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4-5, 14-18


03 NEWS • Bag policy for events • New sports trainer • Minnijean Brown visit


FEATURES • Thanksigiving DIYs • Sleep deprivation • Our carbon footprint • Climate strike • Winning cupcake recipe • 2020 candidates immigration policies • Funding: arts vs. sports • Girls tennis, water polo • Gender & wrestling


08 SPORTS • Girls tennis and water polo win league • Football season wrap-up


OPINION • New phone policies • Flaws in security policy • Left-wing environment




BELONG Conversations Conversationswith withaaliving livinglegend legend by Ignacio Dominguez


innijean Brown-Trickey, one of the original Little Rock Nine, filled Carrington Hall with spirit, inspiration, tunes and activism on Friday, Nov 8. She shared her background of activism against bullying, and her experiences as one of nine students standing up against segregation at Central High School in 1957. History teacher Ashley Gray welcomed Trickey with an introduction filled with honesty as he acknowledged problems that still surface at Sequoia. “At our school today we celebrate our institution as a place of friends while we still have divisions in our school community,” Gray said. Trickey’s past of trouble and bravery

photography by Chloe Johnson


have converted her into an image of great resilience and courage that she inspires others to follow. During the interview she spoke about the prevalence of bullying in the world, stating that it’s a “problem not only in schools but in society.” She emphasized the meaning of kindness and the impact it can have on someone’s experience. “A smile can save somebody’s life,” Trickey said. Trickey continued explaining the hardships she dealt with while attending Central High School in Little Rock, Arkansas in the 50s. Students were greatly intrigued by the power that Trickey carried walking through the halls of Central High School. She didn’t fail to add some courageous words for the reason she was expelled,

saying “I got expelled from Central because I was tall, beautiful and strong.” Trickey acknowledged seeing all the diversity within the room, “There’s so much richness in this room if it were gold it be piled up to the ceiling,” Trickey said. The question-answer session ended with a sing-a-long of “Little Rock Nine,” a song written by Ashley Gray featuring Minnijean Brown-Trickey, as students chimed in on the chorus. Many were able to greet her as they left, thanking her for inspiration. “It was really awesome to be in the presence of someone so influential, someone who is part of shaping the school experience of many of us today,” junior Adrian Reineke said.



Backpacks prohibited from sports games

BY MADELINE CARPINELLI AND OSCAR NOLF Managing Editor and Staff Reporter After issues at Sequoia’s first football that some change happened,” senior Thomas game of the season arose on Sept. 5, the ad- Burt said. “[But] I think that it’s a bit over inministration implemented a new policy pro- trusive.” This isn’t the first time Sequoia’s hibiting backpacks and bags at football and heard of substance abuse at school events, albasketball games. though it is the first During the first time a bag policy like football game against Sequoia’s rival school, this has been created. Woodside, a massive According to adminturnout led to problems The number one goal is to make istration, they’ve been talking about this polwith alcohol and drug sure that Sequoia students can abuse. Police cars, ambu- be here to learn or at an event to icy for a long time. “Some things haplances and more arrived enjoy themselves and not have to pened there that just at the scene, making it a kind of demonstrated hectic night. Less than a worry about being unsafe. that this was the time week after the game, the Gary Gooch, AVP to enact more strinadministration decided gent safety protocols,” to add a new policy prohibiting backpacks, bags and large purses from Administrative Vice Principal Gary Gooch any Terremere field football games or Gym 1 said. Although administration is conbasketball games. Reusable water bottles are allowed as long as they’re empty and small fident that the policy will stay, students have bags/purses are allowed but will likely be many different theories as to what will happen. “I think the future of this policy is that it will searched. “I understand why they implemented the poli- get rescinded because many students will no cy because of the unfortunate events that hap- longer show up at games and that will cause a pened at the first football game [and] it’s good loss in funds and a loss in school spirit,” sopho-


more Zara Ahsan said. Despite some students believing that this policy won’t last very long, administration has a different plan. “[The policy] could change to be even more stringent.” According to Mr. Gooch, the changes in attendance are a positive change. “If an individual is coming to an event to cause trouble, they will likely make the choice to go somewhere else,” Gooch said. Administration has received a large amount of praise from Sequoia’s parents and alumni because of their actions. “We received several emails from people [and] parents [saying], ‘Thank you so much, I feel so much better about my child attending a school-sponsored event when I’m not there,’” Gooch said. Although there are many differing opinions, the administration’s objective was achieved. “The number one goal is to make sure that Sequoia students can be here to learn or at an event to enjoy themselves and not have to worry about being unsafe,” Gooch said.

New trainer helps heal athletes by Caitlin Dulsky Staff Reporter If an athlete gets injured during a game, Sequoia’s new sports trainer, Sarah Diaz, is the first one on the scene to work with, identify, and help with the recovery of student athletes’ injuries. It is important for student athletes to have medical help available if they need it. New Sequoia trainer, Sarah Diaz, works with athletes on injury prevention, emergency care, injury diagnosis, and rehabilitation of injuries. Diaz helps keep Sequoia athletes healthy during their season of sports. Working with these athletes, she has formed relationships with students and is already liked by many of the athletes. Diaz, originally from San Jose, recently moved back to the Bay Area as Sequoia’s new trainer, contracted through Stanford Hospital. Diaz moved to California from Texas after she attended college there and worked as a trainer at a small high school and middle school for two years. Diaz played soccer at Evergreen college, but in her first year she tore her patellar tendon and couldn’t play anymore. Her knee injury caused her to spend a lot of time in the trainers office at her school, which inspired her to become a trainer herself. Diaz works with the Sequoia athletes before, after, and during practices and games. “She is very helpful. She tapes me the way I need to be taped and she’s available whenever you need her,” senior and varsity Water Polo player Fernanda Pardo said.


Pardo is often in the trainer’s office because she has tendonitis in her elbows and frequently needs to be taped before games. The trainer has been very accommodating to her and student athletes alike, and is always available to athletes whenever needed. “She’s always there on game days and she’s been pretty easy to communicate with,” junior and varsity volleyball player Sofia Pompen said. Diaz gets here early and voluntarily works overtime to make sure Sequoia athletes have the necessary medical attention to perform in their sports. She interacts with about 30-40 students each day. “If it is an emergency or something serious, I can be here in 20 or 30 minutes. I’m pretty much on call all the time,” Diaz said. “As far as being at school, though, I get here between 2:00 and 2:30, just to help me out so I can get set up for practice before all the kids get out of class,” Diaz said. The last trainer, Jeff Wilson, was liked by many of the athletes, so Diaz might have felt some initial pressure, but she has already formed relationships with many athletes and many feel like they have a bond with her already, despite the fact that she is new. “The kids here are awesome. All the coaches have been great. They don’t compare me to Jeff [old Sequoia trainer]. I feel like I have some big shoes to fill because everybody

loved him. But so far it's been awesome,” Diaz said. Diaz is very personable and inviting, so many athletes feel connections with Diaz. “I didn’t really know Jeff to be able to call it a relationship, but I feel like Sarah and I have this bond,” said Pardo. Although Diaz’s time here at Sequoia has been short, students have already taken a liking to her and her methods. “I just think [having a trainer] makes things more efficient. I think that we can get players on the field, like recovered faster. As far as money is concerned, because that usually, an issue, I think we save the school and the parents a whole lot of money by being able to tell if something is serious, and if they need to go to the hospital or not,” Diaz said. Sports injuries are hard to avoid; this year alone, Sequoia athletes have already been involved in many injuries. But Diaz has been available to help athletes recover. With the help from a school trainer, athletes can recover faster, schools and families can save money, and athletes can be healthier in the long run. If athletes get their bodies properly taken care of, many injuries can be prevented and student athletes can continue to play and be apart of a team.


