The Parker Weekly, Page 1
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The Parker Weekly HEIGH-NO
Volume CXI, Issue 2
October 12, 2021
GETTING DOWN TO THE HOME STRETCH
COUNTY FAIR MAKES NO COMEBACK
Parker Tradition Postponed until Spring
Fall Sports Update
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By Alya Satchu and Ben Rachel In the past month, the Parker community has been awaiting the celebration of the County Fair. The annual tradition includes activities like roller skating, eating snow cones, and working assigned shifts. Instead, plans changed one week before the expected date. County Fair is, once again, taking a hiatus. County Fair is a long-established Parker tradition, inclusive to all grade-levels, faculty, and parents. It was scheduled to take place on October 8 from 9 a.m. to 12 p.m. On Friday, October 1, Principal Dan Frank announced that the Fair would be rescheduled to the spring. This announcement followed a school wide email from Nurse Anne Nelson on September 28 saying that the weekly COVID-19 screening detected numerous positive cases in the Lower and Middle Schools. Subsequent contact tracing and testing revealed more cases, and the entire first grade began remote learning which will last until October 14. Some parents and students began to question whether an all-school gathering, including parents and grandparents, was the safest course of action. “It is the wisest decision given that it is an entire community event,” Dean of Upper School Joe Bruno said. “The most important job of an educator is to make sure that their community is safe. And so, in good faith, we could not do this, knowing that there’s a chance that COVID-19 could spread.” Preparation and planning has been ongoing for weeks. Sophomore Chloe Buckley is the head of scheduling students to shifts. Buckley was “annoyed” by the announcement, because she had spent weeks dedicating free time to plan and coordinate. “Just to please everybody was a lot,” Buckley said. “Then, for them to tell us that it wasn’t happening–it was really frustrating.”
Five players from the Varsity Girls Fieldhockey team defend the goal during their Homecoming game versus Latin.
COMPETITION IN THE COSMOS Homecoming Returns
A
Continued on page 15 Big Siblings page 4
By Jacob Boxerman
fter a year of homecoming lost to COVID-19, Parker returned to Homecoming traditions like spirit week, athletics parade, sports games, and the dance. One of the first major all-school events since Parker’s full re-opening, the week also brought sports scheduling disparities, standard COVID precautions, and no wins for Parker athletics. Barring masks and social distancing guielines, this year’s homecoming festivities were not unrecognizable from years past. The athletics parade proceeded as usual, with student athletes from sixth through twelfth grade proceeding throughout the school, cheered on by their classmates, teachers, and community. Homecoming sports proceeded mostly as usual, with a few scheduling and organizational hiccups. Senior and Student Athletic Council Head Ava Rosenberg said she wishes turnout was higher and that there was more attention to the planning and timing of the games, especially considering “we had the time to make sure that this homecoming was what it should have been after two years of not having organized sports together,” Rosenberg said. “The people that did turn out did an amazing job. And they were excited,” Rosenberg said. “I know that, for example, halfway through the boys soccer game, the field hockey girls have to leave to get ready
New Spanish Teacher page 6
for their game … but overall there were not as many high schoolers there. The entire student body should have gone to the games to support their classmates.” Due to a miscommunication, the girls JV Volleyball team played against a team composed of faculty, staff, and parents, including Food Service Director Chef Zac Maness and Upper School math teacher and volleyball coach Dr. Chris Riff. Rosenberg said she feels that this mix-up negatively affected the image of the volleyball program. “I heard that the parent game was fun. It’s just that homecoming needs to be a time for people to understand that the sports are serious, and they’re not a joke,” Rosenberg said. “I think that took a toll on the volleyball program, a little bit.” Rosenberg and her co-Student Athletic Council Head, senior Jackson Antonow, are hoping that some of the changes they have implemented this year will stick around in the years to come, such as the Soccer v. Volleyball game. “During homecoming week, there should always be a game to represent the underrepresented teams. This year we did volleyball versus boys soccer, and that would represent girls volleyball, since boys soccer does get the hype that they deserve,” Rosenberg said. “I hope that that tradition carries on.” Rosenberg specifically said she was unhappy with the scheduling of the Varsity
Continued on page 14 Cilantro vs. Chipotle page 8
By Eli Greenwald
he fall season for Parker sports is underway, and a lot has happened since the season has started. The varsity golf team is currently sitting at a record of 5-4 (as of 9/28/21). This team is led by captains Henry Weil and Evan Erhart. Going into the playoffs, this team is on fire, winning two out of their last three regular season matches. They struggled in the ISL playoffs, but they’re looking to bounce back in the IHSA regional round. For Regionals, the six they will be rolling with are Weil and Erhart, along with Deven Gupta, Hudson Lin, Reid Albert, and Sean Reynolds. Varsity field hockey is currently sitting at a record of 7-2 (as of 9/29/21). This team is led by captains Ava Rosenberg and the division one commit to Wake Forest, junior Ana Franco. This team is absolutely loaded to the brim with talent, and their record shows it. Coming off of a big loss on homecoming to Latin, the girls are looking to bounce back and get right back on track. Franco sees what they have to do to continue their success. “We have a lot of work to do going forward, and losing on homecoming definitely woke us up,” said Franco. “We have some stuff to work on to be prepared for Regionals.” Franco believes the main thing the team has to focus on is, “We need to start playing as a team, rather than individuals.” Varsity volleyball is currently sitting at a record of 1-5, with their one win coming against Morgan Park Academy where they beat MPA two games to none. The team is led by captains Alex Ostrom, Sammi Coleman, and Chelsea Njei. It’s been a tough season so far for the girls on the court, but they’re looking to finish off their season strong and make a push going into the playoffs. Varsity soccer currently has a record of 3-8 (as of 9/29/21), and are ranked fifth going into Regionals. This team is led by captains Charles “Chuck” Fardon, Tyler Maling, and Ryan Toulouse. The boys have
Continued on page 14
Horoscopes page 10
Hoco Photos page 13
The Parker Weekly, Page 2
The Parker Weekly
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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
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
staff
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! We may not be heigh-hoing to County Fair just yet, but in the meantime you can enjoy all the hard work of our staff in Issue 2. In this issue, Lucy Wrubel weighs in on the contentious Chipotle vs. Cilantro debate, Sam Graines covers the new history and science climate elective, and Evan Sato captures Parker students on and off the field in our Homecoming photo spread. To read more about the Athletic Department, check out this issue’s Editorial. In honor of Indigenous Peoples’ Day last Monday, we also ask that you read the Land Acknowledgment of the indigenous groups who lived on Parker’s land long before Colonel Parker. Deck yourself out in your finest array to read a great issue that we had so much fun putting together for you all! A huge thank you is in order to our great team of writers, photographers, and advisors. Please stay safe and healthy, everyone. Happy reading! Jake, Emma, and Tess
writers
Jacob Boxerman ‘22 Sofia Brown ‘22 Tara Cochrane ‘22 Emma Manley ‘22 Tess Wayland ‘22 Sadie Gallagher ‘23 Samantha Graines ‘23 Eli Greenwald ‘23 Max Keller ‘23
Ben Rachel ‘23 Isabel Rodriguez ‘23 Sophia Rosenkranz ‘23 Alya Satchu ‘23 Lucy Wrubel ‘23 Deven Gupta ‘24 Arjun Kalra ‘24 Harry Lowitz ‘24
contributing faculty Faculty Advisor
Kate Tabor
Faculty Advisor
Eric Rampson
Quote of “The Weekly” “Why am I not in the homecoming spread? Can you just put my name next to Ryan’s?” - Eli Moog musing on Page 13
The Parker Weekly, Page 3
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Playlist of “The Weekly” bonk bonk bonk: Recent Listenings By Jonah Siskel
scan the code above and listen in order
DIRTY HARRY
CIMMERIAN SHADE
by Gorillaz
by Sufjan Stevens
THE NARCISSIST
ゴールデンタイムラ
by Brady Watt
by Sukima Switch
TRIPLE A by Antoine Berjeaut
I SECRETLY LOVE U
HOPE by Blood Orange, Diddy, and Tei Shi
by Snail’s House
ブリーズ
HARDKNOCK by Joey Bada$$
KON QUESO by MF DOOM
by 稲垣次郎とソウル・メディア
LONG SEASON
IMMEDIATE RESULTS!
by Fishmans
by Arch Echo
I DON’T LIKE
679 FEAT. MONTY
METAL CRUSHER
by Fetty Wap
by Toby Fox
by Chief Keef and Lil Reese
TOP PICKS FOR YOU by Injury Reserve
ひかりのディスコ by CAPSULE
DARE by Gorillaz
FEEL. by Kendrick Lamar
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!
