe identity of everyone Raygoza wrote that to teach and to learn.” tions that students don’t involved has been kept pri- “[BPD and school adminisWhile some people, like know about, but she feels vate, and whether the police tration] did not believe that Nelson, were surprised, that they could do more to have identified the men is there was a threat to our stu- others weren’t. Emma Kit- keep students safe. unclear. dents and staff, given She questioned A school safety officer that the individuals why, if student safety was immediately notified, left campus.” is a top priority, some“The incident made me feel a who then went to the prinAccording to thing like this could little scared, but mostly sad.” cipal and the police. The Raygoza, in most happen in the first school did not file a for- instances, all gates place. Phil Halpern, mal police report and in- open during school Kittredge said that stead contacted the school hours are monitored she doesn’t want them BHS teacher resource officer, Geoffrey by a safety officer. In to “pat people down Mitchell. an email, however, when they walk on The school was put on he said, “On Friday, we were tredge, a freshman, said that campus, but they could try soft lockdown, meaning that short staffed and did not while it was really disturb- to check IDs at the gates.” the campus was secured, have supervision at every ing, something like this was Cornelius Smith, a safety but students and teachers gate in the morning.” bound to happen at BHS. officer at BHS, agreed that BY SYLVIE FOLEY MADDOX staff writer
were not informed until after school. All school gates were closed except for one pedestrian gate, which was monitored by safety staff. Members of the Berkeley Police Department (BPD) arrived, and began to search for the student that the men
more could be done to keep students and staff safe. “Anytime someone goes out a door, that enables someone to come in who isn’t supposed to be there,” he said. Halpern said he thinks the last time a gun was brought on to campus prior
OLIVER PARSONS
to the recent incident was by a student in the 90s. With the exception of closing more gates during the school day, there haven’t been any obvious changes to safety measures. Halpern said this is possibly because a situation like this is such a rarity at BHS.
COVID-19 DASHBOARD SINCE 10/22
TOTAL
Berkeley High School
10
28.5
BUSD
17
104
LOCATION
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FRIDAY, NOVEMBER 5, 2021
NEWS
BUSD Briefly Halts Bus Service After COVID-19 Outbreak AELIA GYGER staff writer
School buses for Berkeley Unified School District (BUSD) elementary schools were out of service from Monday, October 18 to Thursday, October 21, due to bus drivers being exposed to COVID-19. Roughly one third of elementary school students take the bus, according to the BUSD website, with that number standing at 1,400 out of the 4,040 elementaryaged students. Eleven transportation workers were reported to have been exposed to someone with COVID-19. Due to this, a quarantine was mandated for the drivers, and the buses had to be shut down. BUSD staff are not required to be vaccinated but must submit to weekly testing if not. However, the problem here wasn’t only with the bus drivers having to quarantine. Those who
work behind the scenes, creating the bus routes, and those who are the substitutes for the bus drivers, had to quarantine as well. Despite the lack of school buses, students still got to school on time with the help of many parents. “What we’ve seen so far is only a very small change in attendance based on Monday’s attendance versus the average attendance last week,” said Trish McDermott, the BUSD information officer. “We’ve definitely heard stories of [the] Berkeley school community stepping up, carpooling, and arranging other opportunities to get students who don’t have transportation to school,” McDermott said. Renne Harris, a teacher at John Muir Elementary School, helped to organize carpools. When the news broke out, parents who had work or no means of transportation rushed to find a way to get their students to school. “I reached out to families
and made sure that they had gotten the message that the buses were not going to be working Monday through Thursday,” Harris said. “A few families let us know that it was not possible for them to bring their kids to school,” she added. Harris also said that she usually transports five students to school. Athina Larson, a fourth grade teacher at John Muir, said by email that her students have largely not been affected by the buses shutting down. Larson did say, however, that one of her students was now being driven by her mother. The student said to Larson that she liked being with her friends on the bus but enjoyed spending time with her mother going and coming to school. AC Transit also worked with the district to help students get to school by supplying comprehensive route finders to families. However, for some families, carpooling was easier, and
After school bus services halted, parents and teachers acted quickly to get students to school.
many were thankful for help from the community. “We appreciate our community,” McDermott said. “We see them stepping up time and time again throughout this pandemic and what we saw [on Monday] is exactly the same thing … the school communities finding solutions to the challenges posed by the
pandemic,” she said. Harris doesn’t think that this sort of challenge came as a surprise. “We live in a time where we should expect things like this to happen, even though they are very difficult and it requires us to have flexibility and empathy and to work together as a community,” Harris said. “I wonder how
MALINA MEISSNER
it [came] to happen, but [at] this point, as most educators feel, problems are coming our way right now and … we have to take them and then figure out solutions,” Harris concluded. On Friday, October 21, school buses opened again, and students were able to once again ride the buses to school.
Thousands of Dollars Lost After Welders Stolen From BHS “[People assumed] it tem], or it genuinely ... just did not find them. Welding machines hold their values wasn’t a big issue,” said Du- messed up,” said Dugatkin. gatkin, “that someone prob- Consequently, no cam- well for resale, according to ably just took off the lock. eras were able to record Millerwhite. the welders being removed The welding machines Nothing was missing yet.” are part of the digital design This wasn’t the first time from the courtyard. the courtyard gate’s lock had On Tuesday, October 12, curriculum, and the robotgone missing. Earlier in Au- one day after the welders ics team relies heavily upon gust or September, the lock went missing, Millerwhite them to manufacture their to the courtyard gate was found the cut lock to the machines. Moreover, the rostolen. This lock was quickly Courtyard gate in nearby botics class uses the welding machines as part of replaced by Millertheir curriculum. white. “[The welders] On Thursday, Oc- “They stole education from the are part of the curtober 6, Dugatkin students, they stole some feeling riculum, more so in and two peers were the last to use the of security for the people in the the spring semester, area, they stole a feeling of trust for but we do have flex welding machines. On Friday, Octowhat’s going on around campus.” Thursdays, where students can learn other ber 7, a plasma cutter things in the space went missing from Cordelia Millerwhite, that aren’t a part of the courtyard. The Digital design teacher the curriculum curlock to the courtyard rently,” said Bajala. gate had not yet been Millerwhite replaced or found. JEROME PAULOS The lock to the courtyard housing the welders was found broken after welders were stolen. said that she has noticed The welding machines were bushes. twenty years old and are because [the courtyard] is last seen at the end of the A week later, during a fire staff, faculty, and students FINOLA JACKSON alarm, students were no- experiencing emotions of each valued between five covered by a little roof,” said school day. staff writer hundred and eight hundred Dugatkin. Monday, October 11 was ticed riding the empty cart anger and confusion that dollars. The other two weld- The courtyard itself has a staff development day, so of the welding machines stem from the theft of the Welders with a com- ers are newer and have a a gate, which is “always only teachers were on cam- around the track, according welders, especially because BHS is running on public bined worth of approxi- combined worth of approxi- closed,” according to Dugat- pus. The welding machines to Millerwhite and Bajala. mately $8,500 were stolen mately $6,500. were reported miss- While the school does funding and has minimal from Berkeley High School On Wednesday, ing by the digital de- have an insurance policy, money to spend on addi(BHS) campus between the October 6, the lock “[People assumed] it wasn’t a big sign teaching assistant, the deductible for the insur- tional items to replace stoafternoon of October 8 and to the ceramics issue, that someone probably just Millerwhite, in the af- ance is greater than the cost len ones. of the welders. Millerwhite said that the morning of October 11. and digital design took off the lock. Nothing was miss- ternoon. “Filing an insurance most significant effect from Berkeley Police Department courtyard, located The cameras ing yet.” (BPD) is conducting an on- near the G-Gate, monitoring the G-Gate claim would result in the the welders being stolen is going investigation into the went missing. and courtyard gate were school having to pay for the “loss to learning.” Daniel Dugatkin, matter. However, no arrests All five weldmalfunctioning during the welders out of pocket, “Whoever stole the weldDigital design student have been made and the ers, along with the the time period when which ... takes away from ers, they stole a lot more welders still remain missing. ceramics kilns and the welders were taken, other expenditures, other than just some welders The welding machines spray paint, are according to Dugatkin. equipment, and other sup- and some equipment,” said belong to the digital design kept within the courtyard, kin. No cameras are located in- plies. [That] trickles down Millerwhite. “They stole edand fabrication class taught as it is used to store the Upon learning that the side the courtyard because to costing more learning op- ucation from the students, which is by Klea Bajala “messy” equipment, accord- courtyard lock was missing BHS does not have surveil- portunities in other places,” they stole some feeling of security for the people in the and Cordelia Millerwhite, ing to BHS digital design on Wednesday, October 6, lance cameras inside in- said Millerwhite. Bajala has checked Craig- area, and they stole a feeling as well as the BHS robot- student Daniel Dugatkin. Bajala checked with the ro- structional spaces. ics team and BHS robotics “They keep [the weld- botics teacher, Dirk Wright, “It could have been that slist and Ebay to see if any- of trust for what’s going on classes. ers] out there for most of to see if he had taken the someone intentionally one has posted the welding around campus,” Miller Three of the welders are the day, and for the night lock. Wright had not. broke [the surveillance sys- machines for sale there but white concluded.
OPINION BERKELEY HIGH JACKET
opinion editors: Anjuna Mascarenhas-Swan & Lianna Leung
Mask Mandate Needed for Student Safety BY MARINA HOWARD staff writer
While wearing a mask may irritate some people, it is saving the lives of others. In order to protect vulnerable students, Berkeley Unified School District (BUSD) must keep the mask mandate active and enforced for its students and staff. With a decrease in COVID-19 rates in the county, talk about relaxing the mask requirements for students has been floating around BUSD. However, relaxing the mask mandate would not only be irresponsible, but unkind. Giving students a peek at a normalcy that would likely be rescinded is unnecessary. Masks are not a burden. For most, masks are simply a slight inconvenience, and considering the number of cases prevented because of them, it’s not worth taking them away. According to the Centers for Disease Control and Prevention (CDC), more than 50 percent of COVID-19 cases have been asymptomatic, meaning that the carrier had no idea they were sick. Imagine walking into a room, knowing that anyone could have this disease, and still choosing to uncover your face. Not only would you be endangering
yourself, but also everyone taking away precautions — fountains should be the first let alone one as important as step. around you. As of November 2, chil- a mask mandates — is in the Another way BHS could improve restrictions is by dren aged five to 11 can near future. now access COVID-19 vac- Other restrictions, how- getting rid of “one way” encines, but fully vaccinating ever, seem a little unneces- trances and exits. Trapping students in confined this age group will take time. Lifting the For most, masks are simply a slight entrances is not the way to go about COmask mandate would leave a major part of inconvenience, and considering VID-19 safety. If BUSD cares Berkeley’s popula- the number of cases prevented be- tion exposed. Though cause of them, it’s not worth taking about the safety of students and staff, schooling is difficult them away. they should take the for children with implications of lifting masks on, it is also one of few barriers between sary at this point. Things like the mask mandate seriously. young people and COV- the lack of water fountains at While the decrease in cases Berkeley High School (BHS) is promising, it’s not the end ID-19. The county has not yet are having the opposite ef- of the risks of in-person lifted mask restrictions, so fect than intended. Because schooling. As of right now, why should BUSD be con- there’s no viable way to get if the district truly wants to sidering it? Alameda Coun- water if a student forgets to support students and lower ty has managed to stay in the bring some, students have restrictions, they should “orange tier” of the CDC’s begun sharing water bottles. consider options that are COVID-19 case rankings. If BHS wants to loosen CO- less dangerous and more None of this suggests that VID-19 restrictions, water productive.