Girls get the gold

Girls Tennis and Waterpolo win first in their leagues; the first ones to do it in over 16 years.

“[This year,] I’ve grown as a player [by] being more emotionally strong.”

Ciara Murman, 2019 Most Valued Player

Coaches Ed Adams and Cici Louie say goodbye to their seniors.

“A good team member has to both focus on their own game an try to encourage other people in their game.” Ed Adams, Girls Tennis Coach 8

“This year I felt there was a stronger team dynamic, which was mostly because we had a new coach and she was such a huge part of our team’s bond” Eleanor Campbell, Water Polo Captain Varsity Captain

Compiled by Madeline Carpineli, Oscar Nolf and Chloe Johnson Photo Courtesy Zara Ashan and Ruthie Lax

Girls Waterpolo celebrating the end of their winning season

“[Winning the league] was so great to see that all of our hard work during the season pay off and that we could add a title to the team.” Eleanor Campbell, Water Polo Captain Varsity Captain RAVEN REPORT | NOV 2019

“Our team values comraderie... [and] creating a family out of tennis.”

Sarah Stampleman, Tennis Team CoCaptain 9

photo illustration by Zoe Dufner

Freshman Lucy Bryant, left, grapples with senior Grace Turner, right, while coach Brad Ramezane looks on.


Girls who grapple BY CARLA ROBERTS

Staff Reporter


t Sequoia and beyond, wrestling is a sport that is greatly impacted by gender. With wrestling season approaching quickly, potential issues regarding team and competition profiles nationwide are called into question. Some states including Iowa, Maine, and California have leagues and competitions available for girls. However, there is still a long way to go regarding gender equality in wrestling. Due to the lack of girls participating in wrestling, attempts to create an even distribution throughout weight classes is an issue. The California Interscholastic Federation (CIF) has approved a total of 14 girls weight classes, and they range from 101-235lbs. This poses a challenge when attempting to create a separate section for girls in state wrestling tournaments. Additionally, it raises questions as to how practical it really is to separate tournaments and championships. Girls in high school wrestling also face issues as they graduate and begin to consider attending a four-year college. Only 38 of the 5,300 colleges and universities in America belong to the WCWA, or the Women’s College Wrestling Association. This forces many girls RAVEN REPORT | NOV 2019

to drop the sport they love in favor of attending a more accessible or affordable college. Mr. Ramezane, Sequoia wrestling coach of 4 years, has his own opinion on instructing a coed team. “There are no problems with having girls and boys on the team,” he says, “finding kids who are willing to join the team and stay through the season is the bigger issue.” When Mr. Ramezane wrestled in high school, there was only one girl who “really stayed for the whole season.” Since then, more girls have started participating in high school wrestling, but not by a large margin--this season, there are about 3 girls on the Sequoia wrestling team, compared to about 15 boys. Furthermore, many student wrestlers here at Sequoia feel as though gender isn’t an issue. “Guys usually feel awkward about wrestling girls, but the girls don’t really care. They kind of just dunk on them,” sophomore August Warhurst said. Warhurst wrestled as a freshman, and is continuing this season. “Having both guys and girls on the team makes it feel like more of a family,” Warhurst said.

Grey Turner, a senior on the wrestling team, has been wrestling at Sequoia since freshman year. Turner loves being a part of the wrestling team because it “feels like family.” “We are super close. We text on group chats all the time and are always talking,” Turner said. She feels that the practice environment would be “not as close” and “not as much fun” if it were single-sex. However, Grey believes that everyone on the team still has their own sense of individuality, regardless of gender - “everyone’s accomplishments are their own; you don’t have to share with the team.” Grey has continued wrestling because she feels that it has taught her to “push past her limits,” even when she “thought it wasn’t possible.” As wrestling continues to grow as a high school sport for both guys and girls, it is clear that there is no apparent urgency to commence with the separation of teams. Though some issues with gender arise during tournaments and meets, it seems that girls in wrestling aren’t planning to stop pinning and grappling their way to success any time soon.





Illustration submitted by Claire Tom 14

Young adults of Generation Z have been practicing their first amendment right by speaking out about climate change and the lack of action by older generations

The Heavy Feet of Sequoia By Nicholas Lawrence Staff Reporter


“I believe that some students simply don’t care about climate change because they can’t see how it affects them directly”


by reducing our carbon footprint! Maybe a startup downtown wants to fund new solar panels and get their logo and a plaque in return!”Magallanes said. Being inside the Bay Area grants Sequoia a unique opportunity to revolutionize carbon standards within the school. But even outside of the bubble of the Bay Area, Magallanes’ proposal is already taking place across the United States and the world. For example, the University of Tucson in Arizona partnered with Tucson Electric Power to eliminate a third of all greenhouse emissions on campus. The school will receive its power from a wind farm in New Mexico and a solar array that hosts roughly 314,000 solar panels and an advanced storage system, according to Chamber Business News. Also, Bristol University in the United Kingdom has decreased its carbon emissions by 27% since 2005 and plans to go carbon neutral by 2020 by collaborating with other companies. The Sequoia High School District has made no attempts such as these to halt climate change. Even though it may be hard, Sequoia can reduce its carbon footprint through many ways. It currently uses outdated, inefficient power systems to fuel its everyday functions, such as water heaters, light fixtures, and older computers. Renovating these parts of Sequoia will definitely elevate its place in a new, ecofriendly school environment, and will catapult Sequoia into a new realm. Survey of Sequoia Students by Nicholas Lawrence, Raven Report

