october 5, 2016 volume 52, issue 1
the Everything Greenhill
Zayna Syed Editor-in-Chief
Areeba Amer
Design/Online Content Editor
Sophie Bernstein Backpage Editor
A concrete desert with endless highways and pedestrians as sparse as rain, Dallas’ suburban sprawl offers few options for public transportation. Ask a group of Greenhill students to navigate Dallas’ public transit system, and you’d be hard pressed to find one that could accomplish such a feat. In a survey conducted by the Evergreen, only 45.8 percent of students in the Upper School have ever traveled on some form of public transportation in DFW. Out of that, the majority claimed to have only travelled on it “once or twice” (82 percent) as opposed to those who said they use it “very often” or “occasionally” (18 percent). However, new data suggests that a public
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Should Colin Kaepernick kneel during the national anthem? p. 3
News
transportation culture shift may occur. A survey conducted by the Global Strategy Group in 2014 found that 66 percent of millennials say that access to high quality transportation is one of the top three criteria they would consider when deciding where to live. This change in attitude does not seem to have reached Greenhill. “I have cars, so why would I?” said sophomore Esmir Mesic, when asked if he would take public transportation in Dallas. In fact, on a scale of one to seven for likeliness to take public transportation in DFW, 23.6 percent answered with a one, or “not likely,” while only 4.2 percent answered with a 7, or “very likely.” Nonetheless, Addison mayor and Greenhill alumnus, Todd Meier ‘69, has been trying to expand DFW’s public transportation system. Since 1983, the City of Addison has contributed 50 percent of its sales taxes to DART, with the promise that DART will build an above ground rail in Addison. The rail would
Greenhill implements new drug testing policies p. 5
Serving Greenhill since 1966
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Code-switching at Greenhill p. 7
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run just north of Greenhill, from Dallas/Fort Worth International Airport to Shiloh Road in Plano. This project, deemed the “Cotton Belt Corridor,” has raked in more than 260 million dollars of Addison taxpayers’ money. This money was never specifically designated to the Cotton Belt Corridor project. However, Addison has taken significant steps to accommodate such a rail just the same, building the Addison Circle around the potential route. Yet according to Mayor Meier, little progress has been made. In October 2016, DART will vote on how to handle funding between the Cotton Belt Corridor and other major projects, according to spokesman Morgan Lyons. One of these projects is a potential above ground rail or subway in downtown Dallas, to be named “D2.” Lyons said that DART has the financial capability to complete both projects on time. cont’d on page 6
Arts
The new face of Fine Arts p. 11
Sports
Annika Squires reviews Soul Cycle p. 14
4141 Spring Valley Road, Addison, TX 75001
the
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Rants & Raves
the
Evergreen staff editor-in-chief Zayna Syed
executive editors
Ellen Margaret Andrews Ben Schachter
A RAVE to the new carpet. Are you tired of cleaning old carpets full of snack stains? Well… Greenhill sure does have the solution for you! New carpets! It’s dark enough to highlight all of the crumbs students may drop on the floor. Students will never want to drop crumbs again!
A RANT to the glitchy tech in the math pod. There is something universal about the general sense of dismay math gives a high school student. With the current state of tech in some math rooms, I wouldn’t be surprised if teachers have been feeling similarly.
A RAVE to the new chairs by the library. Now, we can finally satisfy our urge to fling ourselves into plastic, life-sized tops at the end of a long day. A warning: if you get too crazy, you can tip over and crack your end open on the concrete. Good thing the nurse’s office is nearby!
managing editor
Joseph Weinberg
copy editor
Simra Abedi
design editors Areeba Amer Arhum Khan
arts editor Zoe Allen
backpage editors Sophie Bernstein Maya Ghosh
features editor
Radhe Melwani
A RANT to the Lightning Sirens. What is better than a GIANT SIREN BLARING WITHOUT WARNING any time the forecast calls for rain. Nothing! I understand that lightning is dangerous and early warning systems are for our safety, but I refuse to accept these sirens do anything except annoy us.
A RAVE to increased school spirit this year! We’ve seen more support for our sports teams than ever before. Keep up the good work, Big Green Nation! You know what they say: (yell) practice makes perfect. The success of our teams is (stingers) up to you.
A RANT to Rosh Hashana falling on the first day of homecoming week. How dare a 5000-year-old lunar calendar mess with our school holiday? It’s just so inconsiderate. Unless if we could somehow alter the moon’s orbit, prospects aren’t looking too good; even Mr. Warner couldn’t help us resolve this scheduling conflict.
news editor
Abbas Hasan
sports editors
Lili Stern Jordan Sternblitz
views editor
Annika Squires
asst. arts editor Alice Zhang
asst. features editor Samar Ahmad
asst. views editor Ross Rubin
staff manager
A RAVE to the new English classes. No longer limited to the same old classes, students can now make up nonsense in their essays for a multitude of literary topics.
A RANT to the glass wall in the Elliot Center. They say education opens new doors… at Greenhill we learn by building walls. Why build a quiet study space when you can build half a wall near a bunch of foot traffic so all the students will be distracted by that noise? I know we’re a great school, but this wall is nowhere near as great as the one in China.
A RAVE to the peacock babies. Those fuzzy little rainbow chickens run around campus following their mother with the same attention and passion I give to my crush, but the only difference is that my target doesn’t like me back. I bet they secretly sell them out back behind the Buzz. Let’s be real… you know you’d pay good money for a small cutie like that.
Content courtesy of Julia Halm, Richa Sinkre, Allie Fyrmire, and Suman Chebrolu
Staff Editorial: Late start on election day
According to the Pew Research Center, the United States has one of the lowest voter turnout rates in the developed world. In a country of 241 million of-age voters, just 129.1 million votes were cast in the 2012 election (about 53.6%). For a country that values its first amendment rights and its democracy, this is unacceptable. Greenhill has an opportunity to make a change and set a national precedent. President Obama has endorsed the idea of making general election day a national holiday, but nothing has yet come of it. But being the trendsetter that Greenhill is, we should be given the morning of November 8 off in order for faculty and students of legal age to vote in the presidential election and the often overlooked congressional and local elections. At Greenhill, we claim to value political participation. Now is the time to put words to action. Head of Upper School Mrs. Ross is not opposed to the idea of teachers and students
leaving during their break period to vote. “As long as they come back with an ‘I voted’ sticker, I see no problem in letting students go off campus and vote,” said Mrs. Ross. Although there is early voting and students may go to the polls after school, there is no motivation for the student body to vote when they are tired from a full day of school, have to write college applications, play sports and complete have a pile of homework. Faculty also lack the incentive to vote when they have papers to grade and tests to correct. Why should we go vote when we have more immediate, pressing matters at hand? We should vote because we are helping to install the next president of the United States. The person that will be the face of our nation for the next four years. The person that will have to manage this country. We are voting to elect often overlooked local officials who fix our roads and protect our water supply. We are voting for the congressional
representatives who will vote on whether our country raises the debt ceiling or not, whether we declare war or not. There is no reason why we should not vote. The only obstacle in our way is the lack of time we have available, and this is an easy fix. Many students and faculty members recognize the value of voting, but have a hard time actually getting to the polls. “I am planning on voting, but I’m still figuring it out. I have commitments at school and I have kids, so I’m debating on whether I should bring them to wait in line with me or not,” said Lower School Counselor Shanti Majefski. By canceling school on the morning of the election, we would be able to emphasize the importance of exercising our rights and getting involved with politics. Faculty and students of legal voting age could vote while other students could still get involved by Register to vote at votetexas.gov; the last day of voter registration is October 11, 2016.
Josh Rudner
online managing editor Suman Chebrolu
online content editor Areeba Amer
online broadcast editor Christian Quintero
staff writer
Stephen Crotty
business manager Rishi Vas
advisor
Nureen Patel
asst. advisor
Dr. Amy Bresie
staff artists
Drake Heptig Anusha Kurapati Amy Yang
Have a response? Opinion? Original Idea? Email us at: evergreen@greenhill.org For the editorial policy visit our website at evergreengreenhill.org
wednesday, october 5, 2016
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Should Colin Kaepernick kneel during the national anthem?
graphic by Drake Heptig
I believe the situation involving Colin Kaepernick has become highly misconstrued as some sort of attack on the national anthem instead of bringing light to the actual principle at hand. A protest is supposed to make people feel uncomfortable, and if you are being real with yourself, you know that his stance has angered White America. As controversial as this is, Kaeperick has made it clear multiple times that he is in no way trying to disrespect the ones who fight for our country; instead, he is trying to raise awareness for the injustices that continue to happen in the African American community. Keep in mind: he is exercising his first amendment right to peacefully protest as did Martin Luther King, Jr., Jackie Robinson, Jessie Owens, W.E.B. DuBois, Rodney King, Ruby Bridges, Muhammad Ali, and many more. I whole-heartedly respect his decision to protest because it shows me what it means to fight for equality at the cost of being ostracized while being an African American NFL Quarterback. I cannot think of a more Patriotic race than mine. We have fought and died for this country time and time again, even when this country did not fight for us. -Konnell Woods, senior
To me, the national anthem is a symbol of hope. Its glorious lyrics celebrate that even after a nightlong battle, our flag endures. Since the founding of the United States, generations of my family have enjoyed the opportunities available in this nation, but some have also faced severe persecution. Despite our country’s flaws, I choose to stand and sing the American anthem because it makes me feel connected to my fellow citizens through a shared hope that our flag of freedom will always endure, and it is my pledge to support my homeland through its nightlong struggles. That being said, I recognize that people with other circumstances and experiences may have a differing view of this ritual. As to whether Colin Kaepernick’s actions were morally right, I cannot say; I think it depends on his internal motivations. I do believe, however, that if one has thoroughly studied an issue and sincerely believes that the government is acting unjustly, he or she not only has the right, but the responsibility to protest in a peaceful manner. If Mr. Kaepernick knelt with an earnest desire to improve his country, he was certainly in no way disrespectful.
I do not agree with Colin kneeling during the national anthem. However, I do stand behind his movement; as something needs to be done about the growing unrest in America in relation to race based shootings. His method of protest is what bothers me. All my life I have been told to respect the flag and what it stands for. This means when the national anthem is played, you take your hat off, put your hand over your heart, and stand respectfully until it is over. Colin’s reasoning for not standing for the flag is that he doesn’t believe he should honor a country that oppresses black people. I think he instead needs to raise protest against the police forces of this nation and not just blanket the entire country in his protest. There are many people in the United States who fight for the same cause as him and believe in his movement. I feel like he could instead use his press conferences or other media time to get his message across. This would have the same effect and has been used successfully by several other NFL players such as Richard Sherman. Overall it just goes against my beliefs and how I was raised to kneel during the national anthem, and I feel that there are others way he could get his message across without being disrespectful.
I don’t think football players kneeling or standing solves anything. I also don’t think football players wearing pink wristbands will cure cancer, either. The point is to raise awareness and get conversations started. I spoke to the band members in class because we have to perform the national anthem at the football games. A football player who kneels during the national anthem doesn’t affect the outcome of the game. Same for the coaches, cheerleaders, and fans. But if I have my only trombone player sit and not play, then it severely impacts our performance. I asked that regardless of their thoughts on the subject, that they perform with us, even if they sit and play. I’ll love and support them either way! I’m proud that we live in a country that protects first amendment rights, and grateful that my band students go to a school that gives them space to figure these things out while they’re surrounded by caring adults. I’ll be standing when we perform the national anthem at the next football game, and I encourage everyone present to sing along with us, whether it be in beautiful or shaky tones. And I hope they listen to the words and think about whatever it is that makes this country great for them personally. And I’ll also be wearing a touch of pink.
