November Issue

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THE THUNDERBOLT

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VOLUME 61. ISSUE 3.

TUESDAY, NOVEMBER 24, 2020

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The Thunderbolt

Mills High School Publication www.millsthunderbolt.com

Editors-in-Chief: Karine Chan ‘21 Anjuli Niyogi ‘21 Leanna Yu ‘21 Faculty Advisor: Kelly Hensley News Editor: Justin Condevillamar ‘21 Features Editor: Angela Dimaano ‘21 Center Spread Editor: Bianca Reyes ‘21 Opinions Editor: Madison Wong ‘21 Sports Editor: Misael Gomez ‘21

News

Distance Learning’s Low Passing and High Disengagement Rates

By Anjuli Niyogi, editor-iN-Chief

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fter assessing the Mills High School grades from the -

make distance learning a successful education experience. support classes saw drastically high D/F rates, reaching glish classes also reported failing rates between 17-19% in this same Mark 1 grading period.Concerning freshmen students selectively, the entire freshman biology department recorded high failure rates of up to 26% in

The Thunderbolt Freshmen coming into the district in recent years have been known to not come as prepared and self-motivated to succeed in their high school level classes. With ers to bring freshmen up to speed with the tools and skills they need to succeed in these classes is made even more chronous time, lower student engagement, and the general struggles of learning online. Subsequently, this freshman data has brought to light the need to implement better programs in distance learning itself, with similar goals to what SAIL classes put forth for incoming students. ed a widening gap trend (happening across the district) of more As and more Fs, and lower moderate letter grades.

While F rates averaged around 2% in the 2019-2020 school year, this number shot up to just under 6%. Similarly, the previous 59% of As increased to over 63%, while the percentage of Bs decreased by an overwhelming 6%.

with Ds/Fs across the entire freshman biology classes.

Entertainment Editor: Anjuli Niyogi ‘21 Media Coordinators: Leanna Yu ‘21 Karine Chan ‘21 Staff Writers: Melissa Catpo ‘24 Katelyn Chang ‘23 Joshua Choe ‘24 Jordan Hasty ‘21 Magdalene Ko ‘23 Katelyn Lam ‘23 Rita Li ‘22 Nagham Masarweh ‘24 Flora Oliva ‘21 Maxwell Zaninovich ‘24 Guest Writer: Sophia Baltasar ‘21 Instagram: @millsthunderbolt Twitter: @thunderboltmhs Youtube: MillsThunderbolt

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DF

Rates

per

Mills

department.

Not only has the evaluation of Mark 1 grades highlighted which classes had been experiencing high rates, but it has made clear that the root of these differences may be from evident disparities amongst racial groups, economic status, and other disadvantaged students. For instance, Language Development classes and Guided Studies classes experienced record high D/F rates of up cant challenges with learning online. Molly Kovacs, a freshmen Algebra 1 and support teacher, described “one of the classes that probably 10 students are failing out

: Grade Comparisons Between Last 2 Semesters.

With regards to world language classes, the majority of Spanish 1, 2, and 3, classes at Mills had failing rates of over 15%. District-wide, world language teachtal student practice and repetition necessary for attaining a new language as well as trouble fairly assessing their students with the ease of using google translate.

On a normal week, teachers are generally not seeing their students seeking help during non-mandatocarved out for classwork is sometimes now being utilized as homework time. These general tendencies may be proving to have larger impacts on student achievement. group has been grappling with solutions to these trends and discussing what changes may prove the most effective in these new learning environments. A variety of ideas were brought up in a recent Tier 1 meeting on October 29th, including advising teachers to make more project-based summative assessments, eliminate overwhelm disengaged students, and adjusting schoolwide instructional norms. One solution approached in their recent meeting was having teachers offer more

cally, Brian Simmons discussed a similar pattern as a district-wide occurrence at one of the latest SMUHSD board meetings on Thursday, November 12th.

work based on their own context and life situations.

Ms. Kovacs noted that “some students came in ready

30, 2020. He primarily distinguished data separating all SMUHSD students into two groups: those considered disengaged, meaning they had missed 3 or more class periods in a week, and those considered engaged students, missing up to 2 class periods every week. Disengaged students represented over 1000 of the dents or about 12% of the population.

The largest disparities were seen in groups like Latino student population, with a 24.08% rate of disengagement, as well Learners with a 40.09% Islanders also J C The Thunderbolt came in with a 37.64% : DF Rates per student ethnicity. d i s e n g a g e ment rate.

Other racial tions had comparatively low disengagement rates all under 5%.

have been doing well. Some students came in at the begin-

prevalence of the academic achievement gap that has been exacerbated by distance learning.

: DF Rates per student grade level.

ustiN

She described that one of her students who was failing Almake up three of their assessments, bringing their failing grade up to a passing letter grade. Ms. Kovacs has been able to successfully turn around four of her previously

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News

The Thunderbolt

SMUHSD BOARD Meeting on SPRING Semseter Plans

By Maxwell Zaninovich, staff writer

dents to return to campus at various times of the day. Half of the student body, group A will

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n the twelfth of November, the SMUHSD board met and discussed plans for distance learning. Some of the key factors in the return for fully virtual learning with no on-campus the majority of students virtual and some so3 entails most students and staff working on campus in pods with more sports and extracurfor some in-person instruction and all staff working from campus. And lastly, phase 5 will allow everyone including students, teachers, and faculty to be on campus full time.

The district has presented many different models for the partial return to in-person school.

Model AB with 2 cohorts and asynchronous and the second half virtually and asynchronous with an asynchronous Monday. Model AB+ is the same as Model AB but with a full virtual synchronous Monday. Model AB streaming will have some students in-person and the rest online learning synchronously at the same time as all the students in-person with a virtual synchronous or virtual asynchronous Monday.

Model AB Alternate will allow all stu-

day, while the rest of the student body, group B, will attend in the afternoon. This schedule will commence every day of the school week except for Wednesdays being set aside for a synchronous class day. Mondays and Tuesdays will be set aside for group A to attend morning classes and group B afternoon classes, switching places on Thursdays and Fridays.

Model Double 4 Streaming will allow juniors and seniors to attend school together for two weeks at a time for four days a week (Tuesday through Friday). Sophomores and freshmen will then rotate similar for two weeks, attending classes on campus from Tuesday to Friday. Mondays will remain a virtual synchronous day for the entire student body. This 4 week period will then cycle through to the end of the semester.

With students and staff returning to campus, many health protocols must be implemented to ensure the health of all. Daily recommendations upon returning to school are to wear masks, get temperatures taken, frequent hand washing, and remain six feet apart. There will also be an abundance of class and campus health and safety protocols implemented. participating in fewer classes a day, designated teacher-only areas, and the frequent cleaning of

desks. Desks will be staggered six feet apart in classrooms, all facing the same direction to minimize airborne and physical contact with others.

Campus health and safety protocols will begin to use outdoor space for classes as well as assign students to certain wings and bathrooms of the school. Though many measures are being taken to keep everyone safe, the scenario that an individual begins to show symptoms of COVID-19 is unfortunately not obsolete. If this occurs, pop up tents will be used as isolation spaces, but it cannot be stressed enough that if you feel sick, stay home. On-sight testing for Corona will be offered to all; staff, students who prefer in-person learning, and any student involved in extracurriculars will be expected to test monthly.

Testing for students will be a charge of $40, covered by the district if said student does not have insurance. Cleaning will be vigorous around campus while conference rooms and meeting areas will be restricted to a limited capacity in stride to keep all employees safe.

It will be decided by the end of December whether or not students will have the option to return to campus and if the district will implement one of these many models into the spring semester. May you choose to return to in-person learning, please remember to keep yourself and others as safe as can be.