eople are more active than ever begas emissions, so every effort counts when it fore. From San Francisco to Mumcomes to reducing those emissions, no matter bai, children and teens are mobihow small. However, one roadblock to climate lizing across the world to inspire action is people indifferent to the subject. action against climate change. At “I believe that some students simply Sequoia too, students and teachers are making don’t care about climate change because they a change for a better, more eco-friendly school. can’t see how it affects them directly,” freshEvery year, students man Nicholas Kwok said. produce greenhouse It’s true that climate gases at Sequoia. From change isn’t often related to school events, student many concerns teens have, transportation and such as grades, friends, and other practices, stutheir home lives. If it doesn’t dents produce a great affect them in a direct way, it amount of greenhouse makes sense that some stugases that often goes dents wouldn’t care about unnoticed. Across the it. However, steps are being nation, steps are being made to make that not true. taken to halt climate “One of the main ways to change and initiate cliadvocate for climate change mate action, but at a activism is through the local level, things move school system,” Magallanes much more slowly. said. “New [changes] at The popuSequoia are being made lar opinion at Sequoia Nicholas Kwok, Freshman throughout the science is that drastic changes curriculum that involve are needed to stop the current plight of carstudying climate change and other world isbon emissions and climate change. But people sues.” don’t know how it would be implemented. If climate change is a question on “I think both the carbon emissions someone’s test, that may warrant a little more and the trash that we produce first can be reattention and education on the issue. Another duced. The biggest way of doing this would be issue that climate change action faces is the altering the source of energy. Now, we rely on budget, but Magallanes has a plan for that, the energy grid that is being supplied. If we retoo. lied more on solar, we’re relying less on fossil fuels that are going to be releasing carbon di“What I oxide.” said Jessica Magallanes, IB ESS teacher would conand advisor of the Sequoia Sustainability Projsider, is ect club. that we ask However, the urgency of the crisis our local is argued. Some believe that it is a crisis with i ndu st r i e s unreversable consequences, while others think and private that while it is a problem, it shouldn’t be in the organizaforefront of our worries. tions that “I personally think the climate issue are lookis more pressing. But I understand how chaling to help lenging it is for change to happen in the public us reduce education system...we’re not just a school on the effects our own, we consider the district and other of climate funds...coming from this state,” Magallanes change. By said. funding Local levels usually can’t make big proactive change without support from above, so it’s initiatives, necessary to have that for any real action on these orglobal warming. In my opinion, the carbon ganizafootprint of Sequoia pales in comparison to tions can the larger issues in America, but local issues get great are part of the problem that America faces as PR and a whole. We all contribute to the greenhouse we benefit


Our Our future future in in our our hands hands

BY JAY TIPIRNENI and TAYLOR GAYNER Editors-in-Chief ssues like gun violence and sexual assault have inspired great activism in students, and have inspired more young people to speak out about their concerns. But nothing has brought about change and advocacy on campuses and beyond like the climate crisis has in the past few years. Students at Sequoia, and across the globe, have dedicated hours of their own time to striking and protesting against the issue, as well as changing their own lifestyles and personal values in hopes of helping the climate problem. The work that young people have done has inspired immense changes. Just within our own community, Starbucks has created sipping lids to decrease straw usage, and boba guys has begun using bamboo straws in replacement of plastic ones. The pervasive activism of young people alongside these localized improvements have led to more colossal changes; Disney is completely eliminating single-use straws, Hyatt is only offering plastic straws upon specific request, and many places including California, Hawaii, and parts of the



East Coast are implementing stricter state-wide laws in an effort to create a more rapid change that is necessary. While the contributions that our young generation has made has been successful, and has inspired some change, but our planet is at the point where such changes are not sufficient. In case you were not totally clear on where we are headed, we get to look forward to a plethora of life-altering impacts that come as a result of our decaying ecosystem. If no immense governmental changes are made, the ocean’s levels will rise, impacting about one billion people by 2050, the drastic changes in water temperature will cause algae to rapidly decay and coral reefs to completely die off by the year 2100, and with the temperatures increasing, the Arctic may see ice-free summers in the next few decades. Humans will be exposed to extreme and dangerous heat waves in the next five years, rainfall and snowfall may increase, also increasing the possibility of severe flooding and, as the earth’s temperature continues to rapidly in-

crease, habitats of certain plants and animals in our environment will no longer be hospitable to them. Along with that, there may be a whole mass of currently unknown environmental impacts that have yet to reveal themselves.

The scariest part of all of this is not what’s listed above. The scariest part is that we may be too far in that any amount of work we do will not suffice. T h e

scariest part is that it was not us who created this problem. The scariest is that it was our educated adults that elected officials who plummeted us into this bottomless abyss that we are attempting to claw our way out of. As highschoolers, we had little to no impact in causing the release of pollutants that has brought us to where we are now, and we had absolutely no impact or say on the people who made these decisions; but it is us who have to live with the consequences. It is us who will be faced with the implications for the next few decades. And it is us who will be faced with the burden of finding solutions before we even have the opportunity to climb out of this abyss. These impacts may sound overbearing and irreparable, but in reality, students have a massive amount of power and influence, especially as we become

more passionate of this issue. If you are a student, aged sixteen or older, pre-register to vote as soon as possible. When the time comes, you will then be eligible to vote and have an input in the choosing of political representatives who can help make great change. If you are already of age to vote, consider the future of our generation and generations to come. Elect officials who truly prioritize bringing about solutions to the climate crisis. As our generation ages and grows into our time, it is important that we keep a common goal in mind. Whether that means reposting the activism videos by Greta Thunberg, going out to protest the corporations that are worsening the issue, carrying around metal straws with you wherever you go, completely eliminating the use of plastic in your day-to-day life, or ensuring that you do enough research to educate yourself and ensure that you are choosing to elect officials who can and will make a change. Because we are all fighting for the same goal; a future. photo by Alisa Mack



Students Strike

In San Francisco students united together to protest against climate change. The SF youth-led climate strike ran from 10am to 2pm and was held at the Federal building. The climate strike brought awareness to a worldwide issue and allowed us students to show our voice and stand up for justice. Global warming has been an issue for many years and affects everyone, however the older generations have done almost nothing to fix it, so us students have decided to make the stand on September 20th, 2019. Many students, including me and junior Brenda Guillen, went to the climate strike. However, not many students were able to go, but still have a voice to input. Junior Brenda Guillen went to the climate strike to stand up for what she believes in: “if we don’t stop climate change, we may eventually die”. She felt empowered to “stand up and speak up”. Senior Collin Mavrinac and junior Juliette Carbonnet (who did not go to the strike) found ways to help the climate everyday. Senior Collin Mavrinac has always recycled, never bought plastic, uses metal straws, goes thrift shopping and even carpools. Junior Juliette Carbonnet did not go to the climate strike as well, however she wishes she did. Juliette helps the climate in different ways, one of which is not consuming beef. Beef, as well as many other animal products, releases carbon emissions through animal methane and fossil fuels. This is particularly harmful because it furthers the effects of climate change and contributes to greenhouse gases. By Alisa Mack Staff reporter


Diferentes paises, diferentes Por Ignacio Dominguez-Coronado historias


arios maestros del idioma de español forman una gran representación de la migración de quienes se mudan para encontrar un futuro mejor que en sus países natales. Durante los últimos años ha recibido a miles de estudiantes de diferentes países como Guatemala, El Salvador y México, en los últimos años predominantemente la mayoría de estudiantes de English Language Development vienen de países hispanohablantes (ELD).

