SPRING EDITION 2022

GALLERY THE

DURHAM SCHOOL OF THE ARTS STUDENT NEWSPAPER

SPRING 2022

SPRING EDITION 2022

THE GALLERY 400 N. Duke Street Durham, NC 27701

STAFF EDITOR-IN-CHIEF Sam Bartlett ASSISTANT EDITOR Layla Niblock PHOTO EDITOR Violet DeWire WEBSITE EDITOR Srikar Kaligotla SOCIAL MEDIA EDITOR Xochitl Grande-Vazquez REPORTERS Mayra Armenta-Luna, Cormac Baxter, Ana Cruz-Salvador, Stephanie Hughes, Liam Jones, Delphine Liu, Zochis MatuteMartinez, Morgan Royster, Kamryn Stallings, Hau Tung, Iona Turkal STAFF ADVISOR Patrick Ritchie

COVER PHOTO: VIOLET DEWIRE FEATURING GABRIELLE HARGRAVE

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DSA dance takes the stage

BY MORGAN ROYSTER

Leading up to the week of a concert can be stressful for some, but the end result always blesses the audience with the performers' hard work.

The DSA dance department recently had their first concert this year on Friday, March 25th. The first concert was supposed to happen back in the fall but got postponed due to the school’s power outage. The student concert featured a ton of pieces including solos, duets, trios, and class pieces that were choreographed by students. It felt good to be back and to be able to perform and watch all of the talented dancers.

The seats were full and the concert lasted for a little more than 2 hours.

Students were able to express themselves through their choice of song and movement which contributed to many different styles of dance seen throughout the concert.

There were students of many different grade levels that performed along with competition pieces as well. The National Dance Honors Society (NDA) put together fundraising, raffles, tech & lighting etc. to help the concert be successful. NDA is made up of DSA dancers who represent the dance department at DSA and help to put together the student concert.

Overall, the concert showcased the many talented students who are in the dance pathway. Now, students are preparing for their upcoming spring concert in May which will feature pieces choreographed by the dance teachers.

PHOTOS BY VIOLET DEWIRE

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PHOTO CREDIT: @comeseevon With ease, Precious Ogboko drives to the basket for the DSA basketball team. Her success comes from her talent, hard work, and mindset.

PHOTO CREDIT: JEFF SIDES A powerful sprinter crosses the line, finishing the 500m dash at JDL. Setting a school record for the 300m and winning the 500m at states, Adrien Jacobs has had a rewarding indoor track season and is set for success in the current outdoor season.

Bulldogs excel in academics and athletics

Is there a difference between playing a team sport vs. a more individual one?

PO: Yes, definitely. Basketball is a team sport. You need everyone to pitch in for it to be successful. In track, it's on you. Even though you are a team, you have individual results. For me that's more pressure because you can't blame nobody for your mistakes. It's really about what YOU are doing. In basketball, if you are feeling down, you have that teammate to help you out. I feel like that's the main difference, the support system.

What have you learned about leadership by playing basketball?

PO: Coming in as a freshman on varsity, I knew I couldn't come in scared, I needed to come in with confidence. At the end of the day, I want to win the game. You have to keep everybody in check and it has to be balanced. That's how you become a leader.

What do you do to prepare yourself before a meet or a game? Is there a certain mindset you have to be in?

PO: The night before [a game] I make sure to get a good meal in. [When I have] home games, we don't have time, but before away games I'll take a nap for about 45 minutes.

How do you balance your school and sports?

PO: It's definitely a struggle. It's senior year. I have a planner so I can write everything out, I do work between classes, and I have a TA period that I do homework in.

What are your goals? What do you hope to achieve?

BY DELPHINE LIU Adrien Jacobs and Precious Ogboko are two remarkable athletes, students, and people who have both recently achieved impressive awards in their respective sports. Balancing many activities can be challenging but these two students have mastered the task. With support from friends, family, and coaches, they have become role models in their communities, using athletics to inspire others around them.

Precious Ogboko is a key player on her volleyball, basketball, and track and field teams. In track and field, she competes in shot put and discus. Ogboko has received the MVP award in all of her sports, gone to states for indoor track, and made all-conference all four years in every sport. She has also made all-district for basketball, a qualification for which fifteen girls are picked from all across the Durham school district, and qualified for the list of potential Ms. Basketball winners. Ogboko started playing all of her sports in 7th grade.

Which sport is your favorite?

PO: My favorite [sport] is basketball. I'm really close with my basketball team. We are a really small team [and that allows us to] build genuine connections. It's a sisterhood. You cry with them, celebrate with them, and create a good bond with your teammates. It helps you gain leadership skills.

PO: I got into UNC Chapel Hill. My academics are my number one before sports and I got a full ride there, so I will likely be going there.

How do your friends and family support you? Has anyone said something to you that has really helped you?

PO: "The only thing stopping you is you." Everytime I am in the gym, I want to get better for myself, to be the best person I can be. My mom is a single mom and everytime I play my games I am playing for her. I put out 100%. Also, the haters [motivate me]. I just want to prove them wrong. They keep giving you new goals to achieve.

Do you have anything you would like to say to aspiring athletes?

PO: I would like to say to anyone in sports or in life, that you should just be in the moment. Just go for it.

Adrien Jacobs runs indoor track, outdoor track, and cross-country. As a junior, he is balancing AP classes, track meets and work on the weekends. He has been running since freshman year. This past season, he competed and won his event in states for indoor track, and qualified for nationals. He now has ambitions to qualify for nationals for outdoor track.

You did not expect to place 5th in the nation for the 500 m in the indoor season. What allowed this great improvement in speed and placement?

AJ: To be honest I am not even sure because looking back on the previous track season I was ranked 8th in the state final and that was really a drive for me. Going (DSA Athletics continued on page 5)

SPRING EDITION 2022

PHOTO CREDIT: STEPHANIE HUGHES A registration form sticks out of the folder reserved for current freshman registration in Student Services.

