MV Viewer 2019-2020 Issue 3

VOLUME 67 ISSUE 3 | NOVEMBER 22, 2019

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EQUAL? INSIDE THIS ISSUE SPECIAL ED LAWSUIT 02/ TROPHIES 03/ CROSS COUNTRY 11

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News

Friday, november 22, 2019

Early dismissal conflict at MV

by Darah Ostrom and Nicholas Stenlund staff reporters

During the spring of 2019, construction at Mounds View began, influencing the lives of many both inside and outside the school. However, one group that was negatively affected by the construction were students with special needs. The district decided to release these students thirty minutes early from their school day until the end of the year.

Due to the early release, Lisa Juliar, mother of Cooper Juliar, 11, filed a complaint with the Department of Education Office of Civil Rights (OCR), stating that the special needs students at Mounds View were “discriminated against on the basis of disability and denied free appropriate public education.” Juliar feels that dismissing her son early is a violation of these rights. It is the OCR’s job to enforce these laws and ensure that all students, regardless of disability, are given equal learning opportunities.

In filing the complaint, Juliar’s main concern was protecting the rights of the students. “My only intent was to protect the dignity and rights of students who have disabilities,” Juliar said. “Many of these students do not have a voice, and I wanted to make sure someone spoke up for them.” She explains that it can be difficult for parents of special education students to advocate for children with significant needs in a complex educational system.

When asked about Juliar’s complaint, Principal Stephanie Bruggers responded by saying, “The district’s decision related to the early release was based on ensuring students’ safety given the construction underway,” Bruggers said. “There was no intent to discriminate against any students.” Even though there were parents who expressed concern for the early release, Bruggers mentioned that other families had “expressed appreciation for the temporary early release.” There has been one official complaint about the early bussing situation, which was from Juliar.

Although discrimination was not intended, according to Bruggers, there were other complaints involved with releasing the students early. For example, Juliar expressed her concern for the impact the early release had on the schedules of the parents. “Many of these students are not able to be home independently and require the help of a parent,” Juliar said. “Therefore, parents would need to potentially leave work early to meet the buses that were dismissed early.” According to

Juliar, her son was sent home 30 minutes early without parental notification on two separate occasions. This presented a variety of safety concerns because no one was home to meet him. “I was still at work and unable to get him off of the bus because nobody had informed me,” Juliar said.

According to Juliar, a further lack of communication arose when Juliar advocated that her child stay later to finish his schooling, but the other special education students released early had to wait on the bus for him to complete his day. She mentioned that in some instances, parents were not correctly informed of when their child would arrive home. “Imagine as a parent you come home early from work to be available to receive your child off the bus early while your child is being taken out of class early only to be sitting on the bus for up to thirty minutes,” Juliar said. “[The other early dismissed students] were waiting for another child to complete their school day and [the parents] were not being informed that they no longer need to leave work

“I truly believe this situation was a reflection of a much bigger and deeper problem, a mindset that our students with disabilities don’t actually belong as equals in the MVHS family.”

-Lisa Juliar early because their child will be sitting on the bus waiting instead.” Juliar claims that she has confirmed with some other parents who said they were not notified that their student had to wait on the bus.

Aside from noticing a lack of communication, Juliar felt that her child missed out on key learning time with the early release. “I have been told that some students were sent home early for up to 30 minutes early and for up to 40 days,” Juliar said. “In those cases, that would equal 20 hours of education that they were denied.” The school plans to communicate with the families who feel that the lost class time should be reimbursed.“We are meeting with a few families who

wish to discuss whether there is a need for compensatory education,” Bruggers said. However, Bruggers also stated, “The majority of the families do not feel there is a need for compensatory education services.”

While the District intended to create a safer environment for students with special needs, every student enrolled in special education services is required to have an Individualized Learning Program (IEP) specific to their needs, according to the DOE. This allows the best benefit for students throughout their public school education. IEPs are only allowed to be changed if it is thoroughly discussed and decided by both parents and teachers, in addition to the district’s approval.

Although families were notified a few days beforehand, they were not included in the decision to shorten their child’s school day. According to Juliar, the district did not ask for the parents’ or teachers’ opinions involving the early release. Juliar was informed on Apr. 4, four days before the new schedule was set in place.

She was told about the early release by her son’s case manager, but not directly by the district or administration. “The school did not hold meetings with the nineteen students affected to determine if an early release was appropriate for each student,” Juliar said . She further explained her frustration that the district made “a sweeping decision to dismiss only the students who rely on special transportation early.” She first contacted the administration about her concerns on Apr. 8.

After Juliar’s formal complaint, the district is working to communicate with staff and their transportation provider so that all buses will depart at the same time. Bruggers stands by their decision of early release by saying that it was in the interest of student safety but offered an apology. “To any parents who were upset about the early release, we apologize that the early release occurred and for any inconvenience caused to families,” Bruggers said.

Nevertheless, Juliar feels that special education students were denied equal rights. “I truly believe this situation was a reflection of a much bigger and deeper problem, a mindset that our students with disabilities don’t actually belong as equals in the MVHS family,” Juliar said. The district is now in the process of meeting with the affected families.

Students concerned about Veterans Day at MV

by Michael Hu editorials editor Across the state, public schools showed their remembrance for Veterans Day. For example, on Nov. 11, Roseville Area High School, Woodbury High School, and Forest Lake High School held a “Veterans Day assembly” according to their online school calendars.

Minnetonka High School and Fridley High School had a similar dedication in their day, called a “celebration of service.” However, despite a Minnesota statute that requires at least one hour of the school program

to be “devoted to a patriotic observance of the day,” Moundsview View High School, alongside Irondale High School, did not acknowledge Veterans Day. It appears that the Mounds View administration is not aware of the required remembrances for Veterans Day. “We’ve never talked about this before,” said Principal Stephanie Bruggers. However, the school is open to showing more support for veterans. “If there was ever a group organization that wanted to do something, I’d be completely supportive of that,” Bruggers said.

Students have also voiced their concerns about the school’s lack of recognition for Veterans Day. “I feel

like the school should acknowledge veterans in a respectful way that brings our community together,” said Sydney Pham, 12. “Society kind of pushes this off and doesn’t appreciate them as much as we should.” Olivia Chen, 11 has similar opinions. “I feel like that’s kind of disrespectful because the veterans do so much for us.

They risk their lives for us and they should definitely be honored.”

illustration by Jenna Stellmack

News

Friday, november 22, 2019

The Bandana Project arrives

by Savannah Guiang and Sienna Wood staff reporters

More than 1,000 suicides occur annually on college campuses in the United States. This statistic led 2013 Mounds View alumna Taylor Iwaszko to create and establish The Bandana Project at the University of Wisconsin-Madison, where it continues to make traction. The project distributed more than 6,000 bandanas on campus by fall of 2018. This year, the Bandana Project came to Mounds View. “Mounds View High School prepares some of the best students in the state, but that doesn’t come without challenges,” Iwaszko said. “It is competitive and can be exhausting for students to keep up.”

The organizers at Mounds View, Nora Henson, 12; Cara Bortnem, 12; Aunika Zheng, 12; and Grant Peltier, 11; hope to see similar success to Madison’s. The project aims to ensure that students struggling with mental health do not feel alone. “Mounds View is kind of known for not being the best with mental health — the teachers and students know it,” Peltier said. “Our hope is to make [Mounds View] seem like a safer place for people with mental health issues.” Bortnem would also like to see the project “spread awareness about mental health and mental health concerns, provide resources to those who need them and help destigmatize the idea of seeking out help and talking about mental health.”

The Bandana Project aims to solve the issue of students not knowing where to seek help for their mental health concerns. “Students who are struggling don’t really want to go up to adults right away because they might feel uncomfortable or embarrassed,” Zheng said.

The Bandana Project could create less of a barrier for

students to get resources in times of crisis if a friend is willing to provide the same resources as deans or teachers. As the project spreads, the organizers hope that many Mounds View students could pose as easy resources to access. In fact, more than 100 Mounds View students have already undergone training for The Bandana Project.

