MV Viewer 2018-2019 Issue 4 by The Viewer

VOLUME VOLUME66 66ISSUE ISSUE43| |December November14, 16,2018 2018

THE VIEWER

The Perpetuation of Generalizations

INSIDE THIS ISSUE

INSIDE THIS ISSUE CARAVANS 02/ AUTOIMMUNE 04/ MOUNDSVIEWMEMES 10 BUTLER 02/ YEARBOOK 04/ CLIMATE CHANGE 08

News

Friday, December 14, 2018

An academic transition into MV

by Alissa Zhao staff reporter

Maturation, defined by the Merriam-Webster dictionary as “the process of becoming mature,” is a process seen within Mounds View High School as students grow from wide-eyed freshman to all-knowing seniors during their four short years here. Freshmen come into a brand new environment and have to quickly figure out how to navigate their academics, including “learning the routines, the expectations, both academically as well as just how we do business,” said Associate Principal Gregory Martin. Every freshman class needs some time to acclimate to the academic rigor and social environment of high school. To help ease this transition, Mounds View offers courses that typically only teach first-year students. In these classes, students receive the opportunity to work on their organizational skills and time management. “A lot of students have a lot of late work that needs to be turned in, so you have to be very forgiving of that,” said science teacher Jacob Hairrell. This gives them a chance to slowly adapt to high school expectations and more specifically, Mounds View’s expectations. This year, the freshman continue a trend of having academic difficulties in the first semester. Stated during a Mustang Mentor meeting in the fall, when the mentors and their mentees touched base, the freshmen as a whole were receiving around 250 D’s and I’s in the gradebook. However, some teachers believe that this statistic is historically common for freshmen during their first semester. “Obviously just the maturity factor. A class with a lot of seniors is going to be quieter; people are going to be a little more serious. Freshman, it is a big difference; people are louder. They don’t come in and sit down right away and get to work,” said social studies teacher Martha Rush. In addition, administration commented that this is not unusual.

When students age into upperclassmen, they also develop an understanding of how Mounds View works. Many freshmen are not incredibly concerned with their GPA at the beginning of high school, and this disinterest continues until they come to a common realization: that their GPA could affect their options after high school. “Usually as freshman, people aren’t as cognizant of how their academic performance will affect them later in life,” said Hairrell. As those freshman begin to understand the importance of academic achievement in high school, the pressure and responsibility starts to build. At Mounds View, it is undeniable that students hold themselves to a high academic standard. In a survey by The Student Experience Project last year given to the Mounds View student community, 94 percent of student participants agreed that they feel a lot of pressure to succeed. Only a small minority, 11.4 percent, of students believed that academic pressure comes from staff and teachers, while 81 percent of students said that the pressure stems from themselves, the people around them, their parents or their peers. “The ultimate source of that pressure, whether it is parents, the community or college applications, trickles down to the students, and the students feel that pressure and that sense of competition,” said Hairrell. According to Associate Principal Michael Schwartz, “The culture in this school is ‘I have to take these AP class[es].’” However, the staff is trying to encourage the concept of balance and the idea that students should not feel the need to take a lot of AP or advanced classes. “We are a culture of high achievers. With that being said, we want balance as well. We want kids to achieve, but at what cost? We want you to sleep well at night,” said Schwartz. One glaring reason for the academic gap between upperclassmen and underclassmen is the increasing relevance of graduation and college. “Academically, we have a lot of folks that can’t really see the forest for

the trees. They are always interested in the here and the now, the moment, which is great, but they are not thinking enough about how their behavior academically and otherwise will affect their future chances of getting into a university or whatever they are going to do,” said Hairrell. Administration and teachers will continue to help polish students’ work ethics and help them adapt to the expectations and workload of high school.

infographics made by Michael Gennaro

information compiled by The Student Experience Project

The departure of Dan Butler by Janae Lee staff reporter

After 26 years of teaching at Mounds View High School, math teacher Dan Butler recently announced his departure from the teaching staff. When asked about his departure, Mr. Butler jokingly explained that this past Thanksgiving marked his retirement age and that it was time for him to start exploring other opportunities. “It would be nice to try something else for a while when I’m still in good shape to try it. You know, eventually I’m going to be too old, and I’ll say, ‘I don’t want to change anymore,’” said Butler. Although he is unsure where he is headed, multiple schools have offered Butler an opportunity to teach within their facilities. He expressed his excitement for traveling to a new place. “I think it would be fun, especially to teach in a different place where maybe the culture is completely different than the Mounds View culture,” said Butler. He also mentioned that moving to a new place would provide him with an opportunity to vacation. After Butler publicized his retirement from Mounds View to his students, many were concerned about the future of his current classes. “I’m worried about what will happen to the math classes because Mr. Butler has been teaching here for a long time, and I’m not sure if there are many

Editor Experiences with stereotyping

viable candidates to fill his place,” said Shardul Rao, 10. Both Butler and Associate Principal Michael Schwartz are not concerned about finding replacements for the classes. “If we have time [to find replacements] like we do here, we’ll be fine,” said Schwartz. However, this is the first mid-year retirement for Principal Stephanie Bruggers within the four years she has worked in the district. Bruggers said that a teacher leaving mid-year “just totally depends on their personal preference.” Concerning Butler’s current classes, Bruggers explained that a job offer has been posted, and the administration will most likely be hiring after winter break. For classes like College in the Schools: Introduction to Statistics, Butler is currently the only teacher that teaches this course. As he leaves, Bruggers said she would find a qualified replacement. “We can’t just throw any teacher in there. We are going to make sure that we are going to [find qualified replacements], so we don’t take that opportunity away from students.” Butler also assured that the other teachers of the mathematics department will help ease the transition following his departure. “Some of the upper-level classes, Mrs. Higginbotham and Mr. Huberty are capable of doing those. Easily capable. And they’ll do just a fabulous job,” said Butler. He also went on to say that Higginbotham’s previous experiences with teach-

“Because I live in North Oaks, people assume I have extreme wealth.” -Rachel Ganske

arts & entertainment editor

“People assume I am smart just because I’m -Sarah Tang Asian.”

centerfold editor

ing some of his current courses, like Calculus 2, and her familiarity with the curriculum convinces him that there is nothing to worry about. Aside from being a math teacher, Butler coaches both Mounds View’s Science Olympiad team and math team. He has confidence that students in both activities will eventually adapt to the changes. He stated that this change could actually be beneficial to the Science Olympiad team. As the coaches change for the program, Butler mentioned the possibility of getting “fresh blood.” “Maybe some of the other science teachers will be encouraged to come and step in,” said Butler. Some students are open to switching up the coaches. “Obviously, I’ll miss Mr. Butler because he was a great coach, but with new coaches, we could receive new ideas and new ways to work on our events,” said Olivia Chen, 10. Butler looks to pursue new opportunities and will be leaving at the end of the first semester which ends on Jan. 16. After Butler’s departure, second semester will be a time of change, but the administration and staff are working towards a smoother transition for the students at Mounds View.