The rush for registration

BY STEPHANIE HUGHES A student walks to Student Services, a sheet of paper detailing their courses for next year in hand. They look over it once more before adding it to the pile of similar papers in a folder.

After a chaotic return to in-person school, DSA students are now choosing classes for the 2022-23 school year throughout the month of April. They are to finalize this on a course registration form during a meeting with their counselors at school. Throughout this process, many are debating about the types of classes which they will take. These decisions are based on personal schedules with consideration to interests and extracurriculars. Most importantly, these courses will play a role in college applications as they appear on transcripts as well.

“I am excited to pick my classes for next year. I had some tough decisions to make for arts as two classes I was recommended for conflicted, but I am confident that I made the right choice,” Nate Stemmle, freshman, expressed.

The registration process begins with teachers recommending each student for certain classes in Powerschool. During one-onone meetings, students then confirm the classes and levels they want to take with counselors.

“I always suggest a student try honors. DSA is lucky that we heterogeneously group our students. Students can try honors and if they

THE GALLERY are struggling can move to standard,” Heather Chambers, 9th and 10th grade counselor, advised.

Most classes are offered at standard and honor levels. Honors classes require more work and are weighted with half a point added to the final grade. AP classes demand additional work to be done outside of class, but are weighted with a whole point added to the final grade one receives.

“I can handle the workload [of honors classes], but for AP classes I will try to not do too many a year because it means even more exams than usual,” Stemmle remarked.

While AP classes do look good on college applications, counselors recommend students take those which draw their attention.

“There was a report that came out a few years ago that 5 AP’s is more than enough for UNC admissions. That said, I believe students should take the AP courses they are interested in and they feel they will be successful in. If they have the work ethic and desire to try, go for it!”

Chambers elaborated.

In regards to pathways, students are often just moved up to the next class. While they must have one pathway for their entire high school career, a student may want to switch one of their other electives.

“If a student wants to change an art class, we have a wait list. If there is room then a student can enter the beginning class,” Chambers explained.

To balance out rigorous and potentially strenuous classes, some reserve at least one elective they take to be relaxing and of interest to them. This could be art, dance, or theater, among other offered classes.

“I have always loved playing music, so three music classes every day is pretty fun. Music is such a great way to express yourself and these electives have definitely been an outlet,” Stemmle added.

As students finalize their courses for next year, they are also considering what their schedule may look like. They hope for one that benefits them the most.

“I wish the core classes were all at the start of the day, with electives at the end… I am kind of drained by the time the final bell rings,” Stemmle communicated.

Overall, many students believe this past year has been successful considering all the challenges thrown their way. They now look towards the future optimistically.

“This year was great for me, but I feel like I've just dipped my toe in the water in terms of what this school has to offer… hopefully it’s smooth sailing going forward,” Stemmle concluded.

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From classrooms to Chromebooks: education in the age of tech

BY LIAM JONES Students file into a classroom. Instead of pulling out a textbook to learn, they watch videos and submit assignments on their Chromebooks. Technologies such as these have transformed education around the world.

Ever since the start of COVID-19, schools around the world have begun to incorporate more technology into their classrooms. This has allowed schools to educate and organize classrooms in ways that they weren’t able to before.

“Durham Public Schools is committed to ‘1 to 1’ - a widespread public schools initiative where there is a device for every student.

Chromebooks, with their affordability, durability, and accessibility are likely the go-to tool for meeting this objective in the near future,” said Matthew Townsend, the Instructional Technology Facilitator at DSA. The DPS One-to-One initiative began in the 2020-2021 school year, where the board of education authorized a purchase of over 20,000 Chromebooks in order to provide a device for every student.

“The Chromebook purchase is part of a comprehensive digital learning strategy that will require significant additional funds from public sources and community supporters to ensure that all DPS students have access to devices and connectivity, skills, and highquality instruction,” read the DPS One-to-One announcement.

Chromebooks are an effective organization tool and have many resources, which have allowed students to easily access their school materials and assignments.

“I like how convenient it is to have all of my classwork in one location on my chromebook. It makes it easier to stay organized and access class materials. However, if my chromebook dies or I forget it at home, I lose access to everything at once,” observed Ember Jones, a senior at DSA. One of the main advantages of using technology is its interactive capability. Commonly used software such as Nearpod, Edpuzzle, Kahoot, and Youtube grant a greater interactive experience and variety than using a textbook.

“On the software side, Chromebooks allow access to individualized, collaborative, and multimodal learning opportunities… Chromebooks open up additional learning pathways for students that can lend to their individual strengths,” explained Townsend.

As time passes, Chromebooks begin to wear and slow down.

DSA is currently planning on replacing the oldest Chromebooks in the fall. These newer Chromebooks should have better performance than the used ones currently in use.

“My chromebook has been super slow lately. It takes forever to pull up pages and to load things, and it seems to be physically coming apart a little bit on the edges. It still works pretty well, but it’s definitely having more issues than before,” stated Jones.

DSA is currently planning on using Chromebooks and other technology in future years.

“Technology is a tool and it is not always the most appropriate tool for a given learning objective. But where technology can shine, there is the potential for a huge impact on student learning and achievement,” remarked Townsend.

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March Madness Spotlight UNC Tar Heels 3.2%

1%

3.17% of brackets had UNC making it to the Final Four.

0.97% of brackets had UNC making it to the NCAA Championship.

Miami Hurricanes 9.3%

9.29% of brackets had Miami making it to the Sweet Sixteen.

3.9%

3.9% of brackets had Miami making it to the Elite Eight.

Gonzaga Bulldogs 93.7%

93.67% of brackets had Gonzaga making it to the Sweet Sixteen.

30.3%

30.26% of brackets had Gonzaga winning the NCAA Championship.

A surprise team this season, the Tar Heels had a historic run in the NCAA Championship before falling just short of the Kansas Jayhawks. They have 2 veteran players coming back to finish their senior season.

Key Wins: Duke, Baylor, UCLA

The second most surprising team in the tourney, the Canes upset many brackets and rolled their way into the Elite Eight. They lost to the tournament winners, the Kansas Jayhawks. Their 3 point shooter carried them throughout the tourney.