Each member ties the bandana on their backpack to show their support and involvement in the project. The color of the bandanas, an eye-catching lime green, represents mental health awareness and will help students recognize members in times of need. Project members also carry “resource cards” that provide means to help those struggling with a mental illness or a mental health crisis. The cards feature resources in schools, local areas and places across the globe, including the schoollinked therapist, Noelle Tollefson-Schenk, the National Alliance on Mental Illness (NAMI) Minnesota and the National Suicide Prevention Line.

Membership requires students to attend a 20-minute training session held in the forum. There, they will receive a bandana along with three to five resource cards. “In the training, we talk about what a Bandana Project member is and does, as well as what situations they should and should not handle,” Bortnem said. “We also go over what resources are on the card and what they should and can be used for.”

Held throughout the year, the sessions give students multiple chances to join. “You have to go to one meeting, but after that, there are no additional meetings,” Peltier said. “This will make the project more accessible because of the low time commitment and few responsibilities.” Iwaszko also makes it clear that members’ only responsibility lies in providing resourc-

es, not advice. “Initially, it was concerning that maybe all bandana wearers wouldn’t be equipped if someone approached them asking about it, or for help,” Iwaszko said. “This is where we emphasized the importance of the fact that this project is not a peer-to-peer counseling program. It is simply a peer-to-peer initiative to emphasize the importance of resources on our campus and in our community.”

The Bandana Project leaders hope that the initiative does not just stop at mental health. “No one is immune to mental illness and the challenges they may face,” Iwaszko said. “My hope is that Mounds View students will feel connected to one another, supported by one another and heard by one another through the implementation of The Bandana Project at Mounds View High School.”

them,” said Schwartz.

When teachers first learned of the decision, many were frustrated by the lack of notification in the decision of removing the non-state trophies. Ross Fleming, the cross country and track and field coach, was confused about the lack of precaution. “‘What’s our culture here?’ That’s the question, and right now, I don’t know,” Fleming said. “This goes beyond wood and metal stuff being thrown out, and this was a message that we are not important enough to be notified about it.”

Fleming was not the only individual upset with the compromise. Other teachers and coaches chimed in, some evoking more of an emotional response. “I’m pretty saddened by it,” said teacher and girls cross country coach Jimmy McArthur. “It seems like that’s a lot of Mounds View history. I have a wife and sisterin-law that went to [Mounds View]; there were people in that trophy case.” For many, the trophies represent the history and accomplishments of a diverse group of students over the years at Mounds View. These accomplishments are especially prevalent to coaches that believe every single trophy or plaque won is a representation of the dedication shown by students and coaches during a particular season. Girls gymnastic coach Julie Coopet was affected on a more personal level following this event. “I wish I would have had the opportunity to take the two [trophies] that we had earned during my term as head coach because the 2012 sectional runnerup was personally important to me because I got Section Coach of the Year,” Coopet said.

The disposal of the trophies took place shortly after school ended. Only a few, if any, of the coaches were notified of the displacement until after it happened, causing anger and confusion. “I am really disappointed,” said Michael Huberty, Science Olympiad and math team coach. “I have been working here for over 21 years and those [trophies] started accumulating when I was a math team coach 21 years ago. I understand most of those people are long gone, but alumni still come in, and they like to come in and see a trophy they won way back when.”

Fleming believes a high school’s display of trophies shows a lot about their school and the pride they take in their winnings and accomplishments as a community. “I have been to every high school in the metro

area; find one that doesn’t have section and conference trophies displayed,” Fleming said.

Many of the coaches offered their opinion on what should have happened instead. “Every coach that came in and talked to me said that on a moments notice they would have gladly come in here, gotten their trophies, taken them home and put them in a garage or basement,” Fleming said.

Students were also distraught at the disappearance of the trophies. “It’s showing and saying that they don’t care about those achievements, which is upsetting for some people that worked hard and earned those,” said John Rupert, 12.

Several students feel that the school does not really care about the achievements accumulated over the course of time, or that the school is trying to implement the idea that anything beyond third place is not good enough. “It seems like they want you to be first or second and nothing under that,” said Ella Jones, 11.

Mounds View is known to push their students not only in their education, but also their extracurricular activities that they participate in. To many students, the intentions of these activities should be having fun, creating memories with friends, not always being a competition.

“They just don’t care,” said Joseph Stire, 11. “They aren’t supportive of all the hard work put into them.”

Similar to coaches’ ideas, students came up with procedures the school should have followed to please everyone. “There are multiple options,” Rupert said.

“There’s nothing wrong with them sitting in that case in the first place. I know we are renovating and we got to move them somewhere, but it doesn’t mean you have to throw them away.”

Overall, the missing trophies failed to go unnoticed by students and staff alike. Many people feel that recognition is no longer offered to students and teams who earned a trophy below state level, impacting not only the legacy of Mounds View’s past, but also the present and future for those who participate in extracurricular activities.

photo courtesy of Cara Bortnem

Case of the missing trophies

by Blake Friedman staff reporter

Athletic and academic achievements are viewed as a stronghold at Mounds View in which many students and staff take pride in. Before construction began, the trophies were held in the upper and lower commons, as well as other various locations across the school. However, because of recent changes due to construction, the space for trophies became much more limited than in years past. The location of the trophies was a mystery to many people as the new school year commenced.

Activities Director James Galvin and Associate Principal Michael Schwartz carried out the solution to the lack of space by deciding to throw away all nonstate trophies. “It was a decision by the school that we have been thinking about for a couple of years now as the collection of hundreds of trophies piled up,” Galvin said, “We got rid of anything that wasn’t state championship, state runner-up or state third place.” Galvin justified his decision by highlighting that not all trophies can be housed. “Well, trophies by nature go to someone that performed well so we can only keep so many of them; we’ll keep the highest one.” The issue with the trophies was not the lack of importance, but it was the lack of space. “[A coach] would say ‘I’d love to keep them,’ but then say ‘I have nowhere to put them, you need to find a spot to put them,’ so that was our dilemma. It’s going to come back on us to find a spot to put

all illustrations by Jenna Stellmack

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features

friday, november 22, 2019

Teacher by day, volunteer by night

by Arthur Nghiem and Sam Magnuson staff reporters

Biology teacher Mark Johnson greets his students with a warm and friendly handshake at the beginning of every class. This daily handshake baffles some at first, but Johnson knows that the routine will become meaningful for his students. No matter what happens earlier in the day, they can count on an enthusiastic greeting and a firm handshake.

Whenever or wherever you need him, Johnson is there to help. His daily availability shows that Johnson’s dependability extends beyond school hours. He also brings his passion and reliability to his part-time job as a firefighter for the Lake Johanna Fire Department (LJFD).

Johnson originally connected to the fire department through a friend. “I had known one of the chiefs of the Lake Johanna Fire Department for a long time because our daughters went to daycare together,” Johnson said.

“He and I had talked about it on and off for a long time, and that eventually led to me applying to become a part of the Lake Johanna Fire Department.”

In the summer of 2017, Johnson started the long process of joining the LJFD. “I did it because I’ve seen many instances of how that organization serves our community effectively, and I knew a couple of people on the fire department,” Johnson said. “Just out of curiosity of the organization and the more the more I learned about it [LJFD], the more I thought that it might be a good way to help out in the community.”

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I think the misconception is that you don’t have to be highly trained or educated to do it [fire fighting].”

-Mark Johnson

Most people associate firefighting with large house fires and heavy flame-retardant clothing. Dealing with fires, however, is only one piece of the job. Firefighters fulfill a variety of responsibilities beyond just that. “I think the misconception is that you don’t have to be highly trained or educated to do it [fire fighting]. That anyone can just show up and if they are physically fit, can do it. There is a lot of learning that needs to happen, especially in the first year of being a firefighter,” Johnson said.

Most people also underestimate the complexity of firefighting. In reality, firefighters must be intelligent, attentive and passionate to handle the medical aspects, logistical aspects, teamwork aspects of the job. Firefighting involves detail-oriented and meticulous work.

The smallest oversight could lead to disaster for both victims and firefighters. “When we are at the fire station, we regularly check our equipment like the trucks, our gear and we do training and make sure we are ready for anything that happens — medically, fire related, car accident or whatever comes,” Johnson said.