“I would speak Mandarin “‘You dress like a to my friends in kindergar- white person.’” -Michael Gennaro ten and was placed in Engnews editor lish development classes.” -Diana Zhu editor-in-chief

News

Friday, December 14, 2018

Raising awareness for mental health by Madeline Jepko staff reporter

Students’ mental health struggles continue to be a controversial topic both locally and nationally. In fact, according to the National Alliance on Mental Illness, one in five students aged 13-18 will struggle with some type of severe mental disorder. This statistic may seem minimal, but when applied to the Mounds View High School, it sums up to approximately 400 students. Considering recent studies that highlight the overall decline in student mental health, schools have started paying more attention and implementing efforts to improve their students’ mental health climate. In addition, students have started advocating for their own mental health. At Mounds View, a student-run organization called Helping Every At

Risk Teen (H.E.A.R.T.) started Wellness Week, which is a week devoted to raising awareness about mental health and discussing ways to better maintain a healthy mentality. The organization hosted its first Wellness Week last year. “Wellness week is a time that H.E.A.R.T. puts together with activities and themes to raise awareness and spread positivity throughout the Mounds View community,” said member Mia Beuning, 11. The club aims to help remove the stigma surrounding mental health issues and make school as comfortable for students as it can be. Additionally, Wellness Week allows students to speak openly about mental health concerns while simultaneously educating the community on mental illness. This year, H.E.A.R.T. again hosted the same eventful week with some mi-

H.E.A.R.T. members host a bake sale to raise money for Wellness Week and other future events.

nor additions. Wellness Week took place this week, Dec. 10-14. “[There was] a panel for students that struggle with mental illness, sticky note wall with positive notes, an apple cider stand with positive quotes on the cups and a photobooth. The apple cider stand [was] new this year,” said executive board member Alyssa LeBow, 10. The panel was a way for students to openly talk about their mental health problems and show other students that they are not alone; it was also an opportunity to answer students’ questions about mental illnesses. The panelists spoke about their struggles and journeys, but more importantly they talked about the steps they took to recover so that other struggling students could learn from them and get ideas to either help themselves or their friends. The 35 members of H.E.A.R.T.

hoped to engage the entire student population by advertising and making the week eventful, fun and interesting. Leading up to the Wellness Week, members “make a lot of posters to hang around the school and post on social media,” said LeBow. By hosting Wellness Week, the organization hopes to raise awareness about mental health issues, show the importance of improving mental health and provide information about available resources that students can turn to for help. “I think [mental health] is really important because it’s something that will continue with you through high school; it will continue with you for the rest of your life,” said Sam Stucky, 12. “With all the stress at Mounds View, it’s important to deal with mental health now, so it won’t spiral into something worse.”

Wellness Week started off with a gratitude wall where students could post positive messages. photos by Sanjana Dutt

Mounds View gives during the holidays by Paul Liang staff reporter

Amina Knapp, 11, and Daniel Knapp, 11, perform a duet at a fundraiser at the Best Western Country Club.

Talia Vaz, 12, and Ahmed Mohamed, 12, at the fundraiser run by the business management class. photos courtesy of Damoni Langford

During the holidays, Mounds View students raise money and collect donations for families in need. Throughout December, students can participate in various events during the giving season as a great way to stay active and help out in the community. The Mounds View DECA class takes on marketing projects throughout the year. The group’s most recent project, called The Week of Giving, runs from Dec. 10 to 14 and aims to raise awareness for cancer—all proceeds are donated to the American Cancer Society. Each day, whichever class raises the most money receives a lunch donated by various local restaurants—such as Jimmy John’s and Raising Cane’s—on the next day. “Doing fundraisers like these shows that everyone has room to care for people and how important that is,” said DECA member Emi Endrizzi, 12. Business management, a class that prepares students to manage businesses, focuses on one annual event to help support a charity. On Dec. 9th, they hosted a dinner to support Mental Health Minnesota. Held at the Best Western White Bear Country Club, the class organized donations and a silent auction to raise money for their charity. This event helped increase awareness for mental health problems among youth and many others. Manager Grace Hedger, 12,

and manager Laura Bakemen, 11, have spent a great deal of time organizing this event. “I think this event means a lot to all of us and is very important to the community,” said Hedger. Raising over $6,000, the class was very successful in their endeavors to donate to a greater cause. For the past couple years, the Mounds View band has hosted the Dear Santa drive every holiday season. For this particular fundraiser, the band is raising money for seven families around the Metro Twin Cities for clothing, toys and food. Madeleine Lutterman, 11, the co-chair of the Dear Santa foundation, helps interview the families, gather donations and deliver them. “It’s a good thing to come together and help the less fortunate,” said Lutterman. This year, the band targeted first hour classes throughout the week of Dec. 10 and aims to raise at least $4,000 to help the families celebrate a joyous Christmas. Mounds View is part of a greater community, and its classes and clubs reflect the school’s dedication to help out many individuals and causes in need. With the help of Mounds View students, the community can take steps toward creating an all-around brighter and better future.

features

Friday, December 14, 2018

The book for high school memories by Adam Higley staff reporter

Every spring, students pick up their yearbook that they ordered months ago at the beginning of the school year. Flipping through page by page, many students excitedly look for how many times they made it into the yearbook that year. As they page through the book, they may discover a variety of content, ranging from club photos to senior baby pictures. But where were these precious memories from the school year put together? Every day during fourth hour, the class Writing for Publication interviews students, takes and collects pictures and designs the layout of the yearbook. The yearbook this year consists of 296 pages, and the yearbook staff have from September until April to build a time capsule for students that will hold memories from the year. The yearbook, constructed a few topics and pages at a time by various staffers and editors, is completed in increments throughout the year. The ones who make the yearbook possible are the staffers, editors and the

Elisha Axelson, 10, and Jane Baird, 10, work on their pages.

advisor Ingrid Kleinjan. The staffers have a wide array of jobs from making pages, editing stories or working with polls. The editors are the ones who assign tasks to the staffers, finalize the ideas and pages and make sure deadlines are being met for the yearbook. Then, at the end of the year, the whole book is finalized and printed for students to enjoy. Writing for Publication teaches students skills beyond taking and collecting pictures. Emily Olson, 12, an editor for the yearbook, explained what made her consider signing up for the class: “I wanted to do an English class that would teach me more about communication and writing skills,” said Olson. A big part of Writing for Publication includes interviewing students and gathering information about them. Olson said, “Getting to know everyone in the school, and not just school aspects, but getting to know them as people and what their interests are and hobbies and stuff like that— I think [that] is really cool.” There is a lot of variety in how the yearbook showcases different activities that students participate in. Brooke Voytilla, 11, a staffer

Editors discuss how to improve the yearbook with their advisor, Ms. Kleinjan.

for the yearbook, describes the variety of pages she has worked on: “I did the girls soccer page, I did a page about club sports and then a page about how students stay healthy, whether that’s through being vegan or taper[ing] for swimming. And then I did a page about food at the state fair, and the food that languages have been bringing in.” As years pass, the yearbook becomes a great way to refresh old memories. The book covers trends of the year such as music, fashion or even new foods that different ethnicities bring to the Minnesota State Fair. At the end of the year, the yearbook staff will get to see students flip through the book that they helped create. From the first day of school to spring time finalizations, the yearbook staff works hard to write and publish the best representation of the school year they can. The final product that Writing for Publication publishes serves as one of the best ways of remembering all the memories of high school and preserves those memories for many years to come.