El propósito de esta columna es promover no solo el idioma del español sino también tratar de que los estudiantes se relacionen con maestros de la comunidad en Sequoia. Para muchos estudiantes que llegan a Estados Unidos es difícil encontrar algo en lo cual puedas hallar similitudes en una escuela de 2,067 estudiantes en la cual el casi 60% es de origen Hispano o Latino pero en el cual no resulta fácil mostrar sus raíces aun siendo la mayoría de la escuela.

Belen Álvarez-Iglesias, viene del norte de España. Nació en Gijón Asturias, una ciudad al lado del mar, Inicialmente ella estudió Derecho en España. La decisión de Álvarez de mudarse a los Estados Unidos fue más producto de una oportunidad casual que no buscaba. Álvarez tuvo la opción de participar en un programa de profesores visitantes para trabajar en Estados Unidos. Dejar su país natal fue difícil por varios motivos, explicó Álvarez, “Dejar a mi familia, y a mis amigos” y durante su lejanía de su familia se preguntaba muchas veces qué estaría haciendo su familia y extrañó estar presente en celebraciones familiares importantes, mientras vivía en Estados Unidos. Sobre todo llegar a un país desconocido fue lo más difícil para Álvarez, “Era todo un poco extraño pero al mismo tiempo era como vivir una película”. Aunque estar tan lejos era complicado cada año que Álvarez se quedaba en Estados Unidos sentía que este era su nuevo hogar. A pesar de las dificultades de estar tan lejos de su país y de su familia, Álvarez aconsejó a estudiantes con sueños, “trabajen mucho, esfuércense y estudien porque cualquier sueño sea donde sea se consigue a base de esfuerzo y de creer en uno mismo”.


Roberto Verdeses

este país para poder adaptarte” pero para Verdeses no sería una dificultad seguir adelante en un nuevo país. Verdeses aconsejó a aquellos estudiantes que se encuentran en una situación similar lo siguiente: “tú puedes tener éxito si te concentras en lo que haces y pones determinación y tu mayor esfuerzo.”

Carlos García originario de Jiquilpan Michoacán, México

que deseaba hacer. Algunos meses después García comenzó su contacto con la educación y a través de “Americorps” conseguiría un trabajo en Sequoia y recibirá su credencial de maestría para seguir trabajando en Sequoia. Aun lo que afecta a García es la lejanía de él y su país natal, para él durante un tiempo la posibilidad de regresar no fue posible, “Estaba indocumentado, no pude regresar a México durante unos 7 años, fue muy difícil porque mis padres podían regresar mientras mis hermanas y yo nos quedamos”. Ahora García puede viajar a su país natal y regresa con frecuencia indicó, “Honestamente si México pudiera crear más empleos y más posibilidades para vivir allí, probablemente viviría allí.” García está muy agradecido con la oportunidad que Estados unidos le ha brindado e aconseja a todos con sueños y ambiciones “Cada sacrificio tiene su recompensa, si realmente hacen el esfuerzo de mejorar como seres humanos, lo harán un día y disfrutarán de los frutos de su 19 esfuerzo.”

originario de Cuba se mudó a Estados Unidos después de la toma del régimen de Fidel Castro en la isla de Cuba. Para Verdeses sus inicios en educación empezaron a una muy temprana edad, empezando como maestro de primaria. Lo que más impulsó a Verdeses a salir de su país natal sería la dictadura a la que se enfrentaba su país. “Mi posición contra el régimen comunista de Fidel Castro en 1994 fue lo que me impuso a salir” dijo Verdeses, como todos la adaptación a un nuevo lugar fue uno de los trabajos más difíciles para un ser humano, así lo representó Verdades, “lo más difícil fue adaptarse a una nueva cultura, aprender un nuevo idioma y obtener por completo una nueva credencial de maestría en California” la adaptación para Verdeses fue muy difícil al llegar. Verdeses se encontraba en Estados Unidos por la primera vez después de su salida de Cuba. Para él su llegada en Estados Unidos estuvo rodeada de dificultad por adaptarse, “personalmente era una experiencia muy contundente por las tantas cosas que tienes que lograr en

en donde vivió su niñez por cuatro años hasta que se mudó a Santa María, California. “Dificultades financieras y el deseo de dar a Estados Unidos una oportunidad fueron las principales razones por las que mis padres decidieron venir a los Estados Unidos”. Los padres de García vendrían a través del Tratado de Amnistía de 1986. La adaptación a un nuevo idioma fue algo difícil, “Sé que para mis hermanas que tenían 11 y 9 años definitivamente fue difícil. Tenían que venir a un nuevo país, una nueva escuela, hacer nuevos amigos y aprender un nuevo idioma.” Pero crecer fuera de México no fue tan distinto en Santa María que sería una segunda casa fuera de Jiquilpan en una comunidad predominantemente latina. La oportunidad de mudarse a los Estados Unidos para sus padres supuso una oportunidad para que García pudiera estudiar, graduándose de la universidad con un BA en Arquitectura. Al terminar sus estudios García no sabía qué hacer, por lo cual regresó a Santa María en donde se dedicó a la cosecha de uvas y trabajó en una paquetería de flores. García regresó a Manteca, California y trabajó en construcción mientras decidía

Migrating Towards by Alexander Chang & Alexander Cottrell Staff Reporters


he election of 2020 is coming up. One of the biggest issues that has been fiercely debated during the Trump Administration is immigration. A summary of recent polls by RealClearPolitics has Joe Biden at 29.1 points and Elizabeth Warren 20.3 points, which puts them ahead of all the other democratic candidates. But the policies of Trump and the two frontrunners of the Democratic party differ greatly. So we did our research and dug into the differences in the details of their policies. Immigration has been a top issue over the past decade. With 89.4 million immigrants and their U.S. born children living in the states as of 2018, the policies implemented on immigration will greatly impact the population of the United States. That is why immigration policies are one of the greatest factors in the 2020 election. President Trump’s immigration policies include tripling the amount of Immigration and Customs Enforcement officers, and he wants to end birthright citizenship for undocumented immigrants. Additionally, President Trump wants applicants-for-entry to be required to certify that they can pay for their own housing, healthcare and other needs before coming to the United States. Trump’s goal in this is to reduce “welfare abuse,” which is defined as people coming into the U.S. and abusing their ability to access welfare. This change would make it much more difficult for immigrants to be admitted to the states. Elizabeth Warren has many policies regarding immigration, but some of the most controversial and impactful are ending the 3-10 year bar laws which prevents illegal immigrants from coming back to the United States for three to ten years, ending Operation Streamline, which lets immigrants be prosecuted in mass prosecutions, and reshaping Customs and Border Protection and ICE to focus their efforts on


