PITCHFORK
THE
EST 1928
Marietta, Georgia
Marietta High School
Issue 5
@mhspitchfork
April 1, 2021
War in Ukraine continues Etinosa Ogbomo Business Manager
Tensions between NATO and Russia continue to escalate to their highest level in years as the U.S. and its European allies attempt to end a Ukrainian invasion executed by Russian militartistic forces. Since Russian troops entered the sovereign nation, multiple world leaders have condemned President Vladimir Putin for his aggressive action in the region. The international community has stood in solidarity and aided Ukraine by sending funds, military equipment and welcoming Ukrainian refugees who have been displaced as an effect of the war. However, while leaders around the globe are attempting to help the war-torn nation of Ukraine through tangential defense measures and verbal renounciation of Putin’s behavior, all nations have fallen short of becoming directly involved in the armed conflict in fear of the war growing beyond the boundaries of Eastern Europe. President Putin said that punitive sanctions imposed by the West are “akin to a proclamation of war,” during a press conference on March 5, and declared regarding air action that “any movement in this direction will be considered by us as participation of the respective country in an armed conflict.” His declarations pertaining foreign involvement in the war have led many to fear the onset of a global conflict. On March 26, President Joe Biden remarked that Vladimir Putin “cannot remain in power,” echoing a sentiment that has become increasingly prevalent on the world stage. Continue to pg. 4 for “War”
Aldolpho, played by Kalyan Piovesan Toussaint (10), and Mr. Feldzieg, played by Xavier Stokes (12), plot to stop the wedding of Janet van de Graaf in Marietta High’s production of “The Drowsy Chaperone.” Photo by Ashley Caldwell
Musical theatre returns to Marietta Theatre department performs musical for live audience, first time in three years Ashley Caldwell Staff Writer The Marietta Theatre Department performed “The Drowsy Chaperone” in front of a live audience in the Marietta Performing Arts Center. The theatre department had showings from March 25-27. “The Drowsy Chaperone” has won five Tony Awards, including Best Book and Best Original Score. Not only is “The Drowsy Chaperone” critically acclaimed, but according to Stage Manager Grace Pudvin (10), the plot of “The Drowsy Chaperone” is an interesting one to watch. “The Drowsy Chaperone is a musical comedy set in the 1920s written by
an enthusiastic group of friends in the 1990s,” Pudvin said. “It is narrated by the ‘Woman in the Chair’ who provides a modern annotation to the 1920s play inside of her head. The show involves a unique set of distinct characters that come together to create a special and personal atmosphere for the audience.” “The Drowsy Chaperone” is the first musical to be put on by the theatre department since the 2020 cancellation of “Newsies.” After the first showing of “The Drowsy Chaperone” on March 25, Director Holly Smith shared her appreciation with the crowd.
“It feels so good to have an audience, doesn’t it?” Smith said. The plot of “The Drowsy Chaperone” is intricate and entertaining, but according to Sophia Steigerwald, Co-Director of “The Drowsy Chaperone,” Drama Instructor, and American Literature teacher, the award-winning musical is less serious and takes a comedic and light-hearted approach. “It’s just a lot of fun,” Steigerwald said. “It helps everyone laugh a little bit...It’s a feel-good musical.” Continue to pg. 12 for “Musical”
First Amendment debate engrosses schools Julia DePasquale Assistant Editor
Everyone has a bias. All teachers have a bias. Therefore, an important question to pose is to what extent is this bias allowed to be present in what teachers teach? What First Amendment rights are present for teachers in the classroom? Is there censorship in the classroom? “As teachers, we cannot push our agenda and instead must keep in mind the diversity of the students that we teach,” Andrew Cole, a social studies teacher, said. Over the past year, Central Office has put into place vetting of material to ensure that this is the case. “Teachers work in professional learning communities (PLCs) to collaborate. This work includes pacing of standards, ensuring instruction is aligned to standards, ensuring assessments are aligned to standards, those assessed standards have been taught and resources
are appropriate. Additional professional staff (instructional coach MYP/IB Coordinator, and district Content Coordinator) review the aforementioned found in units of instruction,” Dr. Jennifer Hernandez, Executive Director of Academic Achievement, said. “These are not lesson plans or day-to-day activities. Teachers have complete discretion over that, and lesson plans and daily activities fall under the purview of local school administration.” Chelsea Bargallo is the K-12 Lead Academic Coordinator of and 6-12 ELA Coordinator at MCS. She has collaborated with PLCs to guide and assist on the vetting process. “The Central Office only reviews common learning experiences, typically one to three in a unit, identified by the PLC to determine standards alignment, assessment alignment, resource appropriateness,” Bargallo said. Continue to pg. 8 for “First”
“Pitchfork” is holding a First Amendment contest. Students are encouraged to send submissions for a chance at a $100 prize. Graphic by Julia DePasquale
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Editorial: fostering lifelong learners As of this moment, I have the freedom to write these words. I have the right to voice this argument. But that right is not guaranteed forever. Any school has the legal right to prior review and even censor a student newspaper. They have the right to ensure that these pages only print words conducive to their perspective. Public schools and the classrooms within them are microcosms representative of the community around them. The conversations that take place between students and among teachers reflect the issues surrounding them. These conversations are a means of education–wisdom and understanding. Across the country, these conversations are being stifled. Outside political influences are inserting themselves within classrooms. Bureaucratic agendas infect the curriculum of adolescents merely seeking to understand the world around them. Every day, in every state, more complaints are filed, more books are removed from shelves based on the presence of controversial materials like vulgar language, sexual content and discussions of racial inequity and sexual and gender identity. Books that defined our country’s identity like “To Kill a Mockingbird,” “The Scarlet Letter” and even “Harry Potter and the
Sorcerer’s Stone” have been deemed unfit for today’s readers. But the topics in these books that present themselves in our daily lives and allow us to look at life beyond our own perspective represent the foundations that a classroom is built upon. Being able to learn from and understand ideas alien to you is the basis of education and our school’s mission: to foster creativity and critical thinking to develop compassionate citizens and lifelong learners in a diverse world. By sheltering students from these ideas, ideas outside of their own homes, challengers stifle understanding and common ground. By centering education around the known, we prevent progress. But we know that. That is the purpose of the censorship. The problem lies within the irony of the situation. The books that those in school districts across the country work so tirelessly against their children reading are the very sources that warn their audience about the danger of the powerful silencing the many–limiting their knowledge. In “The Handmaid’s Tale,” Margaret Atwood creates a society in which the ruling class prohibits women from reading and citizens from voicing their opinion. They punish those who don’t speak, worship or think as they are told. They punish wom-
en for making their own health decisions. This narrative was meant to serve as a warning, not an instruction manual. Many objections to current curriculum and reading materials are based on concerns over whether content is age appropriate for students. While this argument may be relevant for younger children as they might not have been exposed to these more mature themes in their lives, high school students witness these ideas every day. Seniors can be drafted into the military and take on crushing student debt, but aren’t mature enough to read about and understand the nuances of racial inequity and sexuality? Guarding children from the existence of coarse language, sex, inequity and diversity in their world does not provide them with a safe environment, free of hardship and discomfort. It provides them with an ignorant worldview, shaped only by the familiar and incapable of progress and meaningful growth. Our culture and its language depict and represent the reality of sex, inequity and diversity. But what can be written to change the minds of those already cemented in their own ways? What can be argued to sway the opinions of those working against their children forming their own opinion?
Frankly, nothing. This writing is not for them. It is for those who walk into a classroom to learn, understand and gain new perspective, rather than to acquire knowledge that supports their already formed belief system, unaware that soon enough that opportunity may not be so easily accessible. As written in our mission statement, “Pitchfork” is a student-written and produced newspaper aimed at educating, enlightening, and entertaining Marietta High Students. As student journalists, it is not only our right, but our responsibility to use this platform to advocate for student voice, and students’ rights to learn–to gain an understanding of real issues in the world around them, especially in a safe environment with teachers educated on the topic and motivated to help them form their own opinion. We advocate for the rights of our peers. We keep our readers informed. We work tirelessly to ensure every student is capable and motivated to inform themselves–to form their own opinions and belief systems based on a well rounded education about the world around them. We only ask that others do the same. Let us acknowledge those we cannot change and be the change for those we can.
Which freedom of the First Amendment do you value most?
Zachary Jackson (9)
Erika Rhoades (11)
“Freedom of religion: we are a very diverse country with many different races, cultures and religions… and I feel like that really defines our country for what it is today.”
“Freedom of speech: it’s important for people to be able to say what they want to and to be able to get their point across for what they believe in.”
Jonathan Panev (10)
Asia Mercer (12)
“Freedom of the press: you can speak your mind without censorship… no one can suppress your feelings.”
“Freedom of speech: it means we have the ability to say what we want to say.”
follow us @mhspitchfork
A follower will be chosen to win a Zaxby’s gift card from @Zaxbys591SMP
CONGRATULATIONS to this issue’s winner, Julia Lloyd (9).
