THE WOOSTER BLADE
WOOSTER HIGH SCHOOL STUDENT NEWSPAPER • 515 OLDMAN ROAD, WOOSTER, OH • NOV. 15, 2019 • VOLUME XX, ISSUE 5
DEMOCRACY RISING: engaging with power and politics in the public sphere
Identity: Piecing together what makes us, us Artwork by
Emma Yoder Helms Artwork by Madison
On Campus 2-3 • Focus 4-5 • Feature 6 • Cover 7-9 • Sports 10-11 • A & E 12-13 • Trends 14 • Views 15-16
THE WOOSTER BLADE | NOV. 15, 2019 | PAGE 2
Outlining the process of club creation JACK VENEY & LEO RILEY staff writer & a&e editor At WHS, students have about 30 clubs from which to choose, and in order for those clubs to exist, they have to go through an approval process. Principal Tyler Keener stated the WHS administration has to approve a club after students develop a detailed proposal for the club they would like to pursue. “Students need to develop a proposal and a reason for the purpose of such club. The administration will look at the proposal in accordance to Board Policy 2430,” Keener said. Board Policy 2430 defines four criteria for something to
become a school sponsored club or activity. The club or activity must meet one of these four criteria and be approved by the superintendent to become a club or activity. Board Policy 2430 states, “For purposes of this policy, curricular-related activities are defined as those activities in which: A. the subject matter is actually taught or will be taught in a regularly offered course; B. the subject matter concerns the District’s composite courses of study; C. participation is required for a particular course; D. participation results in academic credit. No curricularrelated activity shall be considered to be under the sponsorship of this Board
unless it meets one or more of the criteria stated above and has been approved by the Superintendent.” Kelly Grayshock, Library Paraprofessional and creator of The NERD Society, a newly formed club, which was featured in the Oct. 25 issue of The Wooster Blade, described her process of creating a club at WHS to be fairly simple. Grayshock said she first came up with the concept for a fan club and then brought the idea for the club to the attention of Sara Crooks and Heidi Haas, who were both associate principals at the time. Crooks and Haas reviewed her proposal for the club and approved it. Depending on what schools
ON CAMPUS
MADISON MCCULLY
Numerous clubs lined the halls for Boo at Woo, an event where student representatives distributed candy to Wooster community members. the club would reach, the approval process may extend beyond the WHS administration. “Most often, the high school administration can determine the feasibility of the club,
depending on the scope of the club, the proposal may need to be reviewed on a district-wide scale,” Keener said. In the last six years, Keener said that about three new clubs have started.
Extracurriculars give students a way to express individuality ELLIE SNIDER staff writer WHS students and staff members pride themselves on the unique opportunities WHS provides. These opportunities were only further emphasized by the lip dub that took place in October. Izzy Signorino (12) states that although the lip dub took a lot of time and energy, she still found time to be involved in her other activities. “The lip dub only interfered two nights… we moved practice to the mornings… to avoid conflict,” Signorino stated. Sara Crooks said WHS allows its students to participate in things about which they are passionate. “I would tell young students that to have an enjoyable high school experience, they should join or create an organization or event that aligns with their passion,” Crooks said. Events like the lip dub allow
GRACE BROWNSON
Cheerleaders Skylar Rexroad (left) and Abigail Payne (right) pose on Follis field as students prepare to make a “20” for Lip Dub 4.0. students to showcase the many activities in which they are involved. “Almost everyone in the lip dub did another activity in school,” Signorino said.
The goal of the administration, according to Crooks, is to give students the skills to prepare them for a successful future. “I want them to have qualities that allow them to be employed,
enrolled, or enlisted… to be someone who can work in a community… someone who can have a growth evidence… and can be lifelong learners,” Crooks said. Victoria Birk, head of the IB program, explains that in order for students to be successful in their futures, they should be well-rounded. The IB program allows students to be well-rounded by exposing them to things that they previously have not been. One example of this extension beyond classroom education is the required research project. “They have to do… a research project on top of [classes] that you don’t get credit for in the curriculum,” Birk said. The IB program also requires CAS hours, which stands for Creativity, Activity and Service. According to Birk, these activities allow IB students to experience things outside of the classroom, and become more aware of a larger picture.
There are many other ways to be well-rounded as a WHS student. Junior Class Student Council President Zeke Ntia (11) states that although Student Council comes with many responsibilities, it does not stop him from participating in other school activities, such as being in the Drama Club production of Grease. “The meetings are usually in the morning or whenever needed; it hasn’t interfered with my experience in drama,” Ntia said. Ntia said that despite the hard work, his participation in these activities has been beneficial. “I’ve gained a decent amount of experience,” Ntia stated. Extracurricular activities are unique in the fact that they allow students to pursue their interests and be involved in a variety of clubs or sports, thus allowing them the opportunity to create and explore their identities in a variety of ways.
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Key Club helps to fill the WHS pantry and combat food insecurity in WCSD PAULINA SALAZAR
views editor A food drive held by the WHS Key Club collected nonperishable items during the Oct. 25 senior night football game at WHS. Linda Brinkerhoff is the liaison and interim advisor of Kiwanis Club. Brinkerhoff describes the focus of the food drive, “as part of the Kiwanis Club of Wooster, one of our primary focuses is on reducing food insecurity. Wooster still has about 50 percent of its students on free and reduced lunches. So last year, our Key Club decided to
hold a food drive within WHS to help fill the food void for their peers. The response was awesome.” Brinkerhoff explained, however, that they had diminishing supplies and decided to hold another food drive to continue providing supplies for WHS students. Brinkerhoff said there were no requirements to those students who wish to take supplies. “It’s open to any student at WHS who needs it. It’s all anonymous. We have the pantry open during the school day and provide bags. The students can take what they
want [or] need,” Brinkerhoff said. The school pantry is located next to the clinic. Shannon Sarzosa (11), a member of Key Club, said, “I did it [the food drive] because I like helping people and it was for a good cause. When someone is hungry and doesn’t have anything to eat, it’s good that we have a club that can help them get through that.” Alexi Leach (12), president of Key Club, explained the food drive was for prepared food bags for students to take to their homes over school breaks. Leach said they decided to host it on the WHS senior
PHOTO COURTESY OF ALEXI LEACH
Sophia Mathur (10) and Jocelyn Aguirre (10) volunteer at the food drive for the WHS Pantry at Follis Field, collecting boxed and canned goods. night football game because the game attracts people from the community.
