February 29, 2016

S to tud th en e t Pa Ne Gu ge w S ide 10 AT

in h m ig s it vi d H Ac tlan ge 4 r a Po P Winter, 2016

Portland High’s “Les Miserables” The Portland High Drama Departmentput on the famous French opera “Les Miserables” this January. By ANNA MITCHELL (‘18) This year, Portland High School’s musical theatre class was tasked with interpreting the heartbreaking French classic, Les Miserables, also known simply as Les Mis. The play is adapted from the creative work of Victor Hugo, who composed the story as a novel in 1862. The piece has become as much a classic of theater as it is one of literature and has twice been adopted in Hollywood. The plot focuses on the relationship between two men, Jean Valjean, a misunderstood ex-convict, and Javert, a vengeful prison guard. The story of the two men eventually intersects with that of a desperate mother, Fantine, who entrusts her child to Jean Valjean. Love, grief and a revolution ensue. With complex characters and an emotionally-charged storyline, the piece was a major undertaking for a high school level theater class. But here in the auditorium, few

shied away from a creative challenge as rewarding as this one. Performing as Fantine, senior Holly Hinchliffe spoke to the production and its leadership. “The amount of dedication from the faculty working on this show is inspiring,” she says. “Even in our short time frame, Ms. Guerra and Mr. Smith always manage to bring the show together, and Ms. Sawtelle has already proven herself to be a wonderful addition to the process. We’ve got a huge show that’s going to feature incredible student talent, on stage and behind the scenes.” With under 46 hours to learn, arrange, and rearrange this composition, it seems that time itself was proving to be the most valuable resource. In a strange twist, though, this time constraint actually seemsed to increase motivation rather than creating stressful anxiety among class members and leaders. This creative drive coupled with impressive student talent helped alleviate the pressure of the ever-ticking clock. With just a few short weeks until opening night, it seemed that determination and a grit were what it would take to make this production of Les Miserables a story of

Anatomy of Leadership Sophomore Caitriona Moran describes her experiences being part of the Anatomy of Leadership program.

By CAITRIONA MORAN (‘18) Anatomy of Leadership is a program offered to sophomore students at Deering and Portland High Schools under the direction of Maryann and Amanda Pendleton from Portland and Andrew Gordon from Deering. About twenty students from each school apply and are chosen to participate in this program. Throughout Anatomy of Leadership, students partner with a business and try to find solutions to

various problems. Students learn the traits of a good leader and how to develop these traits in themselves. Last year, the sophomores at Portland and Deering partnered with the Dead River Oil Company, a New Englandbased heating oil provider. Peter Barry, who participated in Anatomy of Leadership last year, explained that groups of students were given problems about “customer acquisition or advertising and had to think of practical solutions.” The students presented their ideas to their parents and members of the oil company at the end of the year. This year’s participants have been Continued on Page 5

success. As Victor Hugo himself once stated, “Perseverance, secret of all triumphs.”

Devon Cohen, Brooke Papineau, and Oona Mackinnon-Hoban in “Les Miserables” (Rhylee Cole) More Photos on Page 4

In This Edition School News: Page 1 Recycling Efforts: Page 2 Math Team: Page 3

Opinions: Page 7 Movie Review: Page 8 Student Stress: Page 12

PHS School News

Bulldog Edition, Winter 2016, Page 2

Efforts to Improve Recycling at PHS

Caitriona Moran discusses the current recycling efforts at PHS and new methods to be introduced.

By CAITRIONA MORAN (‘18) Recycling is a practice that is taught to many children at young age. It is understood that recycling is a way for humans to handle their waste in a more sustainable manner. It has become one of the simplest ways for people to contribute to preserving the Earth’s resources. In the Portland Public Schools, an intricate recycling system has been established to minimize the amount of trash that each school creates. This system includes designated bins for compost, plastics, papers, and other trash. With so many options to dispose of waste, one would expect that the amount of accumulative trash has been minimized. But is this really happening? The system that is designed to make the schools more eco-friendly is failing. Students in the cafeteria seem to ignore the clearly-marked bins and head straight for the trash with their recyclables. Interestingly, recycling seems to be a huge success in the middle schools. Middle schoolers have accepted the same system that high schoolers are rejecting. Why is it that younger students seem to be willing to put more effort into disposing their waste properly? After speaking to some PHS students, the root of the problem seems to be the lack of recycling enforcement in high schools versus middle schools. Also, many PHS students choose to go out to lunch, so they don’t bother learning about the system here at school. Abby Krieckhaus, a sophomore, claims that since it is not something that is strictly enforced people do not follow it, and “people don’t care really” about how to dispose of their waste. Ms. Braceras, who runs the Environmental Club, states that club members are working hard to be more aware of what is happening and is not happening regarding recycling in the school. With the help of fellow science teacher, Ms. Adkins, her environmental science class, and some custodians, they are trying

PHS Football Honorees

Junior Nick Archambault recognizes two PHS football players who were recently honored for their incredible season. By NICK ARCHAMBAULT (‘17) After a perfect regular season and a trip to the school’s first state championship game since 2002, it is only fitting that a number

to inform more people about the proper way to recycle. People need to be better monitored and trained so it becomes a habit. According to Anna Mitchell, an environmental club member, it is difficult to tell what happens outside the school when students leave the campus. In school, however, the club is trying to make signs more clear so students will observe the proper way to use the different recycling bins. A couple of years ago, the club showed students how the system worked. After being informed, claims Mitchell, people seemed to better understand everything. By working together, we can all make a greater positive impact. As Mitchell said, “it all comes down to the will of the students and their choices.