Johnson gained essential medical background through his experience as a biology teacher. “Firefight-

photo courtesy of ljfd.org LJFD firefighters participate in a live burn training

ers are not just firefighters,” Johnson said. “In our Lake Johanna Fire Department, every firefighter is also required to be a certified Emergency Medical Technician (EMT), so most of our calls are actually medical.” Firefighters often deal with injuries and are called on for lift assists, broken legs and car accident injuries.

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I hope like many of these people I admire, I can use my intelligence, because I’m not as young and fit as some other people that are firefighters are.”

-Mark Johnson

photo courtesy of Mounds View High School

Scientific knowledge about fire becomes vital when disaster strikes. Firefighters must understand the chemical reactions of combustion, the physiological effects of CO2 and smoke inhalation and more. This awareness enables firefighters to extinguish fires and save lives.

Firefighting also requires substantial physical strength. All firefighters have to undergo annual fitness testing and have to complete strenuous drills. These drills include hauling hoses and putting up heavy ladders. Firefighters should not worry about moving heavy equipment during actual emergencies, so these drills familiarize trainees with that task. “Physically, [the job] requires staying in as good a shape as an individual can,” Johnson said.

Though firefighting requires impressive strength, it also calls for technical expertise. “When some people think of highly trained careers, they might immediately think of doctors and lawyers,” Johnson said. “I have seen a lot of people in our Lake Johanna Fire Department that are really good at what they do. They have been doing this a long time, and it’s amazing what kind of things they understand about how fire works and how to quickly and effectively put out a fire.”

The fire department functions as a paramilitary organization, so firefighters must follow a strict chain of command. “I answer to whoever my officer is on shift, and they answer to the chiefs,” Johnson said. “We have as many officers as necessary to get the job done.”

photo courtesy of ljfd.org LJFD firefighters practice water rescue training

Teamwork means more than following orders and respecting authority. The firefighters at the LJFD rely on each other to be safe and effective firefighters. “I hope like many of these people I admire, I can use my intelligence, because I’m not as young and fit as some other people that are firefighters are,” Johnson said. “I hope I can be smart, and can follow orders well.”

Even though he works part-time, Johnson takes firefighting seriously. “[I have] an appreciation for the consistent unselfish positive ways that [other firefighters] serve our community,” Johnson said. He hopes that his passion and appreciation for volunteers will inspire others to serve our community. “You can do a lot with the right equipment, with the right techniques and with being smart,” Johnson said.

This difficult, stimulating and meaningful job requires both physical capability and extensive knowledge. The people who accept this challenge put out large fires, attend to car accidents and serve the needs of the community in countless other meaningful ways.

“Whenever something bad happens in our vicinity, there will be a swift, well-trained, helpful response,” Johnson said. The LJFD makes Shoreview, Arden Hills and North Oaks safer places to live.

85 employees, including Johnson, work for the LJFD. Out of these 85 employees, only four work full time. Our community relies on the work of over eighty passionate, driven and knowledgeable people like Johnson — people who have jobs and lives outside of their duties as firefighters. These men and women represent the finest that our community has to offer. “If my wife or daughter got in a car accident or fell and broke their leg, and any one of my colleagues from the fire department arrived to tend to them, I know that the response would be professional and fast,” Johnson said.

photo courtesy of ljfd.org LJFD firefighters do technical rescue training

features

Friday, November 22, 2019

Back to build

by Sterling Hills staff reporter At Mounds View, students and construction workers spend their days in the same building, yet interactions are rare. Students will sometimes watch the workers do their jobs, but other than that, the lives of students are generally unbothered by the major additions. This harmony can be attributed to 2011 Mounds View alumna Alex Titterud, who has returned to help with the project. She started interning for construction company Kraus-Anderson during college, and is now the assistant project manager for the construction at Mounds View.

Titterud enjoys her job and is excited to see what will result from these long months of continuous work.

“The thing I like about my job the most is that every day is super different,” Titterud said. Her job is to ensure that the construction is progressing smoothly. She helps keep Mounds View High School’s specific renovation under its $43.4 million budget as well as maintaining progress to meet the expected completion date in the fall of 2020.

Titterud’s background at Mounds View offers her a unique viewpoint of her job. “It’s very cool to come back to your old school,” Titterud said. “I feel like I have more of my heart in it just because I went here.”

Titterud also noted the political aspect of the project due to all of the funding for the construction coming

from the pockets of taxpayers. “I think you’re a lot in the public eye, too,” she said. “It can be a little political.” Titterud’s supervision helps reduce the possibility of errors — something that would most likely frustrate taxpayers.

Mounds View administration has actively collaborated with Titterud to limit conflicts throughout the construction process. “Overall, it has been a great district to work with,” Titterud said. Their negotiations and plans have let Kraus-Anderson continue working during the school year instead of limiting it to the summer. “I know it’s been hard for you guys to see sometimes your place [school] look like a construction zone, but that really helps the schedule with phasing it out and not just putting all the construction in the summer when you’re not here. It goes a long way,” Titterud said.

Working during the school day allows for a more careful and methodical completion of the additions since the summer is only three months long.

Titterud understands that it is not always easy for students to learn while construction proceeds. Although Kraus-Anderson does its best to make sure construction does not interfere with classes, some factors such as the loud and intermittent noise of power tools, closed off areas and workers walking through the halls can still act as distractors. Ultimately, Titterud believes that the inconveniences now will be worth the investment and hopes that students will know this. “I think just being

by Han Vu-Tran and Madeline Edgar staff reporters

those of Runnals previous positions. “Mounds View also has a lot more student support,” Runnals said. The number of theatre participants and the level of student authority clearly show this. The backstage departments, such as crew, tech and costuming, are all student organized. Upperclassmen who have been involved in theatre for years have many opportunities to run departments and contribute greatly to productions, alongside their peers carrying leading roles on stage.

Runnals also notes the parent support organization, BRAVO, which handles concessions, tickets and funding as well as the end-of-year student banquet for their innumerable contributions to Mounds View Theatre’s success. BRAVO, a program made up of dedicated parents and guardians who aim to aid Runnals and theatre participants in their productions, has helped ease the stress of recent changes.

Student and parent support, while vital in any production, offer invaluable assistance now since Runnals has the sole supervising job in the department. “It’s a two-sided coin,” Runnals said, referencing both the stressful workload of the position and the rewarding nature of producing a show and watching it come together. The stress of being the chief of such an extensive program should not be dismissed. The main issues Runnals has to overcome include time management and the inability to handle multiple situations or questions at once; however, this added pressure does not nullify the good experiences. “There is something nice about the autonomy of making decisions,” Runnals said.

Among the many positives of directing, Runnals thinks of the students as her favorite part of the theatre department. “They are so full of personality and energy,” Runnals said.

Runnals’ first solo show, Freaky Friday, premiered on Nov. 1 and ran for the next two weekends. After the fifth and final two-and-a-half hour show, students

Runnals runs the show After years of running under the supervision of Mounds View choir director David Phelps and English teacher Alexandra Runnals, Mounds View Theatre has changed dramatically in regards to directorial authority. Although Phelps continues to aid in the music and vocal arrangement aspects of theatre productions, Runnals now holds the position as the director for all Mounds View Theatre shows. The most recent show, the fall musical Freaky Friday, serves as Runnals’ debut as the sole leader of the Mounds View Theatre Department.

The recent change affects everyone involved in theatre — especially Runnals, who now juggles all of the responsibilities. These various tasks range from casting to overseeing light displays to designing and ordering show shirts. Runnals fronts these challenges with determination, armed with years of experience.

Runnals has long held a love for theatre, starring in productions throughout her elementary to high school years. Runnals’ passion for theatre has continued in her adult life, having directed productions at various schools before transferring to Mounds View and taking up leadership here. Before Mounds View, Runnals directed at Henry Sibley High in 2007-2008. Additionally, she took students to one-act competitions (in which students present short, “one-act” productions for judges and compete with other schools) when she taught at Twin Cities Academy in 2008-2009. Though Runnals has years of directorial experience under her belt, her involvement at Mounds View differs from her previous experience. Runnals now directs musicals, a new endeavor for her.

Along with the uniqueness of Mounds View’s productions, the atmosphere of the department differs from

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understanding of what we’re doing, at the end of the day you’re going to get an awesome product,” Titterud said.

photo courtesy of Alex Titterud

rushed off stage at the end of the night for celebration.