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Pitchfork is published by journalism students at Marietta High. It is free to the student body, staff and community. The views and opinions expressed in the Pitchfork are not necessarily those of the administration and faculty. Letters to the editor should be brought to room J208 or emailed to the staff: pitchfork@marietta-city. k12.ga.us
Editor-in-Chief Alexandra Audrain
Assistant Editor Julia DePasquale
Section Editors Ella Chesney Nina Clark Isabelle Lovejoy Lillian Salter
Managers
Wes Harrison Icy McFall Shae Mulkey Etinosa Ogbomo Kate Williamson
Staff Writers
Dylan Buehner Zaria Byers Ashley Caldwell Ada Chesney Kate Corr Alyssia Hamilton Zachary Harrison Kaia Kirkpatrick Lily Konigsmark Maelyn Moore Alafair Persons Cooper Shaw
Adviser
Andrea Lyons
Mission Statement:
Pitchfork is a student written and produced newspaper aimed at educating, enlightening, and entertaining Marietta High’s students. All content is determined by the staff in an attempt to be relevant and give voice to the student body.
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Euphoria’s problematic representation Isabelle Lovejoy Section Editor
When the HBO Max original “Euphoria” first aired in 2019, the show was celebrated for its representative cast of characters. According to the “GayTimes” it was praised for its “nuanced, queer characters and representation of the modern LGBTQ experience.” While the show definitely provides representation, I believe that at times the representation on the show has done more harm than good. Many were thrilled by the transgender representation seen in the character Jules Vaughn, played by transgender actress Hunter Schafer. I found it refreshing to not only see an LGBTQ+ main character, but also one whose entire plotline did not revolve around being LGBTQ+. Although Jules is transgender and we see how this impacts her and her life, she’s a fully fleshed out character with other personality traits. Oftentimes in modern media LBGTQ+ characters veer away from providing positive representation and rather turn into walking stereotypes with plotlines solely revolving around their sexuality or gender identity. This kind of representation does more negative than positive by further perpetuating negative stereotypes. The direction that her character was taken in the second season, however, began to push these negative stereotypes. In season one, episode seven, Jules explains that being with men romantically makes her feel more feminine; however, she doesn’t want to base her femininity on men anymore and
would prefer to be with women—it’s never explicitly stated whether or not she identifies as lesbian. In season two, she and Rue Bennett, played by Zendaya, are in a sapphic relationship which quickly crashes and burns. One reason for this was the introduction of the character Elliot, played by Dominic Fike. He has a crush on Rue, which goes unreciprocated as Rue identifies as lesbian and later gets together with Jules behind Rue’s back. This plotline undermined the progress that Jules had made as a character and further perpetuated the stereotype that lesbians can be “changed” by the presence of a man, as well as the over sexualization of sapphic relationships by men. Given the lack of representation for LGBTQ+ relationships in the media, it was disappointing to see this one end on such a note. Additionally this plotline serged an overwhelming amount of hate for the character Jules by fans. At times, Jules was arguably receiving more hate than the villain of the show, Nate Jacobs. Jules is one of the only transgender leads in modern media, and it’s incredibly damaging that she has become so hated. Fans on Twitter have made outright transphobic comments in their hatred for the character. It’s okay to dislike a character, but it’s frustrating that one whose representation was so groundbreaking has become one of the most widely disliked characters from the show. Euphoria has done a lot right, but as Sam Levinson is the sole writer of the show and cannot understand the LGBTQ+ teen experience, it’s important to continue being critical of these characters’ portrayals.
NFTs: the most accessible ponzi scheme yet Cooper Shaw Staff Writer Non-Fungible Tokens are unique digital assets whose ownership can be verified through a public ledger called the blockchain, typically purchased using cryptocurrencies like Bitcoin or Ethereum. If that’s confusing to you, that’s because the entire philosophy surrounding NFTs is nonsense. Essentially, NFTs are intended to be a new way for artists to make (sometimes ludicrous amounts of) money selling artwork online. On the surface, this seems like a great thing. It’s important to support creatives and allow them to monetize their art. Unfortunately, NFTs are not nearly as innocent an asset as they seem. The primary problem with NFTs is their arbitrary valuation. If you don’t own an NFT, that doesn’t mean you can’t look at it. You can access it on the internet or save it as a file on your computer whenever you want without spending a dime; you just won’t be able to prove that you own it through the blockchain. Therefore, they hold no intrinsic value and can only appreciate in value (beyond the appreciation of their parent cryptocurrency) if a buyer believes that they will later be able to resell it for more than they paid for it. NFT investing is a giant ponzi scheme that has yet to come crashing down in the faces of those unfortunate enough to purchase the assets at the peak of their value. Historically (i.e. in the past five or so years), NFTs have seen significant increases in value as a result of a previous sale for an inflated price artificially bloating their perceived value, prior ownership by a celebrity or perks associated with their owner-
ship. This, along with the potential anonymity of and lack of regulation surrounding cryptocurrencies, leads to an ecosystem that seems to almost encourage criminal or legally ambiguous activity. To inflate the price of your NFT, you can purchase it from yourself for an exorbitant price. Even though you will lose a fraction of your money to the fee that the original artist is awarded with each sale of the NFT, you have now set an artificial precedent for the value of your NFT. Who’s to say that your NFT isn’t worth 15 ETH (15 Ether is a fairly middle-of-the-road value of better-known NFTs and equates to about $40,000) if the blockchain clearly says that someone thought it was worth that much? Another reason someone might buy an NFT from themself is to launder illegally acquired money. If you happen to have hundreds of thousands of dollars in dirty money, not to worry! Just buy an NFT from yourself using anonymously acquired cryptocurrency, and voila! You just went from having hundreds of thousands dollars of dirty money to having not only clean cryptocurrency, but also an asset that is all of a sudden worth the same amount. NFTs are a joke. If you want to invest in cryptocurrencies, go for it. If you want to support artists, commission art from them or donate to them if they have provided a method to do so. While some people may be making money off of NFTs, that money is coming from somewhere, which means that somebody has to be losing money. If you buy an NFT for $400 but can’t find someone who is willing to buy it then you have become the proud owner of an effectively worthless asset. NFTs have no intrinsic value and serve no purpose beyond creating a mainstream platform for fraud, money laundering, and tax avoidance.
ARIES SEASON HOROSCOPES Isabelle Lovejoy Section Editor
Aries
(March 21- April 19) The sun is in your sign, happy birthday season! This is your time to achieve success and to use your voice to inspire others.
Taurus
(April 20- May 20) Prioritize rest before your birthday season. Use your creativity to determine which goals to discard and priorities to invite in.
Cancer
Gemini
(May 21- June 21) Others are eager to hear your ideas. Use your voice to bring people together and solve issues which are important to you.
(June 22- July 22) Leo (July 23- Aug. 22) You’ll find professional visibility in the Your personal growth is emphasized in the month ahead. Eyes are on you, and others month ahead. Return your attention to your beliefs, principles, and opportunities. appreciate you fighting for your beliefs.
Virgo (Aug. 23- Sept. 22) This season is your time to cast off toxic behaviors. Embrace your inner power, and you’ll find success in social endeavors.
Libra
Sagittarius
(Sept. 23- Oct. 23)
Find who brings out your strength and who drains it. Keeping up with your responsibilities will bring you stability.
Scorpio
(Oct. 24- Nov. 21) Work will be your focus in the month ahead. Turn your inspiration into something concrete. Find ways to compromise.
Aquarius (Jan. 20- Feb. 18) Capricorn (Dec. 22 - Jan 19) You will feel inclined to rest in the month Emphasize your social connections over ahead. Prioritize your well being and fam- the next month. Your energy is strong at ily. Responsibilities will force you to bud- this time, utilize this to lead others. get during this time.
(Nov. 22- Dec. 21) Break out of your shell and pursue your hobbies and creative interests. Your playful attitude will attract romantic prospects.
Pisces (Feb. 19- March 20) Security and comforts are your priorities right now, take the time to pamper yourself. Align yourself with the people, industries, and principles close to your heart.
News
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Background
Current Events
To unravel the Russo-Ukrainian conflict, it’s important to comprehensively look at Russia's history with the West and Ukraine. Following the collapse of Nazi Germany, the USSR and the U.S. emerged as the prevailing international superpowers. The contrasting governmental systems between the two nations created a contentious global atmosphere, and the Cold War ensued in 1947. Expansionist Soviet policy throughout Europe fueled Americans’ fear of a Russian plan to gain control of the world. As a response to Soviet expansionist policy, the U.S. employed a strategy which attempted to patiently but firmly contain the USSR’s advances. The doctrine of combating communist expansion shaped U.S. foreign policy for the next four decades. The containment policy provided the rationale for a substantial arms buildup in the U.S. In particular, the development of more atomic weapons similar to the ones that had been previously used to end the second World War. In 1949, the Soviets tested their own atom bomb, commencing a potentially catastrophic arms race. The 1950s saw a shift in the focus of the Cold War from militaristic buildups to the "Space Race." In the U.S., space was seen as the next frontier, a logical next step in the U.S. tradition of exploration. On Oct. 4, 1957, a Russian manufactured intercontinental ballistic missile launched the space probe 'Sputnik' (Russian for "traveling companion”) into space. Sputnik served as a satellite system, and America was eager to establish a presence in space. In 1958, the U.S. launched its own satellite into space. That same year, President Dwight Eisenhower signed an order, officially creating the NASA federal agency dedicated to space exploration. The Soviet Union was one step ahead, launching the first man into space on April 12, 1961. As a result, the United States vowed to send a man to the moon, and they accomplished the goal in 1969. The United States stood in widespread unity against what they perceived to be a foreign threat to democracy, but social unrest began to rise in the USSR. The substantial buildup of arms and space equipment in the Soviet Union ultimately led to economic ruin for the nation, and consequently the Soviet Union collapsed in 1991. Ukraine was previously under the jurisdiction of the Soviet Union before the USSR was disbanded into various territories at the end of the Cold War in 1991. The collapse of the Soviet Union left Russia with a vastly weakened economy, territory and population. As a result, Russia’s status as an international superpower was diminished, and their influence in Eastern Europe waned. As Ukraine embraced their sovereignty, NATO (a coalition of nations with a militaristic alliance for the purpose of containing Soviet-era Russia) formally invited Ukraine to join their ranks during the 2008 Bucharest Summit. As talks between NATO and Ukraine began, Russian President Vladimir Putin proceeded to annex Crimea, a territory in Ukraine, both as a warning to the West and Ukraine. Ukraine served as a buffer state between Nato and Russia, and Putin saw Ukraine joining NATO as a strategic move orchestrated by NATO to build up troops on Russia’s western borders. This was the first act of Russian aggression toward Ukraine. In 2019, Volodymyr Zelensky assumed the office of the President of Ukraine. On June 12, 2020, Ukraine joined NATO’s enhanced opportunity interoperability program in renewed hopes of joining the alliance. In September of 2020, Ukrainian President Volodymyr Zelensky approved Ukraine's new National Security Strategy, "which provides for the development of the distinctive partnership with NATO with the aim of membership in NATO." The following year, Vladimir Putin began to amass troops on Ukraine’s western borders and in February of 2022, Putin invaded Ukraine as an act of war.
