Falconer October Issue 2021

Vol. 47, Issue 2, 24 pages

Friday, October 29, 2021

No Place Like Home HOMECOMING on A2

SPORTS & REOPENING on A2

PHOTO BY JESSICA YU

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You never stop being that little kid trying to wear boots far too big for you, trying to be the adult that’s not there.

PERSONAL PERSPECTIVE, A8

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A2 the falconer

news

october 29, 2021

TORREY-Chella

PHOTO BY JESSICA YU/FALCONER

Homecoming Dance

Jerry Wu

COPY EDITOR

The Torrey-Chella Homecoming dance, hosted by ASB, took place on Oct. 16 from 7 p.m. to 10 p.m. in the TPHS Quad, featuring a wide range of activities.

With schools across the nation having to push back and limit any high school events on campus in the last two years as a result of the pandemic, ASB was adamant about making this year’s Homecoming one of the best yet.

“I think the students are in for an experience that Torrey kids have not had before at a Homecoming,” ASB adviser Jennifer Ryan said in advance of the event. “They are going to come with pretty normal expectations, and I think they are going to be wowed.”

After discussing with the Student Senate and receiving its input through

a Google form, the dance theme landed unanimously on Coachella. “[ASB] liked that it is an easy theme for the dress-up day, and it is easy to

It’s my last year. and I didn’t go last year because of COVID. So I came to the dance with my friends.”

Yuka Kusunoki (12) TPHS STUDENT

address for decorations at the dance,” Ryan said. “It is relevant. It is timely.”

In total, Torrey-Chella sold over 820 tickets, a 60 percent increase over the last TPHS Homecoming dance in 2019. While many underclassmen like Liv Weaver (9) sought to “complete the high school experience” by coming to the dance, juniors and seniors looked forward to it to conclude their high school experience.

“For me, it’s my last year, and I didn’t go last year because of COVID. So I came to the dance with my friends,” Yuka Kusunoki (12) said.

To fit the Coachella theme, students wore bandanas, Hawaiian shirts, denim jeans, among other outfits. Guests were also offered a laser show, as multihued lights shot across campus in all directions. Next to the tables was a vendor serving kettle corn and an ice cream truck offering fruit-flavored popsicles and ice cream sandwiches.

HOMECOMING KING AND QUEEN: Charlie Nelson (12) (representing winner Otto Landrum (12)) and Olivia Schroeder (12) walk down the red carpet at the Homecoming Game on Oct. 15.

PHOTO BY JESSICA YU/FALCONER

FESTIVAL IN THE QUAD: TPHS students dance under purple lights in the quad.

Eight hundred twenty Falcons attended the Coachella-themed dance on Oct. 16.

PHOTO BY JESSICA YU/FALCONER

TORREY-CHELLA OUTFITS: TPHS students dress up in Coachella-themed attire at the Homecoming dance. The famous music festival inspired Homecoming Dance attire.

PHOTO BY JESSICA YU/FALCONER

NEWLY-CROWNED: Charlie Nelson (12) (standing in for absent Otto Landrum (12)) and Olivia Schroeder (12) celebrate after being crowned Homecoming King and Queen.

“The snacks in between are pretty nice. The popsicles are good to get all the sweat off you,” attendee Greta Boatcher (12) said.

In front of the TPHS gym, the hired DJ set up his station on the podium.

Students surrounded the stage, jumping and dancing around in sync with the music.

“The dance floor is great. You have to get into the middle of everyone. That’s where it’s fun,” Brixton Miller (9) said.

Additional activities involved foosball and air hockey tables, and guests played cornhole on the Brixton Milller (9) grass pavilion. TPHS STUDENT Selfie stations and photo booths were also provided.

Many students enjoyed the fun they missed in the last two years.

“It’s really fun, and the atmosphere is great,” Lindsay Van Winkle (11) said.

Students also offered their feedback and suggestions for the dance. Many complained about not being allowed to leave early before 9 p.m.

“A lot of upperclassmen who only

wanted to be here for an hour … have to stay until a certain time and cannot leave past a certain time. So that is a little unappealing to upperclassmen,” Paige Wilson (12) said.

Some students additionally wished there was a traditional dance dress code.

“I wish we got to wear dresses and suits,” Kiera Banks (10) said. “If that was the dress code, I think more people would have come.”

Overall, many expressed their gratitude to ASB for making the dance happen after a long time away from campus.

“For the students, I am excited for them to have a Homecoming dance. Because of COVID, many students did not have a dance, but now they can experience it,” Joelle Vitiello, ASB commissioner of activities and organizer of the dance, said.

Based on their experience, many students plan on coming back to next year’s Homecoming dance.

“100 percent we will come back next year,” Naimah Malone (11) said.

The dance floor is great.

You have to get into the middle of everyone.

That’s where it’s fun.”

tphsfalconer.com

news

the falconer A3

California will require high school ethnic studies Dixie Wallerius

OPINION EDITOR

Governor Gavin Newsom signed a bill requiring ethnic studies as a graduation requirement for all public high school students on Oct. 8, the first governor to do so in the nation.

Assembly Bill 101 will require the 2029-30 graduating class to take a semester-long ethnic studies course to graduate. The course offering will begin during the 2025-26 school year.

“This will further the ‘uncomfortable’ conversation about race and allow students to educate themselves in a steady environment” said BSU President, Ayana Johnson (11).

In March, the California Board of Education approved an ethnic studies curriculum that included various lesson plans and approaches to teaching the material. While the earlier model is not required for students to graduate, schools can choose to offer it.

“This course will allow society to gain information from others’ point of view by adding onto the original historical stories.” said Nylah Knight (11.)

The model curriculum focuses on five marginalized groups: African Americans, Latinos, Asian Americans, Pacific Islanders and Native Americans.

It also allows schools to educate students on communities who are often not included in ethnic studies like Jewish Americans, Arab Americans, Sikh Americans and Armenian Americans.

“Any opportunity we have as human beings, to come together and lower our waterline and talk to each in a real way about real experiences is a good thing.”

TPHS Principal Rob Coppo said The delayed timeline allows schools to prepare for the transition. The state now is in a waiting period for putting the model in place and hiring qualified teachers who can teach the course.

“The new superintendent coming

in is very experienced and can help lead this process.” Coppo said. “It will go through several layers before it’s finalized to be adopted as a class.”

TPHS currently has a social justice class that covers some aspects of marginalized communities, but the

course is not required.

The implementation of an ethnic studies course in public high schools is the first of its kind and will aim to provide students with a more indepth understanding of marginalized communities.

PHOTO BY EMILY SUH/FALCONER

SOCIAL JUSTICE CLASS: Students sit in the TPHS social justice class taught by Michael Montgomery. The Social Studies Dept. will have to develop an Ethnic Studies class before 2025.

California to mandate COVID-19 vaccine for K-12 Regan Guirguis

STAFF WRITER

Gov. Gavin Newsom announced on Oct. 1 that following FDA approval, the COVID-19 vaccine will be a requirement for all K-12 students and staff in California. This vaccine mandate will be added to the list of vaccinations required to attend public schools in person.

“The state already requires that students are vaccinated against viruses that cause measles, mumps and rubella — there’s no reason why we wouldn’t do the same for COVID-19,” Newsom said.

“Vaccines work. It’s why California leads the country in preventing school closures and has the lowest case rates.”

Though this mandate will be enforced at all schools, some families are exempt from getting the vaccine.

“There are exceptions, like if you have medical reasons, religious beliefs, personal beliefs ... So in that respect

they have, to an extent, tried to ease some of that tension that may occur from [the mandate],” Rose Anderson (12), the president of the TPHS Public Health Club, said. “If you have the opportunity and you can, it’s best to get vaccinated because that’s what’s going to help slow the spread and stop the spread of COVID.” In Newsom’s announcement, he said there will be exemptions “for both medical reasons and personal beliefs.”

“You can see that in states with vaccine mandates, the rates are lower and with states without vaccine mandates, the rates are higher,” Principal Robert Coppo said. “So, there seems to be some science behind the mandates. I also very much understand the challenges families are facing, especially with younger kids, about having to implement a new vaccine.”

There have been differing opinions on the vaccine mandate. For example,

there have already been lawsuits against the San Diego Unified School District, which has begun to require all students ages 16 and up to be fully vaccinated against COVID-19.

Following the approval of the FDA, the mandate will go into effect on either January 1 or July 1, 2022. As of right now, the SDUHSD has yet to implement the mandate for the approved ages.

PHOTO BY EMILY SUH/FALCONER

CALIFONIA REQUIRES VACCINE: A vaccination card sits among student homework and other supplies. There have already been parties who plan to oppose the student vaccine mandate.

Free menstrual products to be required by state law Helene Gao

FEATURE EDITOR

California public schools and colleges will be required to provide free menstrual products in their bathrooms in a law signed by Gov. Gavin Newsom on Oct. 8.

Assembly Bill 367, or the Menstrual Equity for All Act, will go into effect in the 2022-23 academic year and expands upon a 2017 law that required pads and tampons to be available for free in low-income schools. Public schools grades 6-12, community colleges and the California State University and University of California systems will now be included.

“Our biology doesn’t always send an advanced warning when we’re about to start menstruating, which often means we need to stop whatever we’re doing and deal with a period,” author of the legislation, Assemblywoman Cristina Garcia, said on CNN.

California also repealed a tax on menstrual products that Garcia estimated cost menstruating individuals $20 million a year.

Grace Flanagan (11) is the copresident of the Period Poverty Project, a club at TPHS focused on helping women access period products.

“Not only those in low-income communities but people that are around us every day don’t always have access to [menstrual products],” Flanagan said.

Private schools are also encouraged to follow AB 367, and it is predicted other states will follow suit as more institutions offer free feminine hygiene products in their bathrooms.

“I think stocking free period products in school bathrooms should be an expectation, just like how toilet paper is available in the bathrooms,” Yuehua Xie (12) said.

TPHS makes menstrual products available in the Health Office for free.

“It’s a total other layer of stress for a girl at that time of the month, and not everyone is aware of their needs,” Flanagan said. “This is something that is super normal and happening to half of the school, and I think it needs to be

incorporated into education to inform people.”

SDUHSD has not made any definite plans to stock its bathrooms with products yet, according to Principal Rob Coppo.

PHOTO BY JESSICA YU/FALCONER

BASKET OF FEMININE PRODUCTS: Various feminine products are available for free in the health office, including pads and tampons.

october 29, 2021

A4 the falconer

Three candidates on Nov. 2 board election ballot STAFF WRITER

I wish to ... augment and incrementally grow our everchanging and diverse narrative and opportunity.

Ty Humes

BOARD CANDIDATE

My motivation to run for school board is ... to make a difference in our community in ensuring that our schools remain excellent.

Julie Bronstein

BOARD CANDIDATE

Right now, kids are being bullied, mental health is deteriorating and we can change that.

Lea Wolf

PHOTO COURTESY OF LEA WOLF

where [students] can thrive.”

She also plans to donate the $400 monthly salary board members receive from the district to each school in an alternating fashion.

Lea Wolf: Wolf is the mother of a CCA graduate and has lived in the district for 21 years. She is the co-founder of Let’s Speak Up, a platform that allows students to anonymously report incidents of bullying.

“I want to run for school board because I want to change policies [that are] hurting kids and I want to bring new programs so that kids can be more resilient,” Wolf said.

Her platform focuses on creating more parent and student committees and incorporating workshops that focus on managing adversity into school curricula.

“Right now, kids are being bullied, mental health is deteriorating, and we can change it. We need to have the right programs in place and the right board,” Wolf said.

One thing all the candidates have vowed to do is prioritize students and unify the board, which is something that TPHS student leadership looks for in their representatives.

“There’s been a lot of uncharted waters [this year],” Student Board Representative Payton Parker (12) said. “In a board member, I really want … someone [who’s] dedicated and wants to be here long term.”