In order to collect more food, the drive has continued throughout the week of Nov. 11.
Events in the Wooster City School District: November and December
16
Grease opens at Wooster High School.
29
Holiday Artisan Market is hosted at Wayne Center for the Arts.
10
Parkview Elementary holds their holiday sale through Dec. 13.
22
Window Wonderland takes place in downtown Wooster businesses.
3
Lake Erie/Heartland Chapter Festival of Trees is hosted at Ohio State ATI.
14
Story time with Santa takes place at Under grounds cafe
28
YMCA Turkey Trot begins at Wooster High School.
4
Cornerstone Elementary hosts their Holiday shop through Dec. 6
31
NOON Year’s Eve! occurs at the Wayne County Public Library.
FOCUS
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A Time To Craft: providing craft lessons for handmade holiday gifts STUART COURSON staff writer As the holiday season approaches, local business owner, Rachel King, celebrates this joyous time of year through arts and crafts with her Handmade Holidays lessons. From creating scarves to paintings to even candles, one can learn how to craft these items through King’s lessons, whether crafting for gifts to someone special, or make these items as a special treat to oneself. According to King, these
lessons are intended for beginners, so no advanced crafting skills are needed in order to join these courses. She also emphasizes that the most supplies required to make these items are provided, but she will not stop anyone from bringing their own. In looking at why she hosts these events, King said she feels as though giving a gift to someone that is handmade is a more special gift than a storebought item because it shows the love, time and thought put into the gift. King said she also intends these
lessons to be for anyone who wants to have a night out, a date night, a fun family outing or a place to celebrate a special event. King will be hosting these lessons at A Time to Craft LLC, located on 149 N. Walnut St. PHOTO COURTESY OF RACHEL KING If interested in learning more about creating A group of painters in the midst of taking a class at A Time To Craft. The upcrafts, King offers coming holiday season will hold more painting sessions for the public to attend. many classes that are listed on her website, ATimetoCraft.com, where items for the holidays, like a Lessons range from $10 to $65, people can sign up for classes to class for a painted winter wine with minor fees if using special learn how to craft these special bottle on Nov. 29 or Dec. 7. equipment from the studio.
THE WOOSTER BLADE | FOCUS | NOV. 15, 2019 | PAGE 5
Residents of Chile protest economic and social issues CORINNE WILES graphics editor
THERESA WENDELL
As seen in a photo taken last year, children that attend Alice Noble Ice Arena’s after school program are enjoying time playing hockey and skating on the ice. The children that attend the after school program have the option to play games and perform in Alice Noble’s winter ice show.
Noble Ice Arena fate remains undecided LUKE POMFRET staff writer After the emotional appeal from the ice community to keep the Alice Noble Ice Arena open, on Sept. 24, WCS decided to table the offer and let the Noble Foundation determine what actions need to be taken. The Noble Foundation issued a setlist for the community to raise $150,000 per year, with the first payment due in January of 2020. David Noble says there is no
set plan for the future of the ice arena, but the situation is all about timing. Noble said he would like to see the space being used to its maximum capacity and to serve the community to the best of its ability. Noble said he recently met with three representatives of the ice community to figure out potential solutions and projects. In The Daily Record Oct. 11 issue, reporter Linda Hall obtained comments from Marty Kerr, treasurer of the youth hockey group, saying, “a plan
is in place...with funds already verbally committed...from a mixture of committed, multiyear donors as well as some general fundraising...I want to be clear that the vision for this organization is that it would be a volunteer organization, and nobody would be paid for their work. This is also true for the Wooster Youth Hockey Association.” David Noble emphasized that no actions have been taken and that the issue is, “a time and money thing.”
Protest and uprising among the citizens of Chile has embroiled the country recently, due to inequality and the increasing cost of living. According to Holly Miller, 2019 WHS alumna and current resident of Iquique, Chile, through the Rotary Exchange Program, the protests started Oct. 20 and have occurred every day since then. The protesting includes setting fires, breaking windows, robbing stores and more, Miller said. Following demonstrations in the cities, there has been an investigation into the state’s reaction to the citizens. According to a statement from Chile’s National Human Rights Institute, published in an Oct. 25 Aljazeera article titled, “Chile unrest: ‘These protests will last until Pinera resigns,’” 2,840 people have been detained, including more than 200 minors, while 582 people have been injured. The people are driven to
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protest due to things such as the rising costs of their healthcare, education systems and low wages. According to Miller, the military set a curfew in Iquique where citizens were not allowed to leave their houses in between 10 p.m. and 7 p.m. If one is outside during this time, the military has the power to arrest or take action by violence if you cause destruction, Miller said. Because of these events occurring across the country, Chile has been under a declared state of emergency.
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Examining the differences between the WCSD mascot and its historical inspiration recreations allow for certain characteristics to be lost in translation, especially when combined with numerous redesigns the mascot has undergone over the years. In looking at whether the mascot should be changed to more accurately reflect General Wooster, Ehrlinspiel and Patterson agreed that doing so would be a long process and would have to be a districtwide decision, but Ehrlinspiel said he feels it would be worth it, saying, “If we are going to truly honor our namesake, we should at least get the history behind it correct.” Patterson agrees that changes should be made to the mascot, stating, “If we are teaching students to be their authentic
selves and to be proud of the Wooster community, we should portray ourselves accurately.” Patterson adds that if redesigning every iteration of the mascot is too large an undertaking, there are at least minor changes that could be made to the mascot costume that would more accurately reflect General Wooster’s appearance while still staying true to the logo the school has chosen. Anderson’s take on the topic is that the portrayal of the mascot is, “entirely up to the school.” It is more important to him that people know who Wooster is and what he did. However, he also states that the lack of student and community knowledge on Wooster is a big
problem and could partially come from inaccuracies in the mascot design, which he says is, “exactly why [his research] needs done,” as his purpose is to educate students, teachers and the community at large.