Since the conflict begin in mid-February, Ukraine has been under constant siege, with no sign of relenting action from Russian forces. The Russo-Ukrainian conflict has yielded devastating results, with millions of Ukrainian refugees attempting to flee the region, hundreds of civilian deaths and substantial damages to major Ukrainian cities. The United States has sent thousands of troops to its ally nations bordering Ukraine, including Poland and Romania to ensure that if escalation were to occur, NATO would be prepared to take defensive measures. Ukrainian President Volodmyr Zelenksky has formally addressed multiple governing bodies in hopes of prompting more direct action on their part. In particular, he’s been targeting nations that are in NATO, aiming to get the militaristic alliance to turn the tides of the war. In response to President Zelensky’s request, the U.S. has provided Ukraine with anti-aircraft weapons, which can be used to shoot down aircraft and cruise missiles. NATO has begun to amass “battlegroups” in countries along the alliances Eastern flank in Latvia, Estonia, Poland and Lithuania. Additionally, the alliance has sent planes and ships to NATO territory in Eastern Europe. While the alliance has bolstered their military presence and vehemently condemned Putin's behavior; NATO has continually failed to agree to one continued request of President Zelensky: to impose a no-fly zone. Russia previously warned that the imposition of a no-fly zone would result in direct military conflict with the West, which would effectively widen the regions of the war and possibly lead to larger global conflict, a scenario NATO wants to avoid. Beyond procuring funds and defensive military equipment, Zelensky has had little success with foreign support. A growing number of United States citizens have begun to inquire about why the U.S. isn’t giving Ukraine more direct aid. A recent poll found that 39 percent of Americans believed the United States government should be doing more as it pertains to military involvement. The United States hasn’t militaristically aided Ukraine for two primary reasons. First, the United States wants to avoid a larger global conflict, and direct military intervention would lead to further escalation. Also, the United States can only act in accordance with the general will of NATO, and there is no consensus regarding how the alliance should deal with the Russo-Ukrainian conflict. While some nations believe that direct and concise military actions would serve to quickly contain the war, a plethora of nations believe that since Ukraine isn't a member of the alliance, the nation should be left alone. The Russo-Ukrainian conflict is geographically distant, but the effects of the war are already far-reaching. Since the onset of the war, international and domestic gas prices have drastically risen due to Russia’s preeminence as an oil-rich nation. In 2020 alone, Russia was the third largest supplier of foreign petroleum for the U.S.
How to Help
Donations through rescue.org will help provide food, medical care and emergency support services to families whose lives have been shattered by conflicts in a list of countries including Ukraine.
Donations to the Ukrainian Red Cross directly aids the orginzation in their goal of saving the lives of numerous Ukrainians.
Donations to this organization would benefit a variety of non-profits that aid humanitarian causes in Ukraine.
This article lists a number of donation sites and describes how to combat false narratives regarding the Ukraineianconflict.
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Current and Potential Domestic Consquences Cooper Shaw Staff Writer Economic sanctions placed on Russia by Joe Biden have resulted in increased prices for American citizens. Most notably, a ban on the import of Russian oil that caused the product to be inflated to over $100 per barrel for the first time since 2014 has led to increased gas prices here in America. Due to the critical role that oil plays in transportation, the prices of all goods, whether they are imported from Russia or not, have increased as a result of the extra money required to be spent on fuel to deliver or pick up goods. Because of the heavy reliance of American power grids on fossil fuel power plants, energy has also become more expensive. Thus, things like heating and air conditioning as well as the manufacture of goods have also become more costly. An increase in price of a commodity as central to the world economy as oil has far-reaching effects–almost all prices will rise, inflation will accelerate and economic growth will slow. While the bulk of consequences currently taking effect are economic, there are a sea of potential outcomes of Russian President Vladimir Putin’s “Special Military Operation” in Ukraine. Global tensions are certainly on the rise–citizens of nations all across the world have held their breath during the early weeks of the war, unsure whether their country may become implicated in the conflict. It seems, however, at least in the case of the United States, that there is little need to worry about going to war with Russia. Unlike in the case of American occupation of territories in the Middle East throughout the 1990s and early 2000s, no members of Congress have expressed any desire to become involved in the conflict, and President Biden has insisted that America will not become militarily involved in the conflict. Assuming no significant escalation of the situation, domestic life in America will go on as normal, albeit perhaps more expensively. It is important, however, to keep in mind that nobody, not even political experts, can be entirely sure in which way these events will proceed. It is, as such, important to stay up-to-date with the news and maintain an understanding of the state of the conflict on an event-by-event basis.
Volodymyr Zelensky: Ineffectual in peace, crucial in war Ukrainian president Volodymyr Zelensky is the figurehead of the Ukrainians’ fight against the Russian invasion of their territory. Zelensky represents the bravery, compassion, and fortitude of the Ukrainian people during this national crisis. His face has dominated news related to the invasion, in which he is depicted as a steadfast and confident leader who puts the Ukrainian people first. Zelensky, however, hasn’t always been a figure of unwavering power for the Ukrainian citizens. His career in the public eye began as a comedian making (often crude) jokes poking fun at politics. He then played the lead role in the 2015 TV show “Leader of the People,” wherein he played the role of a history teacher who has unexpectedly found himself as the president after going viral with a video criticizing the leadership of the country. This show was, in many ways, a representation of what he would be like in office. He was just an average Ukrainian, passionate about improving the lives of Ukrainian citizens. When he ran for the real presidency in 2019, he won by a landslide, taking more than 70 percent of the vote. His popularity rating, however, steadily dropped during his presidency. Before the war, his popularity rating hovered around 30%, falling as low as 23% as a result of shady business deals, actions intending to allow him more legislative power and a public downplaying of the threat posed by Russian troops at the Ukrainian border. In war, however, his occupation of the Ukrainian presidency has proven critical. His popularity rating is now above 90%. He speaks the minds of the people, and, rather than from the war and staying safe in Western Europe, he has remained in his country and become personally involved with the war effort. Zelensky’s passion and confidence is unmatched, and he is a source of inspiration for Ukrainian citizens fighting for their freedom and an admirable leader to everyone.
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page 5
NFTs explode in new markets, attracts investments and controversy Zachary Harrison Staff Writer A confusing new technology sells virtual items for thousands of dollars apiece. Non-fungible tokens, commonly referred to as NFTs, appear in headlines, but it is rare for these stories to give a proper explanation of what they are. Some Marietta High students participate in this new market, while others hold strong negative opinions of the technology and its potential applications. An NFT is a transferable digital token that contains a link to an item, most often an image. Its ownership is tracked via the blockchain. The blockchain records every transaction stored on each node computer. The list of sales and owners of the tokens is cross-referenced across tens of thousands of computers to make sure that it is being recorded accurately. This system underlies all cryptocurrencies and allows money to be transferred without needing to go through banks or credit card processing firms. A non-fungible object is unique and cannot be exchanged for an identical object. Most digital files are fungible. An image file will display the same way on any device, and it is easy to create identical copies. The list of ownership of an NFT gives it uniqueness. It is similar to having a signed copy of a book, for example. On sites like Twitter and Instagram, the spread of NFTs has led to a negative reaction. Promotions from artists and content creators provoke serious backlash. Some of the negative reaction comes from the environmental impact of the underlying technology known as the blockchain.
“I’m not a big fan of crypto in general. I think it was a good idea when it started, but the energy use and the waste it produces are nowhere near worth it today,” Dylan Barwood, physics teacher, said. The energy costs come from the technology of the Ethereum blockchain, which requires computers to maintain records in a resource-intensive operation called minting. Each transaction involving an NFT leads to more energy use and carbon emissions due to the processing power to cross-reference the blockchain. According to one estimate by New York University adjunct professor Kyle McDonald , the average transaction involves as much power as powering a refrigerator for a month. However, others speak of the positives that this emerging field brings. “If you are heavily invested in the hypothetical future and believe NFTs will begin to grow, you can get a lot of use out of it. It is also good to try and make some quick money off of it by taking risks minting NFTs, which is simply buying the NFT during a drop,” Justin Hurioglu (12) said. Since they lack regulation, NFTs provide opportunities for scams. While all records are maintained in the blockchain, the wallets are anonymous and the same person can have multiple wallets. This allows scammers to launder money or make their products seem more valuable. They can purchase their own NFTs for a high price and sell them for what looks like a bargain. This is known as a pump-and-dump scheme. Stolen art can be used to mint NFTs. The lack of regulation means that there is little oversight and it can be hard to take down a piece of art that was used without permission.