Despite the chaos, they never leave the auditorium without an enthusiastic high-five from their new director. To anyone interested in joining the theatre department, Runnals encourages them to try it out. “There are a lot of opportunities, not just on stage.” Aside from joining the cast, students can also be members of crew, stage crew, light tech, sound tech, costuming and pit orchestra.

photo courtesy of Alexandra Runnals

all illustrations by Jenna Stellmack

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Administration

by Isabe Newhouse and Zige Wang staff reporters

We have to cut it off somewhere.”

Bruggers believes that these advertisement rules work for Mounds View. “There was a student club a couple years ago, very well-intentioned, but wanted to leave Although some leaders of student-led clubs believe they receive unfair treatment positive notes for kids all over the building and on their lockers,” said Bruggers. from administration, Mounds View’s administration believes they support all clubs.

“They went to town with Post-It Notes all over the building, which is great, but at the However, different types of clubs have different guidelines to follow. Administrasame time, it created a logistical nightmare for our custodians.” tive figures have various involvement levels in coordinating clubs. Principal StephaSeveral student-led clubs believe administration will help more prominent clubs nie Bruggers, Activities Director Jim Galvin and Associate Principal rather than smaller clubs because student-led clubs may not know how to talk Gregory Martin are some of the people who help manage clubs within with administration to help with their needs, unlike staff-led the school. clubs.

“My guess is that certain groups of people know who to Administration puts activities and clubs in three categories: connect with to get that information out, and other groups might Minnesota State High School League sports and fine arts, staff-led not know as much about the process,” Martin said. clubs and student-led clubs. Administration knows who signs up for T Galvin says administration does not treat clubs differently h e impo state league and staff-led activities, but does not know the specifics r t a based on popularity.

“We want as many kids in our programs and n c e of a club or of who attends student-led clubs. clubs as we can,” Galvin said.

“The importance of a club or orgao r g anizatio While some school-sponsored clubs and the 29 Minnesota is n nization isn’t based on their enrollment numbers.” ’ n t b a State High School League sports and fine arts receive funds from sed on Martin feels that administration does not favor clubs with more their enrollm the district, student-led clubs do not receive any of this funding. e recognition, such as NHS. “Last year, I volunteered to supervise the n t num“If it’s a student-led club and they want to take a field trip out be r s gaming club for a day,” Martin said.

“We try to get to as many things . ” to Minnetonka for something, then no, we would not provide as we possibly can.

If I got an email from a [small] club saying, ‘Hey, transportation for that,” Bruggers said.

-Jim Ga we’re doing an event on x date, any chance [an administrator] could lvin, ac A major difference between school-sponsored and studentcome?’

I’m almost positive one of us would be there.” t i v iled clubs is who heads the club. “Anybody can create a stu- ties dire ctor

Administration suggests other ways for student-led clubs dent-led club,” Martin said. “You just need a staff member that to advertise outside of school. Bruggers says that she sees nothing will allow you to utilize their space. The staff member might wrong with creating social media accounts on platforms such as Instanot have anything to do with it, but they [agree] that they will gram to publicize their club to students outside of school. Bruggers also be present while you run your clubs or activity.” mentions that with a bigger building after construction, advertisement Students can apply to create a student-led club through a form from space will potentially grow.

“I don’t want kids to miss out on messaging Galvin that includes guidelines their club must follow. The form states that students because it’s an area of the building that they’re not accessing,” Bruggers said. can only advertise on the bulletin board by the forum, cannot use The Viewer as

Martin says that he and other administrators have an open door policy and a way to advertise and cannot fundraise on school campus or at school-sponsored always welcome students to ask questions and encourages students to reach out to events. “[The students] have to advertise on the bulletin boards,” Galvin said. “We administration and work out problems.

“We want our students to feel welcomed, do provide an activities fair. We don’t allow them to put signs up around the building respected and valued, so if that’s not the case we’d want to get feedback on that and or put announcements in [the morning announcements].” State league activities and then make adjustments,” Martin said. staff-led clubs, in contrast, are allowed to put up signs outside bulletin boards.

“

Galvin says these guidelines keep the hallways free from clutter and the daily announcements at a manageable length. “I know the coaches or advisors and they’re in charge of [the club],” Galvin said. “For [student-led clubs], I’d have to call students down [regarding signs], so it’s easier to just allow them to advertise in one spot.

“

When we put up posters, they all got taken down.”

-Emily Marx, 12

photo by Clai

Students

by Katelyn Welle and Lucie Henrich staff reporters

Hufsa Ahmed, 12, co-leader of DECA and H2O for Life, adds that administration did not agree with a smaller club attempting to fundraise unless they partnered with a larger club. “Last year when we did Walk for Water for H2O for Life, admin Students and staff around Mounds View may have noticed that some clubs’ wasn’t too on board with us doing our different fundraising activities or just putting posters appear on the bulletin board by the commons more frequently than others. on our walk in general until we partnered with DECA,” Ahmed said.

Some student club leaders have seen the difference in administration’s treatment of This relates to Ahmed’s discussion of how administration wants to portray the small, student-led clubs compared to larger, teacher-led, school-sponsored clubs. school as a supportive community. “I think sometimes they feel as if smaller clubs Multiple students have come forward to express their opinions on this issue. would not maintain Mounds View’s values and be a good representation of Mounds Beckey Jiang, 12, former co-leader of Art Club, expressed her thoughts on this View if someone from the outside were to see, so I think admin treats those [clubs] subject. “Clubs, smaller ones in particular that are student-led, do not get the same well that give them a good reputation of their image,” Ahmed said. opportunities as supervised clubs by teachers,” Jiang said. She says student-led Ahmed says that her clubs have attempted to talk with administration, but yieldclubs that do not have a teacher or staff member heavily involved are not recognized ed no results. She says that if there was more awareness of this and acknowledged by administration in the same way. issue throughout the student body, there could possibly be more Jiang also found that the advertisement rules for student-led action taken; therefore, a compromised solution could become an clubs are stricter compared to teacher-led clubs, as administration option. “People in the school know this is an issue, but they don’t only allows them to put one poster on the bulletin board in between voice it as much as they should,” Ahmed said. the upper and lower commons — a place that Jiang says nobody In contrast, Urvi Athalye, 11, officer of Volunteer Club and notices. Jiang says there should be a change in club treatment and smaller ones co-president of Climate Justice Club, has not had many probs, b lu C added, “I think the administration should go with a different route lems with administration’s treatment of her clubs. She says that in particular that rather than looking at if it’s student-led versus supervised.” Jiang administration helps her clubs greatly and responds quickly to continued, “I think a more efficient way to run the clubs at MV student-led, do club needs, although she agrees that, at times, administration e ar would be to give an interview with each club, rather than [have ade gives small clubs unfair disadvantages. “Whenever we contact m sa e th not get ministration] hand [us] a slip saying what your goal of the club is and administration, they are really flexible and nice about it, so it whether you can fundraise or not.” opportunities as seems fine,” Athalye said. However, Athalye says that it seems Some larger clubs like DECA and NHS are allowed to have y b s b u like sports get way more attention than other clubs. “Every sport cl d e is superv fundraisers, while others such as the student-led winter Shakespeare gets their own parking pass, but they don’t have any for theplay and Harry Potter Club pay for everything themselves. Jiang beteachers.” ater,” Athalye said. lieves that all clubs should be informed about this common issue. “I Even though many students at Mounds View have a strong don’t think a lot of students are aware of the fundraising rules,” Jiang -Beckey Jiang, 12 opinion on administration club treatment, some small club said. “It’s important to raise awareness for this so we can actually leaders find themselves in the middle of the argument. Maya make a change in how the administration treats each club.”

Strike, 12, for example, found that her clubs (Christian FelRhea Schaberg, 12, manager of the winter Shakespeare play, lowship Club and Biology Olympiad Club) had a smooth start, yet agrees that smaller clubs should be recognized more often than they curquickly became unorganized because of lack of recognition from administration. rently are. She says administration is being disrespectful by not accepting smaller, “I would say it was fairly easy to get the club started, but I noticed their [administrastudent-led clubs as much as larger ones. “I’m really trying to work hard to make tion’s] paperwork isn’t very organized,” Strike said. “I would definitely describe the sure that what our club needs is getting communicated and kind of ‘forcing’ the ad- whole process as confusing and disorganized.” She explains that there are multiple ministration to say, ‘There’s a concert today; you can’t be in there,’” Schaberg said. rules about creating a club that administration does not clarify, and thinks it would “‘Cause a lot of times we go in [to the auditorium], and there’s been no notification. be helpful for administration to inform new clubs more about the rules and regulaThere’s been no communication [of a school concert or other event] when that’s tions. exactly what I’ve been trying to do all along.”