-Max Kaiser, junior
-Brian Donnell, band teacher
It’s hilarious that people are mad at Kaepernick. Today, there is this idea that celebrities shouldn’t take a stance on political issues and if they do, it should be for inconsequential issues. However, Kaepernick stood up, or I guess sat down, for what he believed in and got tons of media coverage for it. Be it good or bad, by creating a conversation, he truly brought these issues forward. If he had just donated to some charity, he would have been praised then forgotten. Instead, he generated a national debate on the type of patriotism that is acceptable within society. To call him unpatriotic is ridiculous considering his protest is a true example of patriotism. He believes America can improve on current injustices and therefore wants to help change our country for the better. The true issue isn’t that he sat down but rather that he’s a man of color. Donald Trump can critique America claiming he wants to make it great again and he is hailed as breaking previous molds. But a black man doing the same thing is rejecting his country?
-Shreya Agrawala, junior
The uproar over Colin Kaepernick has been quite amusing to me. As a veteran, I voluntarily put my life on the line for three years in order to ensure that every American had the right to express themselves as they see fit, within the bounds of what is lawful. While I do not agree with his stance, I support his right to make it. What type of country would we be if we did not allow those stances that we personally do not agree with? The true symbol of our country is the freedoms we have to disagree with our government and our fellow citizens and its actions without worry of repercussion or condemnation. Mr. Kaepernick is using his first amendment rights to show his disagreement over what he sees as inequality in our nation, and he is paying for that with a loss of income and status. Again, I do not agree with his actions, but I do admire his standing up for what he believes. That is what separates us from most countries on the planet.
-David Lowen, History Teacher
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wednesday, october 5 2016
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Dallas Ambush: Students Share their Stories Two Greenhill students attended the Black Lives Matter protest in Downtown Dallas on July 7, 2016 the night policemen were shot
Photo Courtsey of Zipporah McNeil
Dear Greenhill,
Dear Greenhill,
I AM EXASPERATED. I AM DISTRAUGHT. I AM HURTING. I honestly still cannot fathom how I’m feeling. I participated in a peaceful protest that was turned into terror within seconds. I’ve never been in such fear for my life and the lives of others. To see people getting trampled over while trying to run to safety, screaming for anyone to be their savior. To see CHILDREN fall to the ground and scream out in despair for their mother or father. To see such fear in the eyes of my loved ones and realize that it wasn’t for sure we’d make it home or become another hashtag. It’s so easy to see things like this happening on television and social media and quickly respond with “it can’t happen to me.” But the sad truth is that it can, and it’s a completely different ballpark when you actually witness it. I’ve realized that we are at war. We are fighting a war that cannot be won without God. The only thing that can save us is Jesus Christ. In times like this, we must stay prayed up because there are so many people who are fueled up with so much hatred in their hearts, and it’s killing innocent people. Innocent people who weren’t able to make it home like I was.
All we want is equality. At times like these I want to say love will prevail, keep fighting, peace is the only way. But when I heard those shots, when chaos broke, when I was told to run and get down on the ground and saw A CHILD-A-CHILD FALLand start to scream for his mom it occurred to me that there is no political Band-Aid to fix our pain. Policemen did not deserve to die. Civilians should not have been wounded. All that came out of this night was more hashtags, more violence, and more fear. We need God more than ever.
-Zipporah
McNeil, senior
A Letter from Mr. Kasten
Dear Greenhill Friends, With time on my hands, I’ve become a news junkie, particularly in this election season. I’m not sure it’s good for me. According to the politicians and the media, almost everything is awful. Wherever I turn for information and insight, I hear that racial tensions have never been so bad, that hordes of terrorists are massing at the border, eager to do us harm, that businesses are corrupt, that the government is inept, and that climate change is going to make much of the globe uninhabitable by the end of the century. It feels like I have nowhere to hide! I am fortunate, however, because I know from a lifetime of personal experience that cries of doom and gloom convey an inaccurate, or at least totally incomplete, portrait of our lives. For thirty-three years, I have been part of a community that, again and again, finds ways to bring honor, respect, and compassion to the murky challenges that confront us. Never has that shining light been more evident to me than during my on-going battle with cancer and lung insufficiency. From the beginning of my health crisis, Greenhill has lightened my load. A Greenhill parent expedited my diagnosis and early treatment; an alum who is a cancer specialist has become a personal medical adviser for my family; colleagues and administrators have
rearranged their schedules to cover my responsibilities. Parents, teachers, and students have made time for meaningful visits. Greenhill’s outrageous generosity has provided an endless train of food, flowers, books and other gifts, and in each day’s mail I receive notes of cheer and support. I am continuously reminded of what it means to live in community and of how blessed I am to be part of this one. I am a better man because I have you wonderful people in my life. My thanks are totally inadequate but utterly sincere. When I think of this Green, Green Hill, I know that we will survive the horrors that threaten us on the front page. We will continue to zigzag toward the light, two steps forward, one step back. I wish all of you a great school year. May we, each day, value the goodness that surrounds and sustains us. With gratitude and love, Dan Kasten
-Karis
Thomas, junior
News the
Greenhill implements new drug testing policies Greenhill students can now be drug tested on campus or at school-sponsored events Abbas Hasan News Editor
As of August 2016, Greenhill students can now be breathalyzed or drug tested on campus or at schoolsponsored events. This policy change has been discussed for the past few years. However, Dean of Students Jack Oros cited the catalyst for him was last year’s Independent School Association of the Southwest (ISAS) arts festival, when a group of students was found to be under the influence of alcohol. Greenhill administration conducted a week-long investigation. However, they were not able to hold any students accountable without a confession. Head of School Scott Griggs hesitated to change the policy at first, fearing it would break the culture of trust at Greenhill. However, he has since come to terms with it. He said that the breathalyzer can be used
as a deterrent to underage drinking. He has decided to prioritize student health and safety. Still, Greenhill does not have the right to breathalyze or drug test students away from school-sponsored events, when most illegal activity takes place. The breathalyzer and drug testing materials will be used to assist with investigations on students suspected of being under the influence. A breathalyzer is able to detect someone’s blood alcohol content (BAC) instantly as opposed to a traditional blood sample test. The speed at which results are found helps administration determine a quick verdict. After more discussion with Head of Upper School Laura Ross, Mr. Griggs, and Greenhill’s attorney, this summer, they decided that a breathalyzer and other drug testing materials should be
allowed on campus and at Greenhill-sponsored events. Mr. Oros submitted an article for the handbook, and Greenhill’s attorney signed off on it. All students are required to abide by the rules in the handbook. “The school reserves the right to require, and by virtue of his or her enrollment a student submits to, testing for the presence of alcohol or drugs (through means including but not limited to a breathalyzer or urine test),” reads the handbook. Also, having a breathalyzer at a Greenhillsponsored event allows for administration to definitively know if someone is under the influence. In the past, Greenhill could not do anything about suspected drinking without substantial evidence. The breathalyzer solves this problem. Mr. Oros further explained. “One reason is for verification,” said Mr.
Oros. “If a student had been suspected of drinking I could have given him or her a breathalyzer test and been done. Another reason is that it serves as a deterrent. Knowing that one might be randomly chosen to take the test might keep one from drinking before an event.” Students on campus have varying opinions. “I feel like having [a breathalyzer] on campus will deter people from doing bad things,” said junior Amber Johri. “The awkward ‘not knowing’ and teachers not being able to do anything about it is kind of dangerous for students because no one is being held accountable.” Mr. Oros discussed the importance of this new policy. “The whole point is not to catch kids. It’s to keep kids safe,” Mr. Oros said. Graphic by Anusha Kurapati
Greenhill adds social and emotional learning program Radhe Melwani Features Editor
In an attempt to create a common language for social and emotional learning between the four divisions, Greenhill is implementing the Collaborative for Academic, Social, and Emotional Learning (CASEL) program. CASEL bases its curriculum on the understanding that learning is challenging, engaging, and meaningful. It focuses on five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By the end of this year, the CASEL program will be present in all of Greenhill. Currently it is only apart of Preschool and Lower school. “Tons of research has shown us that children with these skills are more successful learners and more successful with their peer relationships and ultimately lead more successful lives well into adulthood,” said Middle School Counselor Emily Corbin. “Students who have been exposed to the CASEL curriculum have been proven to have better adult relationships, more successful careers, and lead happier lives.”
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It is important that we imbibe the idea of stress-relieving in the Lower School.”
Greenhill is modeling their program after Mind Up, a foundation that uses neuroscience and psychology to mold its approach to learning. “The easiest way to describe [Mind Up] is thinking about the whole child and every aspect of the child’s day. Learning is emotional, it is an emotional process, so
to not address that part of a child’s psyches is not addressing the whole child,” said Upper School Counselor Priya Singhvi. One of the primary reasons CASEL is being implemented is to provide a common language between the four divisions when approaching social and emotional learning with students.
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Tons of research has shown us that children with these skills are more successful learners and more successful with their peer relationships and ultimately lead more successful lives well into adulthood.”
“From the time a child enters Greenhill to the time that they graduate, hopefully CASEL gives a common language and framework to make sure we’re taking care of the social and emotional well-being of our kids,” Ms. Singhvi said. Many students believe that it is important for CASEL to be established in the early years in order to be prepared for challenges presented in later years. “It is important that we imbibe the idea of stress-relieving in the Lower School [so that] they will bring those techniques with them when they confront stress in the Upper School and even afterwards. It needs to be incorporated into the curriculum early so they know how to tackle it when they get [to the Upper School],” said junior Sofia Babool. Other students think that CASEL will teach students how to manage emotions such as test anxiety. “I think it would be useful to have
CASEL because some students suffer from test anxiety and other problems like that and [CASEL] will give the tools to help them. You are able to calm yourself down before a big test with the skills you learned,” said eighth grader Brent Ladin. CASEL will continue to have a stronger presence on Greenhill’s campus in years to come and is considered vital by many faculty members. “We are committed to developing social and emotional skills in our students. Giving them skills and strategies to manage life’s pressures will equip them to be contributing, healthy members of our society. Greater relationship, work, and life satisfaction will all stem from a strong understanding of how to cope and thrive,” said Head of Middle School Susan Palmer.
Photos courtesy of Greenhill Office of Communications
TAKE A DEEP BREATH: Head of Preschool Ms. Fitzgerald uses a “breathing ball” to teach students about deep breathing excercises (top). Head of Lower School Michael Simpson leads students in deep breathing excercises (bottom).
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wednesday, october 5, 2016
Ride the transportation debate cont’d from page 1 “A very significant part of Addison has been built around the Transit-Oriented District,” said Mr. Meier. “We have the development, and we have the OrientedDevelopment of the Transit-OrientedDevelopment. But we just don’t have the Transit.” In late October 2016, DART will vote on how to handle funding between the Cotton Belt Corridor and other major projects, according to spokesman Morgan Lyons. One of these projects is a potential above ground rail or subway in downtown Dallas, to be named “D2.” Lyons said that DART has the financial capability to complete both projects on time. Matt Tranchin, a St. Mark’s School of Texas alumnus and leader of Coalition for a New Dallas, an advocacy group that promotes infrastructure projects in the heart of Dallas, said Dallas City Council may not get enough federal grant money to complete both projects by their target dates. The Cotton Belt Corridor is slated to be done in 2020 and the D2 would finish up more than 10 years later. Tranchin said that the subway should be a higher priority since it would double the capacity of the entire transit system. “All the regional cities would benefit from it,” he said. “While the Cotton Belt would be nice to have, we simply have more pressing issues.” Meanwhile, Addison officials are growing increasingly frustrated about the possibility of being bypassed. “We currently send $1 million per month to DART, which is enough to cover your monthly payroll,” said Mayor Meier in a letter to the DART Board on September 6. “You refer to the current schedule as an accelerated plan, but in reality you have
delayed the Cotton Belt three times in the past. We have continued to put the interests of the whole above our own and have trusted that promises would be kept.”