Associated Student Body Vice President Jadyn Kaplan (12), who works closely with Parker as president of the Student Senate, agreed.

“I just hope that we get people on our board that will take what students have to say, use it and make a change,” she said.

PHOTO COURTESY OF JULIE BRONSTEIN

Three candidates are on the Nov. 2 ballot to fill the vacancy on the San Dieguito Union High School District board, left empty by the resignation of Trustee Kristin Gibson last March.

Gibson, who represented Carmel Valley as Trustee Area 5, resigned for personal reasons. The board unanimously chose Ty Humes, a former member of the Del Mar Schools Education Foundation (DMSEF), to fill her seat on April 22.

After the appointment, the public had 30 days to petition for an election, requiring the support of 1.5 percent of Area 5 voters. In June, a petition led in part by the San Dieguito Faculty Association collected enough signatures to require Humes to step down.

“People serving on the governing body of our district should be elected in a way that reflects the wishes of the constituents of Area 5,” SDFA President Duncan Brown said in a statement addressing the need for an election.

However, Humes, the district’s first Black board member, said the pursuit of an election was motivated by bias, and board Vice President Melisse Mossy said it “delayed the board’s ability to perform.”

Now, Humes is joined by Julie Bronstein and Lea Wolf on the ballot; both were also applicants in the appointment process.

Ty Humes: Humes, the father of a TPHS student, has lived in the district for 14 years. He served as chairman and president of the DMSEF for six years, ending his term in 2017.

“I come from a long line of New York City public school teachers,” Humes said. “[To serve local schools] was part of the cultural genetics that I was raised in.”

His platform focuses on diversifying the district’s representatives.

“I wish to … augment and incrementally grow our everchanging and diverse narrative and opportunity,” he wrote in his application during the appointment process.

However, the legitimacy of Humes’ residence in the district and his work on the DMSEF board have been questioned, as reported in an iNewsource article published in July. In a response on his website, Humes said the article was “biased and informed by one of my opponents and her supporters.”

Julie Bronstein: Bronstein, a 16-year resident of Carmel Valley, is the mother of a Canyon Crest Academy (CCA) graduate and two current SDUHSD students. She is also the vice president of Development on the CCA Foundation board and the executive director of Development at the University of California San Diego.

“My motivation to run for school board is … to make a difference in our community in ensuring that our schools remain excellent,” Bronstein said. “It’s very important that our school board [is] focused on making sure that all of our students’ educational needs are met.”

With a focus on improving counseling services and supporting extracurricular activities, her platform centers around providing a “nurturing and caring environment

PHOTO FROM SAN DIEGO UNION TRIBUNE

Anna Opalsky

BOARD CANDIDATE

Dr. James-Ward appointed as new superintendent Rami Kabakibi

STAFF WRITER

James-Ward’s extensive experience in education and her fresh viewpoint has also been met with approval by many students.

“It’s nice that we’re getting a different perspective from someone who’s worked at the college level,” Naimah Malone (11) said. “The fact that she’s a black woman also brings diversity and a new perspective ” Other students hope that the new superintendent’s appointment will help to ease the transition between online and in-person learning.

“Our superintendent has a unique responsibility during the transition from online to in-person learning,” Benjamin Feng (12) said. “There is also a need for increased channels of communication between students and administrative bodies.”

Coppo said that he hopes JamesWard’s appointment will bring some stability to the district.

“There’s a lot of turmoil right now because we’ve been in this interim phase, so I’m really looking forward to having that leader settled. It can really help drive things in the right direction,” Coppo said.

PHOTO COURTESY OF SDUHSD

The SDUHSD officially welcomed Dr. Cheryl James-Ward as its new superintendent at an Oct. 14 board meeting. James-Ward was named the “lone finalist” for the job on Oct. 10 after an extensive search process that included “gathering stakeholder input with 48 community-based meetings” according to an email sent out by SDUHSD on Oct. 10.

After working as a software engineer at NASA’s Jet Propulsion Laboratory, James-Ward entered the education sector working for the Los Angeles Unified School District. In 2006, James-Ward moved to Carmel Valley, where she served as a tenured professor in the department of Educational Leadership at San Diego State University for 14 years. In 2018, James-Ward ran for a SDUHSD board position but lost. Her most recent position was as CEO of e3 Civic High, a San Diego charter high school.

“Dr. Ward is well known in

our community and brings an unparalleled level of relevant experience,” SDUHSD Board President Maureen Muir said in the Oct. 10 email. “She has substantial knowledge of curricula and student assessment … I am confident she is the right leader for us.”

TPHS Principal Robert Coppo believes that James-Ward is “an excellent choice for [SDUHSD].”

“She’s an educator at her core and you can tell from her résumé that she is highly qualified for the job,” Coppo said.

James-Ward has said numerous times that schools must adapt to the ever-changing world of technology.

Implementing these changes will be one of her priorities as the new superintendent.

“I’m excited to work with [the district] to prepare our students for a world in which technology and now artificial intelligence (AI) are both ubiquitous players,” JamesWard said in an Oct. 10 introductory video sent by SDUHSD. “I am eager to take our already-phenomenal district to the next level.”

I’m excited to work with you to prepare our students for a world in which technology and now artificial intelligence are both ubiquitous players.

Dr. Cheryl James-Ward SUPERINTENDENT

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the falconer A5

Annual Club Days attract enthusiastic students Maddy Miller

STAFF WRITER

TPHS kicked off the start of the 2021-22 school year with its annual Club Days on Oct. 6 and 7 to encourage students to get involved with their community and meet new people.

Club presidents and select members set up individual tables in the West Quad to promote their programs and created colorful signs, posters and printed flyers prior to the event to encourage student sign-ups.

The range of clubs includes common interest, academic and community service-oriented groups.

One community service club, led by copresidents Paloma Ezzet (11) and Mona Lingenbrink (11), is the Eco and Care Club.

Elise Cava (11) has been a member of The Eco & Care Club for the past two years.

“Being in the Eco & Care Club has helped me get a lot of community service hours, which looks really good on college applications,” Cava said.

“Club Day is really crowded, and people are everywhere trying to convince you to join their clubs, so I ended up joining a lot. It was a very positive experience.

I met a lot of different people.”

TPHS has a variety of non-school sponsored and school sponsored clubs funded by the school. Non-school

sponsored clubs face an additional challenge of raising money to support their clubs and their cause. Members of Eco & Care meet monthly to discuss environmental issues.

“We do a wide variety of community service events. We benefit the community [through] food and clothing drives, and doing things for people that need some extra help as well as helping the environment by doing environmental cleanups,” Ezzet said.

Approximately 103 out of the 143 clubs at TPHS are non-school sponsored.

Another club at TPHS, Best Buddies, is a national nonprofit organization dedicated to helping those with intellectual and developmental disabilities (IDD). The president of the TPHS chapter, Emma Griffith (12), is determined to help those in the club grow socially.

“Best Buddies is a national organization all about spreading inclusion and awareness. Torrey Pines is just a single chapter of this organization,” Griffith said. “We create one-to-one friendships between students of general education and special education students with IDD, just to spread inclusion on our campus and in our Torrey Pines community.”

Best Buddies promotes not only one-to-one friendships but leadership development as well. Members of

the club are encouraged to become advocates for their community.

In order to operate, clubs at TPHS are required to have a staff adviser.

Katie O’Brien, a visual arts teacher at TPHS, is also the staff advisor of the National Honors Art Society club.

“The purpose of the club is to get art-minded individuals together who are really passionate about art and to be able to see opportunities in the community where they can get involved with art,” O’Brien said. “My role is

supervising and helping connect them with activities or ways that they can involve themselves. So, for instance, I believe they’re going to do a mural for the weight room.”

Students who were not able to attend Club Days but want to get involved in a club can visit specific club websites or their social media to learn more. Overall, Club Days provided an opportunity for students to get involved in their community and expand their social horizons.

PHOTO COURTESY OF WILL SONG

CLUB DAY: Alex Han (11) and Andrew Tsai (11) promote their club, Crate for Change on Club Day in the West Quad. Over 140 clubs attempted to attract new members at the annual event.

Seawall contruction begins below Del Mar bluffs Martin Lee

STAFF WRITER

PHOTO BY RASA NYCE/FALCONER

SHORED UP: Steel beams are placed below the Del Mar bluffs as contruction for a seawall starts. The Amtrak train track bed was exposed after storm damage to the bluff last spring.

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Last month, the California Coastal Commission approved the construction of a 300-foot-long seawall at the Del Mar bluffs to protect the busy railroad tracks which run on them. Following the collapse of the bluffs in late February of this year, the city took action to make emergency repairs and to build a seawall that will be used to safeguard the train track beds. The project is taking place just south of 4th Street and will cost $11 million, according to a story Del Mar Times.

“Stabilizing the Del Mar bluffs is crucial to ensuring safe and reliable rail operations and creating a faster, fairer, cleaner transportation system,” Encinitas Mayor Catherine Blakespear, who chairs the board of the San Diego Association of Governments (SANDAG), said to the San Diego Union Tribune.

SANDAG believes that the construction of the seawall is vital to ensure safe and reliable rail operations.

Many locals agree that the protection of the rails that run over the bluffs is important.

“The Amtrak train is an excellent means of transport for masses across the coast of California, providing views and helping to reduce the overall carbon footprint compared to driving,” Antoine Bonhomme (10) said.

However, some are concerned about the seawall’s potential negative impacts on the local community.

“Constructing the wall makes appreciating and utilizing the ocean less accessible, [whether] it’s for surfers or for people who walk on the beach

[and] relax on the beach,” Lia Kragh (11), a frequent Del Mar surfer, said.

Normally the California Coastal Commission opposes such construction as it blocks beach access and contributes to the overall erosion of beaches. But since the Amtrak trains that run on the bluffs were endangered by the February collapse, the California Coastal Commission made an exception, according to the Union Tribune story.

“The emergency repair work was necessary to protect the railroad track bed and public safety and is similar to previous upper bluff stabilization projects the commission has reviewed and approved on the Del Mar bluffs,” Coastal Commission staffers said.

SANDAG will place concrete and steel piles on the beach with wooden beams between them to form the seawall.

“Although this might be dreadful to look at when walking along the beaches, the seawall helps make the coastal community a safer place,” Bonhomme said.

The seawall is expected to be the last of four bluff stabilization projects done in the area since 2003.

“With so much erosion in the past few years with the storms that we’ve had, the cliff has started to cave in on itself. I’m also aware that some portions of the train track have collapsed due to erosion,” Sean Floyd, an avid Del Mar surfer said.

Beachgoers like Floyd hope that the seawall will make the cliff safer to be around, since it has been eroded to dangerous levels by past weather conditions.

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With the return of in- person school and the Start Smart class no longer required, the student parking lot has seen an increase in traffic. With this in mind, it’s been suggested parents be banned from drop off and pick up in the student lot.

ART BY MADALYN LADENDORF

Piper Levy

BACKPAGE EDITOR

There is nothing as frustrating as circling the student lot, littered with outrageously high speed bumps, unable to find a spot simply because you left your house five minutes later that morning. These five minutes can determine whether you show up to class on time or 20 minutes late.

Parents should not be allowed to drop their students off in the student parking lot because it causes more congested car traffic and heavier foot traffic.

There is a designated dropoff at the front of the school, where it has been designed so that traffic can constantly flow. The circular roundabout provides a long walkway for students to hop out of the car, and parents are then let out right on Del Mar Heights road. TPHS is also surrounded by neighborhood streets, which is where I was dropped off before I got my license. The walk from those streets to the quad takes, at most, a few minutes when walking at a normal pace.

However, when parents choose to drop their children off through the senior and junior lot, which are the most popular and sought after parking spaces, they cause a traffic jam, infuriating and stressing out driving students. After 7:20 a.m., when walking through the parking lot, you will hear the surprised honks of parents who didn’t realize the student in front of them was going to back into their parking spot. These kinds of high intensity situations can

lead to more accidents, to which new drivers are already prone.

