Volume 20, Issue 4 - ODYSSEY Newsmagazine

ODYSSEY

18 ESOL EXPLAINED

CCHS’ English for Speakers of Other Languages program prepares students for life in and outside of the classroom, overcoming organizational constraints and keeping up with rapidly increasing U.S. immigration.

A FINAL

SALUTE

CCHS Senior Army Instructor Lieutenant

Colonel David McMickle is retiring after instructing at CCHS for 16 years, leaving behind a JROTC program shaped by his strong leadership.

VIEWPOINTS

10 JUDGE JANIE

With the state of our society today, CCHS needs to update security policies to better protect students and staff from outside dangers.

BY JANIE RIPPS

features

12 A FINAL SALUTE

CCHS Senior Army Instructor Lieutenant Colonel William “David” McMickle is retiring after instructing at CCHS for 16 years, leaving behind a JROTC program shaped by his strong leadership.

BY CADENCE SCHAPKER

18 HENSON’S HELPING HAND

Associate Principal Tamika Henson’s childhood challenges have impacted her mindset when it comes to helping the CCHS community.

BY MAYA SHRIVASTAV AND JESSE DANTZLER

22-35

37 SAFE SPACES

During the summer months, CCHS isn’t available as a safe space for kids. However, local Athens businesses, nonprofits and organizations have picked up the slack.

BY MILES LAWRENCE AND MYKOLAS KUMPIS

SPORTs 54

TABLE OF CONTENTS

Featured: SUPPORTING STUDENTS: Clarke Central High School English for Speakers of Other Languages (ESOL) social studies department teacher Kathy Erickson helps CCHS junior Raul Navarro during an English lesson outside of Room 374 on April 14. Navarro believes the ESOL program has eased the process of learning English. “I think (the ESOL program) is good. If you don’t understand in English, they explain in Spanish, (which) help you learn English,” Navarro said. Photo by Isabelle Duncan

36-47

CAPTURING

THE

FLAG

The CCHS flag football team has used the lessons learned in their inaugural season to launch a renewed attack on the Georgia High School Association playoffs in November.

BY WYATT MEYER

year to keep in mind that it’s a lot to make it to that position and it’s kinda hard to be there,” CCHS varsity track and field athlete Ty’asia Brown, a sophomore, said. Photo by Lucas Donnelly

Featured: WEARING THE UNIFORM: Variety Staffer Miles Lawrence holds a JROTC uniform in the JROTC supply room on April 17. Lawrence lived out a day in the life of a JROTC cadet on April 17, and enjoyed

something I hadn’t thought about before,” Lawrence wrote.

Cover illustration by Antonio Starks Cover design by Molly Harwell

what he learned from the experience. “Even though the experience of wearing a uniform and being inspected was a bit humiliating, it helped me learn about the amount of self care and nobility that is required to be in the military, which was

Photo by Temprince Battle

Featured: RUNNING RIGHT: Clarke Central High School varsity track and field runner Shavique Bascus, a senior, runs at Time Trials on Feb. 22. Bascus, along with the rest of the track team, motivated the team through their experiences at statewide competitions the previous year. “I made it to state as a freshman, so I want all the freshmen we have this

HIS LIFE, HIS LEGACY

Current and former members of the CCHS band program gathered to honor the late Dr. Robert Lawrence, former Director of Bands, with a song written in his honor.

BY ANNA SHAIKUN

REVIEW: WHY DOES THE EARTH GIVE US PEOPLE TO LOVE?

Singer and songwriter Kara Jackson’s debut album, “Why Does the Earth Give Us People to Love?,” is filled with raw emotion and beautiful lyrics.

BY MAYA SHRIVASTAV

THAT’S THE KICKER: Q&A WITH KICKER COOPER EVANS

Varsity kicker Cooper Evans, a junior, explains how being a kicker is different from playing any other position on the football team.

BY WYATT MEYER

PROM 2023: A NIGHT IN THE GARDEN

The CCHS 2023 Prom, themed “A Night in the Garden,” took place on April 29 at the State Botanical Garden of Georgia.

BY CIYANA RAMOS AND PETER ATCHLEY

The ODYSSEY is a studentproduced 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: Molly Harwell

Managing Editor: Maya Clement

Visuals Coordinator: Lucas Donnelly

Editor-at-Large Nico Willman

Digital Editor: Anna Shaikun

Viewpoints Editor: Janie Ripps

News Editor: Cadence Schapker

Variety Editor: Isabella Westrich

Sports Editor: Wyatt Meyer

Business Manager: Audrey St.Onge

Webmaster: Maya Shrivastav

Director of Audience

Engagement: Aza Khan

Staff Members: Temprince Battle

Kendarius Butts

Michael Campbell

Jesse Dantzler

Isabelle Duncan

Isabelle Galis

Victoria Garland

Mykolas Kumpis

Miles Lawrence

Antonio Starks

Adviser: David A. Ragsdale, CJE

ODYSSEY Newsmagazine

Clarke Central High School

350 S. Milledge Avenue

Athens, Georgia 30605

CSPA, GSPA, NSPA, SIPA, Quill and Scroll

(706)-357-5200

EXT. 17370

LETTERS TO THE EDITOR

BRINGING THE BHM PROGRAM BACK

>> VIEWPOINTS

Angel Tejada’s description for his love for sports and how it influenced his personal relationships is really relatable because as someone who’s a huge soccer fan, it can really bring out all types of emotions and feelings out of you. I can recall quite a couple of games that made me feel some type of way. For instance, Angel Tejada talked about his memories of watching the 2022 Qatar World Cup from the first game to the final when he should be showering or asleep, I had similar moments like that as well I would be watching the 2022 Qatar World Cup during class.

-- Cesar Garcia-Salinas, CCHS senior

Corrections/Omissions March/April 2023

Page 3, in the table of contents, in the fourth teaser, “made change” should be “made changes”

Page 3, in the table of contents, in the second caption, “Jay Jay” should be changed to “Jamenskie”

Page 3, in the table of contents, in the second caption, “new gym” should be changed to “Competition Gym”

Page 3, in the table of contents, in the second caption, in Oliver Domingo’s title, “junior” should be inserted before “Oliver”

Page 7, in Boiling Point, “best” should be in single quotations

Page 8, in Vegan Voyage, “the” before “commercially” should be omitted

Page 9, in Fresh Voice, “Argentina national football team” should be “Argentinian national football team”

Page 9, in Fresh Voice, “France national football team” should be “French national football team”

Page 15, in Nowhere to Go, Number 2, Johnson’s title should be “CCSD bus driver and hall monitor Nakeida Johnson”

Page 19, in Honoring Athens History, “Bettye Henderson Holston Elementary” should be “Bettye Henderson Holston Elementary School”

Page 19, in Honoring Athens History, “Johnnie Lay Burks Elementary” should be “Johnnie Lay Burks Elementary School”

Page 27, in Wild Wild Westrich, “Ashley Gresham” should be “Ashley Gershon”

Page 29, in In Focus, in the caption, “Incorporate” should be “Incorporated”

Page 29, in In Focus, “E.B” should precede “Mell Auditorium”

Page 36, in In Focus, in the caption, both instances of “participator” should be “participant”

Page 37, in Breaking barriers, “Alps Road Elementary” should be “Alps Road Elementary School”

Page 38, in Bringing the BHM Program Back, in the deck, “compiled” should be omitted

Page 38, in Bringing the BHM Program Back, in the deck, “of the” should be omitted

Page 44, in Cultural Buzz, both instances of “Kimono Cats” should be in quotations

Page 45, in Cultural Buzz, both instances of “Chor Nikal Ke Bhaga” should be in quotations

Page 45, in Cultural Buzz, “Hollywood films” is incorrect

Page 45, in Cultural Buzz, the crooked byline for Isabella Westrich should be fixed

Page 46, in Price’s Passion, the comma following “I didn’t spend” should be omitted

Page 47, in Price’s Passion, “moving to Savannah at three-years-old” should be moved up above the pull quote

Page 51, in Spring Sports Halftime Report, “GIRLS VARSITY TENNIS” should be red instead of white

Page 51, in Spring Sports Halftime Report, Aiken’s title should be “CCHS head boys varsity soccer coach”

Our March/April 2023 issue featured a story about how CCHS students and staff joined together in Mell Auditorium on Feb. 28 to celebrate Black History at CCHS through a program compiled with performances with multiple of the CCHS fine arts department programs.

>> FEATURES

NOWHERE

I find the article to be helpful in informing students about these issues since this is something we’d expect when we get into the restrooms, and the article is easy to understand since it discusses a problem which all of us know about right now. There’s a good amount of text which tells the restroom issue quite well. It’s a bit long, but it’s better than having read certain paragraphs which only tell of the same thing but are written differently. One thing I did want to see was a further look into what kids do in the restrooms, it’s a lot more than vaping or fighting, mainly with kids writing hate speech or strange things on the walls. I wished the author of this article could have given us a better idea on what really happening in these places.

-- Uriel Perez-Garcia, CCHS

FASHION STATEMENTS // Victoria Garland

I really liked how the author of the article included a bunch of different points of view when it comes to fashion. There were so many different opinions and statements amongst everyone that was interviewed, but they all agreed on the fact that fashion can make a person feel more comfortable by allowing them to express themselves in any way they want. I strongly agree with the article in the sense that fashion is an outlet to demonstrate individuality and I like how there are so many different styles represented in Clarke Central. The author did an excellent job in showing the reader that the representation of so many different fashion tastes at Clarke Central allows for any student to be able to find a group of people that have similar interests to their own.

-- Riley David, CCHS sophomore

Contact ODYSSEY Newsmagazine

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Online: Message us on Instagram at @odysseynewsmag.

FRESH VOICE // Angel Tejada

senior

TO GO, PART 2 // Nico Willman

-- Alexandra Navas, CCHS alumna and CCSD community member, on “Living The American Dream” by Miles Lawrence

The layout of the text and photos is terrific, and I can easily follow each line. The soft blue blends in well and does not pop out. If these were vital messages, I think brighter blue could work, so it’s the first thing to see.”

LETTER FROM THE EDITOR

Editor-in-Chief Molly Harwell shares her experience with junior year and how she has navigated the “learning curve.”

“Just wait until junior year.”

That sentence has been ingrained in my head since my freshman year by teachers, friends and upperclassmen. Each time I complained about workload or stress to older friends, the inevitable answer was always, “just wait until junior year.”

not easy, and I still struggle, but I have learned how to dedicate my time and thoughts to things that I can directly influence.

Lesson number two: the world is going to keep moving forward, with or without me, and I can choose whether or not to move with it.

This year, I got my first “B” ever in a class, and to my surprise, the world didn’t end. Life kept on moving and everything was okay. I learned this year that failing and continuing to move forward is so much better than staying in one place.

BY MOLLY HARWELL Editor-in-Chief

Just wait until junior year, they said, where the classes are harder, the drama is more intense and you have to start deciding what you want to do with your life. Just wait until junior year, where you’ll feel like you’re going insane.

I kept telling myself, “That’s ridiculous, they don’t know what they’re talking about. I’ll be fine!” I couldn’t have been more wrong.

I foolishly believed that I had learned all that I could from high school already, that this new year would hardly bring any lessons of significance, but I actually learned more than I ever thought possible.

The first lesson I learned was to control what I could control.

So many times this year, everything felt like it was spiraling. I was bogged down with schoolwork and extracurriculars and national issues, and it all felt like too much.

I learned, however, from the mentors in my life that worrying over things that were out of my control was pointless and would just lead to further stress. It’s

Lesson number three, and probably the most important: this is everyone else’s first time going through life too, so be patient.

This year, I learned that not everyone is going to meet my expectations all of the time. Everybody gets angry, everybody has bad days, and I can’t expect them to be perfect in spite of that.

And I had to learn to be patient with myself too. This year was the year of the “learning curve.” I didn’t have it all figured out, (I still don’t), and I had to learn that taking the time to focus on growing and learning was the best thing that I could do.