Local teacher honored by Wooster BOE for research on General Wooster
Anderson also noted that Wooster became friends with African-American poet Phyllis Wheatley, who wrote him a eulogical poem, and drew parallels with George Washington. “We [Historians] like to dig into all the dirt… people throw the slaves question at me - which they should… not only did he not own slaves, he worked with this newly freed black woman,” Anderson said. Today, Anderson has created an educational website that can be used as a resource for students, teachers or anybody interested in General Wooster’s story. The website includes historical information, pictures, and worksheets created for students of all ages. “My job… is to educate,” Anderson commented, adding that to him, the most important part of his research process was helping others learn more about their history.
When introducing Anderson to the board, Director of Secondary Education Richard Leone noted that Anderson met with teachers at Wooster High School to discuss General Wooster’s history. “They can embed this in their curriculum,” Leone said. Anderson was particularly appreciative of WHS teachers, noting that “They came in on the last day of their summer break voluntarily” for the staff advancement day. Dr. Michael Tefs, Superintendent of the WCSD, who honored Anderson at the BOE meeting, praised Anderson, comparing him to a modern-day General Wooster and saying he believes Anderson is, “bringing the history alive.” Anderson’s website on General Wooster can be found at bit.ly/generalwooster, and includes copies of his own research as well as the educational materials.
SIERRA DEWALD staff writer General David Wooster, who lived from 1711 to 1777 and fought in two wars, is the namesake of Wooster, Ohio and the inspiration behind the WCS mascot. However, people who have done research into General Wooster note a number of discrepancies between Wooster himself and the WCS mascot. One of those people is Brian Ehrlinspiel, Social Studies Dept. member, who says the biggest difference is that the mascot’s uniform looks to be a Confederate uniform from the Civil War, while Wooster was from the North and fought 100
LENA WIEBE focus editor On Oct. 22, Jason Anderson, a social studies teacher at Archbishop Hoban High School, was honored by the WCSD Board of Education for his longtime work and historical research regarding the life and impact of General David Wooster. Anderson, a Wooster resident, recalls that his interest in General Wooster was first piqued during his childhood, when he was fascinated by a painting of Wooster in a local coffee house. This fascination with colonial history continued throughout
years earlier in the French and Indian and Revolutionary Wars. Emily Patterson, Music Dept. member, adds that the mascot is often portrayed riding a horse and using a saber as a weapon, even though neither would have been commonplace in the time period in which Wooster fought. According to Jason Anderson, who has done years of research into Wooster and was recognized before the Board of Education for this research on Oct. 22, the discrepancies between Wooster and the mascot likely stem from the fact that there is only one real image of Wooster from 1746, and all other recreations are re-prints pulling from that stock image. He furthers that these
FEATURE
much of Anderson’s life, but Anderson said he was first motivated to engage in original research about General Wooster when preparing to portray him in the Wooster Bicentennial Chautauqua, a celebration of Wooster and American history. Anderson quickly realized there was little accessible research involving General Wooster, stating, “As you got older, you realize no one knows anything about this guy at all, and you start to think: what can you do?” Anderson, who was attending university at the time for his second master’s degree, combed through hundreds of primary sources, including letters, photographs and
historical documents. Regarding his work with primary sources, Anderson stated, “That’s the only way to recreate his story.” Anderson was especially passionate about General Wooster and the ideals for which he fought. General David Wooster, who was an American general who fought at age 65 in the Revolutionary War, was described by Anderson as an, “American hero.” “David Wooster is devoutly loyal to whatever government is defending the rights of their citizens - their liberty and equality… maybe he was not loyal to a place, but to a place that supports an idea,” he said.
Graphic courtesy of WCS
COVER
THE WOOSTER BLADE | NOV. 15, 2019 | PAGE 7
Identities of students formed by choices and personal relationships within and apart from their family
In this issue of The Wooster Blade, the staff would like to delve into the process of developing self identity during high school years. We would like to showcase the factors that go into one’s identity, which can be anything from one’s family members, religious beliefs or other factors.
Teenagers must maintain individuality throughout life
From left to right: Zoe Ntia (10), Joey Lyons (11), Jimmy Lyons (11) and Zayanna Ntia (10).
ALEC PAULEY on-campus editor
THERESA WENDELL
Divided we grow: Twins develop separate identities MYA VANDEGRIFT views editor How individuals grow up has a huge impact on character development. But, having someone grow up at the exact same rate, in the same house and in the same school is an experience unique to twins. It is estimated that twins make up about 2 percent of the world’s population, according to the Minnesota Center for Twin & Family Research. Based at the University of Minnesota, the center states that “By studying twins and siblings and their families, we can estimate how genes and environment interact to influence character, strengths, vulnerabilities and values.” At WHS, there is at least one set of twins in each grade, and a few faculty members that have twins. Twins develop their identities within and outside of each
other in specific ways, and high school can play a big part of this molding. Brett Hiner, English Dept. member, reflects on his childhood with his twin sister, Krista. “(In) early childhood there’s always a resentment because you think she’s getting half of your presents,” he jokes. “As we’ve come into adulthood, we’ve experienced having children. The relationship in closeness hasn’t changed, but the things you talk about changes.” Hiner said conversations about kids and family life are now their main conversation topics, but closeness from their childhood is the foundation for everything. As for juniors Jimmy and Joey Lyons, growing up as twins means much of their identity, together and individually, is through athletics. Jimmy explains, “We have formed our identities from our friend groups made from playing different sports and games.”
As they are both varsity football team members, Joey said, “The best thing [about being a twin] is having someone to compete with and someone to push you.” Sophomores Zayanna and Zoe Ntia, say the transition in their schooling has shaped them. As Zoe said, “We used to be home schooled, so we were literally never apart, but once we started going to public school, our schedules didn’t match at all and that really impacted our identities.” Zayanna added, “Similarities are definitely a longer list but we have some differences: I like to wear make-up on a daily basis, she doesn’t, I like purple she likes pink, she’s cuter, I love spicy food, she absolutely despises it.” Juniors Izzy and Calvin Winter define their relationship as being very different people. “We may not like each other all the time, but we love each other. And one day we will be best friends.” Izzy said.