“I don’t think they have any value, and eventually they’ll fade out and people will have wasted their money. Many people also think NFTs are a money-laundering scam, which I partly agree with,” Renae Lubertazzi (12) said. Fundamentally NFTs are speculation. There are few present-day applications of the technology, but part of their value is the belief that they will be worth more in the future. “In the future, they might be for anyone, but for now, they’re for rich people,” Benjamin Vigdorov (12) said.
Graphic by Kate Williamson
The Goldstein Gap: a "lot" of opportunity Icy McFall Staff Writer Anyone who has walked around the Marietta square within the last 10 years may have noticed a wooden fence located on the north side of the square. Since last fall, the fence has been painted with rather large portraits. These paintings are intended to “beautify” what has been nicknamed as the “Goldstein Gap.” The Goldstein gap, officially known as, 77 North Park Square, is a lot of unused land that has been vacant since 2010. Due to the nature of the square, much of the frustration surrounding this lot is that there is money that could be made and foot traffic that could be brought in if the vacancy of the lot was taken advantage of. The lot is noted as having great potential, as well as real estate value. Councilman Johnny Walker addressed his concerns for this as many also view the vacant lot as an “eyesore.” “I’m speaking as a councilman, a resident, I speak for many residents in the city of Marietta who have asked me to see what we can do about the dilapidated property on the square. I think 10 years is long enough, we wouldn’t allow this to take place in a residential neighborhood,” Walker said.
Originally, 77 North Park Square was tentated by the Cuthbertson building, a historic home that was eventually torn down in November 2010 because it was too expensive to maintain according to Goldstein. The building was nearly 100 years old and had been repaired on numerous occasions, until its subsequent condemnation. Presently after this demolition, Goldstein suggested constructing a five story building in its place; however, this proposal was quickly shut down by the council due to the city's height restrictions. In 2018, Goldstein created plans to build a three-story brewery instead. This plan was approved by the city, but unfortunately for Goldstein, the deal between the brewery owners fell through. Johnny Walker began addressing concerns Two years later, in 2020. At this time, Walker argued that the lot was a safety hazard, attracting trash and pests. Shortly after, the lot was cleaned up and the issue was dropped. Throughout this process, it could not be confirmed that Goldstein was in violation of city code, further postponing any change to the area. Several other council members have supported Walker's concerns, suggesting a change in the city code in order to address the issue from a generalized standpoint, rather than to target Goldstein’s lot specifically. Currently, official action has yet to be taken; however, many continue to push for this property to be developed.
Marietta Cobb Museam of Art's paintings displayed on the fence concealing the "Goldstein Gap."
In order to do so, The code changes that would affect the property remain in consideration. “I think that although the area has been beneficially used for artwork, a building could mean business for the city of Marietta and allow for a new opportunity at the square. I think it’d be a great idea to build on the lot and would prevent the gap,” Amanda Bezarra (11) said. It has been made clear that many members of the council, as well as residents of Marietta, will not be content until something has been done and progress is evident. While their opinion holds truth, there is importance in the consciousness of the extensive process Mr. Goldstein must go through in order to make such progress. Additionally, the construction of an entirely new building is a great financial burden and cannot happen overnight. There is hope that eventually the lot will be built upon; however, patience is urged. “Knowing Phillip Goldstein personally, and being one of his tenants, I know for a fact that he loves Marietta, loves the Marietta Square and his number one priority is keeping his buildings and property maintained, and to their original beauty. I know that history and historical revitalization is usually his first concern,” said Brooke Almand, a former employee on the Marietta Square.
The backside of the fence at 77 North Park Square. Photos by Icy McFall
THE Who is a character that represents you?
Rue Bennett – “Euphoria” “I do feel Rue represented me as an individual. She lost her father at the same age that I did and it took me to a few dark and low places in my life. Even to this day I struggle with a lot of the situations we were shown with her mother and within herself. Watching “Euphoria” felt like watching a version of my life.” - Alexis Hicks (12)
Troy Bolton – “High School Musical” “I relate to Troy because we both had to make that decision between the sport that we love and the art that we love. We both realized that performing was our purpose.” - Alijah Roberson (12)
Lexi Howard – “Euphoria” “I share a desire to fit in and be accepted like Cassie, and I wish I were a little more assertive like Maddy. I relate to Lexi the most though because she also is into theatre, but mostly because she seems the most normal and sane compared to everyone else.” - Josie Smith (12)
THE PORTRAYAL OF YOUN HEALTH IN MOD
Alexandra Editor-i HBO has renewed its hit series “Euphoria” for a third season, continuing the tumultuous stories of beloved and despised characters alike. This renewal comes after weeks of online buzz surrounding the series’ storyline and coverage of dark themes like abuse, addiction, assault, grief and even sex trafficking. Many series created for younger demographics have attempted to address these issues to varying degrees and levels of intensity. “High School Musical: the Musical: the Series,” a spin off of the classic Disney “High School Musical” movies, addresses social issues and portrays diverse characters with an upbeat tone, while the 2017 Netflix series “13 Reasons Why” is often criticized for its extremely raw portrayal of suicidal ideation. These contrasting series attempt to represent and address the same audience, calling into question the authenticity and responsibility of media depicting mental illnesses, addiction and dark themes in relation to teenagers. How are adolescents represented in shows like “Euphoria,” and how accurate are these depictions? “I would describe the representation of teenagers on ‘Euphoria’ and ‘High School Musical: the Musical: the Series’ as kind of the outliers of high school. Traditionally, you don’t see those groups portrayed in movies, but I think these shows shed light on them and kind of reveal their lives to us,” Natalie Faulk, Marietta High alumna and sophomore at the University of Georgia, said. “But I would say people can relate to the teenagers represented more because it is such a wide range, whether that be diversity in race or gender.” While modern television has made strides in diverse representation in race and gender, particular series still choose to depict the lives of their characters and their stories in very different ways. “‘Euphoria’ and ‘HSMTMTS’ definitely represent their characters in two different lights because they have two different target audiences. ‘HSMTMTS’ represents teenagers in a more family friendly way, while ‘Euphoria’ tackles more serious issues that are seldom talked about on TV programs aimed at teenagers,” Gabby Macogay, a student at the University of Central Florida, said. Some viewers feel that storylines shown on the series ‘Euphoria’ do not accurately depict their personal experiences or those they’ve witnessed. “The representation of teenagers in ‘Euphoria’ is so
often. It goes into the deeper realism of what life is like for some of us who struggle in silence,” Alexis Hicks (12) said. “I think the topics of ‘Euphoria’ like drugs, alcohol, relationships, mental health and parental stress are shown and written so well to truly capture the other side of teenagers we sit across from in class.” “Euphoria” aims to appeal to young adults, but parents and teachers also watch or hear about the series and ponder how it relates to their own children’s and students’ experiences. “I don’t think it possible to inflate or exaggerate the teenage experience - being a teenager is a wild, strange ride,” Adam Russell, literature and IB film teacher, said. “However, in talking to my students, they do find the drama and situations in the show to be too extreme and oddly unrealistic, almost to the point that it makes them not take the show too seriously.” While “Euphoria” currently tops the trending charts, popular series have made headlines for their depictions of dark themes for years. In 2017, “13 Reasons Why,” a dark and graphic portrayal of a girl that committed suicide explaining to those around her the role they each played in her death. The series received global criticism for its insensitivity surrounding the subject and its lack of portrayal of support for the main character in a mental health crisis. “The last show reflecting the teenage experience that I watched was season one of “13 Reasons Why,” and it didn’t leave me feeling very optimistic. The show portrayed a very dark view of today’s youth, which it seems like ‘Euphoria’ might do as well, but neither give me as much hope as working with students day in and day out,” Josh Dempsey, AVTF and IB Film teacher, said. “Sure, the teen experience is challenging–perhaps more so now than when I was growing up–but I don’t believe it is as bad as it is shown to be.” Controversy not only surrounded the portrayal of the teenagers on “13 Reasons Why,” but also of the adults and teachers featured in the show. Many criticized the counselor’s dismissal of the main character, Hannah’s, report of sexual assault and mental health issues. “I think about “13 Reasons Why” and how awfully they portrayed school counselors in that series,” Marie Papini, Marietta Student Life Center Counselor, said. “I remember I was having to prepare to talk about that with students like, ‘I would never question you if you reported something to me.’”
unrealistic. Literally every time I watch the show I’m like, ‘this just would not happen, first of all.’ Parties like that don’t even exist. I feel very strongly about them not representing teenagers correctly,” Alexa Andres, a senior at Kennesaw Mountain High School, said. Others, however, believe that the series draws necessary attention to real situations and struggles faced by young adults today. “Teenagers in ‘Euphoria’ struggle with a lot of mental illnesses and social issues that aren’t talked about
Papini believes that this portrayal of a support system is one area where the Netflix series differs from “Euphoria.” “One way to combat trauma is through healthy relationships. I’m thinking about Rue and I know she lost her father to cancer and she’s pretending like she’s fine, but really we all know she’s not,” Papini said. “I do see, in ‘Euphoria’ for example, [Rue] has a mentor through her sponsor and her mom is trying to be as involved as she can. I see all those things happening.”