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Big Sibs
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BIG SIBLINGS, LITTLE SIBLINGS 2021-2022 Big Siblings, Little Siblings Return in an In-Person Year By Sophia Rosenkranz
In a year where the schedule was changed, MX meeting times have been reduced, and G’s and H’s have been switched to Clarks and Websters, the Big Siblings, Little Siblings program is back, this time, all in one building. There were a few changes this year to the Big Siblings, Little Siblings program, and Upper School choir teacher, and senior gradehead Emma Castaldi highlighted a few of the changes that were made, Seniors sit on the bleachers as they wait to get paired with their Little Siblings. All photos courtesy of Francis W. Parker School.
one being the name change. “Notice that it used to be Big Brothers, Big Sisters. Now it’s Big Siblings, Little Siblings which we
felt was a long time coming. We needed this change to h a p p e n . I t ’s more inclusive, it’s not as gender specific,” Castaldi said. “And, genuinely, everybody was on board and a lot of people were very thankful for the change, so that was number one.” Castaldi also highlighted that Morning Exercise was outside on the field instead of in the Big Gym where it was held before the COVID-19 pandemic. Castaldi spoke about how the experience is different from
the gym instead of the field. “It’s more contained where people can really see the meeting of the Big Siblings to Little Siblings and pictures are usually easier and that kind of thing,” Castaldi said. “So outside’s a little bit harder to keep everyone’s attention.” Parents were allowed to attend the MX this year. “We were very happy that the parents could be there, the whole school was there, to watch this really nice event that last year’s class didn’t get to do,” Castaldi said. Senior Sophia Rogers, a big sibling to the sixth grade, spoke about the MX and the experience this year. “It’s so nice to be able to have this opportunity again versus last year having it be over Zoom,” Rogers said. ”It’s so nice to see everyone and interact with
everyone in their classes and the Parker environment.” As a senior gradehead, Castaldi helped arrange the assignments of the seniors to the classrooms and grades. “Earlier this summer we asked every senior to let us know their preferences or a grade so either their first choice, second choice, third choice,” Castaldi said. After the MX, the seniors spent some time with their little siblings and got to know them. However, as this year the schedule does not have advisory after MX like past years, they didn’t have as much time. Castaldi said that there are several MX slots that are designated for the Big Siblings, Little Siblings program throughout the year.
Senior Mia Bronstein reflected about the Big Siblings, Little Siblings MX this year, on the field. “Seeing everyone’s faces out in the field was such a surreal moment, and I’m glad we got to do it in some capacity. It is such a special moment and rite of passage for us to have as a class and was so fun to start building connections with our little siblings,” Bronstein said.
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Testing and Tasting
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SOCIAL SPLITS AND SIXTH GRADE SPIT Spit Testing Required for Sixth Graders, Regardless of Vaccination Status By Deven Gupta
Parker has four grade divisions – screening each week, as well as additional Lower, Intermediate, Middle, and Upper health and safety protocols. – but with the age requirements for the Sixth graders don’t have lockers this COVID-19 vaccine comes a new split. In the year. Instead, they bring their backpacks Upper School, most students are vaccinated and binders with them to their first class. because they are old enough. But in the “We usually keep our backpacks in our advisixth grade, sor’s room,” “Because some are unvaccinated, s a i d s i x t h inoculation percentages Audrey the sixth graders eat in the classrooms. grader look a little Terman. “We different – the Each student is separated from the c a r r y o u r binders with minimum age to receive a other by shielded plastic glass whilst us throughcoronavirus the whole they can’t talk during the eating out vaccine is 12, school day.” and the sixth “Because period.” -Peg Zerega. grade is made some are up of both 11- and 12-year-old students. unvaccinated, the sixth graders eat in the Only unvaccinated seventh and eighth classrooms. Each student is separated from graders submit saliva samples each Monday. the other by shielded plastic glass whilst they Every sixth grader, however, no matter their can’t talk during the eating period,” Sixth vaccination status, needs to participate in Grade Team Leader and science teacher Peg
Zerega said. “Once every student is finished, vaccination then, but there is a chance that I can get it earlier if the age goes down,” she they get to go outside for recess.” Because these students don’t have time said. The Centers for Disease Control (CDC) to socialize during their eating period, they is getting closer to allowing kids under 12 to get a longer recess after lunch. They stay be vaccinated, and that change reportedly masked outside. could happen in November. Many Although sixth gradsome sixth are ers are look“I am going to get vaccinated in graders waiting for ing forward to being vacci- November, when I turn 12. It will let the adapted nated once guidelines, they are old me be freer and feel safer.” -Roberto Zerega said that her enough. “I am Mickelson. team and the going to get students are vaccinated in adjusting to November, when I turn 12,” sixth grader Roberto Mick- the stricter protocols. “We are comfortable elson said. “It will let me be freer and feel with how we are teaching these students and safer.” this is becoming the new normal for us,” Lila Petry, another sixth grader, won’t Zerega said. turn 12 until July of 2022. “I want to get my
DESIGNATED DINING
Parker Adapts COVID-19 Lunch Protocols By Tess Wayland
Instead of finding students piled up on cat boxes with years worth of crumbs, come 12:30 they flock to tables marked with blue-rimmed signs – the Designated Eating Areas. With the Servery back in full service for breakfast, lunch, and snacks, students now need to bring their burrito bowls or orange chicken to the select spaces that allow eating. Upper School Dean of Student Life Joe Bruno said on the first day of school that “eating is prohibited in most common spaces unless otherwise noted.” Current eating spaces include the fourth and third floor gallery hallways, the Model Home hallway, and the actual Cafeteria, along with the Courtyard while weather permits. “It’s nice to be able to eat in the Courtyard,” sophomore Anna Swanson said. “It will become difficult in the winter because I feel like the inside can feel crowded.” Unconventional, unmarked spaces are also being used, such as the Humanities Center or history teacher Andrew Bigelow’s classroom. After using only Zoom last year, student organizations such as FWPMUN, LASO, Senate, and Pride have returned to lunch meetings in classrooms and multipurpose spaces, where food is either provided or permitted if students do not speak when unmasked. Previously popular eating spaces like the Math Wing and the Library Hallway are now food-free areas. Although spaces like the senior chairs and sophomore bench have “do not eat” signs, some students will still snack in these areas, which also serve as social hubs. Students are asked not to eat in class and not to talk while unmasked and
Three seniors snack at a table in the Fourth Floor Gallery Hallway. Photo by Tess Wayland.
eating. According to senior Jonah Siskel, limited seating leads to increased crowding of unmasked students. Siskel is one student who uses the new tables in the fourth floor gallery hallway, a traditionally upperclassmen space that was previously home to the Participatory Budgeting foosball table. “The fact that there are designated eating areas and other areas where you can’t eat makes the eating area so congested to the point that there’s no way that we’re all being safe at one time,” Siskel said. Siskel said that though space management is typically difficult because most common spaces are in hallways with foot traffic, the current eating designations need improvement. “There are tons of places in the school that are basically deserted at all times of the day, but are not used to eat,” Siskel said. “It seems like the space management is really
poor, and as the weather forces people inside, it’s only going to get worse.” Junior Anya Landolt, a contributor to Parker instagram account @cafcraves, uses the actual cafeteria space to eat lunch with her friends, though it is not frequented by Upper Schoolers. “It’s stressful in the cafeteria when everyone gets out and then everyone’s buying lunch at the same time,” Landolt said, “but I also don’t enjoy sitting outside because of the bee situation, and trying to find a place in school is not easy because they’re all normally pretty crowded or taken.” At the September 17 Student Government Town Hall, students shared concerns like Landolt’s about the amount of table space, along with issues with the length of the lunch line, the amount of table space, and the time given for lunch. Dean of Students Joe Bruno sent an email to Upper School
students following that plenary with observations and updates about lunch. Tables were added to both the fourth floor gallery and the third floor Model Home hallways. The alcove table was reopened with limited seating and Upper Schoolers were given access to the Sheridan Café. Bruno shared that “everyone was through the lunchline by 12:37, seven minutes into the lunch period” on September 20, though he later noted that on the day of his observations many seniors got their lunch earlier in the day due to a college counseling meeting, likely reducing congestion that day. Senior Jaydra Hamid is happy with the adjustments that came from the Town Hall. Hamid said that before additional tables were added, she and her friends would sit at the tables near the counseling offices, which was not technically a designated eating area. “When we gave them the feedback, they totally followed it,” Hamid said. “We felt bad sitting over there because it’s a no eating area, but that’s where the tables were and we don’t want to eat on the floor.” Hamid uses her free periods to go to the cafeteria, so she can avoid the crowds. Congestion in the lunch line remains an issue, as it was before COVID-19, but now pushing through a crowd to punch in a lunch code or grab a salad has a greater significance beyond inconvenience – lack of social distancing. “I’m lucky to have breaks other than lunch,” Hamid said, “otherwise I definitely would have to wait in line for 15 minutes.”