Masked students crowd a hallway during passing period, an opportunity for COVID-19 spread.
NOLAN WHITEHILL
BHS Cannot Safely Sanction Spirit Week BY ULYSSES NOE staff writer
On October 22, Principal Juan Raygoza sent out an email informing the student body that Berkeley High School (BHS) would not be sanctioning a Spirit Week. The email came as a shock to many students who had been looking forward to Spirit Week — Rally Day in particular — as a symbol of the return to school. To the upperclassmen, Spirit Week functions as a celebration of making it to the top of high school. To underclassmen, the hype leading up to Spirit Week represents an initiation into BHS culture.
Going into the school year looking forward to Spirit Week, many students were frustrated with the decision. However, the reality is that the administration cannot safely sanction a Spirit Week this year. Given the current staffing and safety issues at BHS, a Spirit Week would cause far too many issues. For one, Rally Day poses a lot of problems to school administration. One of the largest of these issues is ensuring the safety of hundreds of faculty at BHS. Berkeley International High School (BIHS) teacher Richard Conn expressed his frustrations, saying, “[BHS] is a workplace. Teachers
LUCY RICKART-WEBB
have the right to want to be in a workplace that feels safe.” Because of this, teachers have threatened “sick outs” on Rally Day. School administrators must also look out for custodians and security. Past Rally Days have seen drunk students throwing up around the school, trashed restrooms, and many fights. Finally, the administration must take care of all students at BHS. While Rally Day may be fun for many students, aggressive crowds can be anxiety inducing. This anxiety is not unfounded; fights and sexual violence are at a high on Rally Day. However, many students have felt that the cancelation of Spirit Week is a performative attempt at handling social issues at BHS. In his email, Principal Raygoza discussed the prevalence of fights, vandalism, “students roaming hallways,” sexual harm, and fire drills. Many students have viewed the cancellation of Spirit Week as a punishment where a solution was required. Most
acknowledge that there are many problems within the student body, but canceling Spirit Week is akin to rubbing salt on the wound instead of treating it. While it’s true that BHS administration has failed to address many of the problems at BHS, sanctioning Rally Day would exacerbate them. In his email to the community, Raygoza wrote, “As the Principal of Berkeley High School, one of my main responsibilities is ensuring the safety of our students and staff.” Because Rally Day increases the risk of sexual harm and fights and perpetuates an unsafe environment for teachers, it is unjustifiable for the administration to sanction a Rally Day. Despite the opposition from the student body, school administration made the right choice in canceling Spirit Week. There isn’t really a choice; they can either sanction an event that will cause harm, or they can cancel Rally Day, keeping their students, faculty, and reputation safe.
FRIDAY, NOVEMBER 5, 2021
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anjunamascarenhass@students.berkeley.net
SOLITARY CONFINEMENT IS AN INHUMANE PRACTICE
AARON STEVENS
Every day, for over 43 years, formerly incarcerated Albert Woodfox was confined to a concrete box no bigger than a parking space. It turned out he didn’t even commit the crime he was convicted of. Woodfox was the United States’ longest-serving solitary confinement prisoner and was finally released from the Louisiana State Penitentiary in 2016. Solitary confinement in the United States usually consists of being in small — typically 8 by 6 feet — concrete cells alone for 22 to 24 hours a day. Several studies have shown that it causes long-lasting psychological harm. Those who are in solitary are more likely to experience mental health problems such as anxiety, depression, suicidal thoughts, paranoia, and even hallucinations. They may even be more likely to harm others, the opposite of what solitary claims as its goal. People are often placed in solitary for minor infractions such as talking back to a correctional officer or having a cell phone. “Solitary confinement taught me to detach from my humanity,” said Fernando Murillo, who was held in solitary confinement for several years before the age of 21. “I was breathing but not really living. I was only surviving,” he said. When asked about how he dealt with the intense isolation, he said that his imagination helped him manage. “For coping, I would live in a dream-like state,” he said. “I would create a more manageable environment. One in which I could just be a kid. At the time of my confinement, I was still a teenager who never really had a childhood,” Murillo said. A 2016 report found that about a quarter of youth in juvenile detention were isolated during their sentence; half of those said it was for longer than 24 hours. Murillo now works with Dr. Brie Williams and Amend at the University of California, San Francisco (UCSF), a program that aims to create a more humane environment for those living in correctional settings. I asked Dr. Williams a few questions about the effects of solitary. “Early evidence ... suggests that people who are placed in solitary confinement even as younger adults have higher rates of blood pressure, which puts them at increased risk of the long-term effects of hypertension, such as stroke and heart disease,” she said. However, the physical damage can be difficult to study, since the effects can take a while to show up. On the contrary, mental health impacts can occur very rapidly. Those who are isolated lose touch with reality and can become depressed or even suicidal just hours after being put in isolation. Solitary confinement does not make communities safer. Studies show that long term isolation does not lower violence, and damage to the individual is clear. Depriving people of human contact does not make them better neighbors. We must end this inhumane practice.
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FRIDAY, NOVEMBER 5, 2021
EDITORIAL
Admin Must Prioritize Student Input In Berkeley Unified School District (BUSD), self-advocacy is continuously emphasized. Whether it is through antibullying curricula or history lessons about oppression and social movements, students learn the importance of standing against injustice, being critical of those in power, as well as the power of collaboration and compromise. Thus, it can be incredibly frustrating when students' voices are not properly considered by administrators in school-wide decisions. Time and time again, student representatives in Berkeley High School (BHS) leadership see their names tacked onto decisions that they weren’t involved in. On October 21, Principal Juan Raygoza sent out an email disclosing that Spirit Week would be canceled. Krithi de Souza, this year’s senior class president, said, “I was really frustrated when he made the statement that he was working really closely with the student body. As senior class president, I had not heard a single word about [the decision to cancel Spirit Week], and I felt really betrayed by that.” The absence of communication with student leaders about Spirit Week’s cancelation is only a recent example of a recurring issue. Charlotte Thornton, who was senior class
OPINION
president last year during virtual learning, remembers her proposals repeatedly being shut down by administrators. Thornton planned a drive-in movie night, a senior sunrise, and a Halloween candy drive through, all of which were brought to a halt by admin due to COVID-19 safety reasons. “It’s just really frustrating because it felt like I was planning events and working hard, but no one really saw that because it was behind the scenes ... It looked like I didn’t do anything when I was really trying,” said Thornton. Admin's lack effort into working with Thornton on minimal-exposure activities validated that her plans were unsuccessful because of the hierarchical relationship between the administration and students, not just because of the pandemic. It’s understandable for administrators like Principal Raygoza to be swamped with different commitments and emergencies, and in Thornton’s examples, administrators’ worries surrounding COVID-19 were reasonable. However, collaborating with student leaders is a vital part of decisionmaking, especially in an institution that prides itself on empowering students. Administrators having more power isn’t necessarily bad, but in order for students to have proper representation at BHS, there must be mutual respect between the two. Otherwise, the relationship sours: “It will be like the 'we hate admin’ sort of thing, and that energy is not at all good for school,” said de Souza. “Institutional betrayal” is a term that was created by psychologist and professor Jennifer Freyd, who defines it as “wrongdoings perpetrated by an institution upon individuals dependent on that institution, including failure to prevent or respond supportively to wrongdoings by individuals com-
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mitted within the context of the institution." Institutional betrayal has been apparent at BHS in various contexts, such as the inadequate response to reports of sexual harm. Fortunately, BHS is taking steps to combat this problem, like implementing “Coaching Boys Into Men” in sports teams and holding consent education assemblies. The Center for Institutional Courage, a nonprofit founded by Freyd, says that the term “institutional courage” is the antidote to institutional betrayal, and is “a pledge to protect and care for those who depend on the institution.” Though BHS is making commendable progress in areas like sexual harm prevention and response, administrators cannot ignore the importance of showing institutional courage in less severe contexts, like in the relationship between student leadership and admin. Canceling Spirit Week without student input disregarded student voices, and felt like an act of institutional betrayal despite its smaller scale. Director of Student Activities John Villavicencio agreed that collaboration between students and admin is key to easing this tension. “Staff is saying, ‘We want change,' students are saying ‘We want change, but we still want this [Spirit Week].’ Somewhere in the middle, there’s some kind of compromise and path to working together.” The decisions made by BHS administrators affect thousands of staff and students, so consulting student leaders, as well as staff members, should be a top priority. The issue is not that student voices are not vocalized; rather, they aren’t currently given adequate opportunity to be heard. It is the job of admin to collaborate with student leaders nonperformatively in order to practice institutional courage.
Facebook Must Stop Evading All Responsibility to Its Users BY SOPHIE HORVATH staff writer
Lately, Facebook has received a lot of love and hate from the world. It has been a center for both communal collaborations and social unrest, especially in the past couple months. Yet, the company is not working to address its faults. Mark Zuckerberg, as the CEO and a major shareholder of Facebook, must work harder to protect his users, after information has arisen about social media's negative effects on teenagers, and after the recent blows our democracy has taken as a result of misinformation and polarization exacerbated by social media. Instagram is a platform owned by Facebook. For one in three teenage girls, Instagram worsens their body image. It is clear that Facebook is aware of this issue. These statistics were admitted to during a press conference, but Facebook has yet to use this information to lead to change in the way it operates. The company’s internal research on how Instagram affects people proved that the reactions to soc i a l media
were “mixed,” a word too vague to promote further discussions. It seems that Facebook is satisfied with the amount of research done in this field, but simply knowing that consequences exist is not enough. In late 2020, Facebook’s group recommendations feature was guiding users to different political groups, according to the Wall Street Journal. Just weeks before the 2020 presidential election, the company decided to turn off this feature — after having refused to do so earlier. Frances Haugen, the recent Facebook whistleblower and former member of the civic-integrity team, left the company in May. She explained in numerous interviews that she had been concerned with Facebook’s lack of effort to put their users’ well-being and safety first. Democracy in the US has always been fragile, particularly since the 2016 presidential election, when fake news and voter fraud was prevalent. Facebook has only added to the issue of misinformation. In January, some organizers of the terrorist attack on the Capitol planned the riot through Face-
book. The company responded to this information by claiming that the discontinuation of safety features after the election did not promote the riot, but many people still remained skeptical. Leaked Facebook documents from November 2020 showed the ways in which the company dealt with misinformation and misleading opinions about the elections, but the reality is that these efforts were weak. Just knowing this information is not enough, and immediate action is required. If Facebook wants to be the safe, creative place it claims to be, its leaders must create a more welcoming environment for everyone. This would save their reputation, and the company would draw in even more users. Facebook has paved the way for online life across the world, and it would be a shame to see it succumb to pressures such as presidential elections and body image, when it could have the power to create positive change. Social media has the potential to unite people, spark collective action, and uplift voices, but it is critical to keep in mind that Facebook has incredible power that can have dangerous social consequences.
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FRIDAY, NOVEMBER 5, 2021
OPINION
Preventative Action Needed to Stop Fights
Students pass a police car on Bancroft. BHS violence has been rampant since the start of school.
