www.mvviewer.org | Friday, December 19, 2014 | Volume 62, Issue 5
Time to de-stress
High School Hinseth
School urges student stress management by Furqan Syed staff reporter Forget the stereotypes of the carefree youth. According to Psychology Today, teenagers today are five to eight times more likely to suffer from symptoms of depression than teens 50 years ago. Recent research has shown that increased stress among teens may be a large cause. Mounds View is attempting to address this through yearly mental health meetings. “With the holidays approaching, it’s a stressful time for everyone,” said Associate Principal Michael Schwartz. “If we can help one person, it will be well worth our time.” The meetings on Dec. 11 pulled students out for a half-hour session on stress and solutions to mitigate stress-related problems. However, some questioned the effectiveness of the meeting and the practicality of the advice offered. “A lot of the info was recycled,” said Quinten Lang, 11. “I tuned out.” The meeting emphasized common sources of stress among students, ending the last few minutes with methods for stress relief. The split of time between the topics left some students wanting more on coping mechanisms for stress. “They should’ve given more meaningful
ways to actually solve the problem, rather than saying ‘just see your dean to get anything done’,” said Levi Jones, 10. However, Jason Feng, 12, disagreed, saying, “It told us that there are people we can seek help from in school, people out there who support us.” Another complaint was that the advice for how to relieve stress was not realistic. In every class meeting, when Dean Kendra Eckman suggested aiming for 9-10 hours of sleep each night, her words were met with laughter. Courtney Conlin, 11, said, “It’s ironic that they keep telling us to get more sleep, but at the same time keep giving us more homework.” Ben Ojanen, 10, on the other hand, sees sleep as an overlooked yet vital aspect of mental health. “There’s almost a dangerous mentality about sleep now. People are dismissing it, and we’ve lightened the issue a lot,” he said. “We’ve made not sleeping the norm.” Many think that mental health is an essential topic to be addressed. “Helping to open conversations is a great place to start,” said school nurse Sarah Osterman. “Mental illness is a health condition and doesn’t have to be something to feel ashamed of.”
photo by Hana Gulli
Social studies teacher Alex Hinseth spent a day in the life of a student to see what it’s really like. Here, Hinseth eats lunch in the cafeteria with other students. For a full report, see p. 4.
Test Your U.S. History Knowledge! How would you do on the new APUSH exam? See how you fare on this sample question to find out! Which of the following 20th-century issues most closely parallels the controversy depicted in the cartoon on the left? (A) The opposition to the Vietnam War in the 1960s and 1970s (B) The growth of conservatism in the 1960s, 1970s, and 1980s (C) The civil rights movement of the 1950s and 1960s (D) The expansion of migration to the United States after 1965 Correct Answer: C
More depth, less breadth for AP U.S. History by Daniel Yong staff reporter Should a college-level U.S. history course focus on the idea of “American exceptionalism” to develop an appreciation for country among its students, or emphasize deeper analysis of all aspects of U.S. history, both the good and the bad? A popular class choice among many sophomores at Mounds View, Advanced Placement U.S. History (APUSH) used to be known for its great emphasis on individual people, facts, and details. With the College Board’s recent revision, however, the course has shifted focus to promoting critical thinking about a fewer number of key concepts.
IN THIS ISSUE
IN EDITORIALS 3
CATCALLING
Instead of focusing on factual recall, the new APUSH course puts a greater emphasis on writing and understanding major themes. The multiple choice section is now 55 questions, as opposed to 80 before. A major change to this portion of the exam is a shift from individual questions to a set of three to five questions based on a historically relevant quote or image. Going along with the goal of increasing critical thinking about history, the test also includes more essays than before. In addition to the previous Document-Based Question and Free Response Questions (which is now a Long Essay Question), students must also complete a short answer portion
IN SPORTS 10
WRESTLERS WEIGH IN
with four questions. Tim Pease, 10, said of the new course, “I think it’s going to be easier because you don’t have to know as many names, you just have to know concepts.” However, Justin Benolkin, APUSH teacher, cautions students against interpreting the changes as a simpler test. “Every question is now tied to a specific prompt, image, or written excerpt,” he said. “The goal is to have students be less a machine that churns out buzzwords and more a scholar that can build arguments, connect historical events, and apply history to events today.” APUSH REWRITE see p. 4
IN GALLERY 12
ONLINE
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COLLECTING MV ALUMS CULTURES TALK COLLEGE
2 editorials
December 19, 2014
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The Viewer is published by the student editors at: Mounds View High School 1900 Lake Valentine Rd Arden Hills, Minnesota Sauk Centre Publishing
English curriculum needs more cultural diversity In Concepts of English 9, English 9, and Advanced English 9, only 1 book is written by a Native American. The rest are written by white males.
In both Honors English 9 and 10, 1 out of the total 11 books is written by a Native American.
AP Literature is 1 out of the 2 English classes that features books written by Native Americans, African Americans and women.
CIS Literature features 5 books written by women. It is the only English class with over half of its curriculum featuring novels written by women.
1 out of the 4 books in English 10 is written by a Hispanic-American. 2 of the 4 novels in the curriculum are written by women.
7 of the 8 books in Advanced Elements of Lit are by white authors. In Elements of Lit, all 3 books are written by white authors.
