The Parker Weekly, Page 1
Visit us at parkerweekly.org
The Parker Weekly Happy First Day of School!
Volume CXI, Issue 1
ROV TEAM SWIMS TO INTER– NATIONALS
September 8, 2021
CHICAGO COVID-19 PROTOCOL UPDATE
“Subaquatic Solutions” Goes to Tennesee For Competition
New Delta Variant Endangers the Safety of Chicago Citizens
By Gabby Druger
By Alya Satchu
W
alking down the science hall during the school year, room 181 is full of the sounds of rotary tools, the sizzling of soldering irons, and lively chatter. Even though classes were not in session, Parker’s very own Remotely Operated Vehicles (ROV) team continued working through the summer for the international competition. Every year, regional contests take place around North America, Asia, North Africa, the Middle East, and the Western Pacific. The top teams from each regional competition move on. Parker won first place at Shedd Aquarium’s regional competition on June 5 and earned their spot for internationals. This year the international competition was held at East Tennessee State University, from August 5-7. The MATE ROV challenge was to build a vehicle able to tackle real world climate problems, such as plastic in the ocean and the impact of poor environmental practices on inland waterways. The robots that did the best would move up to the next competition. To successfully compete, each team must create an engineering presentation and give a live demonstration of their robot completing tasks. Teams are scored by judges on their presentation, engineering, communication, marketing display, and their technical documentation. Their robot does various tasks in a timed pool environment which can give them different points that add to their score and help determine their placement. Parker’s team, named “Subaquatic Solutions,” consists of students from grades 9-12. Roles within the team include engineers, managers, directors, and builders. Some students have multiple roles such as junior Savanna Maness, who is the Director of Marketing, Tether Management, and the Electrical Engineer. All the students worked together to create the robot they named “Shelby,” a play on “She’ll be” as the team has mostly
Continued on page 15
The alcove is quiet as students wait for the start of school. Photo by Caroline Skok.
MASKED BUT BACK
Parker Returns On-Campus Despite Delta Variant
W
By Tess Wayland
hen school ended in early June 2021, the daily average of COVID-19 cases in Chicago had dropped below 100, eligible Parker community members had an over 80% vaccination rate, and President Joe Biden removed the mask mandate for vaccinated Americans. Three months later, the Chicago coronavirus landscape has shifted after the rise of the Delta variant and so has Parker’s reopening plan for the 2021-22 school year. Parker will be returning to full inperson instruction, with masks required inside regardless of vaccination status and weekly saliva screening for unvaccinated individuals. Remote learning will only be offered in the event of a quarantine. The health and safety plan, called the “Better New Normal” by Upper School Head Chris Arnold in an August 20 email, has been communicated in several emails throughout the summer as the Delta variant made the coronavirus cases surge. Though many health and safety protocols remain from Spring 2021, the school is reintroducing more community engagement events such as admissions tours, on-campus parent mixers, and orientation. “We’ll slowly have a re-engagement of face-to-face, mask-to-mask community, but we’ll do it thoughtfully and step-by-step,” Principal Dan Frank said. All employees and students were required to return saliva samples to campus by Tuesday, September 7, the day before school began. Unvaccinated community members will continue to be saliva screened weekly. Breakthrough cases of the vaccinated will be handled on a case-
by-case basis, Frank said. Visitors are required to provide proof of vaccination, a negative PCR test, or proof of recent coronavirus infection to schedule an appointment to visit the school between 9 a.m. and 3 p.m., per a school-wide email sent on August 25. Families will also be required to fill out three forms and waivers: the COVID-19 Waiver, the Community Social Contract, and the COVID-19 Screening Consent Form. The Social Contract contains guidelines that were also in-place last spring, such as daily health screenings on the Ruvna app and restricted access to water fountains. Frank suggested that traditions such as Big Brother Big Sisters would be moved to the field and that Morning Exercise may be limited to grades 7-12 in the auditorium with a Zoom option for younger students or held in smaller groups for the Lower and Intermediate school divisions. Senior and Executive Advisor Ivy Jacobs met with Arnold this summer to provide feedback on a draft of the “Better New Normal” schedule. Though she said she knows plans could change with the Delta variant, she feels excited to start the year at 330 W Webster. “I’m not mourning my senior year yet because our first day will be in-person, we’ll get to leave campus, we’ll get to be in large groups of people and face directions other than forward,” Jacobs said. There was some discussion in early July of vaccinated classes taking their masks off within the room until “it was clear that Delta had taken a surge,”’ Frank said.
Continued on page 14
C
hicago transitioned into Phase Five in June and several COVID-19 restrictions were lifted. All areas of the economy were permitted to reopen with new safety and health guidelines. Capacity and distance limits were revoked, allowing citizens to socialize in close proximity. As schools reopen, the Delta variant is now a concern and has altered the course of national COVID-19 recovery. On June 11, Mayor Lori Lightfoot encouraged Chicago citizens to return to their sense of normalcy. “Now it’s time for you to get up, get out of the house this summer, and, fully and safely... enjoy the events of the best city on the planet,” Lightfoot said in a news conference. Since then, the variant has spread throughout the city, and despite this, large music festivals such as Lollapalooza and Summer Smash were held with little to no restrictions. Lollapalooza, the annual music festival held in Grant Parkwas canceled last year due to COVID-19 but made a comeback this summer, admitting over 100,000 people. An estimate of 203 new COVID-19 cases were linked to the festival. “It felt very weird to be close to so many people at a time, but it was pretty amazing to experience the normalcy,” junior Maddie Deutsch said. “In a way, it feels like COVID-19 hasn’t happened.” Deutsch also spent her vacation working for Parker Summers–a summer camp held by Parker for lower and middle school students. Campers engage in outdoor activities while following COVID-19 guidelines. “Being sixteen, I’ve had so many opportunities before the pandemic restrictions started taking place,” Deutsch said. “I wanted to make younger kids feel more normal and get back into having fun. The pandemic may be all they know right now.” Parker Summers has reopened, but the Delta Variant, initially detected in India
Continued on page 14
The Parker Weekly, Page 2
T he P arker W eekly
Visit us at parkerweekly.org
In this issue:
“The Weekly” is supported by an endowment created in memory of Brad Davis ‘98
“Weekly” Staff ‘96-’98, “Weekly” Editor-in-Chief ‘97-’98
staff
Editor-in-Chief Editor-in-Chief Editor-in-Chief Managing Editor Online Editor Online Editor News Editor Features Editor Opinions Editor Photo Editor Columnist Columnist Columnist Columnist Copy Editor Copy Editor Copy Editor Copy Editor Sports Correspondent Political Liaison Political Liaison Culture Critic Culture Critic
Jacob Boxerman Emma Manley Tess Wayland Sofia Brown Max Keller Sophia Rosenkranz Samantha Graines Eden Stranahan Alya Satchu Caroline Skok Tara Cochrane Naomi Gross Arjun Kalra Eli Moog Riya Jain Benjamin Kagan Harry Lowitz Lucy Wrubel Eli Greenwald Alex Fidler Benjamin Kagan Sadie Gallagher Lucy Wrubel
The Editorial Board of “The Parker Weekly” consists of the Editors-in-Chief, Managing Editor, News Editor, Features Editor, Opinions Editor, and Online Editor.
Letter From The Editors
Hi Parker! New teachers, new COVID-19 protocols, new year! We are so excited to be back in the building with all of you and hope that your summer was restful and fun. Over the summer, the staff of “The Weekly” has been busy writing, interviewing, and editing to bring you Issue 1 of volume CXI of “The Weekly.” Make sure you read Harry Lowitz’s piece to learn about how Parker is doing with vaccinations and hear from members of the medical subcommittee. You can also meet the new teachers Parker is welcoming this year in our “Fresh Faces” section. The schedule isn’t the only thing that has changed for this upcoming year, we also have some updates on “The Weekly,” which you can read about in our editorial. We are thrilled to bring you this issue and we hope your school year starts out great! Love, Jacob, Emma, and Tess
writers Jacob Boxerman ‘22 Sofia Brown ‘22 Tara Cochrane ‘22 Emma Manley ‘22 Eli Moog ‘22 Tess Wayland ‘22 Samantha Graines ‘23 Isabel Rodriguez ‘23
Sophia Rosenkranz ‘23 Alya Satchu ‘23 Gabby Druger ‘24 Naomi Geller ‘24 Benjamin Kagan ‘24 Arjun Kalra ‘24 Harry Lowitz ‘24 Annabel McIntosh ‘25
contributing faculty Faculty Advisor
Kate Tabor
Faculty Advisor
Eric Rampson
Quote of “The Weekly”
Jacob: “Tess would order a latte with oatmilk and Emma would order an iced caramel latte.” — Jacob Boxerman correctly guessing his coeditors’ coffee orders
The Parker Weekly, Page 3
Visit us at parkerweekly.org
Playlist of “The Weekly”
JONAH’S SUMMER THROUGH SONGS By Jonah Siskel
The full mix can be accessed at https://open.spotify.com/ playlist/2rrgSENHiS2MIJsMaoP3qL?si=01a6a0328df44aa0 or by scanning the code below.
9
GINKGO
by SAULT
by I Am Robot And Proud
ROCKY
UPSIDE DOWN
by Still Woozy
by Jack Johnson
UNLUCKY SKIN by Shakey Graves
HAND CRUSHED BY A MALLET
IN A DREAM –HARUOMI HONOSO REWORK
by 100 Gecs, Laura Les, Dylan Brady
by Cornelius
I by Kendrick Lamar
FIREFLIES by Owl City
CHINESE SATELLITE
SPACE LION by SEATBELTS
by Phoebe Bridgers
LANDSLIDE
679 FEAT. MONTY
by Fleetwood Mac
by Fetty Wap
SAVE THE BEST FOR LAST by Vanessa Williams
Have something to say about what was published in this issue of “The Weekly”? Email our Managing Editor at sbrown@fwparker.org and write a Letter to the Editors to be published in our next issue!