This is not even to mention, a decent number of parents can be seen parking in student spots and waiting for the bell to ring to leave. The student lot is barely large enough to accommodate all of the students’ vehicles, especially this year since they canceled the Start Smart class requirement. In the past, students would have to attend an hour-long course before obtaining a parking sticker. Therefore, if parents are taking up spaces before the first period of the day, just to leave once the bell rings, that is a multitude of spots that could have been used by students who had to park on the street in order not to receive a tardy from their first period teacher. With already a shortage of space and parking, student drivers must get priority over the student lot.

Maybe if the student lot consisted of experienced drivers, this traffic situation could at least be manageable.

But, we have to remember that most of these drivers have just received their licenses.

Some may argue that if dropoff is banned from the student parking lot, traffic will become uncontrollable at the front of the school, putting the underclassman at a disadvantage.

However, this is not necessarily true, because there are likely adjustments that can be made to make the student dropoff zone more efficient. This could include traffic guards, a request to adjust the turn light on Del Mar Heights and more signage. Also, as mentioned before, there are many areas surrounding TPHS, including above the baseball fields, the street along the student parking lot, and the neighborhood adjacent from the front of the school, which could be potential dropoff spots for students.

TPHS students are already pushed to the maximum to succeed in everything they do; the least we can do is offer them an unstressful, easy drive to school.

Kelsie Park

ENTERTAINMENT EDITOR

With the TPHS early start time of 7:40 a.m., it can be a struggle for students to get to class on time, especially with hundreds of other students and parents clustered in the same area, all with the same goal.

Keeping these hundreds of cars and students in mind, parents should be allowed to drop their kids off in the student parking lots. The drop-off roundabout in the front of the school can, at best, fit 30 cars at once, leading to the excess cars flowing out into Del Mar Heights Road. With about 3,000 students at TPHS, expecting all the parents to drop their kids off at the same time as everyone else in the small roundabout isn’t realistic nor reasonable.

All the cars waiting to get into the drop off area are forced to jut out into Del Mar Heights Rd., causing danger and increased chance of accidents, given it is a 45 mph speed limit. All the parents waiting in line to turn left into the school is a safety hazard to not only our students and parents, but to other drivers on the same road. Many impatient drivers choose not to wait and speed up, hoping to cut in front of an unsuspecting driver, which can easily cause accidents. Especially with the hill that precedes our school, the excess cars pose a risky situation. If a driver is going down Del Mar Heights at 50 mph, blindly approaching our school, it would be difficult to brake in time before hitting a car that is stopped, trying to turn into our drop-

off area.

Not every family has the luxury of giving their child a car. If such families can’t get their child to school on time because the student parking lot is allocated for students who do have the resources to have a car, it can be viewed as classist. It wouldn’t be fair to only give access to the parking lot to those who can afford it.

The students who drive themselves to school who complain about the traffic in the student parking lot aren’t considering their peers that can’t drive themselves.

Additionally, there are two entrances to TPHS, one in the front and one in the back. Many students who get dropped off live behind the school, giving them easier access to the back entrance. Having to add extra time and distance to the daily commute because of having to be dropped off in the front is inefficient and will only add to the amount of traffic on Del Mar Heights. In some situations, parents could go through the back entrance to drive to the dropoff area; however, this will cause a long line of cars, all going to the same place, which will block students who drive themselves.

Though students being dropped off in the student parking lot is frustrating to students who drive, not allowing it will ultimately cause more chaos in getting to school. All students in all situations need to be considered, no drop-off in the student parking lot not only puts underclassmen at a disadvantage but also those who have a lower income and are unable to afford a car.

Everyone should be given the same opportunity to get to school on time, regardless of whether they drive themselves, aren’t old enough to drive, or are unable to have the luxury of driving themselves. The allocated drop-off location is unrealistic and without the option of the student parking lot, a dangerous situation can be created.

tphsfalconer.com

opinion

the falconer

A7

Indigenous people’s cases continue to be ignored

Amy Ge

ASSISTANT EDITOR-IN-CHIEF

Over the last few months, the case of Gabby Petito, a missing 22-year-old white woman, captured national media attention as people all over America banded together in search of her.

News sources buzzed and social media flooded with posts from the community spreading awareness about her case.

Assisted by Wyoming authorities and the FBI, Petito’s remains were found, and the cause of death determined.

Without minimizing the tragedy of Petito’s murder, tens of thousands of people are reported missing or murdered each year but they don’t receive the same media coverage or investigative resources. To the Indigenous community, in particular, Petito’s case demonstrates the power of media attention but also sheds light on the lack of attention given to missing Indigenous people. Violence against Indigenous people has been overlooked since America’s origin, but advocacy, diversification of newsrooms and the proper use of media can contribute

greatly to finding justice for missing Indigenous people.

A Wyoming Statewide Report by scientists of Wyoming University found that from 2000 to 2020, Indigenous homicide victims accounted for 21 percent of all Wyoming homicides, though they make up only three percent of the state’s population.

That disturbing proportion can be extrapolated to the nation as a whole: Native American women are murdered at rates ten times the national average, a pattern revealed in a 2018 report by the Urban Indian Health Institute.

Despite those shocking numbers, cases involving Native Americans are often overlooked. Carolyn DeFord, founder of Missing and Murdered Native Americans, a national advocacy and outreach organization, said in an interview for The Guardian newspaper that there are no missing posters for some of those Indigenous people, let alone media coverage.

Coverage decisions are also informed both consciously and unconsciously by a newsroom’s racial makeup, and most American newsrooms remain disproportionately white. The News Leader Association’s 2019 Diversity Survey found that people of color make up only 18.8 percent of newsroom managers. Additionally, the Native American Journalists Association found that American Indians comprised only 0.38 percent of all newsroom employees reported in the 2018 survey.

The lack of Indigenous representation in newsrooms leads to a lack of attention

ART BY TISYA NAIR

by media to missing Indigenous people.

The scant coverage Indigenous people do receive often has adverse effects as the victims are often portrayed as at fault. Native Hope, a national advocacy organization dedicated to combatting Indigenous injustice, says the media often reinforce stereotypes that justify mistreatment of Indigenous people, namely how they are lazy, drug addicted and reliant on the government to survive.

The twisted narrative ignores America’s history of violence and colonization toward Native Americans.

The government’s unique relationship with Native Americans may be a

root cause of the lack of investigative resources allocated to finding missing Indigenous people.

While, unfortunately, there is little control regular citizens have over the government’s relationship with Indigenous people, the media is a powerful tool available to us all.

Reflecting on Petito’s case, media attention spread awareness and helped the case reach a timely, if not thoroughly resolved, conclusion, no matter how unfortunate the result. Thousands of missing Indigenous people’s cases never even leave the bounds of their reservations, let alone receive any local or federal investigation.

Emphasis on college is costing trade job industry

Adrianna Hazlett STAFF WRITER

As the pandemic comes to a close, American society is left with increased rates of unemployment and many reevaluating their careers. Trade jobs can offer a solution. Trade careers range from painters to dental assistants—any occupation that relies on a specialized technical skill—but they all have one thing in common: they often don’t require a four-year college degree.

In the current competitive and highachieving world of high school, a college education is stressed upon teenagers as the only legitimate option for their futures. However, trade jobs present a very valid and promising path, if only students were exposed to the prospect.

The popularity of skilled trade careers is decreasing, even though the demand for them is increasing.

According to the U.S. Department of Education, the ratio of high school students who earned three or more credits in occupational education, which usually indicates that they are interested in a trade job, has gone

from 1 in 4 in 1990 to 1 in 5 in 2018.

Furthermore, a 2021 survey conducted by the Associated General Contractors of America, the leading association for the construction industry, found that 89% of contractors reported having trouble finding craft workers. This decline in interest is largely due to the fact that many high school students nowadays regard college as necessary for success. But in truth, there are a plethora of benefits to pursuing a trade career.

First off, the fees for technical schools, which train students in a particular skill, are significantly lower than those for four-year colleges. According to the Center for Employment Training, a non-profit employment training program, the average cost of acquiring a degree from a trade school is $33,000, while the average cost for a bachelor’s degree is $132,000. Such a high cost can be detrimental to students, especially those who are unsure about even wanting to pursue a career that requires a bachelor’s degree. If high school students were properly informed about trade jobs, they could save a lot of money while simultaneously becoming a valuable asset to society.

Moreover, trade jobs can pay well, contrary to the common misconception that it is difficult to earn a good living in trade. To start, people with a technical education are more likely to be employed than their counterparts with academic credentials, according to the U.S. Department of Education.

Plus, according to the U.S. Bureau of

ART BY ALISON WILLIAMS

Labor Statistics, the median annual wage in May 2020 for electricians was $56,900, and for plumbers, $56,330.

(The top 10% of plumbers earned over $97,170, according to the same data.)

Considering that overall median earnings across the nation were $41,535 in 2020, according to the U.S. Census Bureau, these trade jobs and numerous others provide wages well over the nationwide median and can bring in very good money.

Satisfaction with trade jobs doesn’t just exist in the monetary sense.

According to Angi’s 2021 Skilled Trades Report, 83% of trade workers are satisfied with their jobs.

One of the reasons why trade jobs have become relatively unpopular, despite all their positives, is the way they’re promoted. According to the same Angi survey, around 46% of skilled-trade employers said they recruited workers by word-of-mouth recommendations,

which limits trade job opportunities, as they reach only a localized, and nonvaried, demographic. Some of trade careers’ problems with diversity may stem from this. According to the U.S. BLS, more than 86% of construction workers were white and only 3.8% were women in 2020.

Luckily, California has a campaign to fix that, along with other things related to trade jobs. In 2017, California invested over $200 million dollars in vocational education, hoping to improve its reputation and deliver it more effectively.

In order to help solve the current labor shortage, restore respect for trade jobs and make the pathway more diverse, we must eradicate the misconception that attending 4-year college is the only respectable choice for high school graduates, for the exposure to trade jobs could change many lives for the better.

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A8 the falconer

PERSONAL PERSPECTIVE

october 29, 2021

PHOTO BY JESSICA YU/FALCONER

» MIRABEL HUNT

Mirabel Hunt, an Assistant Editor-in-Chief of the Falconer, explains how she learned to overcome her childhood challenges and reclaim happiness.

I have always felt alienated from the stereotypical high school experience of “fun”: going to parties in Rancho Santa Fe, skiing in Mammoth, having sleepovers, driving downtown and frolicking around Powerhouse Park.

Why? Because I was born and raised an alcoholic’s daughter. So growing up, “fun” was an anomaly to me.

It is not that I didn’t attempt to enjoy my childhood, believe me, I tried more than I should have had to. I spent my days at playdates, birthday parties, playing at the beach and all the other stuff that suburban kids with two functioning parents get to do. But no matter how tall the tree I climbed in my Twinkle Toe shoes, I could never get far enough away from my sick father. Despite his severe depression and addiction to alcohol, he loved me and my sister very much and wanted things to be normal for us. But not at

the expense of his own vice.

I grew accustomed to the abnormality and my new parentified role. I wanted better for my mom, who was forced to raise two kids, take care of her parents and her husband all at once while working to financially support my family. I couldn’t help my mom pay the mortgage, so I tried to help take care of my dad and sister. That meant less time for daddy-daughter dances and more time for visiting rehab centers. Fewer Saturdays riding bikes and more Saturdays spent driving to the emergency room. Less time for celebrating holidays and more time for packing boxes to leave my childhood home. Less time having fun and more time surrendering my childhood to my father’s disease. I did it because I wanted to have a normal life and family, someday.

But on my last day of seventh grade,

I came home to find out that my dad had died: losing his battle to alcoholism and losing my fight for normalcy.

In Alcoholics Anonymous, they say one never stops being an addict, they just learn how to cope with addiction.