Wear your masks, wash your hands, and make the best of whichever option you choose.

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: One group has class in-person, the other online.

: Four week cycle that splits upper and underclassmen.

PARENT teacher organization meeting on November 18th -

sonal identity. Unit two surrounds race, ethnicity, gender, class, and various other groups that society uses to divide people. Unit three consists of class discussions surrounding pow-

cess in Our Community event from 7:00 pm en Bettucchi and had over 30 participants including Mills parents, students, teachers, and

unit four has students focus on actions they can take towards achieving self-determination and ways to prevent ethnic segregation.

Another area that Mills has allowed students to look through the equity, equality, ac-

(SMUHSD) Superintendent, Kevin Skelly.

culture and climate. Many cultural clubs were

what equity means, and how and when it should

that they “give students a safe space to highlight and address and feel comfortable with -

what different students need to be successful,

Union, and Gender Sexuality Alliance were all mentioned along with their staff advisors.

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By Anjuli Niyogi, editor-iN-Chief

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then emphasized that equity, inclusion, and access are not checklist items or set of initiatives, but “a lens and a framework that deeply shapes One of the major three areas that Mills has been working to establish this lens is through duced that over the last few years Mills has been brainstorming answers to big questions around inclusion; “how can we make sure that your students, their families, their backgrounds,

of 2019. It is currently being taught by history teachers Alexandra Dove and Angela Zink.

Ms. Zink and Ms. Dove detailed that the curriculum of the semester-long class is roughly divided into four different units. Unit one -

teachers. Culturally responsive teaching has turally Responsive Teaching and The Brain to teach faculty the importance of looking at stereotypes, founding growth mindsets in students, and being knowledgeable about white fragility. ident, and Millbrae Anti-Racism Coalition forts being made in the Millbrae community concerning equity, equality, access, and inclusion. She discussed the Millbrae Anti-Racist Coalition (ARC) which was founded after the murder of George Flloyd when community members began communicating about the recent event on Nextdoor. In the summer of 2020, they planned a protest with over 200 Millbrae residents gathered in support of black lives.

Overall, the ARC stands by the acronym derstanding, Abolish racism and intolerance, Inspire united community action, Strengthen community through art, education, and colMillbrae community to create enduring anti-racist policies and practices. They have been accomplishing their goals with an Art in Action project, which included two chalk out sessions and a newly implemented wishing wall at the Millbrae Community Center. Town halls have also been held about anti-racism, and more events like the Lights of Hope on December 5th and celebration of Black History Month in February will be held by the ARC. To contact the ARC, email millbraearc@gmail.com or joypasamontehenry@gmail.com, or follow them on Instagram, Nextdoor, or Facebook.

To conclude the night, all participants engaged in breakout discussions with 3-5 people in each room. Community members were able to discuss what stood out to them from the entire presentation and what they felt could use more work to achieve equitable policies and practices in Millbrae.

This online event was a successful way to share existing efforts being made by Mills faculty and initiatives being pursued in the Millbrae community to achieve equity. All in all, these sorts of conversations will continue to be held in the coming years and more reforms will push students and adults alike to broaden their ideas of equity, equality, inclusion, and access.

Read the full versions of the articles on this spread at millsthunderbolt.com

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News

The Thunderbolt

Second Annual Overview of the Groove-a-thon TEDxMillsHighSchool Event Goes Virtual and future plans

By Sophia Baltasar, Guest writer

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n October 29th, 2020, the Mills Music Depart-

Groove-A-Thon. Started last year, the Groove-A-Thon was held in the Mills High School cafeteria on the last Friday of October. This year, instead of live performances, students in the music department and a few faculty members created music videos featuring songs of their choice to showcase in this virtual event. cess. Mr. Gregoric, the music student board members, and the Mills Music Arts Group spent days preparing for the event. Mr. Gregoric and the student board collected videos from students and staff over a period of two weeks. The students also created a setlist, or an ordered the event was a lot of work, but the music department enjoyed working together to design the event. Music demaking the program and teasers was time-consuming, the event served as “an outlet to be creative again, so creating a virtual Groove-A-Thon was a new and fun opportunity for students and staff to showcase their talent.

The two-hour music event was considered a success with over 230 people attending the event. Attendees were eos in four different breakout rooms: Symphonic Band, Orchestra, Jazz Band, and Choir. Videos ranged from annich (9), and Liam Glass-Hussain (9) to Mr. Wang and his Fighters. Although there were some connectivity issues in the breakout rooms, the event ran smoothly. Viewers recollected their own positive experiences from the event.

Choir president Daphne Situ (12) commented, “I was really taken away with all the beautiful voices and videos that students produced on their own. I really liked being able to present all the amazing talent we have in our Mills Choir and see parents, middle school music students, former students, teachers, and more come and celebrate Mills Mua song is one thing but making an entire video is a whole so awesome and it portrayed just how diverse of a class we have. Our students have once again showcased their talent school music event for freshmen, and provided underclassmen with an opportunity to shine, with band student Stella Baltasar (10) observing that “the Groove-A-Thon While distance learning has stopped live music events from happening in the near future, the Mills Music Department is planning various virtual events throughout this year. On December 18th, the music department is planning to hold their Annual Winter Concert. The four music groups will be performing three songs each and the event is planned to be streamed on YouTube. For further information on the plans of the Mills Music Department, you can follow their student-run Instagram account, @mhsmusic_ for updates.

sophia Baltasar Mills High School

: “Wonder” by Shawn Mendes.

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By Angela Dimaano, features editor

n November 13th, 2020, Mills Students Anjuli Niyogi (12) and Leanna Yu MillsHighSchool event with the theme “Seeds of showcased four incredible speakers who gave topics they are knowledgeable in, that also pertain to the overall theme of the event. Initially, the event was set to take place in person this past spring, but was constantly postponed until ultimately needing to be cancelled.

Niyogi and Yu were able to move the event online through extensive planning and coordination, leading to the success that was

event takes many months of preparation that began in the Fall Semester of the 2019-2020 school year. At the time, Niyogi and Yu were the presidents of the for the time being has been the previous school year.

Yu recounts the previous “We started planning our more year, which we were able to hold in person on April 24th, 2019. After that, we wanted to make it an annual event because we received a lot of positive feedback from the audience members who at-

events, Niyogi remarks that, “both Leanna and I are very education-driven, curious students who genuinely enjoy learning about new experiences, ideas, and innovations happening in the world. We wanted to share our passion for this with others and allow students at Mills to take this curiosity somewhere,

community advertising and secure them for the event.

Originally, the event was slated to have six speakers, down to four speakers for the virtual event. These four speakers were Armand Domalewski, Dara Connolly, Michael Stanton, and Threya Sakshi. Armand Domalewski is a Busiwho gave an informative speech titled “The Future

riveting talk on “Building chael Stanton gave a powerful speech on “Resilience

is an unbelievable statistic in comparison to the turnout for mandatory online events. Although mainly for the Mills student body, there was heavy interest and attendance from the ents, siblings, alumni, and more came together to imtalks for the event duration, which was around one the online event was highly apparent. Senior Benedict Abadilla thoroughly enjoyed all the talks stating, “I loved all the speakers.