Editors and staff writers work together and give each other ideas on their pages. photos by Sanjana Dutt

A theatre tradition

by Josh Dai staff reporter

At the end of January is the yearly, student-run Shakespearean play, but the theatre cast and crew have already begun preparations. Romeo and Juliet: Wild Wild West brings exciting stories and stellar acting. Starring Rhea Schaberg, 11, as Juliet, Ryan Imm, 11, as Romeo and Katie Hahn, 12, as director, this western twist on the Shakespearean classic Romeo and Juliet is a play that many students at Mounds View would enjoy watching to see their fellow classmates act, dance and sing. The hype surrounding the play is evident through the many strengths of the production’s rehearsals discussed by the main cast. The actor who plays Friar John, Chris Jin, 12, said that along with the creation

Cast members practicing their dancing for the upcoming play.

and portrayal of characters, “lines are going well.” Schaberg supported this statement by stating, ”We are doing a really good job at moving forward and not getting stuck on a certain scene.” In addition to these progressions, the crew has been working hard at finetuning their performance. Although the minute details may seem trivial, they are extremely important to the action, as well as the delivery, of the play. The cast is putting a lot of their time into this creation to make things go as smoothly as possible. The crew and cast have poured, on average, over 16 hours each week into the production process and rehearse every day. The crew members have been working on the props and costumes, as well as choreography, scripts and delivery to make sure the play is as lively as possible. There is also another great thing about theatre that

members can relate to: a sense of achievement. “There’s nothing like getting to the show day and getting to see what’s done,” said Jin. Moreover, the theatre community is inclusive, kind and happy. When asked about their favorite parts of being in theatre, Imm and Schaberg agreed that it was the members of theatre. “The people are very accepting,” said Imm. Walking into the auditorium during rehearsal, students are greeted by other students singing, friends talking and people, in general, just having fun. To start off the new year, the actors and crew at theatre are giving much of their free time to make sure the upcoming Shakespearean play on Jan. 31, Feb. 1 and Feb. 2 runs smoothly and is as entertaining as possible. While there are no teachers nor music involved, the experience of the talented crew and cast is sure to make this next play a success.

Theatre members bringing wood in to use for their set.

Cast members practicing their dancing for the upcoming play. photos by Sarah Tang

Friday, DECEMBER 14, 2018

Engaged educators

features

Master of the strings by Emily Feng staff reporter Orchestra director Lucas Shogren has been working with students for the past decade, but his job is more than waving a baton—he’s a cellist, a composer, a performer and a virtuoso. Shogren has always been interested in music even before he picked up the cello. “I think I’ve always been connected to music. Even when I was a little kid, we had little musical instruments and tried to figure out melodies. Then I started playing the cello, and that’s when it really clicked for me,” said Shogren. Alongside managing Mounds View’s orchestra program, Shogren also performs in and composes for a musical group, Clocks and Clouds. In 2010, Shogren started the instrumental trio with his wife, Stephanie Shogren, and friend, Derek Powers. Clocks and Clouds combines elements of classical music with rock music. They have released two EPs (extended plays)—Life Beyond Reason and The Creation of Matter. As of 2016, they have been working on an upcoming studio album. Ideas for a new song don’t come instantly, even for professional artists like Shogren. “A lot of times

[composing] starts with me just sitting down at an instrument, a cello or a piano and just coming up with a puzzle piece, like a little idea,” says Shogren. “It’s usually just a lot of exploring and seeing where does this take me, what does this make me feel, where I want to go emotionally with it and then trying to find another puzzle piece that connects well with that other piece.” At Mounds View, Shogren helps students find their passion for music by giving them opportunities to play outside of school, such as having students start their own quartets, encouraging them to audition for out-ofschool orchestras and informing them about other gig opportunities. “I get excited to see students explore and experience. It just excites me to see the kids have that opportunity for them,” said Shogren. Aside from performing for the school, three of Mounds View’s orchestras—Symphony, Concert and Philharmonic—also go on an international tour every three years. “I think it’s important to provide an opportunity for students to experience a different culture and to see and recognize that the world is different and bigger than they’ve ever realized,” said Shogren. Three years ago, the orchestra went to Italy, and this spring, they will be visiting Germany, Austria and the Czech

Shogren conducts the Symphony Orchestra during last year’s winter concert.

Shogren performs in his trio, Clocks and Clouds. From left to right: Lucas Shogren, Derek Powers, Stephanie Shogren.

Sierpinski style by Emily Feng staff reporter

Math teacher Dan Butler has found a new way to challenge his students: This year, his classes are attempting to build a 20-foot Sierpinski pyramid—a fractal of repeating equilateral triangles—in the school’s commons. “It’s all about Sierpinski,” said Butler. “He was a Polish mathematician who first came up with this idea. He came up with the Sierpinski triangle; this is just a 3D version of his triangle.” To construct the project, students make singular pyramid units out of silver straws and string. “Students start by building one small little pyramid, and then if four students build one small little pyramid, they can come together to make a four-section, and a lot of students do. They’ll drop them off in my room, and I’ll put them together into the next section,” said Butler. Once the sections become bigger, Butler uses wooden dowels to stabilize them. Since a lot of math is involved, it’s a good learning experience for students. “You get the fractal geometry nature of math,” said Butler. “You get perimeter, surface area, volume, area and then the pride of making something that’s different.” Butler’s students enjoy contributing to his project. Sophomore Dorothy Li says, “Making triangles is really fun and a great time killer. Building it and seeing it in its 3D form also helps me visualize the Sierpinski shape, and it looks cool.” In order to build a 20-foot pyramid, Butler estimates that his classes have already used nearly 900

Republic. A major destination for this year’s tour is Vienna, the capital of Austria. “I think there’s a value in particular for going to Vienna, which is such an important musical center,” said Shogren. “People like Mozart and Haydn and Brahms and Beethoven made their living there, and so to experience it and see it helps make the music that you are performing come alive in a different way, and you’ll have a deeper understanding of it.” Before leaving for Vienna this spring, the orchestra will be giving several performances, including the annual winter concert at Mounds View High School. “It’s a joint concert with the choir, and it’s a tradition that we’ve done for many, many years,” said Shogren. “We’ll play lots of holiday and winter favorites, and it’s just a nice way to lead into the winter break.” The orchestra winter concert will be held in the auditorium on Monday, Dec. 17 at Mounds View for two performances, one at 6:30 p.m. and the other at 8:30 p.m. There is a suggested donation of $6 for adults and $4 for students.