From learning that I can’t do everything alone, to growing in confidence at dance, to absorbing the wisdom and love from the women in my life, junior year has been amazing.

So even though I spent most of my high school career dreading junior year, it was worth the wait.

I learned this year that failing and continuing to move forward is so much better than staying in one place.

Above: LET IT BOUNCE OFF: An illustration depicts Editor-in-Chief Molly Harwell letting school stress and grades bounce off of her. Harwell learned a lot during her junior year, including how to be patient with herself through times of growth. “This year was the year of the ‘learning curve.’ I didn’t have it all figured out, (I still don’t), and I had to learn that taking the time to focus on growing and learning was the best thing that could do,” Harwell wrote.

Illustration by Antonio Starks

BOILING POINT

The desire for productivity in society leads to an endless cycle of always wanting more. While this can be beneficial for a strong work ethic, it can ultimately reach the point of being too much pressure on one person, resulting in burnout and the disappearance of productivity.

balance. This unrealistic expectation can cause a lot of stress in people, resulting in a feeling of letting down their employers.

BY MAYA CLEMENT Managing Editor

Relying on this productivity to feel successful becomes dangerous when the productivity inevitably disappears. Mental health should not suffer because unrealistic expectations cannot be met.

“Well, anytime we’re putting pressure on ourselves to perform, I think there’s room for a negative situation to arise,” family and marriage counselor Giordana Diaz said. “If your whole goal is productivity, I feel like you’re missing the actual beauty in the work and the actual process of doing or making something.”

Especially with college applications quickly approaching for juniors and on the horizon for underclassmen, there is a pressure to appear like the “perfect” candidate for a school.

This frequently puts pressure on students to join as many extracurriculars and sports as possible, take difficult classes, get good grades and get a job. Doing all of these things is impossible, especially if a student wants any resemblance of relaxation.

This tendency doesn’t stop once a student graduates from high school.

Through hustle culture, the United States idolizes workplaces with intense focus on productivity, work ethic and success with little care for a work-life

“I think (linking self-worth to productivity is) deeply damaging. The way we conceive what success looks like in this country is just superficially stupid, but more deeply and more importantly, it serves a kind of manufactured ideology that just isn’t necessary,” Clarke Central High School English department teacher Ian Altman said. “And I think that that, too, is political. Political in that, if people are kept busy and made to think that they always have to be busy, then they have less time to think and less time to be bothersome to other people.”

Students must learn to find a balance between productivity and relaxation or their selfworth is going to suffer and they will be stuck in an endless cycle of overworking, getting burned out and then underworking due to the way society is set up.

With summer fast approaching, students should consider establishing ways of making themselves feel like they have a purpose, while also taking the necessary time to relax and focus on self-care.

Some ways to do this would be setting a schedule and realistic to-do lists. When tasks are completed, instead of focusing on the next thing to do, students could focus on celebrating their accomplishments and taking the time to rejuvenate themselves.

Acknowledging what makes one passionate and partaking in those activities can boost joy and self-worth as the pressure isn’t to be the best, but rather to enjoy the experience. Productivity does not equal self-worth. Relaxation does not equal failure.

Hustle culture in society has pushed an ideology of associating self-worth with productivity, which is a dangerous and impossible standard to meet.

Relying on this productivity to feel successful becomes dangerous when the productivity inevitably disappears.

Above: CHAINED TOGETHER: A student is shown chained to self-worth and productivity. Hustle culture in the United States has emphasized an ideology where people rely on productivity to feel good about themselves, but this mindset is detrimental to mental health as one cannot live up to expectations. “Students must learn to find a balance between productivity and relaxation or their self-worth is going to suffer and they will be stuck in an endless cycle of overworking, getting burned out and then underworking due to the way society has set itself up,” Managing Editor Maya Clement wrote. Illustration by Antonio Starks

Abigail Holloway

FRESH VOICE

Journalism I student Abigail Holloway discusses how differences in their childhood affected who they are as a person.

Everyone on the earth was raised differently. Even siblings all had different experiences growing up. But is there a right or wrong way to grow up, or does everyone have a way that works for them?

My dad died when I was only nine months old, which meant I spent the majority of my childhood being raised by my grandparents just as much, and at certain times, more than my mom. So whenever someone wanted to have a playdate on the weekends, it was always “Here’s my grandma’s number” instead of my mom’s.

This seems like such a simple difference and it was at first. But as I got older, more people asked why I wasn’t with my mom as much. So I’d respond with a simple “Dad died when I was young and it’s been hard on her,” and that would suffice for a while.

Eventually, there would be more questions. “What is life like without a dad?” “How was it being raised by your grandparents?” “Do you wish your family was normal?”

The last question always got me because to me, this was normal. I knew nothing else, I had no other version of how to grow up. Just mine.

You can always tell a little bit about someone from how they were raised. What their “normal” was. My normal made me really good at packing bags in less than 15 minutes. My normal made it easy for me to bounce from place to place daily. My normal took me from Athens to Oglethorpe County at least a few times every week.

Everyone has a “normal.” A way they were raised that is completely individual to them. No two people were raised the same, no two people will get the same things out of their childhood. It’s what you do with this “normal” that matters in the long run.

I could’ve lied, told people that I lived at my mom’s house all the time, and that my dad just had a job that made him travel a lot. I could’ve said that my grandma’s number was my mom’s. I could’ve spent years wishing for my life to be different, but I didn’t. And you shouldn’t either. O

Question of the month

What are your summer plans?

"I’m going to Mexico right after school ends. Fortunately, we have my grandparents live over there since they travel back and forth and we’re building a house there.”

-- JERRY BLANCO, CCHS freshman

“I’m just going to hang out with my friends and plan things as I go. I’m (also) gonna go to Canada (with my family).”

-- SAM DOMIZI, CCHS sophomore

“I plan on going on vacation, hopefully out of the country. I’m not really sure (where) but hopefully somewhere in South America.”

-- ALWIN JOSEPH, CCHS junior

“I work at (summer) camps, so I’m going to be doing that to make money and because I love helping people, and then I’m going to Alaska.”

“This summer I plan on traveling to New York for a few weeks. My cousin just graduated from nursing school so she’s having a big celebration.

-- ULISSES SILIS, CCHS senior

-- CHERRY BUCKLEY, CCHS cafeteria staff member

Above: FORK IN THE ROAD:

An illustration depicts Journalism I student Abigail Holloway standing at a crossroad between her mom’s house and her grandparent’s house. Holloway was partially raised by her grandparents, which caused her version of normal to differ from other students. “‘What is life like without a dad?’ ‘How was it being raised by your grandparents?’ ‘Do you wish your family was normal?,’’ Holloway wrote. “The last question always got me because, to me, this was normal. I knew nothing else, I had no other version of how to grow up. Just mine.” Illustration by Antonio Starks

THUMBS

The ODYSSEY staff’s opinions on this month’s issues.

Antonio Starks

UPROOTING THE OAK

Iam like the winding Live Oak, a magnificent tree, surrounded by many others. Its roots flow and snake across the fertile and life-giving soil, its strong branches swirl and hang low.

SAFE AT HOME BASE

There are various places in AthensClarke County that students can go to to escape the summer heat.

AG-ED

As CCHS FFA members’ passions grow for leadership and agricultural education, so do participants.

GENERATION EXCEPTIONAL

CCHS Assistant Principal Tamika Henson uses her childhood experiences to help students today.

FLAGGING DOWN SUCCESS

The CCHS flag football team is preparing for their second season of competition in the fall.

SOUL OF ESOL

CCHS’ English for Speakers of Other Languages (ESOL) is an extremely beneficial program that faces many organizational constraints.

BYE BYE COLONEL

After teaching for 16 years, CCHS Senior Army Instructor Lieutenant Colonel David McMickle is retiring.

END-O-YEAR EVILS

The second semester of the school year is often the toughest for students and teachers to get through in one piece, something that shouldn’t be dismissed.

EMERGENCY AWARENESS

Many students feel unprepared for school emergencies, something that needs to be addressed in society today.

My roots go deep, through my school, through my town. Going to college in Savannah, Georgia will ultimately plant me in foreign soil and it’s hard to leave all my friends and connections to a whole new community. I was born on the same street I went to elementary, middle and high school. I’ve made so many friends and met so many people. But it wasn’t easy. I was often known as the “shy one,” the “quiet one” or the “crybaby.”

In elementary school, I was a very sensitive child, so much so, whenever I was in a conflict or a social situation, I would shrink myself despite my relatively tall stature. Whenever someone I actually knew and hung out with was around, I would light up, my skin would grow tougher and self-advocacy wasn’t a problem for me.

That’s how it’s worked in my life. I look for familiarity within my environment to bring out my inner extrovert. I rely on my community that I’ve already explored to give me the social courage that many who know me now are so accustomed to.

Moving to Savannah for college is going to be hard for me. I’m afraid I’m going to become that little boy I was who would hide in his shell and behind his mom.

“Chronic anxiety can lead to serious mental health problems depression, substance use and even suicide. It can interfere with the ability to focus and learn causing school problems that can have lifelong impact,” a 2019 article from HealthyChildren.org states.

However, even though it feels like I won’t have my friends and family with me, I know our bonds transcend physical proximity. And I know that so many of my classmates will be going through the same fears as me, so I owe it to myself to just try.

As I move farther and farther throughout my life, I feel that I am more capable of connecting with the outside world as an independent person. My roots will always be in Athens, and I’ll be connected to them no matter where I go.

Viewpoints Staffer and Illustrator Antonio Starks writes about his anxiety around social situations and how this will impact him as he graduates CCHS.

Above: A WHOLE NEW WORLD: Viewpoints Staffer Antonio Starks ventures forth while still being connected to a tree, representative of his community. Starks has always dealt with anxiety when in situations where he doesn’t have his friends or family to make him feel comfortable, and he will have to overcome this fear in college. “Moving to Savannah for college is going to be hard for me. I’m afraid I’m going to become that little boy I was who would hide in his shell and behind his mom,” Starks said. Illustration by Antonio Starks

JUDGE JANIE

Fourteen.

BY JANIE RIPPS Viewpoints Editor

As of April 13, 14 schools have been shot up in the United States in 2023. With most victims being students, 10 people have been killed, 14 injured. Countless traumatized. According to the Washington Post, 46 school shootings occurred in 2022, the most of any year since 1999. As school years go on, incidents of targeted school violence at K-12 schools are just increasing.

In Georgia, which is ranked #47 in the country for gun law strength, carrying a weapon is allowed in almost every public space, without presence of a permit.

Georgia’s legislation has failed students, and the responsibility of protecting students has fallen on school districts like the Clarke County School District.

But what is stopping Clarke Central High School from joining this list of 14 schools that is only anticipated to grow?

According to a survey taken by 266 students at CCHS, nearly 60% feel that lockdown drills don’t sufficiently prepare them for an emergency.

Because today’s society is more determined to protect a citizen’s right to carry a gun than the lives of actual citizens, schools like CCHS need to adapt their safety measures to better protect those inside the building.

“(During hard lockdowns) we’re gonna huddle in a corner, and that’s making us a big target and I think that’s kind of interesting,” CCHS junior Amya Hopkins said. “Like, how strong are these doors?”

“I do feel like society is changing, and sometimes I feel that we are not doing enough,” CCHS Principal Dr. Swade Huff said. “So the reason that we keep the door locked is truly safety. At the end of the day, the goal is to minimize any type of injuries or casualties or something to take place on our campus.”

However, in a building with 1,880 students, keeping everyone who is not a student or staff member out and never opening the doors during the eight hour school day is almost impossible. More needs to be done.

To protect students and staff against intruders, CCHS should consider providing students with keycards that can open the doors, so only those who belong in the building have access to get inside and the risk of accidentally letting intruders in can be lowered.

Physical Education and Health classes should also include school safety units where they can teach students the fastest evacuation routes as well as the “Run, Hide, Fight” tactic. These courses could actually educate students on how they can protect themselves and peers in the event of an emergency.