Key Wins: Iowa State, LSU, Auburn

Coming into the tournament, Gonzaga was number one and fans had high hopes.

They were disappointed when Gonzaga fell short in the Sweet Sixteen to Arkansas.

Key Wins: Georgia State, Memphis

-All information credited to March Madness Instagram Page (@marchmadnessmbb)

Duke Blue Devils 17.3%

6.5%

17.31% of brackets had Duke making it to the NCAA Final Four.

Many people didn't have Duke going far due to the inexperience of the freshman. Nonetheless the team danced their way to the Final Four before losing to their arch-rival UNC.

Key Wins: Texas Tech, 6.52% of brackets had Arkansas, Michigan State Duke making it to the NCAA Championship.

Saint Peter's Peacocks 0.9%

0.87% of brackets had Saint Peter's making it to the Elite Eight.

3%

3.04% of brackets had Saint Peter's defeating Kentucky.

Kansas Jayhawks 42.7%

42.79% of brackets had Kansas making it to the Final Four

14.2%

14.19% of brackets had Kansas making it to the NCAA Championship

Probably the most surprising team in the tourney, this team came in as the 15 seed. They upset teams like Kentucky and Purdue, but their run ended when they lost to UNC in the Elite Eight. They were the first 15 seed to go to the Elite Eight.

Key Wins: Kentucky, Murray State, Purdue

The Kansas Jayhawks were the nation's favorite to win.

They had a strong regular season, cruising through the tourney games. They came back from a 16 point deficit, the most in NCAA History, to beat UNC and win their 4th championship.

Key Wins: UNC, Miami, Villanova

Credit: Srikar Kaligotla

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Student artists paint the way at DSA

BY SAM BARTLETT After online school, many things at Durham School of the Arts haven’t been the same, but arts have returned full swing.

In the 2021-2022 school year, many arts pathways have continued to flourish and compete in local events, including the visual arts pathway. While team/group competitions aren’t as common in these classes as others like dance or band, individual students have submitted work to projects, competitions, and exhibitions. Two students in particular have seen successful with their art within and outside DSA. One such student is Brittania Whittick, a junior at DSA who had a self portrait displayed at the Durham’s Finest exhibition at North Carolina Central University.

“I found out about Durham's Finest exhibition through my Art teacher Mr. Watson, after I submitted my self-portrait in his class,” Whittick recollected.

The Durham’s Finest exhibition took place at NCCU and lasted sixteen days starting January 22nd. It displayed four twodimensional art pieces from each school in Durham Public Schools. At an arts school like DSA, submission can be competitive, so having your work be one of the select few displayed is a big honor.

“Seeing my work featured at the exhibition has really encouraged me as an artist. I haven't always been proud of the art I've created for school, but this self-portrait quickly became one I am extremely proud of,” Whittick explained.

Whittick says her self-portrait that was exhibited is “the only piece I have created where I was open and vulnerable about my thoughts and feelings,” explaining that, “my self-portrait is centered around my social anxiety and the exhausting thoughts that seem to live in my mind. ” While this level of expression may be new to her, Whittick has been exploring visual arts for a long time.

“What made me begin and grow to love drawing is all thanks to my older sister, Arienna Whittick, who graduated from DSA last year. When we were smaller, the two of us would paint with watercolors together for hours and hours on end,” Whittick continued.

Whittick has seen considerable success recently, but she isn’t the only one. Jasmine Parker is another visual

"Seeing my work featured at the exhibition has really encouraged me as an artist."

-Brittania Whittick

PHOTO CREDIT: SAM BARTLETT Whittick’s self-portrait (center) hangs among other pieces in Dr. Tobias’s office. This piece continues to impress and has been taken for exhibition several times.

artist exploring her pathway both within and outside of the walls of DSA, through The Beautiful Project.

“The Beautiful Project connects to my visual arts pathway at DSA by allowing me room to voice my imagination and emotions. Those two things are very essential to my art pieces, especially for my portfolio this year,” Parker commented.

The Beautiful Project is a program that holds writing and photography workshops to support the ability of Black women to express themselves.

“Pertaining to anxiety, I wanted to transform the emotions that overwhelm me into something I am able to show through a piece."

-Jasmine Parker

“I found out about The Beautiful Project through my counselor that coaches me through determining whether or not I should apply to certain programs.

What made me want to join is the overwhelming amount of security and light that came when I realized The Beautiful Project was

a one in a million experience,” Parker said.

Parker’s passion for representation was realized

through the workshops, meditations, and awareness activities of the project. Parker also mentioned she feels more confident about making herself understood. The Beautiful Project also links to her work at DSA. In the visual arts pathway, Parker likes to work on pieces that express her emotions and allow her to get her feelings out in a productive way.

“Pertaining to anxiety, I wanted to transform the emotions that overwhelm me into something I am able to show through a piece. This piece helped me work through the anxiety I was having about graduation, when I have to do announcements, and even when I am at a store. I wanted people to know that it is normal to be nervous, it is normal to have emotions, and it is normal to work and talk about how you feel,” Parker remarked.

Parker enjoys the abstract art she is able to experiment with at DSA, especially after The Beautiful Project opened her up to new ideas about expression and representation. Parker hopes to continue her passion in the future outside of the classroom setting.

“I do not like feeling forced to produce art because of the connection I have with my pieces. I will not be going to college for visual arts. I will be creating wherever I feel comfortable and inspired because that is what I have been taught. The feeling that comes with creating something from your bare hands is indescribable,” Parker concluded.

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DSA Athletics

PHOTO CREDIT: ELLA PERIN DSA Sunrise partnered with Durham Sunrise to host a march on March 25th in downtown Durham.

DSA youth race to combat climate change

BY MORGAN ROYSTER Rising temperatures, melting icebergs, severe storms, and droughts. Climate change feels inevitable, but the Sunrise Club at DSA is pushing to make a change within the community.