The Parker Weekly, Page 4
Visit us at parkerweekly.org
Coronavirus & Concerts MANDATES AND MORE
Parker’s Vaccination Situation Continues As The School Year Begins By Harry Lowitz
Last May, Parker freshman Ella Currie was the last person in her family to be vaccinated. “I was just ready to get it done with,” she said. Now, Currie is a fully vaccinated sophomore, but despite her new status, Currie and Parker’s vaccination odyssey continues. In December 2020, after almost a year of lockdowns and instability caused by COVID-19, which translated to major restrictions for Parker, the vaccine for the coronavirus was authorized by the U.S. Food and Drug Administration (FDA). By May 2021, the FDA made anybody aged 12 years or older eligible for the vaccine. As of August 26, 2021, 51.19% of the US population and 50.69% of the Illinois population are fully vaccinated, according to Our World in Data. Vaccines decrease the likelihood of getting the virus but also vaccines have been proven to almost completely prevent serious complications. This gave Parker administration more comfort as they made plans for this school year according to Parker parent and member of the medical committee Dr. Ricardo Rosenkranz. However, not everyone is vaccinated. For now, Parker will not be mandating vaccinations for students or employees. School nurse Anne Nelson said that the
Masks are required for everyone who enters the building regardless of their vaccination status. Photo by Noemi Ponce.
Parker legal team had advised against requiring students to get vaccinated, and although other employers have begun to require vaccinations, Parker does not currently have any plans to do so. Over 92% of Parker employees are vaccinated according to a communication from Principal Dan Frank on August 9. “That’s much higher than anywhere around, so we haven’t felt like we need to put the capital M word on it,” Rosenkranz said, alluding to a vaccine mandate. Chicago Public Schools (CPS) has announced that they will require employees
to be vaccinated, according to “ABC Chicago.” Governor JB Pritzker is expected to announce rules for Illinois teachers including that they must agree “to either receive the coronavirus vaccine, or to submit to weekly COVID testing through an enhanced protocols program,” according to NBC Chicago. The Pfizer-BioNTech COVID-19 vaccine has full FDA approval for ages 16 and up. For ages 12 to 15, the Pfizer vaccine has been granted Emergency Use Authorization (EUA), meaning it is still being considered while in use. The Moderna
and Johnson & Johnson vaccines have also only been granted EUA. According to Rosenkranz, this makes it harder to mandate the vaccinations for employees. Nelson explained that people who hesitate to get vaccinated because a vaccination has not been fully approved yet have no reason to be nervous about the vaccinations because they have all “been tested and tried.” Parker has announced that masks will be required for everyone inside but only for unvaccinated students and staff outside. Regular testing will only be conducted for unvaccinated students and staff. The final section of the communication f r o m F r a n k w a s t i t l e d “ Va c c i n e Encouragement.” The section stated, “we are encouraged that well over 90% of eligible students and employees were vaccinated.” According to Nelson, herd immunity —the immunity of a community once enough members have been vaccinated -- is achieved once 80% of Parker has been vaccinated. The final section also encouraged people who were hesitant about getting vaccinated to reach out to any of three medical subcommittee members and ask questions. Two of them speak Spanish, as
Continued on page 14
PANDEMIC–PALOOZA?
Annual Chicago Music Festival Takes Place Despite Concerns By Sofia Brown
Swarms of people in outfits ranging from jean shorts and a sports jersey to pieces of glittery duct tape gathered in Grant Park for four days during Chicago’s annual music festival, Lollapalooza. The dazzling get-ups weren’t the only thing catching Chicagoans’ attention this year. Many have criticized Chicago leaders for allowing the festival, fearing it would become a superspreader event for the rising COVID-19 Delta variant. Over 385,000 people joined in the festivities lasting from Thursday, July 29 to Sunday, August 1. Weeks later, Chicago health officials reported a total of 203 reported cases linked to Lollapalooza. According to CDPH Commissioner Dr. Allison Arwady, there is “no evidence” that the music festival was a super-spreader. Medical officials estimated that 88-90% of the crowd was fully vaccinated due to the required proof of vaccination or negative COVID-19 test result upon entry. Mayor Lori Lightfoot said Lollapalooza was set to be the biggest festival in the world this year. Despite the criticism she faced for allowing Lollapalooza to happen, Lightfoot held strong in her opinion that due to high vaccination rates, it was safe enough to proceed. The mayor introduced a band named Black Pumas on opening day
Crowds gather at T-Mobile stage during Lollapalooza. Photo courtesy of Sofia Brown.
and thanked Chicagoans for “masking and vaxing up.” “It was so weird to be back in such big crowds after a year of on and off COVID protocols,” junior Rania Jones said. She attended the festival all four days. Visual Arts teacher and one of this year’s Lollapalooza staff members Nick Rupard shared a similar opinion to Jones, describing the event as “unsettling,” but that “in a way, you just had to trust the system and the vaccines.” According to Rupard, most of the crowd was unmasked while outdoors. Starting on day three, masks were
required only indoors. Rupard has been volunteering at festivals and music performances for nearly a decade. This year, he volunteered at Lollapalooza for four to six hours a day with Reverb, an organization dedicated to making concerts and festivals sustainable. His job included manning the hydration stations to promote the usage of reusable water bottles and helping run a trash-pickup system where attendees could exchange a garbage bag of litter for free merchandise. Other organizations such as Rock & Recycle and Path Water partnered with
Lollapalooza to help eliminate waste. According to the Lollapalooza website, 824,161 bottles were filled at the Hydration Stations and 1,770 people earned “festival swag” for keeping the park clean. For those who didn’t feel comfortable attending the festival in-person, Hulu offered a livestream viewing option for their subscribers. Their 30-day free trial allowed people without a previous account to take part in the festivities as well. Many of the performers also arranged for livestreams available via their Instagram account. With over 40 performances a day ranging from rap to drag shows to childhood favorites to heavy metal, there was something for everyone. The festival’s lineup highlighted the Foo Fighters, Post Malone, Tyler the Creator, Miley Cyrus, Marshmallow, Illenium, Journey, Megan Thee Stallion, and Roddy Ricch. Previously included on the list was DaBaby, however the festival canceled his performance after recent homophobic remarks. “Lollapalooza was founded on diversity, inclusivity, respect, and love,” the festival said in a statement announcing the rapper was no longer performing. Young Thug took DaBaby’s place on the Bud Light Seltzer stage. Yet another
Continued on page 15
Visit us at parkerweekly.org
The Parker Weekly, Page 5
Parker’s Summer
JOBS, CLASSES, AND TRAVELS What Parker Students Did This Summer By Isabel Rodriguez
After stepping outside to enjoy the warm Chicago summer while leaving old books and crumpled notepads at home, many Parker students felt optimism is in the air knowing this summer was going to look a lot different than last years. As businesses reopened under Phase Five of COVID-19 protocols in Chicago, some students returned to sitting in restaurants and hopping on planes. Although doors are beginning to open again, many industries, companies, and schools have had to change what their ‘normal’ looks like as they adapt to the Delta variant. Nevertheless, Parker students wanting to make the best of these experiences was at the top of their summer bucket lists. Junior Lavanya Goyal said her mission was to grow and reflect on the world around her. This summer, she had decided to enroll in a summer school program as well as get a job at a local ice skating rink called Iceland. Goyal enrolled in multiple courses at Northwestern and is working hard to get good grades in hopes of gaining college credit. Due to COVID-19 all Northwestern classes remained online for the summer quarter. Aside from the basics, she also shared how these experiences helped her grow as a person as well as
Harris and other Travel for Teens program members in Costa Rica. Photo courtesy of Skyelar Harris.
prepared her to step outside her comfort zone. “These new and different types of responsibilities definitely helped me learn valuable skills and lessons as I get ready to leave Parker and step out into the real world,” Goyal said. “I have done summer courses before, but doing multiple, with the addition of a job, was definitely harder than past experiences. It really helped me learn how to balance my time properly.” She also remarked on the amount of freedom she was given. “Everything is on your shoulders, there is no one grading your
work or watching over you constantly,” Goyal said. Senior Cece Lopez said her goal was to find connections with people who would help teach her skills she could apply in the long run. Although going to work may not be as fun for others, Lopez said her summer job as a hostess “was a great experience. I’ve learned so many new skills that are both important to my job and the real world,” Lopez said. Lopez wasn’t only seeking the knowledge but looking to find people with experience working in various fields. “I’ve
been blessed to work with so many amazing, kind, talented, and hardworking people that have been great mentors,” Lopez said. She said that in the future, she wishes to be what these people had been for her, a lifechanging mentor. Sophomore Skyelar Harris was also looking for independence as well as an adventure. Harris enrolled in a program called Travel for Teens where a group of teens from all over the world experiences unique activities and immerses themselves in different cultures. Harris enrolled in their 10 day trip to Costa Rica in hopes of gaining new experiences as well as friends. During her time there, the group engaged in outdoor activities such as snorkeling, zip lining, rock climbing, horseback riding, and canyoning. The activities helped the group experience all of what Costa Rica has to offer. “It was so fun and I loved every minute of every activity,” Harris said. In addition to sightseeing, Harris also appreciated doing the activities with her fellow group members. “I met a ton of awesome people, and we made memories to last a lifetime,” Harris said. She wishes to keep in touch with the people she had met, and hopefully enroll in another program again soon.
