PHOTO | Annabelle Julien
to be skeptical. Safety and overall usefulness of the clinic are two main concerns for senior Grace Korkmaz. Korkmaz believes the clinic will be a mostly unused space and is distressed about its accessibility to the public.
“This clinic is proposing that we let random strangers into the building simply on account of them needing non-emergency medical attention that [can] be found somewhere outside of the school,” Korkmaz said. “And by dedicating resources and funding to this health clinic you're inadvertently taking it away from something else, and it's a concern to me what we would be taking that funding away from.”
WASTED POTENTIAL | The utilization of space inside the building is of utter importance to senior Grace Korkmaz, who questions how beneficial turning a classroom into a clinic will be. "I feel like it's a waste of classroom space,” Korkmaz said. “We have classrooms increasingly filling up and yet they chose to dedicate an entire large classroom to this.”
On May 18, GPPSS was awarded a grant from the Michigan Department of Health and Human Services to open an Adolescent Health Clinic which will be operated by Beaumont Health.
On Nov. 28, the board approved the location of Grosse Pointe North High School for the clinic. Services will be available to anyone ages 5-21 within the Grosse Pointes and Harper Woods. Additionally, the clinic will be nonprofit and patients will not need insurance to receive treatment. The grant given to GPPSS will be used to cover medical expenses relating to the clinic, whereas additional money will be taken from the Sinking Fund, a fund that goes towards repairs, in order to cover construction costs. Controversy has arisen regarding the use of the Sinking Fund. Board member Ahmed Ismail,
who voted in opposition of the clinic, has multiple concerns about the integrity of the board due to its usage of the tax-payers’ money. What was originally supposed to cost $700,000 has increased to $989,000. The importance of being honest with taxpayers is something Ismail stresses, which was his main reason for voting against the clinic.
“I believe we have an ethical responsibility to our taxpayers to spend the money on the infrastructure repairs on which we told them during countless public meetings it would be spent,” Ismail said. “After all, if we don't spend it on the repairs we promised, why should they trust the school system the next time they are asked for a millage or bond?”
While the integrity of the board may be a factor to consider, there are additional reasons for people
However, some people believe that the new health clinic could be valuable and become something beneficial for the community. North parent Pellayia Roustemis is supportive of the health clinic and believes that it could be helpful from a financial standpoint.
“An on-site clinic eliminates the need for students having to leave premises and going to the doctor if it's for something minor,” Roustemis said. “It'll be beneficial for the students from a financial aspect, and ultimately, it would be nice to have if someone wasn't feeling well. It would eliminate making an appointment, having the copay and the time factor that it takes to do that.”
With the implementation of the clinic, RN, BSN and North parent Melissa Sexton believes that the clinic has the potential to prevent students from getting sick and therefore could improve school attendance.
“With staffing shortages throughout most of health care right now, it is getting increasingly difficult to get appointments quickly at doctor’s offices,” Sexton said. “If having a health clinic at the high school allows children to be seen quickly and efficiently, it will keep more kids in the classroom and possibly cut down on the spreading of infections.”
Currently, the cost of health care makes it inaccessible to a number of people, according to Sexton. However, Sexton is optimistic about the changes and improvements the clinic will make to the lives of people who struggle to access health care.
“I hope this clinic will provide much needed access to health care for all GP kids, but especially for the children who do not have health coverage,” Sexton said. “Quality access to health care should be a right, not a privilege, and I appreciate that GP schools are looking to protect all of its students.”
Quality access to healthcare should be a right, not a privilege and I appreciate that [Grosse Pointe] schools are looking to protect all of its students.
MELISSA SEXTON
RN & BSN “
On Nov. 14, the GPPSS school board approved the addition of a new English course at North titled “Experiences in Literature.” We asked English department chairs, Kristen Alles and Jonathan Byrne, about the specifics of the course.
Q: What is the course description?
A: This year-long elective course presents students with a vast array of literature focused on the human experience and how our failures, conflicts and triumphs shape us both collectively and as individuals.
Q: What are the texts of the course?
A: Students read short stories, novels, dramas, poetry and non-fiction. The core texts are Shakespeare's “Hamlet,” Jesmyn Ward's “Sing, Unburied, Sing,” and there will also be lit circles with book options drawn from an array of both contemporary and classic titles with a broad range of themes and topics. Additionally, students will be required to choose an extended work to inform their formal research capstone project at the end of the year.
Q: Who are the intended students for this course?
A: This is a senior-level elective.
Q: What skills does the course teach students?
A: Composition work emphasizes formal research and various types of essays including literary criticism and argumentation. Through reading, writing, speaking, listening and viewing, students explore universal themes of the human experience. Additionally, units and lessons are aligned to The Common Core State Standards for English Language Arts which are designed to prepare all students for success in college, career and life by the time they graduate from high school.