Climate change is the long-term shift in weather patterns and temperatures that happens naturally on a geological time scale but is being exacerbated by human activities. The Sunrise Club at DSA, started by Ella Perin and Chloe Daniel, aims to give students a chance to make an impact in the global fight to stop human-caused climate change. Students can freely express the way that they feel and learn how they can work towards a better climate.

“I think [climate change] is something that the media and society in general view as something that cannot be changed,” Ella Perin, a junior at DSA and one of the club's cofounders, stated.

Perin views climate change with an open mind and is focused more on what she can do rather than what she can't, something she feels the media is lacking.

“I feel like [the way the media covers climate change] is a negative way to view it because there are a lot of things that we can do, even if a lot of it is irreversible, there are a lot of opportunities...We should not view it in a negative way because we as young people are going to be affected the most,” Perin explained Chloe Daniel, a junior at DSA and the club's other co-founder, and Perin started out by taking part in the Absorption Team for Sunrise Durham, which gave them the idea to start a branch at DSA. The duo were also inspired by Jordan High School in Durham, which also has a Sunrise Club.

“Seeing that Sunrise Jordan was able to successfully plan so many actions and make a change

with a small group of people was so inspiring for us,” Perin stated. Daniel added, “A big goal of Sunrise is for more schools to open up hubs so we opened up one at DSA." Daniel and Perin specifically chose to become involved in the Sunrise movement because the organization is also focused on how people from low income areas and how minorities are impacted by climate change. Perin and Daniel plan to start projects, paint murals, organize protests, etc. with the help of the members of Sunrise DSA and the Durham community.

“Everyone has to take a little step. I feel like Sunrise can make a difference in our local area.

Hopefully we can convince Duke Energy to switch to renewable resources and make sure that people in lower income areas also have what they need,” Daniel elaborated.

Ms. Linton, a DSA environmental science teacher and the supervisor of the club, is excited to be a part of the Sunrise Movement within DSA. She echoes Daniel and Perin's beliefs that Sunrise is the first step towards making lasting change.

“Each individual person making small lifestyle changes will not be the solution. However, people coming together in groups like the Sunrise Movement to ask for systemic changes is one of the best ways an individual can make a change,” Linton stated.

Ms. Linton also views the Sunrise Club as potentially an inspiration to others.

“I think the Sunrise Movement can help to show that every voice matters and that you can find creative outlets to share your voice,” Linton concluded.

Text @dsasunrise to 81010 to join the club Remind!

Continued from page 2 into the indoor season I didn't realize how much I had improved. It's hard to gauge how much your speed has improved when you have been running long distances for a whole season. Even towards the beginning of the indoor season there was not necessarily a big improvement. Then after the winter break, I got COVID and was out for two weeks. That really pushed me because I didn't want to fall behind. I [was able to] focus on the skills I wanted to improve on.

What do you love about running? Is there a particular reason you started doing so?

AJ: There is always a chance to improve yourself.

There are certain things you can do to improve your performance. You can look at a race and see what you need to work on. When you are doing a team sport it can be a little bit different. With track it's a lot about your mindset and what you can do to improve yourself.

Who pushes you in a competitive aspect?

AJ: There is this one kid who doesn't go here, but last year in the outdoor season he beat me in the 400 every single time. [During that time] a friend of mine, Liam Markham, was telling me, "at that point it's not a matter of skills, it's a matter of mindset. He had the mindset." Going into now, I [am looking forward to] racing him again.

How do you balance your grades, track, a job?

AJ: It can be challenging at times. My brother is now going to law school, [he is the one who] has taught me to push myself. I take opportunities and know what my limit is so I am able to balance it out.

What are ways sports have allowed you to become a leader?

AJ: I became a captain my sophomore year and with that a lot of responsibility and leadership [came]. It took a little bit of navigating because you want to show your leadership but you don't want to be overbearing. I am still navigating those waters, but I try to encourage the best I can and draw out my teammates' potential; while giving them time to grow on their own.

How do your friends and family support you?

AJ: So many people have taught me. My coach has always been supportive. When I was a freshman, there was a senior who got me hooked on the 400 meter and 500 meter races which I focus on now. He told me I had potential, and took me under his wing. I [still] strive to be like him. My teammates, Margret Ann, Ella, Sam, Nolan, have laid the groundwork. Going into freshman year I didn't know what I was doing, but they took me in, encouraged me, and pushed me.

Do you have any aspirations for sports in college?

AJ: I have considered running in college. If I am recruited I will definitely take that. My coach said that with my grades and athletic ability I will definitely have a shot at getting into the college I want to. It would be cool to race against some really talented athletes.

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HOW DID WE GET HERE? 1917

1932-33

Fall of the Russian Empire

Stalin causes Holodomor

USSR occupation of Ukraine

Russia creates the USSR

Nazi occupation of Ukraine

1922

1941

1917

Fall of the Russian Empire

Throughout Russia, civil unrest caused by WWI led to the creation and support of far-left groups such as the Bolsheviks.

These groups forced Czar Nicholas II (a member of the ruling Romanov family) to abdicate the throne, ending the Russian Empire. During the Russian Civil War (1917-22), the Bolsheviks maintained control of the Russian government and the freedom provided by their rule allowed Ukraine to create a Central Rada (Council) in Kyiv. The Central Rada worked to create an autonomous nation, which the Bolsheviks pushed back against until 1918 when the Central Rada proclaimed the creation of the Ukrainian National Republic.

1922

1944

KEY UKRAINIAN INDEPENDENCE RUSSIAN OCCUPATION NAZI OCCUPATION

Russia creates the USSR

The USSR (Union of Soviet Socialist Republics) was the first country based in Marxist ideals. Founded by Vladimir Lenin, creator of the Bolshevik party, the USSR was originally comprised of Russia, Ukraine and the Transcaucasia (Georgia, Armenia and Azerbaijan).