Because the U.S. and Georgia government refuses to step up, schools and districts need to act fast to protect students.

In the state of our society today, CCHS needs to update security policies to better protect students and staff from outside dangers.

According to a survey taken by 266 students at CCHS, nearly 60% feel that lockdown drills don’t sufficiently prepare them for an emergency.

Above: STEP BY STEP: Various steps illustrated above can be taken at Clarke Central High School to educate students on what to do in the event of an intruder or emergency. School shootings have increased across the United States, and because the government refuses to protect students, that responsibility has fallen on districts and schools. “To protect students and staff against intruders, CCHS should consider providing students with keycards that can open the doors, so only those who belong in the building have access to get inside and the risk of accidentally letting intruders in can be lowered,” Viewpoints Editor Janie Ripps wrote. Illustration by Antonio Starks

OUR TAKE

In Clarke Central High School, six educators are scattered throughout the school. Walking every hallway and helping English Learner (EL) students in core classrooms, this underrecognized team is helping English learners adapt to the new environment that is CCHS.

This is the team in charge of the English for Speakers of Other Languages (ESOL) program.

These teachers occupy dedicated ESOL classrooms to provide vital oneon-one instruction, are embedded in core curriculum classrooms to support ELs and provide language and cultural assistance to EL families outside of the school.

However, to most of the students at CCHS, the program remains out of sight and mind unless they have direct exposure to it. When thinking about core classes at the school, most turn to the classics: math, english, social studies and science, relegating ESOL to be a largely unknown and obscure program amongst the student body.

This is a problem because, for many newcomer ELs, the school’s ESOL program is not only one of their first immersions into the English language, but also American culture, making it uniquely important to these students. Without ESOL, they would lack communication skills and knowledge of the United States vital to their success in the country.

Newcomer EL and CCHS junior Raul Navarro believes that the ESOL program and ESOL social studies department teacher Kathy Erickson have helped him throughout his three months with the program.

“I think (the ESOL program) is good. (They) help you every time. If you don’t understand in English, they explain in Spanish, (which) help you learn English,” Navarro said. “I don’t have class with (Ms. Erickson) but she’s a good

person. She helped me (with) hard words or something that I don’t understand in my class.”

ESOL students occupy two learning spaces: so-called “sheltered classes,” where EL students can receive personalized attention and Spanish-only lessons, and regular English-speaking classes with an ESOL teacher to provide guidance when needed. These different class styles allow these students to receive the best education possible for their individual needs.

While the average student may not be fully aware of ESOL’s scope, its importance to the students who rely on it cannot be overstated. For ESOL department teacher Carrie Emerson, building on ELs’ prior knowledge and supporting them throughout their learning processes is an important part of the ESOL program.

“(We are) trying to incorporate their existing cultural and linguistic knowledge into our classes, and have them make connections to their lives whenever possible,” Emerson said. “(ESOL) is about (showing) them that they can be successful in school, (and that) they’re not lesser than just because they’re learning English.”

The recognition ESOL receives doesn’t match its importance. For many CCHS students, English comes naturally and can be taken for granted. However, many EL students don’t have this luxury and rely on the ESOL staff to help them understand their new home and the language that surrounds them.

As a school, CCHS needs to recognize the hard work of the ESOL teachers and provide their students with more support to help them succeed. Helping EL students when they seem to be struggling and spreading awareness regarding the program and its goals are small steps the students of CCHS can take to support the ESOL program and its students.

Despite its huge importance to newcomer English learners, CCHS’ English for Speakers of Other Languages program is hugely underrecognized by the students of the school.

The recognition ESOL receives doesn’t match its importance. For many CCHS students, English comes naturally and can be taken for granted.

Above: ENGLISH LEARNER STUDENTS: Two English for Speakers of Other Languages (ESOL) students speak both English and Spanish in a classroom. The ESOL program is woefully underrecognized, especially considering how vital of a resource it is to newcomer English Learner (EL) students who have little-to-no English language skills. “For many newcomer ELs, the school’s ESOL program is not only one of their first immersions into the English language, but also American culture, making it uniquely important to these students.” Illustration by Antonio Starks

A final salute

CCHS Senior Army Instructor Lieutenant

Colonel William “David” McMickle is retiring after instructing at CCHS for 16 years, leaving behind a JROTC program shaped by his strong leadership.

STORY AND LAYOUT BY CADENCE SCHAPKER News Editor

In passing, Clarke Central High School students may see CCHS Senior Army Instructor Lieutenant Colonel William “David” McMickle as an intimidating military man, but non-cadets rarely see the soft-hearted side of the retired veteran who built the JROTC program to what it is today.

McMickle served in multiple aviation management and operation positions as a Lieutenant Colonel throughout three decades of service with the United States Army. After instructing at the Georgia Institute of Technology from 2003 to 2005, he later retired from active duty and started working at CCHS in 2007.

“I was very frustrated my first couple years here. The uniform was not respected (and the stigma around JROTC) was, ‘Oh you couldn't do anything else so you went into the military,’” McMickle said. “No, I’m a very educated man and a very smart guy, (but) sometimes (the University of Georgia) and Athens can be overbearing when it comes to educational speak.”

McMickle aspired to build the program, but quickly realized he would have to change his teaching approach to appeal to his younger demographic.

“I came in here and I wanted to lead (the JROTC program) like the military, and I had to step back and realize that these were 14 to 18 year old minds,” McMickle said. “My own kids struggled with a lot of the same stuff that my students struggle with, my youngest son has ADHD. He had an IEP (and) I had to learn how to accommodate him at home, so it made me very sympathetic.”

“He is a pivotal Colonel. The most genuine, loving (person and) somebody who really loves and cares about Clarke Central students.”

-- Fajr Delane, CCHS 2016 Alumna

Left: LEAVING SO SOON: Clarke Central High School Senior Army Instructor Lieutenant Colonel William “David” McMickle stands outside of the JROTC building on April 14. McMickle spoke about his father and how he’d suffered a stroke three days after his own retirement that left him paralyzed for the last 11 years of his life, which put McMickle’s own retirement into perspective. “I’m retiring at 57 and some people say ‘You’re too young to retire’ and I’m like ‘No.’ I can recover from retiring too early, but I cannot recover from retiring too late. My dad is a perfect example of that,” McMickle said. Photo by Temprince Battle

McMickle recognized that he needed to engage his students through a healthy balance of discipline and fun, as he’d learned from his own upbringing.

“(My dad) showed me you gotta have a good time doing what you're doin’. I never acted any differently around my dad than I would if (he) wasn't there,” McMickle said. “My mom, on the other hand, (was a) very focused woman. She showed me what love is and it's not always fun, it's not always glamorous. Sometimes it's just hard as heck.”

Through his re-thought approach, McMickle built a community that attracted all types of students to the program.

“If you walk out to JROTC at Clarke Central High School, I would be willing to wager that it is one of the most diverse groups on campus: racially, gender-wise, socio-economic. It runs the gamut,” longtime friend and JROTC affiliate CJ Amason said. “(The students) work together toward a common goal, (and) that is a direct result of Colonel McMickle's efforts over the past 16 years.”

CCHS Class of 2016 alumna Fajr DeLane started with the JROTC program as a cadet private in her sophomore year and graduated as Battalion Commander.

She remembers the care McMickle put into leading the students.

“He is a pivotal Colonel. The most genuine, loving (person and) somebody who really loves and cares about Clarke Central students,” DeLane said. “What struck me about his leadership was how he believed in us because as much as I may have doubted myself, he made it known that you can do it, even if you think you can’t.”

McMickle’s wife, Beth McMickle, moved to Florida for her own retirement in 2020 and he plans to re-join her down south and see out his retirement alongside her. Though Current Battalion Commander Karla Pastor is happy for McMickle, she has concerns for the program's leadership after he leaves.

“He's been a very big role model in the ROTC program (and) I'm excited for him in his retirement. But I'm also nervous to see how the ROTC program will run after his retirement because he made the program what it is today,” Pastor said.

While his peers and cadets insist that his impact on the JROTC program has been significant, Amason believes McMickle deserves more credit than he is willing to give himself.

“I hope that whoever follows me in this position takes the program to the next level.”

-- William “David” McMickle, CCHS Senior Army Instructor Lieutenant Colonel

“First Sergeant (Antione) Clark and (First) Sergeant (Donald) Hollman are

Above: IN THE CLASSROOM: Clarke Central High School Senior Army Instructor Lieutenant Colonel William “David” McMickle, a CCHS student and CCHS First Sergeant Donald Hollman (from left to right) talk in the JROTC building classroom on April 18. Longtime friend and JROTC affiliate CJ Amason has known McMickle since 2007 and after working with him for several years, she has seen his relationships with his students strengthen. “I know for a fact that several cadets consider him a father. They look on Sergeant Clark and Sergeant Hollman too, but it is really a family,” Amason said. Photo by Temprince Battle

wonderful. The three of them are the perfect team,” Amason said. “But (McMickle) is so humble. He'll give them all the credit, and he is the driving force behind (the program) and he is why (the program is) so good today. He has set the tone.”

Despite concerns for the loss of an integral leader, McMickle has high expectations for the future of the program and its students.

“I hope that whoever follows me in this position takes the program to the next level,” McMickle said. “Cause it's not about me, it's about the program continuing to grow and I'm OK with that. Matter of fact, that's what I want. So I don't know if I have a legacy except that I was here for 16 years and I did the best I could with what I had in the time frame and with where I was.”

With McMickle’s last day being May 30, CCHS Principal Dr. Swade Huff is prepared to offer his well wishes to Colonel as he embarks on a new chapter of his life.

“That JROTC program is second to none, (and) that's because of Colonel McMickle,” Huff said. “He’s going to be missed and he sacrificed a lot. His wife moved to Florida a couple years ago, so for him to stay here, that says a lot (about) his commitment to Clarke Central. But I've always learned that you enjoy people while you can and then you tell them thank you. So at the end of the day, when he decides to roll out, we'd have to say thank you.”

Right: PAST CADETS: Former Clarke Central High School JROTC cadets Chiquita Walker and Fajr DeLane, CCHS Senior Army Instructor Lieutenant Colonel William “David” McMickle and former CCHS JROTC cadet Kaitlyn Hooker (from left to right) pose for a photo in February 2021. DeLane graduated in 2016 as Battalion Commander and looked back on her time under McMickle’s leadership. “I feel like for Colonel, he plant seeds where sometimes when you’re in high school, you may not understand all the way, but once you get out of high school, some of the things he’s told us will start to make sense,” DeLane said. Photo courtesy of David McMickle

Featured: HIS SONS: Clarke Central High School

Senior Army Instructor Lieutenant Colonel William “David” McMickle smiles with his sons, Chris and Josh, in 2003. When McMickle entered his career in high school education he had two sons of similar ages to his students, offering him a different perspective as he approached teaching. “My own kids struggled with a lot of the same stuff that my students struggle with,” McMickle said. “My youngest son ADHD (and) he had an IEP (and) I had learn how to accommodate him at home, so it made me very sympathetic.” Photo courtesy of David McMickle

Henson’s helping hand

STORY BY MAYA SHRIVASTAV Webmaster

STORY BY JESSE DANTZLER

News Staffer

BY CADENCE SCHAPKER News Editor

It is May 15. A student walks out into the Clarke Central High School bus loop after failing another test. They’re struggling, and their options are dwindling fast. As they trudge to the buses, an administrator notices their troubled expression and asks them what’s wrong, seeking to help them out. The student reacts with skepticism: why would the administrators care?

Little do they know, CCHS Assistant Principal Tamika Henson has had her fair share of experiences with life’s challenges. Growing up in Nellie B. Homes, a low-income Athens neighborhood, Henson dealt with widespread challenges, including poverty, family struggles and her teen pregnancy.

“(My pregnancy) never was an obstacle to my growth. It was (like) fire,”

Henson said. “It was what ignited me, pushing me to excel, to be all that I could because I (was) no longer just thinking about Tamika. I was thinking about (my daughter), Jasmine (Payne). I knew that I couldn’t take no for an answer. I knew that I couldn’t make excuses. I had to make it happen. I knew that the lifestyle in which I grew up, that’s not what I wanted for my daughter.”