Q: When will this course become available for scheduling?
A: Current juniors can opt to take this course next year, as it will be available as a pilot course for the 2023-2024 school year.
Q: Where does the title of the course come from?
A: We developed the title as a sort of play on the idea of the experiences of the characters in a piece and literature and how they relate to our own experiences. We also want students to have "experiences" with important works of literature, both contemporary and canonical, because these inform our understanding of the world and are commonly referred to in college and beyond.
Q: Why did you find this course to be a necessary addition?
A: We know that many juniors are unaware of what they will take as their senior level English course, and many of our options are semester-based. We wanted to provide another year-long option that will give students more of a shared experience before graduating.
Q: How many credits is the course?
A: One English credit.
The Wellness Fair on Dec. 8 and 9 was hosted by Peer2Peer, a group that aims to reduce the stigma surrounding mental health. The fair provided resources to students to alleviate stress and included calming activities for anxiety. They also brought in a yoga instructor to host chair yoga during lunchtime.
By practicing a series of poses with breathwork from your own chair, you can start to notice positive changes in your physical and mental state. According to yoga instructor Kolleen Yeloushan, chair yoga is both beneficial and realistic on a day-to-day basis.
“The benefits of chair yoga are increased clarity and focus,” Yeloushan said. “Chair yoga invites space into the body as well as the mind.”
These classes are especially worthwhile for students, easing the stress and putting a pause on the long school day. Sophomore Jhilmil Chhaya attended yoga with an open mind and came out feeling at ease. Chhaya recommends this activity for students as a way to manage stress.
“I think they should attend because it really lets go of all your stress and you learn a lot about your body,” Chhaya said.
In addition to chair yoga to help students relax and destress, Peer2Peer invited an art therapist to the Wellness Fair to help teach other forms of stress relievers. The class consisted of drip painting which was intended to help students slow down and go with the flow, while not worrying about stress from outside issues.
Therapeutic remedies can come in multiple forms, and while some find comfort in journaling or other structured activities, there are also less structured stress relievers, according to art therapist Jessica Smiggles. Smiggles teaches organic stress relievers, such as paint therapy, which helps to release anxiety.
“Art therapy is more expressive. You want to do things that are going to be more abstract generally, but they don't necessarily have to be,” Smiggles said. “Rather than just doing yoga, breathing techniques or other calming things, [art therapy] is just kind of playing with the art materials instead of it being a serious assignment.”
With the high pressure and stress of upcoming tests, having an opportunity to participate in something soothing with low stakes helped senior Will Hertl relax during the school day. Hertl appreciates the chance to destress and not worry about school while doing simple projects that aren’t going to add any additional stress.
“I think the calming aspect of painting and knowing that there was no right way to paint [is beneficial],” Hertl said. “The painting takes your mind off the stresses of life and school and lets you be in the moment with yourself.”
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“Grosse Pointe Public School administrators and teachers are responsible for encouraging and ensuring freedom of expression and freedom of the press for all students, regardless of whether the ideas expressed may be considered unpopular, critical, controversial, tasteless or offensive.”
EDITOR-IN-CHIEF
Grace Cueter
Annabelle Julien
Grace Rossman
Kaitlyn Barr
Sophia Dragich
Katie Madigan
Ella McCarthy
Elly Meteer
Bella Yoakam
WEB EDITOR
Jo Jackson
SOCIAL MEDIA EDITOR
Chiristina Shea
COPY EDITORS
Madi Lucido
Mia Stephanoff
Alyssa King
Gabe Goode
Allie McIntyre
Sasha Poradun
Lauren Veitengruber Haley Zalewski
INTERNS
Shayla Andrews
Mary Bentley
Isabella Boedeker
Sage Cole
Wren Cueter
Maggie Dunn
Sofia Gualdoni
Lauren Kaled
Stephanie Karoutsos
Lilly Kline
Troy Lipscomb
Allie Mattes
Connor McGrail
Gianna Roux Mia Schultz Jamie Wallace
The North Pointe is edited and produced by Advanced Journalism students at Grosse Pointe North High School and is published once a month. It is in practice a designated public forum without prior review.
Our editorial represents the opinion of the North Pointe Editorial Board. Members who have a conflict of interest with an editorial topic do not partake in that meeting or vote.
Comments should be directed to the student editors, who make all final content decisions. The views expressed are solely those of the student authors of the editorial board and do not reflect the opinions of the Grosse Pointe Public School System.
We are a member of the Michigan Scholastic Press Association, Columbia Scholastic Press Association, National Scholastic Press Association and Student Press Law Center.
One copy is available free to all community members. Additional copies may be purchased. Our editorial policy and advertising rates are available online.
Faculty Advisor: Allison Dunn
If school is for the students, should we not have a say in what goes on in the building? Despite students being the ones to experience firsthand what occurs in the classrooms, our opinion is often overlooked by administrators, teachers and staff. Though these authority figures may have more knowledge of education as a whole, only the students know how they learn best. The ability to communicate student voice is imperative to a successful learning environment.