Individuality is defined in the Webster Dictionary as: “total character peculiar to and distinguishing an individual from others,” and this character that sets individuals apart is something that is harder to achieve for some, compared to others, due to a lack of siblings or relationships. An article titled “Building Self-esteem by Fostering Individuality,” on mentalhealth. net, reinforces the importance of establishing individuality in everyone, saying, “ideas about how to become independent are shaped by sometimes conflicting external and internal demands; the conflict between what other people want them to be interested in, and what they themselves find intrinsically interesting.” Mentalhealth.net supports the idea of building an identity for yourself without the use of possessions, saying, “If left to their own devices, it is fairly likely that American children will succumb to media marketing and learn to express their individuality through their acquisition of status objects like clothes, shoes, video games, technological gadgets, and other possessions.” Dr. Todd McKee, WHS school psychologist, promotes the idea of individuality in students, saying, “every person is very
valuable.” McKee explains that students can sometimes struggle with making an identity for themselves, “especially in teen years, when they are developing.” McKee explains that having a lack of close relationship is another reason that makes it harder to express individuality, specifically saying, “If students don’t feel as valued, it’s harder to express individuality.” McKee concludes on the topic of establishing individuality by saying “if teens are struggling, they should reach out to people who will help them.” Vince Fiorita (12) talks about establishing his identity as a student who has never had siblings in school with him to help. “I think can be difficult to express individuality without them [siblings] just because nobody our age knows, or knew my sisters, so therefore, nobody knows who I am until I meet them personally,” Fiorita said. Expressing individuality is important to Fiorita. “Having a sense of individuality is everything. It’s super important to know who you are as a person and do what is right for yourself,” Fiorita said. One’s individuality and identity are both affected by the relationships they have with those who are around them.
THE WOOSTER BLADE | COVER | NOV. 15, 2019 | PAGE 8
How do we define identity? MAEVE FLORENCE-SMITH feature editor
Graphic by Maeve FlorenceSmith
“Some philosophers think the same person counts...as the same person because there’s a connection between the periods of memory... there is a contiguous memory chain.” Riley notes there are three notions of identity that philosophers ponder: the first kind is a logical one, which is quasi-mathematical—what makes something count as the same thing. The second kind is a metaphysical one—what makes a person the same person over time. The third kind is personal identity when brought into the realm of politics. Riley explains the third kind of identity as: “Another place where the concept of identity is doing some work—like oh, I know what makes me the person I am—is that I identify with these views or these
The idea of human identity is very complex. Science Dept. member Ryan Conrad states, “What you are physically is a collection of cells, neurons and blood. DNA dictates who you are physically: we know that DNA is the instruction manual for living things, yet we are still discovering things about the genome. There are regions of DNA that we don’t know about.” Conrad added that scientists know what physically makes up an organism, yet questions of identity step outside of the realm of currently discovered science. So, what makes a human the same being over time? The APA dictionary of psychology defines “identity” as, “An individual’s sense of self defined by (a) a set of physical, psychological, and interpersonal characteristics that is not wholly shared with any other person and (b) a range of affiliations (e.g., ethnicity) and social roles.” COW Professor and Philosophy department chair Evan Riley states,
“I think family could affect a person’s identity through how others see your sibling or what activities your sibling may have done.” Cooper Murphy, WHS (9)
“Being athletic and smart.” Wesley, Melrose (4)
sets of values or this cultural circumstance.” An article published in Psychology Today on Dec. 8, 2014 by Shahram Heshmat states, “Identity is never “final” and continues to develop through the lifespan. Knowing one’s identity accurately increases self-esteem and reduces depression and anxiety.”
“Middle school students are at all levels on maturity: physically, emotionally, socially and intellectually. This is the reason why they are so much fun to teach.” Polly Fenton, Edgewood, English Dept.
What makes us individuals?
“Kind, huge heart, very helpful,” Cam, Melrose (K)
“My personality, my friends and the activities I do make me.” Lydia Dunlap, Edgewood (5)
“I think it’s the extracurricular activities that have the biggest influence on identity ... While we all take academic courses, it’s the sports and clubs outside of school hours where we are able to have the freedom to do things more closely aligned with our personal interests.” Adam Smith, WHS (12) Corridor conducted by Leo Riley, Ashton Dunlap and Jensan Bauman
“I’m me because I’m crazy, kind and very sensitive.” Elizabeth, Edgewood (5)
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Religion helps define identity MOLLY SNYDER & SOPHIE GAMBLE staff writer & cover editor Self identity can be defined by relationships, activities, social groups, habits, ethnicity, religious preferences and much more. Religious belief can provide both a personal identity and a community identity. Pastor of First Presbyterian Church, David Rice, says religion has formed more of a community and personal identity for him. “I recognize that I am a public face of my faith community, and that fact is both a joy and a responsibility,” Rice said. Personally identifying with religion began early for Rice, as he grew up with parents who were missionaries to Taiwan. Zayanna Ntia (10), an active member at Grace Church, says,
“[ I have a] gospel bracelet… I’m able to share my religion [with them],” Ntia says she feels like her religion makes her more approachable to others. Ntia was raised in a Christian home and is involved in her church, getting into anything she can. Isaac Weiss, treasurer of the College of Wooster’s Hillel, says religion plays a big part in his identity. “[Religion is] something that most of my friends will quickly identify me as being part of, and I try to hold my faith up as a way to live my own life,” Weiss said. Weiss said he allows Judaism to play a large part in his identity. “It’s a group that I identify with and have a very intimate working knowledge of our history,” Weiss said. Weiss grew up in a religious household, has maintained his faith and wears the label of his religion proudly.
Whoisisthe thebiggest biggest Who infl uence on influence inyour yourlife? life? Religious Figure 2.4% Grandparent 4.8%
Graphic by Ashton Dunlap
Other 9.8%
Uncle 2.4% Friend 5.6% Sibling 13.7%
Parent 61.3%
Polls were distributed to 126 students by Luke Pomfret, Skyy Khounborin, Tyler Keating and Ashton Dunlap between Nov. 1 and Nov. 12.