Butler’s Sierpinski pyramid in the commons. The final structure is yet to be finished. photo by Emily Feng

straws and four rolls of string, pushing the total pyramid cost over $1000. The funds for the building materials are entirely from parent and student donations. Since the final structure is set to be around 20 feet

photos courtesy of Lucas Shogren

tall, it’s hard to find a place to store the pieces. Some of the pyramid subunits are hanging from the ceiling of the band room and from the walls of Butler and Huberty’s room. The two largest pieces—each accounting for one-fourth of the pyramid—are currently hanging in the commons. “Right now, the sections hanging in the commons are between 9 and 10 feet tall, so when we’re done, it’ll be somewhere between 18 and 20 feet tall,” said Butler. Building something on this scale will also take a long time. Butler estimates that his classes, who have been working on the pyramid since the beginning of the school year, will finish somewhere between January and March. “Mounds View hasn’t seen a Sierpinski triangle this big in at least 20 years,” said Butler. Butler got his idea from other schools around the nation. “There’s a couple [pyramids] around the country right now made with different materials,” said Butler. “I thought, ‘Let’s go for a bigger one.’” After the project is over, Butler plans on donating the smaller pieces to other schools. “When it’s done, we’ll probably break it down into sections and see if elementary schools want it or if middle schools would like to have pieces of it to use in their curriculum,” said Butler. In the meantime, all students are welcome to drop by Butler’s room (206) to learn how to make the pyramid units and pick up extra straws and string to make more.

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Stereotypes prevalent at MVHS by Michelle Sung staff reporter

The brain constantly groups and categorizes objects in order to simplify the complex world. Groups of people can get categorized through this process, whether it be subconsciously or consciously. One way people are grouped is through their race—known as racial stereotyping. Racial stereotypes often lead to harmful generalizations and ignore the unique characteristics of an individual. A national study conducted by the Australian National University and Harvard T.H. Chan School of Public Health analyzed stereotypes that white adults held towards children they worked with. This study found higher levels of negative racial stereotyping towards non-white children than white children. Examples of negative stereotypes found towards black children included “lazy, unintelligent and violent.” Some Mounds View students have been subjected to stereotyping as well. From a survey of 137 students, students listed stereotypes that others might perceive about a certain race, such as “rich and privileged” for whites and “smart and small eyes” for Asians. Furthermore, this survey showed that the majority of survey takers have experienced racial stereotyping before; 76 said they have experienced racial stereotyping and 61 said they have not. Emily Olson, 12, who is half-Dominican by descent, is no stranger to racial generalizations either. “When I tell [people] I’m Hispanic, they immediately assume that I’m from Mexico and I’ve immigrated to this country,” said Olson. “People think that we’re super promiscuous, dressing certain ways like hoop earrings, that I like spicy food [and] dancing a lot.” Rash assumptions result from racial stereotyping when people immediately infer certain characteristics simply due to one’s race. Students subjected to prejudice can also be stereotyped as the wrong race due to a certain perception

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Gender stereotyping is defined as a generalized viewpoint of men or women, and it can create an environment that may feel unsafe for those being stereotyped. In high school, students are entitled to their own opinion, and their view on gender stereotypes can vary for males, females and those who don’t identify with either. Stereotypes are based on generalities that are formed over many years, so not every stereotypical attribute accurately describes each unique individual. Approximately 60 percent of 134 Mounds View students polled felt that they have been gender stereotyped. “There are a lot of cliches that we use in everyday conversations that reinforce gender stereotypes,” said Sigourney Orstad, 11. Common clichés reported among the Mounds View male population include liking sports and being athletic. The females reported that they feel unfairly looked at compared to boys in terms of interests and physical strength. In society today, going against or with some generalizations could elicit backlash from other people. Stereotypes can be found in everyday life, from social media to traditional advertisements. In movies and magazines, models and actors often perpetuate an unrealistic idea of body perfection. “I think [this portrayal] is one of the biggest reasons mental health is such an issue,” said Faith

Iwerks, 10. Women are portrayed as being a certain weight and men as being fit and toned, and some students feel pressured to look like the images they see in the media. At Mounds View, there are multiple viewpoints regarding the prevalence of gender stereotyping. Their opinions sprout from past experiences, their gender or the social group they are a part of. Some students see prejudice in their lives here at Mounds View: Iwerks pointed out that she has experienced stereotyping at school, such as that girls are weak and that guys are uncompassionate. “For our day and age it’s a little stupid, and it just doesn’t make much sense,” said Iwerks. Other students believe that stereotyping has no effect on lives at Mounds View. “I don’t think gender stereotyping really affects students at Mounds View. And if it does happen, it’s usually a fair stereotype, since stereotypes are usually based on the truth,” said Joseph Steil, 10. Jake Berg, 10, said that he mostly sees students respecting each other. It seems that while stereotyping is present at Mounds View, it has become so common that people don’t always notice it. However, a majority of students polled believe that they have been gender stereotyped. As stereotypes become more and more normalized, it will become increasingly difficult for society to move past their prejudices.

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of skin color as well. “People misinterpret my skin color and think I’m a white privileged male [who] gets everything handed to me, when in reality, I’m Filipino,” said Will Sacay, 11. In classrooms, teachers often overhear conversations among students about racial stereotyping. “Years ago, a group of Asian boys said they weren’t going to work with another non-Asian student because they believed that [the non-Asian student] didn’t work as hard as Asians,” said Carolynne Ladd, social studies teacher. Stereotypes are commonplace in many aspects of life, and the classroom is no exception. Although many try to abstain from stereotyping others, people are still aware of the stereotypes that encompass different races. “Asians are smart. Blacks can run faster than everyone else. All Hispanics speak Spanish,” said Natalie Shapira, 10, regarding prevalent racial stereotypes in society. Widespread general judgement of races creates a general familiarity with these stereotypes, even if people try not to involve themselves in such prejudice. Even subtle jokes about certain traits that initially mean no harm can contribute to these stereotypes. “There’s a lot of times where my white friends just joke around and say, ‘Yum dinner!’ when they see a dog. I’ll just kind of laugh it off. Because I’m the minority, I feel like I can’t say anything to them,” said Lily Shen, 11, who is Chinese. At times, difficulty expressing one’s discomfort with a certain stereotype makes it hard to define the line between a joke and an offensive stereotype. Students are not only exposed to racial generalizations in the school community but also in public. “Some people see me on the street and switch to walk on the opposite side of the street,” said George Cooper, 10, who is African American. “Some parents think I’m a bad friend and just assume that I’m a bad influence.” In such a diverse country, racism is a sensitive and difficult subject to bring to light. Subconsciously

Political by Medha Nayak staff reporter

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“Democrats are gay, Republicans are rich.” Americans have many stereotypes for their main political parties varying from sexist and racist to poor and crazy, but why are they still prevalent? Research in social cognition shows that people tend to use stereotypes to deal with “social complexities.” “It’s really easy to snap judge someone,” said Rebecca Hauth-Schmid, English teacher. Multiple students pointed out that in the age of Trump, the divisive split amongst party lines has widened, leading to much animosity in the school. “[The political split] makes it uncomfortable to talk about politics, creating a divisive environment,” said Amelia Podolny, 12. Unbalanced media coverage has also been cited as a source of increasing division in the school community. “It is more the media that is sensationalizing,” said Ross Fleming, health teacher. Whatever the cause, this gap has been shown to lead to extreme stereotypes against political beliefseach party nationally. Students in the Mounds View community believe that there are strong stereotypes against political parties in general. According to Mounds View students, a widespread belief is that ly used stereotype of a Republicans are is a rich, racist, and a white malewhite male. “I think a common stereotype is that Republicans are not concerned with the common person and more selfish,” said Connor Beale, 12, who identifies as a Republican. “That may be true for some of them, but me, personally, I don’t think I am selfish.” On the other hand, Democrats are thought to be mostly minorities as well as being amicable individuals. Emily O’Brien, 12, who follows more conservative ideals, said that Democrats are believed to be “younger individuals”, and that people “associate— personality-wise— that Democrats are more friendlier.” William Quackenbush, 11, who has more liberal-leaning views, said that Democrats are often thought of as “hippies and inter-city people.” Similarly, social studies teacher Scott Oberg, who sides with more lLiberaltarian views, said that Democrats are more “free-thinking” and “tolerant of diversity.” Some students believe that when teachers share political opinions in class, it further adds to the politically divisive environment. The students who often disagree with teachers tend to

