By Margaret Zheng

At the February 15 general meeting in the Chancellor Center, the CR School Board unanimously approved the draft 2018-2019 district calendar, a plan which would have been fairly ordinary if not for one remarkable addition. Diwali, a holiday celebrated by Hindus, Jains, Buddhists, and Sikhs that falls on Nov. 7 this year (the celebration follows a lunar calendar), was now an official school holiday, a day off for students and teachers.  Yet what was most unprecedented was the cause for the addition: a student-led campaign that activated both Hindu and non-Hindu supporters. 

The campaign began when a CRN junior, Vir Sahu, testified at the Dec. 21 School Board meeting about the need for the district to recognize more diverse student backgrounds.  He argued that recognition of major Hindu holidays such as Diwali in the school calendar would be a step in building a more inclusive school community.  This was Sahu’s first time giving public comment at a Board meeting, and his testimony seemed effective, as he was invited to attend the next CR Academic Standards Committee meeting in Jan., at which plans for the 2018-2019 calendar were to be discussed. 

Later, when Sahu found that the Academics Standards meeting had been cancelled, yet the district calendar was still listed as an item for approval on the Jan. Board meeting agenda without the addition of Diwali, he began to coordinate a more powerful campaign. 

He started a Change.org petition that eventually boasted just under 450 signatures from students and others of the CR community.  For the Jan. 18 Board meeting, he invited several CRN students, including this reporter, to testify in support of making Diwali a school holiday.  Although the Board gave time only for Sahu, Sahu’s father, and two other students to give public comment on the topic, it listened to their testimonies and decided unanimously to discuss the calendar at the Feb. Academic Standards meeting and to vote on it at the Board meeting following. 

Sahu went to the Academic Standards meeting expecting to win no more than a half-day as recognition of Diwali in the next school year.  Yet due to the online petition, student testimonies at both the Jan. Board meeting and the Feb. Academic Standards meeting, and a School Board notably receptive to student participation and input, the students involved in the campaign gained a greater victory: a full day off in honor of Diwali for the 2018-19 school year and beyond. 

The unanimous Board vote for the revised district calendar soon sparked local media coverage and caused the Universal Society of Hinduism to urge all Pennsylvania schools to make Diwali an official holiday. 

Reflecting on an ecstatic experience of civic power, Sahu explained, “I learned that students have the ability to make a difference when they see something in their community that needs to be changed. We have stronger voices than we may seem to perceive and it is important to make yourself heard, especially regarding topics that are close to your heart.” 

He recommends that all students, including busy ones, occasionally attend School Board meetings and politically involve themselves in school issues, even if they do not yet have a cause for which they are passionate. 
“Attending School Board meetings not only allows the Board members to become aware of student concerns,” Sahu observes, “but it also provides legitimacy to your efforts, thus making it more likely for the policy makers to agree to them.”

Please recognize that this reporter cannot be impartial to the campaign, in part because she was involved in its beginning stages, but also because she is human and thus naturally, likely incorrigibly, biased.  She understands that bias or the perception of bias can cause offense, and she welcomes disapproval and even anger and disgust from readers of different perspectives from the students supporting the Diwali campaign. 

She only advises that instead of reacting to feelings of frustration or anger by seeking to hurt and harm their opponents, persons thinking and feeling about any sort of controversy might respond proactively to their emotions by articulating compassionately their perspectives and by constructing campaigns that promote their cause while respecting the differing viewpoint of their opposition. 

Incidentally, the day the district calendar was approved directly followed the day of the Parkland massacre, a tragedy which has motivated high school students in Florida and across the nation to amplify their voice and urge legislation and action that would prevent additional mass shootings from threatening their lives and their learning.  Even though students do not all possess the right to vote, they increasingly participate in civic and political life and insist that their voices – their thoughts, feelings, stories – be heard. 

By Josee Li and DAC Staff

What are the differences between your traditional culture and common culture in our area?