Tamika

Despite struggles she faced as a 16-year-old mother in 1997, Henson doesn’t view her past with regret and believes it made her the person she is today.

“I actually was an adult before I was an adult. I became an adult student who had a mature mind and who thought outside of high school (because), at that point, I could no longer think as a teenage girl. I had to think as a responsible parent. So I had to grow up very quickly,” Henson said.

CCHS Principal Dr. Swade Huff has known Henson since she first started

LAYOUT

CCHS Assistant Principal Tamika Henson’s childhood challenges have impacted her mindset when it comes to helping the CCHS community.

“(My pregnancy) never was an obstacle to my growth. It was (like) fire. It was what ignited me, pushing me to e cel, to be all that I could.”

--

Henson, CCHS Assistant Principal

Featured: CONTINUING ON: Clarke Central High School Assistant Principal Tamika Henson poses for a photo outside of the CCHS cafeteria on April 26. Despite growing up under difficult circumstances, such as her teen pregnancy, Henson never let it prevent her from pushing forward. “(My pregnancy) never was an obstacle to my growth. It was (like) fire,” Henson said. “It was what ignited me, pushing me to excel, to be all that I could because I (was) no longer just thinking about Tamika. I was thinking about (my daughter), Jasmine (Payne). I knew that I couldn’t take no for an answer. I knew that I couldn’t make excuses. I had to make it happen. I knew that the lifestyle in which I grew up, that’s not what I wanted for my daughter.” Photo by Lucas Donnelly

working for the district as a bus driver.

“Being a parent at a young age, she did not use (her problems) as a barrier (to her) success. She transitioned as a bus driver for the district for a period of time, continued to work hard on a degree in college (and) became a math teacher,” Huff said. “Excuses are a pathway to nowhere. She has 101 excuses that she could have used in her lifetime. But she chose not to, and I applaud her for her perseverance.”

Despite Payne growing up with a single teen mother, Henson worked to make sure her daughter lived the best life possible.

“I always tell people I can’t give up. Look who my mom is. Giving up isn’t an option. I have to do this. I must do this. I have to succeed,” Payne said. “She’s an inspiration to many, and oftentimes when I tell people our story, they’re really shocked that that’s where we come from. She’s an inspiration, especially (to) me. I know because of her (that) I can’t give up on anything. And I know that I can do it. I mean, she did it.”

Henson’s perspective on sympathy and pity shows how her experiences have impacted her ability to understand the people around her.

“A lot of times, when people feel sorry for you, they tend to support you in ways that may enable you to keep going down a negative path. They will not push you to your full potential because they feel sorry for you,” Henson said.

Above: A NEW BEGINNING: Clarke Central High School Assistant Principal Tamika Henson poses with her first daughter in 1995. Being a teen parent, Henson became a mature adult faster than most. “I no longer thought as a teenage little girl,” Henson said. “I began to think as an adult because I was in a situation where I had made adult choices. So I had to then think about the future. Not just my future, but the future for me and my daughter.” Photo courtesy of Tamika Henson

“That’s why I don’t want to ever have sympathy for someone because I don’t want to put them in a boat where I feel like they can’t. (However), I want to empathize with them and support them to do all that they can do.”

CCHS junior Jaidah Faust was in Henson’s 2021-2022 Honors Geometry class when Henson was a math department teacher, and has experienced her tough love and mindset firsthand.

“Recently, I got into a big conflict. She was there to help me and talk to me about what I could do to avoid a situation in the future,” Faust said. “She (told) me how I’m a great student, (that) I have a lot to look forward to in life and that I shouldn’t (involve) myself in things that could harm my career.”

Math and Career, Technical and Agricultural Education (CTAE) department

Instructional Coach Alexis Scott worked as Henson’s instructional coach when Henson was working in the math department, and has noticed her influence on the people around her.

“I have seen her care. I have seen students who are having a very difficult time come to her and she helps them through that difficult time,” Scott said. “Whether that be with an issue at school or an issue that they’re having outside of school, they feel safe talking to Ms. Henson about that concern and they view her as a safe adult in the building.”

Henson plans on using her story, mindset and advice to great effect as one of CCHS’ assistant principals.

“Anybody can sit down and say ‘No, I can’t.’ What is that? What is ‘I can’t?’ That doesn’t make sense to me. I encourage everyone, regardless of any situation (they) are in, that does not have to determine who you are (or) who you develop to be,” Henson said. “We all have room to grow at all times, and you can wither up and die, (but) what good is that? You (have) to fight really hard to keep going, to grow, to push, to flourish, to soar.”

High

Assistant Principal

poses during the Cedar Shoals High School Class of 1996 Graduation. Henson had to skip out on valuable parts of her high school career to raise her daughter. “High school is like the pathway to the rest of your life. Have fun, but be serious when necessary. Oftentimes, it’s necessary to engage in the full high school experience,” Henson said. “Because I didn’t. I wasn’t a part of any clubs, or nothing like that. I didn’t go to games, I didn’t do any of the high school stuff.” Photo courtesy of Tamika Henson

Above: GRADUATION: Clarke Central

School

Tamika Henson

“I always tell people I can’t give up. Look who my mom is. Giving up isn’t an option. She’s an inspiration to many, and oftentimes when I tell people our story, they’re really shocked that that’s where we come from.”

--

Jasmine Payne, Henson’s oldest daughter

Featured: ESOL’S IMPACT: Clarke Central High

English for Speakers of Other Languages (ESOL) social studies department teacher Kathy Erickson hugs CCHS sophomore and ESOL student Ashlee Gamboa in Room 374 on April 14. Erickson expressed support for small group learning where students were able to receive much more individualized attention and support. “It really does behoove the students to be able to come to a small group area, like my room right here. They can come and get the instruction from me, and it helps them because they’re gonna tend to be more open to ask questions,” Erickson said. “It’s hard enough to get anybody to participate, let alone our ESOL students, who are a little bit more quiet, more reserved (and) fighting the barrier of language every day.” Photo by Isabelle Duncan

ESOL Explained

CCHS’ English for Speakers of Other Languages program prepares students or life in and outside of the classroom, overcoming organizational constraints and keeping up with rapidly increasing U.S. immigration.

STORY BY MYKOLAS KUMPIS News Staffer

LAYOUT BY CADENCE SCHAPKER News Editor

larke Central High School junior Raul Navarro has been in the United States for three months. In three months, he’s had to adjust to an almost entirely new environment compared to his former home country of Venezuela.

In three months, he’s had to learn English to participate in his classes at CCHS. In three months, he’s become almost entirely dependent on the school’s English for Speakers of Other Languages (ESOL) resources and community English services.

He’s not alone. Navarro is one of more than 100,000 Georgia students currently participating in the ESOL program. The state has provided English language services since 1974, supporting international newcomer English Learners (ELs) and American students with little-to-no English skills, integrating students into English-only classes and assisting newcomer parents.

More broadly, Georgia is home to one of the largest immigrant populations in the country, according to the Migration Policy Institute, with this number growing consistently throughout the past 40 years. This increase in immigration, especially from Latin America, has grown the ESOL program significantly.

“We’ve had a lot more students coming in from other countries as newcomers, meaning that they did not speak English before they got here, so our program has really diversified,” CCHS ESOL math department teacher Cori Pringle said. “Before, (we were) mostly helping students who were born here but spoke different languages at home and then had to acclimate to English language or American culture. Now, it’s more supporting their language and helping them not just be able to talk and communicate, but understand in the academic sense, so it’s been a big shift.”

C“I think (the ESOL program) is good. (They) help you every time. If you don’t understand in English, they explain in Spanish, (which) helps you learn English.”

-- Raul Navarro, CCHS junior

The program hasn’t been without its flaws, however. CCHS ESOL science department teacher Terence Martin believes that oftentimes, curriculums can be vague or not reflect the content guidelines of the base classes.

“I would like having more set curriculum so that we really knew exactly what they needed to know, and what was going to be expected of them,” Martin said. “(We) could concentrate more on just language.”

According to Pringle, coordination between teachers throughout CCHS’ ESOL program is made more difficult due to the small team having to cover the needs of the whole school, sometimes leaving department-wide planning behind.

“I co-teach with (CCHS math department co-chair Heather) Julian and we’re together all day. We plan together and (can) really support our kids,” Pringle said. “That’s (also) where our weakness is. (When) we don’t get to plan with the team that we’re teaching (with), we miss a lot of things (and) places where we can support our students.”

Above: WORKING TOGETHER: Clarke Central High School English for Speakers of Other Languages (ESOL) freshmen Jan Hernandez and Edrian Vanegas work on an assignment in Room 387 on April 14. ESOL math department teacher Cori Pringle felt the ESOL program will continue the growth she has seen since she began teaching at CCHS. “When I first started with two and a half of us (teachers), we just had to be so spread out. ( or e ample), we didn’t get to serve seniors at all because we just didn’t have enough of us to make it into (those) classes,” Pringle said. “Now, all of the core classes are covered with one of us in there to support the kids, so that’s been a huge improvement. (E is) going to (keep getting) better and better.” Photo by Isabelle uncan

Despite this, ESOL has only grown since its inception during the ‘80s, and expanded to provide services to the parents of English Learner (EL) students. For ESOL English department teacher Carrie Emerson, engaging with parents and the broader community outside of school-served ESOL students has been a priority during her tenure at CCHS.

“A big thing for me is family engagement. I knew when I moved back to Athens and started this job, I really wanted to start doing adult classes again, (which are) funded through money from the district,” Emerson said. “I think it’s extra important to try and engage the English Learner parents because there can be a lot of barriers for them to communicate with the school or to feel comfortable coming to the school.”

With three months under his belt at CCHS, Navarro feels the ESOL program has helped him learn English and become accustomed to his new home.

“I think (the ESOL program) is good. (They) help you every time. If you don’t understand in English, they explain in Spanish, (which) help you learn English,” Navarro said. “I don’t have class with (Ms. Erickson), but she’s a good person. She helped me (with) hard words or something that I don’t understand in my class. She helped me to do that.”

Pringle believes the ESOL program will only continue expanding to meet the needs of more students, and is hopeful for the future of English language services at CCHS.

“We’re just going to continue growing. When I first started with two and a half of us (teachers), we just had to be so spread out. (For example), we didn’t get to serve seniors at all because we just didn’t have enough of us to make it into (those) classes,” Pringle said. “Now, all of the core classes are covered with one of us in there to support the kids, so that’s been a huge improvement. (ESOL is) going to (keep getting) better and better.”

Above: IMMIGRATION IN GEORGIA: An infographic displays statistics regarding immigration in Georgia. Clarke Central High School ESOL math department teacher Cori Pringle believed that despite a hike in immigration to the United States in recent years, the school’s ESOL program has adapted to meet the demands of students. “We’ve had a lot more students coming in from other countries as newcomers, meaning that they did not speak English before they got here, so our program has really diversified,” Pringle said. “Before, (we were) mostly helping students who were born here but spoke different languages at home and then had to acclimate to English language or American culture. Now, it’s more supporting their language and helping them not just be able to talk and communicate, but understand in the academic sense, so it’s been a big shift.” Infographic by Mykolas Kumpis

“I think it’s extra important to try and engage the English Learner parents because there can be a lot of barriers for them to communicate with the school or to feel comfortable coming to the school.”

-- Carrie Emerson, ESOL English department teacher

HELPING FFA BLOSSOM

STORY AND LAYOUT BY MAYA CLEMENT Managing Editor

STORY BY VICTORIA GARLAND Variety Staffer

From growing plants to showing livestock to expanding agricultural education, the Clarke Central High School FFA chapter provides opportunities and resources for a wide range of students and subjects.