78.2 percent of the books read in all English classes at Mounds View are written by a white author
If you read every single book that Mounds View’s English curriculum offers, you would read 55 books. Of those books, 43 would be written by a white author, seven by a Native American, and three by an African-American. Not one would be written by an Asian, South American, or Native African author. That needs to change. In order to prepare students for the real world, a world filled with diversity, we must find a way to incorporate more perspectives into our English curriculum. Adding short stories or poems from other cultures is one thing, but we rarely focus on these texts for more than a day or two. Adding an entire novel, one that is studied for an extended period of time and allows students to fully explore a culture other than their own, is another thing entirely. Mounds View’s English department does a lot of things right when it comes to choosing texts. For the most part, students enjoy the books they read in English class; some even discover a lifelong favorite. Selecting books that students will both learn from and appreciate is a fine line, and our English teachers walk it well. It’s not just students that teachers
have to please either. Parents are unafraid to voice concerns when they believe a text to be inappropriate. Unless they want to spend every waking moment arguing with parents, teachers are forced to select books that aren’t too controversial. Once both of these demands are met, however, Mounds View’s English department enjoys a remarkable amount of freedom. “We trust our English [and] language arts teachers,” said Principal Jeff Ridlehoover. “We put our faith in them to make the best, sound, and rational educational decisions for the kids curriculum-wise.” Teachers must take advantage of this well-placed faith by choosing texts that represent a variety of different perspectives. Doing so would enrich students’ understanding of other cultures, as well as underscore the diversity already present within the Mounds View district. The way in which these books would promote cross-cultural understanding is actually quite simple. Any time a student reads a novel, they are given the chance to walk a mile in someone else’s shoes. If those shoes are from a different culture, students end up seeing what a different way of life is like. This not only enriches
their understanding of the world, but it gives them the tools they need to function in a diverse society. Adding books from different perspectives would also give a voice to minority students whose cultures are often overlooked. For example, the percent of Asians at Mounds View is 13.7 percent. When faced with a school that is 79.4 percent white and a curriculum that is zero percent Asian, these students might feel as though their culture is being overpowered. We can’t change the racial makeup of the district, but we can change the diversity of books to give minorities the voice they deserve. This does not need to happen overnight; curriculum change is gradual by nature and finding the right book is challenging to say the least. But it does need to happen eventually. Cultures are being ignored, and students are being thwarted a valuable opportunity to expand their view of the world. All the English teachers that were interviewed, as well as Dr. Ridlehoover, agreed that there are holes in the curriculum that seriously need filling. The question is simply who’s willing to knuckle down and do it.
Viewer Mission Statement 1. To publish news, information and opinion articles for and about student, faculty and administration activities, interests and policies. 2. To maintain high ethical standards with regard to fairness, personal and legal rights, responsibilities and accuracy. 3. To provide a forum for free and responsible expression of student opinion and present well-balanced, locally researched coverage of issues of broader student interest. 4. To strive for a high level of competency in the technical aspect of writing, including grammar, spelling, clarity, and precision. 5. To welcome diversity and increase the scope and depth of our coverage in order to heighten mutual understanding and awareness throughout our entire school community. Articles and letters to the editor appearing on the editorials pages represent solely the opinions of the writers and do not represent in any way the viewpoint of Viewer, our advertisers, Mounds View High School or its staff. The editors of the Viewer welcome and encourage the publication of all viewpoints.
Merry Christmas
December 19, 2014
editorials 3 Student VIEWS
Religion shouldn’t be the only aspect of Christmas by Kalyn Fors staff reporter To many Americans, Christmas has become just another reason to take a break from school and work and get together with family, rather than celebrate the birth of Jesus Christ. According to a survey from the Pew Research Center, in 2013, one-third of Americans saw Christmas as a cultural holiday rather than a religious one. Some people argue that this progression is negatively affecting Christmas and that the sole focus should be celebrating Jesus and not the materialization of Christmas. However, this isn’t necessarily a negative trend. Commercializing Christmas not only helps the economy, but also brings people of different backgrounds and beliefs together. People should not feel offended by the evolution of Christmas. Because of the commercialized influence
cartoon by Michaela Morse
of Christmas, people from different countries where Christianity isn’t widely practiced are celebrating the holiday. In Japan, for example, many Christmas customs such as gift giving and feasts have been blended into their culture. Though most people in Japan don’t celebrate Christmas religiously, they do use the holiday to spread joy with presents, food, and even Santa Claus.
Christmas becoming a cultural holiday makes it undoubtedly more inclusive and welcoming for people from different beliefs, spreading the tradition and spirit of Christmas. Something more prominent in the United States than in other countries is the idea of large sales during Christmas time. With crazier price cuts every year, people are given the incentive to open
their wallets a little wider. The large spending from consumers also provides a financial boost for plenty of companies locally or nationally in America. According to Statista. com, in 2013, Americans spent $781 billion on gifts alone. The commercialization of Christmas is a winwin situation for both the customers and businesses, and at the same time, greatly expands the American economy. Although some people seem to get offended if someone says “Merry Christmas” to them and they don’t celebrate the holiday religiously or culturally, it seems more people of all religions acknowledge the holiday as something not only an opportunity to praise a god, but to be happy with their own family and to show love and affection. Who can argue with that?
Women want respect, not attention by Kevin Sabeti-Oseid staff reporter According to a 2014 study conducted by the organization Stop Street Harassment, 41 percent of women recall their first experience with street harassment starting between the ages of 13 to 17. These shocking statistics bring to light how common street harassment is and how early it can start. A catcall is a whistle, shout, or comment of a sexual nature to a woman passing by. Whether it be verbal or physical, street harassment continues to objectify women. Men should not feel entitled to make inappropriate comments on a woman’s body. If it has become clear that women feel violated by these incessant, inappropriate jeers, why do men still feel the need to continue? As comedian Jessica Williams noted, “[A woman’s] walk to work is not there for him to comment on. It’s not a red carpet, it’s not a fashion week runway – it’s a sidewalk.” Another study by Stop Street Harassment reveals the widespread harassment that many women in the United States face everyday. From 2,000 people surveyed, 65 percent of women have experienced street harassment in some form, whether it being
Editor opinions What your Viewer editors think of various issues.
