MV Viewer 2023-2024 Issue 4 by The Viewer

2 Minneapolis beyond-policing plan NEWS

THE VIEWER • MOUNDS VIEW HIGH SCHOOL

The city recently contracted with a consultant team from New York University’s School of Law to suggest alternative policing strategies.

| Vincent Meyer STAFF REPORTER n Nov. 13, the Minneapolis City Council approved a plan to hire a group of consultants from the New York University’s School of Law to oversee alternative policing plans in the city. The consultant team is known as The Policing Project and has worked with cities such as San Francisco, Denver and Chicago to determine issues and solutions for first-response situations. Funding provided by grants from several private foundations covers the $1 million cost of hiring the group.

The decision to hire The Policing Project comes in light of a two-year Department of Justice investigation that revealed evidence of racial discrimination against Black and Native American people in the Minneapolis Police Department (MPD) and several instances of excessive force. The investigation resulted in a consent decree for the MPD; the decree gives federal courts the responsibility of ensuring that the MPD integrates required improvements to policy, training technology and operations. Antonio Oftelie, a Minnesota local, has laid much of the

PHOTO | Michael Wang

MPD. The Minneapolis Police Department’s headquarters, located on Fourth Street North.

groundwork for The Policing Project’s two-year contract with Minneapolis. The consultants will base their work on The Safe and Thriving Communities Report, which Oftelie published with Harvard researchers for Minneapolis earlier this year. The report adapts three pillars of preventive, restorative and responsive actions that the city will use to modify responses to first-response situations. In addition to public outreach with communities, Minneapolis neighborhoods will be included in decision-making with assistance from a proposed Community Advisory Board to adopt policies from the plan. Furthermore, the report recommends incorporating an online progress dashboard that records non-police services that will be available for firstresponse situations. This is one example of Oftelie’s emphasis on providing various resources in first-response situations. “So if something happens in a community for a family or an individual and they call 911, 911 has the ability to say, ‘What mix of services can we send out to this community or this person to make sure that we respond with the most appropriate form of response?’” Oftelie said in a

DOJ investigation highlights The Department of Justice found that the Minneapolis Police Department violated numerous civil rights laws. In particular: • Uses excessive force, including unjustified deadly force and unreasonable use of tasers • Unlawfully discriminates against Black people and Native American people in its enforcement activities, including the use of force following stops • Discriminates against people with behavioral health disabilities when responding to calls for assistance The investigation cited improper policies, training, supervision and accountability as causes for unlawful conduct. press conference about the plan according to KARE 11. Although Minneapolis City Council members approved The Policing Project’s implementation of the Safe and Thriving Communities report, they also recognize challenges. To demonstrate, Councilmember Robin Wonsley indicates that more priority should be put on a public health effort, citing complaints that the city’s behavioral response team lacks resources even with the city’s $1.5 billion budget. “Many residents have organized around the same ideas for decades and have asked the city to invest in a public safety

system that does not just have police but actually supports a public health approach and a holistic approach towards our residents,” said Wonsley, according to the Minnesota Post. Minneapolis Mayor Jacob Frey agrees that The Policing Project’s task will not be easy. “It takes a whole lot of work to transform a system that’s been in place for a hundred years,” he said at a Minneapolis press conference, according to Minnesota Public Radio. Yet, he remains optimistic about the plan.

Nerf war brings celebration and controversy

With over 160 people participating, the annual Mounds View Nerf War is currently ongoing. However, incidents from other schools and past years raise safety concerns.

| Zariyah Howell STAFF REPORTER he Nerf War began on Nov. 2, at 3:15 p.m., with over 40 teams of four Mounds View juniors and seniors competing in the annual event and using Nerf toy guns for a cash prize. Each time a player secures a kill by shooting an opponent, they get “points” for showing proof: any picture receives two points, a video gets four and both get six points. Teams can use these points to revive eliminated competitors or pay $20 to re-enter the competition once. The cash prize consists of the money that the participants spend on the game, including the $5 entry fee, and is won by the last team standing. Everyone must have their Snapchat location, or “Snap Map,” on at all times to not risk disqualification. This ensures that the hosts and other players know where everyone is located. Participants are allowed to target anyone if they are outside but are not allowed to strike on the Mounds View campus unless both parties consent to have a one-on-one match. When the game started, all teams had to

kill someone before the week ended, or two players on their team would be eliminated.

“

I would say [participating was] not worth it. Getting in trouble is never worth anything. Calvin Fant, ‘25

”

The large number of students participating led to teams creating strategies, such as junior Cali Steven’s team, which used “designated drivers and shooters” to target others. However, the war took a lot of effort, and many felt relieved that they were eliminated. “I was happy to get out,” said junior Kate Loween. During the beginning of the event, players were able to use immunity to prevent themselves from getting shot. The immunity items consisted of a propeller hat, swim goggles and 24 cents in their left pocket. The individual had to remove the items if they planned to target another player. However, teams voted to remove this immunity the day

after the game began. To ensure there are not any liabilities when competing, the organizers put together rules to ensure the safety of participants. Based on last year’s event, implementing new rules was necessary due to safety concerns, with reports of trespassing and dangerous vehicle conduct. Beyond Mounds View, many other

“

I was excited to play […] it was worth it. Cali Stevens, ‘25

”

students in schools state-wide have played this game, resulting in numerous deaths and accidents, such as at Lakeville High School, where two teenagers died in a car crash while participating in their school’s Nerf War in 2015. In response to these concerns, the organizers at Mounds View implemented a specific rule that every kill has to be on foot and players must be entirely out of the car to get a kill or to be killed. Many individuals found the event to be enjoyable. “I was excited to play […] it was

PHOTO VIA Instagram/@mvnerfwar

DANIEL LEE takes a picture with Yasir Reyale after eliminating him on Nov. 17.

worth it,” said Stevens. However, some were not as excited. “I would say [participating was] not worth it. Getting in trouble is never worth anything,” said junior Calvin Fant. Despite the constant para-

noia, planning and safety concerns, only five teams are currently left, and the Mounds View 23-24 Nerf War will soon see a winner.

OPINION

THURSDAY, DECEMBER 21, 2023 • WWW.MVVIEWER.ORG

The disappearance of architectural beauty Modernization is stripping away the unique identities of communities.