The Parker Weekly, Page 6
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New Classes, New Teachers TWO FOR ONE
Cross Divisional Climate Science and Environmental Politics Class Debuts at Parker By Samantha Graines
“The goal is for the kids to become Lake Michigan’s blue water with a well versed on how to be an activist to help strong breeze is a landmark for the city slow climate change,” Bigelow said, “and of Chicago, but it can also be studied to take whatever measures we can to slow the understand the effects of climate change. warming of the earth.” Parker’s new cross-departmental Climate Students in the Climate Science and Science and Environmental Politics class Environmental Politics Class receive two visited the lake as part of their learning. different grades: one for history and one for Upper School science teacher Ryan Zaremba science. They also receive one semester’s and Upper School history teacher Andrew worth of credit for each class. Bigelow are co-teaching the new class. The Climate Science and Environmental Although this is the first year of the Politics Class meets five times a week. On cross-departmental class, Zaremba first Monday and Tuesday, the students learn started individually teaching this course as about the science of climate change. On a solely Climate Science course two years Thursday and Friday, they learn about ago. Zaremba believes that the science and the history and activism side of climate politics of climate change go hand-in-hand Upper School History Teacher Andrew Bigelow lectures on “All We Can Save.” change. Wednesdays serve as the lab day, so he was excited to have Bigelow on board, saying Bigelow “and his energy and his believes that the media often portrays that the science of climate change paired with experimental day, and guest-speaker day. knowledge of politics and policy” brought climate change is happening, but many the policies. “When you think about it on a Although they teach about different topics people still do not broader scale, policy regulates these things, on different days, that does not mean they the class to a new what l i k e g r e e n h o u s e teach in discord. level. “Climate Science is Mr. understand climate change is. gasses, and policy is “Climate “The goal is for the kids “We both jump in, and we both lead S c i e n c e i s M r. Zaremba’s idea of combining “It’s important that part of the solution,” to become well versed on the class together,” we become aware Jacobs said. Z a r e m b a ’s i d e a Another goal of Zaremba said. of combining his his passion and his elective of the scientific the class is to create how to be an activist to help The students p a s s i o n a n d h i s on climate science with k n o w l e d g e , l i k e understanding what climate activists. slow climate change, and in the class have elective on climate been reading essays s c i e n c e w i t h my passion for political mechanisms are at Bigelow believes that play, but then also as part of Parker’s take whatever measures we from a book titled my passion for “All We Can Save,” political activism, activism, civic engagement, digging in more on mission to create why is our policy “life-long learners,” can to slow the warming of edited by Ayana civic engagement, environmental justice.” contradicting the it is important to the earth.” - Andy Bigelow Elizabeth Johnson environmental data,” Zaremba said. t e a c h s c i e n c e i n - Andy Bigelow and Katharine justice,” Bigelow S e n i o r I v y unity with activism Wilkinson, who write, “From women at the said. One of their shared goals in creating Jacobs is currently enrolled in the class to create students who will be “extremely this course was to raise awareness. Zaremba and believes it is important to learn about active and participatory” in our democracy.
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¡BIENVENIDOS SRA. CORREA! Valentina Correa Joins the Language Department By Sofia Brown
Joining Parker’s staff of world her to stay there long-term. languages teachers is Valentina Correa, “I actually found that [being a Spantaking over Lower School Spanish classes ish teacher] connects really well with what I from Dan Baltierra. studied in theater because I tried to use a lot Correa grew up speaking Spanish of those skills in my teaching,” Correa said. in Manizales, Colombia. After attend- “Now it’s one of my passions.” ing Universidad Since then, de Caldas for five Correa has been “Ms. Correa comes with teaching Spanish for years, Correa graduated in 2001 with experience and brings a lot 14 years at smaller, a bachelor’s degree private schools such in performing arts of enthusiasm and positive as the Montessori with an emphasis School in the West in theater. She then energy to her work and I Loop as well as taught theater in think the kids will really bigger institutions Colombia for two such as Instituto years. gravitate to her lessons.” Cervantes. Still, she Correa came was always looking - Liz Villagomez to the United States for new opportunities in 2006 as part of a to expand her teachcultural exchange in order to learn English ing horizon. In March of 2021, she heard of and stayed with an American family. She the job opening at Parker and immediately applied for a job at a private school in the applied because it was “perfect.” Chicago area, Language Stars, that was in “I’m so happy that now I am a part of need of native speakers to teach Spanish. this community,” Correa said. After being accepted, the school offered for While she has been teaching at differ-
ent grade levels ranging from Kindergarten diversity, equity, and inclusion and she is through eighth grade, Correa says that her thoughtful about how she can incorporate passion is with elementary students. Prior those concepts into her lessons whenever to coming to Parker, she taught Kinder- possible. I think that’s just going to enhance garten through fourth grade at Catherine our lower school curriculum.” Cook for three years. Correa seconded Now, she will be “I want them to be better her enthusiasm for teaching more than teaching Kindergarten through second citizens of the world and I just the language. grade. Other Parker think that bringing culture “I’m really passionfaculty members ate about what I do, share her excitement to the classroom is a good and I love to share my culture,” she about the upcoming way for them to get better said. “I want them to school year. “Ms. Correa at it, or have an awareness be better citizens of comes with expethe world and I think rience and brings a of how different people and that bringing culture to the classroom is a lot of enthusiasm and positive energy different cultures are.” - good way for them to her work and I to get better at it, or Valentina Correa think the kids will have an awareness of really gravitate to her how different people lessons,” World Language and Culture Stud- and different cultures are.” ies department co-chair and Upper School Spanish teacher Liz Villagomez said. “She’s also very much devoted to the topics of
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Politics And Parker
A STEP BACKWARDS IN TEXAS
The Texas Abortion Law Progresses in Texas and Maybe the United States By Ben Rachel
A federal judge temporarily blocked the Texas Heartbeat Act, suspending enforcement of the the law while the case goes through a series of challenges and appeals that may take it to the Supreme Court. An act of the Texas Legislature, the law was introduced as a Senate Bill and House Bill on March 1, 2021 by Senator Bryan Hughes. It was signed into law by Texas Governor Greg Abbott on May 19, 2021. The Texas Heartbeat Act doesn’t just ban abortions past six weeks, but also establishes an incentive system for turning in anyone involved in obtaining an abortion. The law states that an ordinary person can sue those involved in the illegal abortions in most counties of the state. If said person is successful, they can be rewarded up to $10,000, and if not, they are relieved of paying defendants legal costs. “It’s known as a Fetal Heartbeat Bill,” Upper School history teacher Jeanne Barr said. Barr is teaching the trial case and the law in her Civil Liberties class. “The law criminalizes anybody who aids the procuring of an abortion after six weeks from the last menstrual period.” A never-seen-before part of the law is the “bounty system,” which makes anyone
who is involved in the abortion past six In 1972, Roe v. Wade was the first weeks of pregancy suceptible to a lawsuit. Supreme Court case that granted women a This includes an Uber driver or a friend driv- right to control their reproductive choices ing them to or from the abortion clinic. The to a point. The court ruled that the Constitulaw creates a $10,000 incentive to turn in tion of the United States protects a pregnant anyone related to an illegal abortion. woman’s liberty to choose to have an abor“I saw a really interesting analogy tion without excessive governement restricyesterday,” Barr tions. said. “Someone The “Someone compared it to the Department compared it to the Fugitive Slave Act Fugitive Slave Act of 1850 in o f J u s t i c e (DOJ), has of 1850 in which c i t i z e n s w e r e which citizens were empowered to filed a lawsuit e m p o w e r e d t o bring suit against other citizens for against the bring suit against State of other citizens for aiding and abetting the runaway Texas which will then be aiding and abetting the runaway slaves, slaves, and that’s not a very pretty ruled on by the Supreme and that’s not a very comparison.” – Jeanne Barr Court. With pretty comparison.” Multiple people can file a lawsuit the new law in Texas going against the Roe against those involved with an abortion. v Wade ruling and being “unconstitutional,” “If one person brings a suit against you and the Attorney General and DOJ are suing the you defeat that challenge, another citizen state of Texas because they believe the new could do it, and then another and another, so law in Texas going against the Roe v Wade there’s kind of no end in the amount of liti- ruling is “unconstitutional.” “I am not 100% sure, but I have a feelgation you might face,” Barr said. “This law is unconstitutional, going directly against ing that they will be in favor of the Texas Roe vs Wade.” abortion law,” Upper School history teacher
Otis Pope said, when asked if the Texas Abortion law will make it in front of the Supreme Court. “In part because many of the individuals that are on the court were put on court by President Trump, and I think that we have become less open and more partisan since the 1970s. Because of that, I believe that we will probably see a ruling that’s in favor of protecting this law as opposed to ending it.” Upper School history teacher Andrew Bigelow also believes that the Supreme Court will rule in favor of the Texas law. “I have a feeling that in June of this year, the case will be heard in front of the Supreme Court,” Bigelow said. “Based on what decisions we’ve already seen in this case and what we already know about the judges on the Supreme court, I have a feeling the conserative majority will win and the law will stay in place in Texas.” Abortion rights have been a controversial topic in America for years. From Roe v. Wade, to Planned Parenthood v. Casey, to the new abortion law in Texas, abortion and women rights have not been solved yet. “In my opinion I think it’s horrible. This is a dark moment in Texas history for women’s rights,” Pope said.