OF REPRESENTATION
NG ADULTS AND MENTAL DERN TELEVISION
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Modern television series tackle undeniably intense themes and topics that could be considered triggering for viewers, regardless of their age and maturity. Some consider the prominence of these subjects a productive normalization for those struggling with the mental health issues or abusive relationships depicted in these hit shows, while others argue these depictions of dark themes are destructive in their quest for shock value and entertainment. “In some situations, awareness is raised because of the seriousness of the situation. In other cases, the dark themes are presented poorly and become detrimental for the audience. When Rue is found on the floor after overdosing and her family is left horrified, that’s raising awareness to the seriousness of the subject and deterring those who might be interested in taking drugs. When Nate assaults Maddy constantly and always gets away with it without any consequences, that could be detrimental as people watching the show could think it’s okay to do,” Owen Hall (12) said. Young adults often discuss and address ideas depicted in modern television like addiction, abuse, and suicide in controlled environments like school and extracurricular groups, but when observing these topics on their own television screen by themselves, they may not look at the behaviors from the same perspective. “My freshmen just read a play about suicide, and I think talking about any issue dealing with being a teenager (drug use, addiction, suicide) is certainly beneficial to teens because it opens up questions and avenues of discussion,” Adam Russell, Literature and IB Film teacher, said. “However, reading a play about suicide in class and having kids watch a popular series like Euphoria that possibly deals with that subject (or related ones) is different because kids don’t have someone (like a teacher in a classroom) asking them questions about the topics and issues as they watch the show–they just watch it by themselves and go about their lives, never really talking about those issues and how they may play out or manifest themselves in kids’ lives.” Young adults watching these series may notice a lack of support for the main characters in crises from their parents, teachers, counselors and oftentimes even friends. Teens like Rue and Hannah feel that there is no relief from the pain they are feeling and turn to unhealthy and dangerous coping mechanisms like self harm and substance abuse.
Despite all of the intense and graphic depictions of abuse, addiction, and suicidal ideation in modern television for young adults, many viewers still believe these series are catalysts for necessary conversations and portrayals of real problems for teenagers today. “I feel parents and teenagers should watch the darker series. It can be hard for students to speak up about their mental health and what we battle with so to show our parents and peers that we relate to a character or scene makes it a lot easier,” Hicks said. Younger audiences may feel represented by characters and their struggles in the series they watch, but do some viewers see these storylines and believe they should follow the example of their favorite characters? “I think both [“Euphoria” and “HSMTMTS”] do a good job of portraying their characters as complicated and three-dimensional people. It’s easy to tell when a character does something wrong and the shows don’t encourage viewers to follow this behavior. It’s more clear cut on HSMTMTS because there’s usually a resolution to any conflict; however, with a darker show like Euphoria, it may be more difficult for younger teenagers to realize which behaviors shouldn’t be followed and they may try to replicate or live up to the expectations of the older characters in the show,” Macogay said. There is a wide variation between the representation of high school students on the series “Euphoria,” “HSMTMTS” and “13 Reasons Why,” but no matter what type of media a teenager consumes, it is just that– media. A fictional character’s reality or response to trauma does not dictate the only or correct response to a traumatic experience. “I would say it comes back to, just like you would watch Euphoria and know it doesn’t have to be that way, you should be able to watch High School Musical and know that’s also not reality,” Papini said. “A lot of people have bigger concerns than the academic decathlon. How are we raising our kids? To be able to know what’s real and what’s not real? The way someone else deals with something does not mean that’s how you have to deal with it. I think [the shows you watch are based on] whatever your preference is, just be able to dictate reality from fantasy.” Whether or not they watch “Euphoria,” “HSMTMTS” or “13 Reasons Why,” Marietta High students and young adults everywhere have resources and sup-
“When I think about the two shows, the first thing that comes to my mind is ‘It doesn’t have to be that way,’ You don’t have to go at it alone. You don’t have to navigate everything by yourself because you’re too tough to tell someone or you’re too scared to tell someone or whatever it might be.” Papini said. “I believe that most often, the bravest thing to do is the hardest thing to do. And in this case, it’s asking for help. I, personally, as a counselor, have never had a student come back to me and say, ‘I regret asking you for help.’”
port available to them to cope with the issues represented on their screens. “Our primary focus [as faculty] is actually not always academics. We want to make sure our students feel safe and that they’re taken care of. That’s why every adult shows up every day,” Papini said. “I’m thankful for both shows, honestly, because it’s getting conversations like this started.”
Representation by the numbers
Each figure represents 1% of students surveyed
Do not struggle with mental health issues
Struggle with mental health issues including emotional, physical or sexual abuse, addiction, grief, anxiety or depression; and recognize the issue they struggle with in a character or storyline on television;
and feel that this issue is portrayed in television accurately;
and have at least one adult that they can speak to about their mental health struggles;
and have sought professional help or help from their school regarding their mental health
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Breakdown of First Amendment rights
Continued from pg. 1 “First”
First Amendment rights of teachers in public schools When the process was first proposed, some concern for censorship arose; Hernandez assured that it is not. “No [I would not consider this censorship]. My role as Executive Director of Academic Achievement is to support local administration to: Ensure that students are taught the standards outlined by the state of Georgia. Standards are taught prior to being assessed. Assessments are appropriately rigorous and are aligned to standards. Resources are aligned to standards and are appropriate for the grade level,” Hernandez said. School systems across the country have banned books that have received complaints based on controversial content. An example of this is the book “Maus” about Nazi Germany. Although this has not happened at Marietta High, some changes have been made in the classroom. For example, students were given the choice to read an alternate book to “The Handmaid’s Tale” due to its sensitive nature. Students reflected on these issues. “I think teachers should be allowed to safely expand on classroom topics using multiple perspectives. While I don’t think teachers should teach content based on their personal opinions and biases, I do think that classroom discussions and debates exploring varying ideas are healthy for students,” Birdie Gilreath (12) said. Ashley Segovia elaborated on this idea. “I think there are limits to what teachers can teach based on the curriculum. This limits what the teachers can talk about because if it’s not in the curriculum then it is then considered a distraction to what the students need to learn for standardized tests, even if it is vital for the students,” Ashley Segovia (12) said. The new process of vetting books and resources is not intended to censor teachers, so what power do parents in the community have on what is taught?
First Amendment rights of parents in public schools The “Parent Bill of Rights” is a proposed bill in the Georgia House of Representatives and it has been approved to move forward. This bill gives parents the right to fight against books and content that is taught in school that they feel may be damaging to students. The bill then allows the school seven days to remove this content. Additionally, the “Don’t Say Gay” bill was signed into law by Florida’s governor. This bill states that it “prohibits classroom discussion about sexual orientation or gender identity in certain grade levels” and “prohibits school district personnel from discouraging or prohibiting parental notification & involvement in critical decisions affecting student’s mental, emotional, or physical well-being.” In simple terms, this bill does not allow teachers to discuss gender and sexual identity in K-3 classrooms and requires that teachers inform parents if they discover that a child identifies as a member of the LGBTQ+ commu-
nity. It gives parents the right to sue the school directly if they feel these rights are infringed upon. Despite the bill’s support in Florida, it has caused widespread controversy across America as critics of the law believe it will negatively impact LGBTQ+ children. “The ‘Don’t Say Gay’ bill feels like a huge step back for humanity. Queerness is a part of society and always has been, and it’s time people accept that instead of shutting it out. No child should be told that love is wrong, let alone be outed to possibly unsupportive household,” Gilreath said. New Georgia laws have also blocked the teaching of Critical Race Theory. According to the NAACP Legal and Educational Defense Fund, “Critical Race Theory recognizes that racism is more than the result of individual bias and prejudice. It is embedded in laws, policies and institutions that uphold and reproduce racial inequalities.” These laws, therefore, have been considered censorship by opposition as they limit education. “[The law] stops students from learning about their actual races’ history… it’s insulting that the only reason we can’t talk about [race] is because it is uncomfortable for others. Anytime Black history is taught, they only speak about the bad things, but never mention the creativity of black people and the things so many of us have created,” Khaleb McIntosh (10) said. All of this legislation demonstrates how parents can directly influence the classroom. This year at Marietta High, Transgender Visibility Week passed without acknowledgment, except by the Diversity Club, which held an open meeting. Last year, education on this topic was halted due to complaints from parents that it was taking time out of class for content and not in the curriculum. “I understand that the activities were taking up class time, given students’ content not covered by the standards, but it bothered me so much that not a single complaint was made about the other topics, but one day into the Transgender Visibility Week activities, class time was suddenly being ‘wasted,’” Mary White (12), Diversity Club President, said. “Certain parents didn’t want their children learning about transgender people.“ Parents can hold power in the classroom because of legislation, so what are the First Amendment rights of students and how can they be protected?
First Amendment rights of students in public schools Student writers for school publications are subject to lesser First Amendment rights. In the area of press, according to the 1988 Hazlewood case and a 5-3 ruling, “the U.S. Supreme Court noted that the paper was sponsored by the school and, as such, the school had a legitimate interest in preventing the publication of articles that it deemed inappropriate and that might appear to have the imprimatur of the school.” This, therefore, allows schools to prior review their publications if the student speech is inconsistent with the school’s basic educational mission. However, New Voices Legislation has been passed in 15 states in order to protect the First Amendment rights of student journalists. Georgia is not one of these states.