BY OHAD AVIRANFINKELSTEIN staff writer
In the first months of this year at Berkeley High School (BHS), the issue of violence and fights has been imminent. Although there are security staff at BHS, a large number of fights have already occured this year, and they will only continue to occur. Instead of taking reactionary measures — such as hiring more safety officers we must address this issue at its root through preventative actions. For about every threehundred thirty students, there is one officer to keep them safe and to stop these fights. Although the twohundred sixty teachers at BHS receive some safety training, these fights tend to happen before first period, during lunch, after sixth
period, and other times where there are few teachers around. The teachers aren’t responsible for stopping these fights, but they sometimes need to jump in to ensure students’ safety. At Albany High School, there are two different programs to help prevent fights. One of these is dedicated to educating those who do start fights, and there is also a therapy program open to all students. Albany High has only had one fight this school year, while BHS has had multiple fights in just one month. Intervention counseling at BHS was initiated to help stop these fights before they are created, as well as to prevent students who have already been in fights from joining them again. To ensure the best counseling experience, all counselors must have a masters degree in a therapeutic field.
FIONA FIREPINE
However, one issue with this program is that there are specific requirements in order to qualify for the weekly, monthly, or oncea-quarter therapy sessions. These requirements include learning English as a second language, being eligible for free or reduced lunch, or being in foster care. This excludes more than half of the BHS student body from getting the help they need, so if the policy were changed, it could possibly stop more fights from happening. The camera system at BHS wasn’t built to stop these fights either. These cameras were installed partially to catch students that pull fire alarms, not to record fights. The cameras take pictures every few seconds, and there are a few blind spots, like in the stairwells, where there are no cameras at all. Fights usually get swarmed by other stu-
dents who want to see what is going on, making it difficult to identify people’s faces in the school cameras. This year has seen an increase in general student violence, and these issues will continue to happen unless the problem is nipped in the bud. The most efficient way to stop these confrontations is to reach out to all students that might be struggling with certain problems like anxiety, depression, and other mental illnesses. This will not only help lower the number of fights, but it will also help improve the wellbeing of many students who don’t have outlets to work through their feelings. In the past year and a half, rates of these mental illnesses have skyrocketed because of social deprivation, losses in families, and much more. Overall, taking preventative approaches will help foster a safer and happier environment for students and staff at BHS. Instead of simply hiring more safety officers and adding more cameras, we should be addressing the school’s issues at their root through intervention counseling and general increased student resources. Our school has a strong student body that strives to create a better community overall, and by enacting these measures, we would be taking a giant leap in the right direction.
BHS Must Actively Fight False Fire Alarms BY ELIOT HERTENSTEIN staff writer
Every student has a least favorite class. Even if you’re the “model student,” you’ve probably experienced a time when you wanted nothing more than to get out of a test or assignment. For most students, this is a problem without a solution. However, some Berkeley High School (BHS) students seemingly believe that illegally pulling the fire alarms is the key to getting out of class. BHS needs to be doing more to prevent false fire alarms, as they are a danger to the safety of BHS students and the City of Berkeley as a whole. Pulling a fire alarm decreases class time. While it’s fun to be dismissed early, the constant alarms create a dangerously relaxed attitude towards evacuation, one that could result in injuries during a real fire. When the fire alarm is pulled during the last period of the day, BHS administrators often allow early dismissals for all students. This seems reasonable to allow once or twice, but a consequence is that it encourages
more students to pull the fire alarm at the end of the day. Another reason why BHS has these recurring fire alarms is the faultiness of the camera system. According to Computers and Engineering teacher Matt Albinson, “[The camera system] takes a picture every few seconds.” While taking a picture may seem useful, alarms are usually placed near exits, meaning it would be easy for students to pull the alarm and then run off camera without being captured in a photograph. By increasing security to a full video surveillance system, BHS would have an easier time identifying the culprits. Fire alarms at BHS not only put a strain on the student body, but on the Berkeley community as well. According to Berkeley Fire Marshall Steven Riggs, when a fire alarm is pulled, the City of Berkeley dispatches two fire engines from Fire Station 2. This is two-thirds of all the trucks in the station, which is also one of Berkeley’s busiest stations. “When they’re out investigating the fire alarms or en
False fire alarms have become a common occurence.
route, they’re not available to respond to other calls,” Riggs said. “One of the bigger impacts can be we have someone in the general area that has a medical emergency ... something that requires immediate intervention by our paramedics. If the closest units are at [BHS] investigating a false alarm, then the next fire units available would have to respond, and generally, that would be a longer trip.” This occurrence has actually happened in the past, and may have very negative consequences for patients in critical condition. Overall, BHS needs to do more to prevent the false alarms, as they cause a major disruption to students
ROWAN KENNEDY
and put the City of Berkeley at risk. While there is no way to completely remove the possibility, an investment into the camera system, or just more staff physically patrolling the halls would do a lot to deter students from pulling the alarm in the future. Additionally, students who are thinking of pulling an alarm should consider the impacts on BHS and the City of Berkeley as a whole. As said by Riggs, “Think about the outlet that you’re using for frustrations or boredom. Please don’t set off the fire alarm needlessly; it can have terrible consequences for people that you don’t know, that really need medical or fire services.”
ACCOUNTABILITY FOR HATE SIMONE FAULKNER
Hate is in the air we breathe; it surrounds us and invades wherever it can slip in. Hate attempts to conceal itself behind a guise, hiding its true intentions as to not be discovered by a world that is so vigilant of injustice. Nonetheless, sometimes individuals share their unwelcome beliefs outright, thinking that their opinions will be accepted and reciprocated. When the barrier is lifted and we can see these things clearly for what they are, it can be shocking. The issue that has haunted me lately is probably one of the most vile instances of racism I’ve seen; the perpetrators felt entitled to spread their evil opinions, thinking that the world needed to hear them. I feel that it’s my responsibility to include a content warning for triggering topics and language. On September 25, 2021, an extremely racist email was sent to Black students at the University of Massachusetts Amherst (UMass) from the “UMass Coalition for a Better Society.” This is just one of various anti-Black incidents that have occurred on the campus recently. The email began with an excuse for the writer’s anonymity, claiming that they didn’t want to be “victimized” when they were inevitably reported for hate speech. The author criticized AAVE (African American Vernacular English) by calling it “ghetto speak,” called Black people’s homes “third world sewers ... paid for by the U.S. taxpayer,” stated that they live like “hoodrats,” mocked stereotypical ethnic features, and insulted their intelligence. The intent of the email was to make it known that, in their opinion, Black students are given an “easy pass” into the university and don’t deserve a place there. They stated that the only reason they interact with Black students is out of fear of being called racist if they don’t. They said that “the entire history of Black people in the U.S. unlike every superior ethnic group ... is one of imposition on our society.” They wrote that Black people “complain” — meaning the fight against discrimination and racism — because they feel rejected by society. The last paragraph tells the readers that the world will thank them if they get sterilized. There have been various instances of open racism on the UMass campus that have gone unpunished, which may have inspired these white supremacists to feel that the campus is fertile ground to share their ideologies. However, we can’t blame the present situation on what happened in the past, because the perpetrators are entirely at fault. This is nothing short of the rhetoric spread by white supremacist organizations like the KKK, and the students who received the email did not deserve to read those words. There are many ways to address this issue, but there’s only so much influence someone’s surroundings can have on them. Obviously, the email’s writer hasn’t observed the direction that the world is moving: they are walking against the trajectory of history while the rest of society is trying to move forward and become more inclusive. At the end of the day, they alone must learn that they are unequivocally wrong, as no one can do that for them.
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FRIDAY, NOVEMBER 5, 2021
INVESTIGATIVE
Changing Demographics: The Battle for Ethnic Studies Persists CONTINUED FROM PAGE 1 “It was housed in the African American Studies Department instead of the history department … because it meant it would have to come out of their budget, which they didn’t want,” Moran said. The school’s African American (AfAm) Studies Department has numerous classes ranging from History to Psychology. However, the course offerings today look much different than they have in previous years. According to Moran, the AfAm Department has offered courses such as Black Economics, Black Male/Female Relationships, and a writing course called Black Gold, Black Soul, Black Dynamite. Tatyana Fermin-Martinez, a Black and Asian American junior in Academic Choice (AC), is taking AfAm History and Literature this year. “I wanted … to know more about Black history and what they did in the arts, writing, and when it came music and also the struggles that they went through outside of just slavery and the Civil Rights movement which is the baseline of what we're taught,” Martinez said. The BHS population in the '90s had a strong motivation to implement a robust ethnic studies program. Despite the challenges they faced, students organized protests, spoke to administrators, and collaborated with staff members to create a long list of classes. “There was a huge, huge amount of activism around the Bay Area around ethnic studies,” said Pablo Gonzalez, a University of California, Berkeley ethnic studies professor. Gonzalez attended BHS in the early '90s. “In the fall of 1993, we coordinated a massive walkout in response to the lack of resources for the [ethnic studies] classes.” But slowly, over the years, instruction for many of these classes has stopped. At the same time, Berkeley’s population demographics have shifted along with BHS. As the cost of living has increased, the white student population has increased with it. Gentrification has proved noticeable and prevalent at BHS, and therefore made an impact on the classes and environment at school. “Berkeley High has always been a location for this kind of struggle,” said Gonzalez. In addition to demographic changes, a fluctuation in teacher retention has affected class sustainability. Currently, an overwhelming majority of BHS teaching staff is white. According to the 2018 Western Association of Schools and Colleges (WASC) Report, over 70 percent of BHS certified staff were white, whereas about 6 percent were Black or African American as well as Asian and Hispanic. On the other hand, white students at BHS composed 40 percent of the student body; Black or African American students 15 percent; Asian students 8 percent; and Hispanic students 24 percent. “The district has been naming the lack of diversity of the teaching staff as a problem for a really really long time,” Moran said. “When I got hired, the principal was making an attempt to hire more teachers of color and … I'm the only person from that original group of ethnic studies teachers that is still here.” Moran described how teachers of color are asked to do a number of tasks to serve students of color on top of their regular jobs, such as consulting with students, joining boards and panels, and sponsoring clubs.
AfAm Literature teacher Alan Miller explained that teacher training programs are not attracting people of color because they have other job options with higher pay. According to Miller, the Berkeley Unified School District conducted trips to the southern part of the United States in the '60s and '70s to recruit Black teachers with the promise of employment. These teachers later moved to California, and started retiring around the time when Miller was hired in the early '90s. At the time, Miller had been part of a teacher population that was largely Black. “The support for this campus was really poor,” Miller said. “The high school was being used as a cash cow to keep down class sizes in the elementary and to provide resources at the lower grades. So Berkeley High was really underserved and teachers were underpaid.” When teachers began retiring, they were historically replaced by white teachers, according to Miller. To fill the leftover vacant teaching spots, a “last-minute” hire would account for these “lower-level” classes where students who had not already signed up for classes would be placed. Normally, these would be students of color. Along with poor staff retention, changing student demographics are affecting ethnic studies at BHS. The population of students of color — the main advocates for ethnic studies — is shrinking, and being replaced with white students who have different educational priorities. “[Current students are] taking theoretical psych, anthropology, or psychology. … They're not taking African American Studies,” said Moran. But what effect does this decline of ethnic studies courses have on students of color, who often benefit from the representation they see in these classes? With the lack of advocacy for these classes at BHS, will they die out, along with BHS’s reputation for its large ethnic studies department? “Ethnic Studies is a rigorous form of knowledge,” Gonzalez said, “and it also is different from other fields of knowledge, because it comes out of struggle, comes out of activism.” The battle for ethnic studies has persisted over decades and will continue as we see changes in the demographics and educational priorities at BHS.