| Lale Akkin STAFF REPORTER fter World War II, the influx of returning veterans and the initiation of veteran-support programs, such as the GI Bill, led to an exponential increase in the demand for housing. In an attempt to increase housing, developers began mass-producing suburbs, prioritizing function over form and abandoning traditional, community-centric architecture in the process. According to George Ritzer, an American sociologist and professor, there is a reason for this shift. In his book “The McDonaldization of Society,” Ritzer theorized that the four main principles of fast-food everything looks similar. Each chains — efficiency, cookie-cutter home calculability, predictis indistinguishability and control — able from the last. In are being applied to all newer cities, office aspects of American buildings don’t have society. Modern archiapparent differences tecture also follows this either. Even the local model because it aims Target became dull to prioritize function in comparison to its while keeping costs as previously bright red Lale Akkin low as possible, which exterior. creates simplicity. This style is not just promiFor example, when drivnent in Arden Hills, but across ing past buildings and houses in Arden Hills, I notice that the U.S., so much so that it is

difficult to differentiate a Minnesota suburb from a Nebraska one based on architecture alone. Unfortunately, this preference of function over form is spreading to other parts of the world. Last summer, when I went to Turkey, I noticed a difference between older, more traditional houses and newer builds. For example, the roofs of the older buildings have red terracotta tiles because they have great insulation properties and are easily attainable in

teachers to use these materials without the approval of a school board. PragerU began expandontrary to what the name suggests, PragerU is not ing by developing content spea university, but rather a cifically geared towards kids right-wing, borderline conspira- in 2020. Their most popular — torial media outlet. Founded by and controversial — series, Leo conservative talk show host and & Layla’s History Adventures, writer Dennis Prager, PragerU follows siblings Leo and Layla seeks to push an exclusively as they travel back in time to conservative agenda, provid- meet important historical figing an alternative to the “woke, ures, who are often blatantly Marxist” media of CNN, MSN- misrepresented. In one video, the sibBC and the majority of Amerilings meet abolitionist Fredercan universities. This summer, the Florida ick Douglass, who claims the founding fathers compromised Board of Education and allowed slavery to approved PragerU continue “to achieve Kids videos for classsomething great.” He room instruction in concludes that the end an attempt to, in the of slavery should ocwords of Governor cur gradually to preRon DeSantis, “stand vent an onslaught of for education, not inconflict and criticizes doctrination, in [Floriradicals who seek to da] schools.” Since then, Okla- Maya Gjelhaug end it sooner via force. Yet, the actual works homa, Montana and New Hampshire have approved of Douglass reveal a different PragerU educational materials attitude towards the institufor public schools, allowing tion of slavery. In his famous

“What, to the Slave, Is the Fourth of July?” speech, Douglass exposes the hypocrisy of the American people, who celebrate the freedom enshrined in the Constitution while defending the institution of slavery. Douglass’ supposed regard for the Constitution and the law deteriorates further when one considers that he defied the law by escaping from slavery. Additionally, Douglass was a major John Brown fanboy, famously claiming, “[Brown’s] zeal in the cause of freedom was infinitely superior to mine,” proving that Douglass was, contrary to his PragerU persona, a proponent of radicalism. In other videos, PragerU takes a different approach; instead of cherry-picking historical information and mischaracterizing historical figures, they outright lie. For example, in another video, Leo and Layla travel back to 1493 to chat with Christopher Columbus about why Columbus Day is being replaced by Indigenous Peoples’ Day, and the video contains ma-

ILLUSTRATION | Lale Baylar

Turkey. In comparison, newer builds have a smooth, rigid structure and are surrounded by roads. These newer buildings most likely take influence from the U.S. and Europe, and, consequently, they ignore the community’s architectural traditions. Despite the growing popularity in modern design, traditional architecture is what proves successful over the years. For example, in an area where it rains a lot, houses may

have triangular roofs, while areas with sun have white buildings with flat roofs. Additionally, traditional homes are made of materials local to their environment, which is why historical buildings from around the world look different and unique. Buildings that have historical significance are also valued by their communities because they contain cultural stories and are sentimental to people. For example, the Izmir Clock Tower in Turkey is a historic site built to commemorate the 25th anniversary of Sultan Abdul Hamid II’s ascension to the throne. This beautiful landmark has historical importance to Turkey, and the people of Izmir would be devastated if it were demolished. Ensuring access to proper, functional housing should be our main priority, and we shouldn’t build fewer homes just to make a few more beautiful. Even so, we should not ignore the appearance of our architectural surroundings. It’s simply depressing and uncreative when everything looks the same, so it’s not too late to design buildings with architectural beauty.

PragerU does not belong in school curriculums | Maya Gjelhaug PRINT EDITOR-IN-CHIEF

THE VIEWER

Published by journalism students of Mounds View High School. 1900 Lake Valentine Rd, Arden Hills, MN 55112 Email: mvhsviewer@gmail.com Printed by Sauk Centre Web Printing, Sauk Centre, Minnesota

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jor inaccuracies. For example, Columbus claims he ordered his men to treat the indigenous people of Haiti well, when in reality, the Spaniards killed and brutally enslaved the natives soon after Columbus’ arrival. The most concerning aspect of PragerU materials is their deviation from what should be the primary goal of education: enhancing critical thinking. There is no doubt that our current education system fails to truly promote critical thinking, but with learning objectives like “appreciate America’s history and dedication to freedom,” PragerU lesson plans do not even try to hide their inclination towards indoctrination. It is hypocritical for a government that criticizes the supposed indoctrination of public schools to promote the far more apparent and dangerous brainwashing of PragerU. Of course, there are merits to teaching students to love America, or at least to be grateful for our Constitutional freedoms and the sacrifices made to secure those freedoms. Creating

mission statement

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1. To publish news, information and opinion articles for and about students, faculty and administration activities, interests and policies. 2. To maintain high ethical standards with regard to fairness, personal and legal rights, responsibilities and accuracy. 3. To provide a forum for free and responsible expression of student opinion and present well-balanced, locally researched coverage of issues of broader student interest. 4. To strive for a high level of competency in the technical aspect of writing, including grammar, spelling, clarity and precision. 5. To welcome diversity and increase the scope and depth of our coverage in order to heighten mutual understanding and awareness throughout our entire school community.

Gjelhaug, Tyler Quattrin COVER DESIGN - Tyler Quattrin ILLUSTRATORS - Lale Baylar, Charlotte Krum ADVISOR - David Ostrom

Articles and letters to the editor appearing on the opinion page represent solely the opinions of the writers and do not represent in any way the viewpoint of the Viewer, our advertisers, Mounds View High School or its staff.

PRINT EDITORS-IN-CHIEF - Maya

section editors

NEWS - Michael Wang OPINION - Lale Baylar FEATURES - Alex Bi, Isabella Kunc SPREAD - Isabella Kunc, Isabel Li

DEBATES - Gloria Liu GOOD QUESTION - Charlotte Krum REVIEWS - David Anton Golridge SPORTS - Gloria Liu

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ONLINE EDITOR-IN-CHIEF - Michael Wang

ONLINE MANAGING COPY EDITOR - Nikhil Kulangaroth ONLINE EDITORS - David Anton Golridge, Isabel Li

a generation of citizens who are motivated to solve our country’s problems requires students to feel invested in America. Additionally, the unending culture war is fueling a surge of misinformation about education, so it’s understandable that parents have concerns about current public school curriculum. But this is no excuse for the dishonesty and deception of PragerU’s educational materials. America’s students deserve thoughtful and inspiring lessons that emphasize a multi-perspective mindset, not poorly crafted videos that propagate misinformation.