stay silent out of fear of dismissal. Vibhaa Venkat, 10, an ardent Democrat, said, “If a student disagrees with a teacher, there could be conflict. Political views should be kept to yourself.” To add to this, Joseph Steil, 10, said, “I think [teachers] shouldn’t share their opinions in class. They are in a position of power, so students will take their opinions because most students are not very informed.” However, English teacher Gretchen Nesset said, “In English class you have to talk about politics because literature is political, and I incorporate current events to exemplify a novel’s continuing relevance.” Likewise, other students have defended teachers talking about politics in class. Nathan Gale, 10, who identifies as a Republican said, “I personally believe that it is fully appropriate for a teacher to express their respective views (even on touchy subjects) in class, given that the time is appropriate, and their motives for sharing their opinion are not spiteful but in a respectful informing manner. I believe [the political] division occurs because we are so defensive of our own opinions that we tend to forget to treat people kindly whether they agree with us or not.” Some students believe that the large divide in political ideology has led many students to feel cornered. Elena Pierson, 11, who considers herself a “Democratic feminist” said, “No one has shown backlash, but sometimes I may feel out of place because people with opposite views are more vocal.” She also expressed the “ignorance” of people who boldly speak about their views. Many do not feel personally attacked, but rather think that political stereotypes have been tied to their perception. “People assume that I hate people around me and strictly follow every conservative ideal,” said O’Brien. Many students think that the political tension increased dramatically preceding the midterm elections but has substantially decreased since then. “Leading up to the election, the tension increased, but now it has subsided,” said Podolny. While the overall student body at Mounds View said that they hadn’t been stereotyped for their political beliefs, about 30 percent of students polled said that they had been stereotyped against negatively.

information compiled by Benjamin Gardner and Dayne Stone

illustrations by Jenna Stellmack

editorials

Friday, December 14, 2018

Let’s learn from our mistakes

by Jonathan Santiago staff reporter

Imagine living in a poverty-plagued country, where a good day means finding toilet paper and milk at the grocery store. Socialist Venezuela currently suffers from situations like this, even though the world once recognized Venezuela as one of the richest capitalist Latin American countries in the last century. While the failures of socialism present themselves clearly, support has increased for the economic theory—less than half of millennials in the U.S. favor capitalism, according to a survey done by the University of Chicago. In fact, political figures such as Sen-

“Less than half of milennials in the U.S. favor capitalism” ator Bernie Sanders of Vermont and Representative Alexandria Ocasio Cortez of New York support combining heavy elements of socialism with capitalism, naming it “democratic” socialism. However, there is nothing democratic nor moral

about socialism. Capitalist flaws did not cause this rise of socialism; instead, society’s miseducation about both systems should be blamed. Capitalism proves itself to be the strongest and most efficient economic system to date, and society must recognize its benefits. The greatest difference between the two systems regards the amount of freedom it gives its people. Under socialism, the government controls the production which takes place in the country rather than private businesses. Socialism promotes a collective society in which everyone works collectively and equally, therefore everyone receives the same pay and benefits, all in the name of “fairness.” These qualities sound ideal, but socialism’s lack of freedom and huge price tag for the government manifests an unethical and unaffordable situation. Capitalism, on the other hand, fits society as it respects one’s natural rights of life, liberty and the pursuit of happiness by sustaining them through the free market, also called the free enterprise. What the free market offers to society is the freedom for voluntary actions such as investing money. For example, if an individual provides their service at their job, they receive money in return. From there, the worker has the freedom to in-

vest the money into what they see fit. They can use their well-earned money to feed themselves and usually have some left for commodities. Most importantly, capitalism encourages competition and innovation, ultimately making it economically superior to socialism. Businesses listen to the demands of consumers and invest in research, resulting in greater products and services. This also benefits consumers and society by promoting a constant improvement on technology and overall efficiency. If capitalist countries lacked the incentive to do better, then people would not be able to experience the variety of products from companies like Apple, Microsoft and Samsung. In addition to economic efficiency, capitalism practices morality as well. Many times, people tend to label capitalism as selfish and self-centered, but in reality every job in a capitalist society helps other people as well. People that work can earn a salary while providing services for individuals or groups of people in society. Not only does it help others, but it promotes equality as well. Everyone in a capitalist society receives the opportunity to find success. Clearly, some will have to work harder than others to achieve it, but a chance to improve

life presents itself at every income level beyond money, such as education. Moreover, if capitalism proves anything over time, it is that it can bring people and whole nations out of poverty. If capitalism does not lead towards economic prosperity, then why do Venezuelans escape into its surrounding capitalist countries and not the other way around? Capitalism made poor countries like South Korea economic powerhouses in a matter of decades. In fact, according to The Daily Wire, the number people living in extreme poverty worldwide (one dollar a day or lower) lowered by 80 percent from 1970 to 2006 as a result of capitalism. The poor do not become poorer under capitalism; they are given the opportunity to live a better life. The rise in support for socialism is alarming because capitalism, a much better, more effective option, has existed for centuries. Its focus on the individual creates economic growth by increasing innovation and competition, and it helps those who are not financially successful by transforming poverty into wealth from the individual to the national scale.

will wipe that progress out. Moreover, policies that are supposed to help combat dramatic climate change would do more harm than good. A carbon tax, which would tax high polluting companies per ton of carbon they produced, doesn’t work well in the real world. In British Columbia, emissions still increased two percent even with a carbon tax in place. Even if it did work as intended, a tax on carbon production would be horribly regressive. Companies would simply transfer the price of the tax onto the consumer. According to the U.S. Bureau of Labor Statistics, increasing fuel costs doesn’t correspond with a decrease in consumption of those products, and those in the lower income

George W. Bush poured $1.2 billion into hydrogen powered cars, leaving almost nothing to show for a huge investment in both time and money. Taxpayers shouldn’t be tasked with keeping these unproven ideas and companies afloat at the whim of the federal government. The only way these technologies should be developed is by private investment— someone willing to take the risk on their own and make a killing in the process. Only if and when renewable energy is competitive and reliable should we see it take over fossil fuels. It’s already happening in the U.S., where renewable sources of energy are becoming a viable option and electric cars are holding an increasing share of the transportation sector. Our emissions are decreasing, even during the term of a president who seems more concerned with bringing back coal than finding new sources of energy. That key point illustrates just how important the market is in providing novel forms of power—without it, decreasing emissions in any substantial way is impossible. The reason emissions will continue to increase is mainly due to the growing economies and populations of second and third world countries. China alone produces double the emissions that the U.S. does, and India’s carbon output has increased by roughly six percent each year for the last decade. Unfortunately, there isn’t much else to expect from large developing nations. As countries grow in population, they will inevitably produce more carbon emissions. Not only does more people mean more emissions, but as these populations develop, their emissions per capita will increase as well as they buy cars and gain better access to electricity and other necessities.