OUTFLOW OF PARKER FACULTY AND STAFF RAISES CONCERNS Decreasing Retention of Faculty and Administrators of Color By Max Keller
It is not remarkable for the Parker community to receive emails from Principal Dan Frank throughout the school year announcing planned faculty and staff departures from Parker. During the 202021 school year there were more emails announcing faculty and staff departures, including departures of a number of important members of the administrative team and members of Parker’s BIPOC community. The departures included the Head of the Upper School, Justin Brandon; the Head of the Intermediate and Middle Schools, John Novick; the Middle School Dean of Students, Tray White; co-chair of the Science Department; Angela Miklavic Brandon; English department teacher, Theresa Collins; Parker’s first athletic director and former chair of the Physical Education department, Pat Pagnucco; and Parker’s longtime head of college counseling Susan Weingartner. Although Pagnucco and Weingartner retired, the other departing faculty accepted higher positions at other schools. The December 15, 2020 announcement that both Justin Brandon and Angela Miklavic-Brandon had accepted positions at The Ravenscroft School, a pre-K through 12th grade independent day school in North Carolina, surprised many in the Parker
community. “Coming back to Parker for my of School at North Park Elementary School junior year, at first I thought people were in the Lincoln Square neighborhood. During joking that Mr. Brandon was leaving. I was his eight year tenure at Parker, Novick shocked,” returning junior Jack Hughes focused on how issues of diversity, equity said. Brandon and Miklavic-Brandon and inclusion were addressed in the curricarrived at Parker four years ago, in 2017. ulum and to meet the social-emotional needs In a previof the students in ous interview his division. According to Laureen Sweers, with “The “Mr. Weekly,” BranNovick’s DEI Director of Human Resources, initiatives have don shared that he was not 70% (11 of 16) employees who helped me grow actively seeking in the sense to leave Parker, left Parker during the 2020-2021 of listening to being more but was instead academic year self-identified as and supportive of approached by Ravenscroft. “It faculty/staff of color (“FSOC”). others’ opinions was nice to be and ideas … and noticed for the learning to find work I’ve done in my career and have some- out the whole story before jumping to a one reach out to me,” Brandon said. conclusion that only benefits certain peoples The Middle School was also impacted perspectives,” seventh grader Miriam Johnby departures at the conclusion of the 2020- son said. 21 school year. Head of Intermediate and White, the Middle School Dean of Middle School, John Novick, as well as Student Life, a position created by Novick, Middle School Dean of Student Life, Trava- was a member of the Parker community res White, also left Parker at the conclu- for only three years. During his time at sion of the school year. Like Brandon and Parker, White expanded the Intermediate Miklavic-Brandon, both Novick and White and Middle School club options and, even left Parker for promotions. during the pandemic school year, worked Novick will assume leadership as Head to engage more students in the extracurric-
ular offerings. Like Novick, Brandon, and Miklavic-Brandon, White left Parker for a promotion, having accepted a position as Middle School Assistant Principal and Academic Dean at Sidwell Friends School in Washington, D.C. The final departure that leaves students wondering what the 2021-22 school year will bring is English teacher Theresa Collins. After nearly 15 years at Parker, Collins is relocating to St. Paul, Minnesota to serve as the Upper School Principal of the St. Paul Academy and Summit School. Other faculty departures occurred throughout Parker during the 2020-21 school year. These departures include the mid-year departure of Upper School chemistry teacher JP Iaconianni and sixth grade history teacher Keedra Gibba, as well as end of year departures of third grade teacher Nadia Pardesi, Lower School Spanish teacher Daniel Baltierra, and Junior Kindergarten teacher Lisa Nielsen. As news of these faculty and staff departures spread throughout the Parker community, parents expressed concern that the departures would impact Parker’s operations. The topic was raised at the March
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The Parker Weekly, Page 8
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Nearby Noshes
CILANTRO VS. CHIPOTLE: LET’S TACO BOUT IT Cilantro Replaces Chipotle in Lincoln Park By Lucy Wrubel
Approaching Cilantro for my first time was a nostalgic experience. I used to walk up to that exact door every single day after kindergarten, only back then, those doors led to something different. Chipotle. The minute I entered Cilantro, I was eager to determine which one would ultimately come out on top. Cilantro was not open to customers at the beginning of the summer when I left for Michigan. This was inconvenient timing for me given that I had been a loyal customer to the Chipotle that existed there before. Naturally, I knew I had to try its replacement. In between days of preseason field hockey, the last thing I wanted to eat was a taco. That sounded like a recipe for disaster to me. I told myself, “I’ll try it next weekend.” But weekend after weekend, I would forget. Finally, a few friends and I decided one night that it was time to try it. It was smack in the middle of the week, but we were willing to try it anyway. After our athletic endeavors, we were too tired to physically pick up the food, so we ordered in. Each of us ordered different main courses so that we could try a little bit of everything. We ordered a quesadilla, nachos, burrito bowls, and tacos. I would have ordered a quesadilla, but they didn’t offer a gluten free accommodation for it, so I went the route that I knew best: tacos. I got three tacos with two sides of rice rather than the side of rice and beans that came with it.
Cilantro Taco Grill in Lincoln Park, located at 2256 N Orchard St. Photo by Caroline Skok.
The food came in a reasonable amount of time, and they didn’t forget any of the items in our order. Often when I order from Chipotle, they forget one or more parts of my order. This is the first category in which Cilantro beat Chipotle. I started with the rice of course–my favorite. It was good. Not incredibly above average, but it still ended up being the best part of my meal. I ordered three tacos with three different meats, and the winner was definitely the pork. Some of my friends preferred the chicken. As for the actual taste of the food, Chipotle deserves a point. I found most aspects of my meal very dry, and it was the type of dinner where I felt so gross afterwards that I swore I would
never eat a taco again. However, shortly after, I decided that it was time to give Cilantro a second chance, but this time I would order in-person to give it a chance at redemption. Walking up to the doors of Cilantro was a familiar feeling, but that feeling was cut off the moment I made it inside. The main thing that surprised me was the music. I was expecting upbeat and happy music, but I was met with intense music I’d never heard instead. The next thing that stood out to me was the way that the food wasn’t lying under the glass as it does at Chipotle. I would say this is one of the biggest differences between Cilantro and Chipotle. In addition to this,
Cilantro has more options for meat–Chipotle only has six. One more point will go to each restaurant. After I finished ordering the food, I set a timer. My food took seven minutes and 33 seconds before it was ready. I can’t imagine it’s ever taken me more than a minute or two to go down the line at Chipotle. In general, I would consider seven minutes a very fast time, but compared to Chipotle, it felt like ages. Yet another point for Chipotle. As for the actual food, round two of Cilantro was much better than my prior experience. I was pleasantly surprised. I am not sure whether I ordered the wrong thing the first time or if the food traveled poorly, but this time was totally different. I also simplified my order by getting only the cilantro and onion topping. The food at each place isn’t similar enough to the point that I can compare them, so one more point goes to each. Cilantro has surprised me in a good way, but how does it ultimately compare to Chipotle? The total point tally adds up to… 4-2, with Chipotle in the lead. Chipotle is a classic that I could never turn my back on–not even for the insane guacamole at Cilantro. Ultimately, if a burrito bowl from both Chipotle and Cilantro were placed in front of me, I would undeniably gravitate towards the Chipotle bowl. It is a classic, faster, tastier restaurant than Cilantro, and for that reason, I have decided to stand by Chipotle.
EATING OUT AND ABOUT
Where Students and Staff Are Getting Lunch Outside of Parker By Sadie Gallagher
With most students vaccinated and back in school for the 2021-2022 school year, students regained many of their old pre-COVID privileges and routines. The much loved activity of getting lunch outside of school in the Lincoln Park area is back. With this privilege regained, students and staff are taking the opportunity to get back out into the neighborhood and try out some new bites. “I am very happy to have the advantage of going out for lunch this year,” Upper School history teacher Dan Greenstone said. “It’s a simple way to get exercise, take a break from the mask, and get some great food.” Greenstone has tried numerous places that are walkable from the Parker area. His most common spots are Sultan’s Market, Collectivo, Del Seoul, and Subway. “I try to eat vegetarian and Sultan’s Market has great options,” Greenstone said. “I love their falafel and have tried the vegetarian platter.” Just down the street, Greenstone also enjoys the tofu tacos from Del Seoul or a nice coffee from Collectivo. Aside from teachers, if the new sched-
bucks and Dunkin’. “Although they are simple, they still have great options,” Franco said. With the opportunity to get fresh air, take their masks off, and grab a bite to eat, many students like Silets and Franco are excited for school and the breaks they get. “It is awesome to not sit in my bed and occasionally stumble to my kitchen,” Silets said. “Going out and about makes the day far better.”
Del Seoul Korean Street BBQ, a Parker favorite. 2568 N Clark Street. Photo by Sadie Gallagher.
ule allows, many students love eating out. Junior Daniel Silets said he feels lucky that his schedule does give him the time to leave Parker for food. He has tried Cilantro, Subway, and Velvet Taco. “Velvet Taco smacks,” Silets said. “I seriously recommend it to everyone, especially the buffalo chicken tacos.” Silets also suggests the Al Pastor Tacos from Cilantro. “Luckily, I have the F period break,” Silets
adds, “but if I didn’t, I definitely wouldn’t have time to go out for lunch.” Massimo Franco, a sophomore, hasn’t been able to go out for lunch due to not having long enough breaks. “Usually there is not enough time,” Franco said, “and there only would be if you have a free block before or after lunch.” Some simpler options Franco suggested for students with shorter breaks are Star-
Some Parker Favorites: • • • • •
Sultan’s Market Collectivo Five Guys Cilantro Velvet Taco
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Opinions
LET’S REALLY BE A SAFE SPACE Being An LGBTQ+ Ally and Helping Parker Do Better By Emma Manley
Monday, October 11 was Coming Out Day this year. We had an MX on it a few years ago. Remember that? It’s been a while, but as a member of Parker’s LGBTQ community, it was a moment where, even among 500+ other students and teachers, I felt seen. National Coming Out Day first started in 1988, a year after the 1987 March on Washington for Gay and Lesbian Rights. The day helps raise awareness of LGBTQ+ rights and decrease homophobia. Though anyone who identifies can come out any day of the year, the day can serve as a good opportunity to come out. Coming out is the process of sharing your gender identity or sexual orientation, and it’s a different experience for everyone. Some people are faced with hatred or rejection, which is why LGBTQ+ youth are at higher risk for homelessness. Others receive love and support, and that’s what I’m hoping we as a Parker community will choose to do when someone comes out. On a personal level, it’s necessary to lend a listening ear. Coming out may come easier for some people, but for many, it’s a lot of decision making on timing. Reassure them that their identity as non-cis or nonheterosexual doesn’t change them for you — and make sure to follow through on that
A Parker “Safe Space” sticker posted on a classroom window. Photo by Emma Manley.
statement with your actions. And always, make sure you don’t “out” them, which is telling other people. Though a person coming out to you may not seem like a big deal, their comfort with being outed to others may be. The windows next to classroom doors may have “safe space” stickers, but Parker has a long way to go. First, it can’t just be the teachers making the classroom a safe space, it must be the students making a safe space as well. Second, we have hallways.