Interested in writing a letter to the editor or student submission? Reach out to mvhsviewer@gmail.com

staff reporters Lale Akkin, Matthew Betti, Sinim Dhuguma, Elijah Easton, Graham Hanson, Barret Homme, Anna Honebrink, Zariyah Howell, Brayden Kopf, Lillian Landberg, Christina Lang-Deetz, Ezra Leonard, Elijah Mattfield, Vincent Meyer, Will Overbo, Mara Peacock, Liliana Peleska, Justin Shao, Suha Sharif, Sidharth Sharma, Cali Sidler, Scarlett Singerhouse, Tonie Torboh, Lauren Vail, Via Yang

4 FEATURES

THE VIEWER • MOUNDS VIEW HIGH SCHOOL

MV teacher’s band brings spunk to the classical music scene | Christina Lang-Deetz STAFF REPORTER ounds View Teacher Lucas Shogren directs orchestra classes during the day, but at night, he plays the cello in his own band. Clocks and Clouds, his band, has played at venues from cafes to First Avenue. Clocks and Clouds has 6,035 monthly listeners, and their most listened-to song, “Lux Aeterna,” has over 836,000 streams on Spotify. The band plays mostly a mix of classical music and rock. As described on their website, their sound is “suitable for film scores yet potent enough for rock albums.” They have two albums and five singles. They have also done some covers of popular songs such as Demons by Imagine Dragons and Little Drummer Boy. The band started after Lucas Shogren decided to add some drums to a song he

planned on performing with his wife, Stephanie Shogren, who now plays the violin for the group. He asked family friend Derek Powers, who plays the drums, to join them. “The response of that song was pretty big, and it was like, oh, maybe

“Honestly, that’s one of our big values as a group, [...] we want to be very emotive, almost hyper-emotive.” Lucas Shogren, orchestra teacher

there’s something here,” Lucas Shogren said. Initially, he didn’t intend on being in a band, but after touring with a string quartet for many years, he was connected with gigs outside of the classical realm. Eventually, he began helping out with studio work for various groups. “Honestly, for

Clocks and Clouds, I was kind of getting really bored playing with some of these bands because it’s just the cello and how it fits in a band. You don’t get to play the most exciting parts generally, and so this was a way for me to be expressive,” said Lucas Shogren. The name Clocks and Clouds was inspired by the song “Clock and Clouds” by Gyorgy Ligeti, who composed famous contemporary classical music pieces; however, the members would prefer that people interpret the band name as if the clocks are the strong driving, rhythmic force while the violin’s melody soaring above is the clouds. When writing songs, Lucas Shogren takes inspiration from rock bands like Muse and Explosions in the Sky. He admires the emotional quality of their songs. “If it moves me emotionally then that’s normally where my inspiration comes from,” said Lucas Shogren. “Honestly,

PHOTO VIA Clocks and Clouds

Band members: Lucas Shogren (left), Stephanie Shogren (middle) and Derek Powers (right)

that’s one of our big values as a group, [...] we want to be very emotive, almost hyper-emotive.” He isn’t the only one who writes songs for Clocks and Clouds. Both Stephanie Shogren and Powers also help in writing. Stephanie Shogren normally writes the violin melody, while Powers usually writes the drum parts, occasionally collaborating with Lucas Shogren who likes to work to-

gether to create their parts. Clocks and Clouds released a single called “Until The End” in November. They plan on releasing more music by the end of this year and have a couple of performances coming up, one in Iowa and one on New Year’s Eve at a brewery. Clocks and Clouds plans to continue making music and performing across the U.S.

throughout the year: the fall play, the winter student-led Shakespeare show and the spring musical. Manrodt accepted the role of director for this year’s winter Shakespeare show. Her job, along with two other co-directors, is bringing the show to life. The director role adds another angle to her acting career, with her now more behind the scenes and producing a show instead of performing in it. Manrodt’s directing style mixes having fun and getting down to business. “I’m usually the kind of person who looks for something that someone did that’s really good, then

Fairy May, where she had to step out of her comfort zone. The character consistently did silly things, including rolling in circles and jumping over a chair, to make the audience laugh. Constantly moving around on stage and constantly moving is a challenge for an almost two-hour show and also got her to move beyond her boundaries “It’s always easier to tone it down than to amp it up. I learned to take risks and be bold,” she said. She intends to pursue acting after high school at either the University of Minnesota Duluth, the University of Minnesota Twin Cities or the University of Northwestern. She also hopes to pursue acting after college. “My dream is to be a member at an acting company because theater is such an unstable job where you’re constantly auditioning, [sometimes] not having work, [sometimes] having work, so if you’re a member at a company, you’re guaranteed roles and get to be a part of lots of great shows,” said Manrodt. Throughout her acting journey, Manrodt has come a long way in both her singing and acting skills. She has taken part in every show since her freshman year — ten complete shows — and has worked her way up from ensemble to major roles in the school plays and musicals. Acting has been a large part of her life so far, and with her high school theater career coming to a close, she looks forward to future acting opportunities, hopefully professionally.

Mounds View star Eva Manrodt

| Lillian Landberg STAFF REPORTER enior Eva Manrodt is a prominent cast member in Mounds View

Theater and one of the many rising stars in the acting community. She has played Dragon in “Shrek,” Audrey in “Little Shop of Horrors” and most recently, Fairy May in “Curious Savage,” Manrodt has an extensive resume in theater. She

MANRODT in shows thoughout the years

PHOTOS VIA Instagram/@mvshakespeare2022 & @mv_shakespeare_2023 & @moundsviewtheater

also participated in the Minneapolis Children’s Theater Intensive program that starts with auditioning and creates a show through the theater’s choreographers, costume designers, set designers and more. There, she played Gynecia in “Head Over Heels,” a comedy composed by the GoGos about a royal family’s efforts to save their country from extinction. Manrodt began her acting career very young, inspired by watching musicals with her grandmother. “We used to watch musicals all the time when I was little. I always loved performing. I was just like, ‘I want to do that,’” she said. A t Mounds View, the theater department has three shows

“I always learn something I didn’t know before in each show. Every show I do.” Eva Manrodt, ‘24

something that they can work on, but making sure not to overexplain it and [letting] them get there on their own,” she said. After partaking in theater for so long, Manrodt has grown an appreciation for the company. Mounds View Theater means a lot to its actors and backstage crew, forming friendships and good memories. “I liked learning dances with people and being able to practice. Hanging out with friends is fun, [also] being able to develop a character, and learn new things. I always learn something I didn’t know before in each show. Every show I do.” One of Manrodt’s memories from the last show was when she played the amusing

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THURSDAY, DECEMBER 21, 2023 • WWW.MVVIEWER.ORG

Alice Lee, local chess prodigy

LEE at the 2022 US Women’s Chess Championship.

| Mara Peacock STAFF REPORTER t just 14 years old, Alice Lee has been smashing through chess records, becoming the world’s third youngest female international master (IM) — the second-best ranking in the chess world, only behind the grandmaster (GM) title. Lee started right here in the Mounds View area, formerly attending Mounds View Public Schools, but recently switched to online school at Eden Prairie Public Schools to focus on chess. In first grade, Lee joined Turtle Lake Elementary’s chess club, which her brother had already attended in the mornings. “My parents just wanted me to go along with him so they could drop us off at the same time, and then I started playing chess. I wasn’t very good when I started, but I improved, and then I really started to enjoy the game,” she said. From there, Lee continued playing chess and, at seven years old,