Muslim athlete disqualified for wearing hijab LUKE POMFRET staff writer A Muslim cross country runner, Noor Abukaram, was recently disqualified at a cross country meet because she was wearing a hijab. Abukaram ran her fastest time at a district cross country meet, but yet her time was invalid due to a uniform violation, specifically her hijab. In the OHSAA rule book, under section five on page seven, the rule states, “A competitor who requires an exception to the uniform rules because of religious restrictions or otherwise, must submit a request for a variance from the OHSAA via email. If the variance is granted, a written,
signed approval of the variance must be presented to the referee prior to competition, that asks for athletes to submit a waiver for particular religious articles.” A waiver was not filled on the morning of the district track meet for Noor Abukaram. Liam Stack, a writer for The New York Times, wrote an article titled, “Muslim Athlete Disqualified From Race for Wearing Hijab,” the article was published on Oct. 25, 2019. According to Stack, “One of her teammates was told to change her shorts on Saturday, but Ms. Abukaram said the official passed her by without a word. It was only after the race that her teammates told her she had been disqualified. They learned about the decision while Ms. Abukaram was still running,
she said.” Noor felt embarrassed that everyone knew what had happened, except her, Stack notes in his article. Abukaram expresses her feelings are validated from the pubic response and running has not changed for her. “The public response did not change running for me, it’s been a sport that I love because it’s very logistical…It [the public response] did, however, show me that what happened to me has almost been validated by all the support and I know that my feelings are valuable and my narrative does matter…” Tim Stried, a representative for OHSAA explained the importance of the rule of submitting a waiver, as well as the future of the waivers. “The
OHSAA is already working on removing or changing that regulation so that a waiver isn’t needed for a runner to compete with a hijab… Uniforms are an important part of the competition for officials, event staff, and fans, so changes to the official uniform are typically limited, even for religious purposes.” Stried emphasized that the rule is not made to be disrespectful and notes there are many valid reasons for uniform regulations. Noor has used her adversity to create the campaign, Let Noor Run, which aims at fighting to remove the rule that a runner cannot run while wearing a hijab without a written letter. No official changes to the rule of headwear have been made thus far.
Graphics by Ashton Dunlap
THE WOOSTER BLADE | NOV. 15, 2019 | PAGE 10
Wooster Fall Sports Review
SPORTS
Timeline compiled by Ashton Dunlap
WHS cheer takes second place in OCC tournament SKYY KHOUNBORIN sports editor On Nov. 3, the WHS cheer team competed at the OCC tournament. In previous years, WHS had a three year winning streak; until West Holmes took the title last year. Due to this streak, there has been a rivalry between the two schools. Jennifer Wright, head coach of the WHS cheer team, is pleased with the overall results from the season as a whole. “Overall, I am really pleased with how WHS Cheer is going this year. I am proud of all the hard work the athletes have put in to make WHS Cheer
a success -- for themselves, the squads and the school. The athletes focused on philanthropy and volunteering, as well as their athletic skills throughout the football season. The overall reception of the parents and community have been incredibly positive of the program and the athletes themselves. The unwavering dedication of the athletes is truly appreciative, as a change in coach and program can be a difficult transition, and the girls handled it with maturity and perseverance. I am grateful for the opportunity to coach them,” Wright said. Ashley Siegel (12), co-captain of the cheer team, explains the work the team put in
throughout the season. “We have been working and pushing ourselves really hard to make this routine great,” Siegel said. Dylan Greenberg (11) explains the major goal she had for the team. “Prior to the season starting, my main goal was to win OCC,” Greenberg said. The team ended up receiving second place, losing to West Holmes. Caitlin Scott (11), explains the reaction that came about after seeing the results from the OCC tournament. “It was definitely disappointing because we worked really hard and I think all of us were expecting a different outcome. However, I was extremely proud of my team,” Scott said. Alexi Leach, co-captain of the cheer team, is proud of the team, regardless of the outcome. “Our team had a lot of
TYLER KEATING
WHS cheerleading performs their routine for the judges at the OCC cheer compitition where they took second overall behind West Holmes. obstacles this year, but we pulled it together and went out there and did our best. We took second place against two very talented teams. I am very proud of us,” Leach said. The requirements in order to place well, are to have a balance between tumbling and cheer (vocal), according to Leach. This is West Holmes’s second year as OCC champions. Jordyn Burnison (12),
a cheerleader from West Holmes High School, said the competition level was high. “I did not think we were going to win…I felt our team was inferior to the others. I knew Ashland would come to the competition with a lot of good tumbling, and Wooster would bring a routine with good choreography,” Burnison said. But despite doubt, West Holmes came out on top.
THE WOOSTER BLADE | SPORTS | NOV. 15, 2019 | PAGE 11
Winter Sports: A preview into the winter season 3
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SKYY KHOUNBORIN
6 MADDY MCCULLY
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THERESA WENDELL
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RUMEN ZDRAVCHEV
PHOTO COURTESY OF THE LEGACY STAFF
HANNAH LOGUIDICE
1.) Brenna Huffman (9) and Alana Taylor (9) practice on the beam. 2.) The boys basketball team scrimmages against each other. 3.) Cassandra Hiner (10) prepares to dive into the water. 4.) In last year’s season, Joey Lyons (11) pins down his opponent from GlenOak 5.) Brooklynn Spencer (12) throws the ball down the lane. 6.) Nora Levy (9) prepares to make a lay up.