• The food we eat, and the way we eat are completely different. My culture is extremely family oriented, we always have dinner together at a certain time, and it usually consists of something rice or curry based, some days both. Culture is also different in the way we dress, as we wear very different types of clothing compared to the western pant and shirt. Traditionally, we wear kurta shalwars, which are very loose fitting garments that are meant for the weather in the area that I am from, Karachi, Pakistan. My culture is a part of everything in my life.
  
  

What’s one tradition your family has?

• At the end of every Ramadan, we celebrate a holiday called Eid Al-Adha which really brings the whole family together. Eid is one of favorite holidays because of the spirit that comes along with it. Everyone has a special aura around them that really shows their jolliness.

 

Where were you born?

• I was born in Delaware County Memorial Hospital, and I was raised in Upper Darby, PA.

 

What’s your favorite food (try to come up with a meal you eat at home?

• My favorite home meal would be Daal Chawal, which could be considered lentil soup with rice. It is not the most flashy dish, but when I think of a favorite meal that I can eat anytime, it would be it. You can eat it with fried fish or with different kinds of Kebabs.

 

What is one thing you would like people to know about your culture?

• I would like people to know that my culture is very diverse and should not be stereotyped by general race. Culture to me is very important because it shows the roots and origin of one's background, and people knowing culture would help [overcome] ignorance.

By Maya Shavit

As you finish your morning coffee and consider the exam you have later today, you subconsciously start biting your nails in anxiety.  So you journey into the abyss that is your backpack to find those notes from last week.  In this brief time, have you just hit the trifecta of bad habits?  Copious amounts of coffee, nail biting, and messiness are three of the most sacred “bad” habits.  However, it turns out many of those “bad” habits may actually be beneficial to you.

The first habit that many people deem unhealthy is drinking coffee. Coffee is that magical brown liquid that crazed students and parents alike drink when they need an extra energy boost but that many people view as a devil in disguise. According to a report in Science News, though, coffee contains chemicals that may fight Parkinson’s, Alzheimer’s, Type 2 diabetes, and liver cancer, not to mention that coffee may improve memory. Studies have shown that women who drink 2-3 cups a day are 15% less likely to become depressed. One caveat, though: Stick to black coffee or even decaf but not so much to frappuccinos and sugar-filled drinks.

Nail biting is another habit that much of society deems to be a sure sign of personal weakness. Yes, biting your nails exposes the body to germs, but many doctors believe this small exposure to germs may not be that harmful. In fact, according to a report in the journal Nature, such exposure may build up the immune system and allow the body to be healthier in the long run by creating bacteria to fight off the more extreme sicknesses that can enter through the body’s orifices.

But what about our favorite bad habit, messiness?  Is there any way that piles of papers can really be helpful? Disorganization is extremely common, but it actually may indicate creativity. A messy person may actually be more efficient than her neat-freak cousin according to economist Tim Harford. And messiness can even be beneficial to overall health. A study by Kingston University suggests that dust mites are less likely to live in unmade beds than in tidily made beds.

​Overall, many of us learn from a young age to avoid habits that are supposedly detrimental to one’s body, but many of those particular habits may actually have some benefits or even define someone’s character. So think again before telling someone to break habits that come naturally to him or her. 

By Josee Li

For more than 70 years, the Council Rock School District has adopted the authentic story of the Lenape Indians holding council around a large rock, which was supposedly located in the Council Rock School District area. It is from this history that Council Rock North has used the “Indians” as the official school mascot. However, this summer, our school’s mascot became a contentious issue.

Many community members heard about this debate through the Instagram page “crnmascot.”  The creators of this page asked community members to sign their online petition to change the mascot.

In addition to the 1,097 supporters online, many students at CRN also expressed their support for the mascot change. One student who supports the mascot change is Kiara Alvarez.

“I would like the mascot to be changed. It’s just offensive, and it doesn’t make sense to have the Native Americans as our mascot when Native Americans represent less than one percent of our school population.”

​For many, the use of the Native Americans seems to be racially offensive. The pro-change petition writers express this sentiment by pointing out specific actions that may offend: “Tomahawk chops and war cries by fans and marching bands are racist.”