RECREATING A LOST SUMMER
Parker Students Describe Sleepaway Camp Experiences After Missing One Year Receiving an email about something being moved to a virtual format was not an unusual experience during the pandemic. However, sleepaway camps did not have the opportunity to move virtually as easily as other events, as camp is often active and outdoors. As more information was received, testing was more accessible, and vaccines were distributed, sleepaway camps had a few options, one of which was to recreate a lost summer. Some students returned to camps as campers, some as counselors, some as C.I.T.’s (counselors in training), and some did not return at all. Junior Mollie Gross returned to Camp Chi in Wisconsin as an S.I.T. (staff in training) this summer. Gross was a camper at Camp Chi before becoming an S.I.T. Gross explained how some people did not return at all this summer. “There were around 15 people who decided not to come back,” Gross said. An S.I.T. is part of the overall staff at Camp Chi. Gross explained the difference from years as a camper and this pandemic year. “I had a lot more responsibility and did less of the stereotypical camp activities,” Gross said. Gross also mentioned how COVID-19 changed the format of several camp
By Sophia Rosenkranz
Dennis with campers at Camp Interlaken JCC. Photo courtesy of Minnie Dennis.
elements, adding “podding periods” and mask requirements in certain areas. “There was podding period for everyone the first week of first session and then podding for everyone besides the SITS first week of second session,” Gross said. Age was also an important factor in the COVID-19 precautions that took place at Camp Chi. “If you were mixing age groups, you had to have two of the three: outdoors, masked, distanced,” Gross said. Many people returned to camp this year in a variety of ways. Junior Lily Moss returned to camp as a camper, after waiting
an extra year due to the pandemic. “ I went to a sleep away camp, the same one I have gone to for the past three years. Last summer my friend and I were so convinced that we would be able to go,” Moss said. Like many camps last year, as COVID-19 numbers rose, camps decided to close. Moss attended a camp in California that sent an email to participants describing how the numbers would not allow the camp to open for the summer of 2020. Like Camp Chi, there were COVID-19 protocols in place for the camper’s safety. “There were no masks. You had to either
have proof of vaccination sent to camp ahead of time or a negative Covid test like 24 hours before arrival,” Moss said. Every sleepaway camp is different, and Moss explained how most time was spent outdoors, including the activities and sleeping in tents, which eliminated some risks. “My camp is completely outdoors, so there was definitely minimal risk. We spent most of the day surfing out in the ocean anyways,” Moss said. There were also other protocols such as having counselors serve food and adding more hand sanitizer dispensers. Given the outdoor element of the camp, another sink was added. Previously Moss’s camp had, “one outdoor sink and no warm water,” Moss said. Sophomore Natalie Drake’s camp closed last year as well, and it was the last summer Drake could attend as a camper. With different options people had for returning to camps, Drake had choices. “My camp is Phantom Lake and I was a counselor,” Drake said. Like Moss and Gross’s camps, COVID-19 precautions were in place for the campers. “We stayed in bubble groups and wore
Continued on page 15
The Parker Weekly, Page 6
Fresh Faces
Visit us at parkerweekly.org
A NEW ADDIT-ION
Gigi Mathews Joins The Science Department By Emma Manley A familiar face to some at Parker, Gigi Mathews is the newest addition to the science department. Mathews, who began her career as a teacher at Parker, is back to teach Chemistry and fill the vacancy left by JP Iaconianni. Mathews has taught for 16 years and most recently taught science at Prospect High School. Mathews has a Bachelor of Science in Liberal Arts and Sciences from University of Illinois at Urbana-Champaign where she majored in Chemistry. She also has a Master of Science in Education and Social Policy for Secondary Science Education from Northwestern University. Mathews first fell in love with chemistry in high school where she enjoyed labs and experiments. She started college as a chemical engineering major but decided to focus on chemistry. As a college student, she first thought she would do research and was interested in clean energy but became interested in teaching in her junior year. She tutored middle school students in science through her sorority. “Spending time with these kids totally changed my direction,” Mathews said. “ I knew that I loved chemistry, but I also really loved helping these kids understand how
Mathews with her family. Photo courtesy of Gigi Mathews.
scientific concepts worked by being able to explain things in more simple terms.” After graduating, Mathews worked at the Metropolitan Water Reclamation District of Greater Chicago and Motorola to save money for her master’s in education. Though she got into teaching through tutoring middle schoolers, Mathews now
works with high schoolers since there is a greater focus on chemistry. “I really like teaching more sophisticated topics to the high school students, and I really love seeing the amount of growth that occurs,” Mathews said. As a student teacher at Parker, she shadowed a few teachers and took over
A NEW PE TEACHER AT BAT
teaching three classes. “I just remember walking into Parker and thinking how much of a different place it was from the high school that I went to,” Mathews said. “My teachers were very kind and caring, but the Parker teachers were like, head and shoulders above that. They really cared to get to know their students and really helped them grow as individuals and so that’s what made me fall in love with Parker.” Upper School Science Teacher George Austin was a TA for a graduate course Mathews took at Northwestern. Mathews also worked with Austin as a student teacher in 1997 where they taught the ChemistryPhysics-Biology II integrated science class. “She is not only a master teacher but also a remarkable student who enthusiastically soaks up new information quickly and puts it all into action with her own students,” Austin said in an email statement. In her time away from Parker, Mathews missed Morning Ex, where she can see her students “showcase themselves in a different light.” Labs are Mathews’ favorite part of chemistry. “I really like doing labs where there’s a goal but there’s really no procedure
Continued on page 15
Madeline Maldonado Joins Athletics Department By Jacob Boxerman
Photo courtesy of Madeline Maldondo.
Joining Parker’s roster of crossdivisional PE teachers is Madeline Maldondo, filling the vacancy left by former PE teacher Pat Pagunucco. Maldonado was born and raised in Chicago where she attended and graduated from Lane Tech high school. Throughout her young years and into high school Maldonado enjoyed playing various sports, including basketball, baseball, and softball. “I have grown up playing sports my whole life. My family’s really into playing sports. So I was born and raised in that kind of community,” Maldonado said. “In high school I decided that softball was my
favorite. I loved it. I was really good at it. So a sort of mentorship with her.” Maldonado, who is fluent in Spanish, I wanted to go and play in college.” After Lane Tech, Maldonado attended helped the girl improve her English abilities, Kenyon College in Gambier, Ohio, where make friends, and navigate high school in she played Division Three softball for four America. “It just felt really good to be able years. Maldonado graduated from Kenyon to offer that to her,” Maldonado said. After graduating from Kenyon College, with a B.A. in psychology and in Spanish. It was through a program at Kenyon Maldonado moved to Washington, D.C. and began working at College that Maldonado “I have grown up playing Maret Independent School, where she found her love for working with sports my whole life. My w a s a p h y s i c a l education teacher students. “Kenyon, while it’s a really family’s really into playing for students K-12, as well as head great school in the middle of nowhere sports. So I was born and raised softball coach for a r e t ’s v a r s i t y in Ohio, it’s in the in that kind of community.” M team. poorest county in In July of this year Maldonado moved Ohio. And it happens to be a very white community.” Maldonado said. “And so for back to Chicago after three years in D.C. one of my classes, we had a community “Washington D.C. is a beautiful city but engagement component, and for the whole right before the pandemic, I had started year we would actually go into a school in already thinking that maybe I want to move back to Chicago,” Maldonado said. “My the county.” In a freshman English class, Maldonado entire family’s here in Chicago, extended formed a connection. “There was a turning and immediate.” Maldonado, a first generation college point for me. There was one girl of color there. And she was a Mexican girl. And her student, said she “was the first one to parents had just migrated from Mexico to leave Chicago, but FOMO really sets in,” Ohio. We built a connection, I definitely felt Maldonado said. “After a while, I was like,
‘Chicago is where I want to make my life and kind of be for the long term’.” After leaving her previous job and moving to Chicago, Maldonado began searching for a new job and came across an opening at Parker for a P.E. teacher, a spot left by the retirement of former P.E. teacher Pat Pagnucco, who retired at the end of last year. Maldonado was drawn to Parker thanks to its similarity to her previous school. “I found many similarities between Parker’s ideology surrounding social issues, but also surrounding how to teach students and the pedagogy,” Maldonado said. PE Teacher Kara Turpin says she is looking forward to Maldonado joining the PE department thanks to her unique perspective and experiences. “I love her contagious energy and look forward to the new, fresh, and innovative ideas she is going to bring to the Parker curriculum,” Turpin said. This coming year Maldonado will be teaching JK-8 except for 5th and 8th grades, as well as badminton and court sports in the Upper School. Maldonado also hopes to be involved with extracurricular activities. Maldonado, who is fluent in Spanish
Continued on page 14
Visit us at parkerweekly.org
The Parker Weekly, Page 7
Fresh Faces
FROM CAA TO FWP
Christine Hoffman Becomes Parker’s New English Teacher By Emma Manley
This year, Christine Hoffman joined Parker’s English department from The Chicago Academy for the Arts, where she taught for five years. She will be teaching American Literature, Reading And Writing Across The Genres, Coming of Age, and Women’s Literature. Hoffman attended University of Illinois Chicago and graduated in 2005. Hoffman was originally an accounting major before switching to the Teaching of English program and then a double major in English and philosophy. She chose these majors because of the greater focus on comparative literature and different genres. Hoffman also has a masters of the arts in Literature from Northwestern University and her teaching certification. “I loved that route so much because it allowed me to explore the content area and then later go back and work more towards the pedagogical,” Hoffman said. “I think Parker aligns so well with that because it’s a constant kind of exploration of contemporary ideas and new ideas about literature and new ways to write and new ways to think and new ways to be creative.” Hoffman has taught at two schools before Parker. “I’ve always taught high school, always taught literature, so I’ll be teaching the same age group at Parker, which
literature I’m looking course. forward to,” she To create said. her courses, At The H o f fman Academy, r e a d , “as H o f f m a n m u c h as” created a course s h e c o uld o n w o m e n ’s and looked literature. She at college will be teaching syllabi. Then, a version of the she grouped class during the themes and second semester connected at Parker. Her topics to queer theory create a course was “holistic” b a s e d o ff o f course. discussions Hoffman about g ender d e c ided and sexuality t o s w itch in her women’s t o P a r ker literature class. b e c a u s e of Hoffman also its mission. created a “I’m also post-colonial very much literature class which focused Hoffman with her husband, Matt, and sons, Henry and James. Photo invested in courtesy of Christine Hoffman Parker’s idea on writing from of the way in British, Indian, which what happens inside of the classroom and African writers. Before leaving The has to have meaning outside of the classroom Academy, she had started to work on a world
as well,” Hoffman said. “What we do in the classroom is not limited to the classroom, but all of it is in service to understanding how we can be a part of the world. I think that’s very powerful and important, and I wanted to be a part of that.” She is excited for Morning Ex and advisory. Deciding to leave The Academy was “a tough decision” since she knows most of the students well. “They are phenomenal,” Hoffman said. “They’re very interesting people and creative people which made for just incredible English classes.” Last summer, she helped students at The Academy begin their student run publication, which she also facilitated and advised. “It was a great way to get students to come together, obviously on Zoom, but still come together and it bridged the four school years,” Hoffman said. “It was a great way to bring community.” A book that impacted Hoffman is Joseph Conrad’s “Heart of Darkness.” “I think it affects me deeply because of the way it was written. Conrad’s use of abstractions and impressionist-type writing was revolutionary, and it forces the reader to question what happens in the novel, which illustrates the narrator and reader’s murky grasp on truth and reality,” Hoffman said.
