ODYSSEY
Volume 17 Issue 3 Feb. 2020 $5.00
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LEARN ABOUT THE DESEGREGATION OF THE CCSD
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BASKETBALL AND BASEBALL PLAYER CAMERON STOKES
BLACK STUDENTS AND FACULTY AT CLARKE CENTRAL HIGH SCHOOL HAVE HAD A VARIETY OF EXPERIENCES REGARDING THEIR NATURAL HAIR.
VIEWPOINTS 13
DEAR FUTURE SUPERINTENDENT Managing Editor Naomi Hendershot has high hopes for the future Superintendent of the CCSD. BY NAOMI HENDERSHOT
NEWS PARTICIPATION 20 AtGENDER Clarke Central High School, there is a noticeable difference in classroom participation between boys and girls. BY NATALIE SCHLIEKELMAN
Features NATURAL HAIR LOVE 40 The Black natural hair movement has evolved
TABLE OF CONTENTS Clarke Central High School students and faculty have had a variety of experiences with their natural hair.
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significantly since its origin. BY SAMAIYAH RA’AID
REVIEWS MILLER’S NEW ALBUM 32 Social Media Coordinator Luna Reichert reviews the late Mac Miller’s new album, “Circles”. BY LUNA REICHERT
VARIETY OSCARS BEST PICTURE 28 Variety Staffer Isaac Ramirez reviews three Oscar-
Featured: LOWERING COSTS: Clarke Central High School sophomore and track runner Lily Meyers runs on the track at practice. According to Meyers, sometimes fees can discourage students from participating. “Not everyone at this school has money to play sports or to do all the activities that they would like to, so it’s important to give opportunities to everyone at the school to play sports and to stay in shape,” Meyers said. Photo by Gerardo Navarro
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nominated movies. BY ISAAC RAMIREZ
SPORTS MORE THAN SPORTS 48 Clarke Central High School senior Cameron Stokes has a story that’s about more than just athletics. BY ANDREW ROBINSON
Featured: COACHING CAM: Clarke Central High School senior Cameron Stokes plays both varsity baseball and basketball. Stokes attributes his athletic success to the close relationship he shares with his coaches. “My relationship with my coaches are pretty strong. I always go check on them and they’re always checking on me. I feel like our relationship is pretty tight,” Stokes said. Photo by Krista Shumaker
Cover illustration by Audrey Kennedy Cover design by Elena Gilbertson Hall
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KICKING OFF THE SEASON The Clarke Central High School varsity boys soccer team has started preparations for the 2020 season with mental focus in mind. BY GRETCHEN HINGER
CARR ON PAR EPISODE 2 ODYSSEY Media Group Sports Podcaster AJ Carr sits down for a conversation with Clarke Central High School head baseball coach Adam Osborne. BY AJ CARR
GOING MOBILE Clarke Central High School will add four to six portable classrooms in the 2020-21 school year to accommodate the increasing amount of students and teachers. BY AUDREY ENGHAUSER
ART: A SECOND LANGUAGE ODYSSEY illustrator Lilli Sams reflects on how art has impacted her view of the world and how it makes her a better person. BY LILLI SAMS
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Odyssey
The ODYSSEY is a student-run news publication, published with the intent to inform, entertain and give voice to the Clarke Central High School community, as well as to educate student journalists. Established in 2003, the ODYSSEY is published four times a year, and each issue is an open public forum for student expression under the guidance of a faculty adviser. Student journalists are provided with opportunities to investigate, inform, interpret and to evaluate: all traditionally accepted functions of the press in America. Published opinions do not necessarily reflect the views of anyone other than the staff.
The ODYSSEY staff is committed to reflect the mission statement set forth by Clarke Central High School. The goals of the staff are to provide fair, accurate news and commentaries, as well as to serve the interests of the school and Athens’ community. Advertising must conform to the guidelines set forth for editorials. Publication of advertisements does not indicate an endorsement by CCHS or the ODYSSEY staff. Students pictured in advertisements are not given monetary compensation. All advertising rates are available upon request from any ODYSSEY staff member. The ODYSSEY is a member of the Quill and Scroll Honor Society, Georgia Scholastic Press Association, Columbia Scholastic Press Association, National Scholastic Press Association and Southern Interscholastic Press Association. Corrections of errors and omissions will appear in the next issue.
Editor-in-Chief: Elena Gilbertson Hall Managing Editor: Naomi Hendershot Senior Copy Editor: Mackenzie Caudill Digital Editor: Owen Donnelly Viewpoints Editor: Shea Peters News Editor: Maya Cornish Variety Editor: Natalie Ripps Sports Editor: Alexander Robinson Business Manager: Emma Crane Photography Editor: Krista Shumaker Broadcast Editor: Colin Frick Graphic Designer: Audrey Kennedy Web Master: Ireland McCage Social Media Coordinator: Luna Reichert Writing Coach: Elena Webber Menu Editor: Audrey Enghauser Staff Members: AJ Carr Gretchen Hinger Isabella Johnson Maggie Kelleher Sophia Long Gerardo Navarro Samaiyah Ra’aid Isaac Ramirez Tecoya Richardson Andrew Robinson Lillian Sams Natalie Schliekelman Imani Sykes Adviser: David A. Ragsdale ODYSSEY Newsmagazine Clarke Central High School 350 S. Milledge Avenue Athens, Georgia 30605
LETTERS TO THE EDITOR FASHION ANOMALY
Our December issue featured a story on Clarke Central High School senior Mike Fortson who created his own fashion line known as “Anomaly”.
>> VIEWPOINTS
>> VARIETY
WASTE WARNING // Shea Peters
LOCALIZING BLACK HISTORY // Tecoya Richardson
I think that this article does a good job of bringing attention to how much waste and litter is in and around our school. Students are constantly littering, especially during and after lunch, not caring about the harm they bring to the environment. I think one good idea (author Shea Peters) stated would be to use reusable cutlery and dishware in the cafeteria. Another idea that could have been added would be to reuse the food students don’t eat for composting since students constantly get food, don’t eat it and then throw it away.
>> FEATURES FASHION ANOMALY // Andrew Robinson
I enjoyed reading about Mike’s story. It’s really interesting and inspiring to read about a student from our school building their own brand and earning recognition for it. I really appreciate how the story gives recognition to a student who chose a non-traditional and creative path, especially considering there are no classes here that teach what he does. I also liked how the author took the time to interview subjects to provide a complete picture of how students work together and support each other. My only complaint is that I wish there would be an additional focus on his creative process and his plans to expand his brand.
-- Grady Johnson, junior
Contact ODYSSEY Newsmagazine
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-- Makenna Mintzey, freshman
enjoyed the article, and it was a very detailed story.
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-- Sasha London, sophomore
This article was very informative and enjoyable. I am constantly in the “Hot Corner” area of Downtown Athens, and I always see this mural. I never thought about the process or work behind it, or even its true purpose. These kinds of articles are necessary, seeing that our school’s population is largely made up of minorities. I appreciate this acknowledgment of those who shine a light on our predecessors’ achievements. This type of material is what makes me want to read ODYSSEY.
-- Clarke Central High School senior Mike Fortson on the story “Fashion Anomaly” about his own clothing line.
Corrections/Omissions December 2019 In the “Question of the Month” section of the 2019 ODYSSEY Newsmagazine, Volume 17, Issue 2, the full context of freshman Soren Temple’s quote was not included, which was unfair treatment of him as a source. The definition of reparations Temple was given was not adequate to give him a full understanding of the issue in order to respond. In addition, he was led to believe a different quote would be published in the magazine. For transparency, the entire transcription of the original interview has been included below: ODYSSEY: So, what’s your opinion on the descendants of slaves receiving reparations? Soren Temple: I don’t fully understand the question. I’m not that smart. ODYSSEY: Okay, so, you know like when there was slavery, originally Abraham Lincoln told the slaves, or the freed slaves, that they would get 40 acres and mule as like, payment for their services, but, you know, that never happened. So, recently, there’s been like discussion to do that now, to like give some type of payment where they haven’t decided whether that would be monetary or, I don’t know, any other form, but like what would be your opinion if that was to happen? ST: I don’t know. I feel like since they didn’t really, they didn’t do the work themselves, they shouldn’t reap the reward. Although then again, slavery as a whole, just in the past is work, I guess. I don’t know.
Letters: E-mail us at editors@odysseynewsmagazine.net, or drop off in the Main Office, in care of the ODYSSEY. We ask that all letters be under 250 words and signed. We reserve the right to omit or edit any letters received. Insulting, unsigned or libelous statements will not be considered for publication. All letters may be edited for clarity and space. Advertising: For ad rates e-mail us at business@odysseynewsmagazine.net. Online: Message us on Instagram at @odysseynewsmag
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LETTER FROM THE EDITOR Within Clarke County schools, as in many schools across the U.S., there are disparities in classroom participation between girls and boys. These disparities require urgent solutions.
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t is a long-documented phenomenon that girls are less likely to participate in academic classes compared to their male peers. According to a paper published by the National Bureau of Economic Research, unconscious biases within elementary school classrooms contribute to the long-term pattern of girls being less likely to speak ELENA GILBERTSON HALL Editor-in-Chief up in the classroom setting. This problem is most noticeable in science, technology, engineering and math (STEM) subjects, according to research done by Microsoft. The lack of encouragement for girls to participate in class and excel in these subjects may lead to fewer girls choosing to take higher-level STEM courses. In 2018, girls made up only 28% of all students who took the AP Computer Science exam, according to the College Board. This national and global problem can be seen clearly on a scale as small as Clarke Central High School. This is an issue with long-lasting effects, and the Clarke County School District should take urgent steps to remedy it. In my AP Calculus class, although the girls routinely performed just as well on tests and assignments as the boys, they were much less likely to participate in class. The boys, whether or not they were correct, were willing to shout out answers in class. They would go write out a problem on the whiteboard in front of the class without a second thought. On the other hand, most of the girls in my class displayed a hesitancy to speak up. Of course, not all students fit these gendered groupings. There are certainly many outspoken girls and quiet boys.
In 2018, girls made up only 28% of all students who took the AP Computer Science exam. 6
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Only 15% of the engineering workforce and only 26% of the mathematics workforce are made up of women. But the overwhelming patterns I have seen within my classes, particularly my science and math classes, show that the gender disparities in classroom participation are a massive problem. These problems at the K-12 level have long-term effects. According to the National Girls Collaborative Project, because of the lack of encouragement given to most girls in STEM at a young age, only 15% of the engineering workforce and only 26% of the mathematics workforce are made up of women. The CCSD has the ability to begin reversing these harmful patterns. Starting in elementary school, there should be more programs that intentionally encourage girls in STEM classes. Teachers from elementary through high school should pay attention when male students are dominating discussions or answering a majority of questions in class in order to begin encouraging a greater diversity of students to engage. This is a culturally-ingrained problem, and major changes require a culture shift. Teachers, parents, administrators and students all need to change the narrative so that intelligence and outspokenness are not qualities that girls try to suppress. Instead, the CCSD community should decide to prioritize building up their female students, which will have positive effects for years to come.
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Above: HANDS HOLDING BACK: While boys are encouraged to raise their hand and speak up in class, societal expectations often prevent girls from being confident in participating. This has negative ramifications within the classroom and leads to future problems in the workplace. Illustration by Lillian Sams. Photo illustration by Shea Peters
Viewpoints
OUR TAKE Humans aren’t perfect, and neither is the ODYSSEY. We are committed to ethical journalism and are ready to continue serving our readers with high-quality content.
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umans on this planet have made mistakes since the beginning of time. We’ve dropped plates, missed goals, mixed up events in history and forgotten math equations. No human is perfect -- it’s part of our nature. Even though we may have a reputation for being sleepless work machines or benders of reality, we journalists are human, too. As journalists, we have an ethical obligation to uphold and report the truth, treat sources fairly and pursue stories that matter to our readers. We have a responsibility to report the happenings in and around our community in an honest, unbiased way. We must ask hard-hitting questions and write important stories in order to keep our student body well-informed. This is the job of journalists around the world. The power we hold as reporters of the truth is tremendous, as is the responsibility that comes with it. As high schoolers, we are far from perfect. We forget due dates, struggle with math problems and prioritize friends over schoolwork or work
over friends. But when a math student forgets an equation or a band member plays a wrong note, the consequence is relatively trivial. School is where you learn, and failure is a part of learning. As student journalists, the consequences can be far from trivial, and our slip-ups have the potential for serious harm. This is why students are required to go through a
names are misspelled and, on rare occasions, bigger mistakes are made. As a program, the ODYSSEY Media Group is dedicated to reducing such mistakes. We realize that we must work as diligently as possible to ensure that every source is represented fairly and accurately. We do this by double-checking our writing, transcribing accurately and ensuring that staff members are trained to interview in an even-handed manner. When we slip up, we can use it as an opportunity to renew our commitment to journalistic ethics and to ensure that mistakes are avoided in the future. Our goal for the ODYSSEY is to be an outlet for Clarke Central and the surrounding Athens community -- not only to inform our readers, but also to encourage open and meaningful dialogue. We believe everyone is entitled to their own opinion and strive to create a safe environment for that discussion. We are forever appreciative of the opportunity the CCHS community gives us every day to tell their stories. We will use our mistakes to improve and grow as storytellers our readers can count on. O
We must work as diligently as possible to ensure that every source is represented fairly and accurately. year of rigorous training before entering the ODYSSEY production class, and our editors scrutinize minor details that may seem inconsequential to the everyday reader. Even then, we are still humans, we are still high schoolers, and mistakes do happen. As a staff, we interview roughly 120 stakeholders every month, for stories of varying lengths and purposes. Even with our staff ’s extensive training and rigorous editing procedures, commas are forgotten,
Above: JOURNALISTIC TOOLS: A camera, press pass and pencil sit at the ready. These tools make up the essentials of a journalistic toolkit. Illustration by Lilli Sams
Viewpoints
February 2020
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NATALIE RIPPS
HIDING HISTORY Through the K-12 education system, some students are presented with biased lessons that contribute to one-sided views of history.
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verything we learn is taught to us. Whether that be simple, everyday tasks such as brushing our teeth, or larger processes, such as learning how to read and write, there has always been a figure providing information and instruction. The youth of America is learning more about history, politics and current events every day. However, at such a young age, many don’t understand the complexity of the societal issues that continue to put a burden on our country, such as racism, gun control, climate change, homophobia and more. Before kids can even develop a true awareness of these concerns, the information is restricted. “Two States. Eight Textbooks. Two American Stories.” is the title of an article published by the New York Times on Jan. 12. In this in-depth article, a history textbook from California is compared to the same one from Texas, only to reveal the Texas book’s gaps in information in certain sections. Likely due to the conservative political orientation of Texas, these books were manipulated to portray pro-gun and subtly racist ideas to students. Every day, as I attend my history class, I expect to further my understanding of the world and country I live in. This knowledge is so vital because, as the next generation, it is our job to acknowledge and combat these issues. But I can’t help but question whether I’m hearing all relevant pieces of information. Am I obtaining the same information as a history student in the next state over? Are educators truly coming to terms with our country’s history enough to accept the current and previous issues haunting America? Black, Latino and Asian students deserve to hear the balanced, uncensored history and current events in our country. Not only will this be the first step towards embracing various cultures in the media, but it will also give youth the freedom to cultivate their own beliefs and goals for a future America.