1922-23

Stalin causes Holomodor

Holodomor, a combination of the Ukrainian terms for "hunger" and "extermination", is the title given to the Great Famine caused by the collectivization of agriculture. Stalin forced peasants throughout the USSR to give up their land, resulting in a decrease

in agricultural output and leading to food shortages. These shortages caused widespread civil unrest and rebellion, especially in Ukraine. The USSR attempted to stop these rebellions by passing laws targeting Ukraine, such as preventing Ukraine from receiving aid and ransacking homes of anything edible. In the end, 5 million people died across the USSR, 3.9 million of which were Ukrainians.

1941

Nazi occupation of Ukraine

During WWII, Germany successfully invaded and occupied Ukraine. Some Ukrainians aligned themselves with the Nazis, aiding in the Holocaust, in hopes that their quality of life would improve.

This hope was shattered when the Nazis

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2022

RUSSIA'S WAR ON UKRAINE

Russia invades Ukraine

BY VIOLET DEWIRE AND LAYLA NIBLOCK

E-

--

SOURCES Smithsonian Magazine (smithsonianmag.com) The New York Times (nytimes.com) The New Yorker (newyorker.com)

Britannica (britannica.com) HISTORY (history.com) PBS (pbs.org)

quickly implemented draconian polices.

Ukrainian Jews were massacred, some Ukrainians were shipped to Germany in servitude and education and cultural activities were limited. Underground nationalist cells quickly formed even under the threat of execution. They conducted guerrilla warfare against the Germans and, upon invasion, the Soviets.

1944

USSR occupation of Ukraine

After defeating the Germans at the Battle of Stalingrad in 1943, the Soviets began driving the German army west and out of Ukraine. Late that same year, the Soviets were able to reenter Kyiv-- not without resistance from Ukrainian nationalists-and in early 1944 they had regained control of the entire country.

2014 Russia invades Crimea

Fall of the USSR, Ukraine declares independence

Ukraine works to decommunize

1991

2015

1991

Fall of the USSR

Many factors, including economic reforms by President Mikhail Gorbachev, widespread inflation, high military spending, and an influx of new ideas and opinions led to the USSR's eventual collapse in late 1991. The Ukrainian people voted to leave the USSR, resulting in Ukraine's independence.

2014

Russia invades Crimea

In early 2014, protesters overthrew President Viktor Yanukoyvch due to his Russian sympathies and replaced him with a pro-Western government. Putin then instigated a separatist war over the Ukrainian peninsula of Crimea, breaking

a previous agreement with Ukraine to respect their sovereignty if they gave up their nuclear weapons. Putin's annexation of Crimea pushed Ukrainian favor towards NATO.

2015

Ukraine works to decommunize

In April of 2014 Ukraine passed decommunization laws, which involved the removal of communist monuments and the renaming of some locations to honor Ukrainian nationalists– including those who had participated in the Holocaust.

February 24,

2022

Russia invades Ukraine

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The man in the long black coat: Mr: O’Neal

BY CORMAC BAXTER Those who have been late to their first-period classes in the T-building know of the tall man in the long black coat. He will assertively but respectfully rush one to class when they are running behind.

At Durham School of the Arts, Mr. O’Neal is an interim assistant principal for the 2021-2022 school year. Mr. O’Neal is a Durham Public Schools crown jewel. He has dedicated his career to bettering the school district and came out of retirement to help DSA get back on track for in-person learning.

Q: What inspired you to step in as an interim assistant principal at DSA? A: “I actually began many years ago with my relationship with Mr. Key. Mr. Jim Key and I worked together at Riverside and built a strong relationship over the years, and so back in September, he asked me to come over to give him a hand as it was quite a bit of a challenge coming to DSA. I readily consented to do so and I told him that I would only come for him. I had retired as a principal, so I decided to come on over and give him a hand. When Dr. Tobias came on board, you know, she and I had worked at Riverside together, so we both decided that I’d just stay on board and give her a hand.”

Q: Many students are curious: what is your role at DSA right now?

A: “I do whatever needs to be done. I’m a disciplinarian, a troubleshooter, and I do any administrative task that I’m assigned to do by Dr. Tobias."

Q: What are your connections to the city of Durham?

A: “I was born and raised here in Durham. I’ve spent all of my life except for maybe a year and a half here in

Durham. I graduated from Hillside, went to [NC] Central, did my undergraduate and graduate work there, started teaching in 1974 at Little River as a 6thgrade teacher, and later became an assistant principal.

After that, I went downtown to the central office and became an instructional supervisor. I took care of athletics, I took care of the education, physical education, health education, safety, and textbooks for the entire school system. I had all of that under my belt but I had a staff that worked with me to make sure that that happened. I eventually wound up as the principal of Lakeview Alternative School. I retired from that after about 42 years.”

Q: What has been your perspective of DSA, and what do you think the school should work on to keep up its trend of continuous improvement?

A: “One of the things that concerns me is safety and security. I’m hoping that we can tighten that up as best we can. Hopefully, as the plans are made for the new DSA building that there will be a safe and secure environment. That to me is a major issue around here.

There are too many buildings and too few people to monitor them efficiently and effectively. We’re in the middle of downtown Durham, where there are many undesirables in and around the campus.”

Q: What have you liked best about working at DSA this year?

A: “What has been most impressive is the respect that the children show. I have worked, since I retired and before I retired, in many different settings, but by far the kids here: they say thank you, and they are courteous. I just enjoy being here.”

PHOTO CREDIT: CORMAC BAXTER Mr. O’Neal stands in the cafeteria, answering questions from two student reporters. In the mornings, he is out and about and one can find him in a variety of places.

PHOTO CREDIT: KENDRA O'NEAL PHILLIPS Mr. O’Neal sits with his wife of almost 48 years at his wife’s retirement dinner in 2005. She was a DPS Kindergarten teacher for 35 years. The O’Neal family has been a huge part of Durham Public Schools.

Latinx student union amplifies the voices of minority groups

BY XOCHITL GRANDE

PHOTO CREDIT: XOCHITL GRANDE David Fernandez, the President of Latinx Student Union, created the club as a safe space for students to talk about their culture.