verbally or physically aggressive. Though numerous studies, blogs, and organizations have expressed most women’s distaste for catcalling, many men still continue to claim that it is merely a compliment that women should not be offended by. A compliment is defined as a polite expression of praise or admiration; there isn’t anything polite about catcalling. To avoid catcalling, some men have advised women against wearing tight clothing. What someone wears is not an invitation for comments. Everyone should be able to dress comfortably without fear of being harassed. Women should not be blamed for catcalling just like how victims of sexual violence should not be questioned on how they were dressed. A topic of debate is over the criminalization of catcalling. A large focus is on catcalling laws and how they would criminalize speech, violating the first amendment. As Liliana Segura noted in her article on The Intercept, a law against street harassment would detain only a select group of people. Such laws would mainly affect the homeless and lower classes who spend more time on the street and are more likely to be the ones catcalling. This does not mean that men in higher classes aren’t capable of sexual harassment, but rather that they are less likely
“I can already smell the Christmas cookies baking....” -Nina Bertelsen business manager
“Destroy the idea that going to therapy is an indicator of instability.” -Rebecca Nara spread editor
“I think Christmas is used as a marketing tool to promote products that otherwise take the spotlight off of the religious aspect of the holiday.” -Austin Bates, 12
“ Christmas being commercialized isn’t bad. It helps the economy.” -June Park, 11 photos by Josh Yuan
In a recent Youtube video, a woman walks through a city for 10 hours and is repeatedly harassed. The video was made to call attention to the problem of catcalling. to be caught. Whether or not catcallers believe what they’re doing is justified, most women have said that catcalling is offensive. If women are saying that they don’t like it, men should stop. The problem is not with the victims of the act, but the act itself.
“Maybe Trivia Crack should just drop the ‘Trivia’.” -Emily Ruan news editor
“We need to learn toleration and respect, not discrimination and hate.” -Hana Gulli photographer
4 features
December 19, 2014
Social Studies teacher Alex Hinseth spent a day in his students’ shoes. Hinseth participates in a class discussion (left), studies the material in Spanish class (middle), and walks among the crowd in the halls (right).
Hinseth takes high school by Namrata Gadela spread editor Adam furrows his eyebrows in his second hour AP Calculus class as he tries to understand the confusing world of derivatives. Unlike his perplexed classmates, Adam will never have to take a test on this. In reality, ‘Adam’ is none other than Alex Hinseth, a social studies teacher at Mounds View. Hinseth, who modeled his experiment after a similar one conducted by a teacher in New Jersey, decided to become a student for the day in hopes of understanding school from a student perspective. “Us teachers were in school a while ago. School is different now and I want to learn how students deal with it,” said Hinseth. His goals were to get “new perspectives on a student’s experience of being in school, and a deeper understanding of interactions among students and between students and teachers.” As he went through the average high-schooler’s day,
Hinseth learned many things. The school day is long and “kids don’t have some of the breaks they need.” He hopes to introduce mini breaks within the hours of the classes he teaches. He also got a glimpse at different methods of teaching at school. “At Mounds View, we have awesome teachers that have innovative ways of teaching,” said Hinseth. While he took away a broader perspective about how students’ days are, he realized that “the student experience is different for each student.” Hinseth was given a schedule of classes that included AP classes, Honors classes, and varied electives. His main goal was to blend in so that the experience would be as close to an actual student as possible. Hinseth’s day was many things. “It was a lot of stuff: busy, fun, eye-opening,” he said. After class he headed to the commons like many students. “I noticed different friend groups. It’s very
relaxed. It’s a time for students to blow off steam and regroup before heading to their next class,” he said. Many students thought it wasn’t distracting. Jacob Reisdorfer, 12, ate lunch with Hinseth. “He fit right in with the boys. We just joked around,” said Reisdorfer. Students in class found it interesting but not very different from their average day. “It was funny to see. We just talked about Twitter and trivia crack,” said Sajel Dutt, 10. After his experience, Hinseth hopes to make some changes in his own classroom. He would like to promote a more relaxed culture that depends on student response. He wants more reflection from students in class, and less multitasking. However, Hinseth’s biggest takeaway was not about classroom improvements, but rather about the emotions of the students here at Mounds View. “School is hard but I wouldn’t want to change that; I would just hope to manage the stress,” said Hinseth.
photos by Hana Gulli
“ “ It felt like I got on a conveyor belt and couldn’t get off.”
He fit right in with the boys. We just joked around.”
-Alex Hinseth
-Jacob Reisdorfer, 12
Mr. Hinset
h’s Student
Schedule
1st Hou r: ARCC Biology w ith John son 2nd Hou r: AP Ca lculus wit h Milker t 3rd Hou r: Choir with Phe lps 4th Hou r: Spanis h with S everiano A Lunch 5th Hou r: Psych Through
6th Hou r: AP Eu ropean
Lit with Mann
History w ith Colber t
APUSH REWRITE continued from p. 1 Critics of the rewrite believe that the new curriculum diverges from what is really important, and some state fear that the new curriculum doesn’t match with state standards. They say that the revised curriculum focuses too much on the negative events of American history rather than providing a balanced view. In a resolution released last summer, the Republican National Committee said that the new framework “reflects
a radically revisionist view of American history that emphasizes negative aspects of our nation’s history while omitting or minimizing positive aspects.” Some of the greatest criticism has come from Texas. There, state laws have banned the Common Core, a set of academic standards that the new course aligns with. The revised curriculum has generated confusion among teachers as well. “A lot of
[teachers’ hesitation] is based around fear of their students not doing well, or uncertainty themselves on what to teach,” said Benolkin. To accommodate the new objectives, students now take period exams—AP-style tests consisting of excerpt or image based questions to test students’ understanding of overall issues. Additionally, students now skip sections that are not covered under the new curriculum, instead of reading the
entire textbook. Regardless, many students still decided to enroll in APUSH this year. For sophomores like Devina Chatterjee, the changes didn’t matter. “I knew the [overall] content of the course would still be the same,” she said. Others weren’t aware of the changes when they enrolled, but supported them upon finding out what they were. “I didn’t know about the changes [when signing up], but
they seem good for summarizing the class and what you’ve obtained as a result,” said Lisa Huang, 10. As of now, it’s hard to predict what the curriculum revision will bring--after all, it is the first year. Despite the controversy nationwide, the changes have been widely accepted within Mounds View. Both teachers and students have taken the rewrite in stride, and put their focus on preparing for the AP exam in May.
What Have
YOU Done Today?
While many students look forward to college, many teenagers have already gotten a start in their careers. Here’s a look at three young adults whose successful careers began in their childhood, and three teens who have already achieved major success. Plus, a look at three Mounds View students who are already paving a way for their careers.