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Question of the month
How do you feel about high school relationships? “(Teenage relationships are) just kind of childish. I don’t know. (But) if you like somebody, you like somebody.” -- ALEXSSANDRA DE LA PENA, freshman
“You should never really get too attached to someone because you’re still teenagers, and technically, you’re still kids. So maybe don’t try doing the most with a relationship.” -- FRANCISCO SILVA, sophomore
“I think teen relationships should not exist because you’re not going to be with that person forever.” -- RAYSHAUN BURSE, junior
“Teenage relationships have a lot of ups and downs because some people take them seriously and actually try to take their time to get to know somebody, and some people just treat relationships as a short-term type of thing.” -- ANGEL ROSA, senior
“I think teenage relationships are really important to social development and just kind of getting a feel for what it’s like out in the real world when you get into those romantic situations.” Above: TEXTBOOK TALES: A stack of textbooks is displayed with labels such as “distorted history”. This reflects the filtered and one-sided history that is often reflected in American textbooks. Illustration by Lilli Sams
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-- AUDREY RABALAIS, English department teacher
Viewpoints
THUMBS The ODYSSEY staff’s opinions on this month’s issues.
SHEA PETERS
AT LARGE
Clothing choices go beyond skin deep when the unethical and unsustainable practices of the fast fashion textile industry are taken into account.
C CANCELED Cancel culture does not always allow for character growth.
Instagram’s removal of visible likes is a win for mental health.
UNEQUAL Young women’s participation in STEM classes and careers must be encouraged further.
The inclusion of 3D art classes in the CCSD curriculum gives students the opportunity to explore new media.
KINKS IN THE SYSTEM
AWESOME ALUMNI
Stigma surrounding natural African American hair is extremely harmful.
WASTEFUL Excessive clothing waste is a massive environmental concern that the general public must address through their fashion choices.
TERRIBLE TEXTBOOKS When some lessons or textbooks present biased information, it harms students’ educational experiences.
Viewpoints
DOUBLE TAP
FLYING COLORS
CCHS alumni who are now faculty and staff at the school share a unique bond to the community and students.
ETHICAL DILEMMA Mistakes give student journalists the opportunity to learn and grow.
SCORE! Encouraging kids to participate in team sports can help them develop and bond with others.
lothing accounts for up to 10% of an individual’s environmental impact, according to a report by the European Parliamentary Research Service. The vast amount of resources required to produce clothing means that, despite being a fun hobby, shopping cannot be taken lightly. According to the World Wildlife Fund, one kilogram of cotton requires 20,000 liters of water to grow. Given that over 19 billion garments per year are produced, used and disposed of, according to the Environmental Protection Agency, this is environmentally unsustainable. Moreover, while nearly 100% of clothing is recyclable, roughly 85% of apparel ends up in landfills, according to the World Wear Project. One cause of this massive waste of clothing is fast fashion, the mass production of cheap, low-quality clothing. The lifespan of fast apparel is quite short, leading to higher turnover and more waste. According to the World Resources Institute, despite individuals purchasing 60% more clothing compared to 14 years ago, each garment is thrown out twice as quickly. Thrifting has emerged as a popular way to combat the environmental harm caused by fast fashion, while simultaneously curating a unique and affordable look. While thrifting is successful in reducing the rates of clothing accumulation in landfills and promoting reuse of clothes, it does not address the rampant production of new clothing present in the fast fashion system. Additionally, increased demand for thrifted goods may drive prices up, making them less accessible for people who rely on their affordability. For those who have the choice, slow fashion choices may be the answer. According to an article published by The Ecologist, slow fashion emphasizes the production of ethically-sourced, sustainable products with a longer lifespan. While both thrifting and slow fashion have merits and detriments, they are far superior to the overconsumption encouraged by fast fashion apparel. Though the environmental and ethical issues surrounding the textiles industry are complex, individuals can make a real impact through their purchasing power. O
Right: FAST FASHION: Discounted clothing hangs on a rack. While fast fashion represents a cheaper option, thrifting and slow fashion are more sustainable when it comes to choosing where to shop. Illustration by Lilli Sams and photo illustration by Shea Peters
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DITCHING THE DOUBLE-TAP The process to remove likes from Instagram has the potential to improve mental health, prevent cyberbullying and lower rates of depression for social media users.
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alking down the halls of Clarke Central High School, one can see teenagers and adults glued to their phones, clicking on social media apps IMANI SYKES and skimming through Viewpoints Staffer tweets, posts and stories. According to Medium.com, individuals spend approximately 2 hours and 23 minutes a day on social media scrolling and liking posts. One of the most prominent social media apps, Instagram, is used by 800 million people -- most commonly to promote businesses, post pictures and connect with friends and family. However, in November 2019, Instagram CEO Adam Mosseri decided to remove likes from posts. While users can see the amount of likes they receive on their photos and videos, others can not see the
While Instagram’s removal of likes may help individuals’ mental health, there may be negative consequences for businesses that use Instagram. According to Wired, the number of sponsored posts has increased since 2016, but the removal of these likes might hurt businesses which use Instagram to promote their product. While Instagram likes can be used in a positive way to promote small businesses, the mental health
of individuals should be the primary concern. The removal of likes could be an essential step towards reducing rates of depression and cyberbullying in teens. Overall, mental health, especially for teens, is a major issue that needs to be prioritized. Instagram is taking a smart approach to prevent these issues from escalating. O
The removal of Instagram likes could potentially better mental health. total amount of likes. The removal of Instagram likes could potentially better mental health, prevent cyberbullying and lower rates of depression. This decision was a step in the right direction, considering the negative impacts of social media on individuals. A new study from the Guilford Press shows that there is a link between the use of social media and depression. With less social media usage, depression rates go down. According to an article published by Statistia. com, 36.2% of Instagram users are young adults between the ages of 13 and 24. With such young user demographics, the risk of cyberbullying is quite prevalent. Cyberbullying can range from a person calling another person a name to spreading false rumors to sending threats. According to Pewresearch.org, 59% of U.S. teens have been bullied or harassed online. This is a major problem. Teenagers want to feel accepted not only in the real world but in the virtual one, as well.
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Above: LOSING LIKES: Instagram CEO Adam Mosseri has begun the process of removing likes from all posts on the platform. Removing these likes can better the mental health of humans and make social media a better environment for people of all ages. Illustration by Audrey Kennedy
Viewpoints
HEAD TO HEAD Digital Editor Owen Donnelly and Illustrator Lillian Sams debate the pros and cons of celebrating Valentine’s Day.
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alentine’s Day. The most dreaded day of the entire year for single people around the world. For those who actually have a significant other to celebrate this “special day” with, it can be a nice reminder of a rare connection between two individuals. But, for the vast numbers who live their lives in solitude, the day only digs up memories LILLIAN SAMS Illustrator of ugly break-ups, broken hearts and questions of self-worth. The irritation of Valentine’s Day in the high school setting is rooted deeper than distracting gifts and balloons. Valentine’s Day bleeds into the rest of the day after school and into every teenager’s life in the form of Instagram posts, tweets and Snapchat stories. According to statistics from Facebook on Socialmediatoday.com, in 2016 in the US, 56% of all discussions about Valentine’s Day on Facebook happened
Valentine’s Day only digs up questions of self-worth. directly on Valentine’s Day, rather than the surrounding days. On top of that, according to an article from the Pew Research Center, around 95% of teenagers have some sort of smartphone, and of those teens, 45% use the internet regularly. If nearly all teenagers have instant access to the internet and social media, there’s no telling how many sappy Valentine’s posts they may see in one sitting, let alone an entire day. Seeing post after post of peers spending quality time with their significant other can lead to feelings of FOMO (fear of missing out) among single teenagers. According to Newport Academy, a treatment center for mental health and substance abuse among teenagers, continual feelings of loneliness and isolation in teens can lead or contribute to issues like a pessimistic point of view or much bigger issues like depression. For those who are fortunate enough to be in healthy relationships, the day is lighthearted and enjoyable. However, those who are on their own may see the day as salt on a painful, open wound. Perhaps if the day were celebrated in less extravagant ways and single people were not led to believe they need a significant other to be valued, the day could benefit more people.
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Featured: DEAR VALENTINE: An illustration shows two teens with differing perspectives on the merits of Valentine’s day. The holiday can act as a painful reminder of isolation, or inspire feelings of appreciation for loved ones. Illustration by Lillian Sams
Viewpoints
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igh school is arguably one of the rawest and overwhelming times in one’s life. Students are constantly stretched thin between our rigorous seven-period schedule, Advanced Placement classes, sports and countless extracurriculars. It’s difficult, if not rare, for students to find time to sit back, breathe and intentionally honor the loved ones in our lives. OWEN DONNELLY Digital Editor That’s where Valentine’s Day comes in. Once a year, for a single day, we are reminded of the importance of esteeming the people in our life that matter to us. Large displays of affection towards loved ones may seem strange or arbitrary to bystanders, but on Valentine’s Day (almost) anything goes. It gives a gentle reminder to celebrate people who are vital to us while allowing for a break from the judgment society places on significant shows of affection. Those who want to are allowed to go all out and lather their loved ones in gifts and appreciation, all while free from derision. The most common argument against this beloved holiday is that it excludes those without a traditional monogamous relationship,
On Valentine’s Day, there’s nothing a couple can do that two good friends can’t (if you’re brave enough). but this couldn’t be farther from the truth. Whether it’s a parent, teacher or just a great friend in life, Valentine’s Day can be about celebrating any loved one, not just significant others. And what’s wrong with celebrating the people we love? Furthermore, everyone can benefit from Valentine’s Day with deals on candy (and lots of it), dining experiences, beautiful flowers (avoid the stock ones, go for some natives), vacations and lots of other two-person themed events. The great thing about these events, however, is that they can be enjoyed by anyone with someone else in their life. On Valentine’s Day, there’s nothing a couple can do that two good friends can’t (if you’re brave enough). The opportunity to share feelings of love and appreciation makes Valentine’s Day one of the best holidays in existence -- one that should be celebrated in the masses. As I always say, we all need, want and have (hopefully) somebody to love. O
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FRESH VOICE The tragic shooting at Marjory Stoneman Douglas High School in early 2018 inspired a revolution, yet limited progress has been made in the direction of tighter gun laws.
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n Valentine’s Day 2018, a total of 34 ta-based newspaper, the Augusta Chronicle, titled “Town and Gown murders students and teachers were fatally shot or remembered on 10th anniversary.” injured in the Marjory Stoneman Douglas The families of victims and the Town and Gown community still mourn, but High School shooting. From the ashes of this horrific that tragic day in April of 2009 is practically unheard of, even by people living in event rose an organization by the name of March For the same neighborhood as the theater. Our Lives. This shows that gun violence is easily pushed out of the public consciousMarch For Our Lives is a gun violence prevention ness. Schools, families and communities are left struggling while the world organization that pushes forgets and moves on. BY PENELOPE ANDERSON Journalism One Staffer politicians to strengthen One could argue that gun violence doesn’t Gun violence is easily gun control in America in oraffect them, and even if it did, they couldn’t do der to reduce the amount of gun violence faced every pushed out of the public anything about it. One can’t say or do anything day. The Athens community has a local chapter of the because it’s not their lives on the line, right? consciousness organization, called March For Our Lives Athens. Wrong. Gun violence does not only affect those who come Clarke Central High School senior Eden Sears into contact with it. It has a fiercely negative impact on the community, too. has been involved with gun violence prevention for two years and is currently Even in Athens it reaches the places near and dear to our hearts, like the Town working with March For Our Lives Athens to push for gun control at a local and Gown Players Theatre shooting. The shooting left a lasting impact on the level. Town and Gown community, having lost three members who played major “My journey began when I studied the National Rifle Association’s rhetoric,” roles in the theater. Sears said. “Survivor Cameron Kasky (a student at MSDHS), where the Parkland Ten years after the Town and Gown Players Theatre shooting, it seems to be shooting took place) ultimately pulled me in. After hiding in a closet and forgotten. The only article covering this anniversary came from the Auguswatching peers die on Snapchat, he made ‘Parkland’ synonymous with strength, not death.” Since March for Our Lives formed, there’s been a lot of pushback against the activists, specifically leaders David Hogg and Emma Gonzalez. Conservative radio host Kevin McCullough called them a “belligerent band of media hyped know-nothings.” This has caused youth-led organizations to fight back against the stereotype that teenagers don’t know what they’re talking about. They are fighting for their voices to be heard among the crowds of people telling them not to protest. “It’s time for students to wake up,” Sears said. “It’s time for us to realize how powerful our voices are. The students in Parkland, Florida, and the three local victims at Town and Gown, didn’t know why they were targeted. They were simply caught in the wrong place at the wrong time. It can happen to anyone. Students should get involved and reach out to the local chapter of March for Our Lives and fight for their right to live. Youth cannot sit idly by while more and more people’s lives are affected by gun violence each day. One’s greatest weapon isn’t anOAR-15 -- the greatest weapon is one’s voice.
Left: YOUR SILENCE IS KILLING US: Clarke Central High School freshmen Melina De La Vega, Amelia Baer and Penelope Anderson (left to right) pose in front of the UGA Arch during the Recess Rally hosted by Moms Demand Action on Aug. 17. The students chose to bring signs representing their desire for the end of gun violence, such as, “Arms are for hugging,” “Art in our halls, not blood on our walls” and “Your silence is killing us.” Photo courtesy of Delaney Tarr
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Viewpoints
BOILING POINT Managing Editor Naomi Hendershot writes a letter to the future Superintendent, sharing her hopes, fears and concerns about the future of the Clarke County School District. priority of the Board of Education in the coming years. My hope is you work with and listen to those that are in the classroom every day: teachers, students and staff alike. They know first-hand the struggles and problems that face our community better than anyone else. They live through it every day. Many of our issues are not overnight fixes -- I’m not naive about that. But, let’s be honest here, you hold an influential position of power in our district. You hold the ability to make change where others can’t. Teachers in this district for a long time have been aware of the racial achievement issues and have worked with what power they have to not let it affect their Black students. Nevertheless, it’s time for a change in course. We need to address things head-on. When looking for a future leader, we need someone who won’t beat around the bush and who will be honest and real about the issues that are staring us right in the face. Do not consume yourself with continuous politics and misguided educational leadership. Keep your head above the water, and do not let yourself drown in the political game. Instead, strive to dismantle it. Listen and engage with the hardworking teachers in your school district. Talk to students and consider what they have to say. This community is special, and if change is going to happen anywhere, it’s going to be here. Sincerely, Concerned student
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ear future Superintendent of the Clarke County School District, I’ve been a student in this district for 13 years, from pre-k to 11th grade. In those 13 years, I’ve gone through the motions of the system, witnessing its beauties and flaws along the way which impacted certain students more than others. BY NAOMI HENDERSHOT Managing Editor Recently, I’ve witnessed the disorder of the system I thought I knew so well. Although this district and its community have certain qualities I’d never change, there are things I wish to fix or improve. For the past couple of months, I’ve been able to speak with community members whose perspectives have brought systemic issues regarding the racial achievement gap to light. In consideration of recent events, racial issues have been brought to the center of our attention as a community. We are now in a position to come together to discuss and fix these issues. We must not forget these achievement problems when you come into your term. Of course, growing up in a community like Clarke County and attending the schools that I did, I quickly came to realize that the system is not structured in favor of the majority of my peers. I became aware of the persistent privilege of my White skin despite being in a place where I was statistically a minority. Wouldn’t you say it’s a problem when the students that are underachieving by 70%, according to the research document “Achievement gap in CCSD: Transforming from Apathy to Perseverance”, in the CCSD make up a majority of the student population? Moving forward, my hope for this district is that the long-time issue revolving around the racial achievement gap will be acknowledged by the Athens community as a whole and made a
Above: SENT SINCERELY: Managing Editor Naomi Hendershot writes a letter to the future Superintendent of the Clarke County School District. Hendershot hopes the future CCSD leader will make a difference in major issues facing the student population. Illustration by Lilli Sams
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Featured: IN THE ZONE: (From left) A Cedar Shoals High School basketball player guards Clarke Central High School girls varsity basketball player Mikaylyn Glover, a senior, during the CSHS versus CCHS girls varsity basketball game on Jan. 25. CCHS girls varsity basketball head coach Carla Johnson feels that the team needs to work on their defense. “At the beginning, we were executing our affairs, we were getting some shots that we wanted. Defensively, we were playing fairly well (in the beginning). It was kinda up and down -- they’ll get some runs, we’ll get some runs,” Johnson said. Photo by Krista Shumaker
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Above: BELL PROBLEM: Clarke Central High School Assistant Principal Summer Smith works with a student in her office on Jan. 29. Smith is responsible for creating the school’s bell schedule and class schedule. “One of the biggest hurdles is the actual bell schedule, itself. You want to think, ‘Oh well, who cares? Like you just write down some numbers and pick the times.’ But transportation has to be involved because you have to coordinate buses. So if we start earlier or later, which probably wouldn’t start later, obviously, we go to school at 8:45, but if you start earlier, you’ve got to talk to transportation about (if) they get students here at that time. We have to talk to food and nutrition about breakfast because that changes their hours,” Smith said. Photo by Naomi Hendershot
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In January, the Clarke County School District announced that its high schools will switch to a block schedule, starting in the 2020-21 school year.