Continued next page 15
STARTING FRESH IN SECOND GRADE Brittney Washington Joins the Second Grade Team By Samantha Graines
The second grade classrooms at Parker are filled with desks, pencils, and a deep love for learning. This year the second grade will have a new smiling face joining them. Brittney Washington will teach second grade replacing Sarah Willett who will teach third grade. Washington was born in Cleveland, Ohio and received her dual bachelor’s in sociology and women’s studies from Toledo University. Originally unsure of what career she wanted to pursue, she attended Park University where she earned her master’s degree in education. Before coming to Parker, Washington taught first grade at Bennett Day School in Chicago, and she has taught a variety of elementary school grades. “I am most looking forward to the excitement of learning,” Washington said, “and to teaching the new grade, and extending that learning that I have from that experience of first graders to really see second graders explore and learn.” Washington plans to use her previous teaching experiences to help to foster a supportive, inclusive community for Parker students, families, and teachers. “One thing that I really pride myself on is making sure that I create a space for students to be able to ask questions and to be able to explore
help the second and create and play grade to develop and learn more their curriculum. about themselves “To have a new and others,” person on our Washington said. team to help us A t P ark er, develop those Washington will social studies be joining Second structures and G r a d e Te a c h e r the central Cathy Davidson topics, it will and Second Grade be really nice to Teacher Kathryn have a young, Wi l d w h o h a v e new, fresh set been teaching side of eyes on our by side for over 16 curriculum as we years. “It’s nice to develop it these have a new person,” next few years,” Davidson said. “She Wild said. “She brings kind of fresh, is not attached new ideas and fresh at all to what ways with the same we have done things.” Photo courtesy of Brittney Washington. before.” According Davidson has to Wild, she has had great, meaningful conversations with appreciated Washington’s willingness to Washington about school, society, and more. teach her about new technological savvy “Mrs. Washington is a beautiful human aspects such as Canva. However, what she being,” Wild said. “She is cheerful, positive, admires most about her is who she is as a passionate, hardworking, and just a lovely person. “Her energy, her kindness is really a breath of fresh air,” Davidson said. strong teacher.” Inside the classroom, Washington is Wild also believes that Washington will
passionate about her love for learning which is evident through her desire to always read new children’s books among other things. “I am very passionate about creating,” Washington said. “Whether it’s with arts and crafts, I’m really into making things look very nice and exciting and fun.” Outside of the classroom, Washington enjoys painting, planting, music, and continuing to be creative in a variety of ways. She has also recently begun a podcast called “The Black Teacher Voice” which amplifies the voice of black teachers in education. “My podcast focuses on providing that space for teachers to come on who are of color, and who are Black, to be able to share their insight and their experiences with others in the world,” Washington said, “I’ve gotten the chance to hear so much from others where I share some similarities but also share some differences too, and being able to have community within teachers who are Black is very important to me.” Washington is the first teacher of color tobe a member of the second grade team. “Research has shown that kids learn best from teachers who look like them,” Wild said. “More and more as a Lower School,
Continued page 15
The Parker Weekly, Page 8
Student Government
Visit us at parkerweekly.org
MOOG’S MESSAGE A Talk With SG President Eli Moog By Ben Kagan
ON MAIN GOALS FOR THE YEAR “The number one goal, at least right now, is trying to work with the schedule,” said Moog. He wants to make sure the administration adapts the schedule to the current needs of Parker students and takes into account the “great things that came out of our schedules in remote learning.” A few of Moog’s priorities within the new schedule include “allowing the student body to have sleep-ins,” and working to make changes to the Morning Exercise program and to “maybe limit it.” Moog says that he wants to “cut back on MX as much as possible, and we’ve already started doing that.” Moog said that he and Executive Advisor Ivy Jacobs have been hard at work, meeting with the administration during the summer to push for the aforementioned schedule changes. The administration, led by new head of Upper School Christopher Arnold, has been “really, really receptive.” Moog added that, “when the schedule does come out, there’s going to be a lot of great things that students are going to be happy about.” Moog said that though he will fight hard to make most students happy with the schedule, making everyone happy is impossible. “The student body wants the day to start at 11:00 and end at 12:00, with an hour of lunch. That’s what I want, but that’s not possible.” Moog reassures members of the Upper School community that, “we’re going to get a schedule that keeps in mind the students and teachers and that is much better than our previous schedule.” Moog wants to make sure that Student Government is “never a waste of time.” “If everyone came to student government saying there’s actually a reason for me being here, then we’re going to have a successful year,” said Moog.
ON FRESHMAN INCLUSION “No matter what, Student Government will be represented at Bridge,” helping students new to Parker understand student government. Moog noted that this year’s sophomores haven’t had a lot of SG experience and will also need to be caught up.. “Student Government online is going to be a disaster, no matter how you spin it,” said Moog. Online Student Government is “more boring” and that “people are less engaged.” Moog strongly supports holding plenary in a typical fashion that doesn’t include Zoom. “I would try everything possible to get the student body in one auditorium. It is a big space that can fit 300 kids socially distanced, even though the vast majority of those people will be vaccinated, and if we have to do it outside, then we have to do it outside.”
SENATE HEAD Moog believes one of his biggest successes as a Senate Head was working to fix the online gym system. “I think our gym system was quite flawed, and all of the Senate Heads agreed on that, and that’s why we really made a push to focus on that.” Moog says he and the other Senate Heads were integral in the transformation of this program.
ON BRINGING THE GRADES TOGETHER
Student Government President Eli Moog is optimistic about the year in Student Government.
Moog said that the school’s views on COVID-19 protocols are rapidly evolving as “the COVID situation is changing daily because of Delta, but I think that Parker is going to be changing a lot throughout the year… Student Government is going to have to adapt with that.”
ON MANDATING VACCINES Moog is an advocate for vaccinations. “Obviously there’s no reason not to get vaccinated.” The majority of the Parker community agrees with Moog’s sentiment. Principal Dan Frank ‘74, informed the Parker Community via email on August 9th that “well over 90% of students and employees who are vaccine-eligible have received a vaccine to date.” Moog thinks that the school will most likely mandate or strongly encourage the COVID-19 vaccine, but if they don’t, the student body should utilize the power of a resolution to make their voices heard. “I think that the vast majority of students would probably be for a vaccine mandate for students and for teachers and for everyone in the building.” Moog is hopeful that the school will take swift action to put this requirement in place, but if one isn’t in effect on day one, then he wants to discuss it in Student Government. “I want to know the students’ opinions. Maybe there’s some students that don’t really care, maybe there are. I know I would definitely care… I do anticipate the administration puts in [a vaccine mandate] soon.”
ON POLICIES FROM PREVIOUS PRESIDENTS Moog praised President Carter Wagner ‘21 and Executive Advisor Ava Ori ‘21 for their changes to the small groups program. “Something that Carter and Ava did that was great was with small groups.” The change meant “you could choose your own conversation.” This program has only
been utilized via Zoom. Moog believes that “adapting that to an in-person environment is going to be strange,” but Moog wants to “do optional things” frequently. Moog praised Mathew Turk ‘20 by saying, “something that Mathew did that was really, really great is he really utilized committee heads.” Moog says that with the return of in-person committee events, “I want to make sure that every one of those [committee events] is fully funded and has more food than people in the building.”
Even though social dynamics aren’t really the responsibility of Student Government, “as much as possible we’re trying to encourage unity... and fun activities for the student body,” said Moog. One way he would like to see unity and community return is through sports. “I’m trying to get the [Student Athletics Council] heads to host a students vs. teachers basketball game. It would be really, really fun,” Moog said. He would also like to ensure that Homecoming is “awesome.” Moog is thrilled to have all students fully back in the building and wants to encourage students to have a good time. “Let’s celebrate the fact that we’ve made it basically two years in COVID and that we’re reaching what I would consider to be the end.”
ON THE ILLINOIS STATE BOARD’S MANDATE FOR O N C O N C E R N S F O R IN PERSON EDUCATION: STUDENT GOVERNMENT Moog agreed with ISBE’s decision by saying, “I think that at COVID’s current stage, everyone should be in the classroom.” Moog did caution his positive sentiment with concern that coronavirus numbers may change as the school year begins. Moog said that he personally wants to be back in the building but, “If there are some people where they have extenuating circumstances, I think that it makes sense if they want to be home.” Moog thinks the issue of in-person vs. remote should definitely be discussed during plenary.