PHOTO VIA St. Louis Chess Club

attended OleChess Camp at St. Olaf College. While attending OleChess Camp, Lee met her first coach, Grandmaster Dmitry Gurevich. “My first coach is the coach that influenced me the most because he’s the one that kind of motivated me. Especially from a very young age, having a really positive thinker and mentor is really important to keep motivated,” said Lee. Lee’s success in the chess world led her to become the world’s third youngest international master and achieve the woman grandmaster (WGM) title. This has granted her different opportunities, such as receiving the Samford Fellowship — the richest and most prestigious chess scholarship — two years in a row. She also participates in tournaments worldwide, spending days or weeks away from home at a time. Tournaments are highly competitive, often with many international masters and grandmasters making appear-

GRANDMASTER HIKARU NAKAMURA poses with Lee at the 2023 Canadian Transnational Chess Championship.

ances. As such, prize money is involved for the winners. “The prize money helps me pay for travel, coaching, and other chess-related expenses. I am also fortunate to receive the Samford Fellowship for chess two years in a row, which covers some of my chess expenses. After paying for taxes, I save some for future chess tournaments and for college,” said Lee. Lee spends several hours a week preparing for tournaments. Studying chess for her may involve looking over openings or reviewing games broadcasted online. “I would say [the time I spend] depends on when it is because, for example, if I’ve been in a tournament, I can spend up to eight to 10 hours probably just on the chess games alone. And when I’m not in a tournament, which is most of the time, I usually do try to still spend a couple of hours on chess a day,” said Lee. As Lee learned chess, she received many helpful tips and advice from different coaches and teachers, but one piece of advice she got especially stuck with her. She recommends it to anyone interested in getting into chess.

“I feel like a normal teenager, much like anyone else who has an extra-curricular activity.” Alice Lee

PHOTO VIA Chess.com

“I think a lot of people said that enjoying the game is really important because otherwise it’s easy to lose motivation, and

to be able to keep that level of motivation is important for improvement because if you don’t enjoy the game, then playing chess wouldn’t be any fun at all.” Besides chess, Lee participated in math contests throughout middle school, where she enjoyed the community surrounding the competitions. However, Lee primarily focuses on chess in her day-to-day life. Online school allows Lee to focus on chess, but she still wants to succeed academically. “Online is really great because I can take online classes while I’m at the tournament. And of course, there is some balance, because I want to do well on both.” she said. In many aspects, Lee’s life may seem different compared to other high schoolers, however, Lee says, “I feel like a normal teenager, much like anyone else who has an extra-curricular activity. I attend school online and it feels similar to in-person schools in many ways.” As Lee continues to improve in chess and play in various tournaments, she looks forward to what the future holds. “I’m excited to go to some tournaments and some training opportunities that I have, because, especially for chess tournaments, it’s really great because there’s so many different people of different ages, races, backgrounds, genders. So it’s just really great to see so many unique people and play against them,” she said. “I think somebody once said, chess is the greatest equalizer because you’re just able to play chess as the common language with somebody [who] would go to these fantastic tournaments and opportunities.”

notable games

PHOTO VIA Vanessa Lee

•

At the 2023 World Women’s Team Championship, Lee clinched an individual gold medal while Team USA placed fourth overall. (pictured)

•

Lee defeated IM Viktor Gaznik at the 2022 Southwest Class Championships, which marked her first steps toward her own IM title.

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At the 2023 Pro Chess League, Lee drew against GM Hikaru Nakamura.

•

Lee took another step toward an IM title at the 2023 1000GM NYC IM Norm Tournament when she defeated GM Oliver Barbosa.

•

Lee secured her IM title at the 2023 Canadian Transnational Chess Championship when she defeated two grandmasters and drew against four other grandmasters.

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What are they?

| Justin Shao STAFF REPORTER n the depths of human curiosity — a superstitious realm where skepticism and fear can converge — conspiracy theories often form. A conspiracy theory is a belief or explanation that suggests a group of people, often secret but influential, orchestrate events behind the scenes for their benefit at the expense of the general public. Conspiracy theories typically revolve around cherry-picking information to support the conspiracy’s narrative and disregarding evidence that undermines their ideals. They often feature vague or shifting explanations that adapt

to new information. From the “moon landing hoax” to claims of a “stolen” election, these theories range from seemingly believable thoughts to straight-up absurd. Human interest in conspiracy theories lie not only in the thoughts themselves, but also in the psychological and societal factors that give rise to them. Tracing conspiratorial thinking through history, one can see that they often emerge when people want to maintain control or find answers during

times of uncertainty, societal tension and political upheavals. From politics to teens to education, conspiracy theories infiltrate much of modern society.

Shane Dawson, 5G phone networks and the spread of conspiracies in teens | Will Overbo STAFF REPORTER isinformation constantly circulates the internet. For teenagers, discerning whether information is real or fake is becoming increasingly difficult. According to Forbes, teens spend an average of almost five hours a day on social media, which creates more opportunities for them to be susceptible to misinformation and conspiracies. One such example is Shane Dawson’s widely popular, teen-oriented YouTube videos that explore far-fetched theories, including iPhones secretly recording their owners, Chuck E. Cheese recycling pizza slices and claims that the deadly wildfires in California were due to a high-power, military-operated laser beam. Although he never explicitly agrees with any conspiracy theories, Dawson promotes this unverifiable information by leaning on the predominantly young fanbase that he built throughout a decade-long YouTube career focusing on content for kids and teens. By incorporating

concepts familiar to young people, Dawson portrays conspiratorial thinking in a way that is palatable to teens. Dawson is not the only one who spreads unverified information online. According to Statista, a survey on online misinformation conducted in December 2020 reports that 38.2% of people had inadvertently spread misinformation on social media. Senior Sean Carver primarily gets updated on current events through apps like TikTok and Instagram reels. “I spend at least two or three hours on TikTok, and that’s lowballing it admittedly,” he said. The content that is viewed on TikTok differs from user to user, and Carver offered further insight into some of TikTok’s content. “I actually see a ton of flat Earth stuff [on TikTok]. It’s really entertaining.”

While sometimes entertaining, the unverified information on social media can lead to far more serious consequences for teens. The Center for Countering Digital Hate found that 60% of 13 to 17-year-old Americans agreed with four or more harmful conspiracies — which included anti-vaccine statements, racist rhetoric and COVID-19 misinformation — in comparison to 49% of adults.

“I actually see a ton of flat Earth stuff [on TikTok]. It’s really entertaining.” Sean Carver, ‘24

There is a reason why conspiracy theories are more popular with teens than adults: They provide explanations for confusing happenings in the world. Because teens often have less understanding of how the world works, they are more likely to believe the first thing they hear, even if it is false — a phenomenon known as anchor bias. These findings explain why conspiratorial thinking was strong in the days of COVID-19, when fear swept the globe and lock-

downs severed many teenagers’ social bonds. Teenagers leaned on far-fetched beliefs, such as the belief that 5G mobile phone networks caused COVID-19, to cope with the isolation of the pandemic. Many videos regarding this conspiracy theory spread on TikTok, with creators seeking to discredit people who presented evidence that contradicted their perspective on the matter. The spread of these polarizing viewpoints further encourages conspiratorial thinking. With over 10 million videos relating to the “deep state” conspiracy on TikTok, the constant circulation of peoples’ testimonies fuels this conspiracy, which makes users more likely to be exposed to additional conspiracies. Such a phenomenon is an example of an echo chamber, an environment where users encounter beliefs that reinforce their already established thought-process and isolate them from outside perspectives. Conspiracy theories gain traction on these apps as individuals cherry-pick information from their original source to reinforce assumptions they have already made. Senior Tswb Vang said, “I think conspiracy thinking is the opposite of critical think-

ing. Because a lot of it is just people impulsively taking in like one thing they hear and creating a big thing about it. [...] They just believe what they think is right.” Teens start believing in conspiracy theories for a variety of psychological reasons, including the allure of exclusivity. “It’s so easy to just dive into these theories,” said junior Emily Ren. “You have this exclusivity. People who are joining these conspiracy groups feel like they know something that other people don’t, that they’re in on something, which adds to the entire glamor of it.” The damage caused by the perpetuation of these unfounded beliefs has a significant impact on the way teens use the internet and search for clarity. There is some novelty in the more outrageous camps of conspiratorial thinking, but the distortion of realities can have a serious impact on the way teens perceive the world.