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he Clarke County School District announced on Jan. 14 the plan to change the Clarke Central High School and Cedar Shoals High School schedules from a seven-period schedule to a four-by-four block schedule. This schedule will be implemented at the start of the 2020-21 school year. “The district is looking at making that change for a couple of reasons. The largest is student load,” CCHS Assistant Principal Summer Smith said. “We were starting to see a lot of student health issues, mental health issues, even physical health issues. We don’t have lockers, and (students) tote around big, massive books for seven classes. So that’s kind of where the conversation got started.” With a four-by-four block schedule, students will attend four classes every day for 90 minutes each during the first semester, and then complete a second set of four classes during the second semester. BY MAYA CORNISH News Editor
“We were starting to see a lot of student health issues, mental health issues, even phyiscal health issues.” --SUMMER SMITH, CCHS Assistant Principal
CCHS sophomore Yamileth Alejandro experienced block scheduling at Rockdale County High School (RCHS) before attending CCHS and believes the switch will be beneficial for students. “For the semester I was over (at RCHS), I feel like it was a good scheduling (system) due to the fact that you have more time to do your work. You were able to do more activities and enter sports and stuff like that due to you (being able to get) your work done in that same class period, and you don’t have to worry about it after school or anything,” Alejandro said. Associate Principal Reginald Thomas worked on a block schedule as a social studies department teacher and is looking forward to the switch back
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to block schedule. “As a teacher, (only having) three classes gives you (an) opportunity to do more things. When I was finishing up my career teaching, I was (teaching Advanced Placement) Government,” Thomas said. “(Block schedule) was beneficial from one perspective because it gave us time to have a lot of discussions and get a lot of things done.” With the new schedule, the graduation requirement will continue to be 24 credits, according to CCHS school counselor Angelia Bruce. Because students will be engaging in eight classes per year compared to seven, this may create more flexibility within student schedules. “(Moving to block schedule) means that there are going to be more opportunities for students to finish early, potentially, but we don’t know what that looks like in terms of (CCSD) policy about early graduation or modified days or anything like that. So, at this point, all we know is that it means more electives that students will have to take,” Bruce said. “One of the things that will be nice about (keeping the graduation requirement the same) is that students will have more opportunities to get made up on credits if they fall behind.” According to CCHS band director Christopher Simpson, block schedule will reduce the educational experience of fine arts classes because these courses rely on year-long practice. “I think that the thing that has allowed the fine arts programs -- orchestra, choir, digital media, art, band (and) drama -- to be successful at Clarke Central has been a schedule that has allowed kids to be in classes that’s going to make them successful,” Simpson said. CCHS junior Madison Bannister dual enrolls at the Athens Community Career Academy (ACCA) and is concerned about how AP classes, academic internships and dual enrollment will be implemented into the new scheduling format given their extra time commitment. “I’m scared that (block schedule) will limit the amount of
classes I can take (without them interfering) with my high school classes,” Bannister said. “Also the social aspect, like I might not come into school (on time) or have lunch with my friends anymore.” According to Smith, when CCHS was on block schedule in the past, some AP classes required students to first take a prerequisite course in the fall in order to fully engage with all of the course material.
“(Students) can take advanced biology II in the fall and then pair it with AP Biology, which would allow you to have more exposure to content and then really hit your AP class (in the spring),” Smith said. “The problem is that you can’t do that for everything because you’ve only got eight slots, and your AP kids are typically kids who have very specialized needs, and so you have to decide then which classes really need to meet year-long, if any, and then how to make that happen.” Math department chair and advisement co-chair Heather Julian feels that block schedule may pose difficulties for maintaining restorative justice practices in advisement. “With the community building circles, I know a lot of advisements have really grown closer together. There are less cliques in their advisements because they’re doing the circle,” Julian said. “I am concerned that we will lose the momentum that we’ve gotten in building that community because I have no idea what the bell schedule looks like, so I just hope that that is still an important part of our week.” Julian has worked on a variety of schedules in her 15 years of teaching, including on a block schedule, and prefers teaching on CCHS’ current seven-period schedule. “I like that there are short days, (and) I like that there are long days because I can do different kinds of activities. I like the year-long schedule, because I think that it takes time to process math, and so you have that time in between classes to let your brain process that,” Julian said. “I also feel like I know my students better because I have a whole year with them, and so I feel like I’ve been able to connect more with them.” CCHS junior Beyonce Neal likes the seven-period rotating schedule, due to the daily variation in classes and class length. “I don’t really understand (block scheduling) because I don’t know what it’d be like changing every semester, and it’s four classes (in a single semester), and then you’re CCHS sophomore gonna have to stay in there for an hour and 30 minutes,” Neal said.
“For the semester I was over (at RCHS), I feel like it was a good scheduling system due to the fact that you have more time to do your work and you were able to do more activities.”
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--YAMILETH ALEJANDRO,
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According to an article published by professors at the University of Memphis, a seven-period schedule is not beneficial for students due to a lack of time to fully explain lessons and homework. During her time as a student teacher, English department teacher Grace Crumpton taught on a block schedule and agrees with this sentiment. “I liked (block schedule) a lot because there (was) so much more that I could do with fewer classes and students to manage. I could give more personalized instruction because I had more time to get to know my kids quicker and fewer kids to get to know,” Crumpton said. Associate Principal Dr. Linda Boza has had five children attend CCHS, some during block scheduling and some during the seven-period day. According to Boza, the block schedule reduced stress-levels for her children. “My children who were (on) block schedule had less stress, especially where AP classes were concerned, because you could balance them. For example, if you wanted to take four (AP classes) in a year, you could do two in the fall and two in the spring,” Boza said. “But a child of mine who decided to take five (AP classes with a seven-period schedule), they were hanging over her all year long and I would say
Math department teacher Lindy Tickerhoof has taught at a variety of high schools in Georgia during her 29-year career. She has taught mainly on a six-period schedule and is still unsure about her feelings on transitioning to a block schedule. “I think that having the extra time would be good, but I think it would be really hard, especially in math, to use that extra time to actually teach two days worth of lessons in one day. Because that’s basically what you’d have to do -- you split the semester in half,” Tickerhoof said. “I might be CCHS school counselor wrong because I’ve never done it, so I might end up liking it.” As CCHS prepares to move to a block schedule for the upcoming there’s an element of stress there.” school year, Boza believes the change Crumpton also believes that switching to block will require a transitional period for students and will allow students to experience a schedule similar teachers to adapt to the new school day. to one they would experience at college. “As with any schedule change, I think that there “(For) my advanced classes, I’ve been talking to will be pros and cons. We used to be on the fourthem a lot about how to prepare for college and by-four (block schedule), and a lot of people didn’t what to expect, (and) you don’t take seven classes want to leave it. And, interestingly enough, I think in a day when you’re in college,” Crumpton said. some of the very people who didn’t want to leave “You take five in (a) semester, and so it’s unrealistic it now don’t want to go back,” Boza said. “I think and not helpful to have kids who we want to get no matter what schedule we (choose), there will be ready for college on a schedule that isn’t anything people who don’t like it and people who do.” O like a college schedule.”
“(Moving to block schedule) means that there are going to be more opportunities for students to finish early, potentially, but we don’t know what that looks like in terms of (CCSD) policy about early graduation or modified days or anything like that.” --ANGELIA BRUCe,
Left: LOCKING ON BLOCK: Clarke Central High School sophomore Yamileth Alejandro completes a worksheet in class on Jan. 31. Alejandro believes block schedule gives students an opportunity to stay on top of their work. “I feel like (our current schedule is) really stressful for kids, especially if they’re not caught up with their classes,” Alejandro said. “And it’s like, you have more work (on top of) the one that you don’t already have (done).” Photo by Gerardo Navarro Below: ACTIVE ATTENTION: Clarke Central High School math department teacher Heather Julian explains a problem to her class on Jan. 31. Julian believes that both students and teachers will have trouble staying engaged during a 90-minute class period. “Ninety minutes is a long time to be in a classroom. I’ll also say that I said it was nine years ago that we were on block last time, and cell phones were not an issue then. We didn’t have smartphones. MP3 players was the biggest disruption. So I feel like that with technology over the last nine years, both teachers and students have a shorter attention span,” Julian said. Photo by Gerardo Navarro
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Above: GENDER DISCREPANCIES: Male students raise their hands in a staged photo at Clarke Central High School. Male and female students are often treated differently in the classroom, which can lead to differences in how students feel expected to behave. “High school is really where you solidify some kind of idea for what you want to do with the rest of your life, and it’s where your personality really starts to form,” CCHS senior and Women in STEM president Maggie DeMaria said. “If you’re always taught, ‘No, don’t talk in class’, (or that) you’re supposed to be the weak one, you’re not gonna go out and do the things that you want to do.” Photo by Naomi Hendershot Right: NEGLECTING GIRLS: A male student raises his hand while a female student sits quietly in a staged photo. Female students are often conditioned to be less confident or assertive than their male counterparts. “We’re socialized to be polite, to be nice, to play down our brilliance, our intelligence, and to stay in our place,” University of Georgia Institute for Women’s Studies Director Dr. Juanita Johnson-Bailey said. Photo by Naomi Hendershot
Engaging with gender
At Clarke Central High School and around the nation, differences between how male and female students are taught and engage in class can cause female students to have less confidence.
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poll of the Clarke Central High School student body conducted by the ODYSSEY Media Group showed that 85.9% of students believed that there was either “some” or a “large” difference between the way male and female students behave in the classroom. According to the article “Gender Differences in the Classroom” from Educational Psychology, teachers interact 10 to 30% more with male students than female students. University of Georgia Institute for Women’s Studies Director Dr. Juanita Johnson-Bailey believes that the way students of different genders are treated in the classroom can have long-term effects on their behavior. As a result, although the average female student has greater academic success than the average male student, the differences between how teachers interact with them can cause female students to participate less in classes and have a lack of confidence.
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“If you just look across the research, women students tend to have higher GPAs, (and) they tend to have a higher rate of graduation,” Johnson-Bailey said. “But what I have found is that overall women students tend to speak less, to speak less affirmatively, even to write less authoritatively. Men tend to speak and write in a declarative way. Women tend to be more hesitant in the way that they write and in the way that they speak.” CCHS senior and Women in STEM co-president Maggie DeMaria believes that these differences can also be seen in classrooms at CCHS. “There is this idea that guys are supposed to be the talkative ones. They’re supposed to be the ones that get up and do the math on the board, and the girls are supposed to sit back,” DeMaria said. “That’s the way that the world has said that women are supposed to behave, (and) that’s what ends up happening because it’s so culturally ingrained.” According to CCHS Assistant Principal Summer Smith, a former CCHS math department teacher,
it can be easy for teachers to accidentally neglect female students in the classroom. “You tend to find yourself getting pulled to the voices that are louder, and sometimes that could be more male,” Smith said. “I think (the disparity) starts at upper elementary and middle school, and it has to do with girls seeking approval and not wanting to be too smart, or too whatever, if you’re in a situation that doesn’t honor smart female people. (Teachers) have to watch out for girls and not let them downplay (their intelligence) to try to be cute for whoever.” According to Johnson-Bailey, another way teachers may contribute to gender-related differences in the classroom is through perpetuating the “learned helplessness” effect. “What learned helplessness means is that, when a young girl can’t solve a problem, we step in (and) help her,” Johnson-Bailey said. “But when a boy has a problem, we say, ‘Oh, you can solve that. Just give it another try. Just keep on going.’ So we’re actually
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programming the boys to be active in their own lives, and we’re programming young girls to reach out for help, to not act in their own lives.” CCHS junior Ietta Veeder, a member of Strong Girls, an organization that aims to empower girls, believes that differences in classroom behavior rely more on a student’s background than their gender. “I think it really depends on the individual themself, and how their home life has been, how they’ve grown up, and then the people they’ve placed around them,” Veeder said. “Sometimes there’s a stigma that goes with male versus female, (that) females are more organized and responsible, and for the male, they’re more relaxed and go with the flow. I don’t think that’s true for all males and females within the classroom.” In CCHS foreign language department Erica Schwartz’s classroom, she says it’s female students who are more active in class. “(Behavior) is not always (the same) for all males versus females, but more often, it seems like guys are a little bit more reserved about seeming excited about a topic,” Schwartz said. “I think maybe sometimes guys don’t want to be seen as uncool for being into school versus I don’t think that’s something that girls worry about as much.” CCHS sophomore Alexandra Navas believes that the pressures of class participation can cause low confidence among female students. “(If a girl gets a question wrong or is shy), I know some people think, ‘Oh, she must be dumb or something like that,’” Navas said. “Then that person might be scared to ask questions more and then could start being (less) social, which could have a big impact later in life because you really need to work on your social life to get good jobs and to just survive.” The contrast in behavior and participation doesn’t stop when a student leaves the classroom. According to Johnson-Bailey, the differences can affect how people behave in the workplace. “(These messages about how we’re supposed to behave) follow us throughout the workplace,” Johnson-Bailey said. “We have to do salary adjustments every few years because women salaries tend to lag behind,
even if they have had the same accomplishments as men, because we’re not taught to negotiate. We are encouraged not to negotiate when it comes to salary and when it comes to knowing our worth.” CCHS math department teacher Wilkery Jeanty has also observed that the way students conduct
Johnson-Bailey believes that one of the best ways to help female students gain confidence and assertiveness is by providing them with positive motivators. “We all, as women (and) as girls, have a responsibility to believe in ourselves and to try to live our best lives, but I think that a lot of times it’s hard to do it alone,” Johnson-Bailey said. “I think that’s why it’s so important to have positive messages for young girls in the media and (from) any organizations that they’re exposed to, such as family and school (or) church or the clubs that they’re members of. We have to put those positive messages out there.” Veeder agrees that community mindsets, where girls can support CCHS senior and Women in STEM co-President each other and place emphasis on achievement, can be extremely helpful for female students. “You become more confident in themselves in high school often affects their behavyour actions and with risks, and you’d be more ior later in life. comfortable helping the student beside you with “I think from what I’ve seen (as students mature their class work. You’d be more comfortable around and become adults) they can be directly affected by the group that you’re with, so in the classroom you their behavior in high school,” Jeanty said. “Their could excel better,” Veeder said. behavior can change, but with most people that According to DeMaria, the Women in STEM club does not change. From high school to colleges or in aims to create an accepting environment for memthe workplace, (it) is gonna be about the same.” bers, as well as for the rest of the student body. “( What) Women in STEM tries to do is to create a community of high achieving, high aspiring girls. We (can) continue to foster that community and make sure that there’s a community of people supporting each other,” DeMaria said. From Smith’s perspective, creating an empowering environment throughout CCHS is an important next step towards gender equity. “One of the things I like about Clarke County is that I feel like intelligence is honored, whether it is male or female,” Smith said. “(It needs to be all about) honoring excellence and achievement, whether it’s male or female, and providing safe spaces for people to be smart and to be who they are. ( We need) to applaud efforts and keep watch for the people who might be falling off the radar. Just (helping) girls feel more confident.”