O N P L E N A RY A N D COVID-19 RESTRICTIONS “I have been planning [for] 100% inperson, in the auditorium or some space.” Moog said that utilizing one of Parker’s outdoor spaces for the gathering of all Upper School students is possible. Moog thinks that the gatherings will be safe due to the wearing of masks and Parker’s high vaccination rate. Moog said, “the fact is that the entire high school - every single student will be above 12 and have the ability to get the [COVID-19] vaccine… it makes no sense not to meet together.”
ON SUCCESSES AS A
Moog’s biggest concern is not being able to create as much change as SG did last year. Moog thinks that online learning presented a unique opportunity for students to rally together and effect change. He hopes that the administration continues to be receptive to student feedback but is concerned that with a “normal” year ahead, the administration’s willingness to shift policy will be limited. “One potential crisis is senior month and what happened with that. Another potential crisis is, will Student Government be in-person or not.” Moog ended with a message of hope for the upcoming year, “I hope that the student body can unite and make Student Government work for them because that’s how it’s best.”
Visit us at parkerweekly.org
Reopening Opinions
The Parker Weekly, Page 9
A SLOW OPENING IS BETTER THAN NO OPENING Restaurants And Tourist Attractions Start to Reopen By Annabel McIntosh
With our second pandemic summer now behind us, let’s talk about the reopening of public places around the city. Last year’s strict lockdown was followed by several community rules and mandates.We have all become used to being thoughtful around others in public places. Back in January 2021, when the first wave of restaurants started re-opening, people were required to wear masks inside and outside venues to control the spread of the virus. Then in May, those who had been vaccinated were permitted to roam freely without a mask, but in some venues would have to present a proof of vaccination. Now, with the Delta variant on the rise, restrictions are coming back, and with the fear of growing cases, the City is squeezing us of our newly reinstated social freedoms in public. First, let’s focus on restaurants. All eateries have been forced to now adapt their practices to help minimize the spread of coronavirus, and there are many different changes that our city has had to adjust to. Restaurants are now required to ask that customers wear masks inside the building and anywhere one is not actively eating. All restaurants have reduced their maximum captivity to lower numbers to keep people distanced and ensure a safe environment. Some restaurants require proof of vaccination for indoor dining,
and some don’t even have indoor seating makes it a different experience for our areas open yet. These changes make the community. What about the pop-up exhibits? Well, experience of dining different from what the Immersive Van Gogh Exhibit also has we’ve known. Now, let’s pivot, and talk about our rules to help the safety of our community. It Chicago go-to tourist staples. Places like provides a strict mask mandate with social the Lincoln Park Zoo, or the Art Institute… distancing bubbles that help prevent spread. destinations that you go to for the experience Since it is an immersive exhibit, rules are set of it, to tick off the list. But how have these in place so that everyone can have an equally changed for Chicagoans since the reopening enjoyable experience while also being of our city’s attractions? At the Art Institute, socially distanced with reduced captivity. Others, like The Art the mask mandate is “Our new normal that of Banksy, follow a up and running no firm social distancing matter what your vaccination status is. we have had to adapt to rule that is enforced the show. That is coupled with will change some of the throughout People must wear distancing awareness that helps prevent memories we thought we’d masks in the building like in other formal contact spreading. and established Outdoor venues, such have.” museum exhibits. as the Lincoln Park Lollapalooza is Zoo, are not requiring masks outside, but are requiring them inside another outdoor venue which almost the animal buildings to ensure the safety 400,000 people attended. For this event to of the animals and public. The Museum even be possible, people were required to of Science and Industry is an indoor show proof of vaccination or a negative attraction and is also using a mask mandate Covid test before entering the festival. regardless of visitor vaccination status. They If someone was not vaccinated, they strongly encourage social distancing, and would have to wear a mask at all times. are following state rules and regulations. Lollapalooza also required masks inside This affects the experience of the public buildings because of Chicago Public Health visiting these iconic Chicago staples, and recommendations. Lollapalooza was unlike
any other year? festival? with regard to vaccination card requirements, mask mandate -- the experience was unique for each venue. Ultimately, Chicago businesses are following practices to ensure safety in the community. The mask mandate, social distancing regulations, and minimized capacity have been some of the ways venues have enforced experiences to protect people from coronavirus contraction and the spread of the variants that travel with them. Unfortunately, this does have to cancel the ability to experience visiting Chicago staples. Our new normal that we have had to adapt to will change some of the memories we thought we’d have. Despite that, we have triumphantly adapted to ways we can still enjoy our fair city in a safe and conscientious way.
MY NEW NEW NORMAL A Response To My Early Pandemic Self By Emma Manley
Now, as a senior, I can understand their Eighteen months ago I wrote “Antisocial Distancing,” a head to head with Celia perspective a little more. I’m grateful that Rattner ‘21. I wrote from the perspective I’ll have more of a senior year experience of an introvert, and she wrote from the than they did, but the uncertainty of the perspective of an extrovert. The head to head Delta variant and whether we’ll be able to was published exactly two months after the celebrate school traditions lingers. I’m lucky enough last day we were in the building. “I’m grateful that I’ll to be able to start my senior year in When I wrote it, I was pessimistic, have more of a senior year the building, but not being on the physical but correct, about us not being able to go experience than they did, campus for classes for a year and a half will back to school during the 2019-2020 school but the uncertainty of the certainly be weird. I return to school year. I knew that we Delta variant and whether didn’t at the end of last year. were in it for the long haul time-wise, but we’ll be able to celebrate There were reasons I couldn’t go back to not emotionally. I was a school traditions lingers.” school in the spring, but I was also afraid sophomore when we first were told that we had to stay home of the change. Going back this year will be for two weeks. I made the best of a bad an adjustment filled with a lot of emotions, situation and picked up some hobbies and but it’s an adjustment I’m ready for. The first few months of the pandemic started FaceTiming friends. I knew the isolation would be hard for the two grades gave me a sense of control. My classes above me, since their senior year wouldn’t and social life were suddenly condensed be traditional, but I thought they could get to a few boxes on a screen — a screen I could close almost any time I wanted to. I over it.
could finally spend time with myself, a skill pandemic shaped us all in different ways, that I picked up as an only child, but the and it wasn’t meant to be a self-improvement pandemic tested this ability. I could keep retreat. I wish I could go back and tell my myself busy for the first two months of the early pandemic self to lower expectations pandemic with schoolwork and the thrill of for myself. To not strive for perfect days trying new hobbies, but two months turned and perfect responses to every situation. To into two summers, not plan for things to and now baking and I wish I could go back do when the pandemic Animal Crossing ends, because it’s not aren’t enough. and tell my early pandemic going to be a clear cut In “Antisocial ending. Distancing,” I had self to lower expectations already started to figure out that Zoom for myself. To not strive would be important. for perfect days and I didn’t know that most of my growth perfect responses to every during the pandemic would come from situation.” Zoom calls, and I really didn’t think it would come from other people. The people I’ve met through online programs and Zoom meetings changed me, not the hobbies or the time alone. My article preached the importance of solitude, and while I think that’s important for me as an introvert, I’ve realized it’s not something I can tell people to do. The
The Parker Weekly, Page 10
THE INBOX
Colonel Columns
The Case For Film At Parker By Arjun Kalra
Visit us at parkerweekly.org
MOOGUS BOGUS Our New Schedule is Good, So Please, Please, Please Stop Complaining By Eli Moog
Film is often regarded as a lesser medium, especially when it comes to K-12 education. However, for good cinema to survive, it needs to be taught in schools. That should start at Parker. Over the past year I have entered the rich worlds of the Xanadu mansion, a block in the beautiful brownstones of Brooklyn during the hottest day of summer, the war room during a comical nuclear strike, the cliffs of Sweden as a knight plays chess with death, and had my view of what it means to be a human transformed. Yet, in school, we aren’t taught these films that are as poetic and powerful as any piece of fiction ever created. A majority of students are only exposed to films they choose to seek out which these days tends to mean comic book movies. This isn’t to say they’re bad, I enjoy many of the Marvel movies, however, this shouldn’t be the only exposure to film that students receive. This is for two main reasons. The first is simply the power of cinema. The ability to move the camera and the visceral sounds as well as shooting on location can create some of the most impactful storytelling. In June, I watched a film that is among the most powerful films I have ever seen: “The Battle of the Algiers.” It centers on guerilla fighters and French fighters during the beginning of the war for Algerian independence. Showing the battle in a very objective, cinema verite style, making it almost resemble a documentary, allows the viewer to empathize with both the freedom fighters and the French, creating a film that is depressingly poignant today. The second reason film should be taught is to have a more educated film public. In late 2019, Martin Scorsese, one of the greatest directors in history, wrote an Op-Ed in “the New York Times” that posited cinema, as he knew it, was being killed by Marvel movies and other such “theme park movies.” Much of his argument comes down to the fact that most theaters are being filled with franchise films with hundred million dollar budgets. This means that great films like “The Farewell,” “The Sun,” and even a film by one of the most celebrated directors, Orson Welles, which was recently edited and released posthumously by Netflix, are not seen by many people. I believe if you equip students with the tools to understand what makes a great film, and if you expose them to great, non-mega franchise films, they will be more likely to watch these indie films. Now it’s all well and good to talk about this from a very broad perspective, but how would that look? I have only been through the 6th-9th grade curricula thus far, so I will only make recommendations for those classes, and I will only be including
fictions. I suggest that these films be incorporated into the English curriculum and be taught in a similar way to a play in that the focus is on the script but some time is set aside to look at the other elements. I honestly don’t remember sixth grade too much, however, I believe “The Bicycle Thief” should be added to the curriculum. This is a beautifully simple Italian film, made just after WWII, about a man looking for a job, a foundational film in the Italian neorealist movement which I believe would be perfect. For seventh grade I would strike one of the worst Coppola films I have seen, “The Outsiders,” and I would add Eli Kazan’s “On the Waterfront,” which features one of the greatest performances in history from Marlon Brando as well as an excellent plot centering on questions of morality and complicit silence. This is not only a classic of cinema, but the questions it poses are ideal for this age group. In eighth grade, I would eliminate the monstrosity of a film that is “The Hate You Give,” and add my personal favorite film “Do the Right Thing.” This classic Spike Lee joint addresses issues of police brutality 26 years before the Black Lives Matter movement would start, and looks at the racial dynamics on a hot day in Brooklyn in a way more nuanced than any other piece of media I have read or seen. For ninth grade, I would add two films. The first is “Citizen Kane” which I believe should be put in the unit on vignettes. Citizen Kane is the great American film, one that is consistently ranked as the best film ever made, and tells the story of a man who becomes as powerful as any man but falls like Icarus and dies alone. The second film I would add is “Dr. Strangelove or How I Learned to Stop Worrying and Love the Bomb” the greatest absurdist comedy made by one of the greatest directors in history, Stanley Kubrick. Finally, I suggest the creation of two elective classes which teach film in a more in depth way. I would suggest splitting it into a pre-new hollywood class and a new Hollywood and after period. This may not be the perfect way to break up cinema’s time periods, however it is a fairly simple way to go about it. New Hollywood was a movement which started in the mid 60’s and lasted through the 70’s and into the 80’s. In my opinion it’s the place to split film history as new Hollywood brought a new approach to filmmaking that changed the landscape of cinema and falls in about the middle of cinema history chronologically. I also hope that there is some emphasis on foreign movements like German expressionism, Italian neorealism, etc.