A Latinx student walks in the room full of whispers, an unknown language they only heard of through television–a completely different world. In the classroom there are several voices, but none that sound like home.

The term “Latinx” refers to a person who is of Latin American origin or descent. For many Latinx students, English is their second language and growing up in the American school system is not easy. The Latinx community is a minority group, many of which consist of first generation students who are

learning how to adapt to the world of being part of two different cultures when at home and school. ¨I wanted to create a safe space for students of Latinx backgrounds to discuss issues within the Latinx community and acknowledge issues that have been put against Latinx students in the school system,¨ David Fernandez emphasized.

The Latinx Union club was created to focus on the Latinx students of DSA. Not only does the club hope to bring attention to

SPRING EDITION 2022 festivals, but also to other parts of the culture that are not always seen in school. ¨I feel that there's more than Dia de Los Muertos to Latin American culture and there's so much to different cultures to different countries…I hope to bring more representation from other Latino communities and not just my own [Mexican] culture,” Fernandez mentioned.

During club meetings, the club speaks about issues the Latinx community faces both inside and outside of school, including the availability of translated school resources and documents. ¨Whenever I do permission slips I always have one side English and the other Spanish and so sometimes it's a big three page document, but it is good to have translations,¨ Lesley Mace, teacher advisor for the Latinx club added.¨ On a different note, there are many aspects of the Latinx culture which affect student daily life. Gender role expectations in Latinx households can create stressful environments for students, which can negatively affect their mental health. ¨There's this Machista perspective where a lot of males in the Latinx community can't publicly cry or show much expression because it's ´what girls do´, I think it's important to advocate for these students and make it a safe space in the school,¨ Fernandez mentioned.

On the other hand, females also face issues with how to act in social events, which can affect their level of selfconfidence and worth. ¨Women or girls in Latinx communities are told that they have their place, just as men are also told that but they come from two different ends. At least from my experience [as a female] it's just to sit there and listen and if you're not doing that then you're doing something wrong,¨ Sofia Alfaro, sophomore member of the club explained.

One by one, the club is working together to find a community in the school where Latinx students are able to discuss different topics and provide advice for each other. ¨I want to show unity within the Latinx student body at DSA. and how together we can work out issues,¨ Fernandez concluded.

"I think it's important to advocate for these students and make it a safe space in the school."

- David Fernandez

THE GALLERY

PHOTO CREDIT: PBS

Fahrenheit 451 in 2022 IONA TURKAL AND LAYLA NIBLOCK

Book banning brings to mind works of dystopian fiction, such as Fahrenheit 451 and 1984. Yet in 2021, 1,594 individual books were challenged across the country.

Though the U.S. was founded on the principle of freedom of speech, book banning still occurs when individuals or entities prevent access to certain titles. This most commonly occurs when community members push back against public or school libraries housing books with “explicit” or “controversial” content.

“Books are challenged, restricted, and banned for a number of reasons.

Over the last decade books have been challenged because of vulgar language, a variety of LGBTQIA+ content, sexual referrences, magic and witchcraft, among other things,” Kimberly Gugino, the head librarian at DSA, explained.

The American Library Association, which is the organization that receives these challenges, reported that Gender Queer was the most challenged book of 2021. The comic book, written by Maia Kobabe, is a memoir that grapples with the hardships of being nonbinary in a binary society. The book has been challenged due to the sexually explicit drawings it contains.

“It seems that the content that is most often challenged relate to ideas that certain groups of people fear young people reading about such as

LGBTQ issues, sexual situations, race issues, or standing up to authority. It seems to me that often people challenge books because they are uncomfortable with change, and books make an easy target and scapegoat,” Amber Nile, an AP English teacher at DSA, elaborated.

Though the American Library Association operates on a national level, in most cases, book banning occurs on a much smaller scale.

Recently in Tennessee, a school board voted unanimously to ban Maus. The Puiltzer Prize winning graphic novel depicts the atrocities of the Holocaust by presenting Jewish people as mice and Nazi solders as cats.

“I am disheartened any time a person or organization wants to remove access to information and ideas found in books. I think that access to information and ideas particularly through books is necessary to building and maintaining a democratic society,” Gugino remarked.

It is easy for people to grow complacent and assume that one's right to freedom of expression is a given in today’s society. There are dangers in this assumption, as book banning can happen anywhere.

“We have had books challenged informally at several schools over the years, but to the best of my knowledge we have not had formal

PAGE 10 challenges in a very long time. I’m sure formal challenges have happened in the past, I am just not aware of any specific instances,” Gugino shared.

Durham Public Schools’ School Board Policies contains the formal process for challenging materials.

DPS gives educators the final say when a material has been challenged and a book will only be removed if it “violates the constitutional or other legal rights of a parent or student.”

“One of the things I really appreciate about working in Durham Public Schools is that for the most part teachers, administrators, central office leadership, and our school board seem to align in our philosophy to protect students' right to access ideas and information both in the classroom and in school libraries,” Gugino stated.

School libraries are one of the most important resources for young learners, providing books, community and privacy. Books can be expensive, and access to community libraries requires time and transportation.

“We all have a responsibility to protect democracy."- Gugino “Books are a powerful way to understand others and ourselves, and it shouldn't be up to small groups of parents or politicians to decide what books are inappropriate for everyone.

It is important for books to be available to students, so they can both see themselves represented in literature, and so they can build understanding of others and the world around them,” Nile expressed.

If some books are banned, many wonder what will prevent many more books from being banned, infringing on the freedom of the press promised by the first amendment.

“We all have a responsibility to protect democracy. I think what we are seeing is our complacency in this responsibility - we have taken access to information and ideas, frankly a lot of other elements of democracy as well, for granted,” Gugino concluded.

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Students take gold at 2022 Special Olympics

BY HAU TUNG The crowd roars and cheers as the Olympian crosses the finish line. The track star has just won the gold medal and is being embraced by both their coach and their teachers. As they stand on the podium to receive their awards the crowd cheers, proud of each athlete and their placement.