I feel like the same goes for children of addicts. You never stop being that little kid trying to wear boots far too big for you, trying to be the adult that’s not there. I seem to have inherited my dad’s flair for mental illness and some collateral trauma, causing me to suffer my way through middle school: anxious, tired and really hungry. This burden was much more difficult to escape because it lived inside me, robbing me of a lot of life.

In June of 2020, I hit a breaking point. I had scaled mountains and walked through fire but found that no matter what I did, I could never get rid of the noise in my brain and the rock

in my gut. My amazing therapist and mother helped me try medication for my anxiety, and as luck would have it, I have only gotten better. Medication is not for everyone, but daily SSRIs and good therapy gave me the power to take back my life.

That summer, I fell back in love with the ocean and nature, found calm with my friends, rather than fear, and rediscovered my lust for life. I always knew fun in association with pain: that it could not be without risk and consequence. Today, I know what fun is meant to feel like: pure joy and freedom.

I can enjoy high school, I can drive to the ends of the Earth, I can climb trees tall and small, not to escape but for joy.

I can never get my childhood back.

But I have learned how to have fun and be joyful, despite all that weighs me down. That will always be my most rewarding accomplishment.

Contingency management neglects long-term recovery

Lola Newlander STAFF WRITER

Addiction and substance abuse has been a problem within the United States for the past 60 years, and now, in 2021, almost 21 million Americans are addicted to at least one substance.

The U.S. broke its own record for the highest number of deaths due to drug overdoses in 2020. In the U.S., over 840,000 people have died from drug overdoses since 1999. According to the Centers for Disease Control and Prevention, drug and alcohol addiction treatment costs the U.S. economy $600 billion every year. Since the ‘60s, the United States has attempted to deal with its increasingly significant addiction problem and has yet to succeed. Billions and billions of dollars have been poured into rehabilitation centers, drug monitoring programs and community educational services, and yet the American people are still suffering at the hands of addiction.

A bill containing plans for a new and rather obscure treatment for substance abuse, called contingency management,

was recently vetoed by California Governor Gavin Newsom but may go into effect as a pilot program throughout the state. Contingency management is a type of behavioral therapy in which an individual is rewarded for positive behavioral change.

Contingency management is used as a treatment for substance abuse, in which individuals with drug-negative tests are rewarded with some monetary reward, in hopes of reinforcing the drug user’s “good” behavior. While contingency management may have superficial and quick results, it fails to address the true motivations and root issues behind addiction and is therefore ineffective and impractical at treating it.

To start off, contingency management is at risk for becoming the focus of a user’s sobriety and recovery rather than an aid to existing treatments.

Contingency management is supposed to be used as an additional treatment alongside therapy or other programs, like the 12 Steps of Alcoholics Anonymous.

Because contingency management involves monetary gain, it risks drawing the focus for recovery away from stability and being sober for sobriety’s sake towards being sober in order to receive rewards. This is harmful because it prevents the systemic issues that cause substance abuse from being properly treated and addressed.

Furthermore, contingency management does not address the fact that addiction is a life-long condition.

Contingency management is not a

long-term treatment; it is usually conducted for a set period of time, often around a few months. According to a study publisheded by Archives of General Psychiatry, “Although the effect of [contingency management] is significantly greater during treatment, [cognitive behavioral therapy] produces comparable long-term outcomes.”

Contingency management does not acknowledge that addiction is an everyday battle, and a few months of external reinforcement and reward aren’t going to reverse entire systems of coping mechanisms and habits rooted in substance abuse.

Supporters of CM argue that the treatment provides a new and effective perspective on substance abuse treatment. According to The Psychiatrist, the journal of the British Royal College of Psychiatrists, contingency management was four

times more effective in abstinence from substances for 12 weeks than other alternative treatments. Although this may be true, this statistic only looks at the first three months of the contingency management treatment process, and does not acknowledge the long-term efficacy of it.

Although contingency management has been shown to have some superficial and constructive results, the complex nature of addiction cannot be solved by a few months of reinforcement. The nation’s drug and alcohol programs deserve practices that have adequate data supporting them, and contingency management doesn’t.

In the end, although programs are still incredibly useful in the recovery process, the bottom line is that the only way an addict will stay sober is if they want to, and no treatments will ever change the way addiction functions.

ART BY ISABELLA ZABARSKY

tphsfalconer.com

STAFF EDITORIAL As Generation Z creeps back into the flow of everyday life, something feels different. We now come to school with a whole new sense of fear, one that is not virus-related, but about the faces behind the masks.

As the “digital pioneers’’ of the 21st century, Gen Z was “raised on social media,” according to Business Wire and a 2019 international study of Gen Z by The Center for Generational Kinetics, a generational research organization.

According to the study, Gen Z has “never drawn a distinction between the physical and digital worlds,” proved by the finding that 58 percent of Gen Z people surveyed cannot go more than four hours without internet access before growing uncomfortable.

These kinds of findings have led some to believe in the generation’s aptitude for figuratively and literally masking themselves. In short, Gen Z has been groomed by technology to hide. It is no wonder that, in combination with the vast world of social media, seemingly endless filters, and the past year and a half of quarantine, Gen Z is hiding more than ever. As a result of the masks Gen Z wears, they have adopted habits of manipulation and avoidance: a grim preview of what holds for the future of human connection and mental health.

One obvious source of Gen Z’s masking tendencies is social media.

Just one aspect of social media’s effects

opinion

the falconer

Generation Z is hindered by masks, both literal and metaphorical is how it allows Gen Z to separate themselves into spheres, with different levels of themselves shown to different audiences. Think Instagram and Snapchat private accounts or stories, content for “Close Friends” and that for the rest. Essentially, Gen Z can decide, in a vastly mathematical manner, who is allowed to see the real them and who gets a cultivated persona. Gen Z has the power to manipulate perception of themselves on social media, despite how truthful or fantastical those “selves” may be.

And this isn’t the only way social media provides masks: for Gen Z-ers looking for a way to literally alter their appearance or hide their faces, filters are always an option. While some filters are generally harmless (how could turning oneself into a stock of broccoli or a bearded baby be harmful, other than a little disturbing?), others target insecurities, creating “ideal” hair, nose, bone structure or skin, all matching the algorithm’s notion of perfect looks. As a filter is applied to one’s face, it creates a sense that something is wrong, and the algorithm will fix it. Due to this, there’s a handful of Gen Z that will not post a picture of themselves, or even send one to their friends, without a filter.

A whole new facet of this issue has been introduced this past year and a half when the 2020 quarantine cemented these masking habits. During the year

ART BY AMANDA SALATINO spent socially distanced on Google Meets, Gen Z was given innumerable ways to hide, whether it be behind a turned-off camera or a surgical mask.

We can’t even be surprised that this generation is getting used to avoidance, because of how easy nonparticipation is. Yet, as we come back into a world of eye contact many of us are terrified.

With the rising popularity of the term “mask-fishing,” a play on “catfishing’’ in which Gen Z-ers point out how some people look different without a mask, many are scared of baring their true faces to their peers.

However, if the internet, social media and the masks we wear are anything, they are a double-edged sword: there exists both drawbacks and benefits.

Some people actually find masking to be liberating and helpful in forging real connections. Perhaps for some,

it’s easier to be one’s true self when given the opportunity to draw back a little bit. The mask can also give people a much-appreciated anonymity and freedom to try out different personas and interests. When thinking about it like this, the ability to mask oneself can actually be rewarding at an age of self-discovery. The trick is not getting caught up in the mask.

Still, there are ongoing repercussions to these masks. Gen Z may face identity loss from the years of shutting off what they present to the world, they may find it difficult to discern authenticity when surrounded by so many masks, they may be anxious and avoidant, nonconfrontational to a fault, and most of all, they may be terrified of the day they are forced to remove their reliable and secure, subconscious masks.

- The Falconer Staff

Student Voices Are the masks that Gen-Z uses to hide helpful or harmful?

It’s harmful because one never has to realize and overcome the insecurities that they are trying to hide from all the time.”

-Annabelle Smith (11)

<2% positive tests

Kids can be ruthless so it’s helpful because having some anonymity can be nice for some people.

-Noah Wise (11)

Editor-in-Chief: Assistant Editors-in-Chief: News Editor:

We, the Falconer staff, are dedicated to creating a monthly newspaper with the intent of encouraging independent thinking, expanding our knowledge of journalism, and providing the TPHS student body and community with a truthful, unbiased news source, in accordance with our First Amendment rights.

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The Falconer is the student newspaper of Torrey Pines High School. Its content, which is the responsibility of the Falconer staff, is not subject to administrative approval. Unsigned editorials represent the opinions of the staff, while opinion columns represent the writer’s perspective. Advertisements do not represent endorsements. The Falconer, an open forum, welcomes signed letters or guest editorials on pertinent issues from the TPHS community, which may be submitted to room 102, via email at falconer.ads@gmail.com or to Mia Smith’s mailbox in the administration building. Letters may be edited for length and clarity.

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Conservative Coverup?

In an environment in which political opinions have become increasingly seen as controversial, many people avoid bringing politics to anywhere but the dinner table. This, combined with the overwhelming majority of Democrats in Gen Z -- born 1997 to 2012 -- (roughly 65 percent voted for Joe Biden whereas only 27 percent voted for Donald Trump according to a poll conducted by Morning Consult, a market research firm), might explain why some conservatives at TPHS are less likely to speak up and share their perspectives.

“I would say in a school and social setting, I would suppress my political views because generally among our generation, it tends to draw some negative connotations,” a conservative student at TPHS who wished to remain anonymous said.

The student feels that their opinions could be brushed off for being old or just plain wrong by other students. It also does not help when the media seems to further divide the two sides.

“There’s been a lot of button pushing on social media, where everybody’s just poking each other and causing strife for no reason,” the anonymous student said.

Social media apps such as Tik Tok use algorithms to suggest videos that appeal to specific users, based on past views, like opinions the user already agrees with. This can cause

falls into those traps and makes assumptions about political opponents.

Avoiding politics altogether often helps to build friendships between students with different views.

“When I talk with my [liberal] friends, we usually try to stay away from politics,”Aidan Wong (11) said.

Wong believes politics should stay outside of friendship and he has been able to make and maintain friends with a variety of political views, such as left-leaning student Andrew Tsai (11).

“I think as long as you’re not a bigot, it doesn’t matter what you believe in. I think you have to separate politics and a person’s character,” Tsai said.

Differing political stances may seem like sources of conflict, but a diverse range of perspectives offers unique advantages for the individual and the community. Engaging in discourse with people across the political spectrum provides valuable insight into topics and views that may not have otherwise been considered.

“I think political opinion matters, and people being able to openly discuss those political opinions is a positive thing,” said a TPHS teacher who asked not to be named. “I just think that people feel so strongly about their political opinions at this point that they’re either unwilling or unable to listen to the

confusion and frustration among students who believe their opinions are the consensus opinion based on the discourse they’ve observed online.

“If I put something on my Instagram, I’ll get a bunch of people sliding up saying mean things,” conservative Taylor Geiserman (11) said.

Geiserman chooses to post pro-Trump content on Instagram in order to get her opinion heard. Additionally, being able to speak behind a screen prevents direct contact with others, avoiding more heated discussions, like the mean comments made to Geiserman.

Along with these factors, stereotypes certainly do not help either.

“Some people believe that if you are conservative, you automatically support stereotypical conservative values,” Alex Han (11) said. “Such as not liking women’s rights or [being] a white supremacist.”

Though stereotypes in political ideology are common, not everyone

opinions of others.”

The teacher also said they do not care whether a student is conservative or liberal, they just want everyone to be respectful toward each other.

“I don’t care as long as they’re willing to listen to the opinions of others and share their thoughts with fact-based evidence and support for why they feel the way that they do,” the teacher said. “But that doesn’t affect how I teach them or how I interact with them. They’re welcome to have those political opinions.”