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Dallas is based on cars, and it’s going to take time to change the infrastructure, and to change people’s attitudes, but if we keep growing, it’s going to have to happen.”
When the Cotton Belt is completed, it is likely to create change at Greenhill. “Greenhill continues to grow its national reputation in a positive way,” said Mayor Meier. “I think being a part of a community
like Addison, that has a very regal mass transit system, works to both of our benefits. Great cities around the world have mass transit. It’s a component of being a great city, so adding the mass transit is one more piece that can build a great city together.” According to Greenhill’s Urban Studies teacher, Becky Daniels, the cultural shift towards taking public transportation in Dallas and at Greenhill will happen slowly. “If you ask someone who’s never [used public transit], of course they’d rather take a car,” said Ms. Daniels. At the same time, Ms. Daniels said she does believe the shift must and will occur. “Dallas is based on cars, and it’s going to take time to change the infrastructure and to change people’s attitudes, but if we keep growing, it’s going to have to
happen,” said Ms. Daniels. “Everybody can’t afford a car. Public transportation is the most efficient way to get all socioeconomic groups to places they need to be. We just don’t have the infrastructure yet. There’ll be growing pains.” Whether it’s the Cotton Belt or the D2 line, many Greenhill students do not realize the significance of public transportation. “There is the bubble when you go to a prestigious private school. Growing up, public transport was nowhere near my radar,” said Mr. Tranchin. “However, the more we can redesign our transit system and cities that don’t require us to get a car or drive to school, I think that’s the future.”
Graphic courtesy of DART
Greenhill says marhaba to new Arabic class
Sophie Bernstein Backpage Editor
On the first day of school, six Greenhill students readied themselves to begin a level one language class. However, the setting was not typical for a level one language class: the majority of the participants are seniors, and there is no course description in the 20162017 course catalog. The Upper School offers multiple years of Chinese, Spanish, and Latin, but these six students are taking one year of Arabic. For the students who are Muslim (four out of the six), knowing Arabic could allow them to learn about their religion. “[The Quran] is open to interpretation, and I understand why now,” said junior Zeenya Meherally. “As it’s written in Arabic, in different regions it can mean so many different things.” While the class won’t exist next year and was new this year, Zeenya said she plans to take Arabic 2 through Global Online Academy as a senior, and keep studying further in her future. “I don’t want this to be a thing I just stop after high school. I want to continue because I’m personally invested and interested,” she said. Upper School Arabic teacher Cherine Chlone said she believes this class will help all of her students see the connections between Arabic and the modern, westernized world. “I would like to build bridges between the Arabic culture and our culture here,
Photo courtesy of Zeenya Meherally
ARABIC ON THE HILL: Five of the six arabic students and their teacher, Ms. Chlone, pose for a photo.
because I know for a lot of people, they think Arabic is a very exotic language. Even English speakers already know some Arabic words without even noticing. Like ‘candy’ is originally Arabic,” said Ms. Chlone. “The connection is already there. We’re just not aware of it.” For her student Zeenya, these connections go even further. “I feel a greater connection to my religion. I just feel more connected to myself, and the people I’m with,” she said. “I can share it with other people, so it’s not just older people who have learned Arabic in the past, but my friends who don’t really know anything about Arabic or the Arab region. By taking this class, I get that position of being able to teach it to people who should know this because it’s rooted so deeply in our history as well,” she said.
Features the
Code Green
The Evergreen examines code-switching in the Upper School
Graphic by Amy Yang
Joseph Weinberg Managing Editor
Christian Quintero Online Broadcast Editor
Can I say this in class without sounding like an outcast? I said it at home and I was fine, but how will my English teacher react if I say it that way? What about my friends? Will they think differently of me? Do I have to hide my accent in front of these people? These questions are just some of the reasons why people, and Greenhill students in particular, code-switch. Code-switching is the practice of alternating between two or more languages or varieties of a language in conversation. Everyone code-switches. It’s simply the result of changing your interactions based on the situation you’re in or the people you’re with. Code-switching can require a conscious effort or it can come naturally. Some students have to think about switching codes every day, in every class they have, and even in every conversation they have. Other students may not even realize they code-switch because it has become a subconscious response. “[Code-switching] is the ability to navigate different situations, populations, and social locations that you have to deal with on a daily basis. To expedite communication, you tend to adopt the language they are more comfortable with,” said Director of Debate Aaron Timmons. Code-switching is often linked, but not limited to, specific cultures or ethnic groups.
“I feel like everyone in the Greenhill community goes through some level of code-switching, although it affects some more deeply,” said senior Bryant Caballero. “It isn’t necessarily tied to a race or ethnic group.” Code-switching can be as subtle as someone using their full name when they are talking to teachers and preferring a nickname with friends, or it can be seen on a much larger scale such as someone changing their grammar or vocabulary when they are at Greenhill because the language is drastically different from what they hear at home. Bryant said he code-switches primarily to fit into his respective setting and avoid sounding different. “I consciously code-switch because I’ve figured out that certain environments have certain rules, and if you play by the rules, you can score and you can win,” said Bryant. “I obviously want to thrive in any environment. How do I do that? By playing by the rules.” For example, coming from a lowincome background automatically triggers Bryant to switch codes between home and school. “When I’m talking to my friends, I sort of censor that part of my life because I’ve never been able to relate to the affluent lifestyle,” he said. “When they ask me questions like ‘how was your summer?’ and ‘where did you go?’ I try to be as general and as vague as possible,” said Bryant. For many, code-switching has become a
normalized part of the Greenhill experience. “For me, it is something that is just a part of my day. It’s something that you learn very early on to navigate the system to deal with a variety of people,” Mr. Timmons said. Senior Tyra Thompson, who said she often balances using ebonics and slang between Greenhill and home, mindfully adjusts the way she talks at Greenhill in order to better fit in with the rest of the community. “When I’m [at Greenhill], I have an image to uphold, and I feel like I have to speak so that everyone can understand me,” said Tyra. “Everyday, I go from a place in my life with a whole lot of black people where I speak a certain way and I dress a certain way, whereas here you have to dress a different way and speak a different tone. It’s my life and I’m used to it. It’s not a bad thing. Sometimes I don’t even realize it.” Code-switching is by no means exclusive to the Greenhill campus. With Greenhill students having distinct interactions with teachers, friends, and parents both at and outside of Greenhill, they are constantly switching their codes based off normal social codes without even realizing it. “I still code-switched between home and school when I went to school in South Dallas before coming to Greenhill,” said Tyra. “Everyone acts different at home versus when they’re not at home. It’s not black versus white.” For junior Anusha Kurapati, the concept of code-switching extends beyond
language and includes balancing cultural values between home and Greenhill. “Having Indian values at Greenhill can sometimes make it hard to be somewhat accepted at Greenhill,” said Anusha. “For example, I’m fine with the idea of arranged marriage, because it is such a normalized part of my life, but so many people here find it such a weird and evil thing. It’s difficult for me because I see where people [at Greenhill] are coming from, but in doing so, I feel like I concede my own parents’ marriage.” According to Mr. Timmons, people who talk differently or talk with an accent and elect not to code-switch could potentially find themselves at a disadvantage. “I think many times, individuals who are in a majoritarian culture view alternative speech patterns, dialects, techniques in a negative way,” said Mr. Timmons. “I think [code-switching] is something that black students need to know how to do to navigate a majoritarian culture.” However, Mr. Timmons still codeswitches and said that code-switching does not equate to abandoning culture. “My response to when people tell me I “talk so white” is ‘I don’t talk white. I talk right,’” said Mr. Timmons. “I think it’s problematic to say that just because there is a “proper” way of speaking the King or Queen’s English that you’re selling out in some way.”
8 features
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Evergreen
wednesday, october 5, 2016
Student Teacher
Greenhill student teaches at Southern Methodist University Maya Ghosh
Backpage Editor
While most students enjoy their summer by going on a trip or by relaxing in the summer sun, junior Andrew Glick spent his summer teaching students about his passion: engineering. Over the course of seven weeks, Andrew instructed various classes about programming, robotics, and rocketry to middle and high school students at the Caruth Institute for Engineering Education at Southern Methodist University. Andrew’s interest in engineering and building was sparked at a young age when he discovered Legos™ in kindergarten. Since then, Andrew has graduated from Legos™ and moved on to 3D printing, writing code, and most recently, working on a 3D printed robot and a mechanical hand,
“
I enjoyed all of it. I know it’s not descriptive, but I got to have more engineering experience, I got to teach, it was all so cool.” which he hopes will one day move with the motion of his own. “I’ve been working on some really cool projects and I’m just having a lot of fun working on them. They are really interesting,” Andrew said. When Andrew was in eighth grade, he attended a camp that taught eighth grade and high school students about solar powered cars at the University of Texas at Dallas. The instructor was quickly impressed by Andrew’s engineering prowess
and asked Andrew to help teach other engineering classes. At the time, Andrew was in middle school and could not work at the camps. This summer, he finally got the chance to teach and assist in two middle school classes and three high school classes. The middle school classes were introductory programming and robotics camps that used Lego™ Mindstorms and Raspberry Pi in their projects. The high school classes were more in-depth robotics and rocketry camps. In addition to these, he also taught a quadcopter camp, teaching students to fly quadcopters, a mechanical helicopter propelled by four rotors. Since this was Andrew’s first time instructing classes, he found some difficulty in teaching other people because of the initial awkwardness of speaking to people in large groups. However, he became better at public speaking as the classes went on. While Andrew was helping to create lesson plans and instruct the classes, he learned a lot of other things. “I picked up some physics, and I had to teach myself Python in order to teach Python to others. I learned how to use Raspberry Pi, which are like small computers. I also greatly improved my leadership skills,” he said. Even though he wishes he could have had a more relaxing summer, he enjoyed teaching others. “I enjoyed all of it. I know it’s not descriptive, but I got to have more engineering experience. I got to teach, it was all so cool,” Andrew said.