They were very impactful through their words and they made me reevaluate myself and wanted to imNicolas Bours (12) spoke similarly to Abadilla in saying, “The talks offered an interesting and positive take on how to cope

School Sophomore Threya Sakshi gave an intriguing talk on “Self Content-

Being Seniors, Yu And Niyogi anticipate that this

four talks were given live and recorded to be upload-

the pair will host and look fondly upon their experiences from the past two

Although an online event was not what Yu and Niyogi planned for, they were effective in hosting an event that replicated some of the feelings of a live able to point out three out of many aspects that cannot easily be replicated online: “the way you can experiwith the audience, interact with others, and the activities you get to participate in prior to the event simply

ing their ambitions, Niyogi and Yu geared up for planning the second ever

the event itself exceeded expectations and was highly professional despite online restrictions. The most uring Zoom brought many questions, such as, “Do we want their cameras to be on to replicate actually seeing audience members or would this be too distracting? Do we want to allow the chat, even though we might not be able to monitor what students might

business was to contact potential speakers through personal connections or

answered by Yu and Niyogi. The event had a turnout of over 150 participants, of which 160 total showed interest in attending, which

learned so much out about ourselves and how we work with people from planning ly glad we were able to do this in high school. Hopefully, some underclassmen are inspired from this Niyogi. Yu feels similarly and hopes to pass on the High School Club to aspiring underclassmen. “We the stage and the famous red circle carpet for speakers to stand on. Also, we bought a lot of goodies to give away during the live event scheduled for March, so we have hundreds of School pens, Seeds of the Future t-shirts, and seed packets. We plan to either donate these to the school or give them to any interNiyogi and Yu are grateful for the turnout of their last were able to inspire others through the talks given by the phenomenal speakers.

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News

The Thunderbolt

Local and state propositions that affect us

By Katelyn Chang, staff writer

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new presidential candidate, but it also gave us the deciding results over California propositions and

former U.S Republican representatives stood on the opposing side. With voting in the California 2020 cycle concluded, as determined by the Asa vote of 57% to 43%. California still cannot

are voted on to enact new laws and constitutional amendments or to repeal existing laws. Here are the results on those that affect us the most:

jobs, as well as a new minimum wage while online and working, healthcare subsidies for frequent drivers, and accident insurance. Those in support asserted that passing this proposition would make app-based driving services more

This proposition would have repealed for the government and public institutions to take race, ethnicity, and sex into account when making an admission, hiring, or contracting otherwise known as the California Civil Rights Initiative (CCRI) was key to amending the controversial and historic 1978 Supreme Court case “Regents of the University of California v. Baktem that was once used by the University of Calstudents was unlawful. They also determined that higher-level academic institutions were not prohibited from considering race in the admissions process. Now in 2020, with the introductutions more diverse and inclusive, while those tion would allow was unacceptable, regardless leges or universities this year and in the future will be affected as certain minority groups will mative action efforts have been mixed and nuwhile hindering the success of others. Supporters in favor of passing included Senators Dianne Feinstein and Kamala Harris, as well as the

opposition disagreed with the conclusion that companies were using this ballot proposition as a way to get out of paying drivers hourly wages KatelyN ChaNG The Thunderbolt

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of 55.9%. If passed, this would have allowed youth who would be turning 18 by the next general election to vote in the primary or special elections. Under the status quo, an 18-year-old whose birthday was after the March 3 presidential primary would miss out on the chance to pick the candidates who made it to the Nov. 3 ballot.

Although at least 19 other states hold a similar law, the opposition argued that 17-year-olds would legally still be children, and therefore be tion proclaimed that voters who would be in that age range should have the ability to participate in the full electoral cycle. Major supporters of this proposition included California Secretary Senators. At Mills, there is also a strong consensus that this proposition should have been passed. Sophomore, Kalea Sheung, voices her thoughts that “I feel that 17-year-olds should be able to vote in the primary elections because, come November, they will be giving their vote to one of the candidates chosen from the prima-

@smuhsd.awareness O

n June 28th, a student-run Instagram page with the username @smuhsd.awareness began sharing anonymous stories of bullying, racism, anti-semitism, homophobia, and sexual assault submittted by SMUHSD students.

The account, having over 1,750 followers and 110 posts, is run by nine anonymous student representatives of six San Mateo Union High School District (SMUHSD) schools.

under California law. Although Uber and Lyft do not allow those under the age of 21 to work do allow anyone over the age of 18. For potential students who want to make extra money,

2 Republican State Senators and a handful of

By Leanna Yu, editor-iN-Chief

and delivery drivers as contract workers, passed with a majority of 58.6%. This proposition also

Measure RR, which was passed with a 72% majority vote in San Mateo County provides Caltrain with a reliable and dedicated funding This measure would implement a 0.125% sales tax for the next 30 years to expand service. Caltrain stated that a small sales tax would provide it with a more stable source of revenue so that it could make improvements to the system. Along with this, those in favor of this Measure emphano, create additional jobs, and preserve access for essential workers. Now that this measure has passed, it is expected to generate an additional $100 million per year for Caltrain. For students that rely on Caltrain to travel to either school or elsewhere in the Bay Area, this measure can be seen as a much needed positive, as it will allow Caltrain the resources needed to increase train frequency, and make the commuter rail system more affordable for lower-income riders.

instagram

account

SMUHSD Anonymous Alerts, the National hotlines. In an Instagram story highlight released by the account publishers, the message

SMUHSD students, the San Mateo Daily Journal featured a student written article regarding the SMUHSD Awareness account as “fueling [the] narrative that our district is infested Awareness account responded to the article, remarking that “proving stories are accurate is not our purpose. The purpose, rather, is to awareness and visibility to accounts that usu-

themselves as “a coalition of SMUHSD students and recent alumni who want to spread awareness of the issues (such as racial inci-

Most recently, @smuhsd.awareness published their stance on the return to school in the spring semester of 2021. In an Instagram story

discrimination, anti-semitism, etc.) that happen at our schools and how our administrations

outlined the November 12th SMUHSD Board Meeting and their arguing points for continuing distance learning. After addressing current San Mateo County COVID-19 cases, student mental health, equity issues, and changing class time/schedules, the coalition released this statement: “We do not think that next semester is the right moment to return to school for these reasons, and we hope that whatever is de-

share all stories, experiences, and perspectives sent to them with complete anonymity.

To submit an anonymous story, students leaNNa yu The Thunderbolt

and written story. These stories are transformed into posts with a vibrant cover photo that addresses a trigger warning for the topic covered in the following page. In addition to being a platform that shares unedited student stories, the account also promotes a list of mental health resources for teens to use, including

: A platform for people.

make real change and we will post every single ty of their posts, stating, “Unfortunately, with lot of people who think that there is no purpose

The SMUHSD Awareness Instagram page is continuing to gain momentum in their following through their posts on spreading awareness to the teens of San Mateo County.

6 Features Student Democracy Program Feature

By Justin Condevillamar, News Editor E

very election, the San Mateo County Election office allows high school students to work at polling centers under their Student Democracy Program. Students have the opportunity to witness American democracy in action, while the county gains the essential workers needed to hold a proper and efficient election.

Students who participated in the Student Democracy Program worked at polling stations across the entire county, registering and assisting voters through the voting process. Many seniors and juniors at Mills took advantage of the opportunity and were able to directly contribute to the 2020 election process.

The Student Democracy Program reached out to high schools across the county, sending program flyers to school administrators and teachers who then passed it on to students who were 16 and older. Many of the student volunteers had an interest in American democracy and wanted to familiarize themselves with the voting process before they were old enough to vote in the next election. On why he joined the Student Democracy Program, Brain He (12) states that “I wanted to take hold of the opportunity to witness what really goes on at the election polls and be able to help uphold democracy in my community”.

The program provided training for students on how to operate a polling station, opportunities for extra volunteer work during the weekend before election day, and a few hundred dollars for participating in the training and working at the polling stations.

Applicants had to fill out a form that was directly sent to the election office, as well as a tax form, and lastly, they needed to be excused from classes. Students had to get signatures from their teachers, fill out a google form for their school, and get their parents to send an approval email, allowing them to go. Once a student’s application was approved, they had to undergo mandatory training before they were allowed to work at the polls.