Recycling sign in the lower cafeteria (Aidan Richman)

of players on the Portland High football team were nominated for awards in recognition of their individual accomplishments. Ten Bulldogs were named to the Class A North AllConference team, and four seniors were members of the conference All-Academic team. Standout senior running backs George Chaison-Lapine and Joe Esposito were nominated for the Maine Gatorade Player of the Year, and it was announced in November that Esposito had been named the winner of the honor. Awarded annually to a top performer from each state in fourteen different sports, the Player of the Year honor was established in 1985 to recognize the outstanding performance of high school athletes on the field, in the classroom, and in the community. The winner from each state and sport is selected by a committee comprised of representatives from Gatorade and USA TODAY High School Sports. Continued on Page 6

PHS School News

Bulldog Edition, Winter 2016, Page 3

Math Team

Sophomore Sam Mermin reports on the Portland High math team’s season as a member himself. By SAM MERMIN (‘18) Portland High School’s math team is one of 141 teams in the Maine Association of Math Leagues. The team participates in five regular season meets each year and one state meet at the end of the year. At each meet, students are asked to solve a variety of math problems that differ from meet to meet. So far, Portland is enjoying a successful season. The team is in 25th place in the whole state of Maine, and 9th in the Pi Cone South division, putting them above Deering, Casco Bay, and Wayneflete.

Maine Association of Math Leagues (www.theproblemsite.com)

Winter Clubs

Portland’s leading scorers this season have been Adrian Postolache, who has scored 87 points through two meets, and Peter Gribizis, who has scored 72. In a meet at Casco Bay High school in November, Adrian scored 50 out of a possible 60 points. Jessie Horn is the team’s highest-scoring freshman this year with 34 points. A total of 19 students have been to at least one math meet this year. All of them have contributed by scoring at least three points. Ms. DaPonte, who coaches the team, said she is happy with how the season has gone so far and “really pleased with the number of kids coming to practice”. Numbers have been steadily increasing over the past few years, but she said she’d still love to have new members. She added that although math team problems can be challenging, especially for freshmen and sophomores, who still have quite a bit of math left to learn, it’s fun to work at them, and they give students a good sense of accomplishment.

Math team coach Ms. Daponte (Aidan Richman)

goes to Shawnee Peak on Thursday nights. The bus leaves for the mountain right after school and arrives back to Portland at around 10 p.m. It is a great chance to have fun and meet new people. There is still time

to sign up, but the list fills up quickly! If skiing and snowboarding is not your thing but you still love the outdoors, try the Outdoor Club.

Sophomore Aaron Hoekstra briefly considers several winter clubs offered at PHS. By AARON HOEKSTRA (‘18) Portland High offers a variety of clubs year-round. It is not too late to become involved in these activities. Many clubs are still open to new members right now, so go sign up! Some clubs are active exclusively during the winter. One of these clubs is the Ski and Snowboard Club which

Shawnee Peak, Maine (Aidan Richman)

PHS School News

Bulldog Edition, Winter 2016, Page 4

Activism Throughout Our School

Junior Grace Cox analyzes the many ways that student activists work to improve Portland High.

By GRACE COX (‘17) Portland High School is known for its diverse community of students. With diversity comes varying points of view, ideas, beliefs, and values. All types of students join different clubs to express their individuality and opinions. Some of these clubs include Seeds of Peace, Gender Sexuality Alliance (GSA), Women’s Rights Club, Civil Rights Club, International and Feminist Club, and the Portland Racial Justice Congress (PRJC). Each club participates in projects that reflect the membership’s activism in the context of the entire student body. One of the most popular and active groups in the school is Seeds of Peace. The group consists of students who have previously attended the Seeds of Peace summer camp, where their goals were to solve problems in a peaceful, non-violent way. Students have brought this concept into the school and have been successful in supporting other clubs in their efforts. They have also initiated holding group dialogues. Dialogues are a main feature in the summer program and consist of a small discussion group

with a trained facilitator. The environment is a safe and productive one, with the intention of resolving the problem at hand in a conversational way, not with more confrontational debate. The Seeds of Peace group has, so far, held one dialogue at PHS. The intention was to resolve a controversy that happened over social media regarding race issues at Portland. Differences of opinion occurred as a result of posted comments. Although the dialogue was mostly successful, social media continues to produce many issues and disagreements. Junior Ludiya Abdalla, an active Seeds of Peace member, says the Seeds group is “trying to have more face-to-face conversations openly without the fear of being judged.” Seeds of Peace members plan on creating an official club that anyone can join, not only previous Seeds camp members. In addition to creating an all-inclusive club, there is the intention to hold regular discussions a few times each year. Part of Seeds of Peace’s role at PHS is to help other clubs, such as GSA, reach their goals. Gender Sexuality Alliance (GSA) has been working on the creation and finalization of a gender neutral bathroom. This bathroom would be open to anyone’s use despite their gender identification. GSA also has created a word wall to define different Continued on Page 5