Being out in the Parker community is hard in social spaces, not necessarily in classrooms. In the Parker Climate Survey conducted a few years ago, results showed that students heard the phrase “that’s so gay” or heard people use the word gay to describe bad things. There’s a reason that people don’t come out at Parker. Since middle school, I’ve heard people gossip about other people’s identities and make jokes about it. As a confused middle schooler, hearing “ew, I
think she’s gay” was not the encouraging and identity-affirming thing I needed to hear. I know you’ve probably heard this phrase before, but actions speak louder than words. While you may not be the one to say homophobic things out loud, the way you treat friends after they come out matters too. One student I’ve talked to said that coming out changed their friendships for the worse and that they don’t feel comfortable talking to their friends about their LGBTQ+ identity. Parker did two things right in middle school that really helped me. The first thing is that “Identity Unit” that I still hear people hate on. The second was GSA, now renamed Pride. I really appreciated the Identity Unit — I had lived in North Carolina for most of my life at that point surrounded by straight white people, and learning about the range of identities in categories such as ability, race, gender, and sexuality introduced me and helped me further understand other identities and figure out my own. In GSA, I found a group of students and teachers who actively supported the LGBTQ+ community and took the time out of their day to show it. In the high school, we have Pride
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ILLINOIS STUDENTS CAN PRESS PAUSE
Public Schools Are Providing Five Mental Health Days, Parker Should Too By Isabel Rodriguez
Getting home from school at around nine o’clock on a Tuesday night, opening the Portal, and seeing the plethora of assignments you have to do before the next day can leave you overwhelmed. The continuing pattern of doing this everyday can put your mental stability at risk. Starting January 2022, students at public schools throughout Illinois will be able to take up to five mental health days, where their absence is counted as excused. They don’t need to provide evidence of mental health issues, and they can make up all the work they have missed. This new law from the state legislature will allow many Chicago Public Schools (CPS) students to recover mentally after an incredibly hard year for students across the nation. Parker, as an independent school, isn’t required to follow this law. After a year of learning through a screen, Parker has tried to go back to ‘business as usual.’ Is this really beneficial for the health and well-being of the student body? Parker should implement this policy and follow the same regulations as the state-mandate for public schools. As a student, mental health is crucial to enjoying and getting the most out of school, as well as being able to perform in classes to the best of my ability. Some of the highlights of my
day are hanging out with friends at lunch or talking to a variety of people in my classes. When I come home, however, my social battery is completely drained. It gets difficult to focus on solving equations for Precalculus or writing an essay for American Lit. I still push myself to finish it all because I
mental health days would help keep stress levels down in what feels like an overwhelming environment at times. Many students feel that mental health is a very touchy subject at Parker. I know students who sought help from Parker counsellors and felt unnoticed, and aren’t
“The amount of stress Parker students go through is not normal for average high school students. Having the administration acknowledge this and implement mental health days would help keep stress levels down in what feels like an overwhelming environment at times.” wouldn’t want to fall behind on my schoolwork. The continuous pattern of this everyday has left me drained and overwhelmed by the end of the week. Parker itself is a very tough school. Many if not all of our classes are college or honors level classes. There’s a reason many Parker students get into such competitive colleges, and it’s not because the coursework is easy. The amount of stress Parker students go through is not normal for average high school students. Having the administration acknowledge this and implement
comfortable with speaking about mental health. On top of that, many teachers are solely concerned with getting through their class content. Since they’re all concerned with their own classes, students are getting hours of work per class, not enough time to sleep, and little support for their mental health. Especially since we’re actually in-person, it can be hard to get work done during the day because of all the social aspects of school, and for many students this isn’t necessarily a good thing. Many people have
forgotten the congested feeling of the hallways, or the many eyes on you when you speak in class. Many of us have not quite acclimated to the social environment yet and have lost over a year of practicing these skills. Students experiencing anxiety or depression isn’t just a coincidence. Scientists studying the effects on students from the pandemic are saying that Gen X is more prone to mental health issues than other generations. According to research by the Centers for Disease Control and Prevention, there was a 31% increase in teenagers who needed emergency care for mental health reasons during the pandemic. It was also reported that four in 10 adults have said they suffered from anxiety and/or depression post-pandemic. The evidence of increased mental health issues, especially in teenagers, shows how much we need time to rest and make sure our own physical and mental health is our number one priority. Especially after such a stressful year, mental health days would greatly help the student body to lead a happier and healthier lifestyle. Walking into school and pretending everything is how it used to be before the pandemic may be easier to some, but what is the mental impact that this will leave on our generation?
The Parker Weekly, Page 10
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Classy Columns
THE INBOX
TARA’S TAKES
The case for tracking humanities
Sagittarius and Sexism By Tara Cochrane
By Arjun Kalra Science, math, world languages, English, and history are the five required classes every Parker student takes for at least three years, but only the first three are tracked. Because the humanities aren’t tracked, students often put less importance on these classes, and it puts those whose talents lie in the humanities at a disadvantage. For these reasons and more, Parker needs to track humanities. The most common argument against tracking is that it is of no benefit to students, however, two studies published in March of 2016 can help to dispel the myth. A study from the Brookings Institute showed a direct correlation between starting to track classes in eighth grade and stronger results on APs. While standardized tests are definitely not the best way to measure ability in a subject, they can be a strong indicator of a student’s knowledge of a subject. Second, many bring up the idea that Black and Hispanic students are likely to be hurt by tracking. While this may be true in the aggregate, a Brookings Institute study found that “tracking has been overlooked as a potential tool for promoting equity,” concluding that students of color benefited more than their white counterparts when placed in the same AP classes. Now that I have hopefully convinced you that tracking is a good thing, I will move onto my core argument about why humanities should be tracked, an argument much less based in fact. Parker doesn’t track humanities, as far as I can tell, for just one reason. To quote a letter to the editors written in 2016 after an article tackling the same issue was published, “tracking stands in direct opposition to the essential elements of Progressive Education.” I can’t say this history teacher is wrong–I don’t know enough about progressive education. But, after researching the core tenets of progressive education, I came across an idea time and time
again: personalized education. This would seem to suggest that progessive education not only condones tracking, but actively encourages it. When I came to Parker in sixth grade, I came from a school where tracking started when we were just ten. To be clear I am not recommending that be done here, however, having been tracked into advanced classes, and being very interested in history, when I got to US History in eighth grade, I was bored. The teacher gave me other work to do alongside my school work, and I was challenged because of those. However, if I had been in a class where there had been a higher base level of understanding, or just kids who were actively interested in the subject, I think I could have had a much more engaging experience. Beyond just being with students who are as interested in a subject as you are, there is also the fact that on your transcript it indicates whether the class you took was advanced, and an advanced class is often seen as more important, putting those who are not good at STEM but excel in humanities at a disadvantage. This would be difficult to pull off in practice, and there would need to be serious consideration put into how classes are tracked, however, tracking humanities, if done correctly, has the potential to increase equity, group people who are genuinely passionate about a subject together, and allow Parker to move closer to its progressive mission. *www.brookings.edu/research/ tracking-and-advanced-placement/
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Sagittarius: Don’t feel too saggy, tarius. Practice radical self care and skip Student Government this week. Capricorn: Be prepared, it will take you longer than seven minutes to get through the lunch line. Aquarius: See Libra. Pisces: You’re feeling awfully intellectual this Libra season – you might actually read more than the backpage of “The Weekly.”
