Black & Gold Quarterly (BGQ) - January 2023

BGQ

THE FIGHT TO END DOMESTIC VIOLENCE investigating the hidden issue of domestic violence in Traverse City 20

HARBORING HOPE taking a look at homelessness in Traverse City through the lens of one organization, Safe Harbor 22

FINDiNG REFUGE the Ukrainian situation in Traverse City 24

STEPPING UP FOR THE SSN how TCAPS supports students beyond the classroom

Photographed by: Eleanor Olds

mission statement

The Black and Gold Quarterly (BGQ) is Traverse City Central High School’s student-run magazine. Since its conception in 1886, our publication has evolved with the times, frequently changing in style, format, and even name. However, one factor has remained constant—our staff’s desire to capture the story of our community, to challenge the accepted, and to open our minds to perspectives that we hadn’t previously considered through investigation, research, and inquiry. We are constantly striving to improve our content and artistic elements; after all, the BGQ is a school publication, so educating both ourselves as well as our readers remains one of our primary goals.

B L A C K & G O L D Q U A R T E R L Y

january two thousand and twenty two bgq staff

EDITOR-IN-CHIEF

Elizabeth Phillips

LAYOUT EDITOR

Lucy Poppleton

CONTENT EDITORS

Samuel Elkins

Eliana Hermel

Kristen May

GRAPHICS

Eliana Hermel

Elizabeth Phillips

STAFF WRITERS

Bridget Belden

Sam Elkins

Liam Faunce

Isaiah Johnston

Shelbi Merchant

Evelyn Nowicki

Daniel Schmidt

Connor Sherman

Trinity Stringer

Theresa Tanner

Oftentimes, it can feel like current news is a constant cycle of negative events. However, for this issue of the BGQ, we decided to find hope in these negative situations - in other words, “find the light at the end of the tunnel.” That light represents the hope that homeless shelter Safe Harbor brings to individuals who are hungry. It represents the hope Ukrainian refugees have as they seek sanctuary in Traverse City while war rages on in their home country. It represents the work Women’s Resource Center does to instill hope in victims of domestic violence and abuse. It represents the services provided to students in need by TCAPS’ Student Support Network. These stories are found on pages 1825 of this issue.

We also focus on some fun in this issue. Speaking of tunnels, we explore the mysterious tunnels of Central on pg. 6, learn about the history of our mascot Trojy on pg. 8, and hear some of TCC’s staff members’ favorite songs on pg. 30. Other aspects of Central are highlighted as well, including a feature on Model UN on pg. 10 and an opinion piece on honors and AP classes on pg. 12.

So whether you’re looking for light at the end of the tunnel or just light in general, this issue of the Black and Gold Quarterly is for you.

COVER

Eleanor Olds

Trinity Whiteford ADVISER

Susan Roskelley

From the Pub, Elizabeth Phillips

Send information, advertising, and other inquiries to: Black & Gold Quarterly Central High School 1150 Milliken Drive Traverse City, MI 49686

Phone: (231) 933-6533

Email: roskellesu@tcaps.net

lurking secrets

The BGQ Staff explores the mysterious side of Central

by Eliana Hermel staff writer

Headless Connor

Most people like to know about their school, whether it be its his tory or current practices. Nevertheless, what if I told you that there’s something a lot of you probably don’t know? It’s something that’s been around us this entire time. Or rather, something underneath us.

The tunnels of Central piqued my interest from the moment I heard about them. I did a quick Google search, only to discover that the internet has no information on them! It’s as if they don’t ex ist. The BGQ Staffers contacted our lead custodian, Ms. Terry Munson, to see if she would take us down there for an investigation. To our excitement, she agreed.

The team passed through a ‘magical’ brick wall between pillars 9 and 10 (or something like that). After passing various cleaning supplies, Munson leads us to a room with stairs descending to the floor. There are bright fluorescent lights that illuminate a room full of pipes, valves, vats of chemicals, and giant blue boilers. After the staffers all made it down into the room, Munson began explaining the Boiler Room to us. The two 30-year-old boilers keep our school warm during the long Michigan winters. Part of Munson’s lengthy job is to handle the corrosive chemicals needed for the boilers to function. These aren’t your average chemistry class chemicals: these are chemicals that can burn your skin.

After giving the 14 of us a tour of the Boiler Room, Munson led us over to a small hole in the wall. Going through it revealed a dimly lit and narrow hallway. Pipes cluttered the left side of the tunnel, giving us only about two feet for us to shuffle through. One staffer said it smelled like a bait shop. Another said it smelled like nail polish remover. It housed an overbearing amount of spider webs and sand. The ceilings and walls appeared questionable to us as well. They looked like sheets of rusting metal. The walls were concrete; however, they were filled with holes and littered with handprints. Interesting.

At one point Munson stopped our group and turned our attention to the pipes on our left. Behind these pipes was empty darkness. Munson explained to us that the crawlspace led to the library. Since the tunnels run from F Building to the Big Gym, it is necessary to have multiple access points. Some of these various entrances are in bathrooms, classrooms, or randomly scattered among the maze of hallways (well covered up, of course). After about 15 minutes, we decided we were too nervous to go any further. We had everyone turn around and run back as fast as possible. Once we checked each other’s hair for spiders, the 13 of us walked back up the stairs and exited from the janitor’s office.

I apologize, but I haven’t told you the whole story.

Graphic Courtesy of: E. Hermel

There can’t be more here than just miles of piping, right? Wrong! I won’t sugarcoat it; it’s bad. It might be enough to take down our school from the inside. I can hear you excitedly saying things like, “No more school!” or “Finally, a break!” I can assure you that this would be no relaxing vacation. This treachery is carried in small vessels that have already infiltrated most of the world. Soon, we won’t have a chance.

On that fateful day when Munson took us into the tunnels, the staffers never would’ve expected to come out changed people. After being in the tunnels for 15 minutes, the staffers and I unanimously agreed that we had enough information. I was at the very end of the line since I had to take pictures. Without warning, a shrill scream echoed throughout the seemingly endless tunnels. I later found out that this was our editor-in-chief, Liz, who had screamed. I heard audible gasps of fear from the staffers in front of me as they continued to step over something. I eventually made my way to the dreaded pipe. There, laying on the ground underneath a pipe, was Connor. Or rather, Connor’s headless body. It wasn’t incredibly gruesome; it seemed to be a very uniform cut. My stomach twisted at the sight of him. I winced as I stepped over his body just like everyone else, and I ran out to join the other staffers. Now, this begs the question: what happened to Connor?

According to Liz, we had just been walking out of the tunnels, and he bent his head so he wouldn’t hit himself on a pipe. As soon as he did that, hundreds of spiders pounced on him at once. In seconds, he fell over without a head. We tried to get more questions out of Liz, but she was reasonably hysterical. However, after compiling all of the information I could gather, I have come to a phenomenal conclusion: it’s the spiders. It’s been the spiders this whole time.

Exhibit A: the abnormal amount of cobwebs. Spiders can live anywhere there is food. These cobwebs are how they catch their prey. These webs that we noticed in the tunnels, however, were empty. So where were they?