homeland security efforts like screening cargo, identifying counterfeit goods, and preventing smuggling and trafficking. And finally, Joe Biden has set goals to address the root cause of immigration, specifically the corruption with police and governments in Central America, and he plans to focus on utilizing immigration to build up the American economy. “This country was founded by immigrants, and today immigrants are super important part of the culture and economy of this country,” Jane Slater said, teacher of English Language Development and an advisor of the Dream Club. “We’re a big country with a lot of resources and we’re really fortunate, and we can share that with people who are in situations where that’s not the case. We can also feel confident that those same people will make positive contributions to our society.” There are numerous reasons why people immigrate into the United States, including escaping violence and gaining job opportunities. “Most of the people I know, they didn’t have choices in their country so they’re willing to take the risk to immigrate to the United States,” senior Ivan Franco said, member of the Dream club. “Most of the people I know just come here to work hard and earn money to send it back to the country and help their family. They’re not just here to walk around. They came because they knew there would be new opportunities they could take advantage of in the States.” Slater supports reinstating Deferred Action for Childhood Arrivals (DACA). DACA was an immigration policy created un-

They're really afraid and they can't concentrate in school, and they will always be looking around to be safe so it will really poorly affect them academically.

- Ivan Franco senior



der the Obama administration in 2015. DACA allows unlawful immigrants without serious misdemeanors on their record to become eligible for a work permit and prevents them from being deported. However, DACA didn’t provide a pathway to citizenship. Slater, who believes that undocumented students have been severely affected by the Trump Administration’s current immigration policies, thinks that the immigration policies of the winner of the 2020 election will heavily affect students at Sequoia. “Trump’s current policies are really negatively affecting undocumented students not only by the policy themselves, like not letting people apply for DACA, but also Trump is really aggressively ramping up deportations which is creating a culture of fear,” Slater said. “It’s causing people probably not to seek services that they might need because they’re afraid to be public. It’s causing students to really worry about what their and their families’ futures will be. Both in terms of school and after they finish college.” Without DACA undocumented students are scared. Students may need jobs to support their families, and without DACA, they may not be able to apply for a job. But to find out how students felt about Trump’s policies and their impact on undocumented Sequoia students, we asked a student in the Dream club. “Undocumented students are very afraid, and they know that their safe place isn’t going to be safe anymore, so if they lose that then there’s a really high chance that they will be deported,” Franco said. “So they will not come to school, feeling unsafe, and that will hurt them in their academics. They’re really afraid and they can’t concentrate in school, and they will always be looking around to be safe so it will really poorly affect them academically.” The new immigration policies of the new president will greatly affect Sequoia students. If Trump gets re-elected, he can continue to push his immigration agenda and try to get more of his proposed policies done. If War-

Trump is really going aggressively ramping up deportations which is creating a culture of fear. - Jane Slater ELD


s A Better Sequoia ren gets elected, she will try to reinstate DACA and focus on reshaping ICE. Biden is also for reinstating DACA, and will try to address the root causes of immigration. The results of this election and the ensuing policies will obviously affect students’ lives, and could change them forever. “I think we can always be doing more. But we do have a pretty supportive community here. I think most of the staff is very supportive and, you know, aware of the struggles that undocumented students face,” Slater said. “The Dream Club is specifically set up to raise awareness in the community not only

in Sequoia, but in the greater community and also to raise scholarship money because undocumented students are not eligible for many scholarships.” We asked Franco what how he thought Sequoia was helping. “First of all, we have the dream cub. And that’s a really safe place for undocumented students. The club is specifically for undocumented students to help them succeed in high school, to go to college, and to raise awareness about what’s going on,” Franco said. However, Franco does think that there is more to be done. “...they [Sequoia] could bring in people that know more about

immigration to school to talk to students,” Franco said. “Maybe they [the student] feels shy, and they don’t want to go to dream club because there’s a lot going on in their lives. I think bringing more people from the outside and have one on one conversations with the students would be quite helpful.” The staff at Sequoia is ready to support students that need help, whether it be issues with ICE and undocumentation or simply getting through a hard life in high school. With support from the Dream club and staff like Ms. Slater, Sequoia is ready to take care of it’s students, no matter which way the election goes.

Source: Gallup, Sequoia High School, US Government, RealClearPolitics



Freedom for phones


by Tess Restaino Staff Reporter

n a new age of technology, shifts in the foundation of technology use within education have become very apparent. Adjustments are constantly made regarding phone policies and rules within various establishments. Recently, schools in the Sequoia Union High School District, as well as neighboring districts, have made extensive edits in their cell phone policies. These policies largely range in their values, enforcing cell phone laws at opposite ends of the spectrum. Hitting close to home, Sequoia High School recently underwent a seemingly drastic change in its cell phone policy. Last year, students would be reprimanded for being on their phones at any point throughout the day. The technology policy ran on a “three strike” system. The first strike would result in phone confiscation and phones being taken to the Assistant Vice Principals (AVP) office, the second would require parents to pick up phones from the AVP office, and the final strike would result in a detention. Starting this year, Sequoia decided to attempt a fresh approach. The Sequoia High School website states that “[e]lectronic devices and related items such as cell phones, headphones, music players, or radios except if a teacher uses them as equipment are not to be visible during instructional hours.” Although appearing seemingly similar to last year’s policy, there’s a significant adjustment which alters the entire model of the cell phone 22

policy. By adding “visible during instructional hours,” it is implicated that students can now use their phones during break periods, such as brunch and lunch. Farewell to the days of concealing phones from peering security guards. Within our own district, Woodside High School has a similar policy to Sequoia’s. On page 6 of their student handbook, it states that cell phones “will be permitted during non instructional times.” Upon further research, I found that our other neighboring school Carlmont has a similar policy, allowing technology use during non-instructional time as well. While our district is continuing to embrace the rapidly advancing world of tech, other districts are pushing it away. San Mateo High School— a neighboring district school— recently made national headlines with their radical phone policy. SMHS began implementing a new device called “The Yondr Pouch.” Yondr Pouch is a startup in San Francisco with a mission statement to create “phone free

spaces.” They are phone-sized pouches with a magnetized top. The magnetized top locks phones within the pouches during the school day, only allowing students to open it with a teacher-held device. These pouches have conjured up a large array of opinions from students, parents, and admin alike. Additionally, they have also attracted lots of attention towards SMHS, including visits from national news stations such as ABC, CBS, KQED, and more. In an interview with ABC 7 news, the assistant principal, Adam Gelb, discussed his justification of the pouches. “I really think it’s about being present and engaging in the adult that’s trying to teach you, your peers that might be in your small group. That’s part of the main philosophy that we’re trying to preach.” Gelb stated. This major shift in protocol leaves students with mixed feelings. “I think it’s inconvenient at times, but I think it has made a positive impact in classes,” SMHS senior Alison Hagen said. “I kind of don’t understand why we can’t have them dur-