TPHS conservative students hope that one day they may feel as free to express their views at school as they think those with a more liberal bent do. Accepting the opinions of others and understanding the value of exposure to those views may be the first step toward that end.

by David Zhang

Are Conservative opinions getting knocked out?

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A12 the falconer

octorber 29, 2021

represe in Educ

Many students, teachers and parents are unsatisfied with the degree to which school U.S. history curriculum. The debate over CRT on the world stage made taught at TPHS. To satisfy this curiosity, we sought the insight of three current (BSU), Asian Student Union (ASU), Gender-Se Critical Race Theory (CRT), a term that was first used to identify an obscure subsection of legal studies developed in the 1970s, has divided school boards across the nation, including SDUHSD. Less widespread, however, is consensus about what CRT actually is.

The California School Boards Association defines CRT as “[emphasizing] race as a social construct with social significance, not a biological reality. It acknowledges that racism is embedded within systems and institutions that replicate racial inequality — codified of TPHS respondents in law, embedded in to the California Healthy structures and woven into Kids Survey were Asian or public policy.”

In an Oct. 14 SDUHSD Asian American board meeting, the board unanimously voted to pull an item from the agenda that would have considered banning CRT from district schools, after an outpouring of backlash and controversy over the item’s initial inclusion.

“We aren’t teaching CRT. No one is suggesting that we do so,” board member Michael Allman said as he justified why the topic should be dropped. “And I think, uniquely, since I’ve been on the board, this is the only time that I’ve been contacted by all of our principals and assistant principals on a board agenda item.”

Matt Chess, a TPHS U.S. History teacher, said he doesn’t teach his classes with something to prove.

“Critical race theory bothers me because it’s targeted history. I don’t like teaching targeted history. I want to teach universally.”

O t h e r of TPHS respondents U.S. history teachers conveyed similar to the California sentiments.

Healthy Kids Survey “I don’t think it’s the were white goal of any teacher to change one’s mind. It’s just to expose one to what happened and let the truth be the truth,” TPHS college prep U.S. history teacher Austin Wade said.

U.S. history teachers at TPHS focus instead on giving students enough information to to make connections across time periods, including the modern day.

“My goal going through the year is as we’re going through historical events, I’m looking for connections to the present,” TPHS U.S. history teacher Colin Cornforth said. “I’m looking at Afghanistan now and how that compares to events at the end of Reconstruction or the end of the Vietnam War.” Wade says that over the past few years, he’s adjusted his curriculum to focus on what students want to learn about, which he’s found to be historical events with modern connections.

As an example, Wade described how the Populist Movement of the late 1800s connects to the Capitol Riots on Jan. 6, 2021. of respondents to the Cali“People were frustrated fornia Healthy Kids Survey back [in the 1800s] with were of mixed ethinicity people who were rich, and they felt like the government’s not working on their accounts and there was corruption and all these things,” Wade said. “And then we see if we can reflect that on a modern event and it’s like, ‘Oh, people are still frustrated with the same things.’”

Wade said that this concept also applies to teaching about modern pushes for racial justice.

“We look at the 13th Amendment, how that has affected African American communities and minority communities and how that has built up over time to relate to the Black Lives Matter protests,” Wade said.

Principal Rob Coppo said discussions of the 13th Amendment’s long-term effects do not constitute teaching CRT in the eyes of the district.

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“It depends on how it’s presented, whether it’s as a discussion or a question or whether it’s presented as fact,” Coppo said. “The 13th Amendment and its potential implications could be part of CRT [the legal theory], but that doesn’t necessarily mean a discussion of that is CRT.” BSU President Ayana Johnson (11) says that although she wishes learning about systemic racism took higher priority in the curriculum, she appreciates the effort her U.S. History teacher this year has made to incorporate minority voices.

“To be frank, [my teacher] has done the most incredible job of really including more things instead of the view that ‘African Americans were just slaves,’” Johnson said. “We’ve never really had the chance to have a class to talk about systemic racism.”

ASU member Yann Chan (12) appreciates parts of the curriculum that discuss minority history.

“In history, there have been many cases in which the Chinese have been culturally oppressed by the American government, like the Chinese Exclusion Act,” Chan said. “Your view is broadened when you take these classes and you see the world in a bigger view. The Chinese Exclusion Act w a s

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introduced in AP U.S. History, and it is one of the things that stayed with me.”

H o w e v e r, m i n o r i t y students also recognize what they feel are significant gaps in t h e i r

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entation cation

h minority subjects and Critical Race Theory are or aren’t included in the high us curious about how U.S. history, particularly the history of minority groups, is TPHS U.S. history teachers, as well as students from the Black Student Union exuality Alliance (GSA) and the Spanish Club. education in terms of the groups they identify with. “[U.S. history curriculum] focuses on African American oppression, and not so much on other minorities,” Chan said.

Similarly, Basil Campos (9) expressed his desire for class material that reflects the experiences of more minority groups.

“In English classes when we have to read books, there’s a lot of books on racism [targeting Blacks] but not a lot of books on other minorities,” Campos said. “There are topics I wish more people knew about. [Learning about them] would definitely help people in those groups feel less alone. If there were more open discussions about LGBTQ issues it might even be easier for people to come out.”

Some students also identify a deficiency with regard to positive role models to identify with.

“I feel like I didn’t really know anything about LGBTQ+ people other than the fact that they’d been persecuted,” GSA member Brock Brown (11), who took US history over the summer, said.

BSU Vice President Lia Turner (11) also observed a lack of minority role models.

“Basically, all we were taught was that [African Americans] were slaves,” Turner said, describing her history classes prior to this year. “It’s discouraging to see everybody else have somebody o r multiple people to look up to and I don’t h a v e anybody.”

Incorporating stories of culture and innovation in addition to stories of oppression, students say, could go a long way toward helping minority students feel less like outsiders. “ M a r s h a P. Johnson doesn’t get talked about enough,” Campos s a i d ,

referring to the esteemed LGBTQ+ liberation activist. “I feel like the Stonewall Riots in general should be talked about more.”

TPHS Spanish Club Co-President Brenda Jimenez-Lopez wishes there was a greater focus on culture in history classes.

“We could definitely focus on the way that cultures mix in the U.S., just because we’re of TPHS respondents such a diverse to the California Healthy and huge country,” Jimenez-Lopez Kids Survey were Black said. “If you look or African American even at Southern California, you have a lot of Mexicans and Latinos, and looking at the way that that culture mixes in with the American ideals and the American Dream would be really cool.”

When it comes to the curriculum, U.S. history teachers are given a basic structure of key concepts by the state or the College Board, but for the most part, they have power over how it is taught. According to TPHS Principal Rob Coppo, the school’s administration allows the U.S. history teachers to cover the material as they see fit.

“We trust our subject matter experts, which are our teachers, to know, understand and implement the curriculum,” Coppo said.

Consequently, Chess diverges from state ideals in some ways.

“They still tell me that of TPHS respondents I should teach tolerance, to the California Healthy I think that’s absurd.

Tolerance means what? I Kids Survey were have an attitude, I tolerate Hispanic or Latinx you,” Chess said. “Why wouldn’t I teach acceptance? Why wouldn’t I want every single one of my kids to feel absolutely as important as me or anyone else in that classroom, in terms of their opportunity and capacity to perform and learn?”

In reference to general ethnic studies in U.S. history curriculum, Coppo said the first step toward acceptance is a common understanding.

“Our students more than ever need to find better ways to understand each other,” Coppo said. “I think any opportunity that’s going to allow us to share stories, broaden our understanding of each other and will share a more diverse history, will help us unite and heal and be better citizens.”

According to Chess, the attitudes about race on the TPHS campus hasn’t always been that ideal.

“When I first started teaching here in 2003, this was a very segregated campus.

What I mean by that is the kids self-segregate. We had a thing called the ‘Great Wall of China’ that the kids themselves, who were various kids of Asian ethnicity, that’s where they of TPHS respondents to the hung out,” Chess said.

California Healthy Kids “I mean, it’s Survey were American insulting on Indian or Pacific Islander every level and yet that was sort of institutionally the way things were,” Chess said.

Since then, Chess has observed a shift in the culture surrounding race at TP. “People still segregate based on interests or grades or activities, but not so much on ethnicity or any other descriptive phenotype characteristic, which is a gain. [Today’s students] are the nicest, most accepting people that have ever lived, but you’re not even close [to perfect],” Chess said.

In an attempt to get closer to “perfect,” the U.S. history teachers of TPHS are constantly modifying their curriculum to represent more voices of the American people and facets of the American story. The school board’s decision not to vote on the agenda item that might have banned CRT will not impact this.

by Jasmine Criqui and Kathryn Reese

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Intoxicating smells of incense and spices swirl through the air as laughter and mariachi music ring in the night.

People adorned in vibrant colors dance through the bright marigold-littered streets, their faces disguised as skulls.

This is the magical night of Nov. 1, the celebration of Día de los Muertos.

Despite its name, Mexico’s Día de los Muertos, or Day of the Dead, is far from macabre. It is a time to remember the dearly departed, a joyful celebration of life, rather than a somber mourning. The holiday spans from Oct. 31 to Nov. 2, during which observers believe that spirits of the dead merge with the real world. Although Mexico is seen as the holiday’s hotspot, it is also observed all over Latin America.

The origin of Día de los Muertos is a combination of ancient Aztec traditions and Catholic values introduced after the Spanish colonization. Over time, the celebration spread throughout Mexico, and in the 1960s, the Mexican government declared it a national holiday.

Traditions vary across Mexico, but there are a few constants within all regions. First is the ofrenda, a home altar decorated with a collection of objects to offer the dead on their visit.

“On the ofrenda, you put objects that the person you are honoring loved,” Yereysi Arrazola (11) said, who lived in Oaxaca, Mexico for eight years before moving to San Diego. “You show them you care about them by putting out food that they would have eaten when they were alive.”

Other popular items to adorn the ofrenda include photos of the loved one, candles, papel picado (decorative paper cutouts), Pan de Muerto (sugary bread) and Cempasuchil (marigolds). Ofrendas are intricate works of art, even with their ephemerality.

Another significant tradition is the use of calacas (skeletons) which are seen in festivities like face painting, as well as eating sugar candy molded into a skull form.

The celebration is a 24-hour long procession with parades, dancing, music during the day and grave visiting at night.

These traditions all help weave together the significance of Día de los Muertos.

Día de los Muertos is so much more than the common misconception of just a “Mexican Halloween.”

For Mexicans, Día de los Muertos represents an appreciation of living life to the fullest and finding joy in simplicity.

For Daniela Aranda (10), the festival is a time to connect with her heritage.

“Mexicans love to celebrate. It’s like in the movie Coco.

We celebrate everything and try to appreciate the happy things in life and not the sad. We want to remember all of the best moments with our loved ones and honor that.”

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This belief reveals a contrast between American and Mexican views of life and death. Americans look upon death with trepidation, but for Mexicans, the graveyard is an extended living room. Rather than grieve the dead, Mexicans celebrate the lives of the deceased and honor their memories.

“For me, Day of the Dead is happy,” Jorge Acevedo Batiz (10) said. “I travel to Tijuana and get to spend time with my family, eating good food and celebrating my ancestors.”

To many observers of the holiday, Día de los Muertos is a chance to continue the legacy of passed family members.

“Day of the Dead gives Mexicans the opportunity to feel like the veil is thin for a day and that they can connect with the dead,” AP Spanish teacher Sean Floyd said. “They honor their family and their ancestry, and this is their way to show their children that and to keep that tradition going. And when their parents die, they know that they will be remembered and honored for generations as well. It is pretty amazing to think that through this holiday, we will be remembered.”

Through Día de los Muertos, children can learn about their ancestry even if their relatives have passed.

“My family puts up an ofrenda to honor my grandmother.