Before March 2020 the Parker’s Upper School operated on an outdated schedule that was extremely user-unfriendly. It featured a six class Monday that ended at 3:50, a constant start time of 8:10 and an excess of MX blocks resulting in MX being more of a time-filler than the unique and educational component of Parker it should be. Yet, as Parker shuttered its doors in March of 2020, the Upper School finally experienced a schedule that actually fit the (albeit weird) times. But, just as our pre-pandemic schedule didn’t fit 2019, the pandemic schedules of the past that featured later start times, longer lunches and free Wednesdays are no longer feasible. In most schools the administration would have simply reverted back to the pre-pandemic schedule and called it a day,but to the administration’s credit (more specifically Mr. Arnold, Mr. Bruno and especially Mr. Carlsson), they chose to do the hard thing and make a schedule from scratch— something that is not an easy task in a truly K-12 school. When the schedule was eventually released, not everyone was a fan. While nothing is perfect and people will always be mad, a strong dislike of our new schedule is simply foolish—and unrealistic. What people who complain fail to understand is that if we compare our new schedule to the almighty March 2020 schedule, then of course it’s disappointing, but if we compare it to the alternative, our pre-pandemic schedule, then it is the greatest change to student life in years. Just as importantly, this new schedule signifies a crucial return to the Parker administration prioritizing the student body and their interests. Nothing showcases this more than our new schedule that features a majority of days (tree of five) where a significant
number of students don’t start class until 9 a.m.. This partial incorporation of our pandemic schedule is going to result in the student body getting a better quality and quantity of sleep along with providing a proof of concept for how in person school could realistically fully start at 9 a.m. (something that could be incorporated in future schedules). Yet, just as the student body expressed their love for later starts in surveys by the Parker administration, they expressed their hatred for six class days (like our prepandemic Mondays). While most students will still have one six class day (due to it being mathematically impossible to totally eliminate), roughly one third of students won’t, and no student will have two six class days, something that was common pre-pandemic. Along with the aforementioned changes, the new schedule features a reduction to the number of MXs in a standard month from 12 to 9. This 25% decrease in MX time is going to allow the student body to have more time to meet with teachers, get ahead on work, change their fantasy football lineup, attend club meetings, and countless other positive developments to fill the newly opened 135 minutes per month. In addition to all this good, the drop in available MXs should hopefully boost the quality of all other MXs. Lastly, Parker Student Government will be returning to Fridays, this time in the afternoon. While this may slow productivity at plenaries (they will be engaging, so it shouldn’t be a problem), this new change will allow the student body for the most part to go into lunch having only one academic class left, something that will be pretty... prettttty...pretttty good. In total, while this next schedule certainly could have been better (timing of physical education + music/art classes with Clark/Websters), it is miles ahead of our pre-pandemic schedule, which is the alternative. So, instead of complaining, just please thank the administration for their work to keep Parker safe and for drafting truly 60 different schedules so they could find the one that worked.
“This new schedule signifies a crucial return to the Parker administration prioritizing the student body and their interests.”
I love film. To quote “A Clockwork Orange” by Stanley Kubrick, “It’s funny how the colors of the real world only seem really real when you viddy (see) them on the screen.” I believe that every student should be exposed to great cinema by the time they leave Parker. Until that happens here are 10 essential films everyone should watch: “Do the Right Thing,” “The Battle of the Algiers,” “Dr. Strangelove,” “The Godfather,” “Ikiru,” “Portrait of a Lady On Fire,” “The Seventh Seal,” “Metropolis,” “Taxi Driver,” and “Lost in Translation.”
Visit us at parkerweekly.org
EICs and a Puzzle
The Parker Weekly, Page 11
Jacob Boxerman
Emma Manley
Tess Wayland
Jacob Boxerman is a senior and has been doing this “Weekly” thing for a long four years, first as a Staff Writer, then Copy Editor, then Online Editor, and now, finally, Editor-in-Chief (a position he is very excited to have). Outside of organizing the Weekly Google Drive, Jake enjoys working on the robotics team, reading a good book, and spending his time in his garden, among many other activities.
Emma Manley is a senior in her fourth year on “The Weekly.” She is thrilled to be Editor-InChief this year! Previously, Emma had served as News Editor, a Brief Writer, and a staff writer. When not working on “The Weekly,” Emma enjoys playing guitar, crocheting, or watching “The Newsroom.”
Tess Wayland is a senior in her fourth year on “The Weekly” and she is so excited to be serving as Editor-in-Chief. Previously, Tess has served as Managing Editor, a Copy Editor, and a Staff Writer. Besides reading “The Weekly,” Tess enjoys sipping on earl grey tea and running back and forth between cabinet meetings to Model UN.
CHICAGO DONDA EDITORIAL FLEX HOFFMAN INBOX LOLLA MALDONADO MANDATE MATHEWS MOOG NAOMI SCHEDULE SUBAQUATIC TAKES VACCINES WASHINGTON
The Parker Weekly, Page 12
EDITORIAL
Editorial
New Year, New Changes to “The Weekly” By “The Parker Weekly” The first day of school has a lot more new beginnings than just the start of a new grade. For some, it’s the first day back in the building in over a year. For others, it’s starting as a Parker student. For us, it’s the start of our tenure as Editors-in-Chief and the first issue of “The Weekly.” As the new Editors-in-Chief, it’s our job to be as transparent as possible with our readers, so we want to share our intentions for the year. Our goal as journalists is to bring relevant stories to the Parker community, whether that be coverage of a Parker event or a Parker lens of a local or national issue. Since we are student-led, stories run by “The Parker Weekly” are not representative of Parker administration, students, and teachers. This year, we will be publishing with little to no prior review, which will help our reporting be as genuine and factual as possible. In former Editor-In-Chief Avani Kalra’s last article for “The Weekly,” “Fix This,” she explains some of the forms of prior restraint that “The Weekly” faces. Over the past school year, the administration loosened its grip on “The Weekly” to prior review and then only review of topics covered in each issue. With four new administrators this year, we’re excited to work with them in making “The Weekly” as independent as possible. We’ve sat down to talk with new Upper School Head Chris Arnold to talk about “The Weekly.” We hope to build trust with Mr. Arnold, who plans to not read our articles before publication, which is a big step for us as Editorsin-Chief. This issue of “The Weekly,” has only been read by members of the editorial board, copy editors, and our faculty advisors. This separation from administration benefits the Parker community in two ways. First, the stories we write and content we produce can be published in a more timely manner. Our coverage can be available to the Parker community when the story is most relevant. Second, this further separates
us from the opinions of the administration. When our writing is separate, we can be as transparent as possible, and the school is not responsible for any errors made. Of course, “The Weekly” being independent of administration is a two way street. With less administrative oversight, we must be truthful and ethical reporters. As Editors-in-Chief, we are teaching our reporters journalistic skills and ethics that will make our reporting as unbiased and truthful as possible. We recently held Journalism 101, a mandatory two hour workshop where we taught reporting basics, interviewing, and journalistic writing. We will continue to hold sessions for our writers focusing on journalistic ethics, intersectionality in reporting, and more. All we do for “The Weekly” is to make it the best publication it can be, and we can’t do it without your help. Thank you to all the faculty, staff, and parents who sit down for interviews with our reporters. Thank you to the students who spend their Thursday lunches attending pitch meetings and spend their breaks conducting interviews. We want to see “The Weekly” grow this year, and we want our paper to be a welcome and necessary publication to our embryonic democracy. As a student, this means pointing out what you see happening in our community whether that be writing an entire article or just pitching the idea. As a Parker community member, this means telling us, the Editors-in-Chief, if there’s something you want to see changed, or if there’s an error. Our goal is to maintain “The Weekly” as a Parker tradition, and make our coverage serve the community.
“This issue of “The Weekly,” has only been read by members of the editorial board, copy editors, and our faculty advisors.”
“Of course, “The Weekly” being independent of administration is a two way street. With less administrative oversight, we must be truthful and ethical reporters.”
“All we do for “The Weekly” is to make it the best publication it can be, and we can’t do it without your help.”