Exhibit B: the peculiar holes in the walls. The holes would be maybe the size of a softball. After shining a light into them, one would discover that it never actually led anywhere. These holes

were just penetrations full of cement. The insides of them were rough and full of bumps. I believe these holes to be the network for the spiders. Let’s say some of these spiders are particularly small. They’re able to crawl through the walls in these minuscule networks.

Exhibit C: the corrosive chemicals found in the Boiler Room. These chemicals are not labeled by name; rather, they are labeled with a series of numbers and letters. This lack of identity puzzles me. Why not label the chemicals? Wouldn’t that be imperative information to have in case of an emergency? I believe that the spiders got into these chemicals one day. I can’t say how it happened, but I believe that the arachnids have become sentient beings. They can think and feel, and love and hate. They can also scheme.

Exhibit D: the amount of sand and dust. While walking, we noticed a thick layer of sand between us and the floor. At least, we assumed it was sand. It was scattered throughout the tunnels, but very prevalent. We were only in the tunnels for a few minutes, yet I quickly found myself wishing I was outside in the chilly November air. The tunnels are 65 years old - of course, they would be dusty. Except, what if it isn’t dust? Maybe the spiders have learned a bit while in school. Maybe they’ve learned to perform “tests.” Maybe that dust is the remains of their sick experiments…

So what’s the point of this? Why should you be concerned? Spiders are everywhere. These vile arachnids aren’t limited to our school; they’re worldwide. It isn’t limited to the type of spider, either. They are listening to us in the walls of our homes. They are watching us from their paper-thin webs in the corner of our rooms. They are learning about our bodies from specimens taken from victims. They are planning to break our society from the inside.

The world has been launched into many discordant directions, so maybe they already have. (Disclaimer: this is fictional. No Connors were harmed in the making of this story.) //

Graphics Courtesy of: E. Hermel

Old, In with the New Trojy

Graphic Courtesy of: E. Hermel

Everywhere you look, Greek mythology and history is incorporated throughout American society, from famous Greek cities to warriors to school mascots. One of these Greek warrior groups were the Trojans, who gained their fame within Homer’s Iliad. The Trojan War, as depicted by Homer, lasted for 10 years as Greek armies laid siege to Troy, refusing to stop until their Queen Helen was returned. The war ended when the Greek armies retreated suddenly, leaving a grand wooden horse at the gates of Troy. This mysterious gift was then taken in by the unsuspecting Trojans, and, later that night, a group of Greek warriors, who had been hiding within the horse invaded, pillaging and plundering Troy. Though they lost the war, the Trojans are still seen as a powerful warrior people, and today they serve as the CHS mascot, projecting strength and unity into its students.

This past fall at the Patriot Game assembly, the Trojan mascot of 16 years was replaced with a newer, starker version. When it came to the design of the new mascot, the Student Senate, working with Trojy themself, took the lead. “We really tried our best to make it as perfect as it could be,” reflects Trojy’s alter-ego. Designing the mascot took tireless work that required numerous factors to be taken into account. “[Our main focuses were] to make it comfortable and light because the old one was kind of heavy, and we also wanted it to be cool…it was really hard because the company making it didn’t do the best…I felt like they kind of set us aside because we’re a high school.” The process itself took around a year, with Trojy spending months working with Senate, talking to the company, designing, and then waiting for the mascot to be made and received. Senate’s main goal was to create an updated mascot for the students of CHS to rally around.

However, the question begs to be asked: which Trojy is better? In the opinions of Trojy and Ms. Johnson, the new mascot is better. “I think it has a great presence,” observes Johnson. “The whole history of a mascot is to intimidate the other team…So, our new mascot is very tall, but larger than the last one, and I think it will intimidate our opponents.” Trojy agrees with this sentiment. “Overall, the new mascot was just the best decision for the school…the old one was almost twenty years old, and it was just starting to fall

apart,” Trojy admits Nonetheless, many disagree with this, “I liked the old one better because it wasn’t as bright,” articulates foreign language teacher and Central alumni Bryn Lynch, “but we’ll get used to it. It will get a little dirty, it will roll around on some fields, and it will be better, I think.”

Having a mascot is an important aspect within a school. Unknown to many, these fun figures used in pep rallies and games were originally living animals, but with the inconvenience of taking care of a living animal, mascots were soon changed over to the costumed figures students love today. “I hope that we always have a mascot,” Johnson wishes, reasoning that “[it’s] a symbol of school spirit and community.” Gaining such unity through a symbol like Trojy makes the mascot extremely valuable. “We do so much with [our mascot], like we’ve sent Trojy to elementary schools to just show kids how awesome Central High School is,” Trojy shares.

Because Trojy represents CHS as a whole, they have to portray the values of the school. “Our school is really built on making meaningful connections,…[and] when Trojy is out in the community, especially at the elementary schools or at games, it just really brings in this community piece,” says Johnson.“I think that really helps with those meaningful connections in remembering that we’re all a part of this…Trojan community.”

For past students such as Lynch, the Trojan community is one they have remained a part of beyond high school, and Trojy is a symbol of that unity. “[For me, it’s] the spirit of the school and bringing us all together behind one group that is more cohesive,” Lynch reflects. Trojy also sees themself as an embodiment of spirit: “I think a value is the spirit we have,” explains Trojy, “and we get a lot of that spirit from sports and events, so if Trojy is at those events, making them better, and… showing up to those, [it] just shows a lot, and it really helps people get an idea of how great the school is and how great the spirit is.”

Central has experienced tremendous changes with the school’s mascot, architecture and curriculum over the years. Although the old Trojy has been replaced, they will forever remain in the history and legacy of Central, and their departure will make way for many new memories with the new Trojy and students of today. //

Central’s Resolution

by Daniel Schmidt staff writer

Have you ever been seated at a party, and everyone around you was talking animatedly over one another? It was annoying, wasn’t it? While we can allow this to happen while we are with close friends, applying this to a broader scale, such as the UN, reveals many issues. Talks without any consideration of the law would only result in pandemonium.

The Model United Nations program attracts thousands of middle school, high school, and college students from all the world. It requires a high level of research, public speaking, debating, and writing skills, as well as critical thinking, teamwork, and leadership ability. Every step of Model UN is focused on teamwork, whether it’s dividing up research assignments, writing a position paper, or creating a speech. At the conferences, teamwork becomes even more important. “One of the biggest things with Model UN is [that] you follow a strict parliamentary procedure that’s the same as the United Nations,” Brynna Wesley ‘20 explains. Central’s Model UN (MUN) club is always looking for people to sign up and be a part of the diplomatic action. “This club started way back in…the nineties. The 30th anniversary was 2019, so that would’ve been 1999, and we were one of the first schools to do it,” Dr. Bryn Lynch, advisor

of the MUN, replies. Developed to give debate governance, MUN procedures ensure that talks are conducted in an honorable and safe manner. After registering for a conference, you are given your country assignment, committee information, and conference theme. The topics are typically introduced in a background guide or topic synopsis, and before attending the first conference, you need to prepare three things: a position paper (also known as a policy statement), an opening speech, and a research binder. The oneor two-page paper known as the position paper effectively serves as a summary of your expertise of the subject and the stance your nation intends to adopt when it enters committee. Typically, it is divided into four sections: the topic’s background, previous international actions, country policy, and potential solutions. Normally, position papers are due prior to the conference. They will assist you in getting started by having you participate in your first MUN conference, but as you get more experience, you will want to go deeper. “So I would say, just getting started with the organization was a little tricky. If you’ve never done modeling before, there’s certain rules you have to follow once you get there, [and] ways you have to speak,” Wesley explains. “You have to follow

Chatting with Central alumna Brynna Wesley ‘20 and advisor Dr. Bryn Lynch about Central’s UN-focused extra curricular

some weird rules that they follow in the UN. And then [there’s] a learning curve with figuring out how to do research if you’re researching the right things, and you have to write papers. So I think it was hard getting started,” she recalls.