“I think our newspaper has freedom of speech where students can express how they feel about any topic,” Alera Kose (12) said. It is important to note that “Pitchfork” has never been prior reviewed; however, the adviser and staff writers have felt pressure to self-censor at times. There are common misconceptions and lack of education on students’ First Amendment rights, so it is important for students to understand what rights are extended to them. The standard for student rights is known as Tinker. According to the Tinker case of 1969, “In a 7-2 decision, the Supreme Court’s majority ruled that neither students nor teachers ’shed their constitutional rights to freedom of speech or expression at the schoolhouse gate.’ The Court took the position that school officials could not prohibit only on the suspicion that the speech might disrupt the learning environment.” This leaves room for interpretation on student’s right to protest. For example, when the Parkland school shooting occurred, Marietta High allowed students to organize a walk out and to protest. Teachers were instructed to keep teaching, which allowed for no disruption. Cobb County Schools forbid students to walkout and warned of consequences due to disruption. As both schools would be legally correct, this instance highlights the gray area that is seen in First Amendment rights for students. A 1986 case, Bethel, limits students speech rights: “The Court found that it was appropriate for the school to prohibit the use of vulgar and offensive language that was inconsistent with the ‘fundamental values of public school education.’” A more recent case, provides rights about off-campus social media use. In the case, Mahanoy Area School District v. B.L., a cheerleader in high school was placed on the junior varsity team instead of making the varsity team. She posted a snapchat message about the school using f - - - multiple times. She was then removed from the cheer team. Her parents sued the school, and the case reached the Supreme Court. The final verdict on the case was that the student should not have been punished as “school administrators do have the power to punish student speech that occurs online or off-campus if it genuinely disrupts classroom study.” In this case, she did not. This ruling did not limit student rights, and it takes some burden off of administration involvement.
First Amendment essay contest “Pitchfork” wants to hear students’ opinions on First Amendment rights, and aims to start a dialogue on the subject. To spark the conversation, “Pitchfork” is holding a First Amendment essay contest open to all students. The prompt for the essay contest is “Which of the 5 First Amendment rights do you value the most and why?” Students may submit their responses to Alex@audrain.com by April 18. The essay should be 500 words minimum. The winner of the contest will receive a $100 prize. Any students with questions are welcome to speak with Andrea Lyons, Pitchfork Supervisor, in J208.
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Struggles of first-generation and undocumented students Nina Clark Section Editor Financial aid documents, supplemental essays, and standardized testing; the college application process is overwhelming enough for any senior, but undocumented and first-generation college and American students experience a unique set of challenges and obstacles. Without the guidance of a parent or family member, applying to college can be difficult to manage for these students. “It's definitely been a challenge figuring out where to even start with the application process, even researching schools you're interested in was difficult to figure out," Mayerlyn Rivera (12) said. "From there it's just a free-for-all when organizing what applications and forms you need to fill out. It's more of a hassle then it seems because you're on your own compared to my classmates who have their parents support and help.” Many students going through the college application process find comfort in and see the benefit of talking to their friends or peers, especially if their family is not able to help. “It's definitely beneficial to talk to your close friends about your struggles but finding people who are also having a hard time throughout the process is one of the
best things that helped me feel less alone and lost," Rivera said. "You're able to share information you have and also gain some points you may not understand. Overall just not being ashamed of not knowing everything, none of us do, but it's just a matter of getting through this together.” For many students, without the help from their parents or family, they must also seek out resources for college application support through various organizations or from counselors/advisors within their school. “Reach out to people you know who are knowledgeable in the college application process, especially college advisors. Advisors can provide information to reduce your stress and optimize your application, allowing you to make the smartest decisions,” Andrew Suster (12) said.
Undocumented students Along with these challenges, undocumented students seeking a college education experience a lengthy process with additional complications and obstacles. “I will say that the college application process for an undocumented student is actually harder than it looks. We have to apply as an international student when
applying to colleges since most of us don’t have documents,” Vitaly Santana, Marietta High alumna, said. “It’s really hard to get scholarships because most of them are either open to so many people that your chances are basically one in a few thousand other people and majority of the time you don’t even get the scholarships. Also, even though you reside in the state you live in, you have to pay crazy out-of-state tuition that discourages many students.” Aside from the financial discouragement or inability to even apply for admission, undocumented students face society’s misconceptions and prejudice. “Thinking that we will have the same privileges as citizens, such as thinking we can apply for FAFSA when in reality we can’t, and if we can, we won’t get enough to actually help us cover such heavy costs,” Santana said. To overcome these barriers, Santana offers advice for undocumented students hoping to pursue higher education. “One piece of advice I’d give someone awaiting their documentation is to not give up and instead of focusing on what you don’t have, focus on what you do. If college is truly what you want to do after highschool, go for it and don’t let anyone stop you. Go to a community college if you need to then transfer to a bigger col-
lege so you can save money and time,” Santana said.
First-generation college student small group To help first-generation and undocumented students navigate the college admissions process, Mrs. Gorman, Mrs. Eraydin, and Ms. Chetty offer support after school on Wednesdays in J-Hall in a small group. The small group focuses on resources and opportunities for firstgeneration and undocumented students. “We want to make sure that students understand that they are not alone in this process and that there are successful adults that they see in the building everyday that have been in their position,” Mrs. Gorman said. The small-group has grown to include 29 students as of this semester and helps with understanding not only the application process, but what to expect once you reach a college campus. “I needed some type of guidance in order to start my college journey and get to the end goal of attending a university, so the small first-gen group helped with knowing about college itself and knowing the processes of going and being in college,” Jade Hinojo (11) said.
Luchas de estudiantes universitarios de primera generación e indocumentados Documentos de ayuda financiera, ensayos suplementarios, y pruebas estandarizadas; el proceso de solicitud de la universidad es lo suficientemente abrumador para cualquier estudiante de la tercera edad, pero los estudiantes indocumentados y de la primera generación de la universidad y los estadounidenses experimentan un conjunto único de desafíos y/o obstáculos. Sin la guía de un padre o miembro de la familia, solicitar a la universidad puede ser difícil de manejar para estos estudiantes. “Definitivamente ha sido un reto averiguar dónde incluso comenzar con el proceso de solicitud, incluso investigar escuelas en las que está interesado fue difícil de averiguar. A partir de ahí, es sólo una forma gratuita para todos cuando se organizan las solicitudes y formularios que se necesitan llenar, es más una molestia que parece que se trata de estar por su cuenta en comparación con mis compañeros de clase que tienen a sus padres apoyo y ayuda,” dijo Mayerlyn Rivera (12). Muchos de estos estudiantes que pasan por el proceso de solicitud de ingreso a la universidad encuentran consuelo en y ven el beneficio de hablar con sus amigos o compañeros, especialmente cuando su familia no puede ayudar. “Es definitivamente beneficioso hablar con sus amigos cercanos sobre sus luchas, pero encontrar a personas que también están teniendo dificultades durante todo el proceso es una de las mejores cosas que me ayudó a sentirme menos sola y perdida. Usted puede compartir la información
que usted tiene y también ganar algunos puntos que usted puede no entender. En general, simplemente no estar avergonzado de no saber todo, ninguno de nosotros lo hace, pero es sólo cuestión de lograr juntos esto,” dijo Rivera. Para muchos estudiantes, sin la ayuda de sus padres o familia, ellos también buscan recursos para la aplicación universitaria el apoyo a través de varias organizaciones o de consejeros dentro de su escuela. “Llegar a las personas que conoces y que están bien informadas en el proceso de solicitud de la universidad, especialmente a los asesores de la universidad. Los asesores pueden proporcionar información para reducir su estrés y optimizar su aplicación, permitiéndole tomar las decisiones más inteligentes,” dijo Andrew Suster (12).
Estudiantes indocumentados Junto con estos desafíos, los estudiantes indocumentados que buscan una educación universitaria experimentan un largo proceso con complicaciones y obstáculos adicionales. “Diré que el proceso de solicitud universitaria para un estudiante indocumentado es en realidad más difícil de lo que parece, tenemos que solicitar como estudiante internacional cuando se solicita a las universidades ya que la mayoría de nosotros no tenemos documentos,” dijo Vitaly Santana (alumna de Marietta High). “Es realmente difícil obtener
becas porque la mayoría de ellas están abiertas a tantas personas que sus posibilidades son básicamente de uno en unos pocos miles de personas y la mayoría de las veces ni siquiera recibe las becas. Además, aunque usted reside en el estado en el que vive, tiene que pagar una matrícula fuera del estado que desalienta a muchos estudiantes.” Aparte del desaliento financiero o la incapacidad de solicitar la admisión, los estudiantes indocumentados se enfrentan a los conceptos erróneos y prejuicios de la sociedad. “Pensando que tendremos los mismos privilegios que los ciudadanos, como pensar que podemos solicitar la FAFSA cuando en realidad no podemos, y si podemos, no conseguiremos lo suficiente para ayudarnos realmente a cubrir costos tan elevados,” dijo Santana. Para superar estas barreras, Santana ofrece consejos a estudiantes indocumentados que esperan continuar con la educación superior. “Un consejo que le daría a alguien que espera su documentación es que no renuncie y, en lugar de centrarse en lo que no tiene, céntrese en lo que hace. Si la universidad es realmente lo que quieres hacer después de la escuela secundaria, hazlo y no dejes que nadie te detenga. Vaya a una universidad comunitaria si necesita luego transferirse a una universidad más grande para que pueda ahorrar dinero y tiempo,” dijo Santana.