The question then remains, what should the global community prioritize: the wellbeing of its citizens around the world or attempts to limit greenhouse gas emissions? Even if it were possible to force countries to cut emissions, it would come at too great a cost. The reason the U.S. and so many other first world countries are so wealthy is correlated with the amount of carbon emissions they produce, according to British charity organization Oxfam. Third world countries should have the same freedom to create strong economies just like the United States and much of Europe has done since the industrial revolution, even if the price for a higher quality life is a slightly higher level of emissions in the short term. The key here is short term increase because as countries develop, they will inevitably emit more carbon, but it is a necessary cost to increase the standard of living in these third world nations. As they develop, population growth will plateau to a more sustainable level, life expectancy will skyrocket, better technologies will make people more efficient and eventually, these countries will begin to decrease their carbon emissions, much like the U.S. has done in the past couple of years. In the short term, carbon emissions will surely increase; it’s unpreventable. Not one person nor the government can do enough to make a significant difference. However, given time, the current climate issues will be resolved due to the increasing relevance of renewable energy sources and development of third world countries, but in the meantime, enjoy the warm weather and eat as much meat as you want.

Climate change got you heated? Just chill.

by Ben Steil debates editor

In light of a recent report released by the U.S. government, a certain level of public panic has surfaced due to the report’s potentially drastic predictions for the Earth’s climate. The report highlights the future economic consequences of a warming globe, sparking criticism of the Trump administration for loosening regulations and dropping out of the Paris Climate Accords, an agreement between almost 200 countries to fight climate change. Suggestions to mend the problem range from a carbon tax, subsidizing renewable energy or encouraging cutting meat out of the average diet. However, these solutions miss the point, and proponents of these measures don’t understand that there realistically isn’t much that can be done to fight a warming climate. Firstly, it’s important to understand just how little the U.S. could do to try and fix the problem. Over the last few years, the U.S. has already reduced its dependence on carbon, along with much of the E.U. Sure, Trump may have opted out of the Paris accords, but the agreement doesn’t mean anything; it’s nothing more than feel good legislation for the political elite to pat each other on the back about coming together to make a difference. The reality is, according to the Climate Action Tracker, not one major country is on track to meet its reduction in greenhouse gas emissions. The U.S. shouldn’t be expected to push restrictive policies on its own citizens to try and “do its part” when the rest of the world isn’t keeping up. Because climate change is a global issue, it’s pointless to make progress if the rest of the world

“The agreement doesntt mean anything; it’s nothing more than feel good legislation for the political elite” levels who spend a large portion of their income on necessities like fuel and electricity would feel the effects of the tax the most. Another popular solution to our climate woes is to subsidize renewable energy sources, hoping to spur their competition with oil, natural gas and coal. The problem with this is Washington’s atrocious track record when it comes to investment and innovation. For example, in 2011 the solar company Solyndra went bankrupt after burning through a $535 million loan from the federal government. Between 2004 and 2008,

DEBATES

Friday, December 14, 2018

Are grade bumps ethical?

Yes, they are by Molly Shwiff staff reporter With the end of the first semester comes the stress and pressure of getting good grades. The difference between a B+ and an A- can feel like a mountain for some students, often leading them to ask their teachers for a grade bump. While asking for grades to be raised from a D to an A may come off as slightly rude, just one percent is generally quite harmless and brings great returns for the student. With these bumps, students are able to get a higher GPA and end with the grade that they desire. According to the Mounds View student handbook, in order to graduate with honors at Mounds View High School, students need to have at least a 3.333 weighted GPA. For highest honors, they need a 4.0 GPA. Honors status is based off of first semester grades. For some students, one percent can be the deciding factor of whether or not they receive the grade or GPA they want. By the end of the semester, when there are no more tests to retake and all assignments have been completed, often times students find that their grade won’t move up that one percent. This is where grade bumps come in. Grade bumps also promote good classroom behavior. With the possibil-

No, they aren’t

ity of receiving a grade improvement in the back of their minds, students are more likely to follow instructions, come to class on time and raise their hands in class. Students know that if they offend the teacher, they will not have a chance at a grade boost. This good behavior reflects positively on both the school and teachers, resulting in an overall better classroom environment. However, some teachers do not agree with grade adjustments and believe that the grade a student has at the end of the term is the grade the student earned. Some even take offense when students ask for a grade bump without sturdy evidence. Others argue that artificially changing a grade is unfair to other students who didn’t argue for their grades to be altered. In rebuttal, as long as students politely present strong evidence for why they should receive a grade boost, it should be up to the teacher to decide. Additionally, every student is different and has different academic goals for their grades, which may be why some students ask for a grade bump while others do not. Overall, grade bumps do help students achieve great things in the long run, emphasize hard work and promote good behavior. With these boosts, Mounds View can become a place for students to excel in their academic endeavors.

illustration by Audrey Wu

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by Sandy Zhang staff reporter As first semester gradually draws to an end, many students find themselves busy in the midst of a semiannual write fest—to produce quality emails to teachers who can hopefully pull their grade(s) in one or multiple classes up for the sake of GPA. This popular trend tends to bring both complaints and cheers in the student body as well as some amount of headache and stress to some teachers. Overall, grade bumps can be harmful to the growth and education of a student body as it poses as an unfair advantage, doesn’t accurately present a student’s ability and promotes the tendency of putting academic achievement above all else. Firstly, the culture of grade bump can be very unfair. For example, among two students with the same end e, Grades should be gforr a dexa measure of ample a B-, the students’ true student academic who believes abilities.” in grade bumps may communicate with their teacher, who helps boost their GPA by raising the grade to perhaps a B, while the student who doesn’t do anything ends with a lower grade. The student with their grade boosted doesn’t deserve a better grade more than the other, but they obtained it with a bit of socialization and gimmicks. This action then puts the students who chose to stick to the grade they deserve at a disadvantage, which can in turn send negative messages about the importance of integrity and honesty. Additionally, the line of fairness can be unclear when students put teachers on the spot to make the decision about their grades. Teachers then have to decide a cutoff line for a grade bump, which is a hard decision most of the time. In instances when students asking for a grade bump have similar grades, such as a 92 percent versus a 92.2 percent, the teacher may only give the boost to the student with 92.2 percent, marking that as the cutoff. Since the two students’ grades were almost identical at the start, the student with a 92 percent is put at a disadvantage due

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to the blurriness of the cutoff line. Grades should be a measure of students’ true academic abilities, and grade bumps do just the opposite. With an email or conversation, students can easily boost their grade, making it no longer a measure of a student’s hard work but instead a measure of their ability to be persuasive. If grades can be manipulated this easily without actual input of work, then the grading system diminishes in its importance as jumping between points in the scale becomes effortless. As Mounds View repeatedly emphasized this past year, grades should not be the only important thing in a student’s life. The culture of grade bump directly contradicts this idea. Many students find grade bumping “inevitable” when their prospected grade doesn’t meet their high expectations. However, the act of trying to meet their own standard slowly causes other students to feel insecure about their relatively lower grade as a result of not asking for grade boost. The act of obtaining undeserved grades then causes a worsening cycle, with more students finding themselves pressured to ask for higher grades they don’t actually deserve, causing more students to feel insecure about their real grade. Overall, grade boosting keeps the idea of pushing down ethical students for personal gain, which will be detrimental to the healthy mental development of a high school student. The trend of grade bumping serves as a negative force in the student body as it diminishes the value of hard work, instead promoting a way to game the system and putting grade above all things else. It can also pose as a source of headache for many teachers as they have to struggle with their own values in Grade bumping teaching serves as a and the pleadnegative force ings of in the student t h e i r s t u body.” dents. Grade bumps should be eliminated in Mounds View to promote a healthier environment where learning becomes a fun experience and not just a way to get grades.