Jonathan Fantini Anna Kendrick Porter
Age: 29 What He’s Done: Served as the student body president in high school and as a student adviser on youth issues to state Assembly Speaker Bob Hertzberg. He founded the Collegiate Forum while at Georgetown University, and now serves as the Chief of Staff for management at the Department of Homeland Security and oversees its 5.8 billion dollar budget. Accolades: Featured in Forbes’ 30 Under 30 List.
Age: 29 What She’s Done: At the age of 12, Kenrdrick starred in the Broadway musical High Society for which she was nominated for a Tony Award. She made her film debut in 2005 with Camp, and was nominated for Best Debut Performance at the Independent Spirit Awards. Accolades: In 2009, her performance in Up in the Air received award nominations from the Academy Awards, Golden Globes, and SAG Awards.
WHAT THEY’VE DONE
features 5
December 19, 2014
WHAT THEY’RE DOING NOW
David Karp Age: 28 What He’s Done: Became the head of product for UrbanBaby at the age of 17 and, at the age of 20, he started his own software consulting company. In 2007, Karp launched the online blogging website, Tumblr, which was recently sold to Yahoo, Inc. for $1.1 billion. He currently presides as Tumblr’s CEO. Accolades: Named Best Young Tech Entrepreneur of 2009 by Businessweek; named one of the top 35 innovators under 35 by MIT
Malala Yousafzai Age: 17 What She’s Doing: After being shot by the Taliban in 2012, Yousafzai became a global advocate for girls’ education. She has spoken at the United Nations and Girl Summit and published a memoir in 2013. Accolades: Became the youngest recipient of the Nobel Prize in history in 2014; first winner of Pakistan’s “Youth Peace Prize”; given an honorary PhD by University of King’s College in May 2014.
Lorde
Nick D’Aloisio
Age: 17 What She’s Doing: Her hit song “Royals” made her the youngest solo artist to have a number-one single on the US Billboard Top 100 since 1987; her debut album, Pure Heroine, has sold over 2.7 million copies worldwide. Accolades: Was awarded Song of the Year and the Best Pop Solo Performance for “Royals” from the Grammy Awards in 2014, and was also nominated for Record of the Year and Best Pop Vocal Album.
Age: 19 What He’s Doing: Sold his company, Summly, for $30 million in March 2013 to Yahoo, Inc. He also became the youngest person in the world to be given a round of venture capital in technology at age 15. Accolades: Named “Innovator of the Year” by the Wall Street Journal in 2013; won the 2014 Apple Design Award for leading the Yahoo News Digest.
photos courtesy of Wikipedia, npr.org, and Facebook.com
WHAT ARE MOUNDS VIEW STUDENTS DOING? Grade: 12 Career Goal: Surgeon What She’s Doing: Baschky worked at Unity Hospital over the summer to gain an understanding of a real hospital environment.
Sam Baschky
Carter Jones
Grade: 12 Career Goal: Investments What He’s Doing: Jones is a member of Mounds View DECA, where he competes in events in which he runs a virtual business and debates economic regulations.
Varun
Grade: 12 Career Goal: Professor What He’s Doing: Mangalick co-founded his own biology tutoring business for students worldwide interested in the USA Biology Olympiad. He himself represented the US at the International Biology MangalickOlympiad in 2014.
Living day to day
Lower income students carve a place for themselves in a school where poverty is an invisible issue.
One student’s struggle to balance survival and success by Clara Wang editorials editor As the end of the first semester looms, many students are filled with anxiety about grades and excitement about Christmas presents. For Asa Carlson, 12, the anxiety is often about getting something to eat or paying rent. When he moved out of his father’s house over personal disagreements in October 2013, he quickly discovered the struggles of supporting himself while attending high school full-time. “It puts priorities into perspective. Grades become less important because you’re trying to get something to eat, and if you don’t get your bills paid, you can’t get through school. It also shows you what you’re willing to give up so that you can have something that you
Asa Carlson (right) in Photoshop class.
actually need,” said Carlson. While Carlson’s living situation isn’t the norm, students in challenging economic circumstances are more common than one might expect at Mounds View. 12.2 percent of the school qualifies for free or reduced lunch, and Carlson’s life for the last two years highlights how difficult it can be for students from low-income families to persevere through school. Even before he started living on his own, Carlson’s family economics were always complicated. Like most kids, he just wanted to fit in. Growing up lowermiddle-class in the Mounds View area and at times attending a private school elementary through middle school, Carlson worked hard at hiding his family’s circumstances. “I’ve been able to disguise it for a while. Even when I was younger. You
photos by Lily Sacay
become a really good actor, you get to improvise a lot,” said Carlson. Disguising the fact didn’t shield him from occasional feelings of isolation, however, as high school can often be a game of haves and have-nots. “Having family dinners, pontoons, jet skis...not a lot of the same experiences,” said Carlson. “You almost feel like you don’t belong there. You also don’t want them to pity you. I want them to treat me just like they treat everybody else.” After moving out of his family home, Carlson’s situation became even more difficult. He was working 40 hours a week and hopping couch to couch almost nightly. He never knew where he was going to put his head down that night or if he would have dinner. After a month of sleeping on couches, he started renting out of a friend’s basement. He was working over 40 hours a week and still going to school when he caught a severe case of mono. Because he had no health insurance, he was unable to counter the normally harmless disease with the usual antibiotics and doctor’s advice. “When you don’t eat correctly, or sleep enough, your body just shuts down,” said Carlson. Due to this lack of adequate health care, his compromised immune system made him prone to recurrent bouts of strep throat and mono that made it difficult to go to school or work for extended periods of time. This meant that his grades suffered, and the former straight-A student is now struggling to pass high school. “I was a straight-A student my entire life until… I had to live on my own. I was living out of my car, trying to figure out where I could get something to eat next.” For many students in difficult financial situations, they can get bogged down with other obligations that feel
more pressing at the moment. “It was the homework for a while… but now it’s to the point of just getting to school… with everything else on your plate sometimes it feels like school isn’t your top priority even though it really is. It’s less of living and more of surviving,” said Carlson. The dip in his grades made his original plans of obtaining an academic college scholarship very difficult. He hopes to get an ROTC scholarship and eventually become an aeronautics engineer, a dream he’s held tightly since freshman year. During the holiday season, when most Mounds View students excitedly discuss prospects of vacations, presents, and family time, Carlson’s Christmas plans include working long hours and trying to catch up with his studies. “Last year and what was going to happen this year was that I was going to be working through them. There’s not exactly a family Christmas… it just reminds you that you don’t even have enough to give somebody else a gift,” said Carlson. He’s not bitter that other kids might get more presents or free time, but it can feel frustrating at times. “How they spend their money is up to them… they can spend it on whatever they want, mine already has a name to it. Sometimes it’s a little frustrating how they seem to be just given things sometimes.” In a school like Mounds View, where the majority of students are in the upper-middle-class family income bracket, money is not usually a topic of discussion. For many low-income students the presence, or absence, of money problems is simply a part of life. As Carlson says, “It’s life. It happens.”