It’s special to me because I never met her, and it brings me closer to her, seeing pictures that my mom puts out for the ofrenda and hearing stories about her,” Aranda said.

Loved ones may be gone, but through the memories and traditions of their living relatives, their legacy lives on.

One of the most special parts of Día de los Muertos, however, is the fact that it does not discriminate. It is a time of coming together with others in a community celebration of shared humanity regardless of differences.

It is a festival for all, regardless of class, wealth or lineage.

So why should people not of Mexican or Latinx heritage learn more about this festival?

“All of us at this school have different traditions and Día de los Muertos is one for all Latinos. It brings us closer when people learn about it and honor the Mexican traditions,” Arrazola said.

Señor Floyd has a similar opinion.

“It is challenging for non-Mexican students who are not taking a Spanish class to experience Día de los Muertos, but it is still important,” Floyd said. “Ask a Mexican friend if you can tag along to their celebration.”

There are Día de los Muertos celebrations all over San Diego in places like Old Town, La Colonia Park, and more.

Consider visiting one of these celebrations as they are a great opportunity to respect and appreciate this festival without appropriating Mexican culture.

In the end, Día de los Muertos shows us that life is fleeting, but love transcends.

by Natalia Mochernak

PHOTOS BY NATALIA MOCHERNAK

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METHODS TO THE MADNESS Hey Seniors! Senior year can be hard; whether that’s due to difficult courses, college applications or important sports games, there are many things to keep track of. Below are the steps to take to help you, Falcons, leave the nest. Scan the QR code to be taken to the SDUHSD College and Careers website, a great resource for any further inquiries!

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Community College

Sports

Consider community college! considerably less expensive easily transfer to four-year university • more time to decide major • certificate programs, networking, internships and research opportunities • •

Decide your major of interest and preferred type of college: • californiacolleges.edu • bigfuture.collegeboard.org • collegedata.com

Look at locations of colleges you would like to transfer to Example: • Santa Barbara City College -> UC Santa Barbara • Cuesta -> Cal Poly SLO

•

Talk to your counselor: TPHS has a strong relationship with Mira Costa Community College, which is a great option for many students!

Decide your major of interest and preferred type of college: • californiacolleges.edu • bigfuture.collegeboard.org • collegedata.com

Decide if you are aiming for Division 1, 2 or 3. The difference between the three are usually: • size of the school • level of competition • funding of athletic programs

Talk to your counselor to make sure you meet the requirements for: • high school graduation • college eligibility • NCAA eligibility

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Scan here!

Armed Forces

4-year college Applications

Choose an area of the force: Army Navy Air Force Marine Corps Coast Guard Space Force

Decide your major of interest and preferred type of college: • californiacolleges.edu • bigfuture.collegeboard.org • collegedata.com

Review the requirements for enlisting: Armed Services Vocational Aptitude Battery test high school diploma English fluency military entrance medical exam

Talk to your counselor contact the recruiters who come to TPHS report to a Military Entrance Processing Station (MEPS)

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Even if you are a comitted athlete, you still have to complete a regular application • refer to the 4-yr college applications column • see your counselor about a FERPA to send transcripts to coaches and recruiters

If you want to join as an officer after college: • need a four-year college degree and complete an officer program • refer to the 4-yr college application column • talk to your counselor to find ROTC programs for you

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Build your college list!

Consider: your goals family and their financial state if the school is a good fit for you

Write your essays! reach out to English teachers for possible editing and oneon-one essay help

See your counselor turn in your FERPA if you are applying to colleges other than the UC and CSUs self-report coursework to nonCommon and non-Coalition application platforms ask any additional questions

Submit your application! do not wait until the last day your recommenders can submit their letters after you have submitted your apps

“Kids can get caught up in applying to the same schools that their friends are applying to. Your college application process is a very personal journey and [it’s important to] home in on what’s important to you and your goals. Take time for yourself. Try to balance your schedule and your activities so that you have time for self care and hanging out with family and friends ... just doing fun things.”

-Chanelle Lary, TPHS Head Counselor

Talk to your counselor!

Whichever path you take: work, college or armed forces, the first step is graduating high school. Your counselor can help figure out what credits you have or still need.

INFOGRAPHIC BY JENNY HAN/FALCONER

INFORMATION FROM TPHS COUNSELORS

A REVIEW OF NETFLIX’S #1 RUNNING TELEVISION SHOW: A GROUNDBREAKING KOREAN SUCCESS It took a matter of days since its Sep. 17 release for the excitement around the Korean Netflix original series, “Squid Game,” to gain a widespread following, not only among K-drama enthusiasts but also among mainstream audiences. The nine-episode series quickly surpassed “Bridgerton” to become the No. 1 watched show on Netflix.

Despite its fishy name, this show’s unexpected rise to fame is welldeserved.

The show follows protagonist Seong Gi-hun (Lee Jung-Jae), a debtridden, struggling divorcé who is desperate to do anything for money.

Gi-hun and his childhood best friend, Cho Sang-Woo (Park Hae-Soo), are soon roped into Squid Game, a series of Korean children’s games with a deadly twist, where survivors are given a chance at winning 45.6 billion Korean won (approximately $39 million).

“Squid Game’s” mesmerizing juxtaposition of gore and violence with the innocence of Korean children’s games caught my attention right away. Many who grew up in Korean households, including myself, remember playing the show’s first game, “red light, green light” or “the Rose of Sharon blooms,” as children. Personally, this created a special connection for me now that people across the world were discussing how fascinating these games were because a part of my culture was being shared, which likely resonated with many other Korean-American viewers as well.

I was also impressed that the premise manages to come off as serious rather than trivial in the show because typical horror and thriller tropes using childish elements such as dolls or clowns often feel cheesy and clichéd. This show’s fresh cultural aspect left both Korean and American viewers wondering what the next game would be and how the show could possibly add a sinister aspect to it.

The best part of the show for me was each of the characters, whose respective hardships are fleshed out without them feeling dull or expositional.

Ali Abdul (Anupam Tripathi), a Pakistani immigrant, was particularly a fan favorite for

his sweet and selfless personality, along with Kang Sae-Byeok (Jung Ho-Yeon), a North Korean defector, who was loved for her cleverness and relentless efforts to protect her brother.

Another part of “Squid Game” that I enjoyed was the quirky and colorful cinematography. Although the show itself is gory and gritty, the set elements are very aesthetically pleasing.

One scene that comes to mind is the overhead shot of the pink, teal and lime stairs that the players climb each round. Even the game’s coffins were adorned with giant pink ribbons to look like gift boxes, which the director, Hawng Dong-Hyuk, said symbolized the creators of the game thinking they were doing the players a favor by giving them a chance to participate.

This gorgeous set design was a refreshing subversion of most shows in the thriller genre, which usually have dark sets and gloomy lighting.

“Squid Game’s” larger message about the evils of capitalism resonated with me, and the revelation that the game was made to pit impoverished people against each other for the entertainment of the rich was beautifully set up and truly disturbing.

Plot twists are also rarely, if ever, arbitrarily dropped in this show. Viewers who pay careful attention can even notice player 001, Oh Il-nam (Oh Yeong-Su), being foreshadowed as not merely a player on more than one occasion, including the tug-of-war scene where he was the only one not locked onto the rope.

Although “Squid Game” as a whole was very well done, the mysterious nature of the game brought many interesting plot points that were abandoned without further elaboration. One such instance was the vague introduction of Hwang Jun-Ho’s brother, who is revealed to be the Front Man in the second to last episode without further context.

These unfinished plot points left me wondering if the director was anticipating a second season.

The show’s criticism of capitalism has even spurred some audiences to action. An Oct. 20 protest in Seoul, South Korea, used “Squid Game’s” popularity to speak out against the lack of workers’ rights, from irregular employment contracts to laws that fail to protect small-company employees.

Protesters staged demonstrations wearing red guard uniforms and masks from the show to highlight how the show parallels reality.

From its unconventional plot to its thoughtful execution, it’s easy to see why “Squid Game” has revolutionized foreign media on an unprecedented scale, becoming a favorite of avid Netflix watchers everywhere.

by Michele Kim

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THE EXPRESS SESH With curtains drawn across the proscenium stage, electric anticipation fills the air. A mass of people rushes to take their seats, scrambling for the best possible view. In the dressing room and behind the fateful maroon veil, dancers wait, hearts pounding before curtain-up.

A year and a half flashed before the eyes of the Torrey Pines Dance Team and dancers from other TPHS dance classes. Now, finally, they have the opportunity to shine in the spotlight.

“The Express Sesh” blew audiences away, from the first vibrant piece, “Le Disko,” to my personal favorite, the solo dance “Temptress,” performed by Taylor Pallia (10) and choreographed by varsity contemporary coach Tarua Hall.

The concert’s steller dancing, choreography, lighting and arrangement made for a fantastic return after the past year and a half behind screens. This resurrection shows steadfast commitment to the passion of dance while also being a testament to the brilliance of the dance department, dancers and staff members alike.

First off, TPDT dancers are some of the best around. They have made a name for themselves both at TPHS and at neighboring schools, garnering notoriety through their many championship wins and popular TikTok account. With the hype surrounding them, the pressure was on to bring it. They definitely brought it. From soloists, Pallia and Charlotte Bailey (10) to stand-out varsity dancers like Kelly Hu (11), Samantha Rokoszewski (12) and Riley Testa (11), the show’s stars dazzled.

The proscenium reverberated with artistry and talent during the performance as the department seemed to thrive off a collection of natural skill, teaching expertise and masterful choreography. Pieces from Dance PE like “I’m Bossy” and “Walk It Out” stood out from the more challenging dances.

But, the choreography kept the audience engaged and provided access to those less experienced dancers; these pieces seemed to be set into what I would like to call “easy mode.”

Comparatively, pieces like “Smother” — casting a list of the five aforementioned dancers — “Rain” and “Temptress” demonstrated unique, eye-catching choreography.

“Smother,” was one such piece that used visceral shapes and acrobatics to paint a painstakingly beautiful picture.

In “Purple Rain,’’ stunning tableaus of partner dancing and umbrella-wielding expressed tender, melancholy moments from start to end. Pulling at the audience’s heartstrings, the cradling of a smaller dancer lifted into the embrace of another was an essential enchanting factor. Then later, “Temptress,” a tremendous favorite of mine, displayed unique storytelling, terrifyingly on-point

body control and incredible sensual physicality.

Of all the pieces, “Temptress” stood out. It followed its story with contrast, flow and rigidity while relating movement to scripted language. It was lyrical and was, ironically, the only lyrical piece that told an apparent story.

With a step in a different direction, the event’s configuration was spectacular, meaning, the placement of the pieces was arranged with strategic highs and lows to avoid a yawning audience. The lighting set the mood for each piece marrying the tone with the song and choreography. With hosts Lindsay Hole (12) and Lylah Defibaugh (12) providing comic relief, one could see thought poured into the extravaganza.

What sets apart a truly phenomenal showcase from one that is just technically great is the love of the craft. This concert seemed to be imbued with the stored appetite of a year, preserved through the shared respect, worship and inclination to dance. Through the dancing, choreography and storytelling, drive and passion shone bright, emanating from the stage with lights pointed towards the adoring crowd.

by Naomi Schneider

PHOTOS BY JESSICA YU/FALCONER

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HEART OF THE COMMUNITY Sophie Keller (10) evaded her pursuer, sand flying up beneath her feet as she ran. Desperate to hide, she crouched beside the belly of the beast.

The beast, that is, was a larger-than-life serpent statue, located in the sandbox of Del Mar Heights Elementary School. Keller, then six-years-old, was one of many first graders that used the art installation during recess. From hiding spot to gossip bench, the versatile reptilian was a pivotal part of the playground to Keller.

“That whole area was a very great place because everyone could meet there, we could talk, we could hang out, we could play,” Keller said. “We could be children.”

The statue, created by local artist Betsy Schulz, began as a sixth grade legacy project in 2004.