When students’ opinions are valued, they feel more engaged in the learning. The opportunity to give feedback on classroom structure and lesson plans allows students to express what is helping build their understanding and what is not. The reflection of this feedback in future lessons not only helps students learn more efficiently but also makes them excited to learn. They are able to explore concepts that they are intrigued by and utilize ways of learning that they genuinely like. This benefits both the students and the teachers as both are able to do their jobs to the best of their abilities.
Student voice is beneficial beyond the classroom. It provides students with practice advocating for themselves, which is an important real-world skill. The ability to respectfully express an opinion and clearly communicate what is needed is something many adults cannot even do. Promoting student voice in schools provides students with these skills before they even enter the workforce.
Students might not understand all the nuances of education that teachers have studied for years such
as the methods of teaching various subjects, but this does not mean their opinion is invalid. Students know themselves best, which is not something that can be learned through an education degree. Each year, class and student is different from the rest, and they all need different resources to be successful. These cannot be assumed, but rather should be asked.
This year, the school has made progress listening to students' opinions on the learning environment and strategies used at North by implementing more opportunities to showcase student voice. Students were chosen to speak on a panel to share their opinion on teacher credibility and the components such as trust, competence, dynamism and immediacy. Events like this are steps in the right direction for a successful learning environment at North, but there is more work to be done. Hopefully, the light shed on this topic will call teachers to action in their own classrooms. Whether it be mid-year surveys or just asking students what they could do to help their learning, teachers can do more to promote student voice at North.
One of the main ways we communicate our student voice is through our student produced newspaper. Within each story, our staff is able to convey students’ opinions and represent the larger student body in hopes of creating change throughout the school. This is one of our longest and most consistent examples of student voice showcased throughout the school. While keeping up our part, we hope the school furthers its attempt to increase this representation of student opinion now and for years to come.
Recently, debates have sparked regarding the best way to assess students’ work, either for effort or accuracy. Although grading for accuracy can reinforce the importance of precision, grading for effort is the better route to improve learning and student motivation.
Grading based on effort gives students a chance to attempt the work before they are graded for understanding. They can try it out first without being scared to lose points if they don’t understand it right away. When students are graded on accuracy, there is more pressure to get each question correct. While it is important that students have a precise and accurate understanding eventually, testing them right away on their knowledge is unfair. When grades are based on effort, however, students are motivated to give the work a try without the fear of being punished for their mistakes.
Additionally, giving students grades based on effort teaches them to work hard even when there are no rewards for doing so. According to an article by Daniel T. Willingham titled “Ask the Cognitive Scientist: Should Learning Be Its Own Reward?”,“Adults don't expect that someone will toss them a candy bar every time they listen politely, push their chair under a table, or complete a report on time.” There are instances in the real world when people cannot be rewarded for good behavior, but they have to do it anyway. Because of this, it is better that teachers grade based on effort because it teaches students to work hard even when they won’t be praised for getting right answers. Although grading based on effort does not literally account for accuracy, it teaches students to strive for that accuracy on their own.
Overall, grading assignments based on effort is a positive thing, as it allows students to make mistakes and teaches accountability.
While grading based on effort sounds great in theory, many questions can arise with this grading policy. Firstly, what's the point of grading students on effort if they attend school to enhance their knowledge on a variety of subjects? When students eventually apply for jobs, chances are they are not paid for their effort, rather they are paid for their efficiency or time spent working. This grading policy could set up a false expectation for success in the future, as knowledge is more prioritized.
Not only does effort based grading promote unrealistic standards for the future, it also proposes a question of how teachers are tracking the effort of each student. Not only would it be extremely difficult for teachers to keep track of how each student is putting in effort during class, it would also be difficult to track their effort outside of the classroom.
The “Success Equals Effort” policy at Benedict College in Columbia, South Carolina states that 60% of a freshman’s grade is based on effort, while knowledge and accuracy in the class was worth 40%. Students could be passing a class that they understand very little in because of their “effort.” This grading system makes it difficult for students to understand what they learn in the class. When students are graded on effort rather than knowledge, a student could be receiving a 100% on all of their assignments, yet they score a 70% on the test because they did not truly understand the material.
In addition to this, there are many resources at North to help students learn material, so there is no reason for students to stress about accuracy graded assignments. For example, teachers are open to helping students who are struggling in their class. Not only are teachers a great resource for learning help, National Honors Society tutors can be found in the Counseling Center for extra assistance as well.
“There would be one more [clinic], but we already have so many of those, which is somewhat of a benefit. The drawback is we have other people from outside our school coming in. It just doesn’t seem right to me.”