Photo courtesy of Andrew Glick
IMAGINATIVE INNOVATOR: Junior Andrew Glick has engineered a number of projects such as an Arc reactor (top) and a robotic hand (bottom left). Pictured on the bottom right is Andrew teaching a student at SMU.
wednesday, october 5, 2016
the
Evergreen
features
9
Taking off with Raphaela van Oers Simra Abedi Copy Editor
Many people travel to see the sights of major cities or to relax on the beach, but senior Raphaela van Oers travels for the experience of being on the flight itself. This summer, Raphaela began training to receive her private pilot’s license by attending three-hour lessons once a month. Raphaela first knew she wanted to learn how to fly while she was on a trip to the Galapagos with her family in eigth grade and saw the islands from a piper plane. She was able to sit up front with the pilot. That Christmas, she attended her first flying lesson. Since then, Raphaela has been learning how to fly and completing practice runs in small planes. She officially began training this past summer for her private pilot’s license, as the age requirement for the license is 17. After passing a two and a half hour written exam consisting of 60 multiplechoice questions testing upper level math and physics, Raphaela was one step closer to
earning her license. As part of her threehour lessons, Raphaela has to complete a total of four cross-country flights, including one by herself, which involves flying to other airports at least 50 miles away. These flights are four hours each. As part of her cross-country flights, Raphaela has flown to local cities Paris, Tyler, and Mineral Wells. On the way back, she flew to the Fort Worth Alliance Airport. While Raphaela loves being able to fly long-distance, she highlights a minor downside of flying for that long as well. “One part I don’t like is how long they are, because it gets tiring, hot, and sweaty,” Raphaela said. To be eligible to receive a private pilot’s license, Raphaela has to complete around 30 hours of practice time. This includes practice with plane instruments
In the Spotlight... Josh Rudner Staff Manager
We continue our “In the Spotlight” series, a chance to get to know one randomly selected Upper School student each issue. This conversation was with junior Meera Jayaseelan. By the time the sun rises on the beautiful Guatemalan horizon, Meera Jayaseelan had already seen dozens of patients. She had taken their blood pressure, measured their weight and height, and recorded their symptoms. This wasn’t a typical summer vacation. This past August, junior Meera Jayaseelan traveled with her brother and father to join a group of 40 doctors and
nurses from Refuge International on a trip to Guatemala. They spent five days working in an otherwise empty clinic from 6:45 AM to 5:00 PM, assisting poor communities who don’t normally have access to medical care. In addition to improving her Spanish skills, Meera said she left with a deep appreciation for the life she’s been privileged enough to live. When she arrived in Guatemala with her family and fellow volunteers, Meera only had one day to set up their entire operation. The facilities, which have no permanent staff, host several medical groups throughout the year that come to serve the surrounding community. One of the reasons Meera enjoyed the trip was the chance to work on her Spanish, which she’s been learning since the sixth grade. “I’ve always liked Spanish because besides learning [the language], we learn about the cultures of different countries in Central & South America,” Meera said. On this trip, Meera realized that her Spanish skills were stronger than she thought. “You don’t realize how much you know until you have to use [a language] in that context,” Meera said. Beyond Spanish, Meera got to explore the medical field as she worked with physicians and nurses. After she and her fellow volunteers finished setting up all of the medical equipment, they began seeing around 100 patients a day. “Each of the patients we’d see every day would come to the intake
and will incorporate solo-flying time as well. The final test before she receives her license will be to fly a “check ride,” in which she has to sit with an examiner and answer questions about the plane. She will be responsible for doing a pre-check on the plane, as well as answering technical questions about the engine of the plane. Eventually, Raphaela wants to go on to piloting much bigger planes. “I definitely want to get my pilot’s license. If I ever took that route I would probably want to go commercial, which is flying the big planes. I would want to do international though, not domestic. I would want to get out of the country,” she said. To date, Raphaela has flown up to
6,500 feet (1.23 miles), and said she loves the feeling. Her favorite part of flying is how calm it is. “It’s really peaceful up there. Especially when you go really early and the sun is still low in the sky and you’re basically in the middle of nowhere,” Raphaela said. As of right now, Raphaela enjoys flying smaller planes throughout Texas. She currently has two more lessons to complete as well as a check ride with an instructor. Then, she will be allowed to pilot her first solo flight. She has 10 more lessons to complete before taking her official private license test.
Graphic by Drake Heptig Photo by Sudeep Bhargava
room, [where I worked],” said Meera. “I’d take their blood pressure manually, record their weight and height, and ask them their symptoms.” Meera, along with a translator and a nurse, was responsible for determining which room the patient would have to go to next or if they needed to see a surgeon The patients were from lowerincome families and the majority didn’t have access to a doctor year-round. So when Refuge International began seeing patients, there was a line out the door before the day began. “People would come at 2:00 and 3:00 a.m. to start waiting, and some wouldn’t perspective be seen that day. They Photo courtesy of Meera Jayaseelan were never irritated SUMMER OF SERVICE: Over the summer, Meera volunteered in and were always kind, Guatemala, helping and assisting refugee patients. even if the schedule was messed up,” said perspective has changed; she wants to be Meera. “They would just come back the next more grateful moving forward. day.” “Coming back from the trip, I have The people Meera dealt with did not never felt so blessed for everything I have, have quality living conditions. and I am looking forward to going back to “I have never worked closely with San Raimundo next year,” she said. such misfortunate people,” said Meera. “The water is very dirty, you can’t use it to brush your teeth, and when you shower you have to be careful not to get the water into your mouth or eyes.” After returning to Dallas, Meera’s
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Damascus
A local look at the Sy
Examining the refugee crisis in Dallas According to the Fort Worth Tribune, 338 Syrian refugees have been relocated to the Dallas-Fort Worth metroplex from October 1, 2015 through September 21, 2016. These refugees come from across Syria, including Damascus and Aleppo. Most of the Syrians come with at least one member of their family, but are still in need of external support. The resettlement process is long, but the city of Dallas and refugee settlement organizations are committed to helping Syrians grow accustomed to life in Texas. Refugees have settled in different areas of Dallas, including Vickery Meadows (one mile from NorthPark Center), Oak Cliff, and Richardson. There are many local organizations helping the refugees such as faith-based groups, nonprofits, and small businesses. Additionally, three government affiliated organizations (Refugee Services of Dallas, International Rescue Committee, and the Catholic Charities of Dallas) have been working with the refugees to help them settle down in Texas. These organizations aid refugees with housing, English classes, food, and overall settlement to the Dallas area, while local organizations run charity drives for school supplies, clothes, and other essentials. Daley Ryan, the Deputy Director of the International Rescue Committee, said that the refugees have received great support from the Dallas community. “The response from the community has been overwhelmingly positive, supportive and helpful. There are a lot of folks who are reaching out to them to see what their needs are.” Mr. Ryan said that refugees are just trying to adjust to their new lifestyle. They attend English classes and culture courses that cover a wide range of topics from public behavior to transportation. Refugees work with the government organizations to enroll their
children in school and complete necessary paperwork regarding their resettlement. “Although the first few months for anyone in a brand new country can be hard, we’ve really seen them embrace challenges and have a great attitude and reach out to all the people that are there to help them,” Mr. Ryan said. There are, however, people that oppose the relocation of refugees in Texas. Governor of Texas Greg Abbott has attempted to stop refugees from entering the state multiple times through several forms of legislation. He has filed lawsuits against the federal government and sent a letter to the president saying that refugees will not be welcome in Texas. Governor Abbott has also encouraged other political leaders to follow suit, with a petition that attracted the signatures of 25 other Texan congressman and Lieutenant Governor Dan Patrick. “Empathy must be balanced with security. While many refugees pose no danger, some pose grave danger, like the Iraqi refugee with ties to ISIS who was arrested earlier this year after he plotted to set off bombs at two malls in Houston,” Governor Abbott said. Governor Abbott’s main issue is the safety of Texans, and his beliefs do align with those of some Texan citizens. According to a local online survey conducted by CBS, 34.8% of Dallasites agree with Greg Abbott’s decision to oppose Syrian refugees. However, Mr. Ryan feels that the political rhetoric coming from state leaders is not reflective of Texas values. “The type of rhetoric that we see is not indicative of myself, my neighbors, my friends, or the Texans that I know,” said Mr. Ryan. “We’re here to welcome these people, help them be a part of our community, and we will continue to do our job.” story by Alice Zhang
Reflections of te The call to prayer sounds at exactly 1:32 in the afternoon. By 1:52, hijab clad women and long sleeved clad men, with their children in hand, dispersed to the gym of Islamic Association of North Texas (IANT). Upon first glance, one might assume these families to be Muslim Dallasites worshipping at their local mosque. In reality, they are from anywhere but Dallas. On Sunday, September 18, the Islamic Circle of North America, partnered with the Texas Muslim Women’s Foundation (TMWF), hosted an orientation for newly arrived Syrian refugees. The Arabic language orientation was held at a mosque in Richardson. The hope was that by teaching them about America at a religious institution they associate with, the transition from the Middle East to the United States could be easier. The Syrian women would not stand out in their colorful hijabs against the uncovered heads of most American women, and the men could feel comfortable conversing in their native tongue with others who could better empathize with their situation. “By understanding their culture and presenting our culture through theirs, the adjustment can be much easier,” said Mona Kafeel, Chief Operating Officer of the TMWF. The transition for most has been difficult. Many refugee families go through the United Nations (U.N.) in hopes of coming to the United States. They must go through an exhaustive examination and interview process. For Afnan, a 21-year-old refugee from the Douma neighborhood of Damascus, the process took two years in total, followed by a 21 hour journey from Egypt to America. “We could not adapt very well to Egypt, so we decided to come to the United States,” said Afnan. “I left my university in Egypt and I thought that by coming here, I would find the future. Since I have come, I have been struggling with languages, transportation, and
university tuition. I cannot Afnan left Syria towar War, which began in 2011. S and her younger brother who both fled from Syria to “We used to hide with to be protected. I remem shooting at people in the str aid,” Mohammad said. Upon arriving in Jorda adversity, especially Salam refugee camps. “The Jordanian peopl sluts, and they feel they ca with them,” said Salam. food, and we left our cou Jordanian] people felt they Mohammad and Sala United States through the old refugee from Homs, Sy process in hopes of leaving “We applied to the U. because we had a situation w said Ghufran. “They accept March and in September w Ghufran has lived in half, and is a senior at Lake Education has been a d because of the language bar “Language is the hard my teachers are saying. I someone to teach me [Engl School in Syria was d States. For many of the ref place. “Every day, I went to sniping, and once a day, th
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wednesday, october 5, 2016
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yrian Refugee Crisis
graphic by Amy Yang, Drake Heptig, and Areeba Amer
eenage refugees
afford it.” rds the beginning of the Civil So did Salam, an 18-year-old, Mohammad, a 14-year-old, o Jordan in the same year. h our family in the bathroom mber when the snipers were reet. They didn’t even get first
le saw the Syrian women as an ask anyone to do anything “We needed things, money, untries. Because of that, [the could buy us.” am made their way to the e U.N. Ghufran, a 17-yearyria, went through the same Turkey to come to the U.S. .N. It didn’t take a long time where my brother has autism,” ted us quickly. We applied in we went to the airport.” Dallas for over a year and a e Highlands High School. difficult transition for refugees rrier, among other obstacles. dest. I don’t understand what want to start crying. I want lish],” Mohammad said. different than in the United fugees, school was not a safe
my school. Tanks surrounded my school,” said Afnan. “In general, I was not afraid. I’m a strong girl, but one day, I was on the roof and saw the drone strikes. A whole building collapsed, and I saw the ambulance coming, and all of the bodies. We had our own routes to get to school [to avoid danger].” It was reasons such as these that many of these families decided they had to come to the United States. Still, for some, it was more personal. “We faced lots of difficulty. I saw my family friend dead and with part of his head missing. He was walking with a group of people in the street and the army came and shot him. He was 14,” Ghufran said. There was a consensus among the group of one wish: that their lives could go back to the way they were before 2011, before a war torn Syria, and before the years they would live as strangers in a foreign place. The United States is safe, but for them, Syria will always be home. “Syria is so beautiful. So much more beautiful than here,” Ghufran said. After more than five years of war, it is difficult for some to reminisce about their lives before resettling. “It is hard for me to recall good things. Everything has been so bad,” Salam said. Her brother feels the same way. “I was always asking myself, ‘Why is this war happening? Is it my fault? Am I guilty?’” Muhammad said. Every refugee feels great sorrow about the events occurring in their home country. “I feel sad. It can’t be described. That means the world doesn’t have humanity at all. Why do you let people face this? Why don’t the great countries do anything to help?” Ghufran said.