The opening speech, which is the first speech made to the committee, normally lasts one to one and half minutes. “The greatest skill I [learned was] really good public speaking skills. I wasn’t too afraid of public speaking before I started, but it definitely made me more confident,” Wesley admits. This point in the conference is the best chance to discuss your nation’s policy and the major concerns you want the committee to pay attention to at this point. It is crucial to create a speech that expresses this because opening speeches are the primary means through which nations choose the partners they want to collaborate with. There are various guidelines and tactics for giving an opening speech, but when you first start out, utilize your position paper as a guide and speak up for yourself. Binders for research are optional but highly recommended, especially since many conferences prohibit the use of technology in committee. During the conference, an organized Research Binder will be your go-to resource as new terms and acronyms, previous resolutions and treaties, and potential solutions are mentioned. Together with representatives from other nations, delegates draft a document known as a resolution in committee. Although it’s crucial to understand the structure and language of resolutions, most conferences forbid prewritten resolutions since they want nations to work together in the committee. There are various roles in a MUN conference such as delegates, secretary-generals, committee staffs, committee chairs and press corp. “There [are] 5 committees for each country, and I’m representing the special political for the country South Korea. In the special political committee we have

certain agenda topics we need to solve in that small committee,” Henry Swanson, Central MUN member, explains.

While many high school students who travel to MUN conferences end up enjoying their time, recruiting students willing to participate is important. The goal of the MUN is to offer a hands-on learning opportunity that teaches about the United Nations in an engaging and fun way. Participants get a chance to learn about the workings of the diplomatic process, which is the process of international discussion and negotiation. In the post-Cold War era, when global independence was increasing quickly, simulations of diplomatic processes were crucial. “In my junior year of high school, some of my friends were doing it, and I really wanted to do it just because I thought it sounded interesting, and I thought I wanted to go into political science or something. So, I joined for that reason,” Wesley shares. MUN cultivates informed global citizens who comprehend not only the decisions made by their country but also how those decisions affect politics locally, regionally, and internationally in today’s independent world. “I just guide students more or less. It’s one of those things that it’s hard to understand what happens during the conference until you’ve been [there],” Lynch remarks.

Should you join Model UN? If you have enough time in your schedule and are at all interested in international relations, politics, debating, or public speaking, then Model UN can be a great extracurricular to get involved in. It includes a lot of hands-on, relevant work and can be a strong addition to college applications. If you’re still unsure, drop by a meeting at Central to get a sense of what joining the club would be like.

“I just think it’s really unique for students to experience learning outside the classroom,” Lynch concludes. //

Graphics Courtesy of: E. Phillips

STUCK IN THE MIDDLE

The dilemma with offering honors classes

by Theresa Tanner staff writer

Where I grew up in Virginia, everyone had the opportunity to take honors, Advanced Placement (AP), or standard classes. Either you had taken a test in elementary school that put you in the TAG (Talented And Gifted) program, or you’re placed in the classes based on teacher or counselor recommendation. I was one of the students who took the test and was put into the program. Since I’ve been in advanced classes for so long, I liked being in honors classes. I’ve still had my share of standard and a couple of AP classes. Standardized classes are either very boring to me or make no sense because I’ll either finish the work ahead of time or the teacher doesn’t go in-depth enough and then just gives out a worksheet without further explanation. Then, sometimes

teachers teach too slow for me, and it’s hard for me to pay attention, and they go into depth in the wrong areas. When I didn’t understand, and I asked the teacher for help, they always said “the answers are right there, look for it!” or “it’s very easy” or “you shouldn’t be asking for help,” and it always made me feel stupid because I couldn’t understand it. All I needed was for them to explain a little more and I would’ve been fine.

There was one time when I took AP Environmental Science and History, and I did worse than I did in standard classes. Yes, there was a challenge, but it was too great of a challenge for me. The work was a lot harder than I was used to, and the teacher taught way too quickly. I couldn’t keep up with the fast pace and the constant work

Graphic Courtesy of: E. Phillips

that came with it. I know in honors classes, you have to do a lot of work, but this was nothing like what I was used to. The grading was even harsher, too. Since it was a college-level class, there was “little room for mistakes,” as my teacher put it. There were times when I was able to have an extension on my work, but it didn’t help. I still struggled to understand how to do the work correctly to their standards. Taking AP isn’t for me; honors classes were where I was able to excel. The classes were fast-paced — just enough for me to keep up, and the work was just right for me to complete with no issues. Even though I had to elaborate more when I was doing the work, it made it to where I wasn’t sitting there waiting for class to end or everyone to finish. When it came down to the tests, they were not nearly as hard to take. They were fairly easy, even though I struggled with taking tests. Honors classes give that challenge I’m looking for, and the standards I set for myself are almost always achieved in class.

Coming to Central, it was different not having that choice of honors classes. It was definitely a change I was worried about because of my past experiences with regular classes. When it came to the classes, it wasn’t as bad as I thought it would be. Some regular classes are similar to honors classes because of the teachers’ teaching styles. You can tell some of them used to or are currently teaching advanced courses, and it carries over. I still do think that there should be a middle ground between the classes because the environment of the classroom and the work would be a lot different.

Not having honors classes isn’t the end of the world, but it would provide students an option who are looking for a challenge, but are not wanting it to be “college level” hard. However, Joelle Kolody, an English teacher at Central, disagrees with this, pointing out the value in having classes of mixed skill sets. “I think having that extra kind of path dilutes and takes away from that one class where students can benefit from different levels of students, and different skill sets from different students,” she explains. “I think when you’re mixing different kids with different skills together, they’re learning from each other.” The AP classes tend to scare away students due to the heavy workload, and the major test that determines if you get the college credit or not.

“It’s that there’s work almost every day, and then as soon as you fall behind, I come back and get hammered, then at the end of the year, you have this big test that decides whether or not you could get college credit for something. There’s definitely some stress that comes with taking those classes, for sure,” Ethan Gould ‘23 states. Nevertheless, teachers such as Kolody view AP as quite similar to honors classes: “The amount of time in an honors or an AP class is probably similar, so I don’t think that would be a reason for kids not to go into AP,” she advises. Kolody acknowledges the fact that when taking AP classes, one is not even required to take the College Board exam.