“There is this idea that guys are supposed to be the talkative ones. They’re supposed to be the ones that get up and do the math on the board, and the girls are supposed to sit back.”
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Above: OPTIONS: Clarke Central High School sophomore Julia Lane looks at new course options for the 2020-21 school year. Lane took the Intro to Guitar class this school year and is thankful that she had that option. “I’ve always wanted to learn how to play (guitar), but I’ve never had a guitar, I’ve never been able to take lessons really, and so it’s like a free class,” Lane said. “(I’m) pretty beginner (at guitar), so I’ve gotten a lot better. I didn’t know anything at the beginning of the year.” Photo by Krista Shumaker
Classes at Central An expanded course catalog will be available to Clarke Central High School students for the 2020-21 school year.
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here are 14 new classes being considered for Clarke Central High School in the 2020-21 school year, according to CCHS Assistant Principal Summer Smith. These potential new classes include Introduction to Women’s Literature, Ethnic Studies, Contemporary Literature/Composition, Business and Technology, Business and Communications, SAT preparation, Audio Video Tech & Film I, AP Spanish Literature and Culture and additional levels to a number of other courses. “I put a lot (of classes) out there, but if it makes or not depends on whether the class will actually happen, and so we have to have enough interest,” Smith said. “If enough people don’t sign up for it, we wouldn’t offer it.” Teachers who want to start a new class generally bring the idea to their department chair, who then proposes the class to Smith. “I usually go to the department chairs and I’m like, ‘Hey, is there something that somebody in your department wants to offer?’ For instance, the African American History (class), there’s a social studies teacher who’s interested in it. She has to go to her department chairs, have a conversation BY ISABELLA JOHNSON News Staffer
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and then come to me and we put it on the list. Then I basically have to ask if it can be added to the program of study, and (it has to be) approved by the (Clarke County School District Board of Education),” Smith said. The switch to block schedule for the 2020-21 school year will give students the opportunity for an additional class per year, which has created a need for more classes. “The biggest struggle for us is what can we add given our space confinements. We need things that kids can take that aren’t interested in journalism; (journalism students fill up their) schedule with journalism, band kids fill up their schedule with band, drama kids go to drama. But what about the kid who’s just kind of like, ‘Eh, I don’t care about that stuff ’?” Smith said. CCHS science department teacher Claude Gonzalez started a Zoology class last year and believes that, if the course is approved by the Board of Education, adding a variety of elective classes to the schedule is a fairly simple process. “There’s a lot of flexibility in getting (new courses) approved and doing it for the school year,” Gonzalez said. “Last year, (the science co-chairs and I) decided we needed a fourth science for the
kids who are not on the chemistry/physics track. I volunteered to do Zoology, which is a class that we used to have around here but haven’t had in years. There was that need (for) the fourth science, and so I was willing to do the work of putting together a curriculum for it.” CCHS sophomore Julia Lane took the Intro to Guitar class this year and feels that a new level would allow her to keep up the skills she’s learning now. “I didn’t know anything at the beginning of the year, so I’ve gotten a lot better,” Lane said. “If there wasn’t a higher (level), I might not want to take (guitar again) cause it would kind of be the same thing. (It’s important for students) to have more options to take higher classes.” These new levels and new courses will all have to adjust to the new time frame that their classes will be operating on. “You can’t stand up on block (schedule) for an hour and a half and just talk at kids, and you also can’t just teach for an hour and then say 30 minutes of homework time,” Smith said. “Teachers are gonna have to learn how to adapt how they teach so that there’s some teaching and some doing by students. That takes students a little bit to get used to.” O
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Featured: PROTEST AT THE PARADE: On Jan. 20, members of the Athens community gathered Downtown for the annual Martin Luther King Jr. Parade. Member of Indivisible Georgia District 10 Jacqueline Elsner attended the parade in order to register voters. “We figured there would be lots of citizens from more than just Clarke County, and our goal is to register as many voters as we can for 2020,” Elsner said. “We’re just looking for locations when a lot of citizens are gathering and we can contact them -- that’s why we chose to come today.” Photo by Elena Gilbertson Hall
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EchoEs of integration The desegregation of the Clarke County School District affects the educational experiences of students in the district both socially and academically to this day.
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he Clarke County School District took its first steps toward an integrated educational system by selecting five Black students to attend the all-White Athens High School in 1963, 11 years after the Supreme Court case Brown v. Board of Education (1954) ruled racial segregation in schools unconstitutional. Community member Linda Davis began attending the previously all-White Clarke Junior High School, now Clarke Middle School, among the group of students who exercised their freedom of choice to desegregate the district in the late 1960s. “My mom explained to me that we were working to help desegregate the schools and improve education for everybody in Clarke County,” Davis said. “We were (recommended), which is what probably sold us on it, because we were academically doing well. (CCSD) wanted to make sure that, in this desegregation effort, there was no doubt that Black people can learn.” For Davis, entering an allWhite school was a drastic change from her previous experiences at segregated schools and required much preparation. “We were taught about nonviolence. We were taught to ignore the taunts. We were taught to ignore the stares, to ignore anything that anybody did to us because we were warned that it was not going to be easy, and it may not be pleasant, but we were there for a purpose,” Davis said. The next year, Davis entered AHS, where the large number of majority-White clubs and sports diminished her participation in such activities.
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“There was nothing to give us a sense of belonging. We weren’t welcome in a lot of the clubs when we desegregated these schools,” Davis said. “Leaving campus every day, we made a beeline over to (Burney-Harris High School) because we wanted to be with people that look like us, that liked us and that treated us like we were normal people.” Community member Barbara Archibald, a current CCSD substitute teacher, attended the all-Black Athens High and Industrial School, renamed BHHS in 1964, throughout the district’s desegregation. According to Archibald, the students at her school were at an academic disadvantage. “We lacked so many things in terms of material resources that would have helped us probably to accomplish a little bit more academically,” Archibald said. “The books, for example, were used and torn, and they were given to us after they have been used by students at AHS.” Despite this discrepancy, Archibald feels that she received a quality education and was motivated community member to succeed by the school’s faculty. “The principals would get on the intercom in the mornings and talk about (how) you were important, what you need to be doing, how education was important (and) it was the key to our success,” Archibald said. “(Segregated schools) instilled in us different values that would help us be successful in this world.” Community member Barbara Barnett transferred from BHHS to begin attending AHS in 1965 and found it difficult to participate in the new environment. “It wasn’t easy because we were not wanted, we were not accepted,” Barnett said. “We didn’t have
“There was nothing to give us a sense of belonging.” --LINDA DAVIS,
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Featured: ONE OF FEW: Community member Fannie Smith sits in front of the Clarke Central High School on Feb. 10. Smith attended the all-White Athens High School from 1964 to 1968 before it was fully desegregated in 1970 as one of few Black students. “I experienced basically isolation and not being a part of anything,” Smith said. “Maybe there was a couple of (Black students around me), two or three or four of them, but it was a really small number. Most of my classes were still basically White.” Photo by Audrey Enghauser
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you really felt is that you were totally isolated. Once you went out of the classroom, you’re on your own, and if you went to lunch, you were on your own. It’s like you’re on an island by yourself,” Smith said. CCSD employed freedom of choice for Black students in the late 1960s, leaving it up to families to decide which school their children should attend. For Smith, a noticeable difference in newly desegregated schools was the lack of a familiar community. “Mr. (H.T) Edwards, who was the principal of (AHIS/BHHS), was our organist at church, so you
“Teachers try (to counteract self-segregation) with the assigned seats and everything, but you always end up back with people who you’re most comfortable with.” --Camille Thomas,
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Above: ALONE AT AHS: A portion of the senior class at Athens High School is pictured in the 1968 Athens High School yearbook, “The Trojan.” Community member Fannie Smith (bottom row, third from left) was one of 20 Black students to graduate from the newly integrated high school. “You could feel fearful of White people, but (violence) really didn’t happen. You can feel that people just act like you either don’t exist, or you’re a little troubled, but they’re not gonna say anything to you,” Smith said. “(Nevertheless), I could survive by myself. I didn’t need (everyone) to be my friend to survive and to achieve in school.” Photo courtesy of the 1968 Gladius
“Once you went out of the classroom, you’re on your own, and if you went to lunch, you were on your own. It’s like you’re on an island by yourself.” --Fannie Smith, community member
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the opportunity to just enjoy high school, because we were struggling with the segregation, and we were struggling with not being accepted and not wanted in the school by the students or some of the teachers.” Barnett was one of 20 Black students to graduate AHS in 1968, alongside community member Fannie Smith. “The only (thing)
saw him in two roles. Most of my Sunday school teachers were teachers in the school district. Some of the neighbors would teach,” Smith said. “Now you’re in the (integrated classroom), you don’t know any of these people, and so it doesn’t feel the same.” Despite the growing integration of Black students into AHS, the school’s faculty failed to reflect similar demographic changes. “I have seen our shift in who’s in charge of the classrooms go from the all-Black experience to a completely White experience (at AHS),” Davis said. “I didn’t have a single Black teacher until I got to high school, (and I had) Mrs. Ruth Hawk Payne, she was my Spanish teacher. That was the first other Black person in authority that I saw once I left the segregated school system,” Davis said. In 1970, students from AHS and BHHS began attending the new Clarke Central High School, previously AHS, and the new Cedar Shoals High School, according to their respective school zone. In Archibald’s experience as a substitute teacher at CCHS, the racial atmosphere of the school has improved over time. “Socially, I don’t see where (Black and White) kids have a problem with each other. I don’t see that. It seems as if, from the classes that I have that I sub (for), it’s an integrated setting,” Archibald said. While the CCSD educational system has not been segregated in over 57 years, CCHS junior Camille Thomas notices this history impacting her daily life at CCHS in the form of self-segregation amongst her peers.
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County, and they were sending their kids to private or religious school. At that time, some people would say later on that there’s a lot of stuff going on in schools, there’s violence and stuff, but that
“(People started) respecting each other a little bit more, and it made a big difference. They accepted the fact that integration is here, and it’s here to stay.” --Barbara Barnett, community member
wasn’t true. Kids were wonderfully behaved,” Smith said. “Those were not the issues, but people really decided they didn’t want their kids to participate, being that kind of school. The ( White) population basically never came back.” According to Barnett, the students and faculty of CCSD have taken steps toward overcoming the district’s history of segregation in recent years. “A lot of people have learned about segregation. A lot of people have changed their mind. They have changed the way they felt (through) education (and by) getting to know people,” Barnett said. “(People started) respecting each other a little bit more, and it made a big difference. They accepted the fact that
integration is here, and it’s here to stay.” According to The Governor’s Office of Student Achievement, CCHS now has a White population of 23%, while Black students make up 46% of the student body. Thomas believes such diversity is beneficial for students. “Being able to think outside of what you’re used to is an advantage. It teaches you a lot of life lessons, a lot of things you need to know (in) college, adult life, everything,” Thomas said. “If you’re used to the same kind of people with the same kind of mindset, you’re not going to be ready for the real world.” Within 60 years, Barnett’s family has seen three generations of children attend AHS/CCHS, each of which have witnessed the district at various states of integration and diversity. She believes these racial changes will continue to benefit school communities in CCSD. “I remember sitting in there at the (UGA) Coliseum (at my granddaughter’s graduation), looking at all the Black students coming through and then thinking, ‘Wow, I never thought I’d see this.’ It was more Blacks than Whites. I remember having a little satisfaction in knowing that I helped tear down those segregation walls so others, my children and other Black students, could come through easily, and not go through what we went through,” Barnett said. “It was not an easy task, but it is one that I’m glad I was a part of.”
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“In (Advanced Placement) classes, I’m the only one that looks like me. Not that ( White students) don’t include me, but sometimes I don’t (include) myself. That’s where I notice (self-segregation) most,” Thomas said. “Teachers try (to counteract self-segregation) with the assigned seats and everything, but you always end up back with people who you’re most comfortable with.” CCHS Associate Principal Dr. Linda Boza has noticed some students taking action on this issue in the past but has yet to see a sustainable resolution. “We had a group of students (that) would do ‘Mix-It-Up Day’ in the lunchroom, to try to get students to sit with people they don’t normally sit with, because they recognized (self-segregation) and they wanted to change the mindset,” Boza said. “We haven’t done it in a few years now, but it was a great thing that we had going, because when students realize it and take action, that’s really what it takes.” According to Smith, while she taught at Burney Harris Lyons Middle School from 1995 to 2011, the school’s racial demographics shifted, becoming majority-Black over time due to White flight. “( White people) were moving to Oconee
Above: DESEGREGATING A DISTRICT: The Athens High School sign is displayed at Clarke Central High School. The all-White Athens High School fully merged with the all-Black Burney-Harris High School in 1970 to form Clarke Central High School. “When the integration came into play, back in the ‘60s, my parents sent us to -- it was Athens High School, it’s now Clarke Central,” community member Barbara Barnett said. “My parents (believed) that everybody was created equal, everybody should have equal opportunity. And they wanted their children to have that opportunity to have the best education that they could get.” Photo by Krista Shumaker
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From student to staff Clarke Central High School alumni reflect on their experiences moving from student to staff positions.
Above: CLASS OF 2002: Clarke Central High School social studies department teacher Kalli James-Wyrick works with CCHS freshman Jose Manuel Alejandro on Jan. 24. Wyrick graduated from CCHS in 2002 and recently returned as a teacher. “I enjoyed my time (at CCHS) for the most part besides the typical high school drama, and I thought Athens was a nice place to live,” James-Wyrick said. “It was pretty nice to be in an environment that I already knew (when I) started out teaching, because teaching is really hard and to have that kind of safety net a little bit in your first year is kind of nice.” Photo by Gerardo Navarro
STORY BY MAGGIE KELLEHER News Staffer
PHOTOS BY GERARDO NAVARRO Photographer
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ut of 185 teachers and staff working at Clarke Central High School, 14 of them attended CCHS when they were students. Having attended the school, these teachers hold unique insights into current students’ day-to-day experience. For some CCHS teachers, including science department teacher Roenessa Witcher, returning to CCHS was not their original plan. “After I graduated from Piedmont (College) and finished my student teaching, I always wanted to teach outside of Athens,” Witcher said. “Because, I mean, this is where I grew up. I just wanted to experience something different.” However, according to CCHS physical education teacher Alex Holmes, his positive experience as a student at CCHS immediately sparked his interest in pursuing a teaching career at his alma mater. “I always wanted to come back for sure to see what it was like. You graduate from your high school and, regardless of what your experience is, it’s still a part of you,” Holmes said. “I had an overall pretty good experience, so (I) wanted to come back and try to give back and try to be a positive influence.”
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Name: Latoya Hill Position: CCHS Principal’s secretary GRaduation year: 1996 Why did you want to work in a school? “I say this (job) is kind of the best of both worlds because I do get that administrative clerical side, but then also, I think part of my assignment in life is to reach and teach young people. So it gives me the ability to do that, as well. Every day I am working hard for the teachers and making sure that their pay is right and their this and their that, but also I say hello to the students that come in the office and try to listen to whatever they want to tell me -- and sometimes it’s problems. They come to my desk for any and everything. So I always say, ‘I only have two children at home, but then I have 1,800 (at CCHS).’ So it’s a lot, and I really am grateful for the opportunity every day to come here. I get up ready to come to work unlike most people. It’s a joy.”