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Arts & Entertainment

friday, december 14, 2018

Songs to holidazzle winter days White Christmas

by Michael Hu staff reporter

“White Christmas,” sung by Bing Crosby in 1942, is undeniably one of the most recognized holiday songs of both the past and present. Even though the song was recorded more than 70 years ago, its traditional, serene and nostalgic qualities have helped maintain its status as the “best selling single of all time,” according to Guinness World Records. Crosby reminisces of a Christmas day with snow, “just like the ones I used to know.” The combination of complex harmonies embedded in the caroling and stringed instrumentation delivers an old-fashioned spirit of Christmas. In addition, Crosby’s baritone voice brings a warm and cozy listening experience, especially when pronouncing vowels in the lyrics “I’m dreaming” and “ones I used to know.” His short and rapid vibrato complements the beauti-

ful melody, adding to the nostalgic tone. The lyrics also focus on traditional values of Christmas rather than a modern Christmas: They don’t include anything relating to opening presents or leaving cookies out for Santa Claus but rather emphasize hope for a joyful holiday. All in all, as new artists are entering the holiday music scene, the classics such as Crosby’s hits are the staple to which they are compared. “White Christmas” is sure to remain as one of the forefathers of holiday music forever.

I’ll be home

by Rebecca Li staff reporter

Written and produced by Meghan Trainor, “I’ll Be Home” is the second track off of I’ll Be Home for Christmas, a holiday-themed extended play released in 2014 that features various artists including Fifth Harmony, A Great Big World, and Meghan Trainor. Though the lyrics are quite repetitive, Trainor emphasizes her longing for her loved ones, promising that she “will be home with [her] love” this Christmas. This message will resonate with listeners who spend the holidays away from

family or may be unable to go home for the holiday season. Unlike many of Trainor’s more upbeat songs, such as “NO” and “Lips are Movin,” “I’ll Be Home” has a gentle melody that allows Trainor to deliver the poignant message rather than simply showcase her vocals. While Trainor seems to be just entering the holiday music scene, she has already seen great success with her debut. Overall, “I’ll Be Home” is a nostalgic song that conveys the feeling of longing for home, family and loved ones, no matter where one might be. 10M views on Youtube

When is it okay to start listening to Christmas music? All year

473M views on Youtube

September

All I Want for Christmas is you

November

December

by Alec Weber editorials editor

Never

When the temperature begins to drop, and Christmas music can be heard all around, many songs might pop into one’s head, but no Christmas tune is as iconic as Mariah Carey’s 1994 “All I Want For Christmas Is You.” This hit has truly withstood the test of time, much like its singer Mariah Carey. 24 years after its release, “All I Want For Christmas Is You” still tops charts and gains views each holiday season. Likewise, Carey stays relevant with her recent album release “Caution” and still possesses a youthful exuberance at the age of 48. The opening chords and vocal range of Carey are as memorable as the sleigh bells and classic themes of love for the holidays in the song. On Billboard’s Christmas music chart, Carey’s hit has held the number one spot since the chart’s creation in 2011. Carey is known for her incredible voice, and no other song displays her talent quite like “All I Want For Christmas Is You.” The smash hit will continue to hold its status as the most popular Christmas song, possibly of all time.

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Cool Yule by Michael Hu staff reporter Focusing on the spectrum of vintage holiday music, “Cool Yule” by Louis Armstrong is an upbeat and joyful holiday song that features a 30-second trumpet solo performed by Armstrong himself. Armstrong’s distinct husky voice and swinging rhythm makes this song an instant festive track. Armstrong is renowned as one of the most influential jazz players in music history; this is evident through his vibrant performance of “Cool Yule.” He describes what Santa Claus will be doing for Christmas day; for example, “He’s gonna have a bag of crazy toys to give the groanies of the girls and boys.” On the instrumental side, powerful brasses and a steady bass create a strong groove that’s easy to dance to. However, the lyrics and melody are somewhat repetitive. The song is broken into two identical, 13-line verses that are separated by Armstrong’s trumpet solo. Regardless, “Cool Yule” is a great track for all jolly and festive occasions that occur during the holidays.

Underneath the tree Widely known for her popular hits such as “Since U Been Gone” and “What Doesn’t Kill You (Makes You Stronger),” Kelly Clarkson stepped outside her usual genre with her 2013 Christmas album, Wrapped in Red. “Underneath the Tree” is a festive track co-written by Clarkson, in which Clarkson details the joys of finding a special someone to spend the holidays with, singing that her beloved is the only present she needs “underneath the tree.” Though the lyrics may appear cheesy with verses such as “But then one day everything changed” and “I

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Poll of 115 students

475M views on Youtube

by Rebecca Li staff reporter

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found, what I was looking for/A love that’s meant for me,” they capture the genuine holiday spirit of spreading love. The song also has an addictive melody accompanied by a jazzy instrumental. Sleigh bells in the song’s background highlight the spirited atmosphere, reminiscent of Mariah Carey’s famous song, “All I Want For Christmas is You.” Clarkson’s powerful vocals capture the listener’s attention, and the catchy chorus makes this song a holiday classic. Overall, an upbeat and feel-good song, albeit a bit cliche, “Underneath the Tree” will remain a modern Christmas sensation for years to come. 11M views on Youtube

Mistletoe by Jake Wolkerstorfer staff reporter

Justin Bieber may be most known for his crazed fans, but his artistic abilities are not limited to his teenage heartthrob music. Released seven winters ago, “Mistletoe” by Justin Bieber broke him out of the pop music mold and showed his versatility with holiday music. Bieber’s song tells of the ups and downs of the Christmas season as he chases a girl who he wants to be with “under the mistletoe.” Bieber’s video

243K views on Youtube

has over 300 million views on Youtube, with many more expected this Christmas. The song likely became a holiday classic because of its uplifting message and heartwarming music video. The song is just under four minutes long, and Bieber’s smooth voice resonates from the first second to the last. Justin Bieber’s “Mistletoe” throws listeners back to 2011, to the days of Bieber-fever, and it will continue to be a modern holiday classic. 340M views on Youtube