In order to provide opportunities for a wider range of students, the FFA advisers and members have focused on growth since the 2016-2017 school year. According to CCHS Class of 2019 alumna Jordan Butler, FFA President from 2016 to 2019, when she started participating in the newly reinstated FFA chapter at CCHS in 2016, it had roughly 10 people and served as a pilot program. By 2018, it had grown to over 30 members.

“We went to (the) National Convention in Indianapolis in 2017. From there, that just jump-started our agricultural education there at Clarke Central,” Butler said. “It was a pretty small chapter compared to where where it is now because I see that it’s blossoming now, which really excites (me) because it's like, ‘Hey, I was a seed that planted that foundation.’”

Jordan credits the success of the FFA chapter during her time to Jillian

agricultural passions.

Gordon, a former FFA adviser and CCHS Career, Technical and Agricultural Education department teacher.

“She really helped blossom the program because she was young, excited. She was very, very hopeful and very, very positive,” Butler said. “She just helped make the program where it began and she knew exactly what the program needed to help bloom. She just fed the soil and then we grew up from there.”

FFA adviser and CCHS CTAE department teacher Levi Carr took over the program from Gordon in the 2020-21 school year, but faced challenges due to the COVID-19 pandemic.

“I felt like it was such a struggle at the beginning to get any student,” Carr said. “We were in a virtual format and I know that's a bit different, but a program that has gone through dramatic change of teachers year after year, I think you lose those connections with those students and the opportunities that you may be able to present (to) them.”

Despite the challenges, Carr was able to grow the program. During the 202223 school year, membership of the CCHS FFA chapter has increased by about 75%, according to Carr.

The CCHS FFA chapter has had an increase in participants during the 2022-23 school year, and the advisers and members hope to continue this trend in order to inspire others'

"If there's one stable place for anybody, I want it to be FFA. Our students need our support system."

-- LEVI CARR, FFA adviser and CTAE department teacher

Featured: CHICKEN TIME:

FFA adviser and Career, Technical and Agricultural Education department teacher Levi Carr holds a chicken in the newly built chicken coop on May 4, 2022. During the 2022-23 school year, the membership in the FFA chapter has increased by roughly 75%. “We have a great focus (on) making sure that we continue to do the best job that we possibly can with whatever cards we are dealt with at any given point,” Carr said. “I am very big on making sure that we stay humble and by that meaning, don't forget where you come from.” Photo by Luna Reichert

“Ms. (Emily) Courson, who is our second agricultural instructor, as well as FFA adviser, has been a very beneficial part to our program and key to our success here. As we have grown in numbers, we needed more assistance of oversight and hands on deck with getting things planned,” Carr said.

Carr partially credits the growth of the program to the outreach done with middle schools as the majority of the new members are ninth graders. Additionally Carr, contributes this growth to the student leaders in the program.

“I would say that we also have one of the strongest officer teams that we've had in quite some time here at Clarke Central, which really excites me because they are very passionate about the organization and what the organization has to offer for its students,” Carr said.

While the FFA program has had many changes in membership recently, one thing has stayed consistent: community.

“I would say spending time together outside of school brings us together. We all know that we're a part of the FFA community,” FFA Reporter Da’oud DeLane, a CCHS senior, said. “We do different types of events like bowling, we go out and stuff like that. We also want you in the community. There's definitely a strong bond between FFA members, regardless of where you're from, as well.”

FFA member Kim Huu Vo, a CCHS senior, agrees with the personal aspect of FFA, but has also noticed the life skills FFA provides to its members.

“I think (that) everyone should know about FFA because this is cool and about the education program,” Vo said. “The FFA activities bring everyone together and it's helping make us have leadership cue and about the leadership skills for myself to prepare for the future when we become adults and my future in our mission.”

With the increase in connection and people involved, the FFA chapter sees a promising future that’ll blossom.

“The future of what it looks like to me is growing the program even more. I think probably within the next three years, we will be expecting to see a three-teacher Ag program,” Courson said. “I think that our expansion looks like building bigger livestock facilities here. We know that we now have goats here, we have rabbits, chickens, but we're looking to expand that more. We now have students who are interested in showing cattle, sheep, plus we have more students showing goats (and) now we want to build more rabbit pins.”

In the end, Carr’s goal for the program is to make sure that students are able to get what they need from the program, whether that be agricultural education or a place to be supported.

“If there's one stable place for anybody, I want it to be FFA. Our students need our support system,” Carr said. “And we’re truly making an impact at the end of the day with the number of students that we are submitting through agricultural programs at college, careers, and interest (in) service learning projects within our community. I think it's been very evident that FFA is here and it's nowhere near leaving anytime in the future.”

Right: COMMUNITY CONNECTION: Various aspects of FFA at Clarke Central High School are shown. The top and middle photos display activities completed at the CCHS FFA plant sale that the program hosted from March 29 to April 1, which is just one way the FFA chapter has focused on building a community inside and outside the program. “It's really just about community and finding ways to impact your community. So we volunteer at soup kitchens, we go to animal shelters (and) we donate there,” FFA Reporter Da'oud DeLane, a CCHS senior, said. “It's really learning about what you're passionate about in agriculture.” Photos by Victoria Garland, Maya Clement and Luna Reichert

"I would say spending time together outside of school brings us together. We all know that we're a part of the FFA community."

-- DA'OUD DeLANE, FFA Reporter and CCHS senior

WILD WILD WESTRICH

Many factors make the end of the second semester the hardest part of the school year for students.

The last half of the second semester is awful. Students come back from spring break, only to jump right into six weeks of deadlines, finals, exams, events and major pressure. They’re tired, they’re stressed and they’re just done.

BY ISABELLA WESTRICH Variety Editor

While it’s easy to write off a student’s grievances as trivial school complaints, the difficulty of this time period should be recognized and taken seriously.

In some classes, these stressors are partially due to the structure of the second semester. Advanced Placement classes must cover all content, plus make time for review before the AP exams, which happen as early as May 1, more than three weeks before school ends on May 24. This takes crucial time off of an already tight schedule.

“In the spring semester, there’s a lot of stuff that just hits the proverbial cutting board and is left off,” CCHS science department teacher and AP Chemistry teacher Matthew Regester said. “Students do get a different version of the course depending on if they take it in the fall or the spring. There are subtle differences in terms of depth and stuff like that. I also can have a more relaxed pacing in the fall, so I think it’s more stressful for me and the students in the spring than it is in the fall.”

Another stressor of the second semester is its crucial nature to passing classes. At the end of both semesters, finals taking place at this time account for a sizeable percentage of class grades, and along with the work done in the last grading period they can mean the difference between passing or failing for many students.

Additionally, for seniors, there are no more chances to take required

classes after the second semester, so passing or failing one class can mean the difference between graduating or not graduating.

“This semester especially added so much pressure because I only have a month left now and I have to get a lot of work done and pass all my classes and get good grades,” CCHS senior Brandy Ruby Solis said.

The trickiness of this time is expounded on by rampant burnout.

“In mid-April and into May, that’s when we see real burnout and it does have a difference (in performance),” CCHS English department teacher Ian Altman said. “The students don’t necessarily just refuse to do work, at least not more than they did anyway, but they are noticeably tired in a way that they’re not in November.”

By this time, students have been in school for eight months already, and it’s natural to be tired and burnt out. However, the negative impacts burnout has on performance come right when students need to be more on their game than ever, making this period even more difficult.

Unfortunately, there’s no easy answer to any of these problems, as they come with the structure of our education system. However, parents and guardians should not dismiss student struggles as they are very real.

While it’s easy to write off a student’s grievances as trivial school complaints, the difficulty of this time period should be recognized and taken seriously.

Above: SECOND SEMESTER STRESS: An illustration shows a student working in the first semester versus the second semester. The second semester brings many additional stressors for students. “While it’s easy to write off a student’s grievances as trivial school complaints, the difficulty of this time period should be recognized and taken seriously,” Variety Editor Isabella Westrich wrote. Illustration by Antonio Starks

Safe spaces

BLURB BY MYKOLAS KUMPIS News Staffer

LAYOUT BY MAYA CLEMENT Managing Editor

For ten months of the year, Clarke Central High School exists as a safe haven for students.

From 8:45 a.m. to 3:35 p.m., students are in a safe, secure area with access to food, a climate controlled space, fellow kids and adult mentors.

However, the summer months throw this arrangement into disarray. June and July represent a time of chaos for many students who may not have access to stable households.

Clarke County School District school psychologist Dr. Marcia Page believes that for students to find success during the summer, they need to immerse themselves in activities that promote long-term healthy behaviors.

“I think it's easier for some kids to get to a safe space than others. Some of our students have a lot more temptations to engage in negative

behavior and it's sometimes right there in their neighborhood,” Page said. “It's important to use your time constructively. The best defense towards staying out of trouble is to find something productive to do and be around other people who are choosing to be in an environment where people are trying to better themselves and occupy their time in a healthy way.”

Regardless of their circumstances outside of school, CCHS students have options. Athens is home to a multitude of safe spaces where teens can thrive. From dance studios to public parks, the city can meet the needs of students, whether that's a social environment, a creative outlet or mentorship.

“(Safe spaces) are a great way of finding something you love and people (who share) similar interests,” CCHS sophomore Harper White said. “They can really bring out the best in you and I think having hobbies and the places to do them is great for people, teens especially.”

indoor gym

For Clarke Central High School Class of 2021 alumnus Micah Shannon, Active Climbing served as a safe place to spend time during the summer months. “I remember some summers where I would just stay there for five hours and hang out,” Shannon said. Photo by Isabelle Duncan

During the summer months, CCHS isn't available as a safe space for kids. However, local Athens businesses, nonprofits and organizations have picked up the slack.

DanceFX Incorporated

Although non-profit organization DanceFX Incorporated has expanded to multiple different locations across the Southern United States, the beloved dance studio has held onto its roots in Athens, where it has created a safe space for young dancers.

Established in 2000 at 396 Foundry St., the dance studio quickly became a popular spot for local dancers. From the organization’s countless youth and adult classes to their rigorous FX 1, 2 and 3 programs, the company provides multiple performing outlets for artists to express themselves through movement.

For DanceFX Executive Director Allison Smith, providing a positive outlet and safe space for developing teenagers makes the job all the more enjoyable.

“I hope (they) think of it as a safe space. There gets to be some weirdness when kids transition from being carefree kids into being teens, and it's really cool to be on (that) side of it and get to be that person that they can talk to when they're trying to close off a little bit from their parents,” Smith said. “Being able to witness that part of their life with them is really cool, but also (having) a place where they can mess up and try new things and go crazy a little bit is really fun for us and hopefully helpful to them.”

For four-year dancer and Clarke Central High School freshman Kate Ness, the feeling of community at DanceFX almost resembles that of a family.

“I think it's (definitely) my favorite place. It's a safe place for me and I know (it is for) a lot of my friends, too,” Ness said. “I (also) love the staff. I feel like if I ever need to talk to them, I could. They're really nice and they push you to be the best dancer you can be.”

Thomas N Lay Park

Ever since it was founded in 1991 right in the bustling center of Downtown Athens, Thomas N Lay Park has been considered one of Athens safest spaces for teenagers and kids alike.

BLURB BY MILES LAWRENCE Variety Staffer

Located at 297 Hoyt St., the seven-acre park includes multiple athletic fields and courts, a fitness room, gymnasium, full-service kitchen, playground, computer lab, pool, multi-purpose rooms and much more. The park is also home to multiple after-school programs for students throughout the year, and hosts many camps over the summer for local kids.

Lay Park facility and program supervisor Kelly Thomas has worked for Athens Leisure Service for 10 years, five of which have been at Lay Park. With the multiple youth programs offered by the park, Thomas and others are creating a safe space for kids and teenagers exercise and hang out.

“A lot of (what) we're trying to do (is) capture the older crowd because typically when they get (to be in high school), they drive, they're doing extracurriculars, school and stuff like that,” Thomas said. “For those who aren't (though), you just give them an opportunity to come to a park and participate in activities (where) they get to be with their friends in a safe environment, where (they can) come in, have fun and have a good time.”