It’s not just in Michigan where there are few options to have honors classes. I have a friend in the state of Oregon who is also dealing with the change of not having honors classes. We both grew up in Virginia with wide access to honors and AP, so we both were faced with the choice of taking regular or AP. He chose to take AP, and I chose to stay safe by picking regular classes. He’s doing a lot better than I could in AP. He does wish there was an option to take honors because it is stressful for him to take mostly AP classes on top of International Baccalaureate® (IB). “They’re more strict classes, especially with things like an exam at the end, whereas in honors, you could actually be engaged in the topic but not stressed about the topic,” Michael states. He’s taking IB to work towards being a nurse. He wanted that challenge so he took the risk to take them. Not having the option to take honors has added stress on top of taking his IB classes. He is your average A and B student who is always on top of his work. He has never really had any issues with doing his work and turning it in on time and always helping others when it came to completing work. For him to say that AP is a harder class and wishes to have honors says a lot.

I do believe that we should offer honors classes because many students, beyond those included, have said they do wish they could have honors. I do strongly feel that in order for students to truly learn, they need to be challenged just enough to make them work for their education. It would show great improvement in student development and active participation. //

Taking the Other Path

by Trinity Stringer staff writer

Perspectives from CTC teachers and students about engagement and real learning opportunities in schools

Teachers say that school is similar to a workplace. Being on time is a responsibility, while having good behavior is mandatory. The staff makes it known that students should feel like school is a safe place for them to be themselves. However, it’s difficult to know if schools are always giving students the most helpful resources to impact their futures. The attitudes and opinions every teacher has can cause conflict of what the focus and purpose of school should be.

As a senior here at Central, I attend the Career Tech Center (CTC) to earn credit for math and English, along with my business class. This means that when I am not in CTC, I only have three electives that I need to show up to. Doing this allows me to leave school an hour early next semester. It is a completely different environment at Central, compared to what CTC is. I have more responsibilities at my business career class, along with more independence. In my perspective, my business careers teachers are more like my bosses, or managers. They manage what I need to do, and really only give me deadlines. At Central, teach-

ers are often confined to only being able to teach from the textbook and aren’t as project-driven as my CTC classes.

In addition, many of my CTC teachers define students differently than in some of my classes at Central. Julie Gauthier, a business careers teacher at CTC, has a lot of experience as a leader from her own challenges leading up to educational entitlement. “In our classroom, the students are eleventh and twelfth grade, so I try to treat students in my classroom like adults, because we are trying to prepare them for the workforce,” Gauthier discloses. There are many instances where students will give back the same respect they receive, allowing them to gain independence while still being able to ask for help, which is something that is a big part of the business careers classes in particular. “Since we are career focused, you are able to eat and drink in an office, so you are able to eat and drink here. So I try to do the same types of things that you would do in an office. Another privilege I give is, if you say you are going to go somewhere, I let you go

Photos Courtesy of: A. Bradt

somewhere until I find out that students are not doing what they say they are doing. That’s when those privileges could get taken away,” Gauthier acknowledges.

Other students feel the same way about the balance of personal responsibility and engagement in the classroom. “CTC is definitely more beneficial. It teaches you more. I feel like I’d be a lot more ready after high school to be able to be out in the world. And just being at Central sitting in these classrooms, just typing on a computer doesn’t really prepare me for anything,” Caleb Warren ‘24 admits. Even though some Central classes are hands-on, being around real job opportunities can be seen as a better use of time and energy. Michael George is a former Central teacher who now teaches robotics for CTC. He has had a lot of experience in knowing what students look forward to. “When I was at Central, I tried to teach programming to a class. I tried to teach java programming and other programming, too. And in the first week, half of the kids dropped out because they didn’t think it was supposed to be a hard class to be in,” George recounts. “And then I got a phone call from the principal, and he said, ‘look, if you lose one more kid, we will shut down this class.’ So I had to shift down and make it more of an elective. So that’s kind of the Central thing. But now, here, this is

the place kids want to be at. They want to be in these programs, and they want to learn this stuff, and a lot of them are really hungry to learn at CTC,” George acknowledges. Because most students only want to learn about subjects they find interesting or useful for their future, this helps motivate them to want to show their skills off in a way that makes them feel different from the rest of the students who go to Central. “Sitting on a computer, just reading books and speaking about things that you don’t even want to learn about, [as] opposed to being able to take something that you really want to learn about, really helps you in life,” Warren asserts.

Because all teachers at most public schools have certain curriculums they need to apply to their classes, the subjects themselves don’t seem to be eye catching for students who view school as something they can use to help provide stability for their future selves. CTC is a college based program that allows students to prepare for college classes, while earning college credit after two years. If high schools changed their curriculums into something more entertaining for students, I feel that most would be excited to push through school to end up in a college that is similar to what they prepared for throughout their high school experience. //

Sam (AGAIN)SpeakS

by Sam Elkins

“Hills we die on:” a dramatic phrase that is a way to describe a strong opinion one might hold. “Drake is better than Kanye; that’s a hill I’ll die on for sure” is a definite example of this. Sam Speaks in Issue 1 of the BGQ was a hit for sure (and that’s a hill I’ll die on), so we decided to include it again.

Thinking on this theme, I decided it would be a good way to see the true passion in the hearts of the students of Central. I wanted to hear the raw, unedited views of our students and peers. I set up shop in the Lower C Atrium with a poster reading “Tell the BGQ the hills you die on” and sat down to conduct interviews. And after a lot of patience, I secured opinions from some of my fellow students.

Here’s what the Trojans had to say:

Pineapple doesn’t belong on pizza.

Teagen Kimbrell ‘25!

Ethan Gremel ‘24!

Pancakesare betterthan waffles.

Mexicanfoodis betterthan AmericanFood.

Rayvn Tower ‘25!

aubRey Polmann ‘23!

anythingAnyonecandoiftheysettheirmindtoit.

The Fight to End Domestic Violence

Investigating the hidden issue of domestic violence in Traverse City

by Sam Elkins content editor

Domestic violence is defined as “violence committed by someone in the victim’s domestic circle. This includes partners and ex partners, immediate family members, other relatives and family friends” (government.nl). When I read these words for the first time on the computer, researching cases of domestic violence and abuse in Traverse City, a feeling arose that I haven’t felt in a long time. I was looking at cases of people I’ve seen before, people I’ve been introduced to before, someone I’ve shook hands with in my home. Scrolling through local news, I saw things that absolutely horrified me. Seeing headlines like “51 Year Old Man Arrested on Third Charge of Domestic Violence” and watching YouTube videos of news reports in our town, I realized how this really affects people on an everyday basis. According to NCADV.org, nearly 20 people per minute are assaulted by an intimate partner, meaning nearly 10 million people a year in the United States are survivors of domestic violence. If you look in any public setting, there’s a large chance of someone there being a victim of domestic violence.