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FRIDAY, NOVEMBER 5, 2021
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An ofrenda exhibit at the Oakland Museum of California honors lives lost to COVID-19. The altar can be seen until November 28.
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Classical at Freight & Salvage Join Robin Sharp on violin, Michael Flexer on cello, and Russell Hancock on piano for an evening of chamber music on November 8th. The concert will be at the Freight and Salvage on 2020 Addison Street. A mask and proof of vaccination are required. Price: General Admission — $9
Ice Skating Just a BART ride away lies Union Square’s annual ice skating rink, now open to the public through the month of November. With festive music and lights, it is guaranteed to get you in the holiday spirit, so grab a group of friends and have fun on the ice! Price: General Admission — $19
BAMPFA Exhibit On Sunday, November 7, BAMPFA will be hosting the New Time: Art and Feminisms in the 21st Century exhibit. This exhibit examines the many issues and perspectives of contemporary feminism. The museum's hours are 11:00 AM to 5:00 PM. Price: Free for those under 18.
UC Berkeley Writing Workshop Every Sunday in November from 12 PM to 2 PM, the University of California (UC), Berkeley’s libraries will host virtual events in support of National Novel Writing Month (NaNoWriMo). The workshops are called Come Write In. Price: Free
Hip Hop at the DNA Lounge The DNA Lounge in San Francisco hosts weekly events for people to dance, vibe, and get lit. On Saturday, November 6, there will be a local hip hop showcase from 6:30 PM to 12 AM that is open to all ages. Mask and proof of vaccination required. Price: $13 advance, $16 day of show
Día de los Muertos Symphony On Saturday, November 6, conductor Enluis Montes Olivar will lead the San Francisco Symphony in a Día de los Muertos concert at the Civic Center. The performance will be about Xóchitl and Huitzilin, an Aztec myth with a focus on love and nature. Price: $45
Oakland Museum of CA Exhibit From October 13 to November 28, the Oakland Museum of California will be honoring el Día de los Muertos with an ofrenda exhibit. This year’s ofrenda will honor COVID-19 victims. Attendees can add personal offerings to the ofrenda. Price: $7 for students under 18
Berkeley Flea Market The Berkeley Flea Market takes place every Saturday and Sunday from 9 AM to 5 PM at the Ashby BART station. The event will feature live music, food, and vendors. Jewelry, clothes, and other wares are sold at a low price. Price: Free admission
CCC Senior Workshop Through the month of November, Berkeley High School’s (BHS) College and Career Center (CCC) will host workshops to help seniors polish and perfect their college applications. These workshops will be available on Mondays, before the late start of first period, as well as on Thursday, November 18. Through Zoom, the CCC also offers essay readers from Monday through Thursday to help applicants get another set of eyes to read and edit their college essays. Price: Free
Compiled by Sam Feldman & Amelia Wiley Moreira
Which Teachers Make the Grade? Students Share Best Qualities show confidence in the classroom. This includes an understanding of the material being taught as well as Spend time on any high the ability to present the lesschool campus and you’re sons in a variety of interestbound to hear students talk ing ways to better meet stuabout which teachers are dents' learning styles. “There good and which ones they are definitely teachers would rather avoid. whose teaching style works “A good teacher makes better for me, and those are a good class,” said Talia the classes I do better in,” Antell-Proulx, a junior in said Antell-Proulx. Sheikh Communication, Arts, added that he appreciand Sciences (CAS). She ates teachers who “make went on to say that any "[Students] know what they it easy for us [students] subject matter can be need best and teachers would to understand the subengaging if classes are ject.” Essentially, teachbe wise to listen.” taught by a good teacher. ers should know how to Oftentimes, high school interact with their audiPhilip Halpern, students talk about their ence. Of course, staying classes in terms of how organized and knowing BHS teacher good their teachers are. how and when to disciThis instinct is perhaps pline students is imporamplified at Berkeley High dent-teacher relationships tant, too. School (BHS), where mul- are formed, which in turn Teachers who show true, tiple teachers often teach the “creates a better atmosphere unbridled passion for their same students. But which for learning.” One of Antell- subject matter are valued as attributes are most impor- Proulx’s teachers recently well. Allison Toan, another tant when it comes to as- worked with her class to cre- BHS freshman, explained sessing what makes a great ate a list of rules surround- that when teachers are pasteacher? It can be difficult ing cell phone usage in the sionate about their subject, for students to express ex- classroom. The teacher col- they are able to draw stuactly what about a teacher lected feedback from her dents in better. This makes makes them well-liked, but students and later enacted the class more compelled there are some basic charac- the rules that mattered most to retain information and teristics most students can to the students. This kind of pay attention during the lesagree on. communication established sons. “Passionate teachers The interest with which an equitable and pleasant don’t just talk to the class, a teacher listens to students' environment for learning. they show us what they like inputs and communicates Well-liked teachers also to teach, why they like to BY MIRIAM REICHENBERG staff writer
classroom expectations can often make students favor one teacher over another. Zulqarnain Sheikh, a BHS freshman, said that when teachers “listen, acknowledge our concerns, and help kids in the best way possible,” they show that they actually care. Antell-Proulx agreed, explaining that when teachers listen to students, better stu-
teach,” Toan said. “Teaching isn’t just a job to them, they want to be there." Toan’s photography teacher embodies this positive quality. By incorporating relevant darkroom and camera jokes into slideshow presentations, the teacher demonstrates her love for the material she teaches as well as her more personable side. Additionally, good teachers want to improve. Philip Halpern, the CAS co-leader and a video production teacher for twenty-nine years, thinks that flex-
ibility and communication with students help teachers become better at what they do. “Kids come into class with a whole bunch of strengths and areas for growth. Our job is to help them fulfill their potential,” said Halpern. “You got to let them lead, you got to listen to them. They know what they need best and teachers would be wise to listen.” Halpern added that some students might feel reluctant to give feedback to teachers, “but a lot of teachers really want to meet the needs of
their students.” It’s no doubt that teaching is a difficult job, especially with the limited resources, large class sizes, and public school curriculum requirements present at BHS. So much value is added to the learning environment when teachers go the extra mile to communicate with their students. If a teacher’s approach seems inflexible or lacking, many would prefer that students let them know. After all, as Halpern said, “the best kind of feedback is honest feedback.”
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FRIDAY, NOVEMBER 5, 2021
FEATURES BERKELEY HIGH JACKET
features editors: Raven Fonseca Jensen & Amelia WIley Moreira
GUEST COLUMN: MULTILINGUAL PROGRAM AJMAL KHAN
There has been an increase in fights at Berkeley High School (BHS) and at high schools all around the country. Just a couple of weeks ago, there was a fight at BHS after someone pulled the fire alarm. Desperate parents are calling for school faculty to do a better job of putting an end to fights. Some schools across the US are calling emergency meetings. For example, an emergency meeting was called between the Lawrence City Council and Lawrence School Committee to discuss the number of fights at the school, located outside Boston. School fights are not uncommon. They happen every year, but have worsened due to COVID-19 and staff taking leave to keep their families safe. In my opinion, kids should find an alternative to fighting in school. Counseling might not be enough, and kids need to find another way to deal with their anger. One possible solution is teaching boxing classes where they could learn how to be disciplined enough to avoid fighting. This has helped me in the past. It is something that will help in many, many ways. Due to the pandemic, kids need a distraction now more than ever, and boxing is the perfect distraction. Boxing keeps you calm and collected, and it teaches you to appreciate life and whatever decisions are made for you at the end of the day, because boxing has some crazy moments that shock the world on a daily basis. There have been some amazing fights in the history of boxing. Fighters have been knocked out at the final minute and have gone on to win incredible fights. For example, Anthony Joshua, one of the best heavyweight fighters of all time, was knocked out by Andy Ruiz just a few years ago. Another heavyweight who was out of shape and unprepared for the bout stunned the boxing world by knocking out the opponent. It’s critical to talk about boxing and give it the respect it deserves, because these guys put in long hours for only one battle. Some of these battles last the entire 12 rounds, with each round lasting three minutes. Some fights are only one round long when the fighter is injured in the first round. I believe schools should introduce boxing to children as a physical education (PE) sport and educate them on how to protect themselves in real life. It will also keep the youngsters occupied in life and keep them healthy. Boxing is a fantastic activity for staying motivated. When I needed it the most, it kept me motivated. For the past three years, I’ve been boxing, and it’s always kept me motivated and going forward. I look forward to going to the gym every day because I know I’ll always have something to turn to when I’m feeling bad. The Multilingual Program (MLP) is a BHS small learning community serving students who speak a primary language other than English. MLP students represent nearly 30 different countries and speak over 20 languages.
Ravenfonsecajensen@students.berkeley.net
Poetry Club Transforms Trauma Into Art BY MARGOT JOHNSON staff writer
Poetry Club, a club at Berkeley High School (BHS), strives to create a sanctuary for any student to write and share poetry. It is currently run by Sasha Wizelman, a senior in Communication Arts and Sciences (CAS), and Ren Green, a senior in Arts and Humanities Academy (AHA). “The Poetry Club is a safe, relaxed space for writers to get inspired and creative,” wrote Wizelman and Green on an Instagram post for the BHS Poetry Club Instagram account. The club was originally called the Spoken Word Club, and was started in 2017. It was then taken over by Wizelman and Green and changed to the Poetry Club. When Wizelman took over the club in 2020, the pandemic forced her to think outside the box. The club met on Zoom during lunch, and shared poetry and cre-
ativity virtually for months. Poetry can be therapeutic for people, and Poetry Club is a space where students can break down their trauma safely. The club is small, and the presidents make a point to make sure everyone in the club is able to share personal poetry in a secure environment. “It’s such a good processing space, especially for trauma. I know a lot of people go in and share poems about their trauma, and it’s a good way to get your feelings out in an artistic way,” said Julia Segre, a Poetry Club member and a freshman at BHS. At the beginning of club meetings, the group will move tables to form a circle, creating a welcoming space. Anyone will be able to share their poetry or poetry they found that they enjoyed. The group discusses the poems and comments on the writer’s strengths. The presidents can then propose a prompt, and the group will each write something relat-
ing to that prompt. All writers from the club can then share what they wrote for the prompt. “You can take something that is really hard, and turn it into something beautiful,” said Wizelman. Being in Poetry Club is a way for students to express themselves through writing poetry and a way to form a community with people that share the same interests. Club members are able to
choose whether or not they want to share their writing, but often feel more comfortable sharing it in a supportive environment. “You can share whatever you want without feeling judged,” said Segre. “It’s kind of like my outlet, my therapy, and I think a lot of people can relate to that,” Wizelman said. The Poetry Club meets every Thursday during lunch period in C-308.
Ren Green and Sasha Wizelman are co-presidents of the club.
LILY FROST
WORD ON THE STREET DO YOU EXPERIENCE CLIMATE ANXIETY?