Visit us at parkerweekly.org
CHECK US OUT ONLINE! @theparkerweekly
@theparkerweekly
@The Parker Weekly
parkerweekly.org
Visit us at parkerweekly.org
Schedule Summary
The Parker Weekly, Page 13
EVERYTHING YOU NEED TO KNOW ABOUT THIS YEAR’S SCHEDULE THE INTENTION:
A collaboration between Emma Manley and Sven Carlsson
The overarching goal is a schedule that operates as quiet background noise and that lets teachers focus on teaching and students focus on learning. Specifically, the schedule fixes some of the pre-pandemic issues and builds onlessons learned during the pandemic such as having advisory lunch on Monday and a reduced MX schedule. One of the big changes is with the G and H classes. They had many overlaps, so getting rid of those conflicts was another goal. This is the schedule for this year unless there is a major problem. Other divisions have had schedule changes that account for cohorts, social distancing, and full day JK and SK. Changes to the schedule in other divisions will affect the schedule for next year since the Upper School shares teachers and spaces with other divisions. Mr. Carlsson said teacher and student feedback was “huge” for this version of the schedule and contributed to length of day, breaks, number of Morning Exs, separate science blocks, and more. The schedule is meant to reflect the needs and the wants of the community.
During the pandemic people liked not having any single day with all A-F periods, like the Mondays on the old schedule. Now each day will have five or fewer A-F periods.
Graderoom is on Tuesday since it only has four A-F periods. We need to have 24 meetings a week of A-F classes which is either achieved by having days with six classes or having one day with four classes and the others having five. The day also had to end by 3:40 p.m. for faculty meetings. In the pre-pandemic schedule, there was 60 minutes of advisory a week with passing periods as a part of advisory. With the addition of passing periods, there will be an equal amount of time for advisory. Additionally, Monday lunch and Morning FLEX can serve as advisory. One of the things that Mr. Carlsson has a “big question mark about” is about not having advisory directly after MX. Something for students and teachers to reflect on is whether they like having MX and advisory connected. The schedule reverts back to five times a week to account for curriculum and lab times. Through Parker’s Collective Bargaining Agreement, science classes meet five times a week. Fifth science periods for A, B, and C reduce conflicts with Performing Arts classes, allowing students to meet all together more often. D, E, and F science classes will still meet during Clarks and Websters due to time restraints.
One of the main goals of the new schedule was to provide sleep-ins. More rest is better for the health and wellbeing of students, so the goal was to create a schedule that has the school day start later for more students. Having classes such as PE, which are cross divisional teachers and spaced, first and last thing aids with cross-divisional scheduling. In early prototypes, the day started at 9 a.m., but that caused at least one day to end after 5 p.m.
Morning FLEX will be a Morning Exercise the first Wednesday of the month and subsequent Wednesdays will be division time for conference or programming such as 12 Days practice or college counseling. The intention is that students will use that time to meet with teachers. MX will start at 10:50 to account for the passing periods in the morning. The box around some periods on Thursday shows periods with start and end times different to the other days of the week. The times are not listed in the “Start Time” column for readability. One of the goals of the schedule was to make it as intuitive as possible. Most of the days have times that line up, like having classes start every day at 10:00 a.m, but for Thursday that was not possible.
Gs and Hs were confusing since it was a letter-number combination. When fixing conflicts between classes and aligning the Upper School schedule with other divisions, the Gs and Hs became out of order and the numbers lost significance. Since Gs and Hs had to be renamed, some student government representatives came up with the names “Clark” and “Webster” for the blocks. Students can see when PE, performing arts, and science classes meet at the bottom of the schedule.
The Parker Weekly, Page 14
COVID IN CHICAGO Continued from page 1
last December, is spreading rapidly. The CDC said the variant is as contagious as chickenpox and can spread quicker than any other strain. Because of the variant and its effect on the city, a new indoor mask mandate was enforced on August 20. Additionally, Illinois Governor JB Pritzker enforced a mask mandate for schools. The CDC wrote on their website, “Given what we know about the Delta variant, vaccine effectiveness, and current vaccine coverage, layered prevention strategies, such as wearing masks, are needed to reduce the transmission of this variant.” According to city data, Chicago averaged at 419 new COVID-19 cases per day on August 16, more than triple the number reported on July 19, when the average was 132 new cases per day. Despite this surge, Chicago’s hospitalizations have decreased by 18% since the week of August 8, and deaths are down by 24%. The COVID-19 vaccine hasn’t proven to be 100% protective against the variant. Several vaccinated people were recently diagnosed with cases of the variant. “Unfortunately, people who are vaccinated can get the Delta variant,” Assistant Professor of Clinical Medicine at Northwestern Eric Terman, a member of Parker’s Medical Subcommittee, said. “Generally, they have a relatively mild form. The mild form rarely causes someone to be hospitalized. So, a vast improvement
RETURN TO PARKER Continued from page 1
“It was best to play it safe and be respectful of the ways in which even vaccinated people could be positive and asymptomatic,” Frank said. “I had a brief glimpse of hope that we wouldn’t have to wear masks in the building,” Jacobs said. “That is a little disappointing but also very understandable so that doesn’t really change my excitement for the school year.” Some privileges will be reintroduced for the Middle and Upper School. Grades 7-12 will have increased access to the cafeteria servery for lunch and breakfast according to an email from Chef Zac Maness. Younger non-vaccinated students will eat in their classrooms and either pack lunch or pre-order from question. “We hope to provide peace of mind, nourishment and support while we all continue to adjust to these changing times,” Maness said. The varying protocols for meals are one example of the school’s approach to its K-12 health needs and the 12+ authorization of the Pfizer vaccine. “We’re in one big giant building under
Continuations compared to the unvaccinated state.” Additionally, Chief Medical Advisor to the President Anthony Fauci claims the unvaccinated continue to spread the virus to a more severe extent. “From the standpoint of illness, hospitalization, suffering and death, the unvaccinated are much more vulnerable because the vaccinated are protected from severe illness, for the most part,” Fauci said in an interview with ABC news. “But when you look at the country as a whole and getting us back to normal, the unvaccinated, by not being vaccinated, are allowing the propagation and the spread of the outbreak which ultimately impacts everybody.” Gov. Pritzker has now mandated vaccines for teachers and some state employees in prisons, veteran homes, and other congregate facilities. These employees must be vaccinated by early October. “The Delta variant is certainly a very contagious form of the COVID-19 virus,” Terman said. “The vaccines are very beneficial at preventing death. I recommend it from a health perspective. Unless you have a medical reason to avoid it, you should absolutely get vaccinated. Period.” In terms of the travel advisory, Chicago added eight states and the District of Columbia on August 17 to their list of regions. The city recommends unvaccinated people traveling from those areas to test negative for COVID-19 and quarantine upon arrival. According to city data, 54.3% of the Chicago population is fully vaccinated. Upper School history teacher Kevin Conlon hopes Chicago’s vaccination levels will increase. “We’re an international city, so people are coming in from around the country and
around the world,” Conlon said. “We’re always open to risk. But, I think the vaccine level is going to be important to protect people.” The city of Chicago is now allowing anyone eligible to request a vaccination at home. People are able to choose between the Pfizer or Johnson & Johnson vaccines. Residents can call (312) 746-4835 to make an appointment. “Our child is turning 12 soon. That might be something we could take advantage of,” Conlon said. “This is good because they’re promoting the vaccination.” Parker parents Niqoo Daftary-Parke and Jason Parke run The Art of Modern Dentistry in Chicago. The office specializes in cosmetic dentistry, implants, and inserting Invisalign. Business during the summer of 2021 has improved since last year. Daftary noted that in 2020, profits were cut by 50% since the influx of emergency patients, unable to pay full price, led to a lack in revenue. “We had to change our business,” Parke said. “We did this by immediately changing our advertising and our online presence. All the other dental practices were closed, so we got dozens of emergency patients every single day who needed root canals, who needed extractions.” With the rising danger of the Delta variant, Daftary-Parke hopes a similar situation will not occur for her business and the city at large. “I hope it will not get to that point,” Daftary-Parke said. “I hope we will be smart enough to contain the virus this time around and not let it impact our lives, our businesses, and our economy the way it did.”
one big roof, and that’s something we really cherish and celebrate,” Frank said. “We have to recognize, half the population of the school is not vaccinated.” Parker parent Kellie Fitzgerald said she feels that the benefits of sending her unvaccinated lower schooler in-person outweigh the risks presented by the Delta variant. “Everybody has that drumbeat of doubt, but that’s just like a natural part of parenting during the pandemic, less about what the school is doing,” Fitzgerald said. “Because younger kids are unable to be vaccinated, it feels even more risky.” Governor Pritzker mandated vaccines for educators through the college level in Illinois. “We’ve done our own very Parker style, personal touch, connections to all the employees,” Frank said. “We’ll follow that process even though just about everybody is vaccinated.” Parker has not yet issued a vaccine mandate for eligible students after Food and Drug Administration approval and their current policy remains “Vaccine Encouragement.” Though vaccination rates within the school have changed its approach to some health and safety protocols, Frank said the 2021-22 reopening plan was based on their full in-person launch last spring when
K-12 returned in-person with three feet of physical distance. “We had tested a model that would work well,” Frank said. The Latin School of Chicago is also keeping a similar protocol to their last semester, with weekly saliva screenings for the unvaccinated, though they have removed daily health screenings per their website. After multiple temporary changes last semester, the Upper School has released a long-term academic schedule beginning on September 8. Jacobs said that when she met with Arnold, she saw how the schedule wawa influenced by the updated health and safety policies, with an extended advisory period set aside for students to potentially leave campus. “They decided to put Morning Flex on the schedule in hopes of being able to have at least cross-high-school meetings and gatherings,” Jacobs said. Frank said that adjustments like these were made to help the “intellectual, social and emotional experience” during the pandemic and beyond. “There’s some things we can’t control –whatever the CDC or the Chicago Department of Public Health says,” Frank said. “We tried to pull the levers we could about the quality of experience for students and teachers.”