Student poverty goes unseen
who don’t have as much, people look at you like you’re something wrong… you’re alienated from them,” said Carlson. Many Mounds View students compare their “When I hear people talking about poverty, fancy cars, anticipate expensive holiday gifts, and which is actually pretty rare, a lot of the students will complain about work, but little do they realize that come from the perspective of a wealthier person who more than one in ten of their peers live in families doesn’t understand the challenging circumstances of that have trouble making ends meet. living in poverty,” said Jered Everson, 12. Although the student population is predomiThe deans and staff at Mounds View recognize nantly wealthy, according to the ProPublica website, that when families experience poverty, it can impact Mounds View High School reports 12.2 percent of student performance at school. students are receiving free or reduced lunch, com“I do feel like the lack of resources gets in the pared to the 11.8 percent of last year. way of being able to concentrate and focus, because This means that the family income is below 130 if those needs aren’t being met, then it’s difficult to percent of the poverty level guidelines established focus on what you need to focus on in school, so by U.S. Department of Health and Human Services. then it can get in the way,” said Mark Nelson, dean. A qualifying income for a family of four would For student athletes, finances can play a role in be about $31,000, compared to the median family their ability to afford equipment, and attend seminars income in Shoreview of $85,000. and camps to build their skills. While 12.2 percent is still a small number com“There’s only so much we can do as a high pared to state and district averages, it can create chal- school according to state high school leagues schools lenges for students whose needs may be overlooked. to help,” said Activities Director Bob Madison. “For 1 2012 2013 2014 Senior Annastasia Schwab, who comes from instance, hockey: we can’t buy anybody skates. So if 0201120122013011 2012a family 2013 that 2014has faced economic difficulties, said, you want to play hockey, you have to buy your own 010- 2011- 2012- 2013“For a lot of kids who are not well off, they just skates. Because it would be offering something to don’t want to think about it, because it causes them one and not everyone, and that’s a big no-no at the stress. I know it causes myself stress.” state high school 04 2005 2006 2008is another 2009 student 2010 who 2011 2014league level.” Senior 2007 Asa Carlson has 2012 2013 free or reduced However, if a student qualifies for free or 2004200520062007-“If200820102012- 2013n3-free orbeen reduced affected by poverty. you’re2009one of the few 2011reduced lunch, their registration fee for the activlunch by Monica Kemp features editor
Students on free or reduced lunch
15 15
Free&&Reduced Reduced Free
Reduced Reduced
Reduced Reduced Free
Reduced Free Reduced
Free & Reduced
Free & Reduced
10 10
Free Free Free Reduced Free
s
cted by your f
29
29% Yes
Free & Reduced
Reduced
am ily ’s
Free and Reduced
Free
Free & Reduced
Yes
Reduced
Reduced Free
2008- 2009- 2010- 2011- 2012- 20132009 2010 2011 2012 2013 2014
5
71% No 71
Free & Reduced
8- 2009- 2010- 2011- 2012- 201309 2010 2011 2012 20135 2014
Free Free Reduced
100 students polled
Free & Reduced
People in poverty
8.4%
e om
i nc
of
3- 2004- 2005- 2006- 20072008- 2009- 2010- 2011- 2012- 201326 04 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
r family? y ou
26% No
Yes
No
74% Yes 74
100 students polled information compiled by Katie Karjalahti, Abby Carter, and Clare Carroll
24.5
7.0%
21 17.5 14 10.5
5.6% 4.2% 2.8%
7 3.5
1.4%
Percentage of population in poverty
t he
-te r
d
sio ec i
ns influenced by
Total population (thousands of people)
information from Heather Schmidt
m
Are you r lo ng
28
2002- 2003- 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 2012- 20132003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
2002 0- 2011- 2012- 20131 2012 2013 2014
No
Reduced
Free & Reduced
010- 2011- 2012- 201300 011 2012 2013 2014 2001-
l? leve
Is y o ur s oc ial
Freeand andReduced Reduced Free
Free Free
a imp s u ta t
me co in
Percentage of Mounds View High School students
lunch
ity is waived. Deans also help low-income students apply for financial aid and scholarships so they can continue their education beyond high school. Marvin Simms, Dean of Equity Services, tells his students that education is the key to achieving financial stability. “Schools should help kids transcend social class,” said Marvin Simms, Dean of Equity Services. “No one should graduate our schools and remain in poverty.” Asking for help can be difficult, though, because students are reluctant to draw attention to it, especially when their friends and classmates may not know. One well-off student, who asked not to be named, said she doesn’t think students here struggle the way peers in Minneapolis do. “I’ve never had to deal with it or [know] people who have had to deal with it.” Another student who is experiencing poverty, who asked not to be named, said, “I don’t think it’s fair for people here to talk about [poverty] because no one here has had to deal with it.” Whatever someone’s economic background, Schwab’s advice is to be considerate when money comes up in conversation. “For the students that are less well-off, it can be a bit difficult to talk about it. I know my parents argued about it when they were still together,” she said. “Know that it’s a touchy subject. Be respectful.”