Schaberg says she is trying to communicate more with staff. “We’re gonna try to bring facts and finances to the table and try to get together a meeting with Mrs. Bruggers,” Schaberg said. As for spreading the word, Schaberg says that it is not the students that need awareness of this problem, but administration itself and other staff. “The awareness would have to be in the staff because the students don’t care about it, and the students who do care about it know about it already,” Schaberg said.

“

Teachers

by Johnny Yue staff reporter

had a great turnout for our big fundraiser, the Walk for Water, last spring, and we beat our goal and raised even more money than we needed to fund our water project,” Heinz said.

Over the years, teachers who supervise certain student-led clubs have noticed a

The ease H2O for Life had in spreading word of their mission to many people difference in how administration regards their club compared to school-sponsored at this school can be credited to the creative ways in which the club advertised outside clubs at MVHS. Although these teachers ensure their club runs smoothof the bulletin board near the forum. “The members of our club ly and efficiently, their power is limited when dealing with issues such have done a great job of reaching out to other students, putting as advertising. This clear divide between student-led clubs and sponup signs, selling bracelets and stickers that advertise our club and sored clubs at Mounds View has created a disparity in how the two event and talking to their friends and other groups and encouragtypes of clubs can function around the school. ing others to join and take part,” Heinz said.

Jessica Espy, chemistry teacher and supervisor of UNICEF With the struggle of other smaller student-led clubs in mind, Club, became aware of the issue early on due to her students’ comHeinz believes the community at Mounds View houses many posplaints and concerns. UNICEF Club is interested in improving the sible solutions. “I think it’s helpful to reach out to other clubs who lives of children and youth around the world by participating in We really have no have a similar mission,” Heinz said. “I also think encouraging a t activities that raise money for various causes. Administration alfriend or students who aren’t involved in a lot of other activities is been treated unlows UNICEF members to only advertise their club on the small a good solution.” bulletin board right outside the forum. “It is frustrating at times fairly.”

Along with Heinz, DaNae Klimek, supervisor of SkillsUto help the students find a way to be involved in the school SA, an organization that helps students gain workplace and leaderwithin the fundraising and advertising guidelines,” Espy said.

-DaNae Klimek, ship skills, has not found many issues in expanding the potential “I am watching my students in the small clubs become unable of her club throughout the years. Although SkillsUSA is a “small” Sk ill sU SA supervisor club compared to large clubs such as DECA, its size does not take to share about their passions and encourage others to take part in great causes.” away its ability to get hold of various opportunities that allow mem Although hindered by these setbacks, Espy noticed bers to enjoy everything the club offers. “We really have not been the students in UNICEF Club finding solutions to their adtreated unfairly,” Klimek said. “Our students have always been able vertising limitations. “We are trying to come up with creto attend state and national events. We have been supported since ative ways to work around the restrictions [such as] working with members the beginning. We also do fundraising, so students are able to attend the events with of the community instead of the students at our school [and] advertising at little or no out-of-pocket cost to them.” lunches and during ReFLECT instead of posters in the school,” Espy said.

This discrepancy between clubs like SkillsUSA, H2O for Life and UNICEF Club Although disappointed by the predicament, Espy does understand causes some to question how much power administration should hold in deciding how administration’s side of the argument. “I do understand why there must be each club should be represented and funded. Klimek says that clubs such as NHS, restrictions on signs throughout the building and how many fundraisers DECA, SkillsUSA and Student Council exhibit many differences from a typical stutake place,” Espy said. “Otherwise, our entire school would be plastered dent-led club. Instead of being created by passionate high school students, these clubs with posters advertising the many clubs that our students support.” belong to a network of national programs supported by various globally recognized

Unlike Espy, Kristin Heinz, teacher supervisor of H2O for organizations. Although there may be many potential reasons for this discrepancy, the Life, has not felt a drastically negative impact from this situation. Al- struggle seems to some involved in smaller clubs to create roadblocks in how the clubs though facing occasional obstacles in getting her club known to many can proceed in expanding their potential as a whole. students and staff at MVHS, Heinz believes that her club still reached its full potential in raising awareness and funding for the global water crisis. “I don’t feel it’s had too much of an effect on our club. We still

ire Stellmack

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illustrations by Jenna Stellmack

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editorials

Friday, November 22, 2019

Keeping teachers in check

by Janae Lee news editor American historian Henry Brooks Adams once said, “Teachers affect eternity; no one can tell where their influence stops.” What Adams said is absolutely correct: A teacher’s influence never stops — especially their negative ones. Every student is all too familiar with the feeling of frustration and anger stemming from a challenging class. However, does the struggle stem from the difficulty of the course or the teacher in charge of the class? A teacher largely influences a student’s experience with a particular course, and having a lackluster teacher creates frustrating experiences for students. Therefore, students should have the right to evaluate their teachers, considering the high degree of control that teachers have over their education. It is unfair for a student to struggle in a class as a result of inept teaching.

It would be wonderful to say that every teacher is amazing at educating their students and inspiring them to find a love for learning, but in reality, this is not the case. Upon listening in on conversations of students on schedule pick-up day, there are always comments along the lines of, “Oh, you have him as a teacher? Good luck, you’ll really struggle in his class.” The student body clearly knows in which teacher’s class they will struggle due to how the teacher conducts their class, and they should be given an opportunity to inform administration.

Even with inadequate staff, the administration is not informed about the struggles of the students. This

creates a problem, as the teachers who sloppily conduct their class without facing any consequences will continue to conduct their classes in a similar manner year after year. As a result, new students are entering a class and struggling just as the class before them, all because they were not able to alert the administration to the lack of ample instructing within that specific class. Students and teachers should be given the opportunity to keep each other in check. By having an evaluation system, teachers are pressured to work harder and refrain from lazy educating, as students now have a say in their classroom experience.

However, one complaint to having staff evaluations by students is the concern that students will use this system as a way to resolve personal vendettas against a teacher; this is not a problem as collecting data from an entire class will easily identify outliers.

Receiving a majority of positive evaluations with only a select few cynical ones will tell the administration that the negative evaluations are not an accurate portrayal of the teacher’s performance. On the other hand, receiving a large number of negative reviews about a particular teacher will inform the administration that a change is needed. Another complaint of implementing a teacher evaluation system is that some classes are naturally harder than others, so those in charge of more challenging classes will receive negative feedback in relation due to the harder course material itself and not the ability of the teacher. However, teachers offer many opportunities, such as extra help before or after school, so that students are able to learn the course material.

Even with all of these opportunities for a student, if

a course is more challenging, then the staff in charge of that particular course should be more equipped to teach a more advanced class. Evaluations will help the administration gauge which teachers are qualified to teach the variety of classes offered.

Having evaluations would allow students to speak up about teachers they feel are lacking and also serve as a way to let the administration know who is doing an excellent job. Teachers who are not teaching properly would be encouraged to improve, and teachers who have a positive influence on students should be acknowledged. Student evaluations of teachers are an effective way for students to express their opinions and ultimately will create a better learning environment for

the case of Board of Education v. Earls, where students Lindsay Earls and Daniel James argued that their high school requiring students to consent to a urine test was a violation of the Fourth Amendment, which protects people from unlawful searches and seizures without a warrant. In the end, the Supreme Court ruled in favor of their high school and upheld the constitutionality of drug testing students participating in extracurricular activities.

The impact of this court ruling can be seen at Mounds View. When Mounds View students register for activities in FeePay, they sign a waiver stating that they are willing to submit to drug testing. If Mounds

View followed through with their FeePay waiver and adopted a system of random student drug testing, this could decrease illegal drug usage. The random testing could give students a reason to say no to using drugs: If students knew that they could be tested at any point in the school day, it could make them more wary of using drugs. Additionally, the drug testing could help Mounds View identify students who are already using drugs; the school could then use this information to stage early interventions.