Grupo pequeño de estudiantes universitarios de primera generación Para ayudar a los estudiantes de primera generación e indocumentados a navegar el proceso de admisión a la universidad, la Sra. Gorman, la Sra. Eraydin y la Sra. Chetty ofrecen apoyo después de la escuela los miércoles en J-Hall en un grupo pequeño. El grupo pequeño se enfoca en recursos y oportunidades para estudiantes de primera generación e indocumentados. “Queremos asegurarnos de que los estudiantes entiendan que no están solos en este proceso y que hay adultos exitosos que ven en el edificio todos los días que han estado en su posición,” dijo la Sra. Gorman. El grupo pequeño ha crecido para incluir a 29 estudiantes a partir de este semestre y ayuda a comprender no solo el proceso de solicitud, sino también qué esperar una vez que llegue a un campus universitario. “Necesité algún tipo de orientación para comenzar mi viaje universitario y llegar al objetivo final de asistir a una universidad, así que el pequeño grupo de primera generación ayudó a conocer la propia universidad y conocer los procesos de ir y estar en la universidad”, dijo Jade Hinojo (11).
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Varsity Lacrosse: two teams, one fight Ada Chesney Staff Writer Girls: The girls’ lacrosse team has a 2-9 record so far this season. They only have nine varsity players, 11 JV players, and six swing players on the team. Just enough players to have 12 on the field and a few subs. Along with being a small team, a lot of seniors graduated last year, so the team is full of players that have not worked together for very long. The new girl’s head coach, Coach Casagrande, coached at Woodstock High and moved to Marietta High to take over the responsibilities of Coach Macleod, who retired after the 2020-21 season. “In my opinion, Coach Casagrande has done amazing things to this team like building a connection with the players… Overall, Casagrande has brought great things to the Marietta girls lacrosse program.” Brooke Kelly (10) said. Casagrande has a similar positive mindset about the team members. “I am expecting this year to be great… So far everyone on the team is amazing, and I am honored to get to work with such amazing students.” Coach Casagrande said, “My goals for this season are to grow as a team, increase our lacrosse IQ, and enjoy the process as we go. We are a very young team, and I am extremely excited to see just how far this team can go.” Casagrande has implemented new protocols in order to increase this “lacrosse IQ.”
Girls on the team are excited about this new guidance. “She implemented the mindset that stick work is extremely important because that’s the basis of the game,” Kelley said A typical girls lacrosse practice starts off with basic stickwork, the fundamental basis of the game, then it transitions into conditioning to make sure the team is in shape for games. The practice usually ends with a scrimmage or other fundamental drills. “As far as the most exciting game this year, I would have to say it’s against Woodstock,” Casagrande said. Since Casagrande coached at Woodstock High in previous years, she has seen that the previous Marietta vs. Woodstock lacrosse games have ended with very close scores. The Marietta vs. Woodstock game took place on Tuesday, March 15. Throughout the first half of the game, Marietta and Woodstock kept the score close. If Woodstock scored a goal, Marietta would score right after, and vice versa. The second half was much different than the first with Marietta only scoring one more goal against Woodstock, and Woodstock scoring seven. The game ended with Woodstock having 13 goals and Marietta having 7. This week the team played one game against River Ridge. The team has games coming up against Walker on April 12, Wheeler on April 14, Campbell on April 18, North Atlanta on April 19, and Woodward Academy on April 21.
MacKenzie Jones (10) controls the ball, despite the pressure by Woodstock players from behind. Jones has been on the Varsity team since her freshman year.
Boys:
The boys’ lacrosse team has a 6-7 record so far this season. They have only played five region games so far, against Walton, Kennesaw Mountain, Campbell, Lassiter and Pope. They beat Campbell but lost to Walton, Kennesaw Mountain, Lassiter, and Pope. Despite the losses, the players are still enjoying their season. “I have had a blast this season, I look forward to every practice. I love the team’s energy this year,” Ethan Payne (11) said. “I think this year’s team is stronger ... because our chemistry just gets better every year. We are like a big family.” Coach Connaughton, the varsity boys lacrosse coach, has been improving the team since he arrived in 2019. Last year the boys lacrosse team won three games and lost 13 overall. Out of the region games they won two and lost six. “Last season we went 3-13 and missed the playoffs. This year will be a disappointment if we do not get 10 wins and make the playoffs for the first time in program history,” Coach Connaughton said. “The team we needed to beat to go to playoffs last year was Kennesaw Mountain, and we ended up losing in the final seconds by one point. I expect that game to be the most exciting this year.” The Kennesaw Mountain game started off with Marietta leading 4-2, but in the second quarter the score leveled out to each team having six points. Kennesaw Mountain scored two points in the third quarter and Marietta scored one making the score at the end of the quarter 6-6.
Sean MacPherson (10) carries the ball down the field in an attempt to score. MacPherson has five takeaways this season, meaning he has taken the ball from the other team’s offense five times.
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In the last quarter, each team scored two points, but Marietta wasn’t able to make up for the lost point earlier in the game’s third quarter. Marietta lost the game with a score of 10-9. So far the score of the Kennesaw Mountain game has been the closest of the season. The team had one game this week against Mount Paran Christian. The last three games of the season are coming up against Wheeler on April 13, Sprayberry on April 15, and at Kell on April 19.
Will Tudor (10) and Ellis Reed (12) pressure a Dalton player to put Marietta back on offense. Tudor has played six games this season and scored four goals. Reed has 22 groundballs this season, during the six games he has played.
Midfielder Evie Elliot (9) runs back down the field after a quick turnover. Elliot has 10 shots on goal this season and seven goals. Photos by Ada Chesney
Dynamic duo dominates: Isabel and Emily Etinosa Ogbomo Staff Writer
The tennis season commenced in February and since the season’s onset, two girls have experienced unprecedented success on the court. Seniors Isabel Linares and Emily Owens have been partners for a year, and their hard work and dedication to the sport of tennis is paying off. “So far we’ve beat eight teams,” Isabel Linares (12) said. The team’s success isn’t solely due to skill. Supportive coaches have aided them throughout their tennis journey, and contributed to the pair’s achievements. “Our coaches support us so well, they’re always there when we need someone to uplift us,” Linares said. “They also don’t get disappointed in us when we lose a few games, they always reiterate that it can only go up from where we’re at.” Emily Owens mirrors the sentiment, and believes the coaches have succeeded in helping the team. “Both coaches for the girls teams have
been so positive and offer really good constructive criticism. They help to cheer us up when we’re having a hard time in a match,” Emily Owens (12) said. Unlike singles tennis matches, in doubles, a pair of players compete together against another pair of players from a different school. While some tennis players like playing individually, Isabel and Emily enjoy playing with one another, and they serve as each others support systems in matches. “I love being on a doubles team. My favorite part about being on a team is that everyone is my friend and we can always laugh together,” Linares said. Emily shares her enthusiasm. “I like being on a team because I always have someone to cheer me on,” Owens said. Even with the team being largely successful thus far, their season hasn’t been without challenges and setbacks. Tennis is largely subject to the weather, and occasionally poor weather patterns hinders team performance. “My biggest struggle has been going
straight into a match after several days with no practice due to rain. It takes me a day to get back into the groove,” Linares said. In addition to the weather, injuries have affected the doubles team. “The biggest struggle this season is recovering from breaking my foot at the end of last year,” Owens said. “I’ve had to build up my strength back to where I was before,” Owens said. Regardless of challenges that the team face, Isabelle and Emily are excited about their prior success and optimistic regarding what the future holds. “I’m feeling really hopeful for the rest of the season,” Linares said. “We have a very strong team this year and we are all doing our best to go even further in the state tournament than last year.” The team feels that they have the ability to advance far in their region. “I’m really excited for the rest of the season, we have a good chance of going to playoffs,” Owens said.
Teammates Emily Owens (12) and Isabel Linares (12) pose for a picture. Photo by Etinosa Ogbomo
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Going for the green Kate Corr Staff Writer
As reigning 7A Area 3 champions, the boys team is under pressure to uphold their standing. Last year, they achieved first place for the region, beating out Walton, North Cobb, North Paulding, Harrison, and Hillgrove for the title. Coached by Coach Brunet, this was the first time in 25 years the boys’ team accomplished such a feat. They then went onto qualify for state, but were defeated before they could take the state title. “Last year we won our area, and although we lost a lot of guys last year I think we are really close to doing it again this year,” said Phillips. The ladies’ team, led by Coach Powell, has more to prove this year.
Grant Phillips
Grant Phillips is currently a Junior on the Varsity boys’ golf team at Marietta. Last year he tied for eleventh place in the 7A Area 3 state tournament Already this year he has won the Phillip M. Silverman golf tournament, as well as finishing fourth in the Georgia PGA standings. “I love golf because of the creativity you can use. There are so many different ways to play a hole so I think it’s really cool,” Phillips said. Phillips hopes for another victory for boys’ golf this year. “Last year we won our area, and although we lost a lot of guys last year I think we are really close to doing it again this year.” Phillips said. “Our team has a lot of potential this year so I’m excited for when the area tournament comes around, and we can show everyone the hard work we’ve put in.”