On May 3rd, a man named William Grant stabbed his wife to death with a pair of scissors. On July 10th, Jonathan Welch tortured and killed his girlfriend and another man not even a half of a week after posting bail. But those are just examples from across the country. In Traverse City, there is currently one hotline and one shelter for domestic violence, the Women’s Resource Center for the Grand Traverse Area (WRC). The WRC specializes in helping domestic violence and abuse victims and assisting with their recovery

both mentally and physically.

I walked into the WRC headquarters near Munson Hospital, and I was shocked. Empty spaces, barely anyone there, and open rooms with no one in them. It was empty and quiet. Soon after my observations, I sat down with both Carl Mormann and Juliette Schultz, the director for advocacy and executive director of the WRC. The interview starts off slow, just talking about the basics of their jobs and daily lives at work, then Juiliette speaks up and reveals that she herself is a survivor, giving her a direct connection to both the job itself and the people and survivors that come into the WRC. Her current job on the board was offered during a lunch meeting with a couple of well respected people in the community. The main goal attached with being on the board is to oversee the finances of the WRC. “[My role was] making sure that the finances were running correctly and that the organization or the board was governing itself correctly. I helped out with some marketing initiatives, with some fundraising, but that’s sort of the overall purpose of the board,” Schultz explains.

Schultz introduces the funds that were raised by the thrift shop portion of the WRC, “They [first] raised $500. They put that toward the mission, and they decided we could do this if we had a storefront, and that started what was then called the Treasure Trove. The Treasure Trove was started over 30 years ago and grew, grew, grew and [was] moved a couple of times. Now we have two thrift shops, and they’re responsible for over $1,000,000 in revenue that goes back to the mission.” She mentions that the stores have all

made notable progress since they’ve been open. The shops are able to raise enough money to give away $100,000 in free goods (food, clothes, etc) to 8 individuals every month. That being said, Mormann notes that the WRC provides quite a lot of services besides the thrift store. “[The WRC] obtains personal protection orders, helps folks with divorce proceedings, [and] tries to find referrals for legal services, which is a huge struggle right now. Housing is another big issue [that they deal with].” These are just a few of the services that the WRC is able to provide, and everything at the WRC is always 100% confidential, as far as cases go.

The WRC helps people with both simple and complicated cases; Mormann simplifies the case studies by describing the different types of “relationships” workers have with the victims. “[With] some of our clients, the relationship is very brief. They have a specific need. We were able to help them obtain that goal and then they move on with life and however they decide. Others are more complicated and more complex. We’ve dealt with clients in excess for a couple of years. If they were involved in a really bad situation, children may end up being temporarily placed in foster care,” Mormann describes. The shelter itself has 22 beds and is almost always around the 80-90% capacity mark. Currently it’s dropped to around 70%, but that could change within hours. Donations come through quite often and they make it so the shelter can be up and running and have the ability to help individuals for as long as the service is needed.

When I was leaving, they gave me a small tour of the offices and the smaller hallways, and it made me think: “The only hotline and shelter for domestic violence in Traverse City, and it’s not even the size of Central’s auditorium,” which made it even more impactful. They don’t even have ten staff members in the building at a time,

and they deal with rushes of people throughout just one day. It can be packed full of people with cases already being tackled or new cases needing to be brought in. Or, it can be dead silent. You can hear a pin drop in a different room. People don’t fully grasp the work they do there, usually with very little endeavor. Their funding comes from two thrift shops on opposite sides of town, and all their profits go to helping the WRC, helping women in these situations to get what they need to recover, leave a dangerous situation, or get any other means of support, whether it’s mentally, physically, finically, etc. “There’s a bigger picture to this whole thing? This is real life. You talk about domestic violence, but it’s broader in and of itself. Maybe someone that comes to us is homeless, [but] does that mean that someone should abuse them?” Mormann questions. “No, but all of those things are barriers that prevent them from moving forward in life. So not only are you dealing with the domestic violence issue, you have to help that person with all those other issues… For someone to be successful, to be able to put their lives back together and move forward, they have to get beyond all those things, [too].”

In the work they do, the WRC goes above and beyond. They cover things like teen pregnancy, child abuse, mental abuse, and drug or alcohol addiction. For something that’s just known as an old worn down brick relic near Munson, the building’s insides actually save lives. They do unspeakable work and unthinkable wonders to better our community with little recognition and praise. “We’re here to…offer them those options and let them know that there are resources available, what they look like, and how [they can] obtain them. And when they realize that those things are available to them, they’re more apt to remove themselves from an abusive situation. That’s the ultimate goal.” //

Harboring

Hope

by Lucy Poppleton layout editor

Near the Woodmere Branch of the Traverse Area District Library and the Boardman River is Safe Harbor, tucked away behind Eighth Street shops and businesses. At six o’clock each winter night, the doors open wide, welcoming guests inside after a day spent out in the cold. They check in at stations where staff and volunteers wait to receive them. Some are regulars who stay at Safe Harbor every night. Others are first timers there or at an emergency shelter in general. The guests roam over to the dining area, where volunteers are waiting to dish out delicious, hearty meals. After eating, guests can access a number of services from showers to laundry to the internet. They can also visit the heated yurt right outside for entertainment. In the morning, breakfast is provided to guests before they have to return to the streets.

Started in 2003 as a collaboration between various area churches, Safe Harbor has grown in scope and size, opening its physical location in 2017. Their goal is to care for homeless individuals in our community during the cold winter months from October to April. On any given night, around 200 people in the Grand Traverse area are experiencing homelessness. This number is too high for the size of the community we live in, but Safe Harbor has certainly helped. “This last year…we served over 290 different individuals throughout the season,” tallies longtime Safe Harbor board member and volunteer Joshua Brandt. “We had over 10,000 bed nights. We had over

22,000 meals served.” Beginning this winter season, Safe Harbor has expanded to be open all day Saturday and Sunday. Most important to service at Safe Harbor, though, is an emphasis on the word “guest.” The shelter aims to create an environment where people experiencing homelessness are treated with as much dignity as possible, as they might not be awarded that same dignity in other areas of their lives. “They have somewhere to sleep where they can get a good night’s rest and hopefully wake up the next morning rejuvenated and ready to face whatever they have to face that day,” says Brandt kindheartedly.

Safe Harbor is just one part of a complex homeless response system in the Traverse City area. They are a part of the Northwest Michigan Coalition to End Homelessness (NWCEH), a group of organizations and agencies that helps those without homes. Their goal, outlines director Ashley Hallady-Schmandt, is to make “homelessness rare (so it doesn’t happen very often), brief (so if it does happen for people, they can quickly get out of it), and one-time (so if someone becomes homeless, they never become homeless again).” The NWCEH works together to connect homeless people with resources to transition to more permanent homes. The Coalition includes bottom level safety nets such as Safe Harbor,

Taking a look at homelessness in Traverse City through the lens of one organization, Safe Harbor

Graphic Courtesy of: Safe Harbor

housing resources, and meals throughout the day when shelters are closed. Collaboration is an essential part of the solution to homelessness. “[Safe Harbor is] trying, always, to do a better job of making information about the certain services that are available in town—other agencies and other organizations—available to the guests,” describes Brandt.