On the other hand, many students at CRN believe in keeping the mascot. Their reasoning? The mascot helps to bring together current and former students as well as community members in a unified group with a shared sense of pride.

One particular alumna, Paula Folger, spoke out about her feelings as a member of the Council Rock North 2002 graduating class. She stated that “all of [her] family and friends are Council Rock graduates,” and she wishes to keep the tradition of the Council Rock Indians going. As of today, her online petition to keep the mascot has a total of 4,329 pledges.

The conversation has been a controversial one, to say the least. Some students declined the opportunity to share their thoughts on this issue, underscoring the sensitivity of the subject.

​In reflection on the nature of the debate itself, social studies teacher Ms. Kristen Mallon concludes, “I think that this debate is a beneficial discussion that shows our community that we’re open to different thoughts about our changing environment. Although the discussion highlights a lot of sensitive topics, it ultimately opens up the chance for all of us to work together on these issues.” 

By Julia Gokalp

Interviewees:

• Mrs. Vander Vliet (AP Language and Composition 11, Honors English 11)
• Mr. Greenockle (10th grade Honors History, Honors Government, Honors Economics)
• Mr. Price (Honors Biology, Plant and Animal Science)
• Sra. Macrone (Honors Spanish 2, 3, and 4)
• Mrs. Tomlinson (American Civilization 9, Accelerated Psychology)
• Mr. Biglan (AP Art History, Ceramics, Essentials of Art, Drawing and Painting 1)

As the warmth of the summer months rushes in, restless students brace themselves for incoming finals, long for much-needed sleep, and eagerly await their vacation plans. About one quarter of our student population also will be leaving North and graduating in a matter of days. But this time of year is also one for reflection, so several teachers below share their insights and year-end messages to students.

All of these teachers have taught at North for a significant amount of time, but the circumstances that brought them here varied. Mrs. Vander Vliet--known by her students as Mrs. V--and Mrs. Tomlinson were inspired by teachers they had in school, while Mr. Greenockle wanted to become a teacher for the opposite reason: he did not have as fulfilling of a high school experience, so he “wanted to help bring a change to education… [and] to be the change [he wanted] to see in the world” so that his students find their high school experiences more fulfilling.

Other teachers did not anticipate their future occupation as they left college. One of these teachers was Mr. Biglan who, after receiving his Master's Degree in painting, moved to New Orleans, became a starving artist, and taught at an arts center and an art museum. He then created an outreach program in which he drove a van with Starry Night on the side to schools to show artifacts to students. And he named the program… wait for it… Van Go. Fitting, right? In this aptly named program, he educated younger kids, whom he enjoyed teaching, but he realized that he could relate more to older children and that they produced more sophisticated artwork.

Mr. Price realized he enjoyed educating children through a very different experience. He has always loved the outdoors, so when, after college, he was informed about an outdoor program for the rehabilitation of juvenile delinquents, he took the opportunity. Through the experience, Mr. Price witnessed the growth many of these young adults underwent over the 26-day period. He faced many trials (including a complicated work schedule and some recalcitrant children) but gained valuable insight, such as not to mislead children, but to be honest with them, and that he enjoyed working with young adults.

No matter what path these teachers took to North, though, they all agreed that their classes offer benefits to all students, even if students do not intend to pursue professions in the specific subject area. For instance, Mrs. V believes that her classes contain “a challenging curriculum [...] that prepares students for higher level thinking” and give her students an opportunity to enhance the skills of logical and critical thinking, thorough reading, and well-developed questioning, all of which can be applied to any area of life.

Multiple teachers shared the belief that the skills obtained in the class were important--arguably more important than the content itself. Mr. Greenockle stated that in his class, students learn about concepts to which they can personally relate, such as financial responsibility, problem-solving skills, and the ability to formulate questions.

Mr. Price believes that the value of studying science is to learn about “being objective about evaluating life in general.” In science classes such as his, students have to make and evaluate observations that often relate to concrete data. In such studies, there is less room for opinion. He believes that in a society where “everything is editorialized,” objective decision-making and analysis are crucial.