Participants were able to sign up for a series of in-person or online training sessions where they were able to learn how to operate a polling center and how to maintain a safe voting environment during election day. There are two ways that people can vote in-person, either through a paper ballot or a Ballot Marking Tablet. If a person chooses to cast a paper ballot, then they would check in with a poll worker who would gather their precinct number (a precinct is a subdivision of a city) to pass to another worker. The second worker would process the number and other info through a computer, which is then printed onto a physical ballot for the voter to use. Once the person has

voted, the ballot is sent to a dropbox to be counted after poll closures. Alternatively, a person could choose to vote using a BMT. The process is the same as the paper ballot until the precinct number is transferred to a ballot marking tablet card. The voter inserts the card into the tablet, votes, and then the ballot, which only has a list of what the voter chose, is printed and sent to the dropbox with the paper ballots. Voters were also able to drop off mail-in ballots onto a dropbox outside the polling station; this dropbox is protected by a two-person integrity system, where two workers would guard the outside dropbox at all times. On top of the polling system, students also were trained on social distancing and health protocols that were in place at each polling station due to the pandemic. Each polling booth and poll station supplies had to be sanitized after each voter used the poll booth. The poll workers had to maintain a six-foot social distancing environment and create a voter route through the polling station that separated the entrance and exit.

The workers also had to encourage people to wear masks at the polling booths, however, they couldn’t legally force a person to wear a mask due to state law. After the polling system and health protocol training, students were assigned to polling stations across the county to assist the full-time poll workers.

During the election, the student poll workers volunteered from 8 am to 6 pm on the weekend before the election and from 6 am to 9 pm on election day itself. Each student was allocated two one-hour break periods and switched stations every few hours. At the Millbrae community center polling station, which primarily had Mills students stationed, the volunteers alternated between passing out voter stickers, directing mailin vote traffic, assisting people through the in-person voting process, printing out ballots, activating BMT cards, and disinfecting voting surfaces. Students who worked at the other polling stations also did the same tasks. The student poll workers found the work very tiring, as they had to work 10-15 hour shifts with only a few breaks in-between. Poll workers also had to deal with the controversies surrounding the 2020 election, such as the threat of social unrest, which was more present in other states, and the dilemma of mask-wearing. Some individuals deliberately refused to follow social distancing protocols, such as mask-wearing, and the polling centers were forced to accommodate them. In Millbrae, the community center had to be cleared out to let a single person without a mask vote. Everything the voter touched had to be disinfected to decrease

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n October 30th, the drama department held their first radio theatre play on The Crucible. Despite COVID-19 restrictions and being unable to rehearse in-person, the students were able to make this audio production successful.

The Crucible is an eerie play set during the time of the Salem Witch Trials where women in the Puritan community would be accused of being witches, rejected by the strong religious court, and executed brutally. Many women and few men were executed under the suspicion that they were practicing witchcraft. The Crucible contains ideas of mid 20th century McCarthyism, illustrates the dangers of hive mentality, and touches upon the fear of what man does not understand.

The full cast of The Crucible contains David Cortez (12) as John Proctor, Meghan Kelly (12) as Abigail Williams, Madison Schoening (11) as Elizabeth Proctor, Erik Headley (11) as Reverend Hale and Thomas Putnam, Ben Garcia (11) as Judge Danforth, Trinity Cato-Cristales (11) as Mary Warren, Lachlan MacLaren (9) as Reverend Parris, Gianluca Bettucchi (9) as Francis Nurse and John Cheever, Heather Galles (11) as the Narrator. The production team consisted of Shree Singh(10), Joseph Tom(12), Vivian Jiang(10), and Taylor Le(11).

Due to the pandemic, rehearsals and all preparation for the radio show had to be done online. Cortez noted that, “after school we would all hop on a Zoom [call], start off with some warm ups or ice breakers, then get to our script”. Kelly, who has been involved in many of Mills’s drama productions, described the process of rehearsing the script; “our early rehearsals involved pretty straightforward read throughs to get used to the lines, as well as some exercises to develop our use of voice and give us more impact”. Schoening then explained how the technical difficulties were taken into consideration while rehearsing; “we went on a Zoom call 4 days a week [...] it took some getting used to, having to work through all the technical stuff, but once we got the ball moving, it was hard to stop. We would run the lines over and over developing our characters and getting notes from Mr. Hudelson and our alumni assistant director”. Headley specified that they “spent a week rehearsing 1 out of the 4 acts of the play to go through the lines and words and iron out tough sections and just get the general feel of the show. We then spent another two weeks recording the show, spending two days on each act.” From the end of recording up until the premiere, our director, Mr. Hudelson, mixed and edited all of our recorded audio and our crew created an accompanying slide show.” (Cortez) It is hard enough to put on an in-person play, but with an audio only show, the difficulty is set at an even higher level. The cast members had to overcome some significant challenges to creatively and accurately act as their designated characters. Mr. Hudelson, the production’s director and drama teacher at Mills, agreed that it is more challenging to produce plays virtually, as there are also limitations with technology and much time

The Production and Performance of the Crucible

By Nagham Masarweh, Staff Writer

The Thunderbolt the risk of COVID-19 transmission which slowed down the overall voter process for everyone as lines grew. Another issue that poll workers faced was the presence of campaign material on voter clothing which is against federal law. The workers would have to force the offending voters to cover up their clothing, which took some convincing. Another worker faced the issue of somebody trying to use their phone while in the voting booth. The long hours and problematic voters made poll work very tiring for the volunteers, however, all volunteers considered the poll work as a positive experience.

Working at the polling stations had a significant effect on the students in the Student Democracy Program. Many students found the poll booth work rewarding, as they were carrying out a civic duty that is essential to the integrity of this country.

When describing her poll working experience, Carina Velasco (12) felt that “I really felt like I contributed to the democratic process. It felt good helping voters practice their civic duty.”

Others were happy to serve the voters, especially first-time voters, those who had recently become of voting age, and new citizens. Witnessing the diversity of voters on election day, Anjuli Niyogi (12) added, “It was really cool to see so many first time voters - including people of age and people who had recently gained their citizenship”. Some volunteers appreciated being able to see democracy function in front of their eyes and learning about how America’s elections work. Gabriella Handoko (12) commented, “I learned new things both from the perspective of a voter and election worker. Now in the future, I’d know how to fill out my ballots, how they get processed, and specific rules to abide to”. Ultimately, the student volunteers most appreciated their interactions and work with other student poll workers and adults. Many students signed up for the Student Democracy Program with their friends, which made poll work more enjoyable. Some students were able to build new relationships with other student poll workers and gained valuable friendships in a time where it is difficult to meet new people Most prominently, the student volunteers respected, admired, and appreciated the adult poll workers. When recounting their experiences with poll workers, David Paul Cortez (12) states that “I have a lot more respect for the people that work there and count everything”, and Cayenne Wong (11) mentioned that “I met an amazing guy and his father who were volunteering, and they went above and beyond when working. They were very hardworking, and didn’t even take a lunch break during the day”.