Sequoia High School recently implemented a drastic change in its cell phone policy.

ing breaks. Why can’t teachers have stricter cell phone policies in their individual classrooms and we can use [phones] outside of instructional time.” Furthermore, Students also questions the safety hazards surrounding the pouches. “It just seems a little unsafe to have 1,700 cell phones just locked up all day,” Hagen said. Since this colossal change occurred in our neighboring district, the question arises as to if they should implement a system like this at Sequoia. My short answer response is: absolutely not. If you walk out onto our main grass area at lunch and look around, you’ll see games of soccer, friends catching up with each other about their day, and studious peers frantically rushing through their forgotten homework. Phones are barely in the equation as it is, so what’s the use in locking them up? Having completely restricted access to cell phones is not just unnecessary, it also brings up safety concerns. In the event of a lockdown or school wide emergency, students would have no contact with

the outside world. Students couldn’t contact authority figures, nor their parents or peers to inform them of the situation. Although these new advances in technology are viewed as distracting and detrimental by many administrators in school districts today, it is important to embrace the cultural shift. Technology may appear as a hindrance due to the negative connotations surrounding it, however it serves as an important resource and tool in today’s education system. Our school, as well as many other public high schools, have spent large sums on chrome books and SMART Boards; yet, phones are pinned as the villian. It is true that some students misuse their technological privileges. Yet from my observations, the majority of students take advantage of the productivity aspect of technology as well. From checking grades on Canvas, to working on assignments in Google Classrooms, to updating resumes on Naviance, education and technology have forged a vital connection in today’s society. Taking away phones at Sequoia would be wasting a valuable and crucial resource in today’s education system.

“It seems a little unsafe to have 1,700 cell phones just locked up all day.”

“Students use their phones for useful things, like checking their grades!” - Bea Rienhoff, 10th Grade

“I don’t believe Sequoia should use Yondr. Some people need to text their parents during school, and what happens if there’s an emergency?” -Sumon Bomya, 10th Grade

A phone inside a Yondr Pouch leaning against a demagnitizer device.


“I feel like Sequoia’s phone rules work. Locking phones away sends the wrong message.” - Javier Nino-Sears, 11th Grade




For this snack, you will need a bag of pretzels, bag of candy corn, wilton eyes, Rollo candies, a bag of reese’s pieces and parchment paper. Preheat the oven to 300 degrees. Line a baking pan with parchment paper, and place the pretzels salt down on the paper. Then unwrap the Rolo candies and place them in the center of the pretzel towards the top. Place them in the oven till the chocolate is softened, so not melted, which is about 1 minute. Take them out and place the eyes towards the top of the chocolate, then turn the reese’s peices to its side and place it in the center, below the eyes, and then take three candy corns and place them above the eyes in the chocolate for the feathers. Then place them in the freezer for 5-10 minutes to solidify, and they are ready to eat! Suburban Simplicity . “Candy Pretzel Turkey Bites: Recipe: Thanksgiving: Thanksgiving Desserts, Thanksgiving Desserts Easy, Thanksgiving Snacks.”

LEAF MASON JAR CANDLES What you need for this craft is a mason jar, fall leaves, modge podge, and a brush. Start by painting a thin layer of modge podge on to the jar. Then put a leaf on the jar and paint over the leaf with modge podge. Make sure your leaf is not too stiff. Keep doing the same thing, put your leaf on then apply modge podge to the top and paint over the whole leaf all the way to the sides. Let it dry, and then you can finish the jar off with a ribbon.

Sparkandchemistry. “Autumn Leaf Mason Jar Candle Holder.” Spark & Chemistry, 14 Mar. 2017.


What you will be needing to make this wreath is 10 or more peices of paper, scissors, and glue or tape. First you need to trace your hand on a peice of paper, and then cut the trace of your hand out. Cut out about 10 paper hands, or however many you want, depending on how big you want the wreath. Then glue the hands together in the shape of a wreath, with all the wrists overlapping a bit. Then you can decorate however you want, like adding a ribbon, gliter, or drawings to your hand wreath.

Hauptmann, Tanya. “Thanksgiving Wreath: Crafts for Kids: Easy Thanksgiving Crafts, Fall Crafts for Kids, Crafts for Kids.” Pinterest, www.pinterest.com/

pin/537124693032840279/. 24

Cupcake Recipe

Pumpkin Cheesecake Swirl by Oscar Nolf and Madeline Carpinelli

Each period of Sequoia’s Foods and Nutrition class made a Halloween or fall-themed cupcake recipe. Their teacher, Jacob Marotta, presented the classes’ creations to the teachers as snacks at a staff meeting, asking them to cast a vote for their favorite, featured here. Enjoy the recipe as follows:


¼ cup butter, melted and slightly cooled ¼ cup vegetable oil 5 tbsp milk 1 cup light brown sugar, not packed 1 tsp vanilla extract 2 eggs 1 ¼ cup + 2 tbsp flour 1 tsp baking powder ½ tsp baking soda 1 tsp pumpkin pie spice ¼ tsp salt 1 cup canned pumpkin puree


1. Add butter, oil, and milk to large kitchen aid and whisk until smooth 2. Add the brown sugar and mix until well combined 3. Add the vanilla extract and eggs and mix until well combined 4. In a separate bowl, combine flour, baking powder, baking soda, cinnamon, and pumpkin pie spice 5. Add dry ingredients to we ingredients and beat until well combined 6. Fold in pumpkin puree to mixture 7. Fill up cupcake liners about ¼ of the way full making sure the bottom of the liner is covered 8. Add a very small dollop of cheesecake filling to center of batter 9. Finish filling cupcake liners just under ¾ of the way full and top with another dollop of cheesecake filling 10. Use a small knife to swirl everything together 11. Bake at 350 degrees until small knife inserted into cupcake comes out clean 12. Allow to cool, transfer all cupcakes to sheet trays, wrap in cling film, and freeze RAVEN REPORT | NOV 2019