How has Clarke Central changed since you were here? “I think, a lot of the time, just the basic fun that we used to have is not there. Like pep rallies and fun stuff, and I want to bring some of that back so you all actually enjoy being here and make great memories here. So, that’s kind of my personal mission is to make sure that it’s fun. There’s nothing wrong with getting college credit and taking AP courses, but I think it really does need to be balanced, and ours was more of that socially. We did go to the homecoming dances and the prom, and some kids here don’t even think that’s important. So, it’s different.”
What is it like to work at a school that you have attended? “I kind of know the background of what the school is all about. I feel that that helps me better connect with the kids because I’ve walked the same halls and known some of the same people that you all are dealing with now. Some of the teachers here graduated (from) here in the same time period that I was here. Ms. (Emily) Hulse is a graduate, (and so is) Ms. (Latoya) Jewel. There’s a lot of people who are here that were homegrown here. I think that gives us a connection different than some other people have because we’re fully vested in this place that is Clarke Central.”
Name: Emily Hulse position: Foreign language department chair Graduation YEar: 1995 Why did you want to work in a school? “I taught English in France for (a year). After that year was finished, I came back to Athens, and I was kind of trying to figure out my next move. Was I going to go directly to grad school? Was I going to try to find a job? If so, what job? And then I heard that the French teacher who I had (at Clarke Central) was leaving kind of unexpectedly in the middle of summer. So they needed a French teacher (at) Clarke Central, and I was like, ‘Well, I just came back from spending a year in France. That was my second of two years in France. I speak fluently and feel good about that part of it. Do I want to teach it? I don’t know.’ But I did have that little taste of teaching it in France for that one little year, and I had a great year.”
How has Clarke Central changed since you were here? “I feel like there may have been more school spirit back in the day than now, but that wasn’t the case for everyone. For example, during the Homecoming Spirit Week here this year, I don’t feel like people really participated very much at all. I don’t know if that was just my perception (of ) the students that I happen to see didn’t and others did. But that’s just kind of the impression I got. Back in the day, students (and) teachers really participated in stuff like dress up days and getting excited about games. There is definitely (a) certain amount of that still today. But just that school pride, I don’t know if it’s quite as strong as it was back in the ‘90s.”
What is it like to work at a school that you have attended? “It was only strange the first month or so. That first month, that was very strange, because it really hadn’t been that long since I had been a student when I started teaching. I didn’t feel like I could go behind the counter or go into the back of the library. I didn’t think I was allowed because I still had that student mindset, but that faded and it didn’t take long for it to just feel like a different place in a way. When you have a different position, it feels totally different.”
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Name: Adam Lowe position: Ninth grade counselor Graduation YEar: 2011 Why did you want to work in a school? “I think having a parent that was a special (education) teacher (made me want to). He showed me the pros of it, but he also kind of showed me the struggle that being a teacher is. So I wanted to be in a school system. I always knew I wanted to work with kids and young adults. So finding my way into working with students, and helping build up their future, their dreams, their passions, I think that’s always something that was in my mind, but how it came to be was finding my own strengths and then finding a route to help students.”
How has Clarke Central changed since you were here? “It’s gotten bigger. I think it’s gotten a lot nicer. Like yellow tile was a real thing. It was tile that used to be white that turned yellow. It was a real thing. Lockers were a thing. Smart boards were just coming into fashion when I was in high school, so now everything’s technology-based. I don’t know. I feel like there is a lot more like student activist groups. I think that’s really powerful. So, I think that’s been something I’ve been impressed with, especially as Clarke Central has moved forward. I think the advocacy piece for students to express themselves has been a great improvement. So, I think that’s a really positive thing about Clarke Central.”
What is it like to work at a school that you have attended? “It’s surreal. Ms. (Becky) Begnaud was my teacher. Ms. ( Valinda) Miller down the hallway was my teacher. Mr. (David) Ragsdale was my teacher. So it’s surreal working with them as a colleague, and as a student. And the transition has been more seamless than I thought. Because you’ll be surprised when you’re in high school, you’re a certain way but as you mature, you change. But there’s still a part of you that you still remember in that instance.”
Name: Kalli James-Wyrick position: Social studies department teacher Graduation YEar: 2002 Why did you want to work in a school? “I really liked working with kids. When I was in fifth grade at Alps Road (Elementary School), I mentored students in third grade, and I would work in after school when my mom was the after school director. So I would go do homework help and stuff. And then I did a youth apprenticeship program through Clarke Central where I taught at Alps Road during first period instead of coming here. I really enjoyed teaching and seeing people learn, helping people work through problems and stuff like that cause I’m good at that stuff. I just really liked the interaction with younger people.”
How has Clarke Central changed since you were here? “We’ve remodeled, so a lot of stuff looks nicer. We don’t have lockers anymore, cause they’re kind of unnecessary now, since most classes don’t have a textbook, so there’s no reason to really have a locker. I didn’t even have a locker for two years when I was here, and we had textbooks and stuff to carry around. So it makes the halls a lot nicer, cause they were pretty dingy. There’s been a lot of improvements with the greenhouses and stuff like that looking nice. And just the new ROTC building. But as far as the care and abilities of teachers, they’re the same. We always had pretty good teachers.”
What is it like to work at a school that you have attended? “It’s really fun. Students like it. It’s a good way for me to build relationships with students, especially since I bring my yearbooks to class. They get a kick looking at it, and a lot of them are related to people that I went to school with. Like I’ve got students whose parents I graduated with or went to school (with). I’ve got one in my third period right now (whose) mom graduated with me.”
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Name: Demetrius Edwards position: Government special education teacher Graduation YEar: 2007 Why did you want to work in a school? “When you see a kid get it, when you ask them a question and they’re finally like, ‘Oh, that’s what that means.’ I think that is the biggest part. Seeing their faces light up when they actually get something. I like seeing that. And it’s the same with coaching. When a kid actually gets it and does something well, it’s a sense of, ‘OK, I helped them get that.’ It’s more about wanting the child to be better than you and (have) more opportunities than you did. I think that’s what made me want to come back here and what made me want to teach.”
How has Clarke Central changed since you were here? “How many kids go here for one. It’s amazing to see how much the community has grown from when I was in high school to now and how many more kids go here and the fact that the building is pretty much the same size and seeing how all these kids fit into the school every day. It’s pretty cool. But it’s crazy to see it, how much it’s growing, and the fact that it’s still growing.”
What is it like to work at a school that you have attended? “It has its fun moments, (and) it has its difficult moments at the same time. You see a kid that you might have known for a long time, and you have to actually discipline them sometimes. It’s like, ‘You know I know your parents. I went to school with your parents.’ So you have to remove the fact that you actually know the kid outside of school. So that could be the hard part, but it’s also a good part cause you can get them to listen to you sometimes a little bit better because you know them outside of school. It can be good and bad.”
Name: William Lance Position: Paraprofessional in the L.I.D. department GRaduation year: 2010 Why did you want to work in a school? “I joined the Marine Corps right out of high school, and then I went to college, and then I worked for a tire company, and I just wasn’t happy with it. Then I was coaching, and I really enjoyed that. And then I started thinking like, ‘What’s going to be more meaningful to you? Just working this job that you hate? Or do you want to try to do something that you feel like maybe you’re making a positive difference?’ Enough people whispered in my ear, ‘You need to go do this and be a teacher.’ So, I was like, the worst that happens is I fall flat on my face.”
How has Clarke Central changed since you were here? “We’re trying to get students to talk through things and actually open up about their feelings. You can tell that it’s being driven more by students. The focus is on students, whereas before it was kind of just like, you come to school, you’re learning, get out. I feel like the culture is different in the sense that they understand that y’all have issues going on. There’s more to this than school, and they’re trying to prepare y’all for life by doing those things.”
What is it like to work at a school that you have attended? “I enjoy it. I feel like I have skin in the game. So I feel like I care more than maybe the average person. And not that anyone here doesn’t care about what they do -- I just feel like I take pride in the fact that this is my community. This is where I went. This is where I’m from. I want to make a difference here, so that helps me out.” O
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CULTURAL BUZZ Cheer Shedding light on the intense environment of competitive cheerleading, the Netflix original sixpart documentary series “Cheer”, released on Jan. 8, goes behind-the-scenes of the United States’ top collegiate cheerleading squad at Navarro College in Corsicana, Texas. While the team works intensively toward the National Cheerleader Championships in Daytona Beach, viewers will get to know each competitor as they witness their successes and failures. While this in-depth characterization makes the show memorable, it detracts from the series’ credibility as a documentary. With a focus on the team’s drama, the series would be better marketed as a reality TV show. Overall, the show is an inspiration to teenagers looking to the future. With persistence as a consistent theme, viewers will be left with the motivation to strive for similar success and growth in their own lives. -- Audrey Enghauser, Menu Editor
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Dead Man Walking
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Atlanta rappers 2 Chainz and Future collaborated on 2 Chainz’s newest single, “Dead Man Walking”, which was released on Jan. 17. The track marks 2 Chainz’s first release of 2020, following his 2019 album “Rap or Go to the League”. This collaboration does not let his listeners down. A strong beat perfectly accompanies 2 Chainz’s unique vocals and rap style, which acts as a motivational track for listeners. The hook, “I see dead men walking” will linger in the audience’s head for hours after listening. Overall, the single offers listeners an energetic listen, with Future’s verse offering a nice contrast to 2 Chainz’s intro, while still maintaining the meaning and style of the song.
The new Starbucks drink, the Almond Milk Honey Flat White, was released on Jan. 7 to Starbucks stores throughout the country. This new winter drink is truly disgusting. One would assume the mix of almond milk, espresso and honey would create a pleasant taste in the customer’s mouth. However, it instead leaves an unnatural tangy aftertaste that is unsatisfying. With the first sip, the consumer is immediately hit with an unpleasant bitterness. As one continues drinking, the bitterness only grows stronger. On a cold winter’s day, many seek something soft and sweet, not aggressive and tangy. This drink is not recommended for those wanting something to warm them up this winter. Instead, just order a regular latte with honey that will do the taste buds justice.
-- Krista Shumaker, Photography Editor
-- Naomi Hendershot, Managing Editor
little over a year after his death, Warner Records released American rapper Mac Miller’s sixth studio album, “Circles”, on Jan. 17. The album, which showcases Miller’s personal struggles, such as his depression, is a tragic masterpiece following the rapper’s devastating overdose on Sept. 7, 2018. “Circles” was intended to be a follow-up and sister album to Miller’s fifth studio album “Swimming”, but remained unfinished at the time of Miller’s death. However, producer Jon Brion finished the album and Miller’s family announced the release via Instagram on Jan. 8. The album features a strong message about mental health, portrayed through Miller’s lyrics, throughout the entire tracklist. Songs like “Everybody” and “Complicate” promote messages about living life to the fullest. Songs such as “Good News” feature heart-wrenching, yet positive lyrics about struggle and recovery. “Why I gotta build something beautiful just to go set it on fire?/ I’m no liar, but sometimes the truth don’t sound like the truth/ Maybe ‘cause it ain’t, I just love the way it sound when I say it,” Miller raps. While most songs on the album feature a more mild and somber tone than Miller’s typical rap style, “Blue World” and “Complicated” add a nice contrast to the album with their upbeat, electronic style. While all the songs on the album each have a unique style of their own, they remain cohesive. Although a heartbreaking album, Miller’s posthumously released “Circles” is both musically and lyrically well done. The transparency within the album only adds to its brilliance, while also shining a light on Miller’s personal growth. “Circles” is sure to give fans closure on his life and career, while also honoring Miller and his music. O BY LUNA REICHERT Social Media Coordinator
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CULTURAL BUZZ Jolly Rancher cereal General Mills Inc. released the new Jolly Rancher cereal to select stores in December 2019 and will release it across the country in March. While presented in a different form, the Jolly Rancher cereal is intended to mimic the flavors of the classic hard candy. The cereal contains all five classic flavors of the candy: watermelon, green apple, blue raspberry, grape and cherry. Upon opening the box, the cereal resembles other fruity cereals, such as Trix or Fruit Loops. However, while the cereal is quite sugary, it also hints at Jolly Ranchers’ signature sour flavor. The pricing for this cereal is relatively cheap, starting at just $3.64. This is reasonable considering its other sour-candy-flavored cereal opponent, Sour Patch Kids cereal, is priced at $5.00. If one is looking for a cereal to add some spice and excitement to breakfast, Jolly Rancher Cereal is definitely the way to go.
A Fall From Grace
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Tyler Perry’s highly-anticipated film “A Fall From Grace” was released to Netflix on Jan. 17, starring Crystal Fox, Phylicia Rashad and Bresha Webb. The movie tells the story of established banker Grace Waters (Crystal Fox), who meets and falls in love with Shannon Delong (Mehcad Brooks). However, she soon finds out that he isn’t who she believed him to be. Despite this, she falls head over heels for the very deceptive tactics of Delong, and they get married. “A Fall From Grace” captures the essence of a heated crime of passion with a twist. It has a dramatic plot with excellent acting, making it a must-watch film. However, because the movie is R-rated, it is recommended for older audiences who are able to handle its violence, strong language and suggestive content.
R&B pop artist Khalid released his new single “Eleven” on Jan. 9 on all music platforms. The song opens up with a smooth melody and transitions nicely into the beginning of the first verse, where Khalid begins singing. Throughout the song, his silky vocals mix with rich, slow beats, immersing listeners into the mellow song. Khalid also plays with binaural sounds that are recorded through two microphones during the bridge, creating a 3D “illusion” for listeners and enhancing the listening experience through headphones. While the rest of the song follows a distinct style, the bridge differs, bringing an element of surprise for the listeners. The binaural sound and dynamic beats break up the song well and allow listeners to experience more than just Khalid’s slow vocals. The song uses sound effects throughout each verse, keeping the listener on an unpredictable yet enjoyable journey.
-- Imani Sykes, Viewpoints Staffer
Killer Inside
-- Samaiyah Ra’aid, Viewpoints Staffer
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-- Sophia Long, Variety Staffer
he one and only season of the limited Netflix documentary “Killer Inside: The Mind of Aaron Hernandez” was released on Jan. 15. The series is directed by Greg McDermott and follows the life of the deceased former football star Aaron Hernandez, who was convicted of murder on April 15, 2015. The documentary captures the life of Hernandez in a horrifying light and opens viewers’ eyes to the private lives of a unique professional athlete. With three episodes, each around an hour long, the series attempts to explore the primary causes that led Hernandez to commit multiple crimes, including the murder of his friend Odin Lloyd. He was also acquitted of two other murders. Interviews are conducted with former high school teammates, close family friends and his partner, ultimately unveiling details of his life with a strict father and distant mother. It also goes more in depth into Hernandez’s surroundings. The show then moves into exploring his time at the University of Florida, diving into Hernandez’s alleged murders. This part of the documentary could have been expanded to include key interviews from his college and professional teammates and coaches. The cinematography of Hernandez playing football makes the documentary very visually appealing to the audience. This documentary may be not appropriate for younger viewers because of the graphic subject matter, but it is important for teenagers and parents to watch so they can learn about Hernandez’s life experiences. It is also very informative about the effects of chronic traumatic encephalopathy (CTE) and marijuana usage among professional athletes. The series does have flaws, such as jumping around the timeline. However, “Killer Inside: The Mind of Aaron Hernandez’’ is an intriguing and shocking documentary. One may have never guessed that a successful athlete from Bristol, Connecticut could live a double life -- both as a football star and a cold-blooded murderer. O BY AJ CARR Sports Podcaster
Photo illustrions by Natalie Ripps
AND THE NOMINEES ARE...
Although these three best picture nominees did not win at the 92nd Academy Awards on Feb. 9, they are certainly worth another watch.