Q: What are the goals for the 2019-2020 season? “The first goal is always to be undefeated and win the NEGC league. Next steps on that goal staircase are making it out to the district meet as a team and having individuals move on to the state meet.” -Debbie Knapic, Head Gymnastics Coach
“To improve, to have fun, to advance as many kids as possible from sectionals to districts and to states, to form an outstanding ‘team’ spirit, and to get more fit, which will make us swim faster. We want to challenge Firestone and Boardman for the NEAC title, and hope to defend our OCC Title from last year, and qualify individuals to states in relays and individual events.” - Chris Matthew, Head Swim Coach
“Goals for year would be to try and defend our OCC crown. - Michael Baus, Head Girls Basketball Coach
“Each year, our goal is to be more successful than the year before. Our goals are set pretty high with the accomplishments from last season. We would love to capture the OCC title and make it to the state level this season. For the girls team, our goal this season is to finish in the top two and bowl for the OCC Championship.” -Tracie Leindecker, Head Bowling Coach
“Our goals for this year would be to get better and get the OCC title. - Mitch Riker, Head Wrestling Coach
Blurbs collected by Anna Nacci, Sierah Pilson, Eve Norris and Rheanna Velasquez
“The number one goal for this year’s team is to continue to improve every day, we want to be playing our best basketball at the end of the year. We obviously want to compete for a league championship, as well as a district championship, but those two things will take care of themselves if we are able to get better every day.” - Michael Snowbarger, Head Boys Basketball Coach
THE WOOSTER BLADE | NOV. 15, 2019 | PAGE 12
GREASE is the word!
Drama Club presents fall show
A&E Leo Riley (11) as Danny and Emma Yoder (12) as Sandy sing “Summer Nights.” Photo by Skyy Khounborin
WHS Drama Club will be premiering its fall musical this weekend. With a cast and crew of over 85 students, and WHS alum Joe Bruch returning to perform, it is no wonder that grease is the word! WHS will open its door on Nov. 16, Nov. 22 and Nov 23 at 7:30 p.m., and Nov. 17 and 24 at 2 p.m. Tickets, $12 for adult tickets and $10 for students and senior citizens, are sold on ticketpeak.com/ res/whsdrama or at the door.
Emma Yoder (12) as Sandy in front of Rydell High School sings “Summer Nights.” Photo by Hannah LoGiudice
Burger Palace Boys set up the song “Summer Nights.” Photo by Skyy Khounborin
The Pink Ladies sing “Summer Nights.” Photo by Hannah LoGiudice
Max Mingay (11) as Kenicke performs “Greased Lightnin’.” Photo by Skyy Khounborin
Zeke Ntia (11), as Doody, sings “Those Magic Changes.” Photo by Hannah LoGiudice
Anna Nacci (12) as Jan and Stuart Courson (12) as Roger collaborate on “Mooning.” Photo by Hannah LoGiudice
THE WOOSTER BLADE | A&E | NOV. 15, 2019 | PAGE 13 Graphic by Corinne Wiles
Grease: Behind the curtain Cast and crew offer unique perspectives HANNAH LOGIUDICE
Co-stage managers, Madison Helms (12) and Tyler Keating (12) are seen taking notes and assisting with the fall production of Grease.
Student stage managers work behind the scenes TYLER KEATING & MADISON HELMS staff writer & co-graphics manager
Many aspects go into any theater production, from what the audience sees on stage to behind the scenes work, including lights and sound. A stage manager is crucial to behind the scenes work as part of any theater production. Officially, a stage manager is responsible for the lighting and technical components of a show. For WHS Drama Club productions, the stage manager has additional responsibilities, including: working directly with the cast, giving notes on their performance in an assistant directorial capacity, as well as coordinating all of the technical parts of the show during performances. Grady Suggs, a 2016 alum of
WHS, served as stage manager for the Drama Club’s production of Up the Down Staircase. For Suggs, stage managing is a unique part of theater because, “it requires you to have a full knowledge of the show inside and out, even though you don’t have any lines.” Another 2018 WHS alum, Lexi Snoddy, took her theater career beyond the WHS Drama Club, as she pursues a degree in stage management from Kent State University. Stage management is a rewarding job in the eyes of Snoddy. “I love stage managing because I am able to experience every aspect of theater,” Snoddy said. The ability to work in multiple aspects of theater, from hanging mics, to feeding lines and everything in between makes stage managing a rewarding experience for those who have worked in that capacity at WHS.
Correction: In the Oct. 25 issue, The Wooster Blade erroneously switched the House of Horrors and the Factory of Terror reviews. For this error, we apologize.
ZACH BREWSTER & EVE NORRIS staff writers Production Design Perspective The Drama Club production of Grease is coming to WHS soon, and the directors have shared some behind-the-scenes information on how the show is put together. According to technical director Chuck Armbruster, the first meeting on production lays out the base ideas, such as the set presence, schedule milestones, and budget. Regarding the set, Armbruster said, “The process begins with developing a materials list and the sequence of construction. Next, existing materials are repurposed or supplemented as required. Parts are cut to length, assembled, painted and safety checked. The cast tests the set pieces during practice and adjustments are made if necessary.” When comparing Grease to past performances by Drama Club, director Brett Hiner said, “It’s a period piece, so costume wise the look should be late 1950’s ... the set ideas are somewhat original and somewhat borrowed from other schools/movie that have produced Grease. The set pieces are fluid, meaning they come on and off stage - we have not had that, really, since Guys and Dolls in 2016.” The set is not the only part of the musical design, though.
Vocal Music Director Emily Patterson said, “I need to consider how many musicians we will need for the pit orchestra, what instrumentals parts are used and how long it will take us to prepare the show music. I also have to consider the musicians we will need on stage including voice ranges, number of songs, ensemble numbers and the difficulty of the music. Because the score is essential to a musical, there are a number of things to consider when choosing a show.” Patterson also helps with costumes for Drama Club. She said that it is difficult dressing a large cast like Grease’s, but resourceful students and parents make it possible. Actor Perspective As Grease approaches its opening night, the WHS cast is faced with many challenges ahead of them. Whether it is memorizing lines, practicing with the pit, or working on choreography, the student actors are constantly preparing for one of Wooster’s biggest shows yet. To represent the actor’s perspectives, Emily Castro (11), who recently moved to Wooster from California and is portraying Rizzo in the upcoming show, expresses that she is more than prepared. “I practice in the hallways, at school, in the car...it’s every day, but I love doing what I’m doing,” Castro says.