school under the airstrikes, here was an explosion close to
story by Zoe Allen and Abbas Hasan
an, they were faced with more and the other women in the
Greenhill Alumna tackles Syrian Refugee Crisis head-on
Elizabeth Aguebor ‘11 has always wanted to help the world. She is now fulfilling her passion by helping relocate refugees to Dallas. “I was studying sustainable development [in college], a combination of international development and environment issues, which got me interested in what’s happening globally,” said Ms. Aguebor. “I have always wanted to be involved in service, and this spring, I applied to intern at the [International Rescue Committee] IRC.” One of the goals of the IRC is to respond to global crises and help those living through these crises by resettling them in safer communities. Although Ms. Aguebor did not get the internship position she wanted, she was placed into the Resettlement Department, otherwise known as reception and placement, which allowed her to have first hand interactions with refugees coming to Dallas. Now, Ms. Aguebor is an Assistant Case Worker for the IRC and is one of the first faces the refugees see and voices they here when resettling in Dallas. “We are the first people in our office that have the most direct contact with the refugees,” Ms. Aguebor said. Ms. Aguebor’s first line of business, along with the other caseworkers, is to determine whether a refugee has a Dallas tie based on given case files from the IRC and the United Nations (U.N.). Once the refugees are in Dallas, the caseworkers visit the families at their residences, and lay out what the IRC will be doing for them. “The first week that we focus on getting public benefits and documentations for them,” said Ms. Aguebor. “This includes food stamps
and medication.” This is just the the first of on a list of many things what the IRC helps the refugees with once arriving in Dallas. The refugees must apply for a social security card, have a health screening appointment, attend a cultural orientation, receive money predetermined by the federal government, go to job training, learn about the DART bus, attend English as a Second Language (ESL) classes, and enroll children that are old enough in school. Ms. Aguebor has no doubt in her mind that what she is doing is important. “I am really big on empathy and communication, and I think that the rhetoric that is going around now from the state of Texas is very intentional and xenophobic, and meant to inspire fear. People just need to be more empathetic,” said Ms. Aguebor. “If you were fleeing for your life from war, crisis, or violence, you would want to go somewhere that you would be received well and with respect.” Ms. Aguebor’s job is to receive them well and with respect. She believes that she should not be the only one doing this, and that people should be doing their part to help improve the lives of these refugees. Besides donating material things, like clothes, old furniture, or food, she said that the most important thing to do is stay aware. “The most important thing is to educate yourself. Do research on what is going on. Educate yourself on what happens to [the refugees] when they arrive here,” she said. story by Zoe Allen For a column about Greenhill junior Anushe Sheikh’s experience at a Syrian Refugee Camp and photos of the the Dallas Refugees, go to evergreengreenhill.org.
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Special Report Behind the Resumé
An inside look at the hiring (and firing) of Greenhill’s faculty Ellen Margaret Andrews Executive Editor
Lili Stern
Sports Editor
A polished resumé, glowing letters of recommendation, a demonstrated interest in an area of study, and a deep passion for the school they are applying to are factors closely associated with the college application process that Greenhill seniors complete every year. Little do they know that there might be an adult across the nation trying to accomplish the same tasks, in hopes of being hired by the school that the seniors are preparing to leave. As an independent school, there are no required qualifications or restrictions that Greenhill must take into account when hiring new teachers. Unlike some schools, teachers are not required to have a certain degree or certificate to be hired at Greenhill. However, becoming a contracted teacher at Greenhill is a comprehensive process. When a position opens, administrators and department chairs compile a group of potential candidates for the job. Some candidates are found through national job fairs, others are heard about through word of mouth. From there, they examine resumes extensively, at times conducting Skype and phone interviews until the search is narrowed down to three to four candidates. At this point, each candidate is invited to Greenhill for a full day. They are given a custom-made itinerary that includes anything from teaching and observing a class, to interviews with Assistant Head of School Tom Perryman ’81 and the respective department chair, and perhaps even more interviews. This process allows Greenhill to get to know the candidates, and also gives candidates the chance to get to know the school. When Head of Upper School Laura Ross visited Greenhill five years ago, she was not expecting to be drawn to it in the way that she was. At the time, she was very happy with her job as Director of College Counseling at St. Stephen’s Episcopal School in Austin, Texas. However, as she rode in a taxi to catch a flight back to Austin, she called her husband. She had had a change of heart. “What I feel about Greenhill is that I can be my whole self here. I don’t feel like I have to hide parts of who I am to be here,” said Mrs. Ross. “I felt that right when I came on campus, like this was a place that I fit.” It wasn’t just the faculty or the students that drew her attention, though. The atmosphere was different than many other campuses she had spent time on. “The informality of the way we interact with each other is really important to me,” said Mrs. Ross. “I think it’s great for students to see their teachers as normal human beings as opposed to just authority figures that you don’t know.” This love and belief that Mrs. Ross saw in Greenhill’s mission is one of the essential factors that both Mr. Perryman and Head of School Scott Griggs look for in the hiring process. It’s a factor that ties Greenhill’s teachers together, despite the division or subject they teach. “This is a place that at its core is very inclusive, willing to celebrate and support differences, and open in doing that,” said Mr. Griggs. “A student does not have to fit in a specific box to be successful at Greenhill. Any student can be who they want to be here and that is supported and celebrated.” Creating diversity in the student body is
something that Greenhill and its admissions team are very thoughtful about. In the same manner, the administration sees diversity in the faculty as an important point in the hiring process. “We believe philosophically that it’s important for kids to look around and see people who look like them in positions of authority,” said Mrs. Ross. “Trying to help kids of every background feel like they see themselves as successes in their community is really important.” In fact, Mr. Griggs has doubled the number of students and faculty of color on campus over the course of the past 16 years. In 2004-2005, just 13 percent of faculty and administration were people of color. This year, the figure is 28 percent. As a key member of the hiring process at Greenhill for 20 years, Mr. Perryman said he has seen the hiring process evolve and improve over time. “If you talk to folks who’ve been here 20, 25, 30 years, they will tell you frequently that they got hired on the day they interviewed,” said Mr. Perryman. “They were here, and they met with [former Head of School] Mr. Foote, they met with the division head, maybe a teacher or two, and that was it. So there were a lot fewer people involved. I mean frankly, this school has committed, Mr. Griggs has committed, a lot of resources to this process. And I’m talking money and time.” The candidates who come to Greenhill from out of town have their trip paid in full, including flight fees and a hotel stay. Additionally, the night before their campus visits, candidates are treated to a Greenhill “Welcome Wagon” dinner. Greenhill faculty, from a different department than which the candidates are applying to takes him or her to dinner. Mr. Perryman sees this as a valuable part of the process, as it allows the candidates to know a few familiar faces on campus for what can be a very nerve wracking day. Perhaps the part of the day with the most pressure is the teaching demonstration, in which the candidate substitutes for a teacher whose current role is similar to the one that he or she is applying for. While it can be an important part of the process because it allows department chairs and administrators to see the candidates in their teaching element, it’s no easy task, despite the candidate’s qualifications.
“It’s so artificial. To ask somebody to walk into a building they’ve never been in before, to a group of kids they’ve never met before, and insert them into a curriculum that’s been going for however many months, and tell them ‘Oh yeah, we’re talking about the Treaty of Versailles tomorrow, go get ‘em tiger,’” said Mr. Perryman. “That’s a tall order, and so we have been in lots of conversations about how to do that better.” Upper School Spanish teacher April Burns experienced very different hiring processes before coming to Greenhill four years ago. After having gone through interviews with the Garland, Richardson, and Dallas school districts, the Greenhill one was notably distinct. “The interview process at Greenhill is quite grueling. Previously, you go in and talk with a principal for 20-30 minutes, you don’t usually get to meet the other teachers, you don’t get to interact with any students, and they have no idea if you’re any good or not unless they ask for a video of you teaching a class,” said Ms. Burns. “Coming into the Greenhill process, it’s a day-long interview and it’s exhausting. I was literally running across campus. But at the end of the day, I really wanted to be here. I really felt like I had a feel for who Greenhill was, and it was wonderful.” Despite changes that may occur in the future regarding the hiring process at Greenhill, the continued selectivity of the process is certain. According to Dean of Students Jack Oros, Greenhill will not “settle” for anything but the best. In fact, teachers at Greenhill are under one year contracts. At the end of every school year, the administration chooses whether or not they will be renewed. According to Mr. Griggs, at least one teacher’s contract is not renewed each year, leading to some difficult conversations. “We get to a point where we haven’t seen enough progress and enough change and we don’t offer a contract for another year,” he said. However, administration hopes that the continuation of their intense process will help avoid these circumstances in the future. “It would have to be a pretty bad miss to not renew someone’s contract after one year,” Mr. Griggs said. “At the end of the day I ask ‘What’s the quality of teaching and learning that’s going on?’”
The Hiring Process STEP 1: INTEREST Potential applicants submit initial statements of interest
STEP 2: REVIEW Statement of interest reviewed by Mr. Perryman, the Department chair, and the Divison Head
STEP 3: PHONE CALL If there is further interest, the candidate interviews via phone or skype
STEP 4: TRAVEL The search is narrowed to three or four applicant. Ones from out of town are flown to DFW STEP 5: EAT Applicants attend a welcome dinner with two other Greenhill faculty members the night prior to their visit STEP 6: INTERVIEW Spend the day in interviews with an abundance of Greenhill faculty members STEP 7: TEACH All applicants teach a full class period and are reviewed by other teachers and students STEP 8: FINAL DECISION Mr. Griggs makes the final decision and that candidate is officially hired
Photo by Gabrielle Coben
THE INTERROGATION ROOM: Tom Perryman sits down with an applicant. Mr. Perryman interviews every prospective faculty member who passes through the Greenhill campus.
Graphics by Drake Heptig
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Areeba Amer
Design/Online Content Editor
Stephen Crotty Staff Writer
Mr. Terry Martin has a theatrical way of telling his story. Gestures and hand movements accompany his booming voice as he rambles about his passion for the arts. His eyes light up as he talks about acting techniques. This has been his life for the last 30 years. Mr. Martin has replaced Mr. Michael Manes as Head of Fine Arts who retired after working at Greenhill for 41 years He began his arts career in a small town in Alabama where kids were expected to play football and shoot animals. “There wasn’t much art in the town where I lived, but I found my way through with the help of some really important teacher. One particular teacher sort of brought art into my reality,” said Mr. Martin. His sophomore year, an English teacher frequently asked him and his peers to read plays aloud in class. Mr. Martin was particularly shy, however he opened up the following year when his English teacher directed an informal play with students from his class, and cast him as the lead. “[My teacher] noticed something in me [through reading aloud in class] and she encouraged it. She saw and encouraged a light and talent in me that I would not have recognized otherwise,” said Mr. Martin In 1980 he moved to New York after finishing a degree at the University of Alabama to pursue a career in the theatre and to take professional voice, acting
and dance classes. He became an acting instructor at 28 after spending eight years studying and assisting his acting instructors with as a student instructor. He later opened an acting school in New York in 1988 called the Martin-O’Connor Studio, which he helped run until 1992. “[Teaching] has made me a better artist, thinking about it in the way, since part of your job is to explain the acting process for others,” said Mr. Martin. “I had to practice more [to teach], and it made me appreciate the craft even more.” While in New York, he worked in professional film and theater, from small production companies to television commercials to soap operas. His highest profile project was managing the WaterTower Theatre, a small theatre in Addison at the time, which he turned into one of the “largest regional theatres” in Texas. He won many awards there for his directing and acting. He led the WaterTower Theatre for another 17 years before coming to Greenhill. The company taught a similar acting technique to what he learned and taught in New York, called the Meisner technique. This technique focuses on character development with the actor, so that when the actor plays the character, the performance is as natural as possible. Mr. Martin discovered Greenhill about eight years ago when he applied for enrollment for his son into kindergarten. At that time he fell in love with the mission statement and environment and ended up being employed by Greenhill
eight years later. He was drawn immediately to the attention to diversity and one-on-one experiences with teachers that Greenhill offers. “I was really excited [about the position] because I’ve been a big fan of Greenhill for a long time,” he said. “I have a 12-year-old son and we checked out Greenhill [when he was in] kindergarten, and we were really excited about the mission they had here.” Eight years later he is coming in as a new Fine Arts Director after the departure of Michael Manes, former director and legend. Having access to the new, pristine Marshall Performing Arts Center may be daunting, but Mr. Martin is ready to become a new member of the Greenhill family. “I’m certainly aware I have overly big shoes to fill as a replacement for Mr. Michael Manes, and I’m trying not to be super intimidated by that but just use him as an example for all the great things he brought to Greenhill,” he said. As this his first year at Greenhill, he does not have set goals in mind yet, but knows he has some major tasks ahead this year. He intends to build upon the foundation Mr. Manes has already set. “My first obligation is to maintain what (Mr. Manes) has built. I take it to heart that it’s my obligation to support that,” he said. “At the same time, I hope I can bring some of my own skills and talents and take it to the next level.”