The Student Democracy Program allowed many students across the county, including Mills students, to directly participate in the election process that is an integral aspect of our democracy. The student volunteers this election often replaced regular election workers who could not work this year due to being high risk for Coronavirus. Their work during the election made the voting process more efficient, allowing more people to exercise their right to vote. On behalf of myself and The Thunderbolt, we appreciate and commend your hard work. is spent learning how to simply use it. However, this forced him as a teacher to learn very quickly and to make something powerful in a limited medium. He explained that, “a virtual production is never going to compete with a live production performed in front of a live audience. Nothing can capture the electricity and excitement of a live show, but for the meantime, this has to do.” Schoening, who has been involved in Mills’ drama productions since she was a freshman, saw this experience as a new and fun way to try something different; “it was so fun playing this part. It was new to me not being on stage, but it had its own challenges. I had to put all my energy into the voice, and I felt like the emotions of my fellow actors and I were turned up like 10 notches. It was easier in the way that I didn’t have to memorize lines and be on stage, but it was very hard mentally because all your energy is being put into your voice and articulation.” Similarly, Cortez thought acting in this production was quite difficult; “usually, I like to work with people in person because I can interact better with people that I can see in front of me. It was definitely tough, but we were able to pull off something great [...] I personally love it when I have a live audience. Something that I pride myself on is reading my audience and interacting with them in any way I can. The Crucible would have been a bit difficult to do [...] we didn’t have anything but our voices to tell a story.” Headley reflects, “it was considerably harder to draw out my emotions and feel in character while I was recording because we weren’t in a live setting with an audience to play off of and a period setting to interact with. It was also harder on me as an actor because I wasn’t able to connect with my cast mates and build relationships that in the long-run, make the performances better”.

The slideshow presented during the production’s official release was a joint effort between Mr. Hudelson and select students: Singh, Tom, Jiang, and Le. Mr. Hudelson looked for haunting images that could roughly mirror what was going on in the script and also sought to showcase some historical sketches and images from the McCarthy era. Shree indicated that the slides were, “a combination of dark and eerie feels to really capture The Crucible witch vibes; putting pictures of actual images from the play, and more ominous and dark images. We were going for a creepy feel when producing the slides, something that would definitely go along with the witch trials incorporated in the play.”

Mr. Hudelson chose the soundtrack music from some of his favorite films, including Midsommar and The Witch. He also used some powerful music from Coldplay’s latest album “Everyday Life.”

As far as publicity was concerned, Tom assisted with advertising the event to the Mills student body and parents....

Continue reading this article on millsthunderbolt.com

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Features

The Thunderbolt

A

lthough COVID-19 has restricted everyone’s ability to go about their daily lives, some of Mills’ very own students have taken the extra time of being at home to become business entrepreneurs. The Thunderbolt interviewed three student-run businesses and gained insight on their ambitions.

Madison Wong (12), is the owner of Ribbons Allure. She sells cosmetics, jewelry, and has just recently started selling bralettes. Wong officially launched Ribbons Allure in the beginning of June 2020, after several months of research. Every aspect of Wong’s business, from running her website to buying materials, is done solely by her. When asked what inspired her to start a business, she responded, “I’ve always loved making and selling things and I’ve wanted to own a business for a while but I never really had the time to do so.” Wong explained that because of quarantine, she finally had enough time to do research and establish her business. On her business’s website, (https://ribbonsallure.com/pages/my-story), Madison Wong states that she donates 10% of all proceeds to cancer research, as her parents are cancer survivors. In addition, the meaning behind the business name, Ribbons Allure, is to spread awareness of different types of cancers and to show support to those affected by it. Visit the Ribbons Allure website (ribbonsallure. com) and place your order today!

For those who aren’t interested in jewelry and cosmetics, but rather shoes, West Coast Hype is the business for you!

This reselling business is made up of three people: Brendon Lee (12), Edmund Tiao (12), and Anthony Liu (11). The entrepreneurs are always searching for the newest pairs of shoes and growing their vast collection of sneakers. The trio kicked

Madison Wong Ribbons Allure

PRODUCT: Ribbons Allure’s Lip Gloss “Emma” is pictured.

off their business in May of this year. Lee, Tiao, and Liu sell authentic items from popular brands, such as Nike and Adidas, and have amassed over 1,300 followers on their instagram page (@wc_hype). When asked what inspired them to start their business, Brendon Lee shared, “I really liked the idea of sneakers holding value over time and being able to wear many types of shoes. So when I found out sneakers were profitable, I saw an opportunity to make money and do my hobby at the same time.” To see what Wc_hype could have for you, visit their instagram page (@wc_hype) and direct message them if you are interested in purchasing.

The novel coronavirus has resulted in places being shut down and masks being mandated almost everywhere. Sisters, Karissa Lagunte (‘20) and Khloe Lagunte (11) were inspired to start a mask business to help battle both pollution and COVID-19 while also providing fun and colorful masks for those in the Millbrae community. Masks for Kindness is a non-profit business that sells homemade reusable cloth face masks. The duo states that all proceeds go toward the UCSF hospital to help fund COVID-19 response efforts. The business is truly a team effort with Khloe packaging the masks, Karissa delivering and shipping the masks, and both of them sewing the masks. On their instagram page (@masks4kindness), the business displays multiple collections, including Love Your Mother, the Pastel, and the Island. They began their business in hopes of decreasing the amount of disposable masks in our waters. According to Green Matters, an estimated 129 billion face masks are used and disposed each month. The Lagunte sisters are determined to help the environment one mask at a time. To purchase from Masks 4 Kindness, visit their instagram page

Brendon Lee Wc_hype

PRODUCT: “Jordan 4 Fire Red 2020” is pictured here.

Wednesday Wellness Support Groups

By Jordan Hasty, Staff Writer D

uring the former school years, Wellness Counselors and Leadership groups have held events pertaining to mental health to aid the students in becoming more aware of mental health, and have given ways to deal with the psychological hardships they may be enduring. In accordance to these past events, Wellness Counselors Laura Hahn, Staysha Veal, and Lisa Windes are hosting a stress support group to teach students the science behind stress and how to manage it, as well as a peer discussion group called “Breaking the Ice” to guide students in conversations to cope through the emotional strains Coronavirus pandemic has inflicted. Stress has become a common theme in the daily lives of high school students during the 2020 school year as both their lives and education have shifted due to the impact of COVID-19. For the freshman class, virtual learning is far from the typical high school experience, and heightens the difficulty of learning new curriculum. Ultimately—feeling stuck and worried, stress and uncertainty is inevitable amongst the underclassmen students.

Amidst college applications, and various senior year plan cancellations, maintaining both positive and motivated has also posed a challenge for the upperclassmen. While each day during the ongoing Coronavirus era can present new challenges, the wellness counselors at Mills are determined to utilize the Zoom platform to encourage and assist the students who are feeling overwhelmed.

The Stress Support Group, led by Wellness counselor Lisa Windes, creates a safe virtual space for students to learn about stress, how to manage it, and express the strenuous emotions many have felt over the course of COVID-19.

As most high school students have found themselves becoming more uncomfortable in social situations due to prolonged time spent at home, this support group serves as a great alternative to an in-person group—offering the option to use the chat box and ability to turn your camera off to build a more secure, pleasant environment. Group meetings consist of sharing YouTube videos, graphics, and other visuals to display the neuroscience behind stress—followed by a group discussion pertaining to what the group members prefer. The members are given a chance to share any experience they’re comfortable discussing, opening the opportunity for honesty, compassion, and insightfulness.

Conversations as such allow for a powerful dynamic, where students can share their experiences with one another, learn that they are not alone in what they are going through, and get support from their fellow participants. The importance of hav-

ing a listening ear, or simply having someone to talk to about the emotions you may be encountering often goes overlooked, group leader Lisa Windes agreeing, “I think it’s easy to forget how meaningful it is to feel heard and understood”. In accordance with these activities, Wellness also plans to teach different skills that students can use to help manage stress—whether it be on Zoom, at home, out in the community, and in-person at school. Though connecting through an electronic device is not the easiest obstacle to conquer, Wellness prioritizes helping students interact to achieve a connection, even if it may be through the screen. Windes emphasized this, stating that “right now we’re all doing our best to connect during the pandemic and I think a virtual group is a great way to do this”! With the use of this stress support groups, all the counselors hope to bring stress relief into the lives of more students.