The Special Olympics was first founded in 1968 by Eunice Kennedy Shriver. She created this event to help showcase the athletic capabilities of individuals affected by intellectual and physical disabilities internationally. These events are hosted locally and allow individuals to come together and showcase their skills. This year's Special Olympics were the first time the DSA HOMIES came out and cheered for their peers. The competition took place at Durham Academy and students from all over the county participated in a variety of sports and activities, including track and field, kickball and ultimate frisbee. There were also face painting and quiet stations for students to relax and hang out. Congratulations to all the competitors at this year's event!

PHOTO CREDIT: HAU TUNG

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Drawing the lines: the power of a fair redistricting process

BY VIOLET DEWIRE As the gavel dropped on this year’s redistricting process, North Carolina made history– changing not only voting maps, but how North Carolina communities make their voices heard.

On February 4th, 2022, North Carolina’s Supreme Court voted to remove its current voting district maps, deeming them unconstitutional for partisan gerrymandering. New maps were accepted just a few weeks later (though advocates argue they continue to be unfair) and new legislative and congressional districts are in place for now. This process of periodically redrawing state voting districts– called “redistricting” – can be a complicated subject, but is a crucial part of our representation in the local and federal government.

“Redistricting is our once-in-a-decade process of accounting for state-level population changes to draw new district maps from the federal to the local level. It impacts how funding is distributed for everything from healthcare to schools and roads,” Gino Nuzzolillo, Communications Advocate at the Southern Coalition for Social Justice, stated.

North Carolina, like every other state in the U.S., has three types of voting districts; each one is responsible for the state’s representation in the state and federal government. Residents of each district vote for their representatives– thus the term “voting district”– so the ways that these districts are drawn can have a large impact on who is elected as representatives, and thus what that state chooses to support.

“The districts drawn during this cycle will impact and shape our lives for the next decade and directly influence how resources are distributed to North Carolina's communities,” Nuzzolillo commented.

Historically, Southern states like North Carolina have had some checks on their power to draw district maps in the federal government’s attempt to prevent racial gerrymandering. However, in the 2013 Supreme Court case Shelby County v. Holder, these checks were removed– leaving every state in the U.S. able to make voting changes without seeking pre-approval from the federal government.

“In an unfair redistricting process, communities lose their ability to hold elected officials accountable to the kinds of policies we need, such as increases in living wages, cancellation of student debt, or a serious investment in combating climate change,” Nuzzolillo mentioned.

Redistricting is a complicated subject, but

PHOTO CREDIT: NC POLICY WATCH A newly drawn map of congressional voting districts in NC shows how the state will be represented in the United States Congress. knowing how these kinds of processes work (and how they can be exploited) is a crucial part of being an informed and active citizen.

“A democracy is a government of the people. If the people don't know or don't care, then those that do know and care are going to make decisions that affect the rest of us,” Leah Amos, AP Government teacher at DSA, stated.

Because voting districts help to determine what the state government as a whole chooses to support, redistricting also impacts schools. The distribution of funding, maintenance of school programs, and district or state-wide rules and mandates are directly influenced by the voting demographics of each district. It is important for students, especially those of voting age, to be aware of these impacts.

“From day one of our class, I remind students that knowledge is power. [Redistricting] may seem irrelevant at the moment as we are learning the nuts and bolts about it, but it has real-world implications that affect our lives,” Amos noted.

The gerrymandering of voting districts in North Carolina have also had an impact on decisions made to ban the discussion of critical race theory in schools.

“Gerrymandering prevents hundreds of thousands of North Carolinians from being able to tell their legislators that they support a more honest accounting of American history in our schools — they are effectively disenfranchised from being heard on the issue when lawmakers have no incentive to listen to them,” Nuzzolillo mentioned.

Redistricting has far-reaching impacts on all kinds of issues, and being knowledgeable about it is just one part of being able to advocate for change.

“You find an issue you care about, and you find a way to educate others about it or create change to make the world a little better… It doesn't mean you always win, agree with everyone else, or get what you want, but you're knowledgeable and informed. That's the power in a democracy,” Amos concluded.

PHOTO CREDIT: DELPHINE LIU Even after the mask mandate has been lifted, Eva Leasure and Chloe Martin are wearing their masks. In Mr. Cross's class, where desks are closer together, many people take more precautions.

The great unmasking

BY SRIKAR KALIGOTLA AND DELPHINE LIU As Spring approaches, temperatures are on the rise; COVID-19 cases are on the decline. Will they stay that way?

The disease that has caused us to wear masks everywhere we go, might be waning enough to allow us to take them off. In February 2022, the CDC announced that masking was no longer necessary indoors in areas of lowrisk. As of Monday April 11th, masks are completely optional in all Durham Public Schools. Now, the decision rests on the students and their families. People who take their masks off will be taking a 'step towards normalcy', the rest will remain more cautious about COVID. Students and teachers across the district have differing opinions about which option they will choose.

“I am happy about not being required to wear masks anymore. At first, I was a bit anxious,” Daniel Palencia, a student at Holly Springs High School, remarked.

In the Wake County school district, masks have been optional for a few months. When masks become optional at DSA, people might consider a variety of factors to determine whether or not they wear masks.

"A lot of people will make their decision depending on what their friends do," Ava Downs, a DSA senior, commented.

The choice may not seem so clear cut to students.

Friends and social groups can greatly affect their thought processes.

"For my own personal health reasons, I would feel more comfortable wearing it at school. I have gotten used to it this year." Downs stated.

Many students and teachers are immunocompromised or live with people who are.

"I am definitely going to start with my mask on. I live in a household with several people who are in high risk categories, so at least for a while I will keep my mask on," Mr. Nabors, a DSA chorus teacher, said.

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The chorus teachers have had their fair share of COVID19 problems. Masking has greatly affected singing and changed the way the chorus operates.

"There is a lot of figuring out how to breathe. [The mask] covers up a lot of the sound that people are used to putting out. The hardest thing about teaching with a mask, is that so much of what we do in chorus is to help people shape their vowel... [not being able to demonstrate this]...has been a real struggle," Nabors confirmed.