STORY BY ISAAC RAMIREZ Variety Staffer
ILLUSTRATIONS BY LILLI SAMS Illustrator
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irected by Noah Baumbach, “Marriage Story” is a dramatic film released in theaters on Nov. 6, 2019 and is currently available on Netflix. Throughout the two-hour runtime, the film tells the story of a couple’s struggles as they go through a divorce. As soon as the movie begins, viewers are made aware of the tensions between couple Charlie (Adam Driver) and Nicole Barber (Scarlett Johansson). After traveling across the country to Los Angeles for a job opportunity, Nicole prompts the divorce process. Over the course of the film, their emotional strengths are pushed to the limit as they fight for the custody of their son. Adam Driver and Scarlett Johansson are the
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acting powerhouses of this film. Every scene involving them reflects real-life human behavior and emotion. Some scenes could induce tears from even the toughest of moviegoers. Working in tandem with the actors, director Noah Baumbach utilizes camera techniques to reflect emotion in certain scenes. Where calm scenes maintain a smooth camera movement, stressful and angry scenes incorporate sharp takes. Overall, “Marriage Story” is a realistic portrayal of two people finalizing their separation, which will connect to older audiences on a deeper level. Strong emotional performances, relatable themes and a strong plot combine to create a movie worthy of the best picture nomination. O
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1917
irected by Sam Mendes, “1917” was released in theaters on Jan. 10. The film follows two soldiers as they venture through the battlefields of World War I to deliver a message. With exciting action sequences and extraordinary camera work that places viewers right on the frontlines, this unique war film makes for quite the viewing experience. Immediately placing viewers in the trenches of the first world war, the movie opens to British soldiers Will Schofield (George MacKay) and Tom Blake (Dean-Charles Chapman) on the mission of their lives. The two men hurry to deliver a message in a race against time with the lives of 1,600 men at stake.
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With tension-building action scenes, viewers are kept on edge for the whole movie. Some scenes with thunderous noise and striking visuals have the potential to genuinely shock audiences. Director Sam Mendes implements a unique one-shot technique where each scene blends into the next. This creative camera work places viewers right next to the two heroes. With cinematography that places viewers front and center in the movie and shocking scenes that establish tension in the plot, “1917” is a war movie to remember. Its visual and technical achievements make it worthy of the best picture nomination.
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Working with excellent performances, Tarantino implements his unique brand of comedy that helps the movie stray away from the traditional drama and enhances the narrative. Ultimately, standout performances and the comedic narrative create an entertaining movie that still manages to be much more laid-back compared to previous Tarantino films. Its elegant performances and compelling plot, along with the classic Tarantino twist, build a best picture nomination-worthy film.
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rom director Quentin Tarantino, the comedic drama “Once Upon a Time… in Hollywood” was released in theaters on July 26, 2019. Starring Leonardo DiCaprio as a 1960s actor who’s looking to make a comeback and Brad Pitt as his best friend, this movie’s performances and comedic scenes make it a worthwhile watch. During the Hollywood golden age, veteran actor Rick Dalton (DiCaprio) struggles to find any long-term or meaningful job. Throughout the course of the movie, viewers follow his misadventures with his stunt double and best friend Cliff Booth (Pitt) as the two strive to leave a lasting impression in a Hollywood they barely recognize anymore.
Variety
Let Her Ripps CALLING OUT CANCEL CULTURE With the share of a post, tweet or hashtag, an entire career, friendship or reputation could be ruined. However, this isn’t the best way for the public to address celebrities’ mistakes.
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should always be a proper conversation and But is failing to give friends, acquaintances rom a young acknowledgement of the issue for others to live and celebrities the opportunity to acknowledge age, many are and learn from. their missteps truly the right step for society? taught the basic American actor Kevin Spacey was a famous At the Obama Foundation 2019 summit, concept of “forgiving and producer and singer, commonly known for his former president Barack Obama addressed this forgetting.” Whether it is role in numerous movies and shows, including practice commonly known as “call-out” culture. in response to a peer say“House of Cards” and “Baby Driver”. In 2017, “That’s not activism. That’s not bringing ing something offensive, multiple people came acting BY NATALIE RIPPS Variety Editor without There should always be a proper conversation forward accusing Spacey of sexual assault. thinking Spacey’s actions are far and acknowledgement of the issue for others or simply hurting another, the more complex than the common lesson is to acknowlto live and learn from. “forgive and forget” society edge the mistakes, learn from preaches. The severity of the them and grow. actor’s decisions took a toll on his entire career about change,” Obama told the audience. “If all However, in today’s day and age, that’s not and reputation, as they should. Spacey was you’re doing is casting stones, you’re probably always what happens -- oftentimes, celebrities are kicked off the cast of “House of Cards” and lost not going to get that far. That’s easy to do.” immediately shunned by the public or “cancelled”, his role as executive producer for the show. In When inappropriate rumors about famous failing to allow these figures to accept responsibility addition, Netflix cut off all ties with him. YouTuber James Charles’ past surface, when rap and truly understand where they went wrong. In spirit, Spacey was cancelled after he was artist Kanye West posts inaccurate and racist According to Dictionary. com, to cancel accused of sexual assault. However, the nature of statements or when rapper Azealia Banks calls something is “to make this cancellation is different than the quick and other artists malicious names, turning to void; revoke; annul.” overzealous cancelling nature of social media the newest trending hashtag or tweet And that’s exactly and Hollywood. to handle the issue is simply not the what society is Online users should never attack others for answer. doing. In response their mistakes, no matter how severe. Using People make poor decisions, to celebrities’ social media to address these problems is some more severe than others. faults, the public impractical, and it is vital for people to learn to Most of the time, these mistakes is disregarding criticize others without “cancelling” them, except should not go unpunished, all of their actions in extreme cases, such as Spacey’s. but there to pronounce them It is naive to expect a singular apology no longer influential. to redeem an entire career. Those Following the at fault should suffer whatever mistake of a celebrity consequences they deserve, but or average person, in a mature manner. This will set an millennials and GenZ example for impressionable have begun turning youth and the general to social media and public about how trending messages to to handle these pronounce wrong-doers serious issues. “cancelled”, ultimately depriving them of the Featured: THE SOCIAL chance to own up to GRAVEYARD: Various forms their mistakes.
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of social media are depicted burying a “canceled” person as society watches approvingly. Cancel culture is not a productive way to handle celebrities’ mistakes. Photo illustration by Lilli Sams
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DIVING INTO INTO
3D 3D
The Clarke Central High School visual arts program has expanded in the past few years through the implementation of 3D art classes, outreach events and fundraisers.
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or the 2018-19 school year, members of the Clarke Central High School fine arts department decided to expand the art program through the inclusion of a Sculpture I class. Due to its success, additional sculpture classes were offered to students for the 2019-20 school year. According to fine arts department teacher Amanda Price, who specializes in teaching 3D art and sculpture, these classes have contributed to the recent increase in participation within the visual arts program. “I think (3D art classes have) opened (the program) up to a lot of students who maybe would not be interested in art. If you don’t have the technical skills, it’s really frustrating not to be able to get the idea you see in your head onto paper,” Price said. “(The class is) more of the process of the material, it’s something new, so they can have more of that beginner’s mindset. It’s less frustrating and more accessible to a wider range of our students.” BY SOPHIA LONG Variety Staffer
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CCHS junior Allison Kurtz is a first-year sculpture student in Price’s class. Kurtz believes that, although she does not normally make art, the subjective nature of sculpture has made the class enjoyable and accessible. “You don’t have to be good at drawing, and you can still make a good sculpture,” Kurtz said. “I don’t really do any art. I’m not that great at it, so I like (sculpture class) because you don’t have to be that good at sculpture.” CCHS National Art Honor Society co-President Anna Julian, a senior, believes that sculpting is a good way to challenge herself. “I’ve worked with visual stuff for my entire life, but I have no experience with sculpture, and I think that it’s kind of a good challenge to totally switch it and be out of your (comfort zone). I think people enjoy it more, too,” Julian said. According to CCHS fine arts department teacher Jessica Shelden, with increased student participation in the program, the visual arts program is more focused on outreach in the school and community
than in previous years. “We have students who are working with a hospital right now to design artwork for their nursery for the newborns, and we’re trying to do collaborations with (Future Farmers of America) and to do stuff out where the greenhouses are. ( We’re) just kind of trying to be more collaborative with other groups in the school but also groups outside of the school as well,” Shelden said. The art program is also working to organize more events to raise money for funding NAHS projects and murals. “( We are) really working on making sure that our kids have lots of opportunities to work as leaders (through things such as) organizing fundraisers. We also are working more with communities outside of (NAHS),” Shelden said. In addition to fundraising, the department is planning to host and participate in more art galleries, projects and events. “We have had work in the biennial show at the Lyndon House that was on display. I also have
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a class, and I did this last year, we’ll have a class of (University of Georgia) art education students coming in to collaborate and work on a larger scale project,” Price said. “We (also) had a school show of student work (displaying) what we had on display in the Mell Lobby around May for the Honors Nights and different awards things.” Julian believes art exhibits are a good way to appreciate student artists and help students connect with the school community. “Appreciating artists is just really useful, and I think it helps people feel a certain way or relate to other students. I think we should have more art exhibits,” Julian said. “I think that they’re really beneficial to the way that our school looks and the way it feels and how connected we feel to our school.” According to CCHS NAHS co-President Jakiya Mathis, a senior, the expansion of the art program
has allowed her to build confidence. “The art program helped me basically flourish. Before I took any art classes I was really closed off
“I want them to, while they’re in (art classes), to have a space where they’re not afraid to take risks and try new things and really think through things and think about what their best decision is in terms of a project,” Price said. “(I want them to learn) critical thinking and problem solving, because those are all things that translate really well outside of the art room, regardless of if they decide to pursue art.” Shelden believes expanding the art program -- whether through new classes, leaderCCHS fine arts department teacher ship or outreach opportunities -- will allow her to continue to teach students applicable skills. “I like to make sure that what I’m teaching is usable. So even though it’s an art class, it’s really and really shy, but once I took an art class and met important to me as a teacher to make sure that it Ms. Price and Ms. Shelden, I’ve gained a lot of confi- actually is useful to the kids,” Shelden said. “So I try dence and I’m very outspoken now,” Mathis said. when I’m teaching to make sure that they know that Price wants students to leave the program having this is a real thing, like it’s not just me teaching this learned critical skills that they can apply in all areas in a classroom, itOcan actually be something out in of life. the real world.”
“I want them to, while they’re in (art classes), to have a space where they’re not afraid to take risks and try new things and really think through things and think about what their best decision is.” -- Amanda Price,
Above: HELPING HAND: Clarke Central High School fine arts department teacher Amanda Price works with a student in her Sculpture I class on Jan. 31. This is Price’s second year teaching sculpture, but she has already seen an increase in student participation. “Our program has grown, (and) it’s also helped students who are really interested in visual arts be able to take more variety of classes,” Price said. “I saw, especially with the student population, they were really interested in wanting to make more and make more three dimensional things, use different materials.” Photo by Krista Shumaker Opposite: GROWING 3D: A sculpture student works with clay for a class claymation project on Jan. 21. Students in the fine arts program’s sculpture classes are working on projects with many different materials to help students broaden their skill set. “(We use) things like paper mache, a cardboard needle felting (and) different things with fibers. We’re hoping to expand the program more to include more clay since we do have a really nice kiln, stuff like that,” Price said. Photo by Krista Shumaker
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Featured: BLACK IS BEAUTIFUL: Ranging from braids to kinky afros, these illustrations represent the various natural hairstyles worn by Black women. In the past decade, descriptions of natural hairstyles have evolved from adjectives such as nappy and unkempt to beautiful and authentic. Illustrations by Frances Thrasher
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Variety Staffer Tecoya Richardson reflects on growing up with and evolving her views about natural Black hair.
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rom rusted metal combs being heated on the stovetop, to buying colored flexi rods varying in size, the African American community has always BY TECOYA RICHARDSON been presented with Variety Staffer endless methods to “tame’’ their kinky, coarse and coily locks to the liking of popular demand, all in order to fit in the category of “normal”. But in today’s society, “normal” means conforming to White or Eurocentric styles, behaviors and
Because of my hair, I felt out of place. Due to commercials and online advertisements from hair companies, media has taught many African American children that “good hair” is a characteristic that makes one beautiful. “Good hair” being either straight hair or loosely coiled natural hair, resembling traits of White hair. “On average, White women show explicit bias toward Black women’s textured hair. They rate it as less beautiful, less sexy/attractive and less professional than smooth hair,” according to a survey conducted by the Good Hair Study. I could never understand why my natural kinky hair was expected to be anything except for itself.
municate that a little bit better on the labels and the directions on how to use it,” Scott said. “I’m not against those products, but I wish there were more for the coiled patterned hair.” Having relaxed hair meant that I no longer needed to spend hours detangling my hair until my arms ached, and I no longer needed to buy expensive products like deep conditioners or curling souffles to moisturize my hair. But I regret relaxing my hair because it hurt to know that I wasn’t embracing my background. As shown in various social media posts, blogs and mainstream media, natural hair has become more culturally accepted, but is still considered inappro-
I could never understand why my natural kinky hair was expected to be anything except for itself. beauty standards. For as long as I can remember, styling my natural hair has always been a struggle. Every morning felt like a constant fight between me and my hair. The curl pattern for natural hair ranges from 2a to 4c, with 4c being the kinkiest. Due to my 4a/4b hair pattern, I’ve broken countless combs and brushes while trying to style it. Coming from a strictly Black background, I was taught that Black is beautiful. However, growing up in an era where relaxers were the norm and natural hair was shunned, I hated my natural hair. Because I was surrounded by the idea that my natural hair was not sophisticated, I was eager to have straight or “good hair”.