Mounds View is currently doing the bare minimum to address the drug usage at school. If Mounds View wishes to see less drug usage, higher level academics and more participation in extracurriculars, they should do more than just shutting down bathrooms.

Drug tests for kids

by Emily Feng features editor It is not uncommon to walk into a bathroom at Mounds View filled with the smoke from vape pens and marijuana. Currently, Mounds View combats drug usage mostly by shutting down bathrooms, which has not been effective. However, if the school were to take a more proactive approach to combat drug usage, they would likely see greater success. Involvement does not necessarily mean punishment for drug-using students.

Rather, the school should identify students using drugs and intervene in the situation.

Instead of punishing drug users, the school should stage interventions by hiring professionals to talk to the students with drug problems one-on-one. Professionals who are trained specifically to help teens with drug issues would be able to encourage and support students to quit their addictions effectively. Talking with professionals would motivate teens to avoid drugs without the need for threatening punishments, such as expulsions, which would tarnish students’ records. Therefore, it is crucial for Mounds View to identify and stage interventions for the students who use drugs. If the school cannot afford to hire professionals, then they should at least refer students to a professional or treatment center.

In order to figure out which students need interventions, Mounds View could do random drug tests on the student body. In 2002, the United States Supreme Court gave public schools the authority to test all students participating in competitive extracurricular activities for illegal drugs. This decision resulted from

Editor Opinions on Veterans Day at MV

“The school isn’t giving veterans enough recognition.”

-Molly Shwiff features editor

infographic by Michael Hu

infographic by Michael Hu

“The district should allow students and staff with family members who served to spend the day appreciating them.”

-Alec Nelson arts & entertainment editor

“I’m embarrassed for the school and its incompetency in this situation.”

-Michael Gennaro editor-in-chief

“As someone with a brother who is currently serving, it is disrespectful for the district to disregard our troops.”

-Angie Larson news editor

DEBATES

Friday, November 22, 2019

by Elisa Guo and Ellis Maloney staff reporters

Who works harder?

Although students today may emphasize their struggle to balance a heavy homework load with their busy lives, they often overlook and underrate their teachers’ laborious work. Besides the time teachers spend at school instructing students, they also put in a sizable amount of effort behind the scenes to fulfill their duty as educators. Because of this, teachers carry a heftier workload than students do.

While students enjoy the luxury of relaxing during weekends and breaks, teachers must prepare for school. The six-hour school day does not include sufficient time for teachers to complete grading, write assignments, adapt or design curriculum and do other important tasks. Biology teacher Mark Johnson says that a teacher’s workday often spills over into the unpaid time they should be spending away from their job.

Grading is just one of many examples of work that requires time out of school. Students may need to complete multiple lengthy assignments or study for tests at once, but they do not consider the fact that teachers may need to grade over a hundred of these extensive assignments or assessments, like short answer

tests, essays, projects and labs.

In many instances, students feel frustration toward some teachers because they fall behind in grading. In reality, teachers are already pushing their limits regarding what they can accomplish. “Grading is always a burden, and I’ll spend at least one hour if not two hours a night [grading],” said social studies teacher Jenna Claflin. Teachers require more time to grade assignments and give feedback that accurately represents the student’s work.

Additionally, teachers are expected to arrive before school or stay late into the evening to help students or attend department meetings or parent-teacher conferences. “As a teacher, it is important to be a resource for students,” Claflin said. “It is especially important to connect with struggling students.”

Teachers must make sure everyone is learning effectively, which causes difficulty when students purposely do not put forth their best effort.

Many teachers also coach sports or advise clubs, extending the time they spend at Mounds View well beyond the typical school day. Ross Fleming, health teacher and cross country coach, believes that these two positions are both remarkably time consuming and cut into

time for family responsibilities. As a coach, he needs to take care of over 50 athletes and the couple hundred students he teaches. “The day goes later, and of course that means I get home later, which takes away from [grading] homework and family time,” Fleming said.

On top of that, teachers are restricted from fully enjoying their summers, unlike students. Over those three months when students are allowed to relax and let the stress of school fade away, teachers must take classes, strengthen teaching strategies and develop curriculum for classes later in the year. “New courses that Mounds View introduces are especially difficult for teachers to prepare for because there’s no outline or example that the teacher can follow,” said math teacher Kate Milkert.

As adults, teachers have responsibilities to their families that students do not. “I never want to say no to spending time with my daughter because of work,” Johnson said. “Sometimes that means I lose sleep.” Claflin has a different approach to managing work and children. “This is sad, but I only let my kids do a certain amount of activities. It takes time to get home and to get ready for activities.” Teachers sacrificing the potential of their children for their jobs

highlights how dedicated they are toward their students’ success.

Students might struggle to keep a balanced schedule, but their difficulties are incomparable to a teacher’s strenuous schedule. Students should appreciate their teachers’ commitment to their job because teachers undertake much more work than students do.

Teachers Do!

graphic by Public Domain Pictures

“We are humans too.

“Everyone thinks their class is the most important, We care about you more VS. that it should be the center of your life but if you than you think we do.” have six classes that should all be the center of your - Mark Johnson, teacher life.” - Sydney Rasmussen, 10

by Irene Lampredi and Junha Yoo staff reporters Students are often considered lazy teenagers; however, they actually have many responsibilities. Students must complete assignments from school while also studying for weekly quizzes and tests. In addition to all of this, students usually take part in sports and clubs, with some even holding a job.

Even while participating in other activities, students regularly find themselves unable to concentrate, as their minds always return to the excessive amount of homework they have. All those tasks not only limit their free time, but also could eventually force them to quit activities they actually enjoy.

Generally, students have a significantly larger workload than teachers.

They are obligated to learn and complete assignments in a shorter period of time than their teachers, who only have to correct and grade the assignments with the aid of an answer key. While missing a deadline for a student can have a longlasting effect on their grade, teachers do not face the same deadlines. Teachers

often fall behind on their grading without facing any consequences. If students choose to retake a test after receiving a bad grade, they might already find themselves weeks or months away from the unit. This then leads to them falling behind in order to relearn previous material units, adding more work to their already full schedules. It is unfair that students complete assignments to meet deadlines, only to wait a long time for their grade.

As if all of the assignments students have to complete was not enough, most Mounds View students choose to take AP tests, the ACT or the SAT at some point during their four years of high school. Preparing for these exams is a laborious process, as students must review everything they have learned from their past and present classes.

Finding time to study for these exams can be troublesome, and as test dates get closer, many students start to fall behind on classwork to prepare for tests. While teachers do offer to help students study for AP tests, it is a less stressful experience for them because the results will not affect their future like it will for students.

Furthermore, teaching styles do not always align with the students’ needs.

This pushes ambitious students to spend time outside of class relearning the material on their own — something that teachers are supposed to prevent. In a perfect world, teachers would ensure that every student understands the class, but inevitably there will be teachers who do not care and allow students to fall through the cracks.

Many times, working on homework and participating in activities leaves students with an unhealthy amount of commitment to juggle in one night. As a result, students have no choice but to stay up late and miss out on their much needed sleep.

Considering their immense amount of schoolwork, alongside their other obligations as a teen in sports,

Michael Gennaro Leon Wang Jenna Stellmack Leon Wang Leon Wang, Emily Feng Janae Lee Jenna Stellmack Angie Larson, Janae Lee Molly Shwiff, Emily Feng Alissa Zhao

CENTERFOLD EDITORS EDITORIALS EDITOR ARTS & ENTERTAINMENT EDITOR SPORTS EDITOR PHOTOGRAPHER ARTIST ADVISOR PUBLISHER

graphic by Public Domain Vectors

clubs and jobs, students have a staggering amount of responsibilities. Without doubting or discrediting teachers’ jobs, we believe that students have a substantially larger workload with less time to do it than teachers do.

Students Do!