Leadership and Wellness came together and created “Breaking the Ice” as a peer support group, whose main purpose is to deter from the isolated, disconnected feeling which many students have run into, granting a chance to meet new people who may be undergoing similar emotions. “Breaking the Ice” consists of discussing topics pertaining to 2020, and what it has been like—opening a natural conversation. Topics range from major events such as Coronavirus and stay-at-home orders to personal interests like binge-worthy Netflix shows or current favorite games - each topic spoken in a positive light, bringing a lighter perspective into a seemingly dark time. Laura Hahn, Wellness Counselor and leader of “Breaking the Ice”,

(@masks4kindness) and direct message the account!

Through these tough times, some of Mills’ students have used their creativity to start businesses. Despite the fact that these are only a handful of the countless student-run businesses, it is clear that they are each diverse and unique.

If you are interested in buying new clothing items, make sure to shop at small businesses by checking out these student-run stores and always try to support small businesses!

Featuring Mills’ Student Run Businesses

By Melissa Catpo, Staff Writer

Karissa and Khloe Lagunte Masks4Kindness

PRODUCT: Masks4Kindness’ Pastel Collection is Pictured.

mentioned, “We’re going through a lot of the same stuff right now - it’s nice to have a place to talk about it” when explaining the ways students can benefit. While open discussion is highly encouraged, it is asked that the members remain respectful and mindful of questions or prompts that may be upsetting to some students. Ultimately, comfort is the utmost priority, ensuring students remain at ease. During the chats that are held, Peer Leaders are present and engaged to build a light-hearted and interactive space. The Peer Leaders are Leadership students, who either have an interest in mental health, or have undergone hardships alone, and want to support those who might be as well. They serve as one of the main components of this support group as they design, promote, and help lead the meetings, including the assistance of Wellness Counselors who remain present during meetings to moderate and offer a helping hand if needed. Through offering this peer-to-peer support, unexpected relationships begin to flourish. Opening up to others swings open the door of opportunity to discover similarities and interests amongst individuals who you may not have talked to initially. “You meet so many people that you wouldn’t typically hang out with if we were in person during school, and you grow connections with them”, Peer Leader Anna Skyriotis (11) added. In her experience, Skyriotis has built new friendships and grew more confidence, both boosting her mood and making her a better leader. Erin Crowley (11), a fellow Peer Leader, had similar feelings as she expressed, “I never want someone to feel like the way I did in the past -- it felt like I didn’t have anyone. I know that having a friend or someone to talk to really does feel good and makes you feel better, and I want to provide that for others.” A lot of us may be going through similar things right now, but especially in times like this, loneliness heightens. The members of “Breaking the Ice” encourage anyone to join, as having a place to voice your feelings, or just a space to mix it up and meet new people is vital.

Even in times of distance learning, building a connection is still possible.

Identifying and proactively addressing the challenges of student stress and anxiety is vital, especially during this time. At Mills, Wellness strives to provide the student body with the opportunities and pathways needed to effectively ensure their well-being and success. Having stress and feeling anxiety is normal, and no student should feel alone. If you, or someone that you know at Mills needs help managing stress - or could just use someone to talk to, it is highly encouraged to join one of these groups today. Sign-ups for the Stress Support Group and “Breaking the Ice” peer support group can be found at bit.ly/ millsgroups. Each group meets every Wednesday, from 2:153:15pm via Zoom. After filling out the form, a counselor will be in touch to ensure that you know where to find the group and where to join it. For more ways to help navigate stress and your mental health, check out the Wellness Counseling page on Canvas at bit.ly/vikingwellness which includes community resources such as hotlines, video support, meditation opportunities, and more.

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Center

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Spread

SYMBOLS OF HOPE THROUGH THE AGES magdalene ko, staff writer TW: mentions of self-harm

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o matter what culture one lives in, a constant virtue is hope. Hope has persevered everywhere, guiding people through hardships and achievements. Now, in a time of confusion and instability, here are some reminders that hope will always prevail.

There are many symbols of hope in the natural world. A common figure of hope is the dove, originating from the story of Noah in the Bible. In the story, Noah spends forty days and forty nights on a boat in the middle of a huge flood. After he lands on a mountain, he sends a dove out to scout for dry land. Several days later, the dove comes back holding an olive branch.

Now, the dove is perceived in a myriad of cultures as a sign of revival and starting anew. It is recognized as a sign of a new life and leaving past difficulties behind.

The butterfly is another animal that symbolizes hope for Indigenous tribes. Butterflies were seen as messengers from the gods—if someone caught a butterfly and whispered their greatest wish to it, it would be granted after releasing the butterfly. Today, the butterfly has morphed into a symbol for a movement created to stop self-harmers. In every place that one has hurt themselves, they can draw a butterfly on it. If the butterfly fades and “flies” away unhurt, then its life has been saved. The butterfly has become a reminder of self-love and freedom. It’s uniqueness and vitality reminds people to enjoy the small things in life and not take anything for granted.

In Japan, origami cranes embody wishes and peace.

Its meaning arose when a Japanese girl named Sadako Sasaki was hospitalized after the U.S. dropped a bomb on Hiroshima during World War II. Despite thinking she was unhurt, she was diagnosed with leukemia in 1954—almost ten years after the bombings. While she was sick, she remembered the tradition that if one folds a thousand paper cranes, one wish will be granted. She began folding cranes throughout her treatment, resulting in a total of 1,644 cranes. Although Sasaki died a year later, her wish for peace touched many, as origami cranes now signify hope and peace.

In Spain and China, eggs are seen as a symbol of hope. In their eyes, eggs illustrate rebirth and the start of new life. It is a sign of new beginnings. Eggs display that life will always continue on no matter how bleak a certain situation seems. When a baby turns a month old, a Chinese celebration, or Red Egg and Ginger Party, is held, celebrating the renewal of life. Friends and family gather together for a meal, bringing gifts of jewelry or red envelopes filled with money for the baby. Spanish painter Salvador Dali illustrated the egg as a sign of rebirth. His painting Metamorphosis of

Narcissus is a story of confusion and darkness, but in the final part, a hand holds an egg out of water, out of which a narcissus flower is growing.

Many cultures also have their own symbols as reminders of dreams and aspirations.

The eight pointed star, which is one symbol of hope in Indigenous culture, is, as you might guess, an eight pointed star with a circle in the middle surrounded by another circle. future. The inner four rays stand for the four cardinal points: North, South, East, and West. out the year. The triquetra, three interconnected ovals similar to a triangle, is a common Celtic representation of anything in threes, such as life, death, and rebirth, or the past, present, and future. It is also occasionally drawn interweaving around a circle, which signifies eternity.

The triquetra epitomizes unity and continuation, therefore making it the perfect symbol of hope.

Stars also represent hope and wishes. It’s a common tradition for people to wish upon shooting stars. These are rare to see, thus making the person extremely lucky and giving them anticipation for their wish to come true.

Although the origins of wishing on a shooting star are unknown, some legends say that shooting stars are the gods coming to check on humans. The beauty and grandeur of stars make them the perfect thing to cast a wish on.

Metaphors are another way in which we constantly manifest hope. A common saying is seeing the light at the end of the tunnel. Everyone can identify with feeling the relief at finally seeing the ‘light’ at the end of certain hardships. Sometimes trials seem long and hard, but they will always end. Similarly, the sun coming out after rain is a reminder that no matter how gloomy a current situation might seem, it will end and there will be happiness again. Whenever it’s raining, people remind each other that the sun will always come out again. After a period of long dreariness and low spirits, people can once again bask in warmth and have fun outside.