A complex response is necessary for homelessness because homelessness is a complex issue. “There are different degrees of homelessness,” describes community volunteer and former Missions Pastor Randy Burgess. Some people sleep outdoors, while others may stay in one of the emergency shelters in the area. “With youth, there are kids who surf around from friend’s house to friend’s house, and they’re not in a tent out in the woods, but they don’t have any stability,” continues Burgess. Furthermore, Brandt explains that the idea that homelessness is more complicated than people might realize. “My personal awareness of the issue of homelessness and my personal compassion for folks that are experiencing homelessness [has increased],” reflects Brandt upon his service at Safe Harbor. “[I have] a deepening understanding that it really can happen…a lot more easily than people realize.” In addition, once someone arrives in housing, they still need support. “[Exiting] homeless[ness] doesn’t always solve

all the problems. It’s an important step, but the issues related to homelessness often continue even when people get housing,” expresses Burgess. “[I] learned that these weren’t just a few odd people in our community, but these people were our neighbors, and they’re people, and they’re people who have feelings and hopes and dreams,” reflects Burgess. “I now have many of these individuals [as] lifelong friends.”

For many high school students, homelessness is a complicated topic that we might not know much about. “I would want you to know that nobody is homeless on purpose. It’s not that anybody sets out to say ‘today, I’m going to leave my home and live this crazy life,’” Burgess advises. “There are always circumstances that have something to do with [homelessness], and a lot of times, those circumstances are out of people’s control, and so they’re finding themselves in a pretty chaotic time.” The best way to approach the topic is to be compassionate, a friend who cares, and someone who can be present to others. If you would like to learn more about homelessness in the area or volunteer, you can contact an organization such as Safe Harbor. Everyone, even high school students, can be a part of the solution.

If you or someone you know is experiencing homelessness, you can reach out to the homeless response hotline at +1 (844) 900-0500. //

Photo Courtesy of: A. Poppleton

Finding Refuge

The Ukrainian Situation in Traverse City

by Kristen May content editor

When one looks into the Traverse City community, they will find a blend of many different cultures. The war in Ukraine has increased the amount of Ukrainian refugees seeking sanctuary in Traverse City. Whether they’re a transfer student or someone who came here to get away from the war, there is a much larger Ukrainian community than there used to be.

If you’re a Ukrainian living in Traverse City, it’s nice to know that you’re not alone and that there are others who may be experiencing the same emotions that you are. Dmytro P., a Ukrainian who came to Traverse City, says that, “Half of my time [I go to] Ukrainian church and [the] other time Living Hope. I like the people. I like how they do service. It’s more like [a] Ukrainian church here.” Going to church can give Ukrainians a sense of familiarity, which can make their transition to our city easier. Diana Y., another Ukrainian residing in Traverse City, also enjoys attending church. “I [go] to church and work groups.” Being separated from your friends and family back home is hard when you’re hours away, and it’s so much worse when there are thousands of miles between you. “[I’m] usually [able to talk to them] once or twice a month…[sometimes I] become really worried, it’s two weeks gone and I can’t get ahold of them, and at the same time I try to tell myself that they don’t have power, everything’s good,” Ukrainian exchange student Anastasiia Hrukach ‘23 explains. There’s always a fear lurking in the back of your mind that is constantly asking, are they okay, are they safe, are they alive? For Hrukach, it’s a constant struggle, but with the support of friends and family, she’s not letting it overwhelm her. “I’ve lived with my second host family for more than a year now. I just love them,” Hrukach comments. “They never had kids, but we became like a real family and I became their daughter. I feel really comfortable about them, and they’ve helped me so much.”

It’s been over a year since the war in Ukraine started, and there are still so many questions. What’s happening over there, why is this happening, and most importantly, when will this horrific event end? The war has had a large and overreaching effect on so many parts of the world, even here in Traverse City. The Ukrainian community has been hit hard by the war, and it’s impossible to know where to go from here, but they’re not alone in their struggle. Traverse City’s com-

munity is supporting them every chance they get and are finding ways to make their lives easier. One example is a bike ride called Ride for Peace, which “hit the trails to raise money for the World Central Kitchen…they’ve raised close to $3,000 for the World Central Kitchen who’s been feeding Ukrainian refugees since the start of the war,” according to 9&10 News. The events aren’t only good to raise money; they’re also a great opportunity to meet new people and form long-lasting friendships.

Even nationally-based organizations have stepped in to help. Bethany Christian Services is a “global nonprofit that supports children and families with world-class social services, all designed to help families thrive, who also has been involved with Ukrainian refugees,” according to the Bethany Christian Services website. They’re helping with the Ukrainian refugee crisis by providing support to Ukrainian refugees arriving in the US, whether that support comes as food, shelter, transportation, access to medical care, or any of the other dozen ways they’re providing help. Allie Burritt, the Refugee Site Supervisor at Bethany Christian Services in Traverse City, notes that “we have three different programs that work with refugees and immigrant…we’re working with people coming through the program called Uniting for Ukraine…then we have our refugee resettlement program which is for people who are also from Ukraine but they come with legal refugee status. They have a pathway to get to citizenship after five years.” There are many ways for refugees to get to the United States, but even so, it’s a struggle. Even if they manage to get to the U.S., they still have to find a place to stay, a job, etc. “Housing is very difficult to come by in Traverse and it’s also very expensive. Transportation is really challenging too, they’re relying on family members,” Burritt points out. There’s also an aspect of responsibility that falls to the people refugees are staying with. “The people coming through Uniting for Ukraine need to have a sponsor, someone who will care for them during the time that they’re here. So a lot of this is relying on Ukrainian family members who themselves were refugees only a few years ago.”

The future of Ukraine may be uncertain, but with the warm and welcoming community of Traverse City, Ukrainians are able to settle into a new home. //

Stepping Up For The SSN

by Trinity Whiteford staff writer

There are more than 3.5 million teens from ages ranging all the way from 18 to 25 experiencing some form of homelessness in a year. That’s one in every ten young adults, and that’s just on the higher age spectrum. More often than not, some students find themselves displaced from their homes due to a multitude of factors such as natural disasters, family dilemmas, and financial issues. After being displaced, students and their families may not know what to do, which is exactly why TCAPS founded the Student Support Network (SSN),” a program provided by TCAPS that provides free educational-related services and non-academic support to all students, ages 3-20, to help them overcome obstacles that may be barriers to their learning,” Catherine Kubesh, the SSN program coordinator and the McKinney Vento grant coordinator at TCAPS, explains. “SSN was created just this year by combining three former programs (Partners in Education/ PIE, Intense Student Support Network/ISSN, and Students in Transition Empowerment Program/ STEP). By combining them into one solid program, TCAPS is able to more efficiently identify and provide support to all students experiencing a need.”