According to Schulz, the idea was to create something that the kids could be a part of and something that could be left behind from the graduating class for the school.

“We decided to design a bench,” Schulz said.

“One thing led to another, and the bench ended up being a 22-foot long serpent.”

Not only did this project foster the creativity of the year’s graduating class, but it encouraged students for years to come. Its uniqueness, according to Keller, is what cultivates this motivational quality. “[The serpent] is really cool because I honestly think a lot of the kids got inspired by it,” Keller said. “It’s not popular artwork. It’s not something mainstream like painting or drawing. So I think it shows that there are different kinds of art, and art can be used. You can play on art and use art, as well

as just looking at it.”

Keller appreciates Schulz’s artwork as a force that brought her closer to her peers.

“At that young age where you are establishing friendships, it’s very nice to have a place to hang out,” Keller said. “I do think a lot of my friendships grew while playing on that serpent.”

Tina Solki (12) has experienced art’s ability to bring people together. Through her own artwork, she’s found connection, just like Keller.

“I’ve made some of my oldest friends through art, both mine and theirs,” Solki said. “There’s really nothing like art to create a rich, vibrant community, whether it be online or in real life.”

This community building is at the heart of Schulz’s work, especially in her first public art piece, a mural on the front wall of the Del Mar County Library.

“It was a 100 percent community project, including raising the money and doing the work,” Schulz said. “It included people coming on the site and helping us put rocks and different artifacts onto the wall. So it has a bit of personal history for everybody involved, as well as town history.”

Schulz frequently works with volunteers like this in her public pieces, which has led her to meet some influential characters. One of which she met on a project in Solana Beach’s Fletcher’s Cove: a local woman named Linda La Grange.

“She was a teacher in Solana Beach, and she was very beloved, but she was also diagnosed with cancer. So she would come and work with me in between treatments with her husband,” Schulz said. “Even though it was really sad that she had

FLYING PELICANS: The Del Mar Mural lies right outside of the Del Mar County Library. The mural was done by artist Betsy Schulz and voice actor Pat Welsh, whose most memorable role was voicing ET.

photo by jessica yu/falconer

SNEAKY SNAKE: The serpent sculpture lies on the ground at Del Mar Heights Elementary School.

The artwork was part of a legacy project for the graduating class of 2004.

photo by jessica yu/falconer

cancer, I just felt so honored that she chose to spend her time working on this piece for Solana Beach because she loved her community so much.”

However, not every artist experiences those heartfelt connections through their work. At times, the creativity is not all that appreciated by others.

Alex Schaefer, an artist based in Los Angeles, has experienced legal trouble over his artwork.

“The biggest interaction I’ve had with making my art was being questioned by the police and then investigated by Homeland Security,” Schaefer said. “In 2011, I was painting one of the first ‘banks on fire’ in my series. I set up and painted a bank on fire and the cops showed up. Three weeks later, I had detectives knocking at my door to my home.”

Schaefer is a “plein air” painter, or as he likes to call it “street art.” He completes his paintings in public, setting up his easel in front of his subject adding a realistic impact to his creations. In 2009, Schaefer received international recognition for his pieces depicting various banks on fire.

“I was responding to what I saw was outrageous bailouts of financial criminals in 2009 and subsequent inaction by the justice system, and I was very angry,” Schaefer said.

His paintings of national banks like Chase Bank, Bank of America and Wells Fargo have sparked both interest and conversation among both casual viewers and the cryptocurrency community.

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BURNING BANK: Artist Alex Schaefer shares one of his paintings that includes a Chase bank on fire. The artwork is part of a series called “Bank on Fire.”

photo from alex schaefer

Schaefer does not shy away from controversial topics and often chooses to express his political views on the canvas.

“I have garnered a lot of attention for the paintings I do,” Schaefer said. “That has enabled me to have lots of conversations and interviews about the inequity and criminality in the financial system and ways that the system can be changed.”

The conversations surrounding Schaefer’s art occur on a smaller scale too. Riley Huffstutter (10) briefly learned about Schaefer’s work in her painting class, yet the lesson left a lasting impression.

“If you’re willing to get in legal trouble for what you believe in then that’s passion,” Huffstutter said. “That’s the level of passion people should aspire to have.”

TPHS art teacher Katie O’Brien has incorporated Schaefer as a guest artist in her classroom over the past four years. In terms of public artists like Schulz and Schaefer, she thinks they offer different points of view through their art to their respective communities.

“What connects [Schulz and Schaefer’s] art is not the specific message as they are very different, however both of their art have a meaning that can evoke an emotional response from the viewer,” O’Brien said. “They both speak to society and community at large, touching on topics of our surrounding world through an aesthetic lens that allows us to see the world in a different way. They both create art that is meant for many people to enjoy.”

According to O’Brien, there is a significant lack

WORKSPACE: Artist Betsy Schulz likes to keep objects lying around her workspace. They are used to help inspire her creativity.

photo by jessica yu/falconer

of this art that people can enjoy around the TPHS campus. Yet, of the art that does exist at TPHS, Solki appreciates them as a positive addition to the school.

“I think [the pieces] add a level of depth. You get that things have happened here, you get that this school has a culture. There’s this kind of background here and it makes you want to know more,” Solki said.

Either on a local or national level, public artists undoubtedly contribute to their communities, whether it be in the form of inspiration, political awareness or, as Schulz puts it, life.

“I think what [art] does is it adds a reason for people to come to that area,” Schulz said. “Artwork is really good in cities because it adds color, it adds life, it adds imagination, it adds something to that community that you wouldn’t normally see.”

Keller agrees, and said Schulz artwork makes her community a more “homey” place.

“When there are these personal touches where you go every day, little things along your hike or when you’re walking past, it makes it a little nicer,” Keller said.

Serpent statues, banks on fire and school murals are as different as can be, but they have one thing in common: the people and the communities they have brought together.

Shown through the various works of Schulz and Schaefer, different forms of art can make different marks on a community. As a place of learning and growth, TPHS is undoutably complimented by art for its tendency to inspire.

by Helene Gao and Kathryn Reese

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Nolan Ezzet and Matan Morris

SPORTS EDITOR AND STAFF WRITER

Falcons lose to Mission Hills at Homecoming PHOTO BY JESSICA YU

Regan Guirguis

STAFF WRITER

TPHS varsity football (4-3) was defeated by the Mission Hill Grizzlies (6-2) 20-14 at the Homecoming game on Oct. 15.

Mission Hills started with possession of the ball. Both teams started off rough as flags were frequently thrown resulting in a loss of yards for both TPHS and Mission Hills.

Strong defensive plays from Zach Rowell (12) and Jackson Fenton (11) prevented Mission Hills from scoring in the first quarter.

But, that momentum did not last. Mission Hills started with possession of the ball in the second quarter, enabling them to score the first touchdown of the game.

With only 11 minutes left in the first half, the score was 7-0. Although the Falcons’ offense often drove the ball to midfield, the Grizzlies’ defense continued to prevent the Falcons from even getting to field goal range.

The Grizzlies’ offense pushed through the Falcons defense and scored another touchdown.

The score became 13-0, with Mission Hills missing the extra point. Peyton Rodgers (10) ran the ball down to the 34-yard-line.

However, the Falcons did not capitalize on the yards they gained as they turned the ball over on downs at their own 48-yard-line.

Even after some pressure from the Falcons’ defense, the Grizzlies scored another touchdown with 29 seconds remaining in the first half, resulting in a 20-0 score going into halftime.

The Falcons started with possession of the ball in the second half ready to fight back against the Grizzlies.

They started off strong as Alex Taylor (11) had a 10-

yard gain. Then Wyatt Gardner (12) scored a 72yard touchdown and brought a beacon of hope for the team. The play resulted in a 20-7 score with the Falcons getting the ball back. With this newfound confidence, the Falcons revived their play in the third quarter.

“We played good defense in the second half. We held them scoreless after giving up 20 in the first,” TPHS head football coach Ron Gladnick said.

In the fourth quarter of the game, the Falcons started with possession of the ball. After failing to score a touchdown on 3rd and goal, the Falcons were still able to

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“In the second half, we really adjusted and started

I think again, as a football team, we grew tonight, and our goal is to be the best football team going into the playoffs.

Ron Gladnick

HEAD FOOTBALL COACH take over 1st down at the 50-yard-line. They drove the ball down the field and Alex Taylor (11) scored a touchdown with five minutes left in the game. The score was now 20-14, making it a one score game, putting pressure on the Grizzlies.

Having finally found their momentum, defensive player Matan Morris (12) forced a fumble on the Mission Hills’ 30-yard-line resulting in a turnover with two minutes left.

Even after Morris’ gamechanging play, the final pass was intercepted by Mission Hills with 34 seconds left on the clock, and the Falcons lost.

section brings the game against Mission

getting bodies on the ball and made a few big adjustments on the outside and inside run game,” TPHS tight end and

defensive end Rowell said.

Though the Falcons came back in the second half, the first half had led Mission Hills to having a big lead.

“We made some plays when we had to, but we need to put our first half together,” TPHS running back Wyatt Gardner (12) said.

The Falcons plan to use this loss to reflect on ways to improve for future games.

“I think again, as a football team, we grew tonight, and our goal is to be the best football team going into the playoffs.” Gladnick said.

TPHS’ last game is away against La Costa Canyon (54) on Oct. 29.

TPHS DEFENSIVE LINE: TP Varsity football team attempts to bulldoze its way past Mission Hills’ offensive line.

PHOTOPHOTO FROM CORMAC CADDEN

BY JESSICA YU

It’s no secret that the NFL has had its fair share of controversy.

Many NFL players have been caught in hot water. Historically, coaches have usually remained in the clear, but this has changed over the past few weeks.

A series of offensive emails sent by former Las Vegas Raiders head coach Jon Gruden was reported on this month. Gruden is a fairly successful NFL coach; his record as a head coach is 117-112 and he won the Super Bowl with the 2002 Tampa Bay Buccaneers. His longevity in the NFL makes him a role model for millions across the nation, making the effect of his emails even worse.

On Oct. 8 it was discovered that Gruden had used a racist trope in an email he sent 10 years ago.

“Dumboriss Smith has lips the size of Michelin tires,” he wrote in an email to former Washington Redskins general manager Bruce Allen. Gruden commented on the controversy on Oct. 10, apologizing for the email while clarifying that he “[doesn’t] have an ounce of racism in [him].”

On Oct. 11, the New York Times reported on several other emails sent by Gruden from 2010-2018.

These emails contained racist, sexist and homophobic insults. Some also had images of topless Washington Football Team cheerleaders. One hour after these emails were reported, Gruden announced his resignation.

In one of these emails he called NFL commissioner Roger Goodell a homophobic slur. In another, he critized Goodell for forcing the Saint Louis Rams to draft a “queer” player.

Former Rams head coach Jeff Fisher said he was not forced to draft him. In a different email, Gruden expressed his opposition toward hiring female referees.

What’s just as bad as the emails themselves is the fact that these emails were sent over the span of an entire decade and we’re just now finding out about them. There are almost certainly other coaches with similar inexcusable pasts, and possibly some with even worse.

Nonetheless, technology has made people accountable for their actions. Even though it took way too long for the emails to be reported on, the fact that they are stored forever made it possible for investigators to expose Gruden’s past. It’s our hope not that every professional sports coach’s emails get leaked, but that coaches worldwide consider this event as a wake-up call. They will be held accountable for their words, so it’s their responsibility to check their heart and change themselves.

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Katie Tang (9) dazzled at the 2021 USA Gymnastics Championships, as she gracefully spun to the melody of her musical routine focusing only on her next move. Another clean routine in this competition could result in a slot on a prestigious rhythmic gymnastics team, but she didn’t fret. Lo and behold, Tang finished with all four high-rated routines, securing a well-deserved spot on the U.S. National Rhythmic Gymnastics Junior Team.