Guys who hate on girls who enjoy astrology are walking red flags. Of course, everyone is allowed their opinions–even I struggle with the concept that stars and planets have any impact on my life–but attacking someone over something so innocuous is stupid. So what if a girl reads a horoscope? So what if she comments that something is “so Sagittarius?” I don’t understand how that hurts or offends anyone on such a personal level that they feel the need to start an argument...unless it’s not actually about astrology but rather about misogyny. In my experience, if anyone is starting a conflict over something benign, then they’re not trying to have an educated debate: they’re trying to put someone down for expressing an interest. In other words, guys are using astrology as a cover for putting down women. Which is unfortunate because for many women astrology is an escape. Some use it as a source of humor in their lives, and some use it to cope with challenges they face. Why is astrology such an effective tool against women? Guys can use the fact that it is pseudoscience as ‘evidence’ that
a woman is unintelligent. If she tries to defend herself and an idea that’s not necessarily backed up by hard facts, she comes out looking crazy, for lack of a better word. If she does nothing and lets it go, then she looks like she knows she’s wrong and is faced with a gloating misogynist. It’s a trap that can be tricky to navigate. I have found one way out of it, however, and it’s actually pretty easy. If any girl reading this is put into a situation where she’s participating in an overblown dispute, point out the misogyny. In today’s world, most guys are terrified of being labeled as prejudiced and it usually puts them on the defensive. Effectively, the trap is dismantled and the course of the fight is redirected towards the true motivation of their behavior. Honestly, the thing to remember is that the guys who are going to argue over astrology are the ones who have been rejected too many times. Don’t take what they say to heart. You don’t have to believe in astrology to see one pattern in the stars: men who try to start conflict over constellations probably won’t respect you anyway.
Parker Horoscopes Aries: Mr. Laufer’s blue pen essay edits represent your impending doom. Taurus: Someone who attended Cosmoco will be entering your life soon. Gemini: Your Bruno moon is in your Arnold House, with Frank rising. Beware JKers in the stairwells. Cancer: Emotions are always running high for you, Cancer, but with County Fair postponed, make sure you’re checking in with yourself. Lucky number: √2/2 Leo: Fiery Leo, you will cut a seventh grader in the lunch line this week. Watch out for Mr. Bruno observing the lunch line. Virgo: Pluto Rising, Mercury retrograde, there will be some changes in your life soon. Lucky number: 7.5. Libra: It’s your season! Look out for romance in the Halloween Photo Boo-th. Lucky number: tan(π/2). Scorpio: Don’t be too elusive, sensual Scorpio – swallow your pride and remember everyone needs to send a schoolwide “lost Airpod” email once in a while.
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Editorial
The Parker Weekly, Page 11
PARKER ATHLETICS NEEDS OUR SUPPORT Commitment To Athletics Must Be More Than Clapping At MX By The Parker Weekly If you played a sport at Parker, in either space could send the JV athletes the message Middle School or Upper School, you have that their game, and therefore they, are not likely experienced a mess up, miscommuni- as important as the varsity team. Ensurcation, or lack of relevant information from ing equity of playing time and space for all the Athletics Department. This year has been athletes requires more organization, planno exception to the norm. The 2021 Fall ning, and resources. Scheduling snafus have plagued teams Athletics season has set a high water mark Athletics Department miscommunications. other than soccer and field hockey. The Students in Upper School volleyand outside of Athlet“Ensuring equity of ball team has missed ics expressed frustraat least two matches. tion with the order playing time and space for On one occasion, the of the 2021 Hometeam loaded all athletes requires more entire coming games. on a bus for an away Captains and coaches organization, planning, game. When they arrived at the oppofirst approached the and resources.” Athletic Departnents’ school, there was no opponent. ment in August about putting the Field Hockey game first as a The opponent was waiting at Parker, as the way to encourage attendance and level out match was scheduled as “home” for Parker. long-felt disparities of support and respect The frustrations with the Athletic between girls and boys sports at Parker. Department, and the general leadership (or They were not given a clear yes or no to the lack of leadership) from the administration advance notice request. regarding the athletic program, goes beyond When captains followed up they were just disappointed and confused athletes. The told it was “too late,’ though Upper School turnover rate of coaches suggests systemic Head Christopher Arnold promised to problems, and the perspective of numerous implement this schedule in future years. long term coaches makes clear that Parker The soccer game in the coveted first slot ran Athletics is a slow-moving disaster. Teams over, pushing Field Hockey back to 2:45 schedules are not available well in advance p.m. with a smaller and noticeably lower of the season, coaches are not given the energy crowd in the stands. appropriate gear (such as shirts, shorts, and The Homecoming schedule is one coats) to maintain a professional appearexample of a logistical error stemming ance, and training seminars for new and from a systemic lack of support for student returning coaches are non-existent. Frusathletes, girls in particular. Lack of planning tration with the situation was particularly from the Athletic Department often leaves high during the 2020-21 coronavirus season. teams without adequate practice space, a Rather than use the time to make changes for full competition schedule, or time to finish the better, such as providing great educagames. This failure causes lasting impacts tion options for coaches or holding feedback on the success of a Zooms to improve the team, and potentially experience, “Parker needs to change coaching the success of an the department did entire program. While the community’s narrative nothing. teams are occasionThe coaches are ally bussed to the on the value of the athletics an integral part of Parker commuMontrose/Wilson turf program. The failure of the field, there potentially nity. With anywhere are other fields, both administrative leaders to from 10 to 40 playpublic and private, ers, coaches directly within 20-30 minutes regularly attend any home support a large part the student body. of Parker that could games other than state level of provide practice This support, athletic spaces for Middle and competition tells the parent or not, is part of their Upper School teams. already heavy workWith more organi- and student community that load, which many also includes zation and planning, there is little value placed times another job. The Parker athletes could administration must have the field space on Parker athletics.” needed to practice. show greater appreciThe issue of field space goes beyond ation for the coaches whether that be giving practices. On “home game days” there are them a higher salary or cutting down on their two scheduled competitions. The first game responsibility of handling team managebegins at 4 p.m. and typically concludes by ment to promote retention and prevent burn5:45 p.m.. After the second game begins, out. While issues with the Athletic Departthe end is not determined by the conclusion ment began under former Athletic Director of time on the clock but instead by the dark- Dawn Wickstrum, the current administrative ness of the sky. Not having adequate field leadership demonstrates that Parker simply
must be demonstrated. Student-athletes, doesn’t understand the value of athletics. The problems in athletics are often parents, and the Administration must not placed on Athletic Director Starks and those treat coaches as temporary or disposable who report to him. However, not every- employees. The Administration and teachthing hangs on the Athletic Department. ers should acknowledge that coaches typiThe problems in Athletics demonstrate cally spend more time with students than deeper systemic issues. Direct changes, any of their teachers. Coaches should be such as improving logistics, organization, treated as valuable partners in the educaand respect towards coaches and student tion of Parker students and not just tempoathletes, can begin in rary employees that the Athletics Depart“ C o a c h e s s h o u l d make the team run by ment. Even with such drawing x’s and o’s changes, Parker needs be treated as valuable on a white board. to change the commuSecond, the nity’s narrative on the partners in the education Athletic Department value of the athletics must adequately program. The fail- of Parker students and not hire and train new coaches. The search ure of administrative leaders to regu- just temporary employees process should begin larly attend any home the offseason, that make the team run by over not two weeks into games other than state level competi- drawing x’s and o’s on a the season. Such planning will allow tion tells the parent a better search and and student commuwhite board.” interview process, nity that there is little value placed on Parker athletics. resulting in hiring qualified coaches who Middle School teams, which help fit the mission of the school. As a result, plant the seeds of success for Upper School players will develop as athletes and people. teams, are similarly kneecapped by the fail- Coach training must also improve. Handures of the Athletics Department. After an ing a coach a ball of bags and cones is not a entire year of no Middle School athletics, strategy for success. Typically, such a stratall middle school teams began this year egy results in unhappy players and parents. without a coach. Hiring coaches is the most Instead, Starks should immediately personbasic of requirements for running an athletic ally train the new hires and request help team, but the entire group of Middle School from long-time Parker coaches who can Field Hockey and Soccer players were offer advice and instruction. left to wonder about whether they would Lastly, scheduling must be completed have an assigned coach until weeks into the well in advance. Under Starks, the schedulseason. Starks doesn’t take the time over ing of practices and games have been abysthe summer to find coaches. The result is mal. In prior years, coaches would often that Middle School is where athletics suffers create schedules for their teams that considthe most. The lack of consistency in coach- ered opportunities for both skill building and ing and scheduled games falls entirely on increasing playing time. For Fall Sports, the the Athletic Director. Although the Athlet- coaches completed this scheduling process ics Department informed families that this by Thanksgiving, less than two months after was due to fewer the end of the season. “ To c o n t i n u e a By contrast, the programs throughout the league, the c o m p r e h e n s i v e Department a n d Athletics solution could be to did not complete the schedule more games inclusive athletic program, schedule for the 2021 with the few oppoFall Season until nents available or the school must act quickly August 1, less than “friendlies” between to bring change to the two weeks before the teams rather than the beginning of the run a season with declining athletics culture season. As a part of fewer than ten games. improved scheduling, The solutions, at the brick building on the Athletics program however, are not should be responsiClark and Webster.” difficult but require ble for all logistical time, focus, and money. First, coaches must aspects of the season, such as practice space be treated with respect. These signals of and availability. This will allow the coaches respect must begin in the Athletic Depart- to focus on the tactical standpoints of their ment. While raises would certainly help respective sports. retain coaches, respect can be shown To continue a comprehensive and incluwithout money. Communication should sive athletic program, the school must act be improved. Coaches should be asked quickly to bring change to the declining for their opinion regarding the athletic athletics culture at the brick building on program. Respect from the community Clark and Webster.