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Given that there weren’t many natural hair products for Black girls, I was stuck using damaging and texture-altering products that dried out my hair. Due to the shortage of natural hair products, Clarke Central High School special education teacher Stacey Scott finds buying products for her natural hair to sometimes be frustrating. “To be real, (Black women) could honestly use all of the (Eurocentric) products, it’s just the method would be different. I wish that (brands) would com-
priate in some work environments. Scott believes that some African Americans with natural hair tend to disguise their natural hair in the workplace. “It bothers me that a lot of young professionals, young African Americans, are told to maybe cut their dreads or to keep their hair straight, if they’re natural,” Scott said. In the past decade, natural hair has become more culturally accepted, but acceptance is not equivalent to appreciation. Instead of minimizing the culture of Black hair, key figures in society should make it their mission to encourage young Black girls to not only tolerate, but to adore and cherish their natural roots. O
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ACING HAIR EMBRACIN AIR EMBRACING HAIR EMBRACING HAIR EMB CING HAIR EMBRACING RACING HAIR EMBRAC G HAIR EMBRACING HA NG HAIR EMBRACING H MBRACING HAIR EMBR HAIR EMBRACING HAIR NG HAIR EMBRACING H ACING HAIR EMBRACIN
NG HAIR EMBRACING H R EMBRACING HAIR EM MBRACING HAIR EMBRA NG HAIR EMBRACING H CING HAIR EMBRACING AIR EMBRACING HAIR HAIR EMBRACING HAIR BRACING HAIR EMBRAC IR EMBRACING HAIR E G HAIR EMBRACING HA ING HAIR EMBRACING
The natural hair movement has changed a lot since the 1960s, and these changes have greatly affected African American women. STORY BY SAMAIYAH RA’AID Viewpoints Staffer
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ccording to CurlCentric, the natural hair movement is “focused on encouraging women with African ancestry to celebrate and enjoy the natural characteristics of their kinky, curly hair texture.” The discrimination against natural hair began during slavery when slaves were forced to emulate the apperance of the slave master’s wife. “Slaves who worked in the ‘big house’ would wear wigs like their owners and their wives, while others shaped their own hair to look like (a wig),” George Washington University researcher Amber Henderson said. It wasn’t until 1905 that the first natural hair products were introduced, according to the NaturAll Club. At this time, Madam C.J. Walker began selling her line of Black hair care products. The natural hair movement emerged in the 1960s during the Black Panther Movement and has evolved significantly since then. “The natural hair movement had a lot to do with Black identity and cultural identity, particularly in the context of White supremacy,” North Carolina Central University Professor Dr. Yaba Blay said in an
LAYOUT BY NATALIE RIPPS Variety Editor
interview for Essence Magazine. The natural hair movement was a prominent example of acceptance among Black women since, in some environments, they were finally encouraged to embrace their natural hair. “(Natural hair) became a reflection of political and cultural progressiveness as well as self-esteem among Black people,” New African Magazine editor Regina Jane Jere-Malanda said. However, when Clarke Central High School special education department teacher Stacey Scott was growing up, she didn’t have good accessibility to hairstylists or products for her hair type. “I went to school in Greenville, North Carolina, so there wasn’t a big natural hair movement. I would probably have to drive 20 minutes to get to Sally’s (Beauty Supply Store),” Scott said. “Even finding a beautician that could do my hair or felt comfortable doing my hair was difficult.” CCHS guidance counselor Ashlee Perry also had tough experiences with her natural hair. “I got picked on often because my hair was more kinky or nappy, as they used to be called. I spent hours trying to find ways to get it styled,” Perry said. The natural hair movement has changed and
PHOTOS BY LUNA REICHERT Social Media Coordinator
shifted since the creation of the internet which has given an immense amount of resources to people with natural hair. “The internet let us connect with other naturals across the globe to share tips and new product recommendations we may have had no idea about before,” creator of the blog UKCurlyGirl Shannon Fitzsimmons said. Scott believes the evolution of the natural hair movement is very beneficial for those pursuing natural styles today. “I think (acceptance of natural hair) is so beneficial. In the Black hair movement, there’s no norm. It’s (not just) trendy now. It’s in the mainstream. You can find Black hair products in Target, Walmart (or) Ulta beauty, and it’s not for just one type of Black hair,” Scott said. However, CCHS sophomore V’shaunah Bradford believes there still is not adequate access to natural hair products. “I don’t think there’s a lot (of access to natural hair products). It’s definitely better than it was, but there’s still only a select few (products) that (are) actually meant for our hair texture,” Bradford said. CCHS freshman McKenna Ezekiel says she has always loved her natural hair and has had mainly Left: TAMING THE TRESSES: Clarke Central High School freshman McKenna Ezekiel sits at a table and does her hair on Jan. 27. Ezekiel believes her journey with hair has been positive. “I feel like it is really important for people to embrace their natural hair. Especially women of color,” Ezekiel said. Photo by Luna Reichert Top right: LOOKING TO THE NATURAL: Clarke Central High School special education teacher Stacey Scott stands outside of CCHS on Jan 27. Scott appreciates the personal and cultural aspects of the natural hair movement. “I think (natural hair) is beautiful and great to express yourself to not only represent who you are, but your culture and your heritage,” Scott said. Photo by Luna Reichert Immediate right: LUSCIOUS LOCS: Clarke Central High School guidance counselor Ashlee Perry stands in Mell Lobby on Jan 27. Perry loves her dreads and feels they have made her love her natural hair. “I just have to continue to encourage myself to love (my locs) the way that they are and just to trust the process,” said Perry. Photo by Luna Reichert Far right: NATURAL OUTLOOK: Clarke Central High School junior Anaiah Aziabor sits in the flowerbed outside of the New Gym on Jan 30. Aziabor has had a long journey to accepting her natural hair. “I feel more confident with my natural hair than I do with my hair straightened or any other style,” Aziabor said. Photo by Luna Reichert
“Even finding a beautician that could do my hair or felt comfortable doing my hair was difficult.” -- Stacey Scott,
CCHS special education teacher good experiences with it. “I love my hair how it is, and I feel like if anybody else doesn’t love my hair how it is, they don’t need to worry about it,” Ezekiel said. For CCHS junior Anaiah Aziabor, finding love for her hair wasn’t as simple. At a young age, she was ingrained with prejudices against her natural hair. “When I was younger, like in preschool, there was this group of girls who would make fun of me because my hair was shorter. It was just a really big shrinkage thing,” Aziabor said. “They would always wear ponytails, and they were like, ‘Oh, you can’t do this.’” For Aziabor, it took a long time to learn to love her hair and to accept it as it is. “In ninth grade, I went to a new beautician, and I asked her to just do my simple twists. She did this weird style with it, and I was like, ‘I don’t like it,’” Aziabor said. “I went home and I took my hair out and I was like, ‘What am I gonna do?’ and I saw how pretty the twist out was.” Although there has been progress with the
acceptance of natural hair since the origin of the natural hair movement, some forms of discrimination persist. According to Aziabor, her family members have experienced discrimination due to their natural hair. “Before my older brother got dreads, he had this really big Afro. He would play soccer, and one of the (referees) claimed that his Afro was distracting other players or something,” Aziabor said. “(The referee) was like, ‘Either you don’t play or, the next time you do play, you have to cut your
hair.’ My brother went to cut his hair, and (the referee) didn’t say anything after that.” Perry believes it is important for all girls to believe in the beauty of their natural hair. “If there are any (girls who aren’t confident in their natural hair at CCHS), have them come talk to me. I think that’s something I would’ve really appreciated in high school,” Perry said. “Just having someone talk about their journey, in terms of not loving who they were.” O
Above: MULTISPORT: Clarke Central High School varsity soccer player, cross country runner and swimmer Lena Cook, varsity football player and track and field runner Justin Hodges, varsity football player, wrestler and track and field runner Ntela Diekumpuna and varsity cross country runner and soccer player McKinley Campbell (left to right) stand in Billy Henderson Stadium. Participation in multiple sports may provide opportunities for cross training. “Obviously in football, you don’t have to have long term endurance because it’s mostly in short bursts, but the running, the jumping all those are similar and that’s kind of why I try to coach those two sports because I try to encourage individuals (and) tell them they kind of go hand in hand,” CCHS varsity football defensive coordinator and head track and field coach Justin Jones said. Photo by Krista Shumaker
SUCCESSIVE SEASONS
Clarke Central High School offers many sports to students, allowing them to participate in multiple throughout the year. Multisport athletes at CCHS face unique physical and academic challenges.
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hroughout the school year, Clarke Central High School offers 14 sports to the student body. With a plethora of sports to choose from, CCHS students often participate in several, taking advantage of the three sport seasons: fall, winter and spring. For some athletes, participating in multiple sports can be overwhelming, but CCHS junior Ntela Diekumpuna, a varsity football, wrestling and track and field athlete, believes that this opportunity allows for athletes to become more well-rounded. “(Participating in multiple sports) makes you stronger mentally because it drains a lot of you,” Diekumpuna said. “It makes you stronger physically because you’re putting your body through a lot of strain, and it forces you to do well with time
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management, so you can balance out your sports, life and your academics.” CCHS junior Justin Hodges, a varsity football and track and field athlete, believes participating in two sports provides him with cross training and skills that improve his performance in each sport. “All (sports) connect in a certain way, especially for track. You need track (for football) because it helps with your speed and your mental and physical toughness, because track is tough,” Hodges said. “I believe you have to run track in order to play football because (football players) need speed and agility.” CCHS sophomore Lena Cook, a varsity cross country runner, swimmer and soccer player, believes training for each sport supplements the others.
“I think that cross-training has helped because certain sports complement other sports, like cross country and swimming go really well together because swimming’s low impact, but it also works a lot of the same muscles. Cross country also helps with soccer because you run in both,” Cook said. While being a multisport athlete may come with benefits, Hodges, a former JV basketball player, feels that conflicts between the seasons of some sports can cause difficulties. “First round playoffs (for football are) during basketball tryouts. Say we went to the third round, and the basketball season already started. We lost in the third round. Right after that, you want to take a break, you don’t want to go straight to basketball, so usually they give us like two weeks or a week just to chill,” Hodges said. “Then we come back and
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then try out (for basketball) even though the season already started.” CCHS varsity football defensive coordinator and head track and field coach Justin Jones also sees these conflicts and believes that coaches should be flexible to allow multisport athletes to flourish. “Sometimes time conflicts come up. Maybe they have a travel competition in one of their sports, and then the sport that’s in season may have a competition on the same day, and sometimes they conflict,” Jones said. “A lot of times practices conflict because you want to try to get in after school. So, when it comes to coaches, in my opinion, (they) have to be flexible with athletes of that nature, and don’t force an athlete to choose (between sports) if they don’t necessarily have to.” Cook’s mother Rachel Hopkins, a youth track and field and cross country coach for Sirius Athletics, believes time conflicts are the most challenging part of being a multisport athlete’s parent.
“(Playing multiple sports) challenges me. I’m still able to do all my work. I just have to be more efficient sometimes.” --McKINLEY CAMPBELL, CCHS junior “(As a parent), you schedule around the competitions and practices and coordinating rides, etc. The biggest challenge is when the seasons overlap. When one season is still in their championship season, and another season is getting started, which happens with almost all of the sports, at least in high school, that poses a challenge,” Hopkins said. “Then you’ve got double practices, and there’s homework and making sure your child’s getting enough sleep.” According to Cook, playing multiple sports not only causes conflict among the sports, but also interferes with her academics. “(Playing multiple sports) makes it harder to set out a time to do my homework,” Cook said. “You’re practicing for two (to) four hours a day, and you’re definitely tired after practices, but it helps you realize how important managing your time is and not procrastinating.” CCHS junior McKinley Campbell, a varsity soccer and cross country athlete, feels that participating in multiple sport seasons provides a valuable outlet for the stress that comes with school. “(Playing multiple sports) challenges me. I’m still able to do all my work. I just have to be more efficient sometimes, and then sometimes you’re just so tired that it makes it so much harder to do the work,” Campbell said. “I also think it helps me academically because my mind is not on school. It’s like a release almost. I can kind of relax after school doing a sport and then go home and do the work.”
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Top: RAMBUNCTIOUS RUNNERS: Clarke Central High School varsity cross country runner and soccer player McKinley Campbell and varsity cross country runner Allison Kurtz play fight at a CCHS cross country meet. Campbell has been participating in both cross country and soccer since eighth grade. “I love both of the sports, and I think if there’s two things or like multiple sports that you love, it’s important to play them,” Campbell said. Photo by Lilli Sams Bottom: FOCUSED FOOTBALLER: Clarke Central High School varsity football player and track and field runner Justin Hodges jumps over hurdles in Billy Henderson Stadium. Hodges has played football and basketball since he was four and started running track in high school. “Going from football to track, I could say for basketball, it’s like some people can just go straight into another game and they play another game just like that. For going to track, it’s tough. It’s like conditioning, but it’s a whole different story. Football conditioning isn’t anything like track conditioning,” Hodges said. Photo by Sophia Long
Diekumpuna believes that, despite the challenges, playing multiple sports gives him a purpose during the school year. “I feel like with the amount of open time (non-athletes have), I might not do the best things with my body in terms of what I should be eating or how often I work out,” Diekumpuna said. “Over
“It forces you to do well with time management so you can balance out your sports, life and your academics.” --Ntela Diekumpuna,
the years, my body has become accustomed to playing multiple sports back to back to back, so it would kind of throw me off a bit mentally, as well. It would be like, ‘What do I do now?’” Jones believes that playing multiple sports gives athletes vital experiences that can translate into other areas of life. “You’re probably not gonna be a superstar in football, a superstar in basketball and a superstar in track and baseball. You have to humble yourself in one of those sports and become more of a team player,” Jones said. “I think that’s an invaluable experience if you are not necessarily being the same role on every single team. (Taking) on a lesser role (or) taking on a bigger role I think (is) important for everybody to learn, not just athletes.” O
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Lowering Costs Sports teams at Clarke Central High School experiment with program fundraisers to lower the cost of participation for student athletes.
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he Clarke Central High School athletic department provides basic support for all sports at CCHS. However, with limited funding spread between multiple sports, individual programs often engage in fundraisers to benefit their team. “Basically, programs have the opportunity to raise additional money to help supplement finances to help with the expenses within their program,” CCHS athletic director Dr. Jon Ward said. According to CCHS head boys soccer coach Chris Aiken, individual fundraisers for sports teams allow for flexibility when it comes to student athlete expenses. Boys soccer at CCHS requires participants to pay a $150 “player pack fee”, which obtains the players’ equipment for the season. “I make them all wear red shirts, black shorts and black socks, which come in their player pack fee, because I do think looking like a team (and) practicing like a team helps you play like a team,” Aiken said. “I do think the player pack fee is important.” According to Aiken, giving students the option to fundraise can help lower the personal cost of playing a sport at CCHS. “For three years, we did a really successful fundraiser where Papa John’s would give me pizza cards for free. We could sell them, and when you sold BY MACKENZIE CAUDILL Senior Copy Editor
them you kept the full profit from that sale. So, if players wanted to, they have the option to sell them to make money,” Aiken said. “It would reduce their fee, and they could sell as many as they wanted to try to reduce their fee to zero. The great part of that fundraiser is it put a lot of responsibility back on the student-athlete to sell the fundraiser if you wanted to play for free. If you wanted to pay the $150 and not sell anything, that was your choice.” Senior and boys varsity soccer player Alex Byrd believes that the price for playing soccer at CCHS is affordable for students. “This year it is cheaper than it was in past years. I think that soccer is relatively affordable at CCHS. Club soccer, which most players participate in in springtime, is almost double or triple the price of high school,” Byrd said. CCHS track and field also requires a participation fee to help finance new equipment. Head track coach Justin Jones believes CCHS is successful in keeping costs down for student athletes. “I think, for the most part, especially within the surrounding areas, our school does a great job with keeping the cost down for our athletes. I highly doubt that a true coach would not allow kids to participate because they couldn’t afford a player pack fee or participation fee or something of that nature,” Jones said. “Compared to a lot of schools, I would say we do a pretty good job of keeping the cost down as much as possible.”