Visit us at parkerweekly.org
VACCINES Continued from page 4
the section noted. “I think there are some people that genuinely have questions about the vaccine,” Nelson said. “A lot of times it’s communities that are underserved like Hispanic and African American communities, and also communities who have been not treated well by the medical community historically.” When Pfizer vaccines became available to 12-to-15-year-olds, Parker partnered with Instavaxx to open up a vaccination clinic at Parker. “We got a lot of positive feedback about it,” Nelson said. “I think people liked the idea that it was at school because it was a familiar place.” Rosenkranz said that Parker would ”probably” be hosting vaccination clinics every other week for the foreseeable future, especially if vaccinations became available for a younger population, according to Nelson. The Biden administration has announced that “vaccine boosters” are encouraged for vaccinated people six months after becoming vaccinated, modified from eight months, according to Reuters. According to Rosenkranz, sooner rather than later, boosters will be given to Parker community members and will strengthen immunities. “I’m really proud of the Parker community in terms of vaccinations,” Rosenkranz said, he is happy with how people have pursued vaccinations for the good of the community. “I feel a lot safer now that I have it,” Currie said about the vaccine. “I hope that things can be more normal soon and that if people have the opportunity to get their vaccine, they do.”
NEW PE TEACHER Continued from page 6
and had a “Concentration in Latinx Studies” in college, is “interested in connecting somehow with the DEI situation at Parker within the faculty, but also among students,” Maldonado said. “I think focusing on DEI work within schools is important, I would love to be a part of that effort at Parker. Maldonaldo will also likely work with Parker’s softball teams. “At my last school, I was the head varsity softball coach. I loved that, it was a really cool part of my job, because that’s when I was really able to connect with the high school students,” Maldonado said. “I would love to be a part of the softball program.” Maldonado says she has spoken with Parker Director of Athletics Bobby Starks and is currently discussing details.
Visit us at parkerweekly.org
CAMP
Continued from page 5
masks only in common areas with the whole camp,” Drake said. Camp reopening could not turn back time. Many students’ final years of camp could not be recreated, “Last year I felt like I missed out on my last year of camp as a camper,” Drake said. Senior Minnie Dennis returned to Camp Interlaken JCC in Eagle River, WI as an “Ozo” which is equivalent to a counselor in training. After the first session, Ozos eventually move to cabins for the second session to be counselors. “This year was very different from other years. As an Ozo, I came to camp with the expectation that things would be different, however, with the added Covid precautions, it was more different than I expected, and it was much more tiring
NEW SECOND GRADE TEACHER Continued from page 7
we are looking for ways to provide mirrors and windows for students, so they are not only seeing their own experience, which at Parker, may be in a bubble.” Wild believes that Washington’s past experiences working with diversity, equity, and inclusion will be beneficial to students and teachers alike at Parker. “She is extremely passionate about DEI work,” Wild said, “not just from a white teacher who has maybe done a lot of that identity work, but as someone who has those lived experiences.” “Parker stuck out to me because it seems to be a very historical school and to know that the school is growing and changing and evolving,” Washington said. “I think every school goes through these phases where there is some type of shift that continues to be able to draw in more, and there’s more creativity, and more development of so many different ideas and perspectives.” According to Wild, Washington will have a lasting, positive impact on the school community as a whole because of who she is as a person. “She is devoted. She is passionate, a lifelong learner, and she is, as a teacher, really strong with a set of ideas, principles, and values that align with Parker,” Wild said. Washington believes that every year she is faced with some sort of challenge, but she is confident that she will be able to persevere through it which leaves her feeling excited for the new year ahead.
Continuations than other years. Although camp was more exhausting than other years, it was still extremely fun, and most campers enjoyed themselves just as much as any other year,” Dennis said. Dennis’s camp required testing before arriving at camp, then one to two times per week. Another COVID-19 protocol was podding by cabin, and according to Dennis, pods traveled together and then eventually expanded as the sessions continued. Some camps had unique models for COVID-19 protocols, some of which were being masked, outdoors, or distanced at certain times. Unfortunately there was a case of COVID-19 in Dennis’s camp during the second session. “This did not change much for the grades that were not affected, however, it drastically impacted the exposed grade. The person who had Covid was required to quarantine for 14 days in the
NEW SCIENCE TEACHER Continued from page 6
and the students have to come up with their own procedure to figure out how to get to the end goal,” Mathews said. In her first few years at Parker, Mathews performed scientific shows for her students around Halloween. “I really like making magic shows out of chemistry,” Mathews said. “Bangs and sparks are always fun.” Mathews lives in Arlington Heights with her husband, two children, and dog named Ivy. She has a 16-year-old son named Russell who coaches a swim team. “I’m maybe thinking there might be a little bit of a teacher in him,” Mathews said. She also enjoys crafting with her 12-year-old daughter, Ginger. “I just like spending time with my family,” Mathews said. “I know that they’re getting older, especially my son, so my time with him is limited. Whenever I can, I like to go and watch him swim and see him do the things that he enjoys to do.” Mathews enjoys making cards and hand letters for all of her holiday cards. She also takes ballet classes and is a fan of BTS, a South Korean boy band, along with her daughter. Mathews’ inspiration is her dad, who passed away shortly after she began teaching. “He left all that he knew in the Philippines and came to a foreign country to give his family better opportunities,” Mathews said. “He did this out of love, but what I admire most is his bravery and perseverance.” Mathews wants her students to know that they are “always welcome” to talk to her. “I’ve learned that everyone has their own story, everyone comes from a different background, and that they shouldn’t be
‘quarantine cabin,’ away from the rest of the camp,” Dennis said. The camp also planned for the exposed campers to continue camp activities isolated from the rest of the camp, called “shadowcamp” that lasted ten days. “Shadowcamp” meant that the cabin still did all normal camp activities, however, they were not interacting with anybody else in the camp while they did the activities, so the counselors ran them. “Food was also brought to their cabins for them to eat outside,” Dennis said. Like others, Dennis reflected on the overall experience of camp this year. “Overall, camp was run well this summer, and I had a great time,” Dennis said. Whether as a counselor, Ozo/S.I.T./ C.I.T., or a camper, the shared reaction to camp reopening for the summer of 2021 was, “This summer I finally got to go again,” Moss said.
ROV
Continued from page 1
The Parker Weekly, Page 15
NEW ENGLISH TEACHER Continued from page 7
She has also been reading Chimamanda Ngozi Adichie, whose book she will be teaching this year as well as works by James Baldwin. Hoffman wants students to know that she is “serious about reading literature seriously” and the “power of writing.” She has her students write frequently to help understand the texts and themselves. “My goal always is to help students find the beauty and the relevancy and what we read, and I take that very seriously.” While at The Academy, Hoffman worked with new Head of the Upper School Chris Arnold for four years. At The Academy, Hoffman was a “dream of a teacher,” according to Arnold. Arnold did not know they would be working together at Parker, but he is excited that they will be. “She connected well with all of her students, her classes were engaging, and she was an active member of the community,” Arnold said over email. “I am excited to see her work her teacher magic here in the Parker community.” Hoffman has always lived in Illinois. She grew up on the North Shore but travels frequently. She taught in South Africa for three months, and has visited Haiti and Korea. Her “foundation” is in Chicago, where she lives with her husband, Matt, and two sons. Her older son, Henry, is in second grade and her younger son, James, is in preschool. She also has a dog named Rolo. Outside of school, Hoffman does “anything my boys do.” She started playing golf with Henry and plays catch with both of her sons. She also enjoys running, baking, and outdoor activities. Hoffman said she is inspired by people who see different perspectives and write about them, especially her students. “People who are strong and determined always inspire me, no matter what that determination might be towards, just people who know what they want in the world, and work really hard to get it,” Hoffman said.
young women on it. To build Shelby, they used PVC pipes, bilge pump motors as thrusters, grippers attracted to waterproof servos, a waterproof video camera, and joysticks attached to controllers that control the thruster speed. While the team didn’t win, they took the opportunity to absorb knowledge from other teams all over the globe. “The competition was a wonderful learning experience,” junior Savanna Maness said. “I think our team has bonded with a lot of the teams we met, including teams from Egypt and Mexico. We’ve also seen a lot of amazing designs we are looking forward to incorporating into next year’s robot.” After the competition, students made plans to visit the Dollywood theme park a few hours away, located in Pigeon Forge Tennessee. The day before students came home, they spent the entire day in Dollywood riding roller coasters and go-carts. “Not only did the trip provide endless educational opportunities, but it also allowed the team to bond in deeper ways,” teacher Brianna Ifft said. “When given the decision to split into smaller groups at Dollywood, the students stayed together. They don’t see each other as individual members of a team, but rather a cohesive unit that makes decisions--and memories--together.” Teacher JP Navin was also a trip chaperone. “My favorite part was watching Continued from page 4 how well the team worked together under pressure,” Navin said. “The team did an surprise performance took place a day excellent job representing Parker and I earlier when Machine Gun Kelly made a surprise appearance with a last-minute set. couldn’t be more proud of them.” “This year’s performances really brought back the spirit of Chicago,” senior afraid to share it, especially if it’s going to Mia Bronstein said. This year was her first affect their daily functioning,” Mathews time attending the festival. “It united the said. “I am always here to listen and help.” city in a way we’ve been missing for a long time.”
LOLLA
The Parker Weekly, Page 16
The Backpage
Visit us at parkerweekly.org
What’s
out? letters
street names
changes at Parker
last year’s new schedule
this year’s new schedule
Eli Moog
el presidente
varsity bench captain
breaking the curse
The Cubs
Parker golf
late releases
DONDA
Parker COVID-19 protocol
hot weekly (wo)man
Jacob, Emma & Tess
Arjun Kalra
letter blocks
in?