The Parker Weekly, Page 12
Land Acknowledgment LAND ACKNOWLEDGEMENT
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Honoring Chicago’s American Indian History And The Land On Which Parker Sits By The Parker Weekly
Chicago has the third largest urban population of American Indians. The Miami people first introduced the land that is now Chicago to French explorers. The name “Chicago” comes from “Checagou,” which is what the Algonquian people called the river. The founder of Chicago, Jean-Baptist-Point Du Sable, was married to a Potawatomi woman named Kittihawa. The Chicago area acted as a hub for trade for different groups of American Indian peoples across the country. Roads such as Ridge Avenue, Ogden Avenue, and Grand Avenue were American Indian trails. American Indians were forced out of the area after conflicts such as the Black Hawk War in 1832 and the 1833 Treaty of Chicago. In the 20th century, the Indian Relocation Act of 1956 ended federal recognition and funding for many reservations and funded relocation of American Indians to cities. Chicago was a relocation city, and as of 2018, it included 65,000 American Indians from 175 different peoples. According to native-land.ca, an interactive website which shows where different American Indian territories were located, the Myaamia (Miami), Bodéwadmiakiwen (Potawatomi), Kaskaskia, Peoria, and Kiikaapoi (Kickapoo) lived in the land on which Parker sits. These groups spoke Algonquian. The Miami lived in the areas Bay, Wisconsin, Northeastern Indiana, Michigan, and Ohio. was ceded in the 19th century and moved to a reservation in Oklahoma.
The Miami, Potawatomi, Kaskaskia, Peoria, and Kiikaapoi lived in the land on which Parker sits
that are now Green ern Illinois, NorthMost of their land many of the Miami
The Potawatomi lived in the areas that are now Wisconsin, Michigan, Illinois, and Indiana. Potawatomi means “people of the place of fire.” The Potawatomi people were displaced by settlers and the U.S. military and many moved to a reservation in Kansas and then territories in Oklahoma. The Kaskaskia and Peoria lived in the area that is now southern Wisconsin, Northern Illinois, as well as Missouri and Iowa. They were part of the Illinois confederation which was Algonquian confederation along with the Cahokia, Michigamea, and Tamaroa. The Kickapoo lived in what is now Columbia county, Wisconsin but were warriors who had territory in the southeast, southwest, and east. They settled in what is now Wisconsin in the early 1700s before moving to the area that is now Peoria. Their land was ceded to the United States and the Kickapoo people moved to Missouri, Kansas, Texas, and Mexico. In
Chicago, there is the American Indian Center which works with American Indians living in Chicago. According to their website, their goal is “to promote fellowship among Indian people of all Tribes living in metropolitan Chicago and to create bonds of understanding and communication between Indians and non-Indians in this city; to advance the general welfare of American Indians into the metropolitan community life; to foster the economic advancement of Indian people; to sustain cultural, artistic, and avocational pursuits; and to perpetuate Indian cultural values.” They lead campaigns for Chicago’s Indigenous Peoples’ Day Ordinance which includes art campaigns and petitions. Donations can be made on aicchicago.org. Other Chicago based resources to support or learn about American Indians include The Chicago American Indian Community Collaborative, The Mitchell Museum of the American Indian, the Chicago Title VI American Indian Education Program, and the American Indian Association of Illinois.
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Hoco Phoco
The Parker Weekly, Page 13
Snapshots From Homecoming Enjoy these sports snapshots, photos by Evan Sato
The Girls Volleyball team bring Hoco spirit in the Courtyard. Photo courtesy of Alex Ostrom.
Spectators line up alongside the field to watch the Homecoming sports games against Latin.
The Varsity Girls Fieldhockey team huddles up on the sidelines.
Varsity Boys Soccer Captain Senior Tyler Maling races across the field alongside two Latin players
Students enjoy the beautiful weather and exciting Homecoming games.
Senior Ryan Toulouse jogs on the field during the Varsity soccer game.
The Parker Weekly, Page 14
HOCO
Continued from page 1
Boys Soccer and Varsity Girls Field Hockey games. “If the boys game starts at 12:30, and they have their processions that start at 12:30, the actual game doesn’t start till 12:45,” Rosenberg said. “The girls ended up starting at 2:30 or 2:45, as opposed to 2 p.m.” Rosenberg said that this discrepancy was expected, and as such should have been built into the schedule, and that the incorrect timing lowered turnout to the field hockey game, a historically under-attended event in comparison to Boys Soccer. “Unfortunately, when the games get pushed back like that, especially since the girls game was later, people are not as inclined to stay for the entire sporting
COUNTY FAIR Continued from page 1 Sophomore Ellie Alden, one of two sophomores in charge of decor, brought up the unique aspects that were to be a part of this year’s fair. “We ordered 700 balloons, we ordered fog machines, we ordered chalk–I don’t think we’ve seen that in previous years,” Alden said. “We’re just trying to get everyone’s spirit up about the school year.” Bigelow and sophomore grade-head Victoria Lee have been in charge of running County Fair the past several years. This year was to be their ten-year anniversary. Lee described the planning process as “serious” and this year especially, it required hard work and deliberation. “We met everyday, trying to figure out how to make this happen and keep the mission of the school strong and alive,”
FALL SPORTS Continued from page 1 an incredible coaching staff led by Coach Neil Curran. This is a team that is going to be scary next year, as they have some great young talent that will continue to develop, and with
CLIMATE SCI Continued from page 6
forefront of the climate movement, we’re harnessing truth, courage and solutions, to lead humanity forward.” Jacobs is enjoying “All We Can Save.” She appreciates how it talks about all different kinds of people. “You often hear about climate change from a bunch of white men, but hearing it from different perspectives, especially those specifically affected by climate change, which are people of color, I think is really valuable,” Jacobs said. “It has been my favorite part
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event,” Rosenberg said. did to make the Homecoming dance enjoyAfter the Field Hockey match, students able. “I think it went extremely well. I was returned to the school at 7 p.m, when festiv- really impressed with the turnout, especially ities culminated in the annual Homecom- from upperclassmen,” Jacobs said. “We had ing Dance, a two-hour event organized by a large number of upperclassmen stay for the Social Commitlong time “I think it went extremely aandrelatively tee. Due to COVID engage with other restrictions this year’s well. I was really impressed students, and have dance looked differfun and dance.” ent than those in years with the turnout, especially Although masks past. were required, not all from upperclassmen.” The dance was students abided by the held in the Big Gym, rules. As a temporary - Ivy Jacobs rather than the usual measure the lights in Draft Gym. Food was set in the Small Gym the previously dark Big Gym were turned to separate no-mask eating from masked on for about five minutes. dancing. Chips, candy, water, and other Jacobs said that chaperones did have to prepackaged snacks were provided. “ask people to put their masks on because Despite the restrictions, senior Ivy people felt as though they were outside of Jacobs, a head of the Social Committee, is school … But they still did, so that’s when proud of the work she and her committee we had the ‘turning lights on debacle’ for a
few minutes.” Approval for the Homecoming Dance came from the Medical Subcommittee only two-and-a-half weeks before the event was scheduled, leaving minimal time for the Social Committee to plan. “For a while, we were nervous that we weren’t going to have enough teachers,” Jacobs said. At least one teacher expressed apprehension about chaperoning the dance, citing fears of coronavirus and students not adhering to social distancing guidelines. Despite a shortened time frame for planning, freshman JP Lazar said he enjoyed his first Parker Homecoming. “Homecoming was super fun and great,” Lazar said. “I really enjoyed the opportunity to make connections with other students outside of the classroom.”
Bigelow said. “But, we also had to be smart Instead of having four County Fair about it and inclusive.” heads, a task force was created that included All preparation for the fair will have to 27 sophomores interested in running the fair. be tabled until further notice. Health risks Within the task force there were separate and safety modifications will be re-evalu- groups, each with one to two leaders. ated in the spring, when age requirements “I thought it would be really fun,” Audrey Hunter, for the Pfizer vaccine “We need to make leader are expected to be of County Fair lowered. music, said. “It’s a sure that we are making County Fair is run one time experience by the 10th grade, and the right decision for our as a sophomore. You this year, many sophwork with your community. The first grade also omores showed intergrade, get to know est in direct County and the rest of the lower each other better, and Fair involvement it gives you an opporeven with the added school are part of our tunity to get to know school.” complications brought community.” - Joe Bruno the whole by the coronavirus. This year is “We have an incredible representa- Parker’s 120th anniversary, so in celebration from the class,” sophomore grade-head tion, the County Fair theme was “Everything Andrew Bigelow said. “Almost one third of Blue and White, Celebrating 120 Years!” the class volunteered to either be in the lead- When the theme was initially announced, ership or a secondary role for County Fair, there were mixed opinions about the deciso that’s huge.” sion.
“It wasn’t really what we were expecting,” Hunter said. “Everyone thought County Fair wasn’t going to happen because of COVID-19, so it was a last minute thing. They just went with the simplest thing we could do to get easy decorations, and set up quickly.” Alden felt differently about the theme. “I honestly really like it because it’s the 120-year celebration of Parker,” Alden said. “Even though the theme isn’t Jurassic Park or Candy Land, it fits perfectly for the first County Fair back.” In 2022, Parker’s anniversary will have passed, but the selected theme is expected to remain. By that time, the Parker environment might be safe enough to resume the festivities. “We need to make sure that we are making the right decision for our community,” Bruno said. “The first grade and the rest of the lower school are part of our community.”