Coun

| Suha Sha STAFF REP 2021 stud of 8 from elemen 80% of mi could not di ad and a new statistic is findings from spiracy Belie belief in con to increase at illustrate the dren to consp Lack of correlated w in conspira scientists f Miami fo of those a high lieve com tho de t

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THURSDAY, DECEMBER 21, 2023 • WWW.MVVIEWER.ORG

Plots, power, politics

| Justin Shao STAFF REPORTER hy am I the only person on this stage, at least, who ‘ can say that Jan. 6th now does look like it was an inside job, that the government lied to us for 20 years about Saudi Arabia’s involvement in 9/11, that the great replacement theory is not some grand right-wing conspiracy theory but a basic statement of the Democratic Party’s platform, that the 2020 election was in indeed stolen by big tech, that the 2016 election, the one in that Trump won for sure, was also one that was stolen from him by the national security establishment?” said GOP presidential candidate Vivek Ramaswamy in the fourth GOP presidential debate. As shown in Ramaswamy’s claims, conspiracy theories are powerful weapons in the political terrain, leaving ingrained marks on the public and their decision-making. From casting doubt on the legitimacy of elections to attributing fatal events to unseen powers, these theories can be used in politics for many ways, including to gain media attention, undermine opponents and capitalize on mistrust to position themselves as outsiders challenging the system. Politicians’ lack of transparency and clarity may lead to public belief in conspiracies. “When it comes to politics, if things don’t make sense on a surface level, then you kind of seek out [that] there has to be other reasons, some other nefarious reasons,” said So-

cial Studies Teacher Justin Benolkin. A primary example is the Watergate scandal. After the break-in at the Democratic National Committee headquarters, the Nixon administration’s initial denials and refusal to disclose key information led to widespread conspiracy theories, including a CIA prostitution ring and a deep state media plot to bring down Nixon. Later, investigations and release of information showed the depth of corruption within the administration, proving the conspiracies false. Investigative reports reveal that those who dive into conspiracies often feel a profound sense of reassurance from knowing secret information. Theorists believe that with possession of this secret information, they can exert an impactful change and challenge established political narratives. Jitarth Jadeja, a former QAnon believer — a far-right conspiracy theory claiming that a cabal of Satan-worshiping pedophiles plotted against President Trump in the 2020 election — revealed that the members usually felt a sense of duty to reveal injustices and claims such as rigged voting systems and widespread election irregularities.. Political conspiracy theories can snowball into bigger issues over time. The mobbing of the capital on Jan. 6, 2021, serves as a primary example. Conspiracy theories of voter fraud — encouraged by former president Donald Trump and his allies — led to a violent and armed mob of Trump supporters storming the U.S. Capitol. As

a result, multiple perpetrators and officers died or committed suicide after the event, including Officer Howard Charles Liebengood who died after three 24-hour shifts without sleep. Another major consequence of political conspiracy theories is the rise of anti-Semitism. Many times throughout history, people have raised theories suggesting that Jewish individuals or entities wield disproportionate influence over global affairs, finances or governments. Examples include people accusing Jewish people of purposefully poisoning wells in 14th century Europe to them causing the 9/11 terrorist attack. The impacts of anti-Semitism can be seen in our own community as well. During the recent Roseville School Board election, one of the seven candidates, Vaughn Klingenberg, was an open anti-Semite and Holocaust-denier who had repeatedly harassed Jewish worshipers at local syna-

gogues. He is also a proponent of sterilizing Jewish people and tattooing them with the Star of David, convinced that the Jewish community counters the “universalist humanitarian agenda.” Although he was clearly the least popular candidate in the election, receiving 0.76% of all votes, and repeatedly criticized by Roseville’s superintendent, the 227 votes he did receive prove that anti-Semitism in the community extends beyond just Klingenberg. For better or for worse, it is clear conspiracies have a way of mobilizing believers to participate in politics, often in ways that target specific groups or engage in destructive behavior. The upcoming 2024 presidential election, along with Trump’s return to the ballot, is sure to amplify conspiratorial thinking throughout the coming months.

ntering conspiracies

arif PORTER 1 Stanford University dy found that in a pool 8,000 students ranging ntary to college, over iddle school students istinguish between an ws story. This troubling only exacerbated by m the Adolescent Conefs Questionnaire that nspiracy theories starts t age 14. Such findings e susceptibility of chilpiratorial thinking. f education has been with increased belief acy theories. Political from the University of ound that around 42% e in the study with only h school diploma bein conspiracy theories mpared with 22% of ose with a postgraduate egree. Poor analytical thinking skills can lead the less educated to believe content that provides easy answers and scapegoats specific

groups. Education can combat this by helping children develop critical thinking skills and increasing their exposure to diverse viewpoints, which reduces the appeal of conspiracy theories. Schools can work towards improving analytical skills by promoting media literacy instruction. According to a study conducted by Media Literacy Now in 2022, only 38% of respondents reported learning how to analyze media messaging in high school. “Requiring media literacy education in high schools at an advanced level is really important. Middle school media literacy didn’t teach you crap. [...] Media literacy courses need to be nimble and able to adapt rapidly due to how fast the internet landscape changes,” said junior Quincy Shi. Although Minnesota does not currently require media literacy to be taught in schools, Senator Amy Klobuchar introduced a federal bill in 2022 — the Digital Citizenship and Media Literacy Act — which awards grants of up to $20 million

to education agencies to advance and encourage media literacy for K-12 students. However, education is not the only factor at play. “If you look at the studies, a lot of people who believe in conspiracies actually tend to be very educated people because they tend to already need to have some sort of knowledge,” said Social Studies Teacher Aaron Oseland. This can be seen, according to The Guardian, by how people with more education are more likely to rationalize their beliefs, as their previous knowledge can lead them to dismiss new information. On a psychological level, conspiracy theories also tap into the desire of people, no matter how educated, to be a part of a group or feel superior or unique in their beliefs. Misrepresentation from news outlets also factors into the appeal of conspiracy theories. “I think one of the biggest things that news sources do — which isn’t new — is a fallacy to think that we have to give