Mr. Biglan cited the ubiquity of art and creative fields, traces of which are omnipresent in the world around us. “But more than that,” he added, “I believe creativity gives meaning to [...] our existence. I think creativity can have a spiritual or cathartic quality.”

In addition to the holistic benefits offered within their courses, most teachers hope that students will leave with a better understanding of life itself and of themselves.

Mr. Greenockle hopes that his students will “take away the skills and desire to be … free and independent thinkers,” while Mrs. V hoped that her former students would be people “of character,” dependable, honest, and empathetic.

​Mrs. Tomlinson said that her final message to her students would center on “embrac[ing] their mistakes and own[ing] their failures. Without mistakes and failures, we never truly learn and become better versions of ourselves.” Additionally, many of the teachers expressed hope for their students to pursue lifestyles that make them happy, to lead lives in which they can find passion and enjoyment in whatever they do.  And some teachers may also want their students to know, as Sra. Macrone hoped they would, that she “truly care[s] about each and every one of them.”

By Amelia Spring

Are you in FBLA? Do you want to go into business when you are older? One person you might want to emulate is Dennis Woodside, a Council Rock North graduate and the current chief operations officer of online storage giant Dropbox.
   
Woodside was born in 1969 and attended Council Rock High School. At CR he played football and was the secretary for the National Honor Society and an officer for the class of ‘87.

After graduating high school, he attended Cornell University where he earned a Bachelor of Science in industrial relations. He then earned his law degree from Stanford Law School. His interest in the law and its connection to business led him to a job as a mergers and acquisitions attorney at the law firm of Munger, Tolles, & Olson. Afterwards, he was the associate Principal at McKinsey and Company, a management consulting firm, for five and a half years.

He then held several important positions at search giant Google, including head of ad sales in America. He then went on to become the CEO of Motorola Mobility for two years, and then took the position of COO of Dropbox, a company that handles online file storage.

Never one to be static for too long, Woodside has also completed seven Ironman triathlons and is a member of the Board of Governors for the American Red Cross. He is married and has two children and currently lives in the San Francisco Bay Area.  

​Woodside is obviously an accomplished individual; he has been COO of Dropbox for three years and possibly many more to come.  He serves as an excellent example of one career path young business students can follow and reminds us all that Council Rock is often an important stepping stone towards the achievement of our dreams.

By Amelia Spring

According to a survey by the Pew Research Center, 71% of teens use more than one social media site. One of the defining characteristics of so-called Generation Z (those born in or after 1995) is their widespread use of social media. However, social media is not without its drawbacks and problems, and students at CRN identified a few of these problems.

Celine Ferrari, a freshman, complained about the spread of “biased fake news” on social media, pointing out that many individuals accept information online without reviewing it first. Other individuals at CRN pointed out many valid concerns such as cyberbullying and online predators. One issue that seems to concern most of Generation Z is the overuse of social media.

“One of the problems that the counselors see is not as much social interaction,” explained Mrs. Callanan, a guidance counselor at CRN. “You can see two or three people sitting together and they’re just on their phones.”

Decreased social interaction is an epidemic among teenagers and a serious concern: Pew Research Center reported that 94% of teens go online daily and 24% go online “almost constantly.”

Alexa Giorgio, a junior, worries that “people are addicted” to social media and expressed the concern that it turns young people into “shut-ins.” Researchers and scientists worry about the decreased face-to-face interaction caused by overuse of social media, as social isolation causes a host of psychological problems such as an increased risk of depression, and even physical health issues.

However, social media is by no means entirely negative. There are many benefits that can be derived from social media use. Lianna Wang said that “you can share your art [on Instagram] or what you worked on. . . and there are people that will actually care about it.”

Sackery Sabu explained that one of the benefits of social media is “meeting people that share your interests.” Rachel Rand, a junior, agrees in that “social media is a way to connect with people, and also a way to learn about what’s going on throughout the world.  Stuff like the women’s march wouldn’t have happened without social media. It’s a way to bring people together [and] unite.”