SENIOR RYAN JENKINS: “It would be really convenient to everyone here to have a health clinic, but at the same time, it would be really weird to have people from outside the school come in.”TEACHER
MICHAEL VIVIANI: “[The benefits are that] the clinic is really good for our community, and the drawbacks are just looking at how long it might take students to get comfortable."FRESHMAN
ADDISON HARRIS: “There would be random strangers inside of a school, and we won’t be able to really filter who’s who, or know everyone [who attends], and there would just be a ton of people, who no one knows, in a school building with kids in it.”
SOPHOMORE BROOKE THOMAS: “I feel like it would bring a lot of traffic to North, but it would be helpful to have, especially if you aren’t feeling good during the day. It would be really convenient to have here, as well.”
The girls hockey team currently holds a winning record of 7-1. In her first season at North, sophomore center Josie Cueter has been able to experience the team’s successes.
Even though Cueter has played travel hockey in the past, she decided to switch to the high school team this season.
“I played travel hockey my whole life and it just took up a lot of my time,” Cueter said. “I was gone every single weekend at a new state and my older sister plays for North and I just really wanted to try it this year.”
Although Cueter has only been on the team for a year, she is already making bonds with her teammates.
“I like everyone on my team, and I have made some good friends,” Cueter said. “We've been doing really well. Up until previous seasons they weren’t as good, but this year we’re winning most of our games.”
Even with the team’s winning record, there are still some difficulties to face with a smaller team. Because of this, Cueter has to do things differently than she is used to.
“[The hardest thing] is keeping up because shifts are quick and you [only] get a 30 second break,” Cueter said. “You’re supposed to have all your energy back and it’s really tiring. It’s fun though.”
For some athletes, it can take a while to find their niche in the world of sports. For others like varsity guard Vasili Vasilos, his love for the sport of basketball has been lifelong. He found his passion when he was around four years old and has been playing ever since.
“I played basketball my whole life,” Vasilos said. “It's my favorite sport and it's something that I just really wanted to do.”
Vasilos started playing for North during his freshman year. Now that he is on the varsity team,Vasilos says he appreciates the environment the team creates.
“[The best parts of it are] the environment on the court [and the] motivation [from] my teammates,” Vasilos said. “[They are] always pushing me.”
While daily school life can put pressure on any athlete, Vasilos allows himself to have fun while playing both in the sport and with his friends and teammates.
“It’s just for a good workout and having a good time,” Vasilos said.
DON'T LOOK BACK | The positive, future-focused mentality that Rob Johnson has brought to the varsity basketball team is something that junior and varsity basketball player Brady Beers believes has improved their game. "Coach Johnson is very big on the mental aspect of the game,” Beers said. “He always wants the team to focus on the next play, and not dwell on the mistakes we made in the past, and I think that’s very helpful for the team.”
Leaving the gym after a day as a youth summer basketball coach, Rob Johnson knew that he had discovered something he was passionate about. As a high school junior, Rob Johnson realized that he wanted to be a teacher and basketball coach. Now a social studies teacher and boys varsity basketball coach, he has achieved those goals.
The moment that Rob Johnson had the opportunity to coach, he took it. At the age of 20, he was brought onto his first team as a JV basketball team as assistant coach and he has coached every year since. This year, taking the reins as head coach of the North varsity boys basketball team, he feels that his past basketball and coaching experiences have prepared him for the role. He began by focusing on building relationships within the team, something that he believes is important in creating a successful group dynamic.
“It's been a lot of fun getting to be around the guys and getting to know them, and them getting to know me too,” Rob Johnson said. “We are starting to build a lot of team comradery and we are starting to put things together.”
The team’s bond has led to an increase in both energy and support on the court. Junior and varsity basketball player Brady Beers attributes the increase in spirit to Rob Johnson and says it has ultimately led to a stronger performance.
“Coach Johnson has the team feeling more energetic,” Beers said. “We clap it up after drills at practice and when the team has more energy, we tend to play better.”
While the players’ newfound energy can be accredited to their coach, Rob Johnson’s energy stems from his coaching experience with his dad,
Bob Johnson. From kindergarten to high school graduation, Bob Johnson coached his son on the basketball court. They went on to coach together and bonded over their love for the sport. Bob Johnson notes Rob Johnson’s growth throughout his career, specifically the stability and warmth that he brings to every team he coaches.
“The level headnesses that he coaches with [has grown],” Bob Johnson said. “He never gets too low when things are going poorly, and the love that he shows his players and students— you can feel that they truly want to do well with him.”
Support from his father is something that pushes Rob Johnson to coach with intensity, determination, love and focus. He believes he has learned many valuable lessons through his leadership experience alongside his father, and that Bob Johnson’s support for the North team has increased his drive and desire for success.
“I [previously] brought my dad in as my assistant coach so it came full circle for us and it was pretty cool,” Rob Johnson said. “He just stopped coaching with me but he comes to every game to support me no matter if it's here or out on the road.”