An Academic Split

By Maddie Cowgill and Isabella Burns Staff Reporters


Economics and ethnicity play a part in our education, from what access we have to higher level education programs, to the food we eat. Here at Sequoia, race and economics play a small but not insignificant role in the level of education we receive. Your ability to learn doesn’t seem to depend on your ethnicity or economic stability, but these factors can impact your ability to perform academically. While this is mainly true, some factors for low-income students like the stress of figuring out where their next meal will come from can cause them to perform worse, but dealing with these stressors also helps them gain more coping strategies to deal with stress later in life. “When we have tests in class I feel like all the other students know more and are more prepared. It hasn’t just been this way at Sequoia, it’s been this way all throughout my years in school. I’m too shy to raise my hand and while I try and block out the stress I face at home when I’m at school, it still affects me sometimes.” an anonymous Sequoia student said. Those types of difficulties aren’t unique to students of low income and color to face. From interviews and extensive research it’s become clearer and clearer that students of low income or color aren’t any less smart than those who are caucasian or have money. They can be shy and hesitant to participate because of fear of judgement and lack of focus because of outside stress. This results in the gaps we see in grades and test scores today. “Low-income students struggle


with issues of poverty and have additional huge stressors like food and housing insecurity,” IB coordinator, Lisa McCahon said. “Some low-income students may not have a reliable source of nutritious food or a secure living situation. These situations can add huge amounts of stress on top of the regular stress an adolescent must deal with like school.” According to the Journal of Youth and Adolescents, life stressors like financial issues increase the risk of academic failure in high school students. The study showed that even with emotional support, low-income students have a lower chance of success. However, that in no way means low-income students are in any way less capable than upper and middle-class students, it means that they have more challenges to overcome in order to succeed. “I do notice a difference in writing ability and reading ability but not in the same way, that’s not to say that difference is permanent.” Said Dy Nguyen, Sequoia history teacher. In an attempt to bridge the income gap in the IB programme at Sequoia, Dell, the computer company, provided a grant to improve the classes that low-income students struggle in the most: history, math and science. Before the grant, in 2014, only 9 percent of IB diploma candidates were low income, but three years after the grant, in 2019, 20 percent of IB diploma candidates were low income. While these numbers aren’t quite close to represent-

ing the 49 percent of low-income students at Sequoia but they are much better than they were 5 years ago. In California, there is a deep chasm between the achievement of Caucasian and Asian students, and AfricanAmerican and Hispanic students. Data obtained by Greatschools.org displayed that 83 percent of caucasian students and 93 percent of Asian students attend schools in which their scores are in the 60th percentile while only 9 percent of African American students and 14 percent of Hispanic students can say the same. “Students in IB have come to me to express difficulties they are facing about when they’re the only one or one of few students from their community or that look like them,” McCahon said. “To them, it can feel like they don’t belong or they are less smart than the rest of the class and it can make it difficult for them to raise their hand or ask questions. It is our job to let these students know that they do belong and they are smart.” The issue isn’t as much a gap in intelligence as it is an issue of clashing cultures making students from communities of color less comfortable to participate and outside stressors tipping the scales against them. Test scores reflect this inequality, but in no way does this mean any student of color or low income is less smart in any way. It just means they’ve faced and overcome more challenges in life. I would say you should offer help to your neighbors if they look like they’re confused or that as a teacher you should reach out to those students in your class who seem to be having trouble. You can, but be sure your help is wanted, be sure those you are offering help feel comfortable accepting help. I’m inviting students who struggle to realize there are people there for you, you’re not the only one who doesn’t understand. Reach out and you will be met with compassion and understanding from the majority of people in their hearts.

“When we have tests in class I feel like all the other students know more and are more prepared.”


Funding Feuds For BY GRETA REICH Staff Reporter

donations help fund sports greatly, but not as many donate to the arts as frequently. “There are certainly a much larger number of stipends for athletic coaches than Extracurriculars that schools prothere are for [arts teachers]. But it’s apples and vide are a great way for students to express themselves in a comfortable and safe environ- oranges because there’s only a couple plays, ment, whether it’s artistically or athletically. whereas there are more than 40 sports teams,” However, these can go from fun and educa- athletics director Melissa Schmidt said. The sports budget pays for things tive, to boring and like equipment, uniunproductive if forms, buses, subthey don’t get the stitutes, training and necessary funding more. Each team also The $13,000 has been consistentto stay stimulating. ly the same for a very long time. gets additional donaIn all of tions from various There should be a change there. high school hissponsorships and partory, sports have ents, overseen by the Christle Waters, Art Departement always been the Boosters. The eight Chair most funded and visual and performgiven the most ating arts classes get tention while the $20,000 from the foundation. The material arts have been severely underfunded and ignored. In our district, the sports teams have a budget for arts, however, is $13,000, which yearly budget of $60,000. The arts programs they get from the district and split between 29 get differing amounts of money depending classes. That includes Dance, IB Art, Ceramon how the principal of the school decides to ics I and II, Theater, Band, etc. “The $13,000 has been consistently split it up, but their minimum is just less than the same for a very long time, even though $35,000, plus donations. The difference can be we’ve added more sections,” art department justified by the fact that there are a plethora of chair Christle Waters said. “There should be a sports teams that run year round and need new equipment each year, while there are fewer art change there.” Waters, though new to being the classes which don’t cost nearly as much. art department chair, knows plenty about the Parents are also a key factor. Their past of the Sequoia art program. Their yearly


budget has not been increased even though prices for materials are going up and we’ve gained more art classes. Waters does believe that the arts program is able to advocate for themselves when it comes to money, but it can be difficult to do so when there are so many other programs that are trying to do the same, especially if some of those are more popular than others. Some may think that these “popular activities” getting more than the others include all sports teams, but sophomore cross country and track runner Ethan McKillop disagrees. “If [students] did get the option to [ask the school board for certain amounts of money], kids could argue that certain stuff gets paid more than others, or stuff just doesn’t get paid at all,” McKillop said. “Stuff could be prioritized when stuff needs to be prioritized.” Even within the sports program, some activities seem to be getting more than others. This inequality can be frustrating to the students on those teams because it could seem as though they are not as important as students in the more largely funded sports. For students in the arts program however, all the sports teams would seem largely funded compared to them. “If [the arts budget] is between visual and performing arts, then there’s art classes, there’s three different instrument classes, there’s band, orchestra, choir, and then on top of that there’s a drama program that puts on