Every public school is required to have a program that assists students with basic needs, which is the result of the McKinney Vento Act. This legislation prevents students from becoming homeless and authorizes education for students on a federal level, which is what powers the program. Haley McDonald, the head of the SSN program at Central and West, applies for grants through this act in order to help students daily. “If any student is lacking a fixed, regular and adequate nighttime residence, even if it’s for one night, they qualify for services from me for the entire school year,” McDonald comments. Although this money is in the school’s possession, McDonald explains that it’s still not enough to cover the supplies that the students need to live their life with stability. “That involves me checking in with them regularly, helping remove barriers that they’re able to be successful in school. So my big focus is for them to be attending school and to be successful here,” McDonald remarks. On top of that a lot of people don’t know a whole lot about what the program actually is and or does. They also do weekly check-ins with the students and have a mini counseling session. “I can check in on their grades, check in on how they’re feeling emotion-

How TCAPS supports students beyond the classroom

ally, seeing if they are in need of any supplies,” she mentions. In the end, the main goal of the program is to remove the barriers that students may have to be successful.

The services available vary, but the SSN program will go so far as to cover school supplies, before and after school tutoring or mentoring, clothing, basic hygiene needs, assistance with obtaining a driver’s license, and they’ll even cover referrals for housing, mental health needs, counseling, and medical services. The SSN program aims for student stability.“ 40% of our area families qualify for the free and reduced meal program,” Kubesh reveals. “The SSN was created to help all TCAPS children and youth experiencing obstacles to their learning.” Whether that means a place to stay, basic hygiene supplies, or transportation, the program will do their best to support the students and their needs. The list of the things the pantry needs is constant and is always in need of donors, and many times, different organizations within the community host supply drives. Central frequently hosts drives for SSN to ensure that students in need could have the basics, most recently at the Central-West Hockey match in December.

As hard as it may be to describe a “typical day” in the program or being the supervisor of a new program, Kubesh finds that it’s insanely busy with students and families coming in with different struggles all day, every day. Kubesh spends most of her day trying to spread the word about the program in any ways she can. “Lately, my goal has

been to increase awareness of the SSN throughout our community so part of my day includes meeting with local health and human services, community businesses, and donors, as well as being a guest speaker on radio programs and at area churches and community groups,” she states. Although Kubesh works with lots of organizations to showcase the SSN, there’s more that the community can do to help the cause. “Community members are encouraged to contact us if they know a family or student who may need help. We receive referrals from local human services agencies, shelters, friends, neighbors…we rely on federal grant money and donations from community businesses, foundations, and individual donations,” Kubesh elaborates. In December, the SSN has posters throughout TCAPS schools that are participating in “the Holiday Giving Tree’’ exchange in order to help families in need.

Ultimately, Kubesh hopes that more people will support and utilize the SSN program in its new form. “My wish is for students (and families) to know that it’s okay to ask for help. Do they have to call the SSN to request help? Absolutely not! A student can talk to any TCAPS staff member about their situation. Once a staff member becomes aware of a need, that staff member refers the student directly to the SSN or to a school social worker or counselor,” says Kubesh. “There are so many caring individuals throughout TCAPS and the community — individuals who are willing and eager to help students overcome barriers to learning.”

Dark Water

A poem inspired by stories of hope I watch you struggle every day with different wars inside of you. It’s like you hope for a better life but that kind of life isn’t in your reach.

by Eliana Hermel content editor

You underestimate yourself.

You underestimate your ability to swim.

Because you are such a strong swimmer Even if you don’t know what you’re doing You keep going.

I cling to buoys while I wait for you. I yell, even scream for you, so you know that someone loves you.

Sometimes you listen, other times you try to cover your ears because love hurts you.

But sometimes you swim faster and reach for my arms you drag me into an embrace. And I squeeze you tighter because I’m making sure that you make it to the next buoy. //

Photographed

the gallery

Photographed by: Parker Zwart

Photographed by: Parker Zwart

Photographed by: Morgan Suhy

Photographed by: Morgan Suhy

STYLIN’ WITH CENTRAL

a true look inside Central’s diverse fashion choices

diffe rent

by Evelyn Nowicki staff writer Evelyn

All around CHS, we see many different trends that flood through the student-packed hallways. People see their fair share of trendy styles, but some really stick out. Each school year, we walk into school seeing new clothes that weren’t present in the past years. It’s an ever changing cycle that filters because of what is popular. Some things become popular at different rates, which make for a diverse blend of styles.

“My style is different, and I like it because it is more complex than other people’s styles,” says Leland Brown ‘24. Brown’s eclectic fashion choices might have him wearing Lululemon one day and the next day wearing thrifted colorful flower pants that light up a room. This is a great balance of wearing trendy items, but also being unique and confident in whatever you’re wearing.

Brown’s blend of current fashions is something that we see often and is very on trend, but sometimes we see trends that don’t mix with other ones. We see this often because lots of students have many different styles that they participate in, not just a certain one.

“I don’t think [my style is] trendy or popular; I wear what I like,’’ states Davis Peterson ‘24. Peterson tends to wear trench coats, vintage pieces, and cool black jewelry that adds more to his outfit. Not only does Peterson represent his style well, but he makes specific choices about why he wears what he wears, and he tends to have a backstory behind his outfits.

“Every band t-shirt I wear, I listen to [each] band,” Peterson explains. “I love music; it’s a big part of me. A lot of my outfits are pretty music inspired.”

Something unique about the trends at Central is that there is an ever-changing diversity of what we see each year. Some things that are super popular now are Nike Dunk shoes, oversized sweatshirts for guys and girls, baggy jeans, and Lululemon athletic wear. Most of these styles will eventually fade, but some have stayed the same. “I think a lot of people liked Supreme, and now people never wear it at all,” observes Brown. “Converse have stuck around for a long time, [though]. They go with every outfit.”

leland brown ‘24

Something unique about the trends at Central is that there is an ever-changing diversity of what we see each year. Some things that are super popular now are Nike Dunk shoes, oversized sweatshirts for guys and girls, baggy jeans, and Lululemon athletic wear. Most of these styles will eventually fade, but some have stayed the same. “I think a lot of people liked Supreme, and now people never wear it at all,” observes Brown. “Converse have stuck around for a long time, [though]. They go with every outfit.”

Some trends, however, never really tend to fade out. Sophia Costanza ‘24 expresses, “I think the looser jeans or just anything that’s not skinny jeans have lasted longer than I expected.” Every day, you see many people styling baggy jeans, from both boys and girls. They’re a versatile piece of clothing that truly goes with everything in your closet. Costanza has a trendy style, since she gets most of her clothes from boutiques and popular stores, and lately, her fashion interests have been a bonding moment with her mom. “My mom always says, ‘oh, I would have worn that when I was younger. She says that she ‘can’t believe that you’re wearing that because I would have worn that in high school,’” Costanza laughs.