Tang began her love affair with rhythmic gymnastics at nine years old, later than most competitors. She had been playing soccer for five years, and her mother encouraged her to pick up an additional activity. Once she got a taste of the floating ribbons and golden hoops, she stopped playing soccer, as her passion clearly shifted.

“I really liked rhythmic because I had a lot of friends, and it was really fun, especially competitions,” Tang said. “I loved being able to go out and perform, as well as doing my makeup and dressing up.”

Even though she started rhythmic gymnastics later than most, she quickly began conquering competitions, compelling her to participate in larger events.

Bigger stadiums like the Saint Louis Arena used for the U.S. Olympic Trials would intimidate many, but not Tang.

“My favorite thing [about rhythmic gymnastics] is ... showing a huge audience my cool skills,” Tang said. “Sometimes, it actually makes me more confident with more people watching.”

Since her stunning and transformative performance at the 2021 Elite Nationals, she feels assured of her skills.

“It was the best experience I’ve had, and it made me realize that there’s nothing to be scared of at competitions,” Tang said. “It was so amazing when I made the national team because it’s the highest level and it felt like all my years of hard work finally paid off. It was a very special moment.”

To Tang and many others, rhythmic gymnastics is an impassioned sport.

“There’s a lot of emotions in rhythmic gymnastics. When you perform, you have to really feel the music and the dance steps,” Tang said. “[At competitions] you’d see a lot of emotions, like a lot of people crying and a lot of people celebrating,” Tang said.

She was among this crowd after her win in Saint Louis.

“I put so much time and effort into rhythmic gymnastics. It’s practically my whole life. It’s all I’ve ever done, ” Tang said.

Her hard work and determination over the years are one reason for her excellence.

An average weekday consists of five to six hours of schoolwork and five hours of training a t her gym, Emerald City, with her coach, Svitlana Prokopova, who represented Ukraine at the 2012 Summer Olympics in London.

To help manage her time more efficiently, Tang is enrolled in the Independent Study program at TPHS, where she takes virtual classes through Edgenuity.

Virtual learning also allows her to compete internationally with more ease. While Los Angeles used to be the farthest s h e traveled; this year, she has competed in both Poland and Budapest.

“Since I do independent study, I can easily bring my Chromebook and do all my classes,” Tang said. “That’s why I do it. It makes [international competitions] easier.”

In the rare moments when Tang is not practicing rhythmic gymnastics floor routines or studying biology, she enjoys playing the piano. Tang is taking the Piano Certificate of Merit (governed by the Music Teachers’ Association of California) test next year, hoping to become an advanced pianist. Her piano skills will likely remain a hobby, but they give her more options for the future. While she plans to continue with her academic studies as well, she is nowhere near finished with rhythmic gymnastics.

“Hopefully, I can have both. I have to somehow find a way to combine rhythmic and college in the future,” Tang said. “I hope to at least shoot for going to the World Championships in coming years, because that is one of the biggest competitions. But obviously, I’m going to try to make it to the Olympics. I’m going to try for Paris 2024.”

A new period of Tang’s life, as a competitor for the junior national team, has begun. But wherever Tang goes next, she will surely continue sparkling with a confidence and grace inspired by her love of rhythmic gymnastics.

by Srishti Thapar

Katie Tang

A21

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A22 the falconer

october 29, 2021

Meme review: the Detroit Lions’ heartbreaking season Nolan Ezzet

SPORTS EDITOR

Certain teams in the NFL tend to continue dominating every year; the Patriots, Packers and Steelers almost never let their fans down. Other teams never fail to lose most games; the Jets, Jaguars and Browns almost always find ways to snatch defeat from the jaws of victory. And then there’s the Detroit Lions: the team that never fails to be a meme.

Most years, the Lions have several devastating losses. Whether it’s being the victim of a Hail Mary against Aaron Rodgers or consistently losing by only a few points, Lions fans are bound to be depressed.

In Week 3, the Lions hosted a game against the Baltimore Ravens. Despite going down 10-0 in the first half, the Lions battled back in the fourth quarter.

With three seconds left, the Lions were leading 17-16. The Ravens had the ball

on the Lions’ 49-yard-line and opted to kick a 66-yard field goal. Justin Tucker’s kick was just powerful enough to hit the crossbar, but instead of bouncing back, the ball ricocheted past the crossbar, handing the Ravens the win. To make the loss more heartbreaking, that field goal broke the record f o r longest k i c k in NFL history by two yards, which is a lot considering how much more difficult yard makes this range.

one extra a kick in Tom Depsey’s

63-yard field goal broke the previous record for longest field goal in 1970, and in the next 42 years, five kickers tied his

record, but no one broke it. 43 years later, Matt Prater broke his record by one yard. So for Tucker to casually walk on the field and just barely break the record by two yards — not just one — is incredibly heartbreaking. Plus, the kick was at

Ford Field, an indoor stadium. Kicking in an indoor field is usually ideal because it eliminates the presence of wind. The wind never helps short kicks because all it does is mess up kicking accuracy. For longer kicks, however, wind helps move the ball farther as long as it is moving in the same direction as the ball.

In Week 5, the Lions faced off against the Minnesota Vikings. After a closely fought game for the first three quarters, the Lions played exceptionally well in the fourth quarter, scoring 11 points through the 15 minutes. However, the Vikings were set up for a 54-yard field goal with just a few seconds life to go, which Greg Joseph nailed with time expiring.

The Lions became the first team in NFL history to lose from two regulationending field goals of 50 or more yards in one season. It happened to them within three weeks.

Is TPHS sports privatization leading to “pay to play?”

Viyang Hao and Jacob Zhang

ENTERTAINMENT EDITOR AND NEWS EDITOR

A number of TPHS coaches lead student athletes as both school and club team coaches, including the girls volleyball and boys lacrosse coaches, among others. Those coaches bring years of experience to TPHS, but some athletes wonder if they also bring bias.

Although playing for a TPHS, or any California public school, team is free, donations are recommended. To prevent favoritism, coaches are not permitted to know how much, or if, players donate.

“The coaches have zero knowledge of who is donating. They just have to be responsible for their budget [for the season],” Zephyr Fletcher, executive director of the TPHS Foundation, said.

But the coaches do know who is on their private club teams and how those players play prior to the CIF season.

A student who asked not to be identified who tried out for the TPHS volleyball team claimed that athletes in WAVE Volleyball, a private club directed by TPHS volleyball coach Brennan Dean, are favored over others during the tryout process. On this year’s varsity roster, all but one girl also play for WAVE, and all school coaches are also WAVE coaches.

“A lot of girls are from the same club.

If you don’t make a team on WAVE, I don’t think you’re going to make [the] varsity [team at TPHS],” the unnamed volleyball player said.

She also claimed that one WAVE player made the TPHS team without having to try out. Varsity team members Grace Flanagan (11) and Alice Yu (12) deny the player’s claim, citing that every player must try out at the start of each season.

“Coach Brennan doesn’t play people who just play at the club, [but] all sorts of people and whoever at the end of the day is the best player,” Yu said.

For girls volleyball tryouts, an outside evaluator unaffiliated with WAVE is brought in, which Dean says results in a “supreme elimination of bias.”

“It’s really helpful to have people part of the trial process that have nothing to do with the [club] program,” athletic director Charlenne Falcis-Stevens said.

According to the anonymous player, playing for WAVE costs around $6,000 a year, with additional private lessons adding to that total.

“You pay more money to be able to talk ... and train with these coaches,” she said. “So [they] already are being paid and bribed in a way.”

On the other hand, Dean believes that his duty as a coach is to do what is best for his team.

“My job here is to teach,” he said. “And money does not influence teaching.”

Furthermore, since the volleyball community is “very small,” most players and coaches know each other even if they are not affiliated with the same club, according to Dean.

“I think I know every volleyball player in San Diego,” Dean said. “So when there’s someone that comes from another club, I’m excited because I like diversity.”

Another sport at TPHS led by a club coach is boys lacrosse. The team is coached by Jono Zissi, director of the Rotten Cheeseburgers lacrosse club.

According to TPHS varsity lacrosse player Curtis Wang (11), the majority of varsity players also play for Rotten Cheeseburgers (RC). During tryouts, the coaches look for three traits in addition to skill and athleticism: character, culture and community.

Wang believes being on RC can help an athlete make varsity.

“If you’re in the club, Rotten Cheeseburgers, and you’re trying out for Torrey, you already have that relationship with your coaches ... and it makes a stronger bond [which] helps your chances,” Wang said.

Another athlete who asked not to be named, who played on the JV softball team, said that a player’s relationship with a coach can determine how much someone plays on the team. “[Since] our new coach ... coached a lot of freshmen girls prior … she knew how they could play, and she favored

them,” the anonymous student said. “A lot of the upperclassmen on [the] team sat on the bench while the freshmen would play the entire game.”

Eunice Lee’s (11) personal experience differs from Wang’s, as she felt that she never benefited from being on her coach’s club field hockey team, HTC. “Some athletes could say [that they have a better relationship with their coach]. I never really felt like I got that focus from the coaches,” Lee said.

“I think their main motive was to get everyone better.”

According to Courtney Spleen, head coach of both TPHS varsity field hockey and HTC field hockey, the only benefit of having athletes from both HTC and from TPHS is that she can better see her players develop throughout the year.

“If they play for the club that I coached for, I’m able to see that progression and see their work ethic and what they do in the off season to get better for our next season,” Spleen said. “I just don’t see that progression unfold week by week [with people who don’t play for HTC], but I see it come the next season when they come back and try out [I] say, ‘Wow, this girl has really grown as a player, she obviously was putting in a lot of work and play.’”

For lacrosse, even if a player has a bad day at tryouts, if Zissi knows they can perform at a varsity level on RC, they still have a good chance of making varsity.

Wang said that this can actually benefit the team.

“If they know your past accomplishments

and who you are … it’s a good thing,” Wang said. “It’s like getting a job; you get an interview, they look at your accolades [and] they get a better picture of you.”

Zissi also said that the boys lacrosse team has a no-cut policy. So, if he sees the potential in a non-varsity player during the season, he can still pull that player up to varsity. To Zissi, the most important quality in a player is their work ethic, even more than raw athletic ability. “[We prioritize] the kids that care more,” Zissi said. “It’s … more of what kind of a human you are.”

There are still many sports at TPHS with coaches who are also involved with a private club. Whether or not a bias specifically for club players exists, according to Dean, coaches “are not robots” and have personal biases, but what separates good coaches from bad coaches is their ability to ignore their own biases.

tphsfalconer.com

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f/stop

Brooklyn Burns varsity volleyball october 18, 6:28:11 pm

camera: NIKON D3100 lens: NIKON AF-S DX 55-200mm iso: 800 exp: 1/5400 f/stop: f/5.6

photo by Jessica Yu

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For You

Dear Falcon Families, It has come to our attention that our respectful and amazing students have been exposed to content that is encouraging them to participate in dares that do not reflect the “We are TP” attitude. Although we once again applaud their creativity, we would like to alert you all so you can do your due diligence as parents to identify the tell-tale signs that you have a problematic teen. After spending thousands of dollars and hiring dozens of experienced experts, we have compiled a detailed and accurate listing of the pranks and dares that your children are definitely seeing all over the web.

September: Vandalize school bathrooms October: Smack a staff member November: Kiss your friend’s girlfriend at school December: Deck the halls and show your balls January: Jab a breast February: Steal a school sign March: Punch an underclassman in woodshop April: Streak across a sports game of your choice May: Spike senior prom June: Flip off the front office

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We urge you to check your children’s phones constantly, which they will graciously allow you to do, as they will appreciate your dedication to protecting their underdeveloped brains. TikTok has fostered the growth of many dangerous trends, including the Tide Pod challenge and the cinnamon challenge, which plagued our school in past years.

Fortunately, we have only recorded two incidents from this list, but

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