The boys team is 2-2 as of Dec. 22, and Rob Johnson has high hopes for the rest of the season. He sees progress at practice each day and is confident that his team will be solid against top teams due to their determination and love for each other.
“[I’m looking forward to] continuing to get better every single day, continuing to build that relationship and chemistry with the guys here and hopefully play our best basketball when it gets into March,” Rob Johnson said.
By Lauren Veitengruber & Stephanie Karoutsos STAFF REPORTER & INTERN
PHOTOS | Lauren Veitengruber & Stephanie Karoutsos
THROUGH THE YEARS | After nine years of competing as a gymnast, junior Ainsley Tanghe gets a special feeling when she steps on the floor. ''Competing makes me get an adrenaline rush and makes me feel excited,” Tanghe said.
FLOOR ROUTINE FUN | The floor event is a personal favorite for senior Maddie LoPorto. “It's way easier to have fun [during the floor routine], and I love the music and dance,” LoPorto said. “I'm definitely also less stressed when competing floor.”
BUILDING BONDS | When the gymnastics season began for freshman Serenity Harper, she was eager to meet new girls and instantly felt welcomed. “When the season first started I didn’t know anyone, and Madi was the first person to come up to me and introduce herself and made me feel welcomed,” Harper said. “Ever since then I’ve always seen Madi as a huge role model and inspiration to be better.”
STEPPING UP TO THE MAT | While balancing both school and gymnastics, junior Makiya Latham still devotes time to practicing and making herself better. “I want to improve on all my events to get the highest scores I can,” Latham said. “The biggest obstacle this season would have to be trying to balance out gymnastics and cheer and getting over mental blocks.”
5. OVERCOMING DIFFICULTIES | Facing challenges with an ankle injury and attending a camp changed freshman Jessica Taylor’s perspective as a gymnast. “I went to a gymnastics camp over the summer with gymnasts from all over the state,” Taylor said. “They encouraged me to not let my ankle injury control what I decide to do, and explained how I should continue gymnastics because it is what I’ve done since I was little and it’s very important to me.” 6. BACK IN ACTION | After a four year gymnastics hiatus, South sophomore Lucy Tull made the decision to join the united gymnastics team. “I really enjoy being on a united team, '' Tull said. “I feel that it’s a good opportunity to get to know more people.”
Coming out as gay wasn’t something to sweat over for freshman Silas Wooten. With his strong, supportive and caring family, he knew he would feel loved through every step of his journey.
Unlike Wooten, some members of the LGBTQ+ community don’t feel safe to come out in fear of unsupportive friends and family or the possibility of facing violence. In fact, according to the Fact Sheet
on Injustice in the LGBTQ Community, LGBTQ+ people are four times more likely than heterosexuals to experience violence in their life.
One of the most recent instances of violence experienced by people in the LGBTQ+ community occurred at the Colorado Springs Club Q shooting. A gunman entered the queer bar and opened fire, killing five people and injuring 19. He was stopped
only after a veteran held him down and a woman stomped on him with her heels.
In response to the violence, school social worker and Diversity Club adviser Lauren Klein attributes some of the hostility to society’s lack of education and awareness about the LGBTQ+ community.
“I think there is a significant lack of understanding of marginalized groups from some members of our
society,” Klein said. “[That lack] of understanding leads to fear and resentment and people lash out against these groups as a result of that ignorance.”
When confronted with violence like this, some people may silence themselves in fear of repercussions. However, Wooten believes that it is better to raise your voice to prevent these violent behaviors from happening in the future.
“I feel like people need to start standing up for themselves, spreading the message [and] saying the reasons why this is happening and how we can change it,” Wooten said. “Right now there’s not a lot of change and we need more in this community so we can grow bigger and we can all become more of a family.”
As injustice toward the LGBTQ+ community remains present in society, it can have long-lasting effects, especially on youth. Discrimination of sexual orientation and gender identity can make youth feel a lack self-worth and unimportance, which could increase the risk of self harm or suicide. The Trevor Project’s 2022 National Survey on LGBTQ Youth Mental Health. It reported that 45 percent of LGBTQ+ youth, including more than half of transgender and nonbinary youth, seriously considered suicide.
With the increased risk of self harm in adolescents, senior and president of Diversity Club Gaelle Dalmacy says that homophobia is a serious problem that needs to be addressed because it can cause much damage to young people’s mental health.
“Homophobic remarks should be reported to the administration and dealt with seriously, and students that overhear that kind of talk from friends or classmates should speak out against it and educate those that are spewing hateful speech,” Dalmacy said.
Despite there being damaging effects discrimination against LGBTQ+ youth, Wooten feels as though his experience with homophobia taught him the purpose of unity. He says he was able to discover a sense of community, especially with his friends, and believes this helped him strengthen his response to the homophobia he faced.