Nathaniel Holmes, a junior in Academic Choice (AC), said that climate change is not a source of anxiety in his everyday life. “I mean, it’s sort of just something you see on like the news and stuff every once in a while,” Holmes said. “But I don’t think I really think about it everyday.”
For Zeia Bachrach, a sophomore in Berkeley International High School (BIHS), climate anxiety motivates her to take action, such as by starting the meatless Monday campaign. “I feel a lot of pressure to do something as an individual ... and that causes a lot of anxiety and stress for me.”
For AC sophomore Phoeben Worku, climate anxiety is not on her mind everyday. “[Climate anxiety] doesn’t affect my daily life,” explained Worku, “but when thinking about the future, I obviously think about what living conditions will be like and how that will affect my future.”
AC junior Tito Williams worries about climate change when he sees it. “Mostly when I’m thinking about it is when I see the news or certain issues that come up within our own community,” Williams said. He said that this stress can be positive because it can keep climate change on people’s minds.
For freshman Magnolia Hougan, thoughts about climate change often come up when making everyday decisions. “I’m thinking about ‘Oh wait, I probably shouldn’t do that because this would be better for the climate or more eco-friendly,’” said Hougan.
Andaluz McDonald-Peltier Yu, a BIHS senior, said, “[Climate anxiety] pops up and then it scares the hell out of me,” but passes quickly. “I still try to be climate conscious as much as I can,” said Yu. He added, “But in terms of the actual anxiety, it’s just a momentary thing.”
COMPILED BY SASKIA FREEDBERG staff writer
PHOTOS BY LILY FROST & JEROME PAULOS staff photographers
FRIDAY, NOVEMBER 5, 2021
FEATURES
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Is Berkeley High Accessible to Differently-Abled Students?
BHS has few structures — such as ramps — that assist differently-abled individuals.
BY OHAD AVIRAN-FINKELSTEIN staff writer
Accessibility for differentlyabled students at Berkeley High School (BHS) has long persisted as a problem. The Special Education Department (SPED) is a team of teachers dedicated to aiding these students. Angela Bau, a visionimpairment specialist, said, “Berkeley Unified is known for full inclusion and having all classes accessible to all students.” She also explained
that many students in the SPED program attend normal classes alongside specialized SPED classes. “A majority of the students in the SPED program are diagnosed with learning disabilities, but there are also students that are visually, physically, hearing, or cognitively impaired, or receive speech therapy services,” continued Bau. Even though these teachers are tremendous resources for impaired students, these students face many issues, like with the school’s architecture. Much of BHS was built in a time where accessibility
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for differently-abled students wasn’t considered by the district. For example, the C-Building, the oldest and largest building at Berkeley High, has four floors. Even though these f loors are connected with elevators, they frequently break down. Some students who don’t need the elevators use and vandalize them. David Daniels, a math teacher and member of the SPED program said, “I have had one student not be able to enroll in my class due to stairs in the classroom.” Bathrooms are a safety concern for not only
disabled students but also profound impact on SPED interpreter in his classes. He non-disabled students. “The services because we have said that BHS has done a good toilet facilities are sorely not been able to provide the job giving him the assistance lacking. In SPED, teachers auxiliary services that are he needs for his disability. “I’m and a pair of professionals required under the IDEA provided with 2 interpreters, need to help students with (Individuals with Disabilities they switch out every period. toileting and hygiene, so just Education Act),” Daniels said. I have a guidance counselor, having accessibility to clean Although distance learning Ms. Lydia, she helps me out sinks, toilets, bathroom stalls, was much harder for many a lot,” Ramsey said. “Recently and such are in short supply other students, some students I had a problem getting to [due to vandalism].” Daniels with disabilities excelled. school on time, and she helped said. Fire alarms are also Daniels continued, “Distance me get a Deaf Alarm... In my chaotic for these students. learning has also been very experience, the school helping The elevators are shut down beneficial to a minority of me with my disability has been so these students need to students who faced challenges good.” use and get special chairs to from the social environment.” Without his interpreter,“I get down the stairs. Extreme In the transition back to probably wouldn’t be here… overcrowding and blaring in-person school, Daniels when I’m slacking off, she alarms can cause students to e x p r e s s e d t h a t h e w a s helps me get back on track,” panic or get overwhelmed. “profoundly moved by the Ramsey said. On days without Newer buildings like an interpreter, focusing in the M-Building have class proves challenging “[I am] profoundly moved by for Ramsey as it’s hard to fewer floors and are much more accessible. The the willingness of ... students understand the teacher. to integrate their peers in a M-Building is also more “On days without [my accessible because fewer interpreter], I would be classroom setting.” students have classes in sitting in the back, and it daily. In addition to if I’m in the back I can’t David Daniels, the problem with getting hear the teacher, so I’m Math and SPED teacher from floor to floor in the just not paying attention C-Building, there is also at all.” the problem of overcrowding willingness of many Berkeley “If you need help… try to i n t h e h a l l w a y s . T h i s High students to integrate advocate for yourself because overcrowding may also trigger their peers in a classroom I know that’s something I reactions in students with setting.” struggle with,” Ramsey said. certain disabilities, especially Dinari Ramsey, a junior “Don’t be afraid to ask because now due to COVID-19. in Academic Choice (AC), is in my experience, the help has “COVID-19 has had a hearing impaired, and uses an been really good.”
Social Media Plays Major Role in Teen Fashion and Creation BY AVHA MEISELS staff writer
Fashion is one of the central ways this generation expresses itself. Trends are constantly changing and evolving, and new styles are invented every day. With all these constant changes and options, how do young people develop and discover their personal style? That’s where social media plays a role. Social media platforms, such as Instagram, are a way for people to share their style, and in turn have become a place for people to look to for trends and creative fashion inspiration. Social media is also a great way to spread ideas throughout a community, and it’s easy to notice this when looking at our own community at Berkeley High School (BHS). Some students have used their social media platforms to spread the word about fashion events and trends, creating a fun sense of unity among the student body, which is needed more than ever. Most people at BHS have heard of the most recent example of this: Jorts Thursday. Jorts Thursday occurred on September 30, 2021, when many BHS students, and even some students from other high schools, showed up to school wearing jorts, or jean shorts. The creators of Jorts Thursday were Sasha Wizelman and Nico Vellutini, both seniors at BHS in Communication Arts and Sciences (CAS).
Wizelman and Vellutini didn’t expect the idea to take off as much as it did, so they were pleasantly surprised to see it garner so much participation from students across grade levels. Wizelman explained, “Seeing people I’d never met, especially underclassmen, wearing jorts was so wacky.” S o c i a l m e d i a p l ay e d a big role in the success of Jorts Thursday. Wizelman and Vellutini both posted on Instagram to spread the word, and many people subsequently reposted the announcement. Wi z e l m a n a d d e d , “ I honestly don’t think Jorts Thursday would have become a thing without the help of social media.” Instagram has been one of the most widely used platforms when it comes to fashion. Velluntini said, “I feel like fashion is a big deal at BHS, and everyone has different styles. Especially after coming out of quarantine, the era of fashion on Instagram blew up.” Besides being used to spread inspiration for fashion, Instagram has also been a tool for teens to start businesses. Teens all over the world have been able to start successful clothing lines, which was unheard of in the past. Jackson Smith is a BHS junior in Academic Choice (AC) and the creator of the clothing line Jackalope (@ jackalope.online). Smith holds the belief that social media is the most effective way to spread the word about a business in this generation.
Smith said, “Other than word of mouth, social media is pretty much the only way people can find out about your business.” On top of using social media to spread the word about his clothing line, Smith also uses social media for inspiration. “I have this feed of just crazy inspiring stuff that I can check out whenever I have a creative block,” Smith explained. Gavin Trotmore, a junior in
Arts and Humanities Academy (AHA) and creator of the clothing line The Island Ink (@theislandink), is another young business owner who has benefited from the use of social media. “Social media has definitely given a platform to me and a lot of other small creators trying to get something started who might’ve not been able to get their voice out in the past,” said Trotmore. Though social media has
had a positive effect on fashion, there are still drawbacks. Trotmore said, “When it comes to fashion, I think social media can be good and bad. It’s cool because people can look to it for inspiration, but at the same time it kind of creates this stagnance in creativity.” Smith continued, “Certain trends are constantly changing because they’re trending on social media, even if they’re not necessarily that good.” Social media has helped
fashion grow and has allowed the younger generation to gain a voice that it wouldn’t otherwise be able to have. Hopefully, social media platforms will continue to have a positive impact on teenage fashion and the BHS community, bringing small business owners and creators from Generation Z to the forefront of the fashion world, which is so often dominated by massive international corporations.
BHS students express themselves through unique clothing styles, many of which are created and influenced through social media.
SAYLOR COLE
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FRIDAY, NOVEMBER 5, 2021
ENTERTAINMENT BERKELEY HIGH JACKET
Entertainment editors: Asha Baudart-Gehlawat & Ruby Freedman
BERKELEY BIZ & ENTERPRISE NICHOLAS DIMARIA
Anyone who has seen Cosmos: A Spacetime Odyssey probably can’t help but feel a bit small after witnessing Neil deGrasse Tyson travel through the rings of Saturn in an oval spaceship. Yet these scenes in Cosmos were not filmed in the asteroid belt. Most of them were brought to life at an unassuming building on Tenth Street in West Berkeley. Computer geeks and fans of sci-fi and fantasy will all be transfixed by the work of Tippett Studio, a special effects and character animation studio right here in Berkeley. Most of us have witnessed work from Tippett without even knowing it: Marvel Studios, Steven Spielberg, and Jon Favreau — creator of The Mandalorian —have all employed Tippett Studio to take their films and TV shows to the next level. Tippett specializes in the animation of characters and special effects, though also offers service in areas like virtual reality production. The works produced are made with serious professional knowledge, yet maintain a fun, imaginative quality. Imagine the sketchbook of a nine-year-old filled with doodles of aliens and magical creatures turned into a professionalized operation, and you have Tippett Studio. The studio was founded in 1984 by Berkeley native Phil Tippett. Tippett had already been off to a strong start in the film world. He had assisted many well-received films during the late ‘70s and won an Oscar for his work on Star Wars: Return of the Jedi. At first, Tippett Studio specialized in stop-motion animation and the construction of live action props. As computer graphic systems became more powerful, the studio shifted to digital special effects. During the late ‘80s and early ‘90s, Tippett Studio contributed to many science fiction films such as Jurassic Park and Honey, I Shrunk the Kids. As the 2010s approached, Tippett brought visual effects to commercials for Intel, Dodge, and the Super Bowl, to name a few. Today, the studio produces a steady flow of effects for movies, TV shows and commercials. “You dream it, we make it” is a slogan found on Tippett’s website. All sorts of characters and effects are produced at Tippett, though many know them best as the studio behind 1997’s Starship Troopers and its giant insect-like creatures. As mentioned earlier, stop motion animation was their original specialty; however, the stop motion technique is still used today in some of the visual content produced at Tippett. Business at Tippett Studio is seasonal, according to Tippett. “Science fiction and fantasy have cycles,” Tippett reported in an interview. Business also revolves around what genres are in style at the moment. Special effects are appreciated universally by folks from all over. Yet when done ably, they can be seamless — one of the reasons why I never thought many of the things that make certain films memorable were produced right here in Berkeley.