Staying isolated can be draining, but these manifestations of hope serve as a reminder that good times will come again. An easy way to stay hopeful is to have pictures of or draw some of these symbols and put them around the house.

Then as the day continues, these small pictures can brighten your mood. Even though the future looks bleak, remember that hope is everywhere, even in the smallest of things, and we will finally be able to see each other once again.

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Opinions

The Thunderbolt

IDENTIFYING MY ASIAN-AMERICAN PRIVLEDGE

By Bianca Reyes, Center Spread Editor When

the Black Lives Matter protest seemed to reach its peak over the summer, one phrase repeated like a mantra amongst activists: “Check your privilege.” Granted, most of these chants were directed toward White people—the ones who have maintained the upper hand in society since what feels like the dawn of time—but it would be naïve of me to deny the way that my status as an Asian-American has granted me more leeway in life when compared to other people of color.

This isn’t necessarily to say that I haven’t faced any struggles as a person of color. It’s only recently that I’ve become more comfortable with my identity as a Filipino-American after a life long of grappling with my selfhood. I’ve also had my fair share of racist encounters, but these instances never escalated beyond the point of physical assault, nor was it ever at the hands of people who are supposed to be protecting me. It was then that I came to the realization that my struggles seem like a cake walk in comparison to the everyday struggles that Black people face in this country.

I have never had to worry about being racially profiled at a con-

venience store. I have never had to worry about my father not returning home from work after being pulled over for a broken tail light. I was never untrusting of police, and I have never feared them purely because of my race. The absence of all of these elements factor into the reason why I believe that I am, at least to some degree, privileged.

This privilege can be traced back to Asian-Americans being viewed as the “model minority.” The term essentially characterizes us as well-educated, hardworking citizens who have learned how to overcome our discrimination and reach success. Although the myth is problematic since it’s deeply rooted in racist stereotypes, it’s not entirely a bad thing. This simply means that we must learn to use our privilege for good.

There are plenty of ways that people can use their voice for good, but one of the best ways to utilize this privilege is to amplify Black voices. Listen when they talk about their struggles and empathize with them. Although we may never fully understand the hardships that they endure, listening and educating. ourselves is the first step to change.

TECHNOLOGICAL ISSUES AFFECTS LEARNING

Distance learning is very different from the learning that we are used to, and some-

times it can be difficult for students to engage with each other due to technological issues that are out of our control. I have experienced this firsthand, as it can be very difficult for me to communicate in breakout rooms due to my microphone not working.

I may initially seem rude to others because I do not answer right away. To communicate, I must use the chat feature on Zoom, and it is often not an issue for my teachers, but sometimes they do not read the chat and get confused when I do not audibly reply when I am called on. Fortunately, they are getting used to the fact that my, and a few of my classmates’, microphone does not work. The biggest problem I face with not being able to talk through Zoom is the inability to discuss math problems and equations. For example, I do not know how to type math symbols, such as square root and exponents in the chat, making it hard to share my answers. On the other hand, my classmates have no trouble explaining math equations and answers because they have technology that enables them to do so. I also cannot participate in presentations where I have to explain what I created on my Google Slides. It takes much longer for me to type than it takes to speak, so when I am typing, everyone must wait for me to finish, creating an awkward silence.

Wifi issues and slow devices can also be a pitfall to distance learning. Since my microphone never works, my teachers suggest that I use the school provided Chromebook. While I was able to speak and communicate much better, the Chromebook was much slower than my personal device and I often missed at least five minutes of class per day when using it. I would usually get kicked out of the Zoom call when my teachers assigned me to a breakout room while using the Chromebook. I cannot afford to miss important lectures, so I sacrificed a computer with a working microphone in exchange for one with better wifi.

While communicating may be difficult, I still try to make the best of it. To make it faster, I use acronyms to shorten up words without confusing others. I also go to the reactions bar and give a thumbs up whenever someone asks a question that can be answered with a simple yes and no. I also try to type as fast as I can, ignoring typos as long as I am able to communicate my message clearly.

In conclusion, I am catching up with distance learning because I am able to find my way around these technical problems and engage in class discussions.

By Rita Li, Staff Writer

The Thunderbolt

Opinions

WHY TEENS

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SHOULD HAVE

MORE LENIENT

RULES

By Joshua Choe, Staff Writer

High

school is arguably one of the most memorable parts of a person’s life, both socially and academically. With these aspects being so important, rules that were once instituted beforehand, specifically curfews, may need to be adjusted.

Curfews have a large effect on almost every teenager’s life, restricting them from activities like late night hangouts or spontaneous adventures. A more lenient curfew may be necessary, as these hangouts contribute to a huge part of a teen’s life, creating memories to look back on and smile upon. “...curfew? Yeah, my parents always make sure I’m home by 9:00 PM sharp. I usually don’t like how it takes me away from my friends, just when we find something fun to do,” John Broussard (9) explained. Of course, curfews are instituted due to multiple reasons, the main one being safety. This can easily be remedied with the promise of constant text updates, or making sure that the teen is with a larger group of friends. It’s important to understand how much time flies by when a kid hangs out with friends, and when they’re having fun, every minute together counts. Thus, a later curfew would definitely give as many “minutes” as possible. If there is worry about curfews lessening the chance of a teen doing no good, statistics actually show that there is no change. In fact, statistics show that there is a larger increase in crime in times other than the curfew (Brandon Gaille).

Rules, both lenient and strict, are incorporated into everyone’s lives.

Of course, not everyone is completely satisfied with the rules in place, and it’s definitely a good idea that parents rethink the rules they set for their children, or more specifically, their high schoolers. High school, being the way it is, is an important time for kids to make memories and have fun, as well as challenge themselves academically. It can’t be stressed enough how important both are. Rules should definitely be reworked to be more lenient, allowing the high schooler to have more room to engage in activities that they like. Especially with COVID-19,

keeping students from seeing their friends on a daily basis, high schoolers should have more leniency to see their friends.

These rules should all include a factor of trust that your kid will keep safe without constantly questioning their actions.

Rules at home should also be revamped, with time spent online being more lenient. Texting and calling is a big part of the teen’s life, as well as playing an online video game with friends, especially with this day and age. It’s all part of bonding with friends and having fun. As well as the “fun” factor, giving this freedom early on is crucial for a good relationship between child and parent, as well as getting them used to this freedom. Later on, when kids move out, they may spiral out of control due to the unprecedented amount of freedom they’re given all at once.

Parents demand respect from their children, yet it’s also equally important that parents respect their children. High schoolers should have digital and life privacy and the right to comfortably speak out against what they think is wrong in the parenting employed. Issues with privacy can be found in multiple ways. For example, checking a teen’s phone and reading through all of their texts, as well as questioning them about said texts, is insulting and reveals a lack of trust. Another example is being too harsh when questioning a teen’s social life.

Teasing a teen about a romantic relationship could be detrimental to their mental health, however much of a “joke” it may be. Teens should have the right to question the parenting that they receive. If they feel that something is wrong, they should be able to have a discussion with their parents about it. The best way to learn something is through experience. Trust that your kid will learn by themselves, and guide them leniently.

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Sports

The Thunderbolt

Winter Sports Workouts Misael Gomez, Sports Editor

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ew San Mateo Union High School District (SMUHSD) restrictions require sports groups to be broken into “sessions.” The following sports; Basketball, Cross Country, and JV and Varsity Football; have gone through two sessions since the start of the season. All workouts are held after school from Monday through Friday and start times range from 3:30pm to 5pm. Each session is 3 weeks long, in which student athletes are only allowed to workout in the same session after attending the first week. If students fail to attend a workout in the first week, they will not be permitted to attend any workouts until December 11th. Let’s dive in to see what each sport is exactly doing in their workouts.