There is a lot more that goes into the production than memorizing lines and songs. In looking at what steps he took to prepare for the show, longterm Drama Club member Stuart Courson (12) says, “I did quite a bit of research on my character to get it right, but I also wanted it to be my own. I had to merge us together.” Courson, who plays Roger, one of the Burger Palace Boys in Grease, expresses the importance of understanding the character, recognizing that character’s individual personality, and applying himself in order to portray them properly, which leads to a successful show. Anna Nacci (12), who started Drama Club in her sophomore year, said that for her, preparing for a show, regardless of what role she plays, is something she is constantly thinking about outside of rehearsals. In order to prepare for Grease, in which Nacci plays Jan, she prepared in a different way than she did for other shows. “I watched the movie before auditions and prior to our production in order to better understand the dynamic between characters. I never let the thought of what I was doing leave my mind, “ Nacci said. Despite the challenges they face, Drama Club members Castro and Courson, as well as others, look forward to a memorable show, which opens Nov. 16.
TRENDS
THE WOOSTER BLADE | NOV. 15, 2019 | PAGE 14
Photo by Theresa Wendell Graphics by Corinne Wiles and Madison Helms
School uniforms suppress students abilities to express themselves MADDY MCCULLY editor-in-chief School uniforms have recently risen significantly in popularity in the past years with the amount of schools implementing uniforms rising a whole 9 percent from 2000 to 2016, according to the National Center for Education Statistics. The purpose of school
uniforms is to put everyone on the same playing field when it comes to clothing, and according to the article “What’s the Point of School Uniform?” published in 2013 by The Guardian, they describe implementation of school uniforms by saying, “A uniform means students don’t have to worry about peer pressure when it comes to their clothes. When everyone is dressed the
same, worrying about what you look like isn’t so important.” However, as the popularity of uniforms has quickly risen, the controversy surrounding them has also begun, with many arguing that schools requiring students to wear identical uniforms limits their individuality. The American Civil Liberties Union of Nevada disagrees with enforcing school uniforms,
arguing that uniforms suppress students’ ability to express themselves and is disrespectful to students by stating, “Giving kids a choice to express themselves not only acknowledges their individuality but creates the possibility for a relationship of mutual respect.” Anna Munro (12) emphasizes that imposing school uniforms on students would unfairly
limit the expression of students. “School uniforms prevent people from expressing their individuality and there would be a lot of opposition to uniforms and people would be upset about it,” Munro said. As of 2015-2016, the amount of public schools that require school uniforms is 22 percent, and is expected to keep rising according to the National Center of Education Statistics.
Fashion evolves with sense of self While high school is only four years long, many changes occur throughout four years. One of the biggest changes is in style as it grows and evolves with the individual. Blurbs written by Jensan Bauman, photos by Grace Brownson, Graphics by Madison Helms
For students at WHS, eighth grade year is a huge transition from middle school, to being in the high school building for the first time. Going from being the oldest to the youngest in the building, the eighth grade students tend to stay inside their comfort zone with younger styles of clothing, and wear what they had been wearing in middle school.
Freshman year is when teens are immersed into high school culture for the first time. It is the beginning of a journey through fashion as they are now able to see more options and can decide what they like from that. The first year of high school is seemingly the most boring fashion wise, as it is mainly about seeing options and flying under the radar.
Sophomore year holds more experimentation with fashion. After a year of seeing what others are wearing, it starts to become clear what types of things people are interested in. This could include a few more pieces of clothing to a wardrobe that are more of a personal style or adding small accessories and altering clothes to get more of a personal touch to clothing.
Junior year seems to be the peak of fashion because it is when most people discover what their style is and have branched out into wearing things that make them feel comfortable. As it is the start of being an upperclassman, junior year is the beginning of freshman and sophomores looking up to older people for fashion inspiration.
VIEWS Individual identity remains important in a world that promotes conformity
THE WOOSTER BLADE | NOV. 15, 2019 | PAGE 15
SYLVIE SHAYA staff writer I grew up thinking I would follow the path laid out for me by my family. Without any conscious effort, my family, and the example my parents set for me, pointed me in a single direction as a child; when I grew up, I would go to college, find a husband and have children. It took me 14 years to completely come to terms with the fact that much of that is not who I am. My attempts to understand who I am lead me down a long road of unanswerable questions, ranging from who are we as humans to what defines our identity to ourselves or to the world around us? Our identities, or who we are, are forever in flux. There is no way to pinpoint the main ideas that define our individuality as human beings. Instead, we spend our lives searching for the right way to define ourselves to the world and to each other and are never
quite satisfied. In the modern world, we often think of identity simply as the layered shells of who we are, but we are too quick to disregard how malleable identity can be. Too often we group people by significant identities without recognizing the rest of who they are. The way we allow the outside world to affect our identity can be seen in the idea of conforming. We can conform to societal norms through the way we dress, the music we listen to and other
portions of every part of our lives, as well as in the deeper parts of our identities. We conform to the set path we are told to follow in who we are or the way we see the world, and it can be difficult to break away. Though the word “conforming” comes with the connotation of giving up all individuality, conforming to societal norms is
not entirely a bad thing, so long as it does not outbalance the singular parts of our identities that make us individual. The benefits of conforming range from people not standing up to scream in the middle of formal dinners to instances as mundane as trying to get good grades in school, two things just about everyone conforms to. Yet, conformity can still pose a threat to our individuality. Where some may have otherwise expressed their identities in creative ways, general conformity can cause a fear of being
is in following pre-existing paths set out for people to follow without questioning. An example of these unquestioned paths is in schools, where we are expected to follow tracked paths through our courses that distinguish between honors classes and normal classes, limiting crossover between the two levels and diversity of outside classes. The set paths through high school hardly provide for individuality, because even with three electives, I at least have found myself unable to explore all my interests, especially in the arts. Similarly, expectations set by parents for their children about their lives in general can limit adolescents’ ability to experiment with individuality and form their own personal identity. Our parents often set out expectations for us, without accounting for their children being any different from how they are. By conforming to these paths, we are unable to break away and form our own, separate identities, through anything from taking art classes in high school to Graphic by Madison Helms exploring who we are apart from what is expected singled out in a group and a fear of us. of being unique, which can be High school and college are two especially obvious in middle and times in our lives where we are high school. These fears limit our best able to explore our identities. experimentation with identity, So, no matter the societal benefits a crucial part of self discovery, of conformity, we must try to especially when we are young, break away from what is expected and reinforce the common of us to experiment with who we misconception that different is are and, hopefully, in the end, we bad. will better understand ourselves A second danger of conformity and the world around us.