ashabaudartgehlawa@students.berkeley.net
Berkeley Artists’ Finest Jack-O-Lanterns Ana and Ellis Ryan, 8-year-old twins on Woolsey Street in South Berkeley, both carved pumpkins featuring cats. “My pumpkin has a cat with a witch’s hat on it. I love cats,” said Ana. Ellis, in contrast, has carved a cat which hangs upside down from a tree. Both of the twins love Halloween for various reasons, but most importantly because “everyone gets to see the pumpkin that I carved, and it’s the best pumpkin I’ve ever made.” Dan Shapiro, who lives in Santa Cruz, brings over 100 pumpkins to Berkeley for a big pumpkin carving party annually, including the monstrously large pumpkins he grows himself. This Halloween was the 50th year anniversary of this tradition and is also a wake for Shapiro’s sister. Located on Ashby Avenue, Shapiro’s display honors his sister through the hundreds of unique jack-o-lanterns carved by community members. Most notably, the showcase included a massive pumpkin carved into the shape of a throne. “That is 1295 pounds of pumpkin. It’s a joy, and it becomes a gift to the neighborhood.” COMPILED BY RUBY FREEDMAN entertainment editor PHOTOS BY YASMEEN BAWANY staff photographer
Julia and Sebastian, graduate students at the University of California, Berkeley, base their jack-o-lanterns on current trends. “We started doing this four years ago. Every year, we just get everyone together and we carve pumpkins. Last year, there was a Zoompumpkin. This year, I did Squid Game and Sebastian did an emoji face.” Simon and Ben Policy, a sophomore and a senior respectively at Berkeley High School (BHS), who live on The Uplands in Berkeley, both carved artistic jack-olanterns. For Simon, Halloween is “a way for little kids to be part of a fun community event. I also think it’s kind of a way for older kids to go back and experience being a younger kid for one of the few nights of the year that they can.” Rowan and Sofia McElroy, ages seven and nine, live on Virginia Street in Berkeley, and this year they decided to go for the traditional jack-o-lantern carving. “It’s sort of a scary face with jagged teeth,” Rowan said. When asked about his favorite aspects of Halloween, he explained that “It’s kind of scary but also fun in the same way. Also coming around and seeing your friends and the candy.”
‘Dune’ Part One: Was It Worth the Wait?
ROBERT GELLNER
BY JOSEPHINE MORASKY staff writer
Dune. The famously unfilmable and unattainable book, now conquered by the director Denis Villeneuve. While movies like Mary Poppins and the Sound of Music were in production, Frank Herbert was developing a novel about a world dependent on psychedelic drugs and a war fueled by climate change. Contrary to the predictions of critics, Dune quickly gained a cult following, inspiring various directors to attempt adaptations of the political book. The first director who tried to conquer Dune, Ale-
jandro Jodorowsky, never made it past the editing stage. Jodorowsky tried to squeeze the whole book into one movie, resulting in a script that was 14 hours long, which Hollywood refused to release. Jodorowsky’s failure allowed for David Lynch to take a shot, but his interpretation is said to still give people migraines. So would the new Dune be any different? Many viewers were eager to see if Denis Villeneuve would make the same mistake as his predecessors. The first scene, reading “part one,” indicated the good decision to split the long story into different parts. The film portrayed over-
whelming parallels to current issues, such as the marginalization of Native people, ecological disaster, and religious influence. Despite these themes, the storyline is still centered around the white male savior, which has been a persistent component of the storyline ever since Herbert wrote it. Arrakis, also known as Dune, is an uninhabitable planet consisting of a desert with scarring weather and the ominous Sandworms. It is also the home of Spice, a drug that extends life, heightens awareness, and can achieve interstellar space travel. The entirety of Herbert’s world is dependent on Spice; no one can live without it. The Atreides, a major royal house, is transferred to govern Arrakis, the previous home of the enemy Harkonnen family. The Atreides attempt to make peace with the historically oppressed Natives, the Fremen, who have been persecuted under Harkonnen rule. The story develops from rousing political tensions into an all-out war, wreaking havoc on Paul Atreides’ (Timothée
Chalamet) life. Villeneuve does a good job of keeping the characters true to the books. Timothée Chalamet plays the solemn character with almost evil neutrality, creating a cockier, but more likable version of Paul. This differs significantly from the 1984 Dune, in which Paul is aware of his unlikely abilities and perpetually serene, making it difficult for viewers to empathize with him. While the humanization of Paul contributes to his character development, Lady Jessica, Paul’s mother, is too easy to commiserate with. Her true power is not often shown as she is portrayed as agitated and skittish. Her absence of authority in Villeneuve’s addition leaves the floor completely male-dominated. Villeneuve has not quite created a masterpiece, but has achieved something better than previous attempts (not that the bar is very high). You leave the theater feeling unsatisfied and confused by the abrupt ending, hoping that the unconfirmed second movie provides more answers and fewer questions.
FRIDAY, NOVEMBER 5, 2021
ENTERTAINMENT
BBT Shows Inclusivity in ‘The Nutcracker’ BY KIRA RAO-POOLLA staff writer
This October, the Berkeley Ballet Theater (BBT) held its yearly Nutcracker Suite performances at the California Shakespeare Theater. This year, the studio decided to reimagine the traditional production, striving for a more inclusive Nutcracker filled with themes of unity and environmental preservation. Ian Segall, a Berkeley International High School (BIHS) student, played the Moonlight Cavalier in the Grand Pas de Deux. He explained the impetus behind revising the classic production. “Ballet originated in the courts,” he said. “It’s one of the oldest art forms out there, so a lot of the essential works of ballet were created far in the past, when not all the social norms were realized yet.” Ali Taylor Lange, execu-
tive director at BBT, echoed these sentiments. She described The Nutcracker’s outdated imagery, the most apparent example being when Clara and Fritz visit different cultures around the globe in Act Tw o. “Nutcracker productions as a whole tend RAQU
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to cling to ballet traditions which are better left in the past,” Lange said. “The cultural appropriation, stereotyping, and racism which is frequently portrayed in Act Two of Nutcracker productions was something BBT has stepped away from with this new production.” The revised story follows Clara and Clark, two young girls, as they journey through the natural world. The performance was narrated by Mother Nature, a whimsical, gender-noncon-
forming character, dressed in heels and a flowing gown. The character recited nursery rhyme-like stanzas, and urged us to take care of our planet. Lange added that performing outdoors has presented new challenges, with a dress rehearsal being cut short because of a dewy stage, and a couple of bats flying through the dancers on opening night. In addition, both Saturday performances were canceled due to the rain. Nevertheless, Lange considers the unexpected to be “a part of performing live.”
Robert Dekkers, artistic director and choreographer at BBT, has wanted to revise The Nutcracker for a long time. “Part of Robert’s vision for both Nutcracker and the BBT school is to ask the question of what comes after the purely classical tradition of ballet,” Lange said. “How can the movement continue to evolve while remaining rooted deeply in the technique of ballet?” This production offers a glimpse into what the future of ballet may hold: storylines that reflect current issues and characters that don’t misrepresent society.
LYDIA KIM
In Memoriam: Berkeley High’s Papa Zak BY STEPHANIE JERSEY staff writer
Zakarya Diouf, a pioneer of West African dance in the Bay Area and beloved teacher at Berkeley High School (BHS), passed away recently. Diouf was an influential member of the community, and as a drummer and teacher in the Afro-Haitian classes of the African American (AFAM) Studies Department, he helped shape it into the revered program that it is today. Diouf grew up in Senegal where he was immersed in West African music and dance from a young age. In a short film by production company Citizen Film, Diouf shared how he was introduced to the drums. “I just started using my mom’s pots and pans and she finally got frustrated and bought me bongo drums. That’s how I got hooked,” he said. His dedication to mu-
sic ultimately led him to a multitude of opportunities. One example is seen in his work writing music for acclaimed artists such as Al Green and Gladys Knight. Through his successes, he modeled to hundreds of his students that opportunities are endless, especially with hard work and a deep appreciation for music. “He was a huge inspiration to generations of students not only at BHS but everywhere he taught,” said Linda Carr, a modern dance teacher at BHS who worked closely with Diouf. After moving to the US in the 1960s, Diouf brought years of wisdom and experience with him to schools in California, including BHS and Laney College. During his time at BHS, he partnered with his wife Naomi Washington, who was the former head of the AfroHaitian Dance Department. As a couple, their passion for the art form had an
enormous impact on those who interacted with them. “Generations of people in Berkeley grew up with the two of them as incredible role models of an artistically fulfilling life that had family and community at its center,” said Carr. One of those students was Tanzia Mucker, who was mentored by Diouf at Laney College and is now the artistic director of the BHS Afro-Haitian Dance Department. Mucker, who is known to her students as Ms. Shorty, spoke fondly of Diouf. “He gave us an outlet for our mental health indiscrepancies and the opportunity to speak through movement and music.” For her, this support filled a void in her life. “[Diouf] was the father that I’ve always wanted.” As a teacher, Diouf made a commitment to teaching about the history and significance of African drumming and dance along with
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the skills and technique. “He taught us the meaning behind it, what tribe it came from and why they did this dance,” said Mucker. “He gave us a sense of pride, so when we performed these dances we knew what we were dancing for.” With history at the forefront of his lessons, his students were exposed to many cultures and art forms. Mucker spoke on the importance of this: “Without [Diouf], I don’t think anyone [at BHS] would know about West African dance. If nobody knew, that means we wouldn’t break barriers between cultures.” Diouf also diversified his classes by welcoming all identities in his classroom. “In my class I have Chinese, European, Indian, Black, Spanish, and we are all speaking the same language through drumming,” he stated in the documentary by Citizen Film. His acceptance of all students helped many feel comfortable expressing themselves through music and dance. “He brought encouragement to children who didn’t believe in themselves,” said Mucker. Diouf ’s legacy will undoubtedly live on through those who he impacted, including Mucker. “Without [Diouf], we wouldn’t know who we are as people in the art form of dance, in the wisdom of life, in the knowledge of self. He changed a multitude of lives and he definitely changed mine.”