Above: SAFE SPACE FOR PERFORMANCE: Madison County High School senior Addy Mitcham works collaboratively with two other teenage dancers in DanceFX Incorporated's Athens studio during a dance class on Feb. 13. Clarke Central High School freshman Kate Ness has danced with DanceFX for four years and enjoys what the company has to offer. “(I love) the community, and feel like everyone there is really close-knit, like a family,” Ness said. Photo by Isabelle Duncan

BLURB BY MILES LAWRENCE Variety Staffer

Above: CAPTURING THE OLDER CROWD: Baseball players wearing Cincinnati uniforms stand at the baseball field at Thomas N Lay Park at 297 Hoyt St. on April 1. Lay Park facility and program supervisor Kelly Thomas has been trying to make the park a more appealing spot for local teenagers. “A lot of (what) we're trying to do (is) capture the older crowd because typically when they get (to be in high school), they drive, they're doing extracurriculars, school and stuff like that,” Thomas said. Photo by Isabelle Duncan

Bishop Park

Above: A

TO GO: A

Athens-Clarke County Library

BLURB BY MYKOLAS KUMPIS News Staffer

Ashort walk from Clarke Central High School stands a classic hang-out spot for people of all ages: the Athens-Clarke County Library. Located at 2025 Baxter St., the library has expanded its appeal to teens, making it an increasingly popular place for CCHS students to spend time after school, on the weekend or during the summer.

Teen Services Regional Coordinator Elizabeth Hood and the library staff have been working hard to support and accommodate teens.

“We try really hard to create a safe space for our teens. We have space that is specifically designed and reserved for teens to occupy, and we have dedicated staff for our teen patrons,” Hood said. “We're trying to create a place that is welcoming, (where) everyone can be themselves, everyone can be comfortable. It’s really a great way to get to know different teens that you see everyday at school.”

CCHS senior Rachel Rucker is confident that the library meets her needs and provides a comfortable, while sometimes underutilized, environment for teens.

“The library is a safe space for me because they accommodate things like period products, self check-out for when you don’t feel like interacting with people and overall just being really polite and willing to help with anything,” Rucker said. “It's a really great place to go and study. Sometimes college students are there when I’m (studying), so it motivates me to actually concentrate. The library’s an extremely undervalued resource that students should use more often."

BLURB BY MILES LAWRENCE Variety Staffer

Named for former Athens Mayor Julius Bishop, Bishop Park offers local kids, teenagers and adults endless opportunities to create memories and have a good time with both outdoor and indoor facilities.

The 33-acre park located at 705 Sunset Dr. includes multiple athletic fields and tennis courts, a playground, a swimming pool, basketball courts, walking trails, a picnic area and is home to the Athens-Clarke County Gymnastics Academy.

Clarke Central High School sophomore and varsity tennis player Harper White has played tennis for seven years and finds herself at Bishop Park about once a week because of the amenities that the park offers.

“Bishop can definitely be a safe space (for me). When the weather's nice it’s especially peaceful, but it’s really just the familiarity of it and the feeling you get when you’re there,” White said. “I’ve played (tennis) for so long that it’s really comforting, and it’s just really satisfying to hit a really good shot or have a good rally. Hobbies are just a great way of finding something you love and I think having hobbies and places to do them is great for people, teens especially.”

For White, Bishop Park has allowed her to explore the things that she enjoys.

“Bishop Park has given me a space to make a lot of great memories and a place to go when I want something to do, whether I’m bored or upset or whatever,” White said.

Above: ATHENS LIBRARY: A Clarke Central High School student reads at the Athens-Clarke County Library on April 1. CCHS senior Rachel Rucker believes that not enough students use the resources available at the library. “The library’s an extremely undervalued resource that students should use more often,” Rucker said. “It's a really great place to go and study. Sometimes college students are there when I’m (studying), so it motivates me to actually concentrate.” Photo by Mykolas Kumpis

PLACE

Clarke Central High School student swings at a playground in Bishop Park at 705 Sunset Dr. on April 25. CCHS sophomore Harper White plays on the CCHS varsity tennis team and has made good use of the resources available at Bishop. “Bishop Park has given me a space to make a lot of great memories and a place to go when I want something to do,” White said. Photo by Mykolas Kumpis

Above: COMFORT IN CLIMBING: An Active Climbing client climbs on one of the routes that’s offered at the indoor gym on March 28. Clarke Central High School Class of 2021

Active Climbing

Since its founding over ten years ago, indoor rock climbing gym Active Climbing has been a popular workout and social spot for local teenagers and Clarke Central High School students.

Located at 665 Barber St., the indoor gym includes two different climbing rooms, one equipped with belays and ropes, and the other entirely made for bouldering, a method of climbing where no ropes or equipment are required. The gym also includes a workout/jazzercise room and a basketball court.

CCHS Class of 2021 alumni Tomas Dougan and Micah Shannon found sanctuary at Active Climbing during their four years at CCHS when they were on the youth competition team at the gym.

“It was (definitely) a safe space because of the location and more just because that was a place where all of our friends were,” Dougan said. “We were comfortable with each other, and so we would just be ourselves and have fun.”

Having the gym accessible over the summer as a teenager was a great social experience for Shannon.

“That was kind of our spot before we all could drive. That was our place that we would just go (to),” Shannon said. “I remember some summers where I would stay there for like five hours and just hang out.”

YMCA

BLURB

Variety Staffer

From giving after-school bus rides to Clarke County School District students on a weekly basis, to hosting multiple athletic and creative camps over the summer, the Athens-Clarke County Young Men’s Christian Association has offered its amenities and services to local youth and teenagers since its current facility was built in 1967.

Located at 915 Hawthorne Ave., the non-profit gym offers a variety of athletic, artistic and innovative programs for teens year-round, and is equipped with an outdoor and indoor pool, multiple-purpose athletic fields, basketball courts, a workout room and more.

“When kids get out of school, they come to the Y (and) they register for a program that they want to participate in," YMCA Youth and Family Director Gina Jackson said. "(For example), one of our programs that we have here for youth (is) teen fitness and gardening, where we have a garden here at the YMCA (and) our teens help us take care of the garden. We (also) have a soccer program that starts at age 5 and goes all the way up to age 14 which is so cool because we have kids that start (and) stay in our soccer program until they get to (be) young adults."

Jackson and her fellow directors and employees at the YMCA pride themselves in establishing a safe space for local youth, and understand the importance of accommodating their needs.

“Kids and high school students are in adult controlled environments all day. They go home: parents are in charge, they go to school: teachers are in charge,” Jackson said. “If you want to come to the Y and just sit and take a deep breath and not have to worry about an adult telling you this and that, we love doing that for kids. When you come to the Y, we want you to be a kid.”

Above: SOMETHING FOR EVERYONE: Athens Young Men’s Christian Association (YMCA) Youth and Family Program Director Gina Jackson stands in front of the YMCA sign on April 28. Jackson has worked at the YMCA for 19 years, and is proud of the variety of programs offered to local Athens youth at the gym. “There's so many programs that we offer,” Jackson said. “Swim lessons, dance, we have an art club, a steam program, track and field, cross country basketball, cheerleading, the list goes on.” Photo by Aza Khan

BY MILES LAWRENCE

alumus Tomas Dougan was on the gym's youth competition team when he was enrolled at CCHS, and felt that the gym was a safe space for him as a teenager. “It was (definitely) a safe space because of the location and more just because that was a place where all of our friends were,” Dougan said. “We were comfortable with each other, and so we would just be ourselves and have fun.” Photo by Isabelle Duncan

BLURB BY MILES LAWRENCE Variety Staffer

Quest for Athens' Best:

Above: BUBBLE CAFE: Bubble Cafe, located at 247 E. Broad St., is pictured above. Bubble Cafe provided a unique and flavorful bubble tea, landing it in first place with a score of 8.6. "The atmosphere in the restaurant is usually busy, yet welcoming, making it a good place to hang out," Variety Staffer Victoria Garland wrote. "It’s nicely decorated and the drinks are made swiftly." Photo by Temprince Battle

Right: TASTY TARO: Bubble Cafe's bubble tea is shown at the cafe's 247 E. Broad St. location. Bubble Cafe had a plethora of drinks and toppings to choose from, making the cafe perfect for those looking for a delicious drink customized for them. "A traditional snow drink, which is similar to a milkshake, has a mild flavor and a soft and creamy te ture," Variety Staffer Victoria Garland wrote. "The tapioca pearls that sit at the bottom are slightly chewy and sometimes slimy, which could be slightly offputting for customers." Photo by Temprince Battle, photo illustration by aya lement

Conveniently located downtown at 247 E. Broad St., Bubble Cafe has a wide range of drinks that provide unique and delicious tastes, leaving customers more than satisfied.

BY VICTORIA GARLAND Variety Staffer

Bubble Cafe has a drink for its customers no matter what flavor or mood they’re feeling. From milk tea and matcha to smoothies and herbal teas, there’s plenty of types of drinks to choose from. There’s also an array of flavors to further customize the beverages.

A traditional snow drink, which is similar to a milkshake, has a mild flavor and a soft and creamy texture. The tapioca pearls that sit at the bottom are slightly chewy and sometimes slimy, which could be slightly offputting for customers.

The drinks are a little pricey, as they start at around $6, though this is normal in comparison to most bubble tea places.

The atmosphere in the restaurant is usually busy, yet welcoming, making it a good place to hang out. It’s nicely decorated and the drinks are made swiftly. However, there isn’t always seating available due to its popularity.

For avid bubble tea drinkers or even those who haven’t tried bubble tea, Bubble Cafe is a delicious option.

8 7 Overall Score

Price Presentation

Variety

O

After drinking bubble teas from different restaurants around Athens, ODYSSEY staffers conclude that Bubble Cafe and Tai Chi Bubble Tea offer the best bubble teas in town.

BY MILES LAWRENCE Variety Staffer

BOBA BATTLE

Known for the gigantic bubble tea model right at its front door, Tai Chi Bubble Tea catches the eyes and cravings of all of its customers.

Located at 151 E. Broad St., the cafe is filled with brightly lit signs and adorable plushies and decorations.

The menu includes an assortment of milk teas, fruit teas, hot drinks and smoothies, all of which can be accompanied by the cafe's extensive list of toppings. The mango smoothie itself was sweet and refreshing, and its texture was a perfect level of thickness.

However, the smoothie lacks something unique. The cafe’s selection of fruity drinks don’t have a fresh flavor and may leave customers searching for a natural taste that just isn't there. Additionally, the prices are upwards of $6.75 for a 24 oz. cup, which could be seen as overpriced considering the drinks quality.

However, the satisfactory quality of Tai Chi’s tapioca pearls almost make up for the defects of the drink itself. The regular boba isn’t overly chewy or slimy, and they have a sweet taste that fits nicely with the drinks instead of clashing with them.

Even though it’s not the best, customers who enjoy a classic drink with good boba will thoroughly enjoy Tai Chi Bubble Tea.

ta er les a rence rote oto y em r nce attle

Left: MANGO DELIGHT: Tai Chi Bubble Tea's mango smoothie is shown at cafe's 151 E. Broad St. location. Tai Chi Bubble Tea provided a decent drink with quality tapioca pearls in a wide variety of drink and topping options. “The mango smoothie itself was sweet and refreshing, and its texture was a perfect level of thickness," Variety Staffer Miles Lawrence wrote. "However, what the smoothie lacks is something unique. The cafe’s selection of fruity drinks lack a fresh flavor and may leave customers searching for a natural taste that there."

Above: NEON LIGHTS: Tai Chi Bubble Tea’s neon-lit sign shines bright inside the cafe on April 12. Tai Chi Bubble Tea provided an aesthetic drinking environment and classic bubble tea, which landed it in second place with a score o ocated at road t t e ca e s lled t r tly t s ns and adora le lus es and decorat ons ar ety

Photo by Aza Khan, photo illustration by Maya Clement

STUDENT MUSICIANS

BY VICTORIA GARLAND Variety Staffer LAYOUT BY MAYA CLEMENT Managing Editor

SOLA ISHIBASHI

INSTRUMENT PLAYED: Violin

INVOLVEMENT: Private lessons outside of school, Honors Chamber Strings

YEARS OF EXPERIENCE: 14

What’s your favorite part about music?