“When [homophobia arises] we’ve kind of learned to stand together, to say that ‘these things are not right’ and ‘how can we help you’ because these are not things that you should be saying out loud and even trying to hurt us,” Wooten said. “I’m very lucky to have a really big group of supportive friends that help me if something ever bad happens.”
Rather than struggling alone, North has its own resources such as clubs, policies and communities that students are able to utilize to feel comforted and heal from their traumatic experiences.
To reassure students that it is acceptable to be who they are without criticism, school social worker Megan Price says North has different aspects that work to develop an environment that provides students a sense of belonging so that they can feel comfortable and confident in who they are.
“Our Mental Health team in the counseling center is always here to meet with students one-onone to support them throughout their four years, and whatever journeys they may be on along the way,” Price said. “We [also] have plenty of clubs and organizations that work to support these students such as Diversity Club, Peer to Peer, Social Justice League and more who exist to ensure the voices of our LGBTQ+ students at North are being heard.”
In addition to providing a sense of community and aid for students, the school has made developments to help students validate their true selves and identities. According to Klein, policies have been enacted for students to find comfort within school grounds regarding preferred names, pronouns and genders.
“We have a bathroom policy where transgender and nonbinary students have a place to go where they feel safe and don’t have to force themselves to use a certain bathroom where they are uncomfortable,” Klein said. “Families are able to change their students’ gender and preferred name in our school systems MiStar and Schoology.”
Along with the introduced policies that serve to promote acceptance, Price also emphasizes the importance of standing up to unacceptable behavior in order to avoid isolation and further harm to the community.
“Youth in these communities are disproportionately targeted when it comes to bullying throughout their lifetime,” Price said. “[In response to this], our North staff works to cultivate an environment here where all students feel respected, supported, and a sense of belonging.”
According to thehill.com
According to nbc.com
Colleen Hoover is well known for her romance novels that incorporate many dark themes and life lessons. “It Ends With Us” was the first book by her I had ever read and I was pleasantly surprised with how much I truly enjoyed it. Many books have made me feel happy, filled me with laughter, put me into a deep sorrow, opened a different perspective or left me intrigued, but this book made me remember exactly why I love to read.
I read this 2016 book, without any expectations, after it went viral on TikTok in 2021 and it blew my mind that Colleen Hoover was able to capture the complexity of abusive relationships and the internal struggles a person faces when trying to get out. The book follows Lily Bloom as she navigates her doomed relationship with Ryle Kincaid. Her troubled past resurfaces when her childhood love, Atlas, comes to town. Hoover opens the book with "There are no bad people,
there are just good people who sometimes do bad things" and her characters stay true to that line.
The relationships she portrayed such as love, friendship, motherhood and many others were heart-warming and even though the plot was predictable at times, I was sitting on the edge of my seat throughout my five-hour read. Each dialogue hit hard, each incident dug deep and each heartbreak felt personal.
Now, six years after she released “It Ends With Us,” Colleen Hoover has released the sequel: “It Starts With Us.” The title is a little misleading. I was expecting a prequel of some sort, or a retelling from Atlas’ point of view, but that is not what we got. The book quite literally picks up where the first one left off with Atlas and Lily reconnecting.
The book mainly focuses on the continuation of Lily and Atlas’ relationship and doesn't have much conflict compared to the first book.
The pacing in this book was terrible in comparison to “It Ends With Us.” At times I found myself flipping through the pages to see how much I had left until the predictable ending. I loved the beautiful love story that was set up in the first book, and this book just felt more like a rushed epilogue than a sequel. I definitely enjoyed seeing more interactions between Lily and Atlas but sometimes their interactions felt rushed, overly cheesy and lacked the depth they had in the original storyline.
I was pleasantly surprised by the new character additions in this sequel, especially Theo who is Atlas’ troubled younger brother. Towards the beginning of the book his subplot was super interesting and added the depth Atlas’ story previously lacked. As the book progressed, Theo’s subplot stopped adding any real substance to the book and was only used in order to distract from the fact that there was nothing interesting left to the story. I wish we would have been able to see more positive
interactions between him and Lily and not just with Atlas.
If you love Atlas individually, or Lily and Atlas as a couple, this is the book for you. However, I don’t feel like a sequel was necessary. The ending in “It Ends with Us” was perfect because it left readers to imagine our own ending for Lily and it was realistic. This book was strictly written for TikTok readers. If “It Ends With Us” hadn’t gone viral, Hoover certainly wouldn't have written a sequel. With all that said, “It Ends With Us” deserves 5/5 stars while “It Starts With Us” deserves 3/5 stars.