INSUR GENTS

rioting

the cap equal ital on Jan. 6. PHOTO V IA Wik weight to equal imedia Comm ons ideas. [...] And I think that leads In to people having a false idea that addition, somore people disagree with an idea cial media platforms can fight than don’t. So for instance, [...] misinformation with information. nine tenths of all experts in the Instagram recently began includfield of voter security would say ing a description on posts flagged [the election stealing of Donald as misinformation which informs Trump] is absurd, but on news pro- users about the current facts surgrams, you don’t see every nine rounding controversial events. people interviewed say it’s absurd This approach avoids censorship versus the one person who says it’s while encouraging users to willnot.. [...],” said Benolkin. News ingly abandon conspiratorial beorganizations could consider this liefs. to prevent inflating unpopular and Conspiracy theories persist unsupported beliefs. in society, often due to a lack of Another way to counter the education and their prevalence in spread of conspiracies is by advo- the media. With the dangerous cating for fair and factual media. impacts of events fueled by During the Jan. 6 insurrection, conspiracy theories, inFacebook was arguably complicit creased education and by providing a platform to elec- regulation may be a tion-denying organizations as well key component to as rampant misinformation. Social prevent them from media platforms could work to happening. counter misinformation and hate speech by using automated and human-driven editorial processes to detect false and harmful content. ILLUSTRATIONS | Charlotte Krum

DEBATES

THE VIEWER • MOUNDS VIEW HIGH SCHOOL

What’s better? Coed vs singlegender schools

ILLUSTRATION | Lala Baylar

Coed

Single-gender

| Anna Honebrink STAFF REPORTER

any families consider single-gender schools as their best option for their children’s academics. However, choosing single-gender schools over coeducational schools can leave students struggling after finishing their education. In today’s progressive society, where diversity and equality are of utmost importance, coed schools are more beneficial in preparing their students because they expose students to the opposite sex, allow students to experience different genders’ perspectives and promote gender inclusivity. For one, singlegender schools perpetuate the harmful myth that girls and boys inherently have different “learning styles.” Boys aren’t biologically programmed to be better with cars and numbers, and girls aren’t inherently better at reading and writing. Caryl Rivers, a Boston University professor, disputes and discredits many studies claiming boys and girls learn differently, noting that many researchers only seek to prove what they already assume. Although some may argue that genderspecific curricula can aid in developing girls’ and boys’ strengths separately, Dr. Diane F. Halpern, a psychology professor at Claremont McKenna College, believes that segregating classrooms by gender can lead students to experience difficulties after finishing school. To prevent this, coed schools ultimately

prepare students for the real world. For example, in the workforce, employees of different genders work alongside each other, and having students learn in a diverse environment in advance will provide a smoother transition from the school setting to the workforce. Coed schools also encourage interactions with the opposite sex. These interactions expose students to different perspectives every day. Without this, children, such as those who attend single-gender schools, can find themselves stuck in a bubble, surrounded by people with similar experiences whodon’t understand the complexities of the real world.

“Coed schools ultimately prepare students for the real world.” Because children often restrict their contact to students most similar to themselves, such as same-gender peers, they often don’t experience the benefits of interacting with students of different backgrounds. Arizona State University conducted a study in 2022 that paired preschool students with oppositegender classmates in a sort of “buddy system.” The study was based on intergroup contact theory, which hypothesizes that when people connect with members of

different groups, they’ll form stronger relations with that group in general. This study proved just that, as not only did the students form stronger relationships with their buddies, but they grew more comfortable interacting with all students of the opposite gender. Single-gendered schools also suffer from exclusionary policies against non-genderconforming students or even transgender students at times. In May 2022, a discrimination case was filed against Carinity Education Southside in Brisbane. A 12-year-old trans girl’s enrollment application was denied, while her cisgender sister’s application was accepted. The school specifically stated that she was denied because of her assigned sex. Due to the segregating nature of singlegendered schools, it’s extremely difficult to provide an inclusive environment for students who do not fit into their restrictive gender classifications. Putting students who do not identify as male or female into a school specifically made for a specific gender is invalidating. In the end, the benefits of coed schooling are much more impactful to the development of young students. They facilitate better social maturity within student populations, creating a more successful and empathetic society as a whole.

ecause all students in the Mounds View School District experience coeducational education, they may feel closed off to the idea of single-gender schools. However, single-gender schools often benefit the education experience, reducing the harmful gender stereotypes that plague both girls and boys at coed schools and creating a safe learning environment for students of all genders. If you were asked to describe a stereotypical computer scientist, you would probably describe something of a sociallyawkward geek. They may have a triple-monitor PC setup or a screen time average of eight to nine hours per day. And, most likely, they would be male. STEM subjects are often perceived as more masculine while liberal arts subjects are perceived as more feminine. These biases are often internalized by teachers and students, leading to disparities between the percentage of women and men pursuing STEMrelated careers. Girls attending single-gender schools seem to be more likely to pursue STEM classes and programs than their coed counterparts. A study from the University of Sydney found that, even when accounting for socioeconomic factors, STEM participation in 11th and 12th grade was significantly higher among girls attending allfemale campuses. Perhaps this is because it is far more difficult to believe that boys

Alivia Yang | STAFF REPORTER

are better at science and math when there are no boys for girls to compare themselves to. On the flipside, boys from all-boys schools are more likely to pursue post-secondary education. According to a study from the University of Pennsylvania, boys from all-boys schools are over 8% more likely to pursue an education at a four-year university, even when accounting for socioeconomic disparities. Interestingly, it also seems that boys from allboys schools are more likely to engage in STEM courses than boys from coed schools. According to the same study, boys attending all-boys schools and expecting to attend a four-year college are more likely to pursue a STEM-related college major than their coeducational schools counterparts (32% vs. 23%). While liberal arts classes are arguably just as important as STEM courses, with 75% of the fastest-growing careers requiring skills in STEM according to the Australian Department of Education, the increased participation in STEM courses and degrees among single-gender school students demonstrates higher earning capabilities and potentially higher job satisfaction. While it would be false to say that differences in learning styles between girls and boys is simply a biological manifestation, whether heavily influenced by gender stereotypes or not, learning styles are an important consideration when it comes to debating coed vs. single-gender

schools. According to WebMD, brain scans have shown differences in the development of different brain regions between girls and boys. In girls, it seems that parts of the cerebral cortex and the hippocampus, which are responsible for language, thought and memory, develop sooner than in boys, which could explain girls’ success in vocabulary and writing. In boys, areas of the brain responsible for spatial and mechanical functioning tend to develop earlier than in girls, which may explain their preference for movement and pictures. Single-gender schools use these differing learning styles to their advantage, catering their lessons and curriculum to each gender. While single-gender schools seem inherently exclusionary to anyone who does not identify as cis-gender and many fail to accommodate nonbinary and gendernon-conforming students, many schools are taking strides to make their campuses more accessible to transgender students. Barnard College, a women’s college, recently launched the “Trans@Barnard” initiative aimed at providing housing accommodations and updated name forms to transgender students. Overall, singlegendered schools offer students significant advantages. With statistics proving that students at single-gender schools perform better than coed students, it makes sense why many parents opt for single-gender schools for their children.