A DECADE OF STRIFE LIKO SMITH-DOO
The 2020s are off to a rough start, and although there are reasons for hope, historian Peter Turchin believes that the road to a better future will be long and fraught with strife. Why is he so sure? Turchin believes that he has found a way to mathematically predict when societies will experience extreme amounts of strife. Few academics gave these theories much weight until 2020 happened, and much of what Turchin predicted began to come to pass. Turchin’s method for predicting societies is a long list of equations and compiled data based on 10,000 years of human societies rising and falling. Turchin sought to document and apply commonalities between societies on the cusp of social upheaval and find what pushed them over the edge. Trends that prompted fundamental problems are what Turchin calls “the dark triad of social maladies.” These fundamental problems, Turchin claims, are declining living standards among the non-economically elite population, as well as a government that cannot support its own financial position. This is why Turchin was so sure the 2020s would be terrible. He simply looked at these factors, saw where the country was headed, and made an educated guess on when our next crisis would occur. Of course, Turchin could not have predicted the pandemic. He did predict that by 2020, some kind of major social shift would occur due to these problems starting to get untenable for the bulk of the population. “We are almost guaranteed 5 hellish years, possibly as many as a decade”, Turchin claimed in a recent interview with the Atlantic Magazine. The primary factor from the dark triad that will incite the seismic shifts Turchin has been predicting is an overabundance of elites. Turchin posits that as the number of elites increases and the number of jobs for them to fill does not, we will see a “ruling class” where most of the people it consists of feel they are not getting the promised economic and social power that they have come to expect. This leads to a very large class of highly educated people who are very discontent with their lot in life and struggling financially. This ends up leading to greater resentment of the elites that do hold power and eventually can even cause societal feuding among that educated class. “You have a situation now where there are many more elites fighting for the same position, and some portion of them will convert to counter-elites,” Turchin wrote. He often writes about his concept of a “counter-elite,” a part of the elite class that utilizes populism to weaponize the non-elites for personal gain or simply to remain in power in the increasingly crowded elite class. Turchin claims counter-elitism is one of the largest factors pushing the United States towards at least a decade of strife, with leaders like Donald Trump being perfect examples of this phenomenon. The 2020s are bound to be a transformative decade, and if what Turchin is saying comes to pass, these years will most likely be a difficult time too. However, it’s important to remember that at the core of every disaster is change, and it is up to all of us to pull our society out of this one better than it started.
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FRIDAY, NOVEMBER 5, 2021
ENTERTAINMENT
The Predatory Roots of ‘You Don’t Know You’re Beautiful’
BY VIVIANA HILARIO staff writer
From Disney’s Belle to Rory Gilmore, the media has proven time and again that the saying “confidence breeds beauty” is not exactly absolute. The phrase “you don’t know you’re beautiful,” made popular by One Direction, has been perpetuated in entertainment, making it seem as though insecurity is the most at-
tractive trait a woman can have. So why is it that this blatant lack of confidence has become equated with one’s own beauty? When a woman in the media is unaware of how attractive she is, she is increasingly sought after by men. Countless songs and movies are guilty of this trope, further enforcing the idea that self confidence and beauty are inversely related. One such example is heard in Mac Miller’s “My
ALEX MORGAN
Favorite Part,” with the line “You just don’t know how beautiful you are / And baby that’s my favorite part.” Additionally, Laney Boggs from She’s All That is a nerdy outcast who remains blissfully unaware of her “new-found” good looks post-makeover. The reason for this upsetting relationship between attractiveness and confidence is quite simple; men see insecure women as easy to control. Of course, that’s not to
THE CROSSWORD
say that confident women are inherently not up to par with the Eurocentric beauty standard. The media has created an unfortunate number of female characters who fit the “you don’t know you’re beautiful” stereotype. These women are unaware of their good looks — despite being the epitome of Western beauty standards — and come across as naive, innocent, and inexperienced. These traits are exactly what draw the attention of some men. Aside from fulfilling men’s desire for control, the female characters who fit this trope are also seen as “untouched” and “pure.” Men see these women as the perfect target to take advantage of, as their inherent insecurity makes them search for self-worth in someone other than themselves. Possessiveness is one of the main traits of toxic masculinity and it also fuels the perpetuation of the “you don’t know you’re beautiful” stereotype. A woman who doesn’t realize she’s attractive is completely naive to
DOWN 1. Animal hair 2. A word indicating singularity 3. To be a symbol of, in short
4. Dora _ ____, Picasso’s lover and fellow artist 5. The continent with the most time zones 6. The quality of art being beautifully emotional 7. A fold in cloth, held by stitching 8. Cheerleading implement 9. To measure the depth of a body of water 10. A government in which the ruler has total power 11. A person from England, Scotland, Wales, etc. 12. Official language of Laos 13. Japanese currency unit 19. To remove restraints or tightness 21. A Mexican food made of filling in a tortilla 23. Rowing tool 24. The ___, band that wrote “Pinball Wizard” 25. McCarran International Airport, abbreviated 27. ___ Hegerberg, female Ballon d’Or recipient 28. The quality of being reserved 29. Prefix meaning thousand 31. A sport created using peach baskets 38. Containing more liquid lipids 39. Fortune-telling based on a subject’s name 40. An organization seeking solutions to kidney diseases, for short 41. Chewie’s friend 42. A style of sunglasses 43. A day on Mars 44. People able to perform religious rites 45. Cold War opponent 47. To have been in possession of 48. Recognized by an additional name, in short 49. X or Z, groupings of people by birth year 54. People who sing between sopranos and tenors 58. Hope ___, famous US goalkeeper 59. Paradise garden 60. College conference that includes Clemson and Duke 61. Formerly five centimes, now any small amount of money 62. Michael Regan’s government organization 64. Information storage disk 65. The— sideRaven of something that isJensen not hit by wind Fonseca 66. To make a mistake
— Nicholas McGlashan
with loose morals and being easy, further perpetuating the disturbing obsession with insecure women in the media. Fortunately, not all hope is lost. The increase in sexpositivity and powerful female leads in recent years seems to point to a decline in the use of this stereotype. However, that does not mean society is anywhere near eliminating this trope all together. As long as predatory men — fueled by toxic masculinity — persist and take control of the media, the glorification of insecurity in women will continue to be prevalent. Having self worth as a woman should not be equivalent to being full of one’s self. There’s absolutely nothing wrong with being hot and knowing it, especially in a society where unattainable beauty standards are constantly telling you otherwise. One Direction may have written some catchy songs, but they were definitely mistaken with their take on what truly makes you beautiful.
‘Squid Game’ Probes Humanity BY ZADA SANGER staff writer
ACROSS 1. Black tie 7. Pandemic aid given to companies to pay employees 10. Done well 14. Troubled or uncomfortable 15. Classic text shortcut 16. A steep hillside, if you’re in Glasgow 17. To fix 18. A mixture of two immiscible liquids 20. The Indian equivalent of tzatziki 22. Subject to debate, in academic speak 23. Silent bird of prey 26. The opposite of anabolism 30. Captain of the Pequod 32. A cooled drink 33. Japanese fish rolls 34. _____ Parks, catalyst of the Montgomery Bus Boycott 35. A type of drink containing carbon dioxide 36. Two-carbon chain functional group full of hydrogen 37. Kyrgyzstan’s currency 39. Horned Japanese demon 40. A yellow-brown color 43. You could have done this to a lie or a web 46. An exceptionally thick carpet often made of yarn 50. Václav _____, the last president of Czechoslovakia 51. Approximately, in two words 52. To create 53. An abbreviation that combines the first letters of its words 55. _____ Bunz, 49er famous for a goal-line tackle 56. Brother of Cain 57. Rub out 60. Adeptus _____, space marines in Warhammer 40,000 63. Old slang term for a person’s head 67. At a fairly low temperature 68. Decide to be in or out 69. Witty, intelligent 70. A coiled lock of hair 71. British special forces unit 72. Far away
the world of predatory men around her. This plays into the idea of “staking your claim” on someone and having men feel a sense of pride in knowing that they’re the only person a girl has ever been with. Women in entertainment who know their own beauty are often slut-shamed and seen as being passed around. This further drives men towards the shy, oblivious types; namely, the girls who are unaware of their beauty. These women are assumed to be sexually pure, which further feeds into this problematic fixation. Confident women are also often stereotyped as “mean girls” in the media, as if kindness and confidence are mutually exclusive. The awareness of their beauty becomes their only personality trait, making these women appear vain and self-centered compared to those who do not find themselves attractive. Confidence in one’s own looks, which should be associated with strength and security, is instead equated
Korean TV series Squid Game has taken the world by storm. The show follows a group of poverty-stricken, financially-challenged people as they are given the opportunity to compete against one another in simple playground games for 38 million dollars. However, the game comes with a price; if they should lose, they’re killed. The show has a captivating plot and premise that keeps the viewer on the edge of their seat every minute, though many are critical of the show’s extreme exhibition of violence. Squid Game is on track to be the most watched show in Netflix history, beating out sensations like Bridgerton, Stranger Things, and Money Heist. The show offers a horrifically dark portrayal of human nature, and the things people are willing to do to one another in order to win or succeed. In the span of nine episodes, we see morally righteous characters turn corrupt, innocents turn murderers, and endless deaths. However, what are arguably the most painful moments of the show come from the many betrayals, each of them shocking in their own way. A particularly poignant moment of the show results from destruction of the characters’ own making. After voting to get out of the game, the char-
acters return to their lives outside. However, they are soon reminded of the hardships they endure on a dayto-day basis, and choose to return to the game. It is groundbreaking to have a foreign show gain so much traction in the United States. The shows that are awarded the most praise, prestige, and popularity are generally exclusively American-made. Historically, Americans haven’t been very global in the kind of media they consume. It was just in 2019 that the Korean film Parasite became the first foreign-language film to win Best Picture at the Oscars. While it can’t be said for certain, Squid Game’s success could be representative of a cultural shift away from ethnocentrism in American popular culture. Squid Game is fascinating in that it gets the audience deeply invested in the fates of the characters while having no hesitation in eliminating them. There is much emphasis placed on understanding the dif-
ferent characters’ situations and how that drives them to act how they do. The main criticism of the series is its employment of gratuitous violence; while violence remains central to the plot, each episode is rife with gruesome scenes. For every life lost in the game, money is added to a giant piggy bank that is suspended on the ceiling above the players’ living quarters. This glowing golden idol serves as a promise of salvation and freedom from oppression but also as a motivator for horrific acts of harm and betrayal, committed in complete abandonment of any moral values. Squid Game explores the various ways in which desperation manifests in people and encourages them to step on others for personal gain. While the show is visually disturbing, it commands the viewer’s attention through complex character development and constant plot twists, making it difficult — if not impossible — to tear your eyes from the screen.
ANNELISE SCHOUTEN
FRIDAY, NOVEMBER 5, 2021
SPORTS
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Berkeley All Blues Rugby Empowers Women in Contact Sports these minor inconveniences haven’t been a deterrent for players or coaches, who remain in good spirits. Rugby, a sport strange The positive atmosphere ly unfamiliar to so many is fostered by the coachAmericans — considering staff and the team iting our love for its athletic self. Blues rugby exemplicousin-of-sorts, football — fies sportsmanship; at their still has its own place in the practices, they lift each othpantheon of Berkeley High er up and support one anSchool (BHS) clubs. The other while simultaneously Berkeley All Blues maintaining playful girls rugby program attitudes. is headed by coaches Ntima MamSam Matsumoto and “My favorite part is honestly just pouya, co-captain of Erika Granger. It’s the feeling of running people over, the All Blues and a seyou know.” members are female nior in the Academy students attending of Medicine and PubNtima Mampouya BHS and schools in lic Service (AMPS), the surrounding area. Co-captain of Berkeley All Blues enjoys the aggressive Rugby Union, the component of the Girls Rugby Program most common form sport. “My favorof the sport, is played ite part is honestly with 15 players on the field: All of these components just the feeling of running seven forwards and eight of the game are incorpo- people over, you know. … backs. The goal of the game rated into training during When someone is coming at is to successfully tap the ball the Blues’ rugby practices you trying to tackle you, and in the endzone protected and competitions. Given you’re able to run them over, by the opponent. One can recent weather issues, prac- I think that’s one of the best pass the ball, but only later- tices have moved to lo- feelings,” said Mampouya. ally or backwards. The op- cations such as the BHS Also a photography ponent can stop an attacker football field. Nevertheless, teacher at BHS, Matsumoto
BY JONAH LACHS staff writer
by tackling them and stripping them of the ball. In the case of a contested call, eight players from each team will huddle up against each other — similar to offensive and defensive lines in football — and try to obtain possession of the ball by hooking it backwards with their feet. This is called a scrum and is used to settle the dispute.