By Isabella Boedeker INTERN
PHOTO | Isabella Boedeker
Many Grosse Pointers are familiar with the family-friendly Licavoli’s Market, located on Mack Avenue. Licavoli’s is best known for their quality pizza, and their wonderful customer service. Recently a sit down restaurant of Licavolis opened on Jefferson Avenue in St. Clair Shores, called Licavoli’s Villanova Pizzeria. My family has been loyal customers of Licavoli’s Market for the past few years, so the announcement of this new restaurant intrigued me.
I was very impressed as soon as I walked in the door. The lighting and beautiful interior directly caught my eye. There was plenty of seating throughout the restaurant, many tables able to seat six or more customers. I could not get over the entire makeover of the space, as the restaurant was previously a very old Steve’s Back Room, which had no character. The restaurant captured a feel of being in Italy.
We were greeted by a welcoming hostess who sat our party of six immediately. The waitress approached us and took our drink order and appealing fresh bread with dipping oil was swiftly brought to the table. The waiter even made a smiley face out of the balsamic vinegar into the oil. Our waitress was very friendly. She engaged our table in talking about her favorite pizzas, made the table laugh and just had an overall congenial presence. She checked on us frequently throughout our meal, while the bussers made sure to fill our drinks without asking.
The menu was very inviting. It was hard to make a decision on the pizza, because there were so many to choose from. All of the thin crust specialty pizzas were unique and I wanted to sample them all. We decided to
order the thick, Detroit Style pizza,with pepperoni because that is not on the menu at their market. We also ordered one of the thin crust, called “The Jill,” which was topped with olives, goat cheese, arugula, and peppadews. Prior to our pizza, we shared an antipasto salad. It had a creamy parmesan Italian dressing that was homemade. We even dipped our bread in it. The salad was plentiful of provolone, red onion, salami, ham and pepperoncini. The pizza arrived at the table, and everyone was thrilled, as it looked and smelled delicious. I normally don’t like Detroit style pizza, but the dough was delectable. The thickness was just perfect. The sauce provided a sweet taste, which I thoroughly loved. It was loaded with plenty of pepperoni and cooked to perfection in the special ovens. Our eyes were a little bigger than our bellies, and there was plenty to take home after the bread and salad. My mom ordered “The Jill,” which was a thin crust specialty pizza, topped with olive, goat cheese, arugula and peppadews. Although it was not your normal pizza by any means, it definitely was flavorful. Ultimately, I would give Licavoli’s Villanova Pizzeria 4.5/5 stars. This restaurant is a great addition to St. Clair Shores and if you delight in the food at Licavoli’s market, this is sure to bring you in. The only inconvenience of Villanova would be that it’s dine-in only, which makes it difficult for those wanting to carry out. If you’re looking for an affordable and fun night out, I would highly recommend this restaurant.
The Health Careers Investigations Club at North has tried to increase the amount of students pursuing careers in the medical field since 2006. Like Applied Med, a senior course that allows for hands-on learning through rotations at several different medical facilities, HCIC members lost the ability to work alongside medical professionals due to COVID-19. Because of this loss, HCIC advisor and Applied Med teacher Sue Speirs, felt it was appropriate to halt meetings. Now, post pandemic, Speirs is looking to resume meetings.
“[Our mission is] to provide [our] members with opportunities for career awareness and exploration of health care fields, while promoting high ideals of caring and compassion in service to others,” Speirs said. “We are committed to recruiting students into health careers by providing educational events and activities related to health occupations and professions.”
Although both HCIC and Applied Med relate to the medical field, HCIC provides an opportunity to explore the medical field without the scheduling commitment of a class.
“The HCIC is open for grades 9-12 and has traditionally implemented the guest lecture series where various medical professionals come to [North] through the HCIC as guest speakers,” Speirs said. “Prior to COVID-19, the HCIC student leadership formed a partnership with the Michigan Physiological Society which opened opportunities for connecting with various research scientists at various Universities throughout Michigan, Minnesota, Indiana, Wisconsin and Canada.”
Applied Med is the more hands-on option of the two with the opportunity to participate in rotations at hospitals and doing labs. Senior Applied Med student Grace Lemanski is appreciative of the ability to experience the unique and interactive learning environment.
“I would definitely recommend this class to everyone, even those who are unsure because it gives students interested in the medical field, or not, a chance to explore new topics and ideas,” Lemanski said.
HCIC provides a space for learning outside of school hours. Unable to fit Applied Med into her schedule, senior HCIC member Lauren Huizdos says the club is another way for her to express her passions without interfering with her courses, and she recommends it to anyone who is interested in medicine.
“I joined HCIC because I thought it would be a fun way to explore the different areas of the medical field,” Huizdos said. “Because Applied Med is usually a senior class, I would definitely recommend participating in HCIC during the years prior to your senior year. This could help you gain an idea of what the class would be about, and would also prepare you for the content of the class.”