Photo by Wes Harrison
“I’m really excited about growing as a team this season because we don’t have any seniors and this is most of our first years without Covid restrictions,” said Riley Grace Fennelly (10). Last year, the ladies’ team placed ninth in 7A Area 3, leaving a lot of room to improve during the current season. With no returning seniors, it will be a challenge for the girls. “I have a pretty good feeling about this season. Many of my players are finding their groove at a faster rate this year,” Powell said. “Golf has been a part of my life for 24 years, and I will tell you, it is such a rewarding and relaxing sport…for those who take the time to learn and understand it,” Powell said. “You learn a lot about yourself.”
Claire Hennessey
Claire Hennessey is also a junior on the golf team. This season will mark only her second year as a player. “I decided to join the golf team because I didn’t play a spring sport and I thought it would be fun to try something new,” Hennessey said. Even though she is a relatively new golf player, her coach and teammates regard her as a valuable member and leader to the team. “I have only had the privilege of knowing Hennessey since last season, and have to say she has improved her overall game,” said Powell. “I am blessed to have her on my team.” Hennessey hopes that this year will bring a more fruitful season for the team. “I am excited this season to get better and hopefully win more matches and tournaments this season,” Hennessey said.
Photo by Kate Corr
Blue Devils and Warriors go head to head Alyssia Hamilton Staff Writer The Blue Devils currently hold a record of 7-11. The baseball team has close to an even record, while also being ranked fourth out of sixth in the 7A Region 3 Georgia Baseball standings. On Mar. 22 Marietta went up against North Cobb. The baseball players described this game as being a true battle for the win. Here’s a recap. “With North Cobb in our region, each game from this point on determines who will go to the playoffs at the end of the season. I expect my players to come out with confidence and energy, and take one step closer to making the playoffs since 2015,” Coach Rogers said. With Marietta being in a tough region, playing competitive teams allows room for growth by fighting hard each game. Excitement and eagerness was in the air as game time approached. “I feel confident in my players and the
ability they have on the field. They have the ability to compete with any team in the state when we play a complete game,” Coach Rogers said. With confidence being the key factor of playing a competitive team, the players kept the good energy alive. “I think if we make the routine plays and keep the good energy then it’ll be a good game, and then we will win,” said Lucas Luxemberger. The Blue Devils prepared for the game by looking at scouting reports to position their players on the field. Game time is here and the Blue Devils stand along the fence in the dugout as they watch their competition warm before the game. After the Warriors warmed up the national anthem was played as everyone stood to pay their respect towards the American flag. First, the Warriors lineup is announced followed by the Blue Devils. Parents and teammates shout followed by high fives and smiles from the starting players.
Phoenix Nelson (12) gets ready to bat. He has a 0.333% batting average.
Blue Devils start on defense with their pitcher being Carson Doughtery. North Cobb scores a homerun middle of the first inning making the score 0-4. No points were scored from either team in the second inning. The Blue Devils start to seem doubtful, but the fans continue to cheer in hopes of uplifting the players spirits. North Cobb scores a run in the third inning making the score 0-5. The Blue Devils scream in hopes of throwing off North Cobb’s pitcher. It works as Marietta scores two runs. Fans jump out their seats in excitement as Marietta starts to make a move. As Marietta is back on defense, Carson strikes out a batter, Phoenix Nelson gets a player out at first base. Players shouted out “he’s the man” when an amazing play was made. In the fifth inning, Phoenix Nelson is up to bat, with two of his teammates on second and third base. Phoenix’s powerful swing sends the ball up high and out far, helping his teammates make it to
home base. That’s two more runs for the Blue Devils making the score 4-5. Nervousness fills Marietta fans as the end of the game approaches. The Warriors scored another run, 4-6 with little time for the Blue Devils to make a comeback. The boys fought hard but fell short in the seventh inning with the final score of 4-6. Both teams came out on the field and shook hands for good sportsmanship. The coaches call the Blue Devils into a huddle as they have a pep talk, ending the night. This isn’t the end of the baseball team’s season, there’s still room for them to come back and win more game. After Spring Break, the team has eight game against Milton, Kennesaw Mountain, Harrison, and Hillgrove. Tonight’s game is against North Paulding. Apr. 8 game is against Milton, and Apr. 9 game is against Kennesaw Mountain. There are 3 games against Harrison the week of Apr. 12. Ending the regular season with 3 games against Hillgrove the week of Apr. 18.
Carson Dougherty (11) throws a poweful pitch that struck out a North Cobb batter. Photos by Alyssia Hamilton
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Students take to the screen
Wesley Harrison Website Manager
Students and alumni have sought out work in the entertainment industry. Many have found jobs through local casting agencies, word of mouth and specialized agents. Grant Martin (9) was an extra on the set of “Cobra Kai” and “Star Girl.” He decided to be in these shows because it would be good work experience and fun. Martin has been in multiple productions with City Springs Theatre and recently began expanding to on-screen works. “The experience was really cool, being able to see the actors and all of the behind the scenes equipment,” Martin said. Martin is currently unsure of his future plans in the film industry; however he wants to continue exploring the entertainment industry.
Madi McKinley (10) began production on her short film “Faceless” with classmates Beauman Ivester (11) and Sofia Eraydin (11) in May 2021. This short film followed McKinley’s character, Olivia Harper’s, investigation into rival operatives of her spy agency. McKinley served as the short film’s director, writer and lead actress. The film premiered on YouTube on June 21, 2021, on her channel “MaDiFliX.” “I think it’s really helped me as a student because I know that I’m only a sophomore and I could see my future in this career,” McKinley said.
Jamiyah Smith (12) was on the Disney+ exclusive series “Just Beyond,” where he played a background actor. Smith has been involved in the theatre department for all four years of his high school career. He sought out this job to gain more experience in the different types of acting. He was able to find this job through Central Casting, a company that specializes in casting background actors. Smith recommends anyone with an interest in the film industry should put themselves out there. “The worst thing they can say is no,” Smith said.
Jessica Napier, Marietta High alumna portrayed a teenager in the movie “Halloween Kills.” This was filmed when she was a senior at MHS. She found the job through her casting agent, who has helped her to get multiple auditions and jobs. She was inspired to join the film industry through viewing movies and wondering how she could be a part of the industry. “Take each step as an achievement. It’s a hard business and not everything works out the way you want it to,” Napier said. ”No matter what field you want to be a part of in the film industry as long as you have the drive and passion, you got it.”
Photo illustration by Wesley Harrison
Continued from pg. 1 “Musical” The comedic nature of “The Drowsy Chaperone” was the cause of plenty of laughter on opening night March 25, especially during the song “I Am Aldolpho.” One of the aspects of humor received by the audience was the use of metatheatre, according to cast member Cas Pastorino (11). “The Drowsy Chaperone is a meta romantic comedy musical,” Pastorino said. “Despite being funny, it has its dramatic moments.” Metatheatre is a technique that references the existence of the play itself and the existence of theatre. It is often used in parodies. In “The Drowsy Chaperone,” characters repeatedly make fun of traditional musical theatre tropes. The aspect of metatheatre was prevalent at multiple points of the performance. An audience favorite was before intermission. The Woman in the Chair complains about the sound of crinkling candy bar wrappers as she pulls out an energy bar herself.
The comedic nature of “The Drowsy Chaperone” was needed after the hectic and chaotic events of the past several years. The surge of COVID-19 variants earlier this year threatened to bring activities to a halt once again. According to Co-Director Sophia Steigerwald, there were challenges faced with COVID-19, but the theatre department has put preventative measures in place. “COVID-19 was an issue that arose,” said Steigerwald. “As far as the masks go, that was a big issue. Students have been allowed to practice with a mask until the day of the show. As soon as they get backstage, they put their masks back on.” While the theatre department took protective steps against COVID-19, they made sure to not let it steal their spotlight. The crew of “The Drowsy Chaperone” had a lot of hands-on work behind the scenes. Led by Pudvin, they aided in operations and the practical aspects of the show. The functionality of the performance relied on the crew and cast working
Janet Van de Graaf, played by Isabelle Lovejoy (12), is questioned by reporters and Mr. Feldzieg, played by Xavier Stokes (12). Photos by Ashley Caldwell
collaboratively. The tech crew received their own round of applause at the end of the show. Overall, “The Drowsy Chaperone” was a definite success. The cast took their bows, and the audience continued to cheer. According to Dramatic Writing teacher Mr. Harding, the theatre department performed excellently. “I’ve seen a lot of high school muscials. This one had the best singing and choreography I’ve ever seen,” Harding said. The music and lyrics for “The Drowsy Chaperone” were written by Greg Morrison and Lisa Lambert, and the book was written by Bob Martin and Don McKellar. The cast of the show was comprised of students who take the audition only, Musical Theatre class. “Students had to register for a theatre class this year, and then if they were able to get into Musical Theatre, that’s how they were able to get into the musical,” Steigerwald said. “We had auditions to be a part of our Winter Showcase, and we
decided on callbacks off of that.” If students are newer to theatre or want more options, there are multiple classes to join other than Musical Theatre. “We have a variety of theatre classes. They start at Fundamentals of Theatre 1, and go to Advanced Drama and Musical Theatre,” Steigerwald said. If students also want to participate in theatre after school, there are plenty of other ways to get involved. “The Theatre Department has a Drama Club and an Improv Club, and they both meet once or twice a month,” Steigerwald said. “Any student can get into these clubs at any level of experience. Even if you’re a total theatre newbie, or if you’re a veteran in theatre, anyone is welcome to attend. You can also earn points to be a member of Thespian Society, which is another club that we offer.”
The Woman in the Chair, played by Margaret Black (10), sings a nostalgic tune and enters the world of “The Drowsy Chaperone” in the finale of the musical.