GOOD QUESTION

THURSDAY, DECEMBER 21, 2023 • WWW.MVVIEWER.ORG

Where does the MV school food come from and go? Various companies, both local and global, supply the Mounds View schools with their food. USDA nutrition requirements • Fruit: 1 cup per day • Vegetables: 1 cup per day • Dark green: 1/2 of food per week • Red/orange: 1 1⁄4 of food per week • Beans/peas: 1/2 of food per week • Starchy: 1/2 of food per week • Other: 3/4 of food per week • Additional vegetables to reach total: 1 1/2 of food per week • Grains: 2 oz per day • Means/meat alternates: 2 oz per day • Fluid milk: 1 cup per day • Min-max calories: 750850 kcals • Saturated fat: <10% of total calories • Sodium: ≤740 mg • Trans fat: 0 grams Via U.S. Government Department of Agriculture

| Scarlett Singerhouse STAFF REPORTER ccording to the district website, the Mounds View Nutrition Services Department aims to “provide high-quality, nutritious, wellbalanced meals for students.” With that, some students may wonder where the food used to create those meals comes from. As a critical part of student health and well-being, school lunches should ensure that students have the nutrition they need throughout the day to learn; the lunches are picked based on that priority. All menus are planned to meet or exceed the USDA (U.S. Department of Agriculture) meal pattern requirements. The USDA determines the portions provided and served under the Healthy Hunger-Free Kids Act. The USDA calls for all school districts to choose at least three vendors. The school has to bid on what vendor they want to provide food for Mounds View. Vendors are selected based on how well they meet the requirements for the food. “Whichever vendor meets

the specifications in the bid at the lowest price is awarded the contract,” said Traci Donahoe, district nutrition services super-

“Mounds View is also a part of the National Farm to School Network, an organization that connects schools with local farms.” Traci Donahoe, nutrition services supervisor

visor. Most of the food comes from Sysco Western, a wholesale company. Sysco is the largest wholesale distributor of food and delivers all over the world. Some of Sysco’s products include meats and seafood, bakery and bread items and dry and frozen goods. Another vendor of Mounds View is Beverage Solutions St. Paul, a fluid beverage processing company that provides the schools with

ILLUSTRATION | Charlotte Krum

milk. Mounds View is also a part of the National Farm to School Network, an organization that connects schools with local farms. Rabideaux’s Bayfield Fruit Company is located in Bayfield, Wisconsin, and supplies Mounds View schools with fresh fruit. “Currently, the Nutrition Services department is proud to offer local apples from Rabideaux’s Orchard. [...] We hope to grow our farm-toschool program to include other produce items in the future,” said Donahoe. Leftover food is either reused or given to farmers for pig food. The choice has to do with

the amount and quality. “Leftovers deemed unacceptable are placed into a container, which is picked up by a local farmer to feed to pigs,” said Donahoe. The district Nutrition Services staff put a lot of effort into every step of the process, from selecting where to get the food to receiving and serving it. Many students likely don’t realize that their food comes from a variety of sources and takes a lot of work to get on their trays.

Why and how does MV block websites?

Upon opening a webpage blocked by Mounds View schools, students can expect to see this page, preventing them from viewing the site.

| Graham Hanson STAFF REPORTER tudents often find that many websites are blocked upon attempting to open them on their school Chromebooks or the school WiFi. Mounds View, among most other districts, blocks certain websites from being accessed on school devices to protect

students from viewing harmful content. Due to the CIPA (Children’s Internet Protection Act), which was internationally signed in 2000, and the SDPA (Student Data Protection Act), which was signed into law by Governor Tim Walz in 2022, schools must, by law, take responsibility for all students’ safety online.

The Mounds View school district uses a content filter called iBoss. “We use iBoss for all the district filtering, so, like any staff who are on devices, everybody gets a filter when they’re on site,” said Penny Pease, Mounds View director of technology. iBoss’s content filtering can work in many different ways. It can work broadly by blocking certain keywords or phrases to greatly reduce the risk of a student accidentally accessing dangerous websites such as social media and pornography and websites that include phishing and malware. Content filtering can also work more narrowly by blocking specific sites. Sometimes, a site will host questionable content that could be unsafe for the device, and content filtering will block all sites that it hosts, eliminating the risk of a site being inadvertently unblocked. iBoss usually filters all unwanted content out successfully, but sometimes an unsafe site isn’t blocked as iBoss can’t sort through every website. When someone reports an unsafe website or a website that distracts students, the district tech department begins investigating, and upon deeming it unfit

for students, they prompt iBoss to begin enforcing the site. Occasionally, the opposite can happen, and a site

“You know, particularly world language teachers, they might find a site that they want because it’s in French, and they want everybody to be able to read, do research in French, but our systems may block it.”

they might find a site that they want because it’s in French, and they want everybody to be able to read, do research in French, but our systems may block it,” said Pease. iBoss is not perfect, and sometimes safe websites are accidentally blocked if they contain harmful meta keywords. When that happens, a student or staff member can put in a ticket for the site to be unblocked by emailing the district tech directors. The district tech administrators will look over the site and determine if it is safe for students to gain access. Though students may find restrictions irritating, the district puts these measures in place to protect students.

Penny Pease, Mounds View director of technology

that a teacher or student needs is blocked. “You know, particularly world language teachers,

DO YOU HAVE A “GOOD QUESTION?” Email it to mvhsviewer@gmail.com to have it answered in the next issue of The Viewer.

REVIEWS

THE VIEWER • MOUNDS VIEW HIGH SCHOOL

Egg-cellent rolls near Mounds View | Sinim Dhuguma STAFF REPORTER

Wok Cuisine: 3/5

When thinking of suburban dining choices, bland chain restaurants are usually the first places that come to mind. But hidden among these cut-and-paste establishments lie several locally owned spots deserving of diners’ attention.

ultiple locally owned Asian restaurants serve egg rolls worth trying, so I ordered pork egg rolls from three top-rated restaurants near the Mounds View district: Siam Thai Asian Cuisine, Wok Cuisine and PHO 400. At about noon, each restaurant was very quiet with only a few others dining, and each featured great customer service and high-quality food. At each restaurant, one order includes two egg rolls with a dipping sauce, but the portion sizes differ quite a bit from place to place.

Price: $7.50

Shoreview

At Wok Cuisine, a Chinese restaurant in Shoreview, I tried the pork and cabbage egg rolls, which were expensive at $7.50 and had a rather small serving size for the price. The egg rolls were more soft than crispy which disappointed me. However, the worker shared that a different, crispier skin encases the vegetarian egg rolls. The egg rolls tasted fine in terms of flavor,

but the sweet and sour sauce took the prize. Despite the pleasant customer service, considering the disparity between the size and price of the egg rolls, I rate this restaurant three stars out of five.

Siam Thai: 4/5 Price: $7.00

Arden Hills

At Siam Thai Asian Cuisine, a Thai restaurant in Arden Hills, the delicious and incredibly crispy egg rolls cost $7. The flavorful, tangy sauce paired very nicely with the egg rolls. For the price, the serving size was decent. The egg rolls are well-filled with pork, carrots, onion, cabbage and bean thread noodles. Lit dimly,

the restaurant maintained a relaxed and moody ambiance. The server was great, checking in with us continually and ensuring everything went well. Overall, I give this restaurant four stars out of five.