To start off the year, alternative folk band The Lumineers released their fourth studio album, “Brightside,” on Jan. 14. As a dedicated Lumineers fan, senior Charlie Bomgaars was excited to see how the album compared to their previous music. “I think it was a good step for them, moving away from the general themes they’ve had in [previous] albums, making it a little more unique,” Bomgaars said.
On Feb. 24 Russia invaded Ukraine, escalating the conflict between the two countries that began in 2014. Junior Ruta Hailu remembers the moment she heard the news.“My reaction to the war was extreme horror and concern for the people in Ukraine,” Hailu said. “I was also really frustrated that this year has brought yet another source of pain for millions of people.”
On March 8, the Florida senate passed the “Don’t Say Gay” bill, a controversial bill banning classroom discussion of sexual oritentation in elementary schools. Senior Ashleigh Washington believes the bill has brought harm and should never have been passed. “I thought it was so inconsiderate and crazy that they don't realize the impact [the bill] will have on so many kids and adults in the LQBTQ+ community,” Washington said.
The biggest golf tournament of the year, The Masters, took place from April 7 to April 10. Sophomore and JV golfer Colin Smith enjoyed this year’s tournament because of the new competitors. “It was a change in pace of what we normally see and it wasn't the same big five people that are always in it.”
After three years of waiting, eager fans could finally watch "Stranger Things 4 Volume 1" on May 27. Freshman Olivia Sexton was one of those fans and binged the show immediately when it came out. “The special effects were really good and it looked really real,” Sexton said “I liked all the characters and the new characters were really good.”
On June 24, the Supreme Court overturned the 50 year-long precedent Roe V. Wade set for legal abortion access. Junior Sloane O’Neill was one of many women who were shocked by this decision. “It will cause the deaths of so many women because of pregnancy complications and unsafe abortions,” O’Neill said. “Abortion is a healthcare right and it’s disgusting that it’s being taken away by politicians to push an agenda at the expense of so many lives.”
After a six year wait, on July 29, senior and avid Beyonce fan Tamir Bassett got to enjoy the anticipated album “Renaissance,” which took on a different style from her past work. “I thought it was going to be more like R&B soul like what her music used to be, but it turned out to be more like a mix of that with some newer music, like pop,” Bassett said. “I love it.”
“Never Have I Ever,” a teenage romance, drama and comedy came out with a third season on Aug. 12. Freshman Tiara Mahone was quick to watch it and is currently waiting for the next season to see who Devi, the main character, will end up with. “I think that they should make another season because they left it on a cliffhanger at the end,” Mahone said.
On Sept. 8, the world heard the news of Queen Elizabeth’s passing. While the aftermath isn’t apparent in his life, senior Liam Harris notes that her passing has and will continue to affect people worldwide. “I think it impacted the world a lot because most people in the world haven’t known anyone else to rule the United Kingdom,” Harris said. “She was pretty influential and a head figure for the country.”
On Oct. 21, Taylor Swift's newly released “Midnights'' album dominated the charts. Sophomore Charlotte Julien, as a Swift fan, was pleasantly surprised with the outcome. “I personally really enjoyed it,” Julien said. “It was a bit different for her, but I thought it was really cool.”
In November, Kanye West sparked controversy when he made antisemitic remarks that caused him to lose brand deals with Adidas and Balenciaga. Junior Rocco Cardinale believes the disconnection between these brands and Kanye is necessary. “I think that what he [Kanye] did was wrong, it is definitely a good thing that the brands he had a deal with dropped him,” Cardinale said.
For sophomore Gruith Yerramalli, the FIFA World Cup was a constant source of entertainment in December. Watching it in school, at home and with friends, each game brings suspense as he hopes to see his favorite teams succeed. “It brings everyone together,” Yeramalli said. “It is fun to see someone score and if your team wins.”
By Mia Stephanoff & Lilly Kline COPY EDITOR & INTERN PHOTOS | Mia Stephanoff
TEACHER TO BE | The people we meet and the decisions we make can pave the way for the future. In Class of 2020 alumni Claire Yee’s (right) case, her positive experiences at school inspired her to pursue a career in education. “I’m actually going to be a teacher because of my time at North and my time in the public school system here,” Yee said.
PREPARED FOR THE UNKNOWN | Not everyone leaves high school knowing what they want to pursue in the future. While Class of 2022 alumni Noah Dean (right) doesn’t know what he wants to study yet, he feels that North has prepared him to try new things. “I feel like I had a good footing in all the different subjects coming out of North, and that’s prepared me to see what I’m interested in in college,” Dean said.
HAVING A LAUGH | Looking back on high school memories can bring up a sense of nostalgia. Class of 2022 alumni Shannon Kane (right) reminisces about her favorite North Pointe moments with great joy. “My favorite memory was all the early morning laughs, including Decision Day when I was photoshopped into the group picture,” Kane said.
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PHOTO ILLUSTRATION | Annnabelle Julien & Bella Yoakam