"As a musician, I really like challenging myself. I like playing pieces that are not beyond my level, but something that I can really catch on to, and it'll just be a challenge. It encourages me to keep pushing forward and keep practicing so I can get better. There's never a limit to how good I can get at a piece, there's always something I could work on. So that's why I am able to continue practicing and continue persevering and working at the song because it's challenging."

KIMWELL JONES

INSTRUMENT PLAYED: Guitar

INVOLVEMENT: CCHS beginning Guitar Tech I class, plays and writes music in free time, Camp Amped YEARS OF EXPERIENCE: 1

What’s DOES MUSIC MEAN TO YOU?

“(Music) is a safe escape. It started off as more of a hobby, but it grew into more of a passionate thing. Definitely in recent years, (the passion grew). I've always been interested in music, but I haven't started making my own music (until) the beginning of this school year. Whether there’s words to some of my songs or not, you can always know what I'm trying to portray with the attitude.”

PHOTOS BY AZA KHAN AND LUCAS DONNELLY

FLANNERY RAGAN

INSTRUMENT PLAYED: Guitar

INVOLVEMENT: Lessons outside of school, in Evergreen band, Camp Amped

YEARS OF EXPERIENCE: 7

What is your experience with music?

“(Music has) always been such a huge part of my life. I grew up with it, there was always a guitar in the house, we were listening to all the music. Music is just so important, I definitely want it to always be a part of my life. I'm in a band called Evergreen, which I really like and we've played AthFest and Porchfest, which has just all been really fun.”

NIKO COPE

INSTRUMENT PLAYED: Piano

INVOLVEMENT: Lessons outside of school

YEARS OF EXPERIENCE: 15

how have you showcased your talent?

“I (had) been pretty quiet in the fear of messing up, (but) this past year I’ve loved to show off. If you work this hard, you might as well share it with the world. So I've been playing for more people. Just seeing their reaction (to) somebody so young and so good, (it) makes me feel good. That (my music) has a little bit of a purpose makes me smile.”

CCHS student musicians share what they enjoy about playing music.

Featured:

stands and smiles in the JROTC building on April 17. While living out a day in the life of a JROTC student, Lawrence participated in a typical uniform inspection process in JROTC. “So much care goes into the way in which you and your uniform looks because, as it turns out, JROTC students are actually graded through an inspection process that involves a strict critique of your physical presentation,” Lawrence wrote. “Everything from hair on your face to wrinkles on your pants is noticed by your student inspector and can cause you to have points removed from your grade.”

INUNIFORM

Variety Staffer Miles Lawrence shares his experience living a day in the life of a CCHS JROTC student.

STORY

rior to my experience of living a day in the life of a JROTC student, I had never taken the long, torturous walk across the bus parking lot to the JROTC building or even been in any type of militaristic environment.

In fact, all I had known about the program was that the students involved came to school with uniforms on and occasionally marched around the bus parking lot during my lunch period.

When I think of the military, I think about people in charge yelling in my face and telling me to get on the ground and give them 20 push-ups. However, my experience as a oneday recruit in Clarke Central High School’s JROTC program

Psuccessfully changed my perspective on what it means to be a member of the military, both on a national and school level.

When I arrived at the building at 9:00 a.m., JROTC Cadet Major Michael Campbell, a CCHS senior, took me on a tour of the facilities and assisted me in getting a uniform. It wouldn’t be an exaggeration to say that the process of putting on the uniform was possibly more of a workout than any of the exercises I did later in the day.

So much care goes into the way in which you and your uniform looks because, as it turns out, JROTC students are actually graded through an inspection process that involves a strict critique of your physical presentation. Everything from hair on your face to wrinkled pants is noticed by your student inspector and can cause you to have points removed from your grade.

BY MILES LAWRENCE Variety Staffer

LAYOUT BY ISABELLA WESTRICH Variety Editor

SMILING SOLDIER: Variety Staffer Miles Lawrence

Photo by Temprince Battle

When I received my student inspection, after needing an army of people to help me fight into my uniform, I received a 75 out of 100. I had points taken off because I hadn’t shaved my chin, my pins and nametag weren’t entirely straight, my hair was too long and I had gum in my mouth. However, I was told by my inspector that he was going easy on me.

Even though the experience of wearing a uniform and being inspected was a bit humiliating, it helped me learn about the amount of self care and nobility that is required to be in the military, which was something I hadn’t thought about before.

After being inspected, I went outside and joined a marching session led by JROTC Cadet Captain Taylor Motton, a CCHS senior.

I’m not even going to attempt to lie and say that the marching was easy, it was actually very difficult. No matter how quickly or slowly we marched, or in which direction we were turning, I found myself stumbling around like a lunatic. The only thing I knew about marching previous to my experience was that you walk sharply and stiffly, so no matter how horrible I was at marching, it was actually really cool to learn more about the physicality and rules of the skill.

My experience as a one-day recruit in Clarke Central High School’s JROTC program successfully changed my perspective on what it means to be a member of the military, whether that’s on a national or school level.

My next trial was learning how to properly pick up and hold an air rifle. Now obviously, if you haven’t been able to tell already, no aspect of the day was easy for me. Putting on the uniform and marching were both highly challenging tasks. However, no amount of preparation could’ve prepared me for how much I struggled to comprehend the correct way to pick up and hold an air rifle.

The process of putting the rifle on your shoulder is supposed to be very fluid and quick, but even after attempting at least five times, it was still taking me a millenia. Eventually, with the help of Campbell as well as CCHS Senior Army Instructor Lieutenant Colonel David McMickle, I was somewhat able to execute the movement, but it was far from perfect.

Despite this, and all my other failed attempts at learning JROTC skills and tasks, I really enjoyed my experience.

Compared to the harsh and disciplinary military environments I’ve seen in the movies, JROTC was like a breath of fresh air that I hadn’t expected. Don’t get me wrong, it was really challenging, but the camaraderie within the program stood out to me as soon as I stepped through the building’s doors, which made my overall experience all the more enjoyable. Everyone was ready at a moment’s notice to help me learn the ins and outs of the skills, and it was fun to meet a collection of kids who I had never interacted with before. So even though I nearly failed my inspection test, struggled to put on my uniform and butchered every skill I learned, I had a lot of fun living out a day in the life of a JROTC cadet. Who knows, maybe I should join the military?

Left: DAY IN THE LIFE: Variety Staffer Miles Lawrence tries out multiple different JROTC tasks on April 17. During his day in JROTC, Lawrence enjoyed getting to meet students in the program. “Everyone was ready at a moment’s notice to help me learn the ins and outs of the skills, and it was fun to get to meet a collection of kids who I had never interacted with before,” Lawrence wrote. Photos by Temprince Battle

CULTURAL BUZZ

Grammy-award-winning singer and songwriter Daniel Caesar released his latest album, “Never Enough,” on April 7.

Caesar has famously collaborated with many other talented musicians in the past, such as Justin Beiber and Kali Uchis, and the R&B artist brings a distinctive sound to every piece he works on.

However, “Never Enough” displays Caesar’s talent as a solo artist. It’s a remarkable album that showcases his exceptional songwriting prowess, featuring a diverse range of genres and demonstrating his versatility as an artist.

Highlights from the album include “Valentina,” a ballad that showcases Caesar’s vocal range and vulnerability, and “Always,” a groovy, uptempo track featuring his smooth vocals.

Overall, “Never Enough” is a significant achievement for Daniel Caesar and a testament to his talent as a musician and lyricist. The album is a must-listen for anyone who appreciates some good R&B.

Adah Hamman, Journalism I student

“Doctor Who: An Unlikely Heist” was released on April 7 on Apple Arcade for exclusively iOS devices. Though Android users are unable to download the app, they aren’t missing out on much.

The game’s levels, consisting of finding hidden objects in a scene, quickly get repetitive and are far too easy.

And the visuals aren’t much better: the first thing that players notice upon opening the game is its outdated-looking art style — and soon after, its bland dialogue.

Not only that, but the characters are poorly developed, with unrealistic and exaggerated reactions and events that don’t add any elements of suspense or mystery to the game’s plot.

For players who don’t know much about Doctor Who, the game is confusing, and for those who know more about the show’s plot, it doesn’t seem to relate much.

Altogether, it’s unlikely that even Doctor Who fans will enjoy playing An Unlikely Heist.

-- Maya Shrivastav, Webmaster

The new Watermelon Mint Sunjoy drink at Chickfil-A was released in a line of four drinks on April 3. From its cute presentation to its fresh spring flavor, this sweet and refreshing seasonal drink will make drinkers feel like reclining by the pool.

This drink is similar to Chick-fil-A lemonade, in that it has a lot of pulp and a similar acidity. However, the mint flavor comes through well adding a new twist, and some bitterness balances the sweetness of the drink.

The watermelon flavor does not shine compared to the mint and it can only be tasted toward the end, but it adds to the drink and has a pleasant aftertaste.

This drink only has one size, but the price is fair for the amount you get at $2.65.

Overall, this drink has a great taste that puts drinkers in the spring mood with its sweet and refreshing flavors.

Audrey St. Onge, Business Manager

“Abbott Elementary”

Filled with snotty noses, long lines with bubbles and ducktails, egg-drops and exasperated sighs, the second season of “Abbott Elementary” adds on to the growing charm of the TV-PG Hulu series. Created by Quinta Brunson, the second season was released weekly each Wednesday from Sept. 21, 2022 and ended April 19.

Picking up where the first season left off, the series tells the story of a group of elementary school staff, the protagonist being first grade teacher Janine Teagues (Quinta Brunson), who allow a camera crew to film in their school. In the second season, viewers are treated to more funny and relatable situations, like the holidays with coworkers, scandalous business practices, rival schools or parents complaining.

“Abbott Elementary” builds on the character development and growth for the beloved ensemble. This season provides much-needed payoff with character dynamics. There are so many moments viewers can look forward to watching: the development of Gregory and Janine’s relationship, Ava’s growth as a principal and much more. Even with compelling plots, lovable characters and actually funny jokes, one of the best things about the series is that it is unapologetically Black and inclusive. The cast is diverse and so is the dialogue—where else other than a Black show would a character talk about selling “humidity to a silk press?” There are characters of different backgrounds, ethnicities, classes, religious beliefs, sexual orientations, and none of it feels unnatural.

Although there are awkward acting moments where line delivery could be better, there is definitely a noticeable improvement from the first season. Not only does the original cast bring their A-game, but this season introduces new supporting characters that not only enrich the overall cast but add complexity to the plot. Overall, this show is perfect for those who like heartwarming stories and a character driven and episodic plot. “Abbott Elementary” represents a new age of sit-coms where it’s actually possible to translate modern ideas into the realm of comedy.

PHOTO ILLUSTRATION BY ISABELLA WESTRICH Variety Editor

O

PHOTO FAIR USE OF HULU

Capturing the Flag

STORY AND LAYOUT

BY WYATT MEYER Sports Editor

The Clarke Central High School varsity flag football team didn’t wait long to introduce itself to its competition.

Highlights of the team’s inaugural season included their first win in their first game against South Gwinnett High School and a record above .500 until the team’s final two games. But while most would see a 4-6 record and a fifth place finish in Area 6 as a first-season success, CCHS girls varsity flag football running back Jewel Robinson, a junior, wants more.

“(We want) to beat (North Oconee High School). We lost to them twice and that was our last (games),” Robinson said. “This year, I want to make it to the championships (because) it’s gonna be my senior year.”

Those ambitions are what has prompted CCHS head varsity flag football coach Cherelle Pass to expand the flag football program, adding a junior varsity team with the expectation of new faces on the roster and increased competition for places on the varsity team.

“I want the girls to know not to get comfortable or complacent. Every day, they’re working for a spot,” Pass said.