PHO 400: 4.5/5 Price: $6.79

New Brighton

Smash Park smashes expectations | Lauren Vail STAFF REPORTER

Verdict: 4.5/5

oseville welcomed the newly opened Smash Park on Nov. 8, 2023. This venue features various fun activities for all to enjoy, including pickleball, axe throwing, duckpin bowling, karaoke and arcade games. This is the Iowa-based company’s first location in Minnesota. Staff welcomed my friends and me at the entrance and asked if we needed any help or had any questions. We began our experience at the arcade located next to the entrance. I purchased a $20 game card with 80 credits ($4/credit) that my friend and I shared for games. The card-tap credit payment for the games made playing easy and fast, but since the card was shared, the credits ran out quickly. My favorite part about the arcade was the walk-in photo booth. We got to choose from many different backgrounds and locations, and it was a very fun experience to do with friends and way better

than a “regular” sit-down photo booth. What really makes this place stand out is the pickleball courts. In order to actually play on the courts, I had to make a reservation. Smash Park’s website made it simple to reserve a court at the desired time. The price for Monday-Friday 8 a.m.–4 p.m. was $25 an hour, and after 4 pms the price was $40 an hour. I went on a Sunday night and the price for the whole weekend was $40 an hour, but I also had purchased a few addons: a pickleball paddle ($5) and a ball ($3). My favorite part of this experience was definitely the axe throwing. Smash Park offers axe throwing to participants over the age of 14 at the price of $30 an hour per person. The axe-throwing stalls provide a system and sensors for accurate scores, like an arcade game. I created my own profile, and if I were to play in the future, the system has my information and previous scores and games. The staff was very helpful by offering support and answering any questions, and a friendly staff member showed me how to properly throw the axe to hit the bullseye, making the experience more enjoyable. After completing the ac-

tivities, my friends and I made our way over to the food court. We started with an appetizer, and we just had to try the fried pickle balls. They did not disappoint. Smash Park offers five fried pickle balls for $10, including a side of ranch to dip them in. For the price, it was worth it. They also offer many different menu items to choose from with something for ev-

eryone, from different burgers, sides, salads, sandwiches, nachos and so much more. When looking through the menu, the Margherita flatbread instantly caught my attention for $11.49. The food came out hot and steamy with a friendly smile from the staff when it was brought to our table. I was very impressed with the amazing flavor of each of the food items.

SMASH PARK’S brand-new location in Roseville, MN

PHOTOS | Sinim Dhuguma

Overall, my experience at Smash Park was made great by the fun activities, the superfriendly staff and the amazing food. This is a great place to come with family and friends, and there is something for everyone to enjoy. Even though I didn’t experience everything, I will definitely return.

PHOTO VIA Smash Park

SPORTS

The unexpected

PHOTOS | Cali Sidler

THE GIRLS and Mounds View-Irondale youth players stand for the national anthem.

| Cali Sidler STAFF REPORTER he Mounds View-Irondale girls hockey team had a rocky start to their season, starting off with a fivegame losing streak. Some may attribute this struggle to the re-

cent merge of teams that took place last year. Originally, the Mounds View and Irondale teams played separately, but because of a lack of players, both teams merged. Last season, the historically intense rivals found themselves

Thursday, December 21, 2023 • WWW.MVVIEWER.ORG

collaboration

working together as one team. Many of the players started playing together during youth teams. “We combined at youth, like at younger teams,” said junior Paige Friedman. The youth teams look beyond the schools and encourage teamwork and unity. They bring kids together to create a fun and enjoyable first experience with hockey. Because most of the Mounds View players remembered playing with the Irondale players, it brought back old memories, but it also took some time for them to adjust to this permanent change. “It was a little strange to get used to combining teams, but now it seems normal. We played with a lot of the Irondale girls in youth hockey, so it was good to see and play with them

again,” said senior Gabrielle Bullert. Before consolidating, Irondale and Mounds View girls hockey had a fierce rivalry, and the Mounds View girls took every game against Irondale very seriously. “It’s really competitive when we play them. I was told by an older girl that they lost to Irondale one time and they cried because of the loss,” said Friedman. As the teams merged, players faced new teammates, uniforms and emotions. Going from intense rivalry to unified members left some players tense and confused. But as the season progressed, the girls slowly embraced their new team. “When we first combined, we all realized that there was no reason

to keep the rivalry because we were one team,” said Bullert. Bullert and Friedman, however, do agree on the fact that after the merge, the fun of having their own uniform, mascot, and team spirit was lost. “When we [first] combined, we didn’t decide on a team name or mascot. I wish that we made one so we could feel like more of a team,” said Bullert. Nonetheless, the players have adapted to and accepted their Christmas-colored uniforms and combined team. Combining the two teams brought many fixed feelings at first, but as the season progresses, it’s apparent the girls are learning to adapt and are enjoying playing with their new team.

The Nystrom siblings dominate MV sports

| Tonie Torboh STAFF REPORTER

Tyler began playing football — his favorite Football and basketball sport — and basketball in the second grade. Tyler works hard during the offseason, and because of this, he’s become the top receiver at Mounds View. “I played seven on seven [for] an AAU football league; I’ve done training for speed and individual football training,” said Tyler. “I’ve been All-Conference during the football season; I’ve broken the singleseason receiving record and the overall receptions as a Mounds View player.” His teammates nominated him as one of the captains for the football team this season because of his leadership qualities and regard for others by assisting the younger players in their development. Alongside nominations, Tyler has earned offers to play D1 football from Western Illinois University, The University of Saint Thomas, The University of Minnesota and the University of Wyoming. He intends to play college football at the University of Wyoming, where he has already committed.

Tyler Nystrom

hroughout their athletic careers, the Nystrom family has achieved success in various sports. Summer Nystrom, a former Division 1 swimmer at Clemson University, and Dan Nystrom, once a Division 1 kicker for the Minnesota Gophers, are the two parents of senior Tyler, sophomore Ivy, freshman Molly and 8th grader Cali Nystrom, who are also all competitive athletes. Cali, attending Chippewa Middle School, has participated in track and field and basketball. While she may not have achieved as much success in sports as her older siblings yet, she continues to engage in sports influenced by her siblings’ encouragement to be competitive. Although the parents are no longer actively playing their sports, they remain active; Summer occasionally swims in their pool at home, and Dan is currently the kicking coach for the Mounds View football team. Both parents have instilled a love for sports in their children, encouraging them to pursue athletics.

PHOTO | Tyler Nystrom

Ivy, the second oldest, has participated in track and field, basketball and soccer — her favorite sport. “I’m glad that I kept with my multiple sports and not just soccer because it helps you keep in shape with other sports,” said Ivy. She began playing soccer at age five, and since then, she has Ivy Nystrom played for Track and field, basketball, soccer Boreal FC, a local soccer club. Ivy played varsity soccer since her freshman year and took third place in Sections this year. Because of her commitment to soccer and her leadership abilities, she will be captain of the girls soccer team as a junior next season. Furthermore, she has been All-Conference and AllSection in track and field in the 400, 4x400 and 4x200 while also making the state track meet in 8th and 9th grade. PHOTOS | Ivy Nystrom

Molly Nystrom Track and field and soccer

Molly participates in track and field and soccer. Similar to her sister, Molly has also made varsity for track and field since 7th grade, participating in high jump, long jump, and triple jump, and she has made AllConference and All-Section.

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