Viewer Staff 2019-2020 EDITOR-IN-CHIEF MANAGING COPY EDITOR MANAGING DESIGN EDITOR MANAGING ONLINE PUBLISHER MANAGING ONLINE EDITORS BUSINESS MANAGER FRONT COVER NEWS EDITORS FEATURES EDITORS

DEBATES EDITOR

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Jenna Stellmack, Natalie Nemes Michael Hu Alec Nelson Brock Nelson Arfa Ali Jenna Stellmack David Ostrom Sauk Centre Publishing

graphic by Public Domain Vectors STAFF REPORTERS Arfa Ali, Kaitlynn Badger, Amy Binder, Morgan Dalton, Andy Devine, Madeline Edgar, Blake Friedman, Savannah Guiang, Elisa Guo, Lucie Henrich, Sterling Hills, Ben Howlett, Irene Lampredi, Josie Mackenthun, Sam Magnuson, Ellis Maloney, Isabel Newhouse, Arthur Nghiem, Darah Ostrom, Isabelle Schrab, Yatharth Sharma, Kate Spence, Joseph Steil, Nicholas Stenlund, Isaac Vo, Hanzu Vu-Tran, Zige Wang, Katelyn Welle, Sienna Wood, Junha Yoo, Johnny Yue

Mounds View High School ‌• 1900 Lake Valentine Rd. Arden Hills, MN 55112 • www.mvviewer.org‌ • @mvviewer • business@mvviewer.org

10

Arts & Entertainment

friday, November 22, 2019

Disney take over Disney+

Malificent: Mistress of Evil

by Arfa Ali and Isaac Vo staff reporters With stocks up almost 30 percent in the last year and Marvel’s “Endgame” (2019) becoming the highest grossing film in history, Disney has solidified a prominent spot for themselves in the entertainment industry. On top of their recent success, plans on transitioning some efforts to new platforms have launched.

In Nov. 2018, Disney announced Disney+, an upcoming subscription, videoon-demand streaming service similar to Netflix and Hulu. The service released Nov. 12 in the U.S. and will be released next week in the global market. Disney+ will stream all previous content, including blockbuster movies and popular TV series seen before on Disney Channel, while also providing brand new content.

Compared to its competition, Disney+ plans on being the more affordable option. Starting at a competitive $7 per month, or with prepayment $70 for an entire year ($5.83 per month), the new service already charges less than Netflix’s cheapest plan of $9 per month and Hulu’s base price of $6 per month. Disney also plans on airing new content weekly for their new shows, unlike Netflix releasing entire series at once.

Disney+ will include all previous Marvel Cinematic Movies and five new shows: The Falcon And The Winter Soldier, Wanda Vision, Loki, Hawkeye and an all-new animated show based on the Marvel Cinematic Universe (MCU), Marvel’s What If?, which they announced this past July at San Diego Comic-Con. All shows are slated to launch on Disney+ between new Marvel theatrical releases in the next three years with the same budget and quality as their movie counterparts. With six to eight episodes in a season, and each episode costing upwards of $25 million,

Disney is investing extensively into the streaming market.

Popular Pixar movies and shorts also fall within the subscription. Pixar’s artists announced SparkShorts, a new collection of Pixar animated short films specifically made for the platform. Pixar also introduced Pixar In Real Life (IRL), an original series depicting iconic characters of Pixar films in the modern day world, surely to add a nostalgia factor and gain viewers. Classic Pixar films such as Cars, Up, Monsters Inc, Wall-e, Finding Nemo and many more will also be included in the subscription.

With less than a month from the launch of Star Wars: The Rise of Skywalker, Disney also heavily leans on Star Wars, arguably one of the company’s biggest franchises, to garner subscriptions. Much of the hype among Star Wars fans can be attributed to the new live action original series streamed exclusively on Disney+, The Mandalorian, a tale following a rogue bounty hunter. Disney+ is also set to have three other shows inside the Star Wars Universe. These shows include the return of the animated series Star Wars: The Clone Wars, an untitled prequel series to Rogue One: A Star Wars Story, which follows one of the movie’s main characters, Cassion Andor, and an untitled Obi-Wan Kenobi series.

With new additions to the MCU and Star Wars flooding pop culture, Disney plans to expand its wide-ranging influence to TV streaming services. The accessibility of having content on the home screen opens opportunities to reach a larger audience of all ages. Already having more than 7,500 episodes and 500 films, Disney banks on both the nostalgia factor and the anticipation of new content to accumulate viewers and propel into a streaming industry giant.

by Kate Spence staff reporter With glowing green eyes and dark twisted horns, the iconic Disney villain returns. Maleficent: Mistress of Evil, the sequel to Maleficent (2014), hit theaters on Oct. 18.

Roughly five years after the first movie, the sequel continues to follow Maleficent and her daughter Aurora, now deemed queen of an enchanted forest: the Moors. When the prince of the neighboring kingdom proposes to Aurora, Maleficent does not approve and advises Aurora against it, to avoid uniting the kingdoms. Aurora naively persists, and the two families share a dinner together, where Queen Ingrith, the prince’s mother, continuously berates Maleficent. Provoked, Maleficent lashes out and seemingly curses the prince’s father, who falls into a deep slumber. As the wedding approaches and guests begin arriving, more family secrets come to light and violence strikes the kingdom. From engaging animation to elaborate costuming, Maleficent: Mistress of Evil whisks viewers away in this battle for power.

A plot line this intricate requires exceptional acting chops. As expected, Angelina Jolie leads the cast as Maleficent with great poise, delivering hilariously nuanced remarks that made me laugh out loud. Actions speak louder than words, with Michelle Pfeiffer executing a bone-chillingly evil performance as Queen Ingrith. The harsh behavior of the queen allows the audience to further empathize with Maleficent. Sam Riley also deserves praise for his take on Diavel, Maleficent’s confidant, providing charming companionship and serving as a rare source of heart in the film.

Despite these acclaimed performances, some actors left me unengaged.

Elle Fanning portrayed Aurora sweetly, but often reverted to playing the classic “damsel in distress” archetype. In addition, the Moor forest fairies as a whole lacked clear pronunciation, leaving me and others confused at what was being said.

Along with the on-screen performances, the behind-the-scenes production quality astounded me. The large majority of animation completely immerses the audience in the magical universe, particularly the incredibly genuine facial expressions of the Moor forest creatures. The costuming and special effects match the high caliber of the animated characters, adding to the realistic depiction of such an extravagant world.

Although I found the physical execution of the film breathtaking, the plotline seemed flawed. For one, the PG-rated film contained a large amount of war scenes, which could be frightening for young audiences. The fight choreography depicted violent, gory scenes of physical combat, torture and death.

Even the more positive scenes exposed lackluster writing with predictable outcomes. However, some viewers may appreciate this, as the ending resolves everything and screams “happily ever after.”

All in all, Maleficent: Mistress of Evil is guaranteed to take the audience on a wild journey. From flying through caves of fairies to battling for the lives of beloved creatures, the action in the film never stops moving. With a thematic influence on the strength of family bonds, audiences of all ages will enjoy the ending message. This thrilling twist on a classic story will truly have you on the edge of your seat as, to quote Queen Ingrith herself, “this is no fairy tale.” all illustrations by Jenna Stellmack

Thanksgiving Sandwiches

Wahlburgers

Capriotti’s

by Andy Devine staff reporter

Voted by locals in 2018 for “Best Sandwich in Vegas,” Capriotti’s “The Bobbie” falls a hair short of the hype and so does the ambiance. When going to a restaurant that pushes its Thanksgiving style sandwich, I was expecting a cozy and homestyle atmosphere.

Instead, it had a more modern style, and the workers seemed robotic and unenthused. The Bobbie sandwich is pitched as Thanksgiving leftovers on a sandwich. It consists of shredded housemade turkey, stuffing, cranberry sauce and a thin spread of mayo. The highlights of “The Bobbie” are the tangy cranberry sauce, savory turkey and the soft french loaf. Eating the homemade turkey reminded me of Thanksgiving with the same savory herbs and spices that fill the mouth. Sadly, the downfall of this sandwich is

After launching in 2011, Wahlburgers quickly gained popularity for its relation to the famous celebrity actor, Mark Wahlberg. Since then, Wahlburgers has become a restaurant chain with 29 locations throughout North America. Each location has a modern style decor with dimmed lights and music playing in the background.

I visited Wahlburgers to try a specialty burger called the “Thanksgiving Turkey Burger,” also known as “Mark’s Choice.” This burger consists of a one-fourth pound turkey burger, stuffing, housemade orange cranberry sauce, butternut squash and a hint of mayo. The strengths of the burger include its delicious cranberry sauce, which hits the tongue with just

the right amount of tartness.