orge Frustration four to five shows a year. If you put that in They get money from the Boosters, donations, comparison to the amount of money sports gate money, and from the school to pay for gets to buy materials, [the arts] should get the uniforms, buses, equipment and other similar amount of money [they] need to buy [their] needs. However, all the money comes through materials because right now [they] get just either the Boosters or ASB, so the teams don’t enough to fulfill those programs,” sophomore have direct access to it. Like any good teacher or coach, Poulos wants to be able to pay for Roxie Dobrer said. Dobrer already had doubts about the finest equipment and materials for his athwhether or not the funding was fair, but hear- letes. The fact that he has to ask for money from others every ing the large differtime he needs someence in budgets gave thing new is naturally her the proof she frustrating. needed to express her The students feelings of unfairness Football, track, baseball, etc, none without doubt. Not of them get a budget. Their bud- here at Sequoia are lucky enough to everyone feels this get is $0. have a wide variety way however. Varof extracurriculars sity football coach Rob Poulos, Varsity Football Coach and electives that Rob Poulos shares allow them to exfeelings of limited press themselves in funding with Dobrer, but while she thinks the arts need more, Pou- most any way they want. Talented artists can take IB art if they want to learn more about los is all for sports. “Football, track, baseball, etc, none it. Growing athletes can try out their skills in of them get a budget. Their budget is $0. As it most any sport to find the one that fits. Aspirstands right now, we have to fundraise or we ing performers can show off their craft with have to ask the Boosters for things like foot- acting, singing, dancing and more. There are balls or baseballs or lacrosse balls or soccer near endless possibilities for kids to take a balls. There is nothing in the budget coming shot at and, although it is true that the fundfrom the district to cover those costs,” Coach ing is not perfect, the arts and sports are still a wonderful outlet for the passion and energy in Poulos said. As stated before, sports do have a students everywhere. budget, it just doesn’t come from the district.



Admins should think again about new security policy By RAY EVANS Opinion Editor

Whenever a tragedy strikes, we try to make changes to prevent a similar event in the future, and rightly so. A tragedy can galvanize a community and give them the willpower to make long overdue changes. It can also spur a community to make rash decisions which fail to address the root causes of the problem as an escape vent for their sorrow and fear. Sequoia high school implemented a new policy banning backpacks and full water bottles at athletic events, to prevent drug and alcohol abuse. Although it had all the right intentions, it is a misguided policy born out of fear. It is an invasion of people’s privacy without a clear benefit. The administration argues that the new policy, which is in part modeled on policies of the NFL and other professional athletic leagues, is necessary for a safe environment at athletic events. “Our top priority at Sequoia is keeping our community safe,” Administrative Vice Principal Sophia Olliver said. “Removing backpacks from sporting events and searching smaller bags helps better ensure events are fun and safe for all students.” Olliver doesn’t, however, doesn’t see this policy as a response to any underlying problem of any kind, and therein lies the problem. If this solution is not based on a specific problem, then what will it solve? Tighter secu30

rity, which never addresses the material conditions which cause security threats, is simply a painkiller, not a cure. It may alleviate the patients pain, but it doesn’t make them any less sick. Besides the new bag policy, there has been heightened police presence at Sequoia around athletic events. On a surface level, this makes sense. Police will be able to provide another layer of security to events. But are more police really what we want around campus? Police may be well prepared to handle extreme situations. When they interact with an individual who is engaged in minor illegal activities, such as drug crimes, however, they are likely to arrest them and do even more harm to them as they travel through the justice system. According to statistics gathered by the Office of Juvenile Justice and Delinquency Prevention, 55 percent of youth arrested will be arrested again within a year. Police are the first cog in this machine, and we don’t need more of them in our school community. Additionally, many students may not trust law enforcement, and for good cause. Police forces throughout the United States have a long history of racial profiling violence, and cooperating with immigration enforcement. Although our local department has tried to address these issues, they still carry this baggage. If the goal of the new bag policy is to prevent drug or alcohol abuse or overdos-

es, it will do little. It will just mean people will overdose somewhere else. Preventing harm from overdoses is a commendable goal, but is moving where people use drugs a worthy trade for people’s privacy? For years, security has been increasing at airports, theatres and especially at schools. The line of what is normal keeps creeping forward, and privacy erodes further. At the end of the day, though I don’t feel any safer. I am just left with the question; when will things go back to normal? When can I stop living in fear? The first year youth recidivism rate is a staggering 55 percent.

Image courtesy of Claire Tom

School’s Left-Wing environment, effect on Right-Leaning students By DAVID RAMIREZ Feature Editor

Today’s teens have differing views that impair Every year, our political environment is continually evolving and changing, as are opinions and perspectives. Sequoia is undoubtedly a more left-leaning environment. As a result, right-leaning students may face difficulties that can be prevented as long as we are open and much more tolerable to different perspectives. Us teenagers have come across differing beliefs and, a lot of the time, fire is fought with fire. It’s time to instead attempt and succeed in conceiving peace. Today’s youth have involved themselves in politics; the reason being we are exposed to it more now due to its prominence and the impact it may have on us; whether it be the media, family conversations, or school discussions. To talk about political subjects with a specific opinion is most definitely important, though the significant left-leaning environment leaves out groups of students, like our right-wing leaning peers. Sequoia always strives to be all-inclusive as it appeals to liberal-leaning ideas for example, our LGBTQ+ as well as Feminist posters and very inclusive events. While many students may believe that is what should be preached, right-wing leaning RAVEN REPORT | NOV 2019

connection students may have different stances and may make them feel excluded. Schools have a significant impact on their students; left-leaning students are more constant here because of the influence the school has on them. The influence is that hate is not okay, and that acceptance is essential, as seen through our events, posters and our welcoming atmosphere. That influence is crucial, but what they label as hate is more left-wing ideology, or at least it is quickly perceived that way. Ultimately, left-leaning students, students overall, can have flawed ideology just like most people. From lurking and walking around our school hallways, I’ve heard peers constantly bombard conservative ideas and view them as antagonistic ideology and are quick to dismiss their notions. It could be because left-wing ideology is observed to be the more morally correct side. We must find the courage to shape our political ideas because it affects our lifestyle, our knowledge, whom we think we should vote for when we’re older, and what to avoid

or fi x in the future. Not only will that help find our voices, but it can also connect us more. Being solely guided by others rather than learning and harboring our knowledge is not helpful. Sequentially, there is much litigious behavior of both political parties going on in places like the media, schools, work, and casual settings. In Sequoia, right-wing students are the minority, and it doesn’t allow more conversations in classes for students to develop opinions of their own in a fi ltered way, by pinpointing their beliefs through research and morals rather than influenced by others. It’s time, society comes together to stand against today’s problems and make differences. Ways to do that is to have everyone safely converse their opinions, as well as to allow healthy discussion. We don’t have to invalidate other people because of what they believe; we don’t have to agree either, but arguing won’t solve anything. Learning from one another and earning and receiving respect must be imperative so we as a society can move forward. Photo by Kelsie Garay 31

The 2019-20 Sequoia High School Digital Photography class focused their first unit on capturing the beauty in the nature around our campus. Photo credits to the Sequoia Photographers.

Profile for Sequoia High School Raven Report

Raven Report Issue 1 (November 2019)  

This newsmagazine includes articles about, student journalism, the little rock nine, environmentalism, eco-friendly, editors, letter from th...

Raven Report Issue 1 (November 2019)  

This newsmagazine includes articles about, student journalism, the little rock nine, environmentalism, eco-friendly, editors, letter from th...