Bing Crosby: Fair use courtesy of Wikipedia Kelly Clarkson: Fair use courtesy of Wikipedia Louis Armstrong: Fair use courtesy of Wikipedia Meghan Trainor: Fair use courtesy of Flicker.com Mariah Carey: Fair use courtesy of Wikipedia Justin Bieber: Fair use courtesy of Wikipedia

sports

Friday, december 14, 2018

Boys break barriers at Nike Nationals by Vicky Li staff reporter

Each year, in Portland, Oregon, 22 teams from all across the nation compete in the Nike Cross Nationals, a highly competitive and prestigious cross country race that most high school runners can only dream about attending. Every year since 2015, the Mounds View Boys Cross Country team has sent their best athletes to race around 30 other teams at the Nike Cross Heartland Regional meet in Sioux Falls, South Dakota. In order to qualify for nationals, a team must place top two in their region. The Mounds View team has never come close to winning the regional competition in their past few years of competing, finishing 15th last year. However, the 2018 team made Mounds View history after placing first out of 30 teams from seven states in the Midwest region. The team even beat Edina, who had been victorious over the Mustangs at the Minnesota State meet earlier in the season. As the fastest team in Mounds View Cross Country history, the win came

from countless hours of hard work, both mentally and physically. To reach their peak ability towards the end of the season, the team worked on training strategically. “You start with the base mileage in the beginning, and when you start doing speed workouts, the faster you make your training. You’re gonna peak sooner,” said co-captain Austin Streit, 12. “This year we pushed it off to late September, and we peaked around the state meet. We were running fast times. We were fresh for early November and the state and regional meet.” Keeping their focus and determination even after a long, eventful season was an important piece of their success. “We’ve never had to extend our season into December before, so that’s kind of new for us. We just have to keep our fitness up and ease down the mileage this week in preparation for [nationals],” said co-captain Lukas Hessini, 12. From training strategically to staying mentally strong during the long season, the runners’ hard work culminated at the pinnacle of the season: winning

first at Nike Cross Regionals. “The highlight of the day would probably be once they announced Middleton second place. We knew that we had won the meet. We all just piled on each other. We were just [the] happiest we have ever been together,” said Finn Sokolowski, 11. “It was amazing; it was a great day. I don’t think I’ll forget that day,” said Streit. “I told myself before the race that when I crossed I was going to turn around and look for my teammates that followed. When I finished, I went down on my knees, turned around and watched Lukas come in and watched our three, four and five come in, and I knew we had gotten through.” The team had initially perceived the regional win as a distant goal during the beginning of the season and during summer training. “Pretty much this whole season, nationals was kind of a stretch goal, but as we’ve gotten closer, we put ourselves up against other teams to see how we would do,” said Hessini. As they approached the two most important races, state and regionals, the

team performed at their best, placing second at the state meet. Their placing raised their hopes and expectations for regionals. “It’s awesome we were able to make it. Nationals is the dream for any [cross country] runner. It’s awesome. It’ll be really fun,” said Hessini. Going into nationals, the team holds high hopes, but they also look forward to the experience itself and are not too worried about results. “This season has just been great. I’ve been the most excited for this season, and nationals is the best way to cap it off. I just want to have fun at nationals with the boys,” said Streit. Mounds View Cross Country ended up placing 17th at the Nike National Race on Dec. 1. “All the hard work has paid off, and we’re performing at the highest level there is in the high school cross country. We’re going to have to do it all again next year,” said Sokolowski. The ultimate way to send off the season, nationals was a memorable achievement not only for the graduating seniors but also for the younger athletes that now see the immense potential of their team.

(left) The Mounds View team runs at Nike Cross Nationals in Portland, Oregon on Dec. 1. (right) From left to right: Elliott McArthur, 8; Finn Sokolowski, 11; Will Sacay, 11; Lukas Hessini, 12; Nehemiah Gaim, 12; and Alec Nelson, 11; pose after the race. photos courtesy of Lukas Hessini

The new girls on the court

by Angela Larson staff reporter Mounds View Girls Basketball has high expectations for the coming season. With an introduction of a new coach last year, the team is only getting more comfortable on the court, especially with motivation from the captains, Chloe Whalen, 12, and Elizabeth Kauls, 12. Last season, with the exit of former coach Dave Montgomery from the program, Kauls and Whalen had the opportunity to help decide who would fill his place. The administration and the team decided on Ashlie Anzel to be the new head coach. The girls’ excitement over this new coach blossomed as they were pushed harder and harder to accomplish victory. Anzel’s basketball career has a long history. “I started playing basketball in second grade and played five years of varsity basketball at Spring Lake Park High School. I then played college basketball at Augustana College in Sioux Falls, South Dakota. I was a captain my senior year of high school and played guard,” said Anzel. With a big part of her life being dedicated to playing basketball, Mounds View saw Anzel as an excellent candidate to be a coach of the girls varsity basketball team. After finishing her college basketball career, Anzel still wanted to integrate basketball into her life, so she decided to become a coach. Starting out small, she coached the youth teams at

Spring Lake Park and slowly worked her way up to coaching kids at older levels, eventually coaching one year of JV basketball at Spring Lake Park and two years of varsity basketball at North St. Paul. Basketball is not only a fun sport in Anzel’s life but also a way she learned valuable life lessons. Anzel has benefitted mentally from playing basketball by acquiring tips for coaching, playing and even just receiving life advice. Using knowledge from her basketball-filled life, she is hoping to make an impact on her athletes and help improve their lives inside and outside of games. “As a player, I played for a variety of coaches, and each one inspired my coaching style in one way or another. The values that we focus on every day are hard work, communication, respect and ownership. We consider these to be not only important as an athlete but skills that will benefit our players after their playing days are done,” said Anzel. After six players of the basketball program graduated last year, the two seniors following had big shoes to fill. As the only seniors on the team, setting positive examples for the younger players is a priority. “It’s going to be different [this year] because we are a younger team, but there is still a lot of potential in the grades below us. Since we lost a lot of seniors, we rely a lot on the juniors to help us,” said Kauls. The departure of older, more experienced athletes means that many of the offensive and

defensive powerhouses that were once staples on the court are gone. However, their absences also give the current players a fresh look on new ways that they can work together. This potential does not go unnoticed by Head Coach Anzel. “We are a young team with many girls who are ready for the challenge of playing varsity basketball. Our expectation for this season is that we go out each and every night and are competitive. We will continue to gain experience and confidence each and every game,” said Anzel. Although some players might accept that this season may not be a record breaking one, Anzel’s encouraging attitude rubs off and definitely helps develop the team into a stronger, more versatile group of athletes than has been seen in past seasons. The Mounds View Girls Basketball team wants to continue to build and improve upon the basketball program. Coach Anzel expects the best from the young players, making them stay competitive in games and work hard in practice, but she reminds them not to forget the reason why all of the athletes are playing. Anzel tries to keep inspiring her team: “Our main focus every practice and game is to always outwork our opponent. When we do that, we can’t worry about what the scoreboard says at the end of the game.”

photos courtesy of Lindsey Becher

Lindsey Becher, 11, goes for a lay-up while facing pressure from an opponent.

Lindsey Becher, 11, and Lizzie Kauls, 12, defend the hoop at home against a conference rival.

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