THE
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Editors-in-Chief Reece Mitchell, Rheanna Velasquez, Madison McCully Webmaster and Head Photographer Grace Brownson Graphics Manager Corinne Wiles Business Manager Sophie Gamble, Leo Riley, Bryn Savidge, Rheanna Velasquez Managing Editor Anna Nacci On Campus Editor Alec Pauley Focus Editor Lena Wiebe Sports Editor Skyy Khounborin A & E Editor Leo Riley Trends Editor Bryn Savidge, Theresa Wendell Cover Editors Sophie Gamble, Anna Nacci Views Editors Paulina Salazar, Mya Vandegrift Feature Editor Maeve Florence- Smith Staff Writers Jensan Bauman, Zach Brewster, Stuart Courson, Sierra Dewald, Ashton Dunlap, Tyler Keating, Clara Lee, Eve Norris, Sierah Pilson, Luke Pomfret, Sylvie Shaya, Ellie Snider, Molly Snyder, Jack Veney, Artists Eve Norris, Olivia VanSickle, Emma Yoder Photographers Tyler Keating, Hannah LoGiudice, Maddy McCully, Theresa Wendell, Rumen Zdravchev Graphics Staff Madison Helms Adviser Kristi Hiner The Wooster Blade is a biweekly student publication printed every other Friday by the Newspaper Production classes at Wooster High School. The paper is designated as an open forum and follows publishing guidelines as established in a district-wide publications policy protecting students’ freedom of expression. All copy, art and photography are property of The Wooster Blade and cannot be reproduced without permission. Letters to the editor are limited to 300 words and The Wooster Blade reserves the right to print and edit as per length and content. The Wooster Blade is a member of Quill and Scroll, National Scholastic Press Association and Columbia Scholastic Press Association. The Wooster Blade is printed in cooperation with Wooster’s The Daily Record. Letters and inquiries should be addressed to The Wooster Blade, 515 Oldman Road Wooster, Ohio 44691. The Wooster Blade can be contacted at 330-345-4000 ext. 3210. The newspaper can also be found at thewoosterblade.com
THE VOICE OF WOOSTER HIGH SCHOOL
THE WOOSTER BLADE | VIEWS | NOV. 15, 2019 | PAGE 16
OUR VIEW
Reporting on misconduct allegations continues difficult national conversations On Oct. 25, the College of Wooster’s student newspaper, The Wooster Voice, ran a guest column accusing a then-City Council candidate of an abusive relationship. The Wooster Voice, in a statement published in their Nov. 1 issue, wrote that they had not interviewed the candidate prior to publication, though after a request for retraction had attempted to verify each claim. In the wake of the #MeToo movement and increased awareness and visibility regarding the alleged misconduct of several public figures, The Wooster Blade Editorial Board has confronted the difficult conversation about the responsibility that journalists hold when reporting on such allegations. Journalism holds a unique role in bringing these stories into local and national conversations. Yet, reporting on misconduct allegations is one of the most complex challenges news publications and journalists can face. Whether it is mental and physical abuse or sexual misconduct allegations, reporting on such intimate issues necessitates responding with compassion and sensitivity, but also objectivity and increased diligence to ensure thorough investigation, corroboration and accuracy. “You want to be sure to report using as much documentation as possible. Meaning, if there has been any official investigation launched by the police or by the school district, trying to get access to those records,” Student Press Law Center Staff Attorney Sommer Ingram Dean says. Dean notes that journalists will want to be able to prove that what they reported is true, considering not only the gravity of the reporting, but also the possibility of facing lawsuits related to libel. “Any time you’re faced with a
situation like this where there are serious allegations of misconduct or criminal behavior, reporters should take every precaution necessary to confirm the accusations. In some cases, this might mean holding off on publication until you’re able to verify things, talk to sources,
WHETHER IT IS MENTAL AND PHYSICAL ABUSE OR SEXUAL MISCONDUCT ALLEGATIONS, REPORTING ON SUCH INTIMATE ISSUES NECESSITATES RESPONDING WITH COMPASSION AND SENSITIVITY, BUT ALSO OBJECTIVITY AND INCREASED DILIGENCE TO ENSURE THOROUGH INVESTIGATION, CORROBORATION AND ACCURACY. get documentation, etc. And, as a journalist, if you ever doubt the credibility of the story yourself, you should trust your gut feeling,” Dean said. In addition to the burdens of thoroughly investigating the circumstances of a case, reporting on such forms of violence presents journalists with a complicated ethical process. Reporting the truth must be balanced with avoiding harm to
the individuals who report sexual misconduct, who, unfortunately, may face serious repercussions. “[Reporting on domestic violence] is an ethical situation, not a legal situation necessarily -- it could be legal -- but from an ethical standpoint, what harm does it do, what good does it do? Who does it help, who does it harm? You’ve got to look at it that way. And ethics aren’t right or wrong, there are different shades of gray, different shades of right or different shades of wrong,” Candace Perkins Bowen, director of the Center for Scholastic Journalism at Kent State University, said. Bowen emphasizes that journalists must consider, “Who would it help, who would it hurt, how much concrete evidence can I get and why do my readers need to know this?” On a national scale, #MeToo has changed the discourse surrounding sexual misconduct and power. While the movement has helped to instigate policy change, it has yet to fully lead to a transformation in culture. According to an HR Acuity survey released on Oct. 15, 85 percent of employees know how and where to report inappropriate, illegal or unethical behavior at work, but many, “lack confidence their issues will be addressed and fear retaliation.” Abuse, whether physical, mental or sexual, remains a systemic problem, rooted in social and cultural norms. The Wooster Blade Editorial Board firmly believes in the importance of high quality journalism and investigative diligence in sustaining wider public discussion, continuing to shape individual and community responses and awareness, and ultimately, instigating meaningful change in policy, culture and society at large.