Also, the burger itself is juicy and well-seasoned. Something to consider when ordering this burger would be its savory stuffing and unique presentation.

The stuffing lacks original flavor due to it being store-bought because Wahlberger wanted it to remind him of his childhood stuffing. Also, the burger is sloppy, so a fork is a must when eating it. Wahlburgers is located on the second floor of the Mall of America and is open from 10:30 a.m. to 10 p.m. every day except for Sunday, where the restaurant closes at 9:00 p.m.

The Verdict

8/10

Overall

the abundance of stuffing and lack of turkey. The stuffing itself is adequate in flavor, but Capriotti’s loads “The Bobbie” with way too much stuffing and not enough turkey, resulting in a sandwich that tastes overly bready. Capriotti’s is located on 7143 France Ave. South in Edina and is open from 10:00 a.m. to 9:00 p.m. everyday except for Sunday, where the restaurant closes at 8:00 p.m.

The Verdict

7/10

Though I did enjoy both sandwiches, Wahlburgers “Thanksgiving Turkey Burger” was the clear winner. Even though both restaurants had a similar atmosphere, juicy turkey and a flavorful cranberry sauce, it was the lack of turkey and overwhelming amount of stuffing in Capriotti’s “The Bobbie” that made it less appetizing. Also, Wahlburgers offers a variety of sides that the customer can add onto a meal, whereas Capriotti’s only offers chips. Lastly, the “Thanksgiving Turkey Burger” from Wahlburgers takes the win in the value category, with “The Bobbie” costing $9.75 and the “Thanksgiving Turkey Burger” coming in at $8.95.

sports

Across the country friday, November 22, 2019

by Ben Howlett staff reporter

The Mounds View boys cross country team witnessed its program-defining moment on Saturday, Nov. 2, at St. Olaf College. The team won the Class 2A state meet, edging Eden Prairie with a final score of 87 points to 86 — marking the first state title in Mounds View history for the team. In addition, the Mustangs qualified yet again for Nike Cross Nationals (NXN) on Nov. 10, a race where the fastest teams in the country run against each other in hopes of being crowned the best high school team in America.

In order to win state, a great deal of training and dedication is required. In fact, the team’s members made a commitment to reaching this goal ever since their freshman or eighth grade year. “Those guys start dreaming at a younger age,” said cross country coach Ross Fleming. “This is like a vision quest.” Not only do they train in-season, but every athlete also invests in the process by running 400 miles on their own time throughout the summer. This intense training over the summer prepares the runners for the grueling season ahead, and also serves as a team bonding activity since they complete their miles together.

What made the state race a story to remember occurred in the point differentials at the end of each mile.

The Mustangs trailed 99 points at the end of the first mile and then 41 points at the end of the second mile.

They ultimately caught up — winning by one point at

the end of the five kilometer race. “We went out conser- The Mustangs continued their run of success by winvatively and worked our way up,” said Finn Sokolows- ning the meet, which qualified them to Nike Cross Naki, 12. With Eden Prairie running a strong race, it be- tionals for the second year in a row. Mounds View’s came more crucial for the Mustangs to stay in touch team will compete against other top teams in the nation with the leaders of the pack. in Portland, Oregon on Dec. 7.

This title means more than just a piece of hardState Championship victories are a once in a lifeware, but a symbol of blood, sweat and tears that will time experience for many high school athletes. Mounds shine forever in the hearts of the team. “These guys will View students and alumni alike will stay tuned with always be known as state champions,” Fleming said. cross-country’s historic run, while also cheering proud“That title is there for life.” The victory also marks a ly of their efforts and how they have represented our historic milestone for Fleming as his first state champi- school. onship win in 34 years of coaching. “We ran that race for coach and for each other,” Sokolowski said.

Furthermore, this victory impacted the alumni of Mounds View cross country because of the culmination of passed down tradition and legacy dating back to the program’s birth in the 1960s. 30 alumni runners congratulated Fleming by text within the first 30 minutes after the race ended. The alumni’s impact on the runners created part of the path to the state championship.

“This really shows the work they have put in the last fours plus gives props to the past couple years of captains,” said Lukas Hessini, former captain of the cross country team. “This veteran team has learned so much Finn Sokolowski (above) pumps his fist in the air as and become great leaders.”

For the current runners, there was one more ob- he learns his team has won the state championship. stacle the team had to overcome: Nike Cross Regionals photo courtesy of Finn Sokolowski (NXR). The same seven runners that ran at the state meet competed at NXR in Sioux Falls, South Dakota.

Strong season starts

by Amy Binder staff reporter

Although not all winter sports have begun yet, many of Mounds View’s teams are approaching their second month of preparation for the season. Out of ten sports, eight provide pre-season training sessions known as captain’s practices.

Lack of snow has not stopped the nordic ski team from starting the season early. “We do core, weight lifting, strength type stuff, drills—basically what we do during the season except without the coaches,” said Maya Strike, 12, one of three Nordic co-captains. “Getting started earlier provides a nice transition from fall sports—for people doing fall sports—and for people who didn’t do fall sports, getting back into it, so they don’t feel overwhelmed right at the beginning.”

Nordic is not the only sport preparing for the upcoming season. “We have captain’s practices once a week on Wednesdays,” said girls basketball co-captain Lindsey Becher, 12. “Whoever wants to come can come, and we just start with drills like shooting or ball handling and stuff like that. We usually use the second half for scrimmaging or just playing so that people can build some team chemistry and get comfortable play-

11

ing.” Captain’s practices also help the team prepare for the season because they allow the captains to get used to their new leadership role, she added.

Boys basketball meets twice a week to scrimmage.

Although the team also attended tournaments throughout the summer and fall basketball seasons, co-captain Thomas Gebhardt, 12, still values captain’s practices.

“We get to know each other through them because there are always new faces,” Gebhardt said. Captain’s practices serve as an introduction to the team for new players, so they can start the season with a familiar group of students.

Unlike other sports, pre-season practices for girls hockey are not run by the captains; a parent of a past player leads them. “Sometimes we would run a warmup, but it was mainly the parent that would run it,” said co-captain Ava Bullert, 10. Despite this, the practices still helped prepare the team for the season. “[It’s about] getting back on the ice, getting everyone in shape again, just being able to play together and making sure we have good chemistry on the ice,” Bullert said.

Not all winter sports, however, are able to hold captain’s practices. “We’d really like to do them, but it’s hard to get access to the pool,” said boys swim and

dive co-captain Will Quackenbush, 12. “Many swimmers have expressed interest in doing captain’s practices.” Swimmer Matthew Shen, 10, agreed, saying, “I think it helps with team bonding.” The need for a trained lifeguard to attend every practice prevents the team from practicing before the start of the season.

Furthermore, pool space is expensive and hard to book because many teams use the district pools.

In addition, busy schedules can prevent students— even the captains themselves—from attending captain’s practices. “I’m in the musical, so I’m not going to be able to go,” Strike said. Bullert echoed Strike’s sentiment; she missed several practices to attend the end of the fall tennis season. Because captain’s practices typically take place during the school week, obstacles like heavy work loads or homework can also impede student attendance.

With the competition skills and positive team dynamics gained through captain’s practices, Mounds View’s sports teams believe they are prepared for strong starts to the winter season. The alpine skiing, boys hockey, girls basketball, gymnastics, and nordic skiing seasons started on Nov. 11, followed by boys basketball and wrestling on Nov. 18 and boys swim and dive on Nov. 25.

Mystery Athlete??? Trivia HINT 1: This athlete has a 18:08 Five Kilometer Personal Best.

How many Mounds View athletes committed on National Signing Day? (bonus: Of the athletes committed, how many of each gender committed?)

HINT 2: This athlete is nicknamed “Twar” and is in the 12th grade.

HINT 3: This athlete runs both cross country and track, and specializes in long distance.

Answer: 6 athletes committed, Bonus: 4 males, 2 females committed

Answer: Tanner Ware

12

Friday, november 22, 2019

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Happy Thanksgiving!

- The Viewer Editors

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all Thanksgiving illustrations

by Jenna Stellmack

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