As we know, many clothes are very expensive. Both students and teachers feel as if clothes should be cheaper in price. “I shop a lot online and I buy a lot of vintage stuff, so I shop a lot on eBay and Goodwill,” mentions Peterson. Not all clothes that look nice have to be expensive. Being the best dressed could mean wearing all second hand items, which makes trends very personal. Finding cheap fashion isn’t just limited to students here at Central. English and Journalism teacher Gina Houdek also enjoys a good bargain. “I am a big thrift shopper and I like to find fashionable clothes on a budget, and I can definitely do that at shops up here,” Houdek shares.

fashio nabl e

fun

Houdek also notices a lot of current fashion around Central. “Oversized tees, especially for the females, are a trend that is pretty common,” she observes. Not only looking presentable is important, but also staying comfortable throughout the entire day is key. Being at school for almost seven hours a day is challenging, so wearing an oversized clothing item is a smart option.

Along with oversized clothing, Houdek recognizes trends from her past making a return.

“High waisted pants were just starting to come back,” she recalls. “White sneakers have definitely resurfaced, [and] a lot of yoga pants. The flare yoga pants were definitely popular when I was in high school.” Now, in another generation, those same pants are popular once again. Many girls style them with oversized sweatshirts or tees. These pants are trendy, but also fit in the category of comfortable. Walking through the hallways of CHS, we don’t see everyone wearing the exact same thing. Everywhere you look, you see an unrepeated blend of clothing that shows students have confidence in their own skin. The varied styles of Central make our school more inclusive and fun to be a part of and help our student body feel confident and presentable.

sophia costanza ‘24

“I love music; it’s a big part of me. A lot of my outfits are pretty music inspired.”

CHS Staff Playlist ByLiamFaunce

CHS Staff Playlist

Operator (That’s Not the Way It Feels)

Jim Croce • Ms. Spica

For Whom The Bell Tolls

Metallica • Mr. Ludka

Dear Wormwood

The Oh Hellos • Ms. Roskelley

Get Back

The Beatles • Mr. Anderson

No Hard Feelings

The Avett Brothers • Ms. Johnson

Numb Little Bug

Em Beihold • Ms. Smith

Black

Pearl Jam • Ms. Arleth

The Desperate Ones

Nina Simone • Mr. Petrie

Rocket Man

Elton John • Ms. Glidden

Anti-Hero

Taylor Swift • Ms. Laing

Changes

The Happy Fits • Ms. Carruthers

Old Friends Like Lost Teeth

The Wonder Years • Mr. Hall

Graphics Courtesy of: E. Phillips

Bonding Through Bonspiels

Bringing people together through curling

by Isaiah Johnston staff writer

Photo courtesy of: D. Piche

What ancient Olympic sport involves a 40 pound rock, ice, brooms, and a team of 4 players? Curling, a sport first played in the 16th century, is one of the oldest team sports. The exact origins of curling are unclear, but it is believed to come from Scotland and the Netherlands, and it was originally played on frozen lakes and ponds. Each team has 2 stones that are slid across the ice towards the goal, which is called the house. The team that has both of their stones closest to the house scores the point, and the team with the most points by the end of the game wins.

Despite the number of people who aren’t familiar with curling, it’s incredibly popular across the world. “It’s one of the fastest growing winter Olympic sports,” says Tom Violette, executive director of the TC Curling Club. In 2014, Don Piche founded the Club, hoping to introduce curling to the people of TC and to help improve social engagement after watching it at the Winter Olympics for years. “I’d never tried it. It looked like it’d be a lot of fun. It looked like it’d be something anybody could do,” Piche explains. “I was talking with Center Ice about try[ing] this. I contacted clubs in Detroit, Kalamazoo, and Midland, and they said ‘we’re so happy that you’re gonna start curling in Traverse City.’ It was these communities that were instrumental in helping us bring the game to Traverse City and getting us started.”

As ancient as the sport is, curling has many benefits such as teaching respect and discipline while being involved in community. “[It’s] a game of respect and integrity and relationships and community and healthy competition,” Piche asserts. “What I’ve really found...is that anybody can play this game.” When you first think of an indoor winter sport, your mind goes to one slippery thing everyone in Michigan can think of: ice. But, unlike hockey and some other winter sports, the ice used in curling isn’t slippery. When you curl, the rinks have a texture that makes the stones travel to its desired goal, but not enough to make the frantic sweepers trip and fall. All that sweeping is in-

tended to allow the heavy rock to glide across the surface of the ice on a straight path towards the house, scoring the point in an attempt to beat the enemy team. Overall, it seems pretty simple.

In curling, tournaments are known as bonspiels, “[which] translates to ‘a good fight,’” Piche defines. A bonspiel is a curling game where opposing teams face off against each other, and the winner advances to face the next opponent. It’s similar to bracket tournament games, but it’s something that people of all ages from all over the world can participate in, not just professionals. Sweeping ice, sliding stones, and skidding on ice; what more of a fun game in winter could you ask for?

The Curling Club’s new location at the Cherryland Center will allow them to host tournaments, regular games, and other events. “We’re hoping to offer various leagues, [and] we’ll have curling in that building [probably] seven days a week,” says Jill Riecke, programming director of the TC Curling Club. “People can sign up for classes to learn how to curl. They can sign up for novice leagues, which [are] for beginners, and then we’ll have openings for adults. We’re also going to be starting some junior programming for children as young as five or six years old up until ninety years old.” Eventually, the Curling Club hopes to expand their offerings to high school students and start leagues for that age bracket, too.

For many, curling is an opportunity to try something new and to get to know other people involved in the sport. In curling, there is an emphasis on having fun but also having competitions and making bonds through a shared love of the sport. “I’ve been able to meet friends all over the world, and so if I want [to go on] vacation, I have friends in other countries and all over Canada,’’ Violette mentions. He is looking forward to the new facility opening soon and for the curling club to finally have a home of its own. “There will be a bar area for the adults, and we’ll have a kitchen facility as well. So, it’ll be a pretty nice place to hang out, get to know other people, and have a game.’’ //

the recipe

brookies (brownies + cookies)

by sam elkins & trinity whiteford

ingredients:

cookie part:

1/2 cup softened butter

1/2 cup brown sugar

1/4 cup white sugar

1/2 teaspoon vanilla

1 large egg

1 1/4 cups all purpose flour

1/2 teaspoon salt

1/2 teaspoon baking soda

1 cup semi-sweet chocolate chips

instructions:

step one: preheat oven to 350 and grease a 9x13 baking dish

step two: prepare the cookie part by mixing together the butter, brown sugar, white sugar, and vanilla

brownie part:

1 cup white sugar

1/2 cup melted butter

1 teaspoon vanilla

2 eggs

1/3 cup cocoa powder

1/2 cup all purpose flour

1/4 teaspoon baking powder

1/8 teaspoon salt

step three: add egg and beat until smooth step four: in a separate bowl, whisk together the dry ingredients and add the previous mixture in parts step five: spread cookie labor across baking sheet

step six: prepare the brownie layer by mixing together the butter, brown sugar, white sugar, and vanilla

step seven: whisk together the dry ingredients in a sparate bowl and add the previous mixture in parts step eight: spread the brownie mixture over top of the cookie mixture

step nine: bake for 20-25 minutes until a toothpick comes out clean step ten: let cool completely (makes about 20 brookies) //

Photo courtesy of: T. Whiteford