Photo by Simra Abedi
ART AFICIONADO: Mr. Terry Martin was welcomed as Greenhill’s New Head of Fine Arts this fall, replacing Mr. Michael Manes after 41 years.
Mr. Martin Fun Facts
Favorite genre of music: Hip-hop, musical theater, country, opera, pop Favorite musicians: Ariana Grande, Drake, Barbara Streisand, Frank Sinatra Favorite artists: Jean-Michel Basquiat, George Seurat, Picasso, Irving Penn Favorite musicals: Sunday in the Park with George, anything Stephen Sondheim Favorite songs: Case of You by Joni Mitchell, Moon River by Henry Mancini, and Un bel di vedremo – Madam Butterfly by Puccini Favorite theater productions: Steppenwolf Theatre’s 1984 Off-Broadway production of Lanford Wilson’s Balm in Gilead
Freshman publishes poetry book Arhum Khan Design Editor
Photo courtesy of Elan Sasso
SIGNING SESH: Freshman Caroline Sasso signs her first Chapbook, a small collection of published poetry. Caroline went to New York City this past summer to focus on her writing and publishing.
On Saturday afternoons, a typical freshman might be on their computer browsing Facebook or watching Netflix, but Freshman Caroline Sasso’s screen looks a little different. She’s probably on a Skype call with her poetry teacher. This summer, Caroline released her first poetry Chapbook (a collection of poems generally no more than 40 pages). Despite having penned her name to a published work at just 14 years old, Carolin wasn’t interested in poetry until three years ago. Caroline’s first love was writing. As a young aspiring writer, she attended a three-week pre-collegiate institute for creative writing at Stanford University. “As a kid, I was drawn to fiction. I was a big reader. I wanted more than anything else to be like J.K. Rowling and write Harry Potter,” Caroline said. At the writing program, she spent nearly six hours a day in classes. One component of the curriculum involved heavy focus on both prose and poetry. She was exposed to a variety of authors and pieces, and she ultimately fell in love. “I had never experienced
work so free and emotion driven with unfiltered passion behind the work,” she said on being drawn to the nature of the art. After the program ended, Caroline kept in touch with her instructor from New York, with whom she now studies with online. She was intrigued by her teacher’s introduction to contemporary, less mainstream poets and admired how they were not trying hard to be intelligent. To her, those writers were not writing to meet any expectations. “I loved how they wrote for the sake of writing,” Caroline said. Since then, poetry has been Caroline’s main channel of expression. Her material is “experimenting with train of thought, repetition, and maximalist language.” She describes it as unpredictable. Her self-assessed erratic style of writing is partially rooted in the various environments she has grown up in. Having lived in three countries and Greenhill being her seventh school, she says she has become comfortable with change. “It’s almost like a constant. Something is always changing,” she said. Caroline knows this disposition translates to her
work, but the natural guide of her emotions is what she credits as her engine. “I’ll look at something and try to describe it in ways people don’t normally think of it. I’m inspired by way these things can be translated and brought to life,” she explained. This summer in New York City, Caroline was given the opportunity to releaser her material through the Young Artists Language and Devotion Alliance (YALDA). YALDA is a literary intensive and publishing platform for young women authors from ages 12-19. She was even able to launch her work at Poet’s House in New York, the second largest poetry library in the world. As Caroline moves forward, she doesn’t plan on slowing down anytime soon. She intends to secure an internship with an independent publisher and become recognized by more writing publications. When the time is right, she wants to add another Chapbook to her name. Eventually, Caroline would like to move to New York to work as a poet and start an independent publishing company for authors that wouldn’t otherwise have a voice.
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Evergreen
wednesday, october 5, 2016
Artistic additions
AP Art Students use their talent to add color and life to the Science Building
Graphic by Anusha Kurapati
Jordan Sternblitz Sports Editor
When a Greenhill senior describes his or her rigorous daily schedule of classes, you will commonly hear challenging courses such as Advanced Placement (AP) Calculus, AP Physics II, or AP Statistics. Seldom do you hear the mention of AP Art. A lesserknown AP course, AP Art is only home to two Upper School students, both of whom are seniors. Seniors Kathy Muñoz and Sarah Matthews, former AP Art students, along with fellow senior Chandler Crates, have the opportunity to exhibit their skills while giving back to Greenhill at the same time. Due to the amount of open space on the walls of the Agnich Science Building,
the group of three has been challenged to utilize the blank space as a canvas to create a mural. The piece of artwork has to somehow tie back into the theme of science, but the three students can work together or separately to complete the task of adding artistic creativity to the hallways of the science building. The group as a whole is not certain of what the design, or designs, will consist of, as the project will begin during second trimester. The students will then work outside of school on the mural until the estimated conclusion of the project at the end of the school year. The project is a chance for former and current AP Art students to express themselves and an opportunity to fill a needed space in the Science Building.
“It’s three of us, and basically there is a lot of space on the walls in the science building, and they would like it to be filled. They are giving us basically any part of the hallway that we would like to have,” Kathy said.
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They want it to be enough of the actual scientific information, but also personal interpretation so we have to balance those two kinds of perspectives.
Even though the predictable main requirement for this project is having the art embody some aspect of science, creativity is still being stressed. “It just has to be related to something with science. They want it to be enough
of the actual scientific information, but also personal interpretation and not just a diagram from a textbook, so we have to balance those two kinds of perspectives,” she said. Since the majority of the group is not enrolled in the class, they work on the mural outside of school as opposed to in class. “We’re going to work on it outside of any class period. We’re probably going to have to come on the weekends. They’re going to give us paint, and we come up with our own ideas that we are going to present to them,” Kathy said. Kathy hopes to include some of her current curriculum. “On topics, I’m thinking of something with biology, because I am in biology right now,” she said.
The universal language Ross Rubin Asst. Views Editor
The Peterson family (sophomore Abby Peterson and eighth grader Ellie Peterson) picked up junior Caroline Ekelund from the airport on August 23, just days before the 2016-2017 school year started Caroline is a new junior at Greenhill, but unlike other new juniors across the metroplex, she is from Sweden. Caroline crossed not only the Atlantic Ocean, but also a language barrier to come to her new home with the Petersons. Coming to a new country has allowed her to keep some hobbies from back home while picking up new ones. Caroline played the piano in Sweden and has been interested in music from a young age. When she entered her first percussion class at Greenhill, she was very nervous not only because of the instrument change from piano to the bass drum, but also because of the difficult switch from Swedish to English. “I could not read [percussion] music [before coming to Greenhill], but now I am learning and having a lot of fun,” said Caroline. At first, she had trouble understanding what the teachers were telling her and struggled to understand the sheet music. However, with the help of her teachers and classmates, Caroline has begun to grow as a percussion student. “I love the community [and] how everyone is very nice,” Caroline said. “Every day I learn more and more and become a better musician.” While others might be intimidated balancing so many new things at once, Caroline has embraced the challenge of a new language, a new school, and the new instrument. Her percussion teacher
Mr. Donnell recognizes her hardwork and perseverance inside and outside of class. “She is absolutely hard-working, I wish I had a full room full of Carolines,” he said. Despite some initial struggle, Caroline has come to love the class. When asked about the language barrier she said it really doesn’t matter because “The language of music is universal”.
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Every day I learn more and more and become a better musician.”
Caroline loves the challenge of a new environment; she loves the new language, new school, and the new instrument. She said her teachers both challenge and help her. Furthermore, they help her grow not only as a percussion student, but also as an English speaker. After only a few weeks of school, she looks forward to percussion class each day and has grown to view it as one of her favorite classes. Now that she understands the class she connects with percussion the most because as she said, “music is in the same in every language.” “She looks forward to band everyday and usually goes home and talks about it,” said sophomore Abby Peterson, who is hosting Caroline at her house this year, said. Caroline said she loves band because of its similarities to band in Sweden. Although she has never played the bass drum before in her life, she enjoys learning music because it is a universal language whether you are from Sweden, or the United States of America.
Graphic by Drake Heptig
Photo by Bob Peterson
SWEET CAROLINE: Junior Swedish exhange student Caroline Ekelund has always loved music, but since coming to Greenhill has tried something new: percussion. She enjoys that music is not in English or Swedish, or any language-it is universal.
wednesday, october 5, 2016
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Evergreen
Dinner and a Movie
Exploring diversity, acceptance, and a tasty Middle Eastern trademark through Disney and Falafelshop
Graphic by Anusha Kurapati Photos by Simra Abedi
FOOD FOR THOUGHT: Annika and Josh watched Disney’s Zootopia, which gained recognition for tackling issues like race relations and inclusion. The two dined at Falafelshop.
Josh Rudner Staff Manager
Annika Squires Views Editor
Divisiveness is everywhere. We talk about it at school, we hear about it on the news, and we post about it on social media. Whether we’re talking about the Syrian Civil War, terrorism in Europe, police brutality, or the presidential election, it seems that not many people care about respecting the opinions and experiences of the “other.” Needless to say, we were quite surprised to find that Disney’s Zootopia, a children’s movie, dealt head-on with some of the most divisive issues in our society. The film, which portrays a society run by “civilized” animals, left us with a newfound appreciation for respect and civil discourse. In only an hour and a half, writers Jared Bush and Phil Johnston were able to bring together both traditional lessons of children’s movies and pressing issues in today’s society. As we expected, the film, which was targeted towards children, dealt with things like self-esteem, family expectations, and bullying. These are timeless issues and it’s important for children to have conversations about them. However, what surprised us was how directly the movie dealt with issues like racism, corruption, cultural insensitivity, and even drugs. For example, bunnies used the word “cute” to describe themselves while taking offense when others used the term. Later on in the movie, a fox took interest in the wool of a sheep and didn’t understand that it was culturally insensitive for him to make the fur of another “exotic.” What was amazing to us, is that Bush and Johnston were able to infuse mature lessons and themes without being overwhelming or preachy; the lessons were often subtle and they were mixed with a fair amount
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of stunning animation, Shakira’s vocals, and a DMV run by sloths. Well before the halfway point of the movie we were emotionally invested in the plot. After about an hour and a half of watching animals walk, talk, and develop as characters, we decided to skip the meat and go vegan for dinner. So on a Tuesday night when we should have been studying for our math test (sorry, Mr. Legacy), we drove down to Deep Ellum and walked into Amsterdam Falafelshop. With the ambiance of an Amsterdam café and the menu of a Middle Eastern street cart, the restaurant, which opened in Dallas this year, is a smorgasbord of cultures. We quickly realized that we’d be able to put Zootopia’s lessons of respect to action. We launched a slurry of questions at Rachel, the bubbly and helpful woman behind the counter, who answered them happily. When she found out Annika had never had falafel before, Rachel took the time to give her tips and suggestions for making it a tasty first impression. We designed our meal ourselves, choosing from an array of ingredients to go with our falafel and pita. Josh said his hummus, tahini and fresh salad took him back to summers in Israel. For Annika, it was an entirely new cultural experience. Not many places give you the attention, impeccable service, and great food that was afforded to us at Amsterdam Falafelshop. With that in mind, we will definitely be returning soon. So if you’re looking to introduce yourself and your taste buds to a new culture, get down to 2651 Commerce St, Dallas, Texas. And if you’re just dying to watch Zootopia (and you should be), look no further than Netflix.com.