In addition to the JV team, Pass has worked to collaborate with Reinhardt University’s flag football program to establish a summer league that will be hosted on Thursdays in front of college coaches.

“It’s a good opportunity because we’re going to get to see how our competitors play and what their weaknesses (are), so when the season comes, we’ll know what they do,” Robinson said. “There’s barely any opportunities for (playing flag football in front of colleges), so that (experience) is gonna be good.”

Although she’s glad to have her first season under her belt, Pass acknowledged that her team was still new to the game and not yet a finished product. However, she doesn’t want that to get in the way of the possibilities flag football can create.

“I want girls to realize that they can pursue college scholarships,” Pass said. “I’m still growing and learning the game, but this (team) is not just an intramural thing.”

The CCHS flag football team has used the lessons learned in their inaugural season to launch a renewed attack on the Georgia High School Association playoffs in November.

Above: FLAGSHIP PROGRAM: Clarke Central High School varsity flag football players train for the upcoming season in Billy Henderson Stadium on April 20. CCHS girls varsity flag football running back Jewel Robinson, a junior, has participated in offseason conditioning workouts led by CCHS head varsity flag football coach Cherelle Pass. “We’ve been doing a lot of workout to help us get our (fitness),” Robinson said. “I got a ladder at home, so I work on my footwork (with that), and then I got a jump rope, (which) helps me with my speed.” Photo by Wyatt Meyer

“I’m still growing and learning the game, but this (team) is not just an intramural thing.”

-- Cherelle Pass

CCHS head varsity flag football coach

MY WORD VS. YOURS

Sports Staffer Michael Campbell debates baseball vs. soccer with Sports Editor Wyatt Meyer.

Baseball. It’s one of the country’s most beloved sports and has millions of fans worldwide, who dubbed it “America’s game.”

Now consider soccer, the pretentious sport with billions of pretentious fans talking about whatever the latest is in yacht design and equity investments. Baseball is the sport of the people, which makes it far better than soccer will ever be.

With every pitch, a baseball fan anticipates that the ball will be put into play. Even though that’s not always the case, there’s still an excitement in the crowd that makes the game unmissable.

BY MICHAEL CAMPBELL Sports Staffer

That belief is almost tangible in the stadium – nothing beats the fan atmosphere at a ballgame. The smell of popcorn, the taste of a hotdog and the sounds of people cheering while watching the baseball game is unmatched.

Baseball also requires a lot of skill to play. Unlike soccer, where anyone can just kick a ball into a goal, baseball relies on hand-eye coordination. Hitting a ball at speeds from 85 to 95 miles an hour is a skill that even top professionals can’t regularly do.

Soccer. It’s one of the world’s most diverse sports with billions of fans worldwide, dubbed “the beautiful game” by its followers.

Now consider baseball, the dying sport with hundreds of dying fans talking about the good ole’ days, dubbed “the too-long game” by… me.

Baseball is also unique in that every person has a chance to make a difference. In soccer, many players simply sit at the back while one or two players score goals – baseball allows everyone to be a determining factor in the result of the game.

Lastly, baseball is far more inclusive. According to The Soccer Handbook, the average outfield player runs as much as seven miles per game, meaning players have to be in top shape to play. Baseball is far more inclusive, as people can play regardless of physical state.

Although baseball isn’t all action, the atmosphere and inclusivity of the game makes it far more fun than any snotty soccer game.

two feet to keep up,”Meyer wrote.Illustration byAntonio Starks

BY WYATT MEYER Sports Editor

To the enlightened mind, soccer is the clear choice. But for the unfortunate souls inside Clarke Central High School who’ve been misinformed on this matter, allow me to set the record straight – soccer is the better sport.

Let’s start with history, something soccer has in abundance. Established in 1863 on the fields of England, soccer evolved and expanded, touching the hearts and minds of those everywhere it went. This international community then combined in 1930 to create the World Cup, the planet’s biggest competition.

In the here and now, soccer is still bigger – a September 2022 Telemundo Deportes report called soccer the fastest growing sport in America, a country which didn’t truly take to soccer until the World Cup came to the United States in 1998. For people who haven’t played, the debate shifts to soccer’s watchability. Although people often complain about the “lack of action,” anyone must concede that at the bare minimum, soccer is a continuous, 90-minute game with almost no downtime.

Contrast that to baseball, which even after recent rule changes is primarily composed of inaction. The Wall Street Journal reported that out of an average game time of about 3 hours, a baseball is only actually in play for 18 minutes –that’s a lot of glazed eyes.

Finally, let’s talk about accessibility. Baseball requires a special field, bases, gloves, bats and more. Meanwhile, soccer – the beautiful game – requires only a ball, an imagination and two feet to keep up.

Above: BASEBALL OR SOCCER?:Sports Staffer Michael Campbell attempts to hit a soccer ball with his bat while Sports EditorWyatt Meyer tries to kick it away.In the battle of Clarke Central High School spring sports,Meyer has found soccer to be more enjoyable due to its history and accessibility.“Baseball requires a special field, bases, gloves, bats and more. Meanwhile, soccer – the beautiful game – requires only a ball, an imagination and

The beautiful game requires only a ball, an imagination and two feet to keep up.

Baseball is the sport of the people, which makes it far better than soccer will ever be.

F

rom softball to soccer, tennis to track, bass fishing to baseball, it’s been a remarkable year for Clarke Central High School sports. Take a look back at the most memorable moments as ODYSSEY photographers saw them.

LOOKING BACK

COMPILATION AND LAYOUT BY WYATT MEYER Sports Editor

PHOTOS BY LUCAS DONNELLY Visuals Coordinator

PHOTOS BY AZA KHAN Director of Audience Engagement

--

Cherelle Pass,

CCHS head varsity flag football coach on the way she felt about the flag football team’s performance following their 4-6 debut season at CCHS.

-- Malachi Mcneill,

CCHS cornerback and senior on how the football team can save their season after their Region 8-AAAAA loss to Jefferson High School on Sept. 23, 2022

“We gotta love each other hard because this is all we got. This is our only team, and we got to ride it out.”

“Roughly reflecting back on last season, I was proud of the girls who came out and did the first year justice.

“Obviously, the team and I want more, we want to make the playoffs, but it starts with more region wins. The goal is to just (go) one step at a time.”

William Lance, CCHS head varsity softball coach on the softball team’s goals after winning their first Region 8-AAAAA game in four years against Heritage High School on Aug. 23, 2022

--

“I’m definitely sacrificing my senior season, but it’s a good thing. A lot of these players just need to learn (how to deal) with roadblocks.”

-- Tristan Lowery, CCHS boys varsity baseball player and senior on the baseball team’s goals amidst their 3-21 season.

“In my heart, when they were talking about (the death of Dr. Margaret Morgan, Cedar Shoals High School teacher and mother of CCHS boys varsity basketball player Jackson Hall) before the game, I was like ‘We gotta get this (win).’

Jackson does so much for us and his mom helped out, she was a big person to the community, so the least I can do is help him win.”

-- MARCUS GILLEspie, CCHS boys varsity basketball player and sophomore on his motivation for the Gladiators’ thrilling victory over CSHS in the Classic City Championship on Jan. 21.

“I made it to state as a freshman, so I want all the freshmen we have this year to keep in mind that it’s a lot to make it to that position and it’s kinda hard to be there. I keep on pushing (other athletes) because sometimes it can be hard at practice and some of them do want to quit, but that’s not the mindset we’re going for this year.”

-- Ty’asia Brown, CCHS varsity track and field athlete and sophomore on how she’s tried to change the track team’s mindset.

OUTSIDE

How

do CCHS athletes stay prepared for their sports in the offseason?

Why do you use the offseason to stay in shape?

All the coaches say that a good season starts with a good offseason. You get trained up and get all of your abilities high and (use the) offseason to perform well in the season.

JD Daniel, Cross Country

What equipment do you use to train?

The only things I really use are ladders, cones and tennis balls to get my hands better. I’ll throw them up (and catch them) with one hand, two hands and stuff like that. It gets my grip better. (I also use) jump ropes.

Jaden Cofer, Football

THE LINES

How do you stay cautious during the offseason?

It’s hard to stay careful. I take precautions, like using ankle braces. At home, I do these ankle strengthening exercises because (I’ve) sprained it so many times.

How do you make sure that you’re having fun?

I always remember it’s just a game at the end of the day because some people take it a little too seriously, but you’re also playing to have fun.

Kaiden Bradford, Softball

Makaney Burnette, Volleyball

COMPILATION AND LAYOUT BY WYATT MEYER Sports Editor

COMPILATION BY KENDARIUS BUTTS Sports Staffer

COMPILATION BY MICHAEL CAMPBELL Sports Staffer

St Play s

St Play s

Grade:9

GPA:4.0

JAVIER LABARCA

Grade:10

GPA:4.0

Years of experience:8

Game day ritual:I don’t really have a pregame routine, I just stretch and warm up before the game.

Favorite memory:My favorite memory playing baseball (was) last spring (when) we played a championship game in senior league.The bases were loaded with two outs, and I (hit) a line drive and after that, we won the game.

Role Model:My parents (are my role models) because they taught me that nothing comes easy (and that) you need to work for what you want.

What coaches say:“Javy is a hard-working young man and is always trying to find ways to get better on and off the field.He is self motivated, very well rounded individual, and with a great personality that all coaches look for. The baseball team is very lucky to have Javy in the program.”

William Lance,CCHS assistant varsity 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.

FARRELL HYDE

Years of experience:1

Game day ritual:I think we all like to get each other pumped up a little bit and then we talk about our day to everyone.

Favorite memory:A couple of us went to Zombie Farms with (head varsity flag football) coach (Cherelle) Pass and it was pretty fun.She was screaming a lot. It was crazy.

Role Model:(My role model is) definitely Coach Pass because she was out there with us while she was pregnant and doing the same exact stuff that we were doing. It just shows how (much) commitment she has to flag football,how much she cares about us and just how strong she is in general.

What coaches say:“Hyde (is one of our star players) because she is competitive, coachable and committed.”

-- Cherelle Pass,CCHS head girls varsity flag football coach

Photo by Lucas Donnelly

ODYSSEY Star Players VARSITY FLAG FOOTBALL

Photo byWyatt Meyer

ODYSSEY Star Players JV BASEBALL

5 things to know about the cchs varsity Golf team

by kit wilson,

as told to

KENDARIUS BUTTS

1. rules and RUles

(Course organizers) give you the holes and a certain amount (of strokes) that you’re supposed to hit for each hole, so you’re trying to get the lowest amount possible. (If) it’s a par five, you want to get at most five. You can go over it, but you don’t want to.

2. lifelong love

(Golf is) a sport you can play for your whole life. It’s not a lot of hard work and it’s not damaging your joints. As you get (older), you can play it for your whole life, (especially if) you have a good group of friends that you can always have with (you).

3. gameday trials

The most challenging part is going out (to) play actual matches because you have to hit the ball long enough and straight enough, so sometimes that’s hard to do.

4. driver instructor

(CCHS head varsity golf coach Stephen Howard is) just very supportive and he gives you tips when you want the tips. He’s never pushing too much onto you, (he gives you feedback) only when you need (it) or you feel like you need something. We’re not all insane golfers, so he has to be lenient and he doesn’t put too much pressure on us.

Featured: GOLFING WITH GRACE: Clarke Central High School varsity golfer Kit Wilson, a junior, practices at the University of Georgia Golf Course on April 21. Wilson has played golf for a couple years and one of her favorite things about the sport is its longevity. “(Golf is) a sport you can play for your whole life. It’s not a lot of hard work and it’s not damaging your joints and stuff,” Wilson said. “As you get (older), you can play it for your whole life, (especially if) you have a good group of friends that you can always have with (you).” Photo by Wyatt Meyer

5. tee work

(My teammates are) very good. Even if you had a bad shot, they’re gonna say good job and they’re gonna tell you just try it again. They’re very helpful and (remind) you (that you) have stuff to bring in.