Shoreview Vadnais North Arden Oaks Heights Hills information from the 2010 US Census
8
Dec 19, 2014
reviews 9
December 19, 2014
Holly Jolly Holiday Albums
cartoon by Rebecca Nara
Looking for something to put you in the holiday spirit? Check out these Viewer staff holiday favorites.
Spirit of the season by Emily Moses staff reporter With his velvety voice and simplistic style, Nat King Cole has an everlasting presence during the holidays. Although first released over 50 years ago, Cole’s album, The Magic of Christmas, continues to embody the essence of the festivities. Magic remains a welcome contrast to the loud and elaborate holiday remakes of today. Refreshingly pure, Cole’s impeccable voice carries through car radios and marketplace speakers, making his songs background music for the season. Cole’s timeless and warm voice accompanied by the soft tones of jazz band has the power to bring people back to their childhood.
Generations have grown up with this album, making it a necessity in many households. Cole’s remarkable music serves as a reminder to our world that Christmas has a simpler meaning. His immortal piece, “The Christmas Song,” is one of the most popular songs in his collection. Other popular and festive tunes on the album include “Deck the Halls” and “Joy to the World.” Cole’s album serves as a reminder for all ages to enjoy the season. His familiar songs and baritone voice bring warmth to this cold time of year. Cole’s album is best enjoyed with a cup of hot chocolate and the company of loved ones.
N*SYNC with the holidays by James Birr editor-in-chief It’s honestly hard to find any pride in liking a release from a boy band, but it’s with reluctance that I admit that I found nothing but joy from N*SYNC’s 1998 release Home for Christmas. The release of a holiday album is usually reserved for more wellknown artists, but Christmas, released only seven months after the group’s self-titled debut album, established its position in the eternal boy band pantheon. Standards like “O Holy Night” and “The First Noel” are present, but the album is more a showcase for original material. The clear standout from the track listing is the anthematic “Merry Christmas, Happy Holidays.” The
photos courtesy of Lily Sacay
song deviates from the typical modern original Christmas song in that it is not about romance or lost love during the holiday season; rather, it is simply about enjoying time with family and the warmth in the air that comes with the festivities. Other standouts include title track “Home for Christmas” and “In Love On Christmas,” but they still feel somewhat contrived to fit a certain love-on-Christmas package. Even so, putting so much thought and effort into the release of a now disbanded boy band seems arbitrary; now, we can simply relish in the joy of bleached blond hair and high falsetto notes.
Acappella Christmas by Kaelah Wood staff reporter
The acappella group Pentatonix captured the nation’s attention when winning NBC’s “The Sing-Off” back in 2011. Ever since, they produce an annual Christmas album. Their upbeat, pop-soul vibe puts you in the mood of the holiday season. The newly released album That’s Christmas to Me starts off with a gorgeous harmony of “Hark! The Herald Angels Sing,” and ends with the overexposed Frozen song, “Let It Go.” Their original song “That’s Christmas to Me” wraps you in nostalgic Christmas memories. This song is just as good as the ones that have been around for years, and could easily become a classic.
With only the accompaniment of their voices, “Mary Did You Know” brings about a new wistful sound that instruments alone could not capture. This song will easily bring tears and a broken heart, but fortunately the rest of the album’s cheerful snappiness counteracts this. The album jumped from third place to second in its sixth week on The Billboard 200. This is a well deserved place for this quality album. Since Pentatonix is an acappella group, their sound is different, making every song unique and catchy. Overall this album was a delight to listen to and really got me in the holiday spirit.
A gruff serenade by Matthew Cooper staff reporter Imagine the classic Christmas Eve; stockings hang from the mantle above a crackling fireplace, and the tree glows brightly while carols play quietly in the background. Now imagine Grandpa deciding to serenade everybody with his extremely coarse voice. Bob Dylan’s album, Christmas In the Heart is the same situation. Whether or not that’s a good thing is up for debate. After listening to about seven seconds of Christmas in the Heart, it’s immediately apparent that Bob Dylan is not the same man that sang “The Times are a Changin.” Instead, his voice has aged into something very different. Wood scraping against sandpaper comes to mind. In the Heart covers all of
the Christmas classics that you would expect to hear. The 15 song album covers “Here Comes Santa Claus,” “Little Drummer Boy,” and everything in between. Each song is a mix of pleasant instrumentals and Dylan’s gravelly voice. The result is nostalgic, but also unintentionally hilarious. It’s nearly impossible not to laugh at such a rough voice at first, but after a few songs, In the Heart goes from comically bad to strangely comforting. Just like Grandpa singing during the holiday season, it’s not excellent, but it holds a certain warmth. For that sole reason Christmas In the Heart kind of works. It’s certainly not the best holiday album out there, but anyone searching for something that hits close to home need look no further.