Curran at the wheel, they can definitely get some traction. However, this season is far from over as the seniors would love to have one last ride with a chance for an ISL championship. They just took a big 2-0 loss on homecoming to Latin, but they’re looking to bounce back and get to work, so they’re ready and prepared for the IHSA playoffs. Varsity girls tennis currently has a
record of 5-4 (as of 9/29/21). This team is led by senior captains Rebecca Bellick and Mia Bronstein. The girls have had a good season so far, but they’re looking to really get it going as the ISL playoffs are right around the corner. I spoke to Bellick about how she feels her team is doing so far. “I feel like we can definitely keep up with most of the teams in our conference,” Bellick said.
Team Captain Mia Bronstein feels her team needs to continue to build on their success. “Well, we’ve put in a lot of effort in practice,” Bronstein said, “and I feel that if we bring what we’ve worked on in practice into our matches, then we should be pretty good.”
new technology, and funneling a bunch of of the class.” One of the student activities was money into projects,” Jacobs said, “But essays comparing “You often hear about climate these have taught the text of an arborist change from a bunch of white men, but m e t h a t one of the to the text of an indigenous hearing it from different perspectives, i m p o r t a n t is to w o m a n . especially those specifically affected by things let the earth, J a c o b s e x p r e s s e d climate change, which are people of nature, and natural that these color, I think is really valuable.” resources do texts shared their own the same - Ivy Jacobs thing.” opinion on According to Bigelow, the gender one way to combat climate change. “Often we think the solution is innovation, creating makeup of the class reflects the gender
makeup of the environmental justice field: predominantly led by women. The gender make-up of the students in the class is fourteen girls and four boys. “It’s almost overwhelmingly led by women,” Bigelow said, “Which is exactly the thesis of this book ‘All We Can Save’ because their argument is that for some reason, because women tend to be more compassionate and empathetic, they’re the ones leading the charge against one of the greatest challenges in the history of the world.”
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ADMINS
Continued from page 7
9, 2021 Parents’ Association meeting, and Frank responded that “this is the work of the school … it’s not the first time we’ve done it. We’ll do it again with confidence and optimism.” While Parker is not immune to teacher turnover, there was an increase in faculty and staff who identified as a Person of Color leaving Parker during or at the conclusion of the 2020-21 school year. According to Laureen Sweers, Director of Human Resources, 70% (11 of 16) employees who left Parker during the 2020-2021 academic year self-identified as faculty/staff of color (“FSOC”). Sweers provided historical data, demonstrating that the attrition of FSOC during the 2020-21 academic year was significantly
SAFE SPACE Continued from page 9 committee as well as pride meetings. These meetings are crucial to Parker’s ability to be a safe space. I absolutely love the LGBTQ+ only meetings — they’re just a different space than the rest of Parker — but right now I want to encourage everyone to come to ally meetings. When the meetings say “ally” or “all inclusive” that means they are! I frequently hear the excuse, “well I’m
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higher than previous years. During the 2019- self-identify as BIPOC for the 2021-22 2020 academic year, 50% (4 of 8) departing academic year. Sweers also indicated that employees self-identified as FSOC. During one staff position remains unfilled. the 2018-2019 academic year, 22% (2 of Parker was not the only school to expe9) departing employees self-identified as rience significant faculty and staff attrition FSOC. following the 2020-21 “We are proud of the school year. As reported When asked if diversity was taken great diversity we have in in “The Forum,” The Latin School of into consideration during the hiring our employee population Chicago student newsprocess, Sweers paper, eleven members said, “We are proud as we are all diverse, and of the Upper School of the great diver- in many ways.” - Laureen faculty and staff departed Latin at the sity we have in our employee populaconclusion of the 2020Sweers tion as we are all 21 school year. The diverse, and in many ways. It is always our reasons provided to “The Forum” included hope and goal to continue to add faculty and changes in life priorities following the year staff of color whenever we have an oppor- of learning during COVID-19 and the pendtunity to do so.” ing unionization of the Latin faculty. Parker hired seven new faculty The reasons for attrition among Parkmembers and five new staff members who er’s faculty and staff were, according to not LGBTQ+,” but it doesn’t matter. You just have to be supportive of the LGBTQ+ community (that’s why it’s called an ally meeting!) These meetings provide a safe space to ask questions and learn more. Last year, a student attended a meeting and introduced themselves by saying they were an ally and were there to support a friend who had recently come out to them. Let me tell you — I had no idea who that friend was, but the act of showing up to learn how to support them meant so much to me. I’ve noticed that we as Parker students
are generally accepting of LGBTQ+ people but see them as something not in our student community. Yes, there are LGTBQ+ faculty members and celebrities, but we need to support other students as much as we support them. There are a few faculty members that I’ve seen students tokenize. These faculty members are much more than their LGBTQ+ identity, and liking them doesn’t equate being an ally. Being able to see your identity represented in a faculty member is necessary, but it’s not the only thing about them. I say these things because I love Parker.
The Parker Weekly, Page 15
Sweers, consistent with the trend seen across human resources departments known as “The Great Resignation of 2021.” Sweers stated that “employees are leaving their jobs in the new “post COVID-19” world [due to] health concerns of self/family, career changes, etc.” During exit interviews, Parker’s 16 departing faculty and staff cited four categories as the reason for leaving Parker. Five employees departed for retirement, six employees accepted new job opportunities, including out of state, one employee relocated out of Illinois, and four employees cited personal/family/medical reasons. While Parker and Latin both experienced a higher than typical number of faculty and staff departures, the majority of these departures were to accept higher level positions at other institutions or to enjoy retirement. We’re a progressive school, but there’s so much progress left to make that I know we can accomplish. Just like coming out is a process, allyship is one too — it might be uncomfortable and it takes a lot of learning, but it matters so much to students like me. To the LGBTQ+ students reading this, whether you’re closeted, questioning, or out, I am here for you. You don’t have to come out on October 11. There are 364 other days of the year and whatever you choose to do, I’m proud of you.
Across
1. What do the seniors follow? 3. Which science teacher runs Climate Science and Environmental Policy? 9. Who is the Girl’s Volleyball coach? 10. Why did all the seniors wear blue shirts? 12. Which Kendrick Lamar song is on the “Playlist of The Weekly?” 13. Why do some students not eat lunch outside? 14. What was the homecoming theme? 15. Who is the Dean of Student Life? 18. National Coming Out Day is the 11th of what month? 19. This group of American Indians lived in the area that is now Chicago... 20. Who is the quote of The Weekly?
Down
1. Which administrator left last year? 2. Who are the Editors in Chief? 4. Where else do students get tacos? 5. Who is the Hot Weekly Woman? 6. What restaurant is in the old Chipotle location? 7. How many mental health days are CPS schools providing? 8. Which history teacher runs Climate Science and Environmental Policy? 11. Where is everyone a winner? 16. A Parker coffee spot 17. Who is the new Spanish teacher?
The Parker Weekly, Page 16
DESCRIBE YOUR DREAM PARTNER? “Socially awkward and looking for a breadwinner.”
WHAT IS YOUR FAVORITE
The Backpage SINGLE OF “THE WEEKLY” Parker’s Most Eligible Bachelorette, Samantha Graines
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WHAT’S YOUR IDEAL DATE? “Wednesday Senate with a gluten-free salad. He doesn’t say a word.
WHAT IS YOUR GO-TO
ROMANTIC MOVIE? “That one TikTok where the girl visits her long-distance boyfriend and he’s sitting on the couch just so excited to see her.”
LOVE BALLAD? “Way 2 Sexy by Drake. Next question.”
WHERE DO YOU WANT TO MEET YOUR SOULMATE?
WHAT’S YOUR STAGE NAME? “Pepperidge Farm Honey Wheat Whole Graines. Find me at Jewel Osco!”
“The math wing, advanced classes only.”
WHAT’ IS YOUR BIGGEST FEAR?
CELEBITY CRUSH?
“Dying alone, but also running out of mints. A close tie.”
“Whoever wore the Colonel mascot costume at Homecoming. And to the Eagle – call me!”
WHAT’ SHOULD YOUR FUTURE PARTNER KNOW ABOUT YOU?
SOMETHIING PEOPLE DON’T KNOW
“I need the athlete (bench included) to my mathlete who can appreciate the MUN-Weekly-SG trifecta.”
ABOUT YOU? “I start on varsity fhockey – please don’t fact check that.”
DESCRIBE YOUR PERFECT
HONEYMOON? “A romantic Parker evacuation drill to the Zoo. Obviously in the Lion House.”
@SAMANTHA.GRAINES
WHAT ARE YOU THANKFUL FOR
I only really use JDate. 5’3” with a 6’10” personality. All serious suitors should reach out to my manager, Benjamin.
SAMMMMY G @FMR_1ST._.LADY
@SAMANTHAJ2005
What’s
THIS YEAR? “Joe Bruno.”
out?
in?
sg emails
from Model UN
“new and improved” form
quest food
salad bar
pear brie arugala sandwich
merch
athletic
choir
homecoming
latin sweep
JV white W
location confusion
hoco after party
volleyball games
hot weekly (wo)man
Arjun Kalra
Caroline Skok