Players on the Berkeley All Blues girls rugby program put on their game faces.
enjoys interacting with students beyond the classroom. “I’m lucky enough in that I have students … in my classroom [who] are also on the team, and just getting to see their strengths as athletes, especially for a women’s sport,” said Matsumoto. “I’m all for things that are about strong women, strong girls. … For contact sports, there aren’t that many opportunities.” High school rugby is
wildly popular in other countries, such as Ireland, South Africa, and New Zealand. However, the sport hasn’t achieved the same status or engagement in the United States. Coach Matsumoto discussed her views on the growth of American rugby, saying, “I would love to see it become as popular as soccer, or lacrosse, or football, especially for student athletes who could achieve varsity status. Or that it becomes better fund-
MARINA PEDEMONTE
ed so there are more scholarship opportunities.” The All Blues had their first tournament of the season on Saturday, October 31. “We lost all three games. But [there was] excellent sportsmanship and no major injuries, and lots of learning which are always my goals,” said Coach Matsumoto. With the devotion of players and coaches, the upcoming season looks good for the Berkeley All Blues.
Fall Season Senior Night Spree BY SHYEL MEISELS staff writer
SIENNA PRAK-PERRY
Balance: The Multi-Sport Key BY ARIANA YEROVAM staff writer
Many Berkeley High School (BHS) students strive for healthy relationships with their sports, and those who engage in multiple sports have to pay different attention to balance. While athletics create sanctuary, community, and push growth, they are also highly competitive and can be overwhelming. This is especially true for multi-sport athletes, as their different disciplines compliment and conflict with each other. Fenner McCoy, a senior in Academic Choice (AC) who has played many sports at BHS, including soccer, basketball, and track, said that “You have to be able to know your limits or you will get overwhelmed.” Sarah Lueck, a freshman in Universal Ninth Grade (U9), has been figure skating since age seven and dancing since age nine. Her many hours of athletics both relieve and exacerbate stress, as they eat into schoolwork
time while simultaneously relaxing her. Another contrast comes in the different perspectives of her coaches on her athletic combination. Lueck said, “My dance teachers always tell me I should practice dancing more because I skate so much, while ... my skating teachers like that I dance because it helps me improve as an athlete.” McCoy sympathized with another coach perspective, saying, “What every coach really wants is for you to show up, they just want you to be there, and that’s fair.” However, for Lueck, the intensity of training for two sports strengthens her resolve in both areas. “I think [my sports] being hard on me makes me want to accomplish more and work harder,” said Lueck. BHS boys tennis coach Jeff Jue expressed that training in different disciplines can enhance a player’s overall performance. Different sports focus on different skill sets and muscle groups. Coupled with an increase in overall training hours, engaging in multiple sports
helps to build a more wellrounded player. Jue shared an example: his former player and BHS graduate Ari Libenson. “Libenson [played] football, soccer, and varsity tennis for four years at BHS. He’s currently a kicker for the [University of California, Los Angeles] football team. [Libenson] playing multiple sports helped his fitness and athleticism,” said Jue. However, the balance between sports is delicate, and dividing one’s focus comes with consequences. Jue said, “Not playing tennis year-round hurt [Libenson’s] consistency when he was on the team.” Coaches and players recognize that multi-sport athletes are subject to different pressures than their singlesport playing counterparts. Learning to navigate the physical and emotional strains of engaging in multiple sports is necessary for these athletes. “Sports are a great outlet, and the key is to keep them balanced so you can get the most out of them,” said Lueck.
At Berkeley High School (BHS), many teams celebrate senior night, which takes place during the final home game of the regular season. Teams recognized their seniors’ sacrifices and dedication to their programs with a variety of speeches, posters, and more. The week of October 18 to 22 had multiple senior nights, with boys and girls varsity water polo each honoring their seniors with their own traditions. The girls team held their ceremony before their game against Alameda High School. Underclassmen on the team made posters for the seniors; the posters were presented to the upperclassmen along with a short, heartfelt speech from their coach, Amanda Palmquist. Maggie Fern and Krithi de Souza, BHS seniors and
co-captains of the girls varsity water polo team, use the sport as a way to exercise their spirit of competition. “The sport is a really fun escape for me. It’s a time where I can work together with my friends and really excel,” explained Fern. “It really is a competitive outlet,” de Souza added. Later the same evening, varsity boys water polo held their senior night, where younger players wrote speeches about seniors whose time on the team was coming to a close. Junior Caelen Fry gave a speech about senior Samuele Gabriele. “Samuele has always been there to answer my questions about the rules of the game and is a great team captain and player. From the beginning, he was a teammate that I always looked up to both in the pool and out of it,” said Fry. For Chase McFarland, a senior on the team, water polo is an integral part of
his life. “Water polo is more than just getting in the pool and trying to win, it’s about meeting the best people I’ll meet in my life and creating memories I can’t make anywhere else,” he said. McFarland had been anticipating his own senior night since his freshman year. “It was amazing, which is exactly how I thought it would be,” said McFarland. Girls field hockey held their senior night celebration on Thursday, October 21, followed by girls volleyball on Friday, October 22. BHS football is having their senior night celebration on the night of Friday, November 5, accompanied by the BHS band and orchestra program. “It’s really about honoring the seniors and all the work they’ve put in,” said Pearl Powell, a BHS senior and field hockey player. “We are celebrating them and their commitment to our team.”
BHS Field Hockey hosted their final game and senior night on Thursday, October 21.
AVA MUSSI
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FRIDAY, NOVEMBER 5, 2021
sports editors: Norah lee & Luisa Bertolli
SPORTS BERKELEY HIGH JACKET
luisabertolli@students.berkeley.net
Exercise Groups for Active Community BY SOFIA RODRIGUEZ staff writer
ANNELISE SCHOUTEN
BHS Football Fans: ‘Classless’ or Spirited? BY FINN GARDNER staff writer
Berkeley Unified School District Berkeley High Jacket 1980 Allston Way Berkeley, CA 94704
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Football games are the quintessential gathering for high schoolers. They are high-energy, social, and an easy way to spend a Friday night enveloped in school spirit. Berkeley High School (BHS) football games saw a sharp break this school year from their historically low attendance, and the stands were infused with new life from student spectators. Simultaneously, the games began to be known by students as a time for participating in activities that would normally not be deemed school appropriate. This season, the BHS student section housed students from many local high schools, laughter, and support for the football team. The games were also frequent hosts to students drinking alcohol, yelling insults at opposing players and cheerleaders, leveling incest jokes at other teams, running onto the field, and other rowdy behavior. Dur-
ing the homecoming game on October 8, many parent spectators were offended right off the bat by the newly invigorated student section when their intense roaring drowned out the beginning of the national anthem. The football games aren’t the only place where high intensity behavior is seen at BHS, as fire alarms, fights, and vandalism have all been issues this year. While these problems on campus are clearly bad for the school, the football games are unique because the rowdy behavior can be seen as an extension of the fans’ passion and support for the Jackets. While this passion has led to appalled parents, it is humorous to many BHS students who see it as a classic high school experience. So the question is, is this year’s football fan culture all in good fun, or has it gone too far? “The bad behavior affects everyone,” said Robin Vegt, BHS athletic director. “It makes the transfer back to in-person so much harder for all students,” she added.
Vegt spoke about receiving a complaint from a Piedmont parent who was taken aback by the BHS student section, who booed Piedmont cheerleaders. All Vegt could do was apologize on behalf of the crowd. Ariel Moore, a junior and cheerleader for BHS, said of the fans, “They cross the line when they start shouting and chanting things that diminish the cheerleaders.” The rowdiness could eventually lead to limitations on fans. “If a few kids decide to go too far, then the whole student section could get shut down,” said Luca McKerley Coronado, a BHS senior and the commissioner of athletics. However, not everyone sees the behavior as a problem. “It’s a fun environment … and it’s a great way to unwind after a long week,” said an anonymous student who was drinking at one of the games. Despite the complexities, most agreed that the BHS football team enjoying increased fan support was a positive. “We have a giant
student section that is supporting our team, which is a really great thing,” said McKerley Coronado. “It’s been amazing seeing all the people at the games supporting the cheerleaders and players,” said Moore. “It’s really inspiring for us,” she said. While the BHS administration did not disclose its punishment methods for rowdy behavior at the football games — methods which are often seen as overly loose — it is important to many that students take personal accountability. Vegt said, “I want these students to know they are representing BHS.” She continued, “We should all, as [BHS], be embarrassed. … Where is our class?” In the meantime, certain students have been thrown out of games and will be permanently blacklisted from attending if necessary. As football season wraps up, the frenetic student section energy may migrate to the stands of other sports. If it does, will the behavior change? Should it?
Community exercise groups are motivators and connectors for practiced and aspiring athletes alike. They vary in activity, with biking and running being most popular, but all share a basic foundation: creating a community for members to be active. On top of that, most exercise groups, as opposed to gyms, are free because they occur outside. Athletes and student organizers at the University of California (UC) Berkeley keep the Bay Area well populated with exercise groups that welcome anyone. The UC Berkeley running club meets Monday through Friday and has a weekly Sunday run ranging from three to seven miles. The club posts their routes — which include spots like Aquatic Park and Lake Temescal — and schedule every two weeks on their website. First-timers should be aware that many of the participants are of college age and, thus, tend to be in good shape, making the workouts relatively difficult. Daniel Saderbrujimi, a
UC Berkeley graduate, has been running with the club for years. Saderbrujimi said, “The social aspect is really great. I have four really close friends that I’m still in contact with that are either still in the club, or graduated but we met through the club.” Each year, the club has new officers to create the routes and lead the runs. Luigi Viggiano, a UC Berkeley junior and current officer who has been a part of the club for about two years, said, “What is so great is that people can come and go as they please. The club runs itself, and its very easy to fit into your schedule.” Sports Basement is another organization that holds exercise groups. David Brown, an employee at Berkeley Sports Basement, said, “The events bring together people interested in the same sports, and forms a community where people can bond.” Exercise groups are an often overlooked tool for students to explore their communities, stay healthy, or train during an offseason. With a wide variety of groups, it’s guaranteed that there will be a option for every person.
UC Berkeley Running Club officers pose pre-run.
MALIN MORELL
ATHLETE PROFILE KRITHI DE SOUZA, a senior in Academic Choice (AC), is a co-captain of the Berkeley High School (BHS) girls varsity water polo team. De Souza joined the team her freshman year with no experience playing water polo. Convinced to try out by her older sister, she started with low expectations. “I was convinced that I would not like it, but … I loved it,” said de Souza. De Souza enjoys the intensity of the game, which in itself is fairly violent. “[There are] definitely a couple battlescars. I’m a little scratched up at the moment from a tournament, and [there are] always a couple concussions,” she said. De Souza wants future water polo players to know that there isn’t a certain “look” of a water polo player. “All it takes is drive, dedication and a good attitude!” said de Souza. She hopes to continue playing on a club team for fun in college. PENELOPE GILLIGAN
— Tobi Haims