10 sports
December 19, 2014
Risks get
weighed-in
by Olivia Schultz staff reporter Imagine eating or drinking nothing but water and eggs, skipping lunch and dinner the day of your competition, and weighing yourself to the decimal all in order to reach a certain weight. If you can imagine all of that, you have insight into a day in the life of a wrestler. Through cutting and gaining weight each week between meets, wrestlers hope to gain an edge on those near their weight. “We cut weight to be the best. It lets us wrestle at a weight we know we can win at. I cut around six pounds a week, and if I am disciplined it’s not hard. But if I don’t control my diet, it’s difficult,” says Karl Keeler, 12. Wrestlers weigh themselves in order to fit into a specific weight class. There are 14 weight classes, ranging from 106 to 220 pounds. The weight classes are in place to create fair competition by ensuring one wrestler’s weight does not overpower another. Although concerns have been raised about the wrestler’s diet, specifically in a September 2014 NCAA report, many Mounds View wrestlers still choose to cut or gain weight before every meet to fit into their certain weight class. The most common ways that wrestlers at Mounds View cut weight is measuring out their food and drinks, keeping to a strict diet of high protein and low carbohydrates, wearing sweats during practice, and running plenty outside of practice. The week prior to meets, wrestlers go through a process known to Mounds View wrestlers as the “Yo-Yo Effect.” It begins by loading up on carbs the Saturday before and then cutting down drastically until their meet. “I eat mostly salads for lunch and eggs for other meals. I eat about five eggs a day,” said Keeler. “[Dieting] is really not fun, but I love the feeling of slamming down a Gatorade after a meet.” Some wrestlers, like Frankie Floeder, 11, choose not to cut weight. “It’s not really good for teenagers to be cutting
photo by Hana Gulli
Tyler Fredlund, 11 weighs in for wrestling
weight,” said Floeder. “I’m still growing, and I need all the energy I can get… some kids on the team are always super tired because they aren’t eating right. It doesn’t seem very fun to always be hungry.” According to the NCAA report, wrestlers that diet for an extended period of time in hopes of losing or gaining weight can cause a permanent reduction in their bodies metabolic rate, increased hunger, and trouble maintaining lean muscle mass. Chad Utley, one of Mounds Views coaches,
has an extensive process to ensure that his wrestlers are managing their weight safely. “Each season our Certified Athletic Trainer tests the wrestlers’ body fat percentage to see what their lowest healthy weight is,” said Utley. Beyond that, a doctor comes in to verify which weight is best for the boys’ health. However, the decision is ultimately up to the family. “Each parent has the opportunity to decide, what weight class their child can safely wrestle at,” said Utley. While the coaches say they don’t encourage weight loss, they make sure that if any or their athletes do, they are doing it safely. The safest way for our athletes to monitor and manage their weight is to check before and after their workouts. They lose a lot of fluids during practice and are encouraged to drink enough water throughout the day to keep them hydrated properly,” said Utley. Beyond hydration, Utley said the coaches also emphasize the importance of three meals a day, as well as the level of nutrition in the wrestlers’ meals. “[We] make sure that they are eating healthy foods and try to limit unhealthy foods... If they are able to eat three healthy meals, stay properly hydrated and work hard, they will be at a weight that is healthy for them,” said Utley. Although coaches focus on healthy dieting and cutting, it still does not take away from the long term risks. When dieting, some important nutrients can often be overlooked. Some of the most commonly skipped nutrients are healthy fats, simple carbohydrates, and vitamins C and D which are vital to wrestlers health both physically and mentally. While weight loss can be potentially harmful, Mounds View wrestlers are carefully monitored by coaches to avoid immediate and long term problems. Utley assures that “[Mounds View’s] program emphasizes eating healthy and managing how much they weigh, just like most healthy human beings. Eating a quality diet along with exercise is the best option for all of us. Our wrestlers are no different. ”
Fresh fish and frozen toes by Sarah Conrad staff reporter In the Land of 10,000 Lakes, ice fishing was unheard of until the late 1800s. Ice fishing first occurred when a man named Sven Stevenson built a cabin overlooking Lake Minnewaska. When Sven’s outhouse fell through the ice he grabbed his fishing pole and decided to fish in the open water. Although the average 5 months of grueling Minnesota winter can be unbearable for some, people like Stevenson can take advantage of these frozen lakes. Even though ice fishing isn’t common throughout the United States, many Minnesotans find enjoyment in the activity. “I started ice fishing around the age of 10 when I went out with some family friends and loved it,” said Landon Conrath, 10. In 2014, ice fishing became the third most popular winter sport in Minnesota. “I usually go ice fishing one or two times during the school week, and on the weekends it’s fun to travel up to northern lakes to fish,” said Conrath.
Avid ice fishers like Conrath tend to stay out fishing for hours on end. “As the name suggests, ice fishing can only be done in mostly below freezing temperatures and when you’re cold, you’re not having fun,” said Conrath. With the temperatures ranging from -20 to 20 degrees Fahrenheit, ice fishing can cause hypothermia and frostbite, making it important to have proper equipment. “As far as bare necessities go, an ice rod to catch the fish, an auger to drill holes in the ice, a fish locater speaks for itself, tackle because fishing without a hook is pretty hard, and plenty of warm clothes to make it more enjoyable,” continued Conrath. Beyond basic safety, another concern during the season is the ice thickness. In order to assure that no one will fall through, ice has to be at least four inches thick. The Minnesota DNR suggests that all people know the proper procedure in case they were to fall
through the ice. So far in Minnesota there are few lakes with a four inch thickness throughout the entire surface; however, many ice fishers, including Conrath, are looking forward to the icy winter ahead. Conrath is especially looking forward to his own “Hot-spots” such as Black Duck Lake, Pokegama, and Peltier Lake, but he adds, “[the] best ones are a
photo by Eva Hoffman
secret.” Minnesota may be a frozen tundra, but Conrath, and many other avid ice fishers still find enjoyment in the cold. “It is an awesome way to get out and enjoy the outdoors,” said Conrath. “The thing I enjoy most about it is being able to have a great time on the ice with my friends.”
sports 11
December 19, 2014
SAM
HENTGES Pitcher
SAM HENTGES Pitcher: Arizona League Indians Born: July 18, 1996 Home: Shoreview, MN Ht: 6’6” Wt: 245 Throws: Left Bats: Left
photo courtesy
tges
of Annie Hen
Yr G W L IP H R 2014 8 1 0 13 4 3
ER 1
BB SO WHIP ERA 5 10 0.69 0.69
Hentges was drafted in the fourth round of the 2014 Draft by the Cleveland Indians. He was the 2013-2014 Gatorade Minnesota Baseball Player of the Year and led Mounds View High School to two consecutive State Championships.
INDIANS photo courtesy of La
rry Carnahan
Source: milb.com
Hentges forgoes college for pros
by Maddy Rosenow managing editor
What began as an average day for a recent graduate suddenly turned into something far beyond the ordinary. Sam Hentges, a 2014 Mounds View graduate, was setting up for his grad party when he found out he had been drafted by the Cleveland Indians. For Hentges, it was an incredible moment. “I was obviously very excited,” said Hentges. “It was an unbelievable feeling.” Hentges was the 128th overall pick of the 2014 Major League Baseball draft. Just days after being drafted, Hentges and his family left for Cleveland to sign his contract and meet with the team. Prior to being drafted, Hentges was committed to the University of Arkansas, and quickly dropped his commitment in order to play for the Indians.