Sports the
Get This! A glance at unique Olympic sports on the Hill Jackson Benners, Water Polo
After playing the sport for only two years, sixth grader Jackson Benners is already a very accomplished water polo player. He has participated in the Junior Olympics twice, and was selected last year as the youngest player to be a part of the Olympic Development Program. Jackson has Olympic aspirations, and even met the USA women’s Olympic water polo team which went on to win gold in Rio. For him, it is not all about the measurable accomplishments. “I just like being in the water, and hanging out with my friends. It’s just the sport for me.”
Photo courtesy of Soul Cycle
SOUL SEARCHING: Enthusiasts of Soul Cycle in the midst of an empowering workout, clearing their heads as they endure the challenges of this re-invented form of indoor cycling.
Everyone needs a lil’ soul
Senior Annika Squires reviews Soul Cycle, Dallas’ new spinning studio After years of waiting, pleading, and praying to the fitness gods, we Dallasites have finally been blessed with a Soul Cycle: a premier spin cycle studio with a cult celebrity following from coast to coast including Selena Gomez and Oprah. On Sunday, September 11, 2016, I got up at the ungodly hour of 10:30 AM, put on all of my favorite Luluemon products, and hauled my booty to the 11:45 Soul Cycle class to give you all this review. On the Monday prior to my class at precisely 11:50 PM, I got a notification from my Soul Cycle app alerting me that it was almost time to book my bike. Within seconds of the clock striking midnight, I hopped on my app, bought my astronomically expensive $30.00 class (Soul offers NO student discounts) and chose my seat for the following Sunday. At 11:30 am that Sunday, I arrive at Soul and am subsequently accosted by three unusually peppy front desk helpers outfitted in neon yellow Soul Cycle shirts. I fight my way through a mob of millennials in the overcrowded waiting area, on my way to the bathroom, which is equipped with hair ties, face soap, and other hygienic necessities for the taking. From the bathroom, I hear a gasp and then collective silence. I run out to the waiting area; the doors have opened. I enter the dimly lit cycling studio to the sound of The Chainsmokers booming from the speakers. The same three front desk girls who greeted me quickly offered their assistance in setting up my bike. As a Soul
By the numbers
Compiled by Jordan Sternblitz and Lili Stern
devotee I am appalled by the suggestion that I may not know how to set up my bike, but for the sake of the review, I oblige. I take a bike in the second row, as there is an unspoken rule that only the best cyclers have a right to the front row. Hayes, my instructor for the day, hops on his bike and gets us started. We’re off to the races. Our warm up is accompanied by a Madonna Remix, and by the end of it, I’m already sweating. At one point, Hayes hops off his bike to have an impromptu dance party while his students continue to sweat and work. When he gets back on, he screams over the loud music, imploring us to turn up the power. I reach down, groaning to myself, as the difficulty level of the ride kicks up a notch. I instantly feel the burn, and shoot a death glare in Hayes’ direction. Halfway through our ride, Hayes instructs us to do pushups and tab backs on the bike. He points at me in the second row and gives me a shout out for doing a good job. My year is made. After no less than 25 Soul Cycle classes I have received my first shout out, and my ego has just shot to astronomical proportions. This is what every Soul rider dreams of. The people around me start peddling harder; they took note of my shout out and are trying to earn one of themselves. Soon after, Hayes uses multiple expletives while encouraging us to turn up the power again. I am absolutely dripping in sweat. After 40 minutes of pouring my soul into this cycle, Hayes informs us that it is time for arms. I
scream in delight, knowing we are almost done with class. Halfway through bicep curls with those two pounders, I can go no longer. My arms fall to my side as Lana Del Rey sings to me about death. I feel dead. Lady Gaga pushes me to the finish line. I spend 30 seconds peddling faster than I have in the previous 43 minutes. I feel as though I am flying; Lance Armstrong has nothing on me. The song ends, and I scream; the ride is finally done. Hayes leads us in a stretch as he shouts positive affirmations at us. All in all, I enjoyed my time at Soul Cycle and would recommend the class to anyone searching for a good workout or positive affirmations. However, I would like to note, while taking a class, it is hard to ignore the cultlike nature of the studio. Customers elevate the instructors to a superhuman level, and many, myself included, have told me that they seek the validation of the instructors. The studio promotes an elitism. Not one of wealth or looks, but one of cycling ability, giving people the impression that they are often not worthy of a front row seat. On a rules poster displayed at every Soul location, the studio even lists that “there is a direct correlation between your energy and your neighbor’s ride. If you want to do your own thing, please don’t ride in the front row.” Though I may have gotten a coveted shout out from Hayes, I think I’m going to keep my second row spot for now.
Number of combined wins between Greenhill boys and girls volleyball teams to start off the season.
Number of goals scored by the Varsity field hockey team this year, led by junior Izzie Thompson with 10 goals.
Total number of touchdowns accounted for by senior quarterback Konnell Woods. He has led the Hornets to a 5-1 overall record.
Freshman Maddie Hatfield’s time at the 5K in at the St. Andrews Cross Country Invitational. Her time was Greenhill’s fastest and second overall.
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written by Annika Squires
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Photo courtesy of Leslie Benners
Kaavya Venkat, Fencing Senior Kaavya Venkat has been a competitive fencer since sixth grade. She has qualified for Summer Nationals the past two years, and qualified for the Junior Olympics last year. Despite these individual accolades, Kaavya says that fencing has a team environment. “Everyone [at my fencing club] is in different age groups, and they fence in different events, but we all find time to help each other and practice with each other.”
Photo courtesy of Kaavya Venkat
Rylyn Koger, Horseback riding
Horseback riding is not a thing of the past. It is still featured in the Olympics, and sophomore Rylyn Koger is an involved equestrian herself. She practices three times a week and goes to at least one competition each month. She is ranked fourth in Texas for her division and can already jump 3’-3’3,” which is in range for the Junior Olympics. Rylyn has Olympic aspirations, but plans to finish high school and college before pursuing that dream.
Graphic by Arhum Khan
Photo courtesy of Rylyn Koger
story by Lili Stern
wednesday, october 5, 2016
Ben Schachter
the
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All about seniority?
Executive Editor
They’re the team captains. They’re the vocal leaders. More often than not, they’re the team’s all-conference honorees. Despite these accolades, coaches preach equal treatment to all players on the team; yet often times, seniors use this position of power to their advantage. Seniority is a double-edged sword in high school sports. On one hand, upperclassmen are leaders, guiding the team on and off the field. However, not everything always the goes upperclassmen’s way; if their response is negative in any way, their position of power can take the team down with them. According to coaches, upperclassmen often think that a spot in the starting lineup will be handed to them if they’ve been on the team a long time. Coaches insist that this is far from the truth. “It’s crazy how some kids that are older play and start one year, and then feel entitled to that position the next year,” said Varsity softball coach Monica Stephens. “We’re coaching a varsity sport and we want to win. Whoever is the best and works the hardest is going to play regardless of their classification.” Other coaches echoed Coach Stephens’ view on the issue, emphasizing that the priority in high schools sports has to be winning. “The message that our players get in football is that we don’t care who plays. We’re going to play the guys that give us the best opportunity to win. If you’re a freshmen and you have the ability to do that you are going to play,” said Head Varsity football coach Tom Williams.
However, that does not mean that there are not instances where Upperclassmen might be given preference in a position battle. “If a [position battle] were close between a senior and someone else, I would personally heir on the side of the senior from an experience standpoint,” Coach Williams said.
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We’re coaching a varsity sport and we want to win. Whoever is the best is going to play.”
That being said, underclassmen can still play a huge role on the team without actually playing. “Usually, anybody who’s not on Varsity has to play scout team. They have to mimic the other team on either offense or defense to prepare us for the game. It’s a big responsibility for them,” said senior football player Douglass Smith. Many times, upperclassmen (especially those who have been on their respective Varsity teams for a while) think they will assume a leadership role, such as being a captain. Coaches are quick to point out that this is far from the case. “I feel like there’s a sense of entitlement that ‘because I’m a senior, I’m going to be a captain,’” said Coach Stephens. “It can be disturbing as a coach to see seniors view their age with a sense of entitlement.” Adding to Coach Stephens’ point, Coach Williams said that he believes in the mantra of leaders being born, not made. “Some people just have that leadership trait, but I do believe that it can be enhanced. It can be uncomfortable for a senior if you
try to put a leadership mantle on them just because they’re a senior. Not everybody is equipped to lead,” Coach Williams said. When upperclassmen are put in a position of leadership that they have not really earned and/or are not prepared for, difficult discussions have to take place. “I’ve had to sit down a couple of older kids [in the past] about watching their tone with the younger kids. Sometimes they think they know it all,” Coach Stephens said. However, many seniors are just trying to leave a lasting impact. “Now that we’re seniors, it’s not that we’re better than [underclassmen], it’s that we’ve worked hard to get to this point, and now we want to instill that in the freshman, sophomores, and juniors so that we still have success after we leave,” Douglass said. C o a c h e s emphasized that giving all studentathletes the opportunity to play a key role on the team or be a team leader is not an attempt to devalue seniors’ roles on the team, just an attempt to put a winning product on the field.
That being said, sports are still a place where age matters—at least, when it comes to the small things. “Everyday before and after practice, [the freshman] have to set things up and make sure the field is picked up,” Douglass said.
Graphic by Amy Yang
Fall Sports Updates Cross Country The Greenhill boys cross country team had a recent first-place finish at the Ken Garland Invitational in Denton. The girls cross country team has had firstplace finishes at the the Lukes’ Locker 6-Mile Relay and the Ken Garland Invitational.
Field Hockey
Coming into the Southwest Field Hockey Festival hosted by The Hockaday School with an 0-3 record, Greenhill Field Hockey went 5-1 against SPC teams. The team now stands at a record of 2-5-1, not including the games played at the Hockaday festival.
Football
The Greenhill football team currently has a 5-1 record (4-1 in SPC), its best start in more than ten years. The Hornets now have their eyes set on winning Greenhill’s first SPC football title since 2000.
Boys Volleyball Girls Volleyball The Greenhill boys volleyball team has started their season with a 15-1 overall record (150 in SPC). They earned a firstplace finish at the Red River Round-up tournament as well as a second-place finish at the St. John’s tournament.
Greenhill girls volleyball is on a quest for back-to-back SPC Championships. Their current record is 20-7, and they have accumulated one second place finish to go along with two third place finishes in the three tournaments they have played in this year. written by Jordan Sternblitz
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wednesday, october 5, 2016
Freshman Maddie Hatfield makes great strides Maya Ghosh Backpage Editor
Many people dread the summer sun and the lethargy that accompanies it. However, while many Texans choose to stay indoors and enjoy the gift of air conditioning, freshman Maddie Hatfield is hard at work, running six days a week. Maddie began running in seventh grade, when she played select soccer for club team Sting, but soon realized that she preferred to just run. She then joined a running club called SpeedKidz and began to train seriously for long-distance events. Quickly, Maddie began to progress in the intensity and mileage of her workouts. She competed in her first cross country race at the beginning of seventh grade, when she ran for Dallas Christian’s Chargers cross country team in a two-mile race with a time of 12 minutes and 14 seconds. She placed second in the race and realized that she had the potential to become a talented runner.
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She has not only become our fastest female runner, but has also served to become a team leader.”