The first sport highlighted is Cross Country, who practice on Mondays, Wednesdays, and Fridays. Because it is a very team-oriented sport, the process of doing workouts has been a little more difficult than expected. However, the team has a specific 2 group system where each group goes on the run at a time. Runner Lokesh Kumar (11) said, “In our past quarantine workouts, we had been trying to slowly get back into shape so when the actual season starts, we will be prepared… [COVID-19] had definitely changed our workouts by having 5 people in a group due to each runners’ shape and continuing as a group”. COVID has also changed the way the team works out due to the fact that the runners cannot leave the campus during training.

Instead, they do multiple laps around the entirety of the school campus which add up to be multiple miles run at the end of the practice. The team is doing the best with what they have, but are more than ready to compete again.

Next we move on to girls basketball who practice on Tuesdays, Wednesdays, and Thursdays. The team has had its setbacks like all else, however they have kept a positive mentality and attitude for the future. Victoria Williams

(12) emphasized what the team is trying to achieve right now, which is “lifting out teammates up and making sure that we’ve got each other’s backs.” To show this, the team gives fist bumps and positive waves whenever someone makes a good shot or messes up. In terms of game plans, Williams has noted that due to the fact they are a very defensive team “...we have had to adjust since we can’t guard or scrimmage [against other players] anymore.

Because of this we have shifted our focus to becoming a better shooting and ball handling team.”It’s clear that although the cards they’ve been dealt aren’t in their favor, the Mills Girls Basketball team is doing everything in their abilities to make the best out of their practices. In time, the team will be able to get back to their regular schedule.

The next sport is Football who train from Tuesdays to Thursdays. Now that the new turf field is completed, the Varsity team is the first to try it out. Just like Cross Country, the team is separated into different workout groups depending on their respective positions. Player Ibraheem Mosa (12) walked through a regular training day, saying, “We all get checked for our temperatures and are separated into 3 separate groups…. Regular practices have conditioning and drills based on your position.

We can’t do team plays because we are not allowed to have the groups mix.” Despite their restricted circumstances, the Mills football team is steadily building chemistry and both physically and mentally preparing themselves to have a season as successful as last years.

No matter what, each sport has the same goal in mind, keep the students safe while improving their abilities in each respective sport. No practices right now are mandatory, so players know if they don’t feel well before a training session, they do not have to go. The Mills Thunderbolt wishes the best of luck to both athletes and coaches during these difficult times, and hope to see them competing again soon!

Sports

The Thunderbolt

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The Myth Behind “"Healthy"” Foods Katelyn Lam, Staff Writer

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very day, at the supermarket or local convenience store, there are so many snacks being advertised as “healthy” and “full of protein”. But when customers go to buy one of these items, how many really stop and look at the nutrition label? Or do they only look at the words in the front advertising the healthiness of it? It’s important to remember that not everything is as advertised, and understanding the pros and cons of different snacks are important to maintaining a healthy lifestyle.

From granola bars to trail mix, popular easyto go-snacks may tempt customers to purchase them without stopping to look at the nutritional information. It’s convenient, fast and there’s so many different brands for each kind of snack that people don’t bother turning around the package and looking at the different factors added to make it taste better than some of the others. A lot of the people who eat these are those who need a jump start to their morning or a quick snack after school, neither of which these products are made for.

Many of the people who grab these items

Spotlight on Cross country Madison Wong Opinions Editor

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are looking for a healthy but quick snack, advertised as “sugar free” or even with a “no added sugar” label, but these claims aren’t always 100% accurate. Sugar free snacks can have up to .5 grams of sugar per package and that can add up throughout the day. “No added sugar” labels may mean that natural sugar from things like fruit is what’s making these snacks a much tastier and faster alternative to homemade healthier options like an actual fruit or nuts. While that sugar may be healthier than processed sugar, it is still good to remember it may contain lots of natural sugar, no matter what the packaging says. 100% organic products aren’t much better either. According to the United States Department of Agriculture(USDA), as long as 95% of the product is organic, it can be labeled as such. With products with the label “made with organic ingredients,” only 70% needs to be organic. Organic food isn’t automatically healthier than the non-organic version; it simply means that they were at a lower risk of pesticide exposure. An organic health bar doesn’t mean it should be your go-to-snack in a grocery store.

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he pandemic has brought up many uncertainties in everyone’s lives, one being when there will be a sense of normalcy. The San Mateo Union High School District (SMUHSD) recognized that students need that “normalcy,” and allowed for sports conditioning to begin. However, sports look very different from how they did 9 months ago. We talked to the Mills Cross Country team to see how they are doing and what exactly has changed.

Teams were allowed to begin conditioning in September as long as they followed the SMUHSD’s rules to ensure that all of the coaches and athletes remain safe and healthy. Larry Cappel, the cross country coach for Mills, contacted the cross country athletes as soon as he could to organize conditioning. The team meets 3 times a week, and before practice, the athletes must answer a few screening questions and get their temperature checked. They then go to their assigned cohorts of about 10-15 students to complete their workout for the day.

When asked about how this season compares to last season, Cappel explains, “It has certainly been different. Even though we are not yet officially practicing, nearly 25 students are showing up...” Last year, the cross country team consisted of almost 50 athletes and they trained 4-5 days a week with 1-2 meets per week. Cappel goes on to say, “Cross Country is a sport of running and it is essential for the team to experience a wide variety of scenery as they run, [however] this has not been possible this year.” In previous years, the team was allowed to run off campus, but is now restricted to the baseball field and a short trail on campus. Not being able to run off campus limits the team’s ability to adapt to different terrains, a very important skill to have when running cross country. Despite these restrictions, Cappel is still hopeful, “Everyone is going through challenges and I believe our team will overcome these challenges.” There have been many changes to the season and the way athletes can train, but Cappel remains positive that the team will prevail and do well during the season.

A few members of the cross country team also feel hopeful about the season, while not forgetting the fact that things look very different this year. Nicholas Shek (12) exclaims, “It’s a lot harder when you can’t directly talk to every single one of your teammates. It’s also hard to run and wear a mask at the same time. That being said, I’m hopeful about the season. Even though we have to train in groups, I think it’s bringing us closer together as a team.” Teammates are forced to converse in their smaller groups, enabling them to spend more time with people they normally would not spend time with. Chloe Xu (12) explains, “Training this year has been pretty daunting, but my supportive teammates make it feel almost normal.” She also mentions that another difference is having to train in the winter rather than the fall. The normal cross country season ends well before this season will start, so having to run in the rain and cold will be a big change for the team. Both seniors recognize that the season will be very different from how it was last year, but are still keeping a positive mindset. Shek commented, “It sucks that for our senior year, we can’t have a normal season, but we have to make the best of it.” Continue Article on millsthunderbolt.com

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Drive-in-Movie Screening of “Elf” (Dec 4)

The Millbrae Lions Club and city of Millbrae will be hosting this drive-in movie on December 4th in the Millbrae Square Parking Lot (739 Magnolia Ave.) Because space is limited, register as soon as you can at bit.ly/milrec

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Will help most vulnerable members of our community who have been affected adversely by the pandemic. For every $10 donated, the Millbrae Anti-Racist Coalition will have 5 luminarias (in your name or in honor of someone). You may choose to decorate the luminarias OR provide a message you would like added to the luminarias. Donations will go to The Samaritan House San Mateo to provide food, clothing, medical assistance, and housing assistance. The luminarias will be displayed in the Millbrae City Plaza on Saturday, December 5 from 4 to 7 pm.

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