Athlete of the Issue
Like most other baseball draftees, Hentges began his major league journey in the minors. He spent the summer playing for Cleveland’s Arizona League team, a rookie league for the Cleveland program. “My minor league team this summer was mostly 18 to 23-yearolds that had also just been drafted,” said Hentges. Although most of the players are generally the same age, his team is composed of a varying range of ethnicities. According to Hentges, about half the team is Latino or Taiwanese. He loved being exposed to the different cultures among his teammates. “I’ve really enjoyed getting to know players from all around the country and world,” he said. “Even though sometimes we don’t speak the same language, it’s still fun to try and interact with them.” Hentges had plenty of time to interact with his new teammates
Q: Do you remember the first time you went Nordic skiing? What was your impression? A: Yeah, the first time I thought it was really hard, and I kept falling over. Q: Why did you join Nordic? A: My parents convinced me to. Q: Would you encourage people to join Nordic? Why? A: I would because I think it’s a lot of fun, and it’s good for you.
Jack Christianson Junior Nordic Skiing
Q: Does the team have any pre-race traditions? A: We always carbo-load and wax our skis.
as the boys had practice or games daily. The players were together for at least five hours each day. Even though they weren’t outside playing all day, the desert heat made their days long and difficult. “The hardest part this summer was definitely the Arizona heat. It was about 115 degrees every day,” said Hentges. However, the heat didn’t affect the Minnesota native. Hentges finished off his season with a 0.69 ERA. Currently, he is in the offseason and training five to six days a week. Although he is excited for the upcoming season, he is not entirely sure what it will look like. “I’m not sure what team I’m going to be on next year,” said Hentges. “I would assume [the Indians are] just moving me up one team at a time. They’re taking me slow because I’m newer to pitching and I’m out of high school.”
Q: How long is a normal Nordic workout? A: For me, 16 or 17 miles for a two-hour workout. Q: Where do you usually practice? A: Battle Creek Nordic Center. Q: Where’s your favorite Nordic course? A: Rendezvous ski trails in West Yellowstone, Montana. Q: Is there anything notably different about the Nordic Skiing program this year? A: There’s a much bigger team and a lot of new people.
According to Sam’s former coach, Mounds View Varsity baseball coach Mark Downey, the process is different for each player. “Every player works their way through the minor leagues in professional baseball at a different pace, but it is very typical for a major league player to have first progressed through the minor leagues for three to five years,” said Downey. “Sam will likely progress through these levels in four years or so,” he said. Even though four years may seem like quite a while, Downey has confidence that this former Mustang will make his way to the big stage. “He will have success along the way, and he will have setbacks and challenges like everyone else, but I agree with the Cleveland Indians -he has the character to work through them and find success at the major league level,” said Downey.
Q: What do you do to prepare in the off season? A: I train year-round with a club I compete with. Q: Do you have any individual goals for the season? Does the team have any goals? A: For me, I would like to be Top 20 in State as well as make Junior Nationals. For the team, I think both boys and girls would like a spot in State. Q: If you could have one superpower, what would it be and why? A: I would be able to fly because that’d be super fast. information compiled by Aaron Voiovich
12 gallery
December 19, 2014
Hassan Lubega,11, and his family’s collection of Qurans.
photos by Eva Hoffman
Collecting Cultures Hassan Lubega’s drive to learn by Ryan Yoch staff writer Hassan Lubega, 11, loves languages. He is proficient in Arabic, knows a fair amount of Luganda – the native language of Uganda, where both his parents are from– and is currently enrolled in both AP Spanish and French III. Compared to most students who struggle to make it through a semester of Spanish, Hassan is unique. Being culturally aware has always been a priority for Hassan, and his passion for acquiring languages reflects that. “Learning a language isn’t just learning a language. It’s also learning a culture. You learn… the thought processes of people from other places,” said Hassan. “It’s being able to speak with them, but it’s also being able to understand their perspective and their history.” The Hassan family is Muslim, and Hassan first learned Arabic through classes at his mosque as a way to better understand the Quran. “There are some meanings from the Quran that you can’t really get without knowing Arabic,” said Hassan. “We focus on learning [the language] so we can have a more pure version when we are reading.” Spanish came next– he began learning Spanish at Chippewa Middle School– followed shortly by French. Hassan says adding French as a freshman was
“an impulse decision,” but one that he has not lived to regret. Learning a language also enables Hassan to feel closer to his father, Khalid, who speaks Luganda, English, Swahili, Russian, French and Arabic. “My dad is generally a very reserved person; he won’t just tell us something unless it comes up,” said Hassan. “It reminds me of him when I learn languages, and I like that.” “[Loving languages] is a manifestation about how I feel about him,” he added. “It’s something that we can have in common.” Hassan is constantly improving himself, and he sees every day as an opportunity to expand his horizons or accomplish a goal. “One of the things I think about before I go to bed is how I want my day to go [tomorrow] and aim for that,” said Hassan. “I try to say that I’ll text an old friend or talk to someone that I haven’t talked to [before]. I usually remember those things really clearly.” In the future, Hassan hopes to continue expanding his horizons by pursuing a career in anthropology or psychology. “I like learning about how people think and why they are the way they are,” said Hassan. “I want to keep expanding what I know about the world and learn about different people.” And as far as learning languages is concerned, Hassan is far from done. “I recently got my sights set on Japanese,” said Hassan. “It sounds like fun.”
A quick word with Hassan... What is your favorite language? Arabic has really amazing intricacies that make it original, the meanings of the words especially... the Arabic word for change comes from the same root as the word for heart, which is interesting because that means they associate those two things.
If you could have dinner with anyone, who would it be? Maya Angelou... I think it would be great to converse with her and to learn from her... She was ahead of her time; she was advocating for rights for different people before people thought that was something that was okay.
Favorite room in your house? My dad’s study. What makes me like it is all the books... each one means something to my dad and kind of means something to us.
Above: Hassan listens to his father, Khalid, read from a book on African philosophy. Below: Hassan looks through an old Ugandan school notebook.