Below: COST CONFLICTS: Clarke Central High School sports provide fundraising opportunities to their students to help lower costs for athletics. According to CBS news, NBC News and numerous studies, the cost of playing a sport is an issue at the national level. Infographic by MacKenzie Caudill
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Above: KICKING COSTS: Clarke Central High School varsity soccer player Alex Byrd kicks a soccer ball at practice. According to Byrd, fundraisers allow for sports at CCHS to be affordable for students. “This year it is cheaper than it was in past years. I think that soccer is relatively affordable at CCHS. Club soccer, which most players participate in in springtime, is almost double or triple the price of high school,” Byrd said. Photo by Gerardo Navarro
CCHS sophomore and track and field runner Lily Meyers believes that fundraisers allow there to be virtually no cost for track runners. “Mostly, it’s through buying merchandise for the team. So your costs for the team (are paid for) through buying merchandise and through fundraising,” Meyers said. However, Meyers believes that it’s important to consider students’ situations when providing fundraising options. “Not everyone at (CCHS) has money to play sports or to do all the activities that they would like to, so it’s important to give opportunities to everyone at the school for playing sports and to stay in shape,” Meyers said. “I think more options (for fundraisers would) be better for people to be able to make money to play on the team.” Aiken also believes it’s especially important for CCHS to provide resources to student athletes to pay expenses. “Obviously we can’t just be giving 40 kids Nike jackets that say ‘Clarke Cen-
“Not everyone at this school has money
to play sports or to do all the activities that they would like to, so it’s important to give opportunities to everyone at the school.” --Lily MEyers,
tral Soccer.’ We have to get money from somewhere. But I do think that, at our particular school, we don’t want to make anything too expensive because there will be students that are afraid to ask for help, and we’re turning them away without even realizing it,” Aiken said. According to CCHS head wrestling coach Shane McCord, fundraisers help reduce expenses for both students and programs overall. “(Fundraising) makes it a lot easier on me and the school as far as making sure we have the necessary funds that go into play as far as tournament entries, hotel stays, paying for the bus, food and all this stuff,” McCord said. “It makes it a lot easier for us to just worry about wrestling rather than worry about (if ) we have enough money to do (these things).” The wrestling team performs an annual fundraiser selling packages of meat. According to wrestler Ethan Shelden, a junior, reducing the cost of a sport through fundraisers supports his involvement. “It means a lot to me, especially since if we sell five or more (meat packages), we don’t have to pay for our player package. That’s something that would benefit me and my family a lot, because money is a little tight right now,” Shelden said. “So if I could just sell five, it’d be nice for my mom to not have to worry about it.” According to Jones, fundraisers ensure all students will have equal opportunities to participate in and use sports as motivation. “A lot of times, (sports) can be kind of like a carrot you hold out in front of a kid’s face to encourage them to come to class to get good grades. And participation in athletics, to me, goes hand-in-hand with academics and arts in any school system, so you definitely don’t want to have it so expensive where you’re pretty much excluding (people), whether it be socioeconomic background or a certain race or gender or things of that nature. You definitely want to make it affordable,” Jones said. O
CCHS track and field runner Sports
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Featured: BASEBALL ATTITUDE: Clarke Central High School senior and varsity baseball player Cameron Stokes sits in the CCHS baseball dugout on Jan. 25. Cameron believes that mindset plays a big part in his athletic success. “Attitude plays a big factor in sports. If you don’t have that dog mentality, then you won’t play as good as somebody else. But if you have that dog mentality and say you’re going to win this game, (if you say) you’re going to do this and do that, then you could do that. But if you don’t have that dog (mentality) then you can’t do it,” Cameron said. Photo by Krista Shumaker
GRAND SLAM CAM
Featured: SHOOTING HOOPS: Clarke Central High School senior Cameron Stokes plays basketball against Cedar Shoals High School on Jan. 25. Cameron plays both varsity basketball and baseball for the school and enjoys the hard work he puts in for both sports. “My favorite aspect (of playing two sports) is that it’s something different. Going from basketball and right into baseball is something most people can’t do or don’t do. It’s pretty fun because after basketball you’re tired and stuff, but once you go into something new, you’ll get more into it and it’ll get more fun,” Cameron said. Photo by Krista Shumaker
Clarke Central High School senior Cameron Stokes is a stand-out basketball and baseball player with a story that is bigger than just athletics. BY ANDREW ROBINSON Sports Staffer
H
e won’t be outworked. He’ll do that one last set. That one last rep. That one last mile.
He refuses to give up. Students at Clarke Central High School see his life from the outside looking in. They look at him and see the starting varsity shooting guard that made the all-star basketball team. They look at him and see the starting designated hitter for the varsity baseball team. But CCHS senior Cameron Stokes is more than just numbers on a stat sheet. Cameron’s story of success starts before he even touched a basketball or baseball. It starts with his mother, Latrena Artist. “(My biggest role model) in life is my mom. Growing up, I really didn’t have my father with me because they divorced when I was young. My mom always taught me to keep going and don’t ever quit. She was always the one to push me, and she still pushes me harder to this day,” Cameron said. As a single mother, Artist took on the responsibility of raising both Cameron and his younger brother, CCHS freshman Jeremy Stokes, on her own. “(It was a) struggle of just having one income. I mean, we made it work, but I’m sure there were things at times that Cameron probably wanted or his brother wanted that, when you’re only living off of one income, it’s not as easily
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done. But we survived,” Artist said. Although Cameron and Jeremy didn’t have their father around, they found solace in their church. “The church I (currently) go to is Miracle House in Bogart, Georgia. It impacted me a lot because there were a lot of male role models that I looked up to. I didn’t really have my dad, so they took me in and gave me little tips and things about what to do and what not to do. They just led me down the right road,” Cameron said. Seeing his mother work hard to support his family inspired Cameron to work harder on his own. He applied this inspiration by working hard while playing his two favorite sports: basketball and baseball. “I’ve always liked basketball. I think I started when I was about five or six. I started (playing) at a church called Beech Haven. Ever since then, I just fell in love with it,” Cameron said. It was clear that Cameron’s relationship with basketball was love at first sight, but the same can’t be said for his experience with baseball. “To be honest, I didn’t even want to play baseball at first. My mom made me play when I was in kindergarten,” Cameron said. “But when she made me play, I was actually one of the best hitters out there on the field. So, ever since then, I kept playing. Then I started to be on all-star teams, and I just fell in love with it.”
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Artist recognized Cameron’s athletic potential at an early age and made sure he stuck with his commitments. When Cameron wanted to quit his youth baseball team, Artist would not allow it. “(Cameron) really has just a natural talent for sports, period. So if I have to pay for (him) to participate in any sport, being off one income, (he’s) going to see it through for at least that season,” Artist said. As the years progressed, Cameron continued to improve at both baseball and basketball. Although he was starting to become a stand-out athlete, his mother always made sure he prioritized academics over his athletic career. “Schoolwork is number one. My mom always told me if you can’t keep your grades to all A’s and B’s, then you can’t play sports. So, she really, not threatens, but stays on me about my schoolwork,” Cameron said. Cameron’s brother Jeremy thinks that competing together over the years has helped both of them
become better athletes. “Growing up, (Cameron and I) were always competitive with each other. We always would say, ‘I bet you can’t beat me in this or that.’ It just made me want to go harder into any sport I play,” Jeremy said. “It made me have that sense of ‘I gotta be better than him.’ It’s impacted me a lot. To see what
“I want to continue to play both sports during college,” Cameron said. “(I don’t have any college offers) yet, but I think I have a few looks from Division III schools with basketball. I’m not sure about baseball yet.” Artist is supportive of Cameron’s collegiate aspirations but wants him to prioritize the educational opportunities offered in college. “I definitely (think Cameron will) go on to college. He wants to play collegiate sports, and I’m OK with that, but more importantly, I see him graduating with a workable degree that can support him once he’s out of college or on to the (professionals),” Artist said. Head varsity baseball coach Adam Osborne also CCHS varsity basketball and baseball player believes that Cameron could go on to play college he can do on the court inspires me to do better.” sports. Cameron’s training and effort has shaped him “I think he can do whatever he puts his mind to. into an incredible high school athlete, but Cameron It’d be hard for him to (play college) baseball just doesn’t want to stop there. He wants more. He because I don’t know if he’s ever looked at baseball wants to be a collegiate athlete. like that,” Osborne said. “But if he put his mind
“(My biggest role model) in life is my mom. Growing up, I really didn’t have my father with me because they divorced when I was young. My mom always taught me to keep going and don’t ever quit. She was always the one to push me, and she still pushes me harder to this day.”
-- CAMERON STOKES,
Above: EDUCATED FAMILY: Clarke Central High School senior Cameron Stokes (middle) smiles with his mother Latrena Artist (right) and his brother CCHS freshman Jeremy Stokes (left) in front of the New Gym on Jan. 28. Artist believes that education is key for her children’s success. “I have stressed (education). I finished as a nontraditional student at UGA, so I had to take on student loans. So I’ve stressed to both (my sons) how important it is to excel academically. We’re hoping that they get an athletic scholarship, but it will be even greater if they could get an academic scholarship,” Artist said. Photo by Gerardo Navarro
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to it, and it turns out that that’s something that he wanted to do, he could do it.” Although succeeding in athletics is important to Cameron, the life-lessons he has learned through playing sports hold an even greater significance. “It just makes you a better person overall. When you’re an athlete, more people look up to you than when you’re not an athlete, so you have to stand out and do good things instead of doing bad things,” Cameron said. Not only have sports encouraged Cameron’s personal growth, but they have also pushed him to improve his work ethic. “Being a sports player in general just pushes you harder. Because once the teachers know about you, they’re gonna expect more from you. So you just gotta work harder and stay focused in the classroom and out on the court and field,” Cameron said. CCHS junior Rio Foster is a teammate of Cameron’s on both the varsity baseball and basketball teams. According to Foster, Cameron tries his best to help his teammates succeed. “(Cameron) is real uplifting and will help you out a lot,” Foster said. “He tries to help me out all the time with my shot. It’s kind of bad right now. He’s always trying to help me out.” Head varsity basketball coach Andre McIntyre appreciates the positive impacts Cameron makes on the team. “Cameron brings a lot of confidence (to) his teammates. He’s an outstanding shooter, (and) he’s a veteran, so he brings some stability for younger kids. Cameron is a person that leads by example. He’s not much of a talker, but he works hard every day,” McIntyre said. Cameron enjoys helping others in their athletic pursuits, which reflects his greater commitment to his community. “One word that describes me is kind. I’m kind to everybody. You’ll never see me being mean for no reason. I’m always pretty kind and caring,” Cameron said. Cameron’s hard work has shaped him into the athlete he is today, but to those who truly know him, it’s not baseball or basketball that defines him. It’s his kindness and positive attitude that makes Cameron who he is. “Cameron is like a son to me. And, like the rest of the boys, he’s just a genuine person,” McIntyre said. “I love him to death. He’s someone that I love being around. I love talking to him. He has a great personality, and he’s just a great young man.”
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Top right: TEAM PLAYER: Clarke Central High School senior and varsity baseball player Cameron Stokes stands on the field with his baseball team on March 28, 2019. To Cameron, having a good relationship with your teammates is essential for the team’s success. “I feel like (bonding with my teammates) is a big factor. If you don’t have any chemistry, then you won’t know what this person or that person is going to do next. But if you do have chemistry, then you’ll know where your team is going to be and how they’ll play,” Cameron said. Photo by Krista Shumaker Bottom right: HITTING HOME RUNS: Clarke Central High School senior and varsity baseball player Cameron Stokes tosses a baseball on Jan. 25. Cameron plays both varsity basketball and baseball for the school. “My favorite aspect (of playing two sports) is that it’s something different. Going from basketball and right into baseball is something most people can’t do or don’t do,” Cameron said. Photo by Krista Shumaker
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MATCH POINT Sports Editor Alexander Robinson has grown up with a commitment to athleticism.
I
, for the record, don’t hate sports. I hated being forced to play one. It started off simple enough. As soon as I was eligible, circa 2007, BY ALEXANDER ROBINSON I would often find Sports Editor myself at the YMCA on Hawthorne Ave. My mom always wanted to make sure that my brother and I were staying active, and that meant that we ended up partaking in a number of after school programs over there. Over the course of my elementary school years, I’d more often than not find myself on the “Y-bus.” Upon arrival, depending on the season, I’d either go to soccer, basketball or taekwondo practice. I enjoyed it back then, having more than enough energy to spend on any number of sports or activities. Soon, however, it got tiring. As middle school began, I failed to see how my physical education
or development could serve me. As my academics got more challenging, I became more and more resistant to the idea of having to play a sport. My parents, however, saw things differently and continued to mandate that my brother and I stay active. It was always a part of their three-pronged
mained steadfast. In fact, now that I am old enough to know of the importance of physical health, I appreciate my parents’ guidance in this area. It has gotten to the point where I have taken things into my own hands, maintaining a daily workout routine that I keep up during the off-season.
As soon as I was eligible circa 2007, I would often find myself at the YMCA on Hawthorne Ave. approach for our development: do well in school, find a club to devote yourself to and play a sport. As such, I’ve always stuck with it. While the sports have changed, from primarily soccer in middle school to tennis today, my commitment has re-
In short, I wasn’t always aware of it, but my parents truly had my best interest at heart when mandating that I continuously play a sport. And, hindsight being 20/20, I am thankful that they fought me those times I wished to quit. O
Above: TRAINING DAY: Sports Editor Alexander Robinson, a senior, practices groundstrokes with his father, Greg Robinson, at Bishop Park on Sept. 2, 2007. Robinson joined the Clarke Central High School varsity tennis team in Jan. 2018. Photo courtesy of Mona Robinson
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Star Players0 ODYSSEY Star Players
ELIOT DANIEL
IS Y TENN
VARSIT
Grade: 11 GPA: 4.2 Years of experience: Five Game day ritual: I usually listen to music and stretch a lot. I sometimes do sprints to get warmed up. Favorite memory: I can’t remember who we were playing, but I played this girl for two or three hours. I think we were in a tiebreaker, and I won the tiebreaker. Everyone cheered, so that was exciting. Role Model: I usually watch Venus and Serena, so I guess them. What coaches say: “She is a very good (tennis player and student). I’m looking forward to this year because she’s still only a junior and has had two years of being a very important player on the team. I’m looking forward to seeing how that role expands over the next two years. How she does will determine how we do in this season.” --Elliot Slane, head varsity tennis coach
ELIOT DANIEL
MICHAEL ROSCH Grade: 10 GPA: 4.2 Years of experience: Five Game day ritual: I always listen to music before the game to get me hyped up. Favorite memory: When I was eight, I played on a team called H&R Block, and the bases were loaded, 15-12, two outs. I got up to bat and I hit a grand slam to walk it off. Role Model: Probably Ozzie Albies because I play second base, and Ozzie Albies plays second base. What coaches say: “He’s grown a lot this year, which is a good thing for him and us. He is a solid baseball player. He’s got pretty good skill. He’s a good athlete. He’s a hard worker. He does what we ask. He listens.” -- Jeff Finch, head JV baseball coach
ODYSSEY Star Players are selected based on their academic standing and commitment to teammates, their sports program and Clarke Central High School. Star Players are written for each issue by the Sports staff based on interviews with players and coaches.
ODYSSEY Star Players
EBALL
JV BAS
MICHAEL ROSCH Sports
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5
things to know about GOLF By Andrew dean, as told to gretchen hinger
1. PRACTICE MAKES PERFECT
(Golf is) probably the hardest sport to play. I’ve actually debated that in my head because I’ve played pretty much every sport: baseball, basketball, football, soccer, tennis and golf. (In golf ), the ball just wants to go where the ball wants to go, so it takes a lot of practice. It’s got a lot of weird rules that are not necessarily in the rulebook, so it’s kind of like the etiquette of golf. Just because there’s a lot of rules about how to be polite on the course, and they’re ones that really take a long time to learn. So that’s kind of a unique trade to golf.
2. SOCIAL BENEFITS
It’s a sport that can really benefit you both socially and as you move into a professional career. Professionally because, oftentimes, there are charity events that companies put on and you take clients to play golf, and it’s a good way to network and meet people. So, if you can play decently enough, then it’s kind of a good way to help your business career.
3. LEARNING EXPERIENCE
Here at Clarke Central, we are a team that is working to be competitive, but I kind of treat it as a way for me to teach the fundamentals of golf and introduce people to the sport because we have a lot of people that come out that have never played before. We need more people to come and try the sport. As of right now, it’s a no-cut sport, so if you come out you’re on the team, and I really need more female golfers so we can build up the women’s program.
4. friendly competition
I would say that while the competition can be fierce, most of the time golf matches are very friendly. It’s not like a football or basketball game where you’ll see people going at one another’s throats. People are very happy to see the other person be successful. If you watch a professional golf tournament, oftentimes they’ll interview the people that lost and they will say the nicest things about the person that won.
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Above: GOLFING GREEN: Clarke Central High School golf coach Andrew Dean plays golf on Feb. 12. Dean has had a long-held passion for the sport. “(Golf) is a sport that you can play for the rest of your life, and so learning it early kind of can help you get better over the course of time,” Dean said. Photo by Luna Reichert
5. UNIQUE SPORT
High school golf is a little bit different than other sports in that there are really only two matches that matter in regards to record. That’s the area tournament, which happens in late April and allows people to qualify for state, and then the state tournament which happens at about the middle of May, which has both team and individual awards, (and it works the) same with area. So all of the matches that we play are, in essence, practice matches. It’s not like you have a region record that qualifies you for area -- everybody goes to area, and then if we hit the right scores, then we can carry some people to state. O
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