Mr. Nabors also pointed out that having a mask optional choir won't fix problems, instead, it will create others.

Despite this, he plans on accepting different courses of action, and believes both choices are 'perfectly fine'.

“For me personally masks have not bothered me. The only time I have taken my mask off at school is when I am [being a] teacher's assistant in Gym,” Collin Davis, a senior at DSA, stated.

The minor inconveniences of masks don't bother Davis, and he doesn't mind the stricter COVID-19 policies that DPS has held throughout the year. Many teachers have agreed with Davis, stating to their classes that they highly recommend their students wear masks.

“I think we have the right to do whatever we want but the person making the choices should know the consequences of not making the other choice,” Davis commented.

There is no doubt that the lifting of the mask mandate will change the way DSA runs. In a small way, it will bring us back to typical American high school life.

“I think it is a great thing [COVID-19] cases are at an all time low but it is not going to completely disappear,” Davis concluded.

Collaboration in COVID care

PHOTO CREDIT: DELPHINE LIU During school hours, Ashton Liu keeps his mask on. But, after school and outside, he feels a little more relaxed taking it off.

PHOTO CREDIT: LAYLA NIBLOCK All students that register for testing are given a Mako Medical badge. On the badge is a number that identifies the student’s test and results.

BY LAYLA NIBLOCK Students wearing masks arrange themselves in neat lines, approaching each testing station in an orderly manner.

Once at the front, they state their number and their nose is swabbed. This dystopian scene takes place every Wednesday at DSA. Once a week, Mako Medical sets up shop in front of Weaver Auditorium to administer COVID tests to registered students. These tests collect important data and are one of the tools used by DPS to keep students in school. However, this data is only useful if it is current and trusted.

Throughout the year there have been some issues with the testing; from results being sent to students that didn't get tested to students in a positive pool coming back to school to get retested. Luckily, Mako has worked to remedy these issues and make testing more accessible to students.

“At first, I felt uncomfortable getting tested because I noticed they weren't sanitizing

testing to schools throughout their hands in between testing, but now I feel more comfortable because I see that they're wearing gloves and use hand sanitizer in between each swab,” Elizabeth Lischer, an 11th grader at DSA, observed.

Lischer, like so many other students, relies on Mako Medical for COVID testing each week, as there are a limited number of athome tests available. Earlier in the school year, Mako’s testing process could take a full class period, causing students to miss crucial class time.

“For the past few weeks, [getting tested] has been very convenient. I have been able to stop and get tested while walking to class and still get there on time. In the past, I've had to wait in line for upwards of half an hour, so they've definitely made some improvements,” Lischer elaborated.

One of these improvements includes rapid retesting for students that are in a positive pool. Mako Medical offers pool

North Carolina in order to cut costs, meaning multiple student swabs are placed in each test. If a pool comes up positive, then all of the students are retested.

“I believe that their testing process is mostly effective. Their initial pooled testing has worked well for me so far, but I haven't had to be re-tested at all yet,” Lischer explained.

These improvements to the testing process are important, as COVID testing is a powerful preventative measure to reduce

"I have been able to stop and get tested while walking to class and still get there on time."

- Elizabeth Lischer the spread of COVID. But even with the improvements that have been made, there are always more that can be done to make the process more accessible and appealing to students.

“We could possibly have more testers to make it more efficient.

Having testing only one day a week is still a handicap for some students. This is why I asked [Mako] to be available at more times during the day. But Mako has been very cooperative, with adjusting when we needed them to add more time,” Dr. Tobias, the principal of DSA, elaborated.

Dr. Tobias has been getting tested since the service started in hopes of encouraging more students to do so.

“I interact with many people, so I look at it as my responsibility to get tested, especially since it is readily available at school. It takes time during the school day, but until our cases become low and we can remove masks, I feel that it is a good thing to do,” Tobias concluded.

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Short Story Spotlight A Quiet August Twilight and the End of the World

BY EMBER JONES The sun sets, gold and deep in the sky.

My shadow stretches long behind me and there is something strange & webbed pulsing inside my own head.

The grapes & tomatoes on the vines that crawl along the fence are too sunwarmed & rotten to eat anymore, and they drop to the ground, swollen & sweet, to be devoured by ants.

Absentmindedly, I roll a wrinkled fruit between the pads of my fingers and feel the sharp, fleeting pain of an ant’s bite on the skin between my forefinger & thumb and see the silvery shine of its back in the dying light of dusk.

Here, I wait.

I feel the weight of the shadowless right next to the dark bruise that I leave behind me on the dry, shimmering grass below and the silence, heavy with thunderstorms, and the golden space I left unfilled that strange August evening.

Murder on the Earth Express

BY ZACH BENSON We are killing you.

Your majesty is being murdered.

The ruler of this Earth.

The one who sends destructive typhoons, The one who makes the breaking of states, This destroyer of worlds who rules our world Will perish, unfurl, and end.

We are killing you.

The life you harbor is Gone, with the wind, they have become martyrs In this civil war Between civility and our modern 'terra firma' Which is not all that 'firma,' as we have cracked it And hacked and fracked and bit and chewed, Ate every inch of coal and grew our factories, Through smog and smoke, factually, we will continue to kill You. And your friend Forest.

Your plants, your animals, your majesty, Your power is nothing compared to ours, We now rule this domain.

Goodbye ocean, goodbye sea, all we see are Pools.

Of plastic.

I feel the scar I ripped in the world when I opened my eyes, harboring behind them the things that shouldn’t be able to exist, but do; a parasite inside my own mind, as ancient as human emotion and older than the brittle white bones in our bodies.

But I know instinctively that they are no longer my bones, and this body is no longer mine.

I peer inside and I know it’s ready to bring an entire realm to its knees.

So here I wait, pensive in the exuberant silence, for the end of the world. And it comes slowly, without hurry, creeping along the horizon, standing tall on its hind legs.

It comes to bring us freedom.

ART CREDIT: VIOLET DEWIRE

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