By Amelia Spring
    
On Thursday, November 10th, students found and reported hateful vandalism seen in the CRN bathrooms, featuring swastikas, slurs against the LGBT+ community, and messages relating to the election. Along with the hateful vandalism, there were also events where Latino students reported being harassed. Superintendent Dr. Robert J. Fraser sent out a district-wide email explaining the inappropriateness of the actions and the Newtown Township Police Department’s investigation into the hate crimes. Reports of these events in CRN soon swept the news, both local and national, and elicited appalled emotions from students and adults alike.
        
The students of CRN came to school on Friday as discourse about the events ensued: many teachers held classroom discussions about the event, and people spoke about them, texted about them, and posted about them on social media. The hateful behavior displayed by the perpetrators of the crimes threatened and frightened some students. “I don't feel safe,” explained Seth Mazlin, head of CRN’s gay-straight alliance (GSA). “Many students don't feel safe.”
 
GSA is a club that offers a secure, positive place for both straight students and LGBT+ students. GSA held a meeting directly following the events, and this meeting experienced a massive increase in attendees: usually about 30 people attend the meetings but more than 60 attended this particular meeting. “We’re working hard to make each other feel safe,” Mazlin explained, showing why clubs like GSA are important to many students in times where they need support.
 
Higher GSA attendance was not the only reaction from the students to the event. A group of students wrote a message, titled “An Open Letter to Council Rock Administrators,” and submitted it to the “Reality” section of the Bucks County Courier Times. Alex Miller originally posted a rough draft of the letter on the class of 2017 Facebook group. The letter ended up being the collaborative product of Miller, Samantha Gougher, Sarah Lefebvre, and Emily Goulazian. It expressed the sentiment that events like these are a problem that needs to be fixed permanently and suggested ways to deal with the problem of hate amongst students.
 
“We can represent our students just as loudly and as powerfully as the people writing swastikas on the bathroom walls” Samantha Gougher said, explaining why the writers chose to publicly post the letter. The writers also found it important to address these themes to the administration; as Sarah Lefebvre explained, “We really need to work together as administrators and students to make this place better for everyone.” This letter gained momentum as students and adults alike read and shared it, and when the school administration read the letter, they scheduled a meeting with the letter’s writers. Sarah Lefebvre described their meeting with Ms. McCarthy, Dr. Fraser, and Mr. Traczykiewicz: “They made us feel comfortable, and they just asked us. . . how we think as a student community that we can move forward. . . we all ended up feeling really good walking out of there.”
        
The school administration took immediate action after the events, both with the students in the school and the adults involved. As Dr. Fraser detailed in his district-wide email sent out November 17th, the school district hosted community forums and is forming a diversity committee. Staff members attended workshops with the Peace Center, a local organization that works to prevent violence and promote peace. Administrators at CRN organized assemblies on Monday and Tuesday, where class presidents made speeches along with teachers and administrators. The students then broke into small groups, where they were encouraged to share their thoughts and opinions on the events and how the school should move forward. One idea students mentioned during these group conversations is the idea of having circles, a type of group discussion that is a restorative practice, allowing students to communicate with each other in a safe environment and voice their opinions. Group discussion in the form of circles is only one of many ideas that the school district is deliberating, and administrators welcome additional suggestions as well.
 
While the hateful actions of certain students in CRN have horrified, scared, and hurt many people in the school and in the community, the events also allowed the school to address important yet often overlooked issues in the student body. “[These events have] the potential [to bring about change], but whether or not that change will occur, that’s up to us,” promised Sarah Lefebvre. “[The administration is] trying on this, and we have to match that effort.” Lefebvre highlighted the importance of carrying on discussions and carrying out actions that have been spoken about since the events occurred.  North Principal Susan McCarthy echoed this sentiment: “[These events] presented us with the opportunity to make our school a more positive environment.  My strong desire is to continue this conversation until, working together, we succeed in doing this.”