“Honestly, I didn’t know what to expect that day. The Middle School cross country meet was the last of the day and it was very hot. It was a very hot race. I was very happy with how the race turned out,” Maddie said. Before coming to Greenhill in high
Photos courtesy of Maddie Hatfield
RUN, MADDIE, RUN: Freshman phenom Maddie Hatfield has made significant contributions since her arrival to the Greenhill Cross Country team in August. Check out her stats on page 17.
school, she trained six days a week alone with two “hard” workouts, four “easy” workouts, and an “uncomfortably-easy” long-run day where she typically ran about nine miles. She began training with the cross country team in early August. “It’s been great to run with a team and with other people, especially those who are faster than me. It motivates me to push myself and run faster. It’s different training
intensity-wise; it’s more intense and less rest,” said Maddie. To fuel her running, Maddie tries to maintain a healthy diet and focus on her nutrition, but occasionally indulges in her favorite “cheat” food. “I love the blueberry muffins from Walmart’s bakery section. They are just so good!” Maddie said. Although the season is still young, Maddie has already made her mark on
Greenhill’s cross country program. She was a part of the team that won the Greenhill/ Luke’s Locker 6 Mile Relay, finished second in the 5k at St. Andrew’s Invitational meet (5A-6A division) with a time of 18 minutes and 38 seconds, and finished first in the 3200-meter race at the Ken Garland Invitational with a time of 11 minutes and 49 seconds. Although Maddie has run some competitive races already this season, she has yet to come close to breaking her personal records of 11 minutes and 32 seconds in the 3200-meters and her 5k personal record of 18 minutes and 17 seconds. In addition to her speed, her teammates say Maddie has made her mark on the cross country team by being an excellent teammate. Junior Daniel Brickman praised Maddie’s motivation and perseverance. “[Maddie] arrived with the weight of great expectations in regards to her speed, but she has not seemed at all worried or impacted by the pressure. In fact, instead of shirking away from the pressure, she has not only become our fastest female runner, but has also served to become a team leader,” Daniel said. When training, Maddie said she runs with a chip on her shoulder. “I remember the people that believe that I can’t do it, the people that think that I will burn out. I use that to motivate me.”
wednesday, october 5, 2016
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afterwords
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Say my name, say my name
What’s in a name? Well for me, there’s much more than a few letters. Growing up, I was jealous of the fact that my older sisters had received “normal” names. My parents liked the name Melanie, so they called my oldest sister Melanie. They liked the name Camille, and christened my other sister as such. When it came to deciding what to call
their third daughter, they were a little more indecisive. My dad liked the name Eleanor, but with a worry about its pronunciation, my parents decided against it. They liked the name Margaret, a multigenerational family name, but figured it wasn’t quite enough. So like most children, I received a first name and a middle name, Ellen and Margaret respectively. However, I was NOT to be called Ellen. I was to be called Ellen Margaret, and my parents were determined for me to learn my name, use it, and demand its use. I learned how to spell my name using a rhythmic chant, spent countless years explaining how my “double name” was really no different than someone called “John Paul” or “Mary Kate,” and faced the common predicament of having to squeeze my name onto a handwriting card. I tried
my best to normalize the name, by secretly racing against others to see if I could get my name on the worksheet faster than they did. I had to learn not to be bothered. I learned not to be bothered when folks asked to call me Ellen because it was “easier” not to be bothered when I was called “Mary Ellen” or even “Anne Marie.” I knew they were trying. The truth was that there was practically no chance anyone had heard of a girl named Ellen Margaret. So when they couldn’t recall my name, they called me by two female names and hoped I’d know what they meant. At the same time, I often found myself uncomfortable with merely introducing myself by name. Greeting someone, shaking their hand, and looking into their eyes weren’t the issues. You see, I’m not shy. But at times I would almost whisper my name, or say it with a little bit more conviction,
but quickly assure them they did not have to call me Ellen Margaret. I’d tell them I would respond to anything, and that they could call me “EM” because that was easier. However there’s been funny times as well. There was the time I was called “Miss Margaret” because they thought Margaret was my last name. There was also the time when my friend was shocked to learn that my name in fact was NOT hyphenated. So yes, my name often takes a little bit more explanation than others, and I’m sure I’m not the only person like this. Yet as far as I know, I’m the only Ellen Margaret. I’m the only “El Mar,” “Ellie Peg,” and “E-Marg.” So call me whatever you want. The truth is, I’ve probably heard it before. Besides, it makes life a little more interesting.
Now it’s early September in ninth grade, and she shows up to see you wearing combat boots, which is cool because in 2013 they’re an edgy trend. When she walks into the room, a rush of timid impulsivity rockets through your system, you still suspect nothing of your emotions. How are you to know you could have a crush on a girl? Other than rumor, you have no evidence yet that gay women are any more real than unicorns. (I take that back. Unicorns are very real.) You won’t even start to think you like her “that way” until you decide to call her, and rehearse saying, “What’s up?” around five times before you manage to pick up the phone. By the first day of tenth grade, you have spent more time thinking of what liking her means about you than you have actually liking her. Your anxiety is as present as ever, and after minutes sitting on the floor of the Elliot Center for an assembly, your feet are
asleep, but your heart is pounding. You’re worrying: “What if they can see it? What if I’m wrong?” First of all, no, they probably can’t “see it,” and second, you’re not wrong to question your sexuality even if you are straight. But heads up, you’re not, and trust me, I would know. After all, “you” are me. You move on from blushing at assemblies. The summer before eleventh grade, you meet someone. In conversation, she mentions that she’s gay, and long story short, (dramatic pause) you embarrass yourself by nervously rambling on and on about how many non-straight and genderqueer people you’re friends with. Smooth. But fear not, you’re close friends with her now. You eventually start telling people about your own sexuality instead of how many unicorns you know. (Sorry, did I say unicorns? I meant gay women.) Still, you fervently believe that while coming out can
be important for a lot of non-straight people, it isn’t for you. You bring up the subject of sexuality in conversation like you want someone to notice, but you only tell people you aren’t straight when it comes up directly. If straight people don’t have to come out, why should you? You have never broadcasted any sort of statement of “hetero-certifiability.” But I think you were hiding behind your ideology. You have encountered as many homophobes as you have unicorns (and I really mean unicorns this time), but you still have the right to come out if you want. You’re allowed to believe straightness shouldn’t be considered the default, that you have never been in a closet, yet still choose to step out of one. So this is my not-comingout to the general Greenhill population. This is me giving it to you straight: I never have been.
I’ve gotten a wide range of responses, but the most common have been exclamations of confusion and judgment. “Why would you do that? Do you want to die?” they ask. My favorite is, “You’re going to regret this.” What’s worse is that sometimes adults who hear my plans decide to berate my parents and shame them for letting their son make such a dangerous decision. My mother has even had friends say, “I’d never let my child do something like that.” While this commentary is hurtful and unsolicited, I understand that it (usually) comes from a place of compassion. As Americans, the term “Middle East” brings up images of bloodshed and violence, so I appreciate that those around me are concerned about my well-being. So I’d like to give the Greenhill community, which has been my second home for four years, an explanation. I am moving to Israel because I have
fallen head over heels in love with being a Jew. I love Jewish values, holidays, traditions, and culture. I love the people into which I was born. We have a proud 3,000 year history; we have created, debated, and innovated throughout the centuries and we have thrived against all odds. In 1948, after the darkest period of our history, we did the impossible and became the first exiled, indigenous people to return to its land. I belong in Israel because there, the graffiti and TV commercials are in a language that reflects my values and my history. I belong somewhere where the street food is Kosher and where I can wear my Kippah in public without fear for my safety. I belong in Israel because there I’m not destined to the fate of a minority, choosing constantly between assimilation and isolation, between Homecoming and Rosh Hashanah. Israel is a place where my children will ride their bikes
on the roads where their ancestors walked, where they will read children’s stories that come right out of their sacred texts, and where they will grow up in a country that is their own. I can’t imagine the guilt I would feel. sitting comfortably in a college class as Israeli men and women are mandatorily drafted into their country’s army. Whether or not I agree with all of its policies, that army is defending my people and I cannot escape the responsibility that I feel rests on my shoulders. So I am packing my bags and leaving my friends and family behind to spend three long and difficult years serving the people to whom I have pledged my life. I am enlisting in the first Jewish army in 2,000 years and defending my right to be who I am. There is nothing I want to do more.
(no pun intended), I had no shot at being a professional athlete. This realization didn’t mean I felt any less passionately about sports. I still stayed in the same position superstitiously when my team was playing well, screamed at the television when my team made a bad play, and ran around the house when my team won. Sports were my passion, so if I wasn’t going to be playing them in the future, I still wanted a way to be around them. It was about halfway through fourth grade when I realized what the Mike and Mike guys were doing—they were talking about sports for a living. This blew my mind; they had my new dream job. I started looking at sports in a new way: I watched the anchors
on SportsCenter, listened to the announcers of the football games, and read stories for their quality, not just their content (alright maybe not this last part until high school). Some important decisions I’ve made or will make are predicated on me waking up to Mike and Mike in fourth grade. In fact, I joined the Evergreen to gain journalistic experience for my future career in sports reporting (hopefully). Thanks Mike and Mike for helping me figure out what I want to do. All I can hope for is that someday, some kid somewhere will wake up to the sound of my voice on the radio and find their calling.
Unicorns are Real
It starts with a classic story: there’s a girl next door. You’re just starting high school, celebrating/dreading all of those classic high school experiences like football, late assignments (you swear your printer broke), and, yes, your female neighbor. You’ve been friends for years at this point, but you notice something new. Something inside you that makes you like her favorite song from a genre you usually hate, and you want to impress her.
Army bound
Since freshman year, I’ve been asked about my plans for after graduation. As time has gone on, especially now that I’m a senior (#SKA), it seems that I can’t hold a conversation with an adult without being asked which colleges are my safety schools, which are my reaches, and which fraternity I am dying to pledge. When it’s my turn to speak, I pause, brace for their reaction, and then tell them that instead I’m enlisting in the Israeli military.
Schachter in the morning
Every school day since fourth grade, I’ve woken up to the sound of Mike and Mike in the Morning blasting from my alarm clock (at least when I remember to set my alarm). Mike and Mike, as it is commonly called, is
a sports radio talk show on ESPN featuring Mike Greenberg, a journalist, and Mike Golic, a former football player. The show has been on air since 1998 and televised since 2006, so surely I’m far from being the only or most devoted listener. However that show, corny jokes and some fake arguments aside, has played an extremely significant role in shaping my decisions. Like many other fourth grade kids interested in athletics, I had dreams of being a professional athlete. But even at that age, I knew the odds were stacked against me: I was the shortest kid in my grade, not particularly fast, and in my best sports, my technical skills were only decent. In short
the
20 backpage
Evergreen
CROSSWORD
wednesday, october 5, 2016
Which mum is not like the others?
Which peacock is not like the others?
Down 1. New HOH group named after Mrs. Sally ____ 2. Upper School English department head 3. We bleed green and ____ 6. ____ Library 7. The new chairs outside of the freshman-sophomore locker room Answers
Mum: Top right. Peacock: Bottom middle.
Across 4. This year’s homecoming theme 5. 2017 livin’ the____ 8. The Assistant Head of School 9. 4141 ____ Valley Road 10. New football cheer 11. Name of the football field 12. Temporary new high school language course
HORNET HUNT Posters of hornets are scattered around Greenhill’s campus. To find them, unscramble the words below. The first student to find all of the hornets will receive a $15 iTunes gift card. To win, send an email with pictures of all eight hornets to evergreen@greenhill.org. 1. Rpeup Oscolh Lprocao __________________ 5. Ifofce fo Rm. Nsimspo __________________ 2. Elddmi Solcho Aonudtr
__________________
6. Fcefio fo Rm. Sroo
__________________
3. Rm. Owrescter __________________
7. Rblyira Lifeerpca __________________
4. Elbl Rowte __________________
8. Uoetisd eth Eretnvadu Moro __________________ Headline graphic by Amy Yang Mum and peacock graphics by Drake Heptig