“Les Mis” Photos, Continued

Sabrina Shapiro and Cameron Goff (Rhylee Cole)

Kyle Warnock, Dominic Wallace, and Devon Cohen (Rhylee Cole)

Brooke Papineau, Devon Cohen, Timmy McInnis, and Kyle Warnock (Rhylee Cole)

PHS School News

Bulldog Edition, Winter 2016, Page 5

Leadership, Continued selected and are working to understand teambuilding games. Through these activi- it pushed people to go out of their comfort Peter Senge’s ‘Five Principles’ of leadership: ties it becomes easy to see what aspects of zone and try new things so they could feel shared vision, team learning, systems think- group work are critical to success: commu- more accomplished.” ing, mental models, and personal mastery. nication, trust, and drive. Students learn The students are currently workAn MIT professor, Senge has worked to their strengths and weaknesses as leaders ing on applying these ideas to the classdevelop these ideas room. To begin this over time and believes process, they have been that they create ecoasked to write a speech nomic and organiabout a leader in the zational growth and greater Portland comstability within busimunity. By conducting nesses. These princian interview and writples can be applied to ing a speech that will be any type of group, not delivered in February, just large businesses. they will learn about To become what attributes it takes familiar with the ideas, to successfully manage a each year’s Anatomy business. By participatof Leadership group ing in this project, stuvisits Camp Kieve, a dents will understand leadership camp lohow businesses operate cated in Nobleboro, and learn more about Maine. At Kieve, themselves as leaders in the students are intheir own community. troduced to the leadAshley Chadbourne, a ership principles, as Sophomores Ashley Chadbourne, Antonia Daley, Ella Altidor, Reed Foehl, Owen Martin, Portland High School and Ben Fisher at Camp Kieve for Anatomy of Leadership (Amanda Pendleton) well as to their felAnatomy of Leadership low group members. To demonstrate how and how they interact in a group. Devon participant, says, “I have never learned the Senge’s ideas can help a team work to- Cohen, from Portland High School, says, “I material they are showing us, and I’m algether, they are applied to different activi- think it was a big step forward in learning ready recognizing different aspects of it in ties like ropes courses, rock climbing, and about team building and collaboration, and my life.”

Activism, Continued gender and sexuality terms. Milena Germon, a junior, says, “A huge part of activism is having the vocabulary to talk about it.” The club plans on continuing to spread the awareness of different genders and sexualities, and hopes to complete the bathroom project soon. Similar to GSA, the Women’s Rights Club is active in changing the health curriculum. The club is trying to bring awareness to different types of sexuality and wants students to be taught not only about heterosexual sex, but all types of sexuality. Although not a school club, the Portland Racial Justice Congress (PRJC), includes many PHS students as well as students from other high schools. This group is made up of college and high school students with a common interest in making a difference regarding a broad array of social justice and cultural issues. PRJC holds rallies, chants, and other organized movements to bring awareness to subjects including race, education, and current events. In the beginning of the year, PRJC led a protest against the racial injustice that was occurring in Missouri Schools. There was a rally on December 6th to argue against the new Syrian refugee

restrictions. Ludiya Abdalla, also an avid member of PRJC, discussed her goal with both clubs saying, “My goal is to maintain the expectations of the school’s diversity. I want to keep the school ‘salad’ fresh, flavorful, and mixed. I want us to all become one student body.”

(seedsofpeace.org)

PHS School News

Bulldog Edition, Winter 2016, Page 6

Football, Continued Esposito finished second in the conference in rushing with 1,057 yards and first in total touchdowns with 16. He also racked up 93 tackles as a linebacker, tops in the conference. In four postseason games, he tacked on 738 yards, 8 touchdowns, and 31 tackles. Esposito maintains an ‘A’ average and has volunteered for the Preble Street Soup Kitchen’s Stuff the Bus food drive along with other community service initiatives through church. He becomes the first Portland High Gatorade honoree for football and the second overall. Esposito, a team captain, said that prior to the season he had no thoughts of winning such an award. “I didn’t think I would even come close to the season I had. Just like every year, my only focus at the beginning of the season was to win a state championship.” Fellow running back ChaisonLapine was also a finalist for the accolade after amassing an impressive 774 yards and five touchdowns before an ankle injury cut his regular season short with three games left to play. Head coach Jim Hartman

said that it’s “almost impossible” for two teammates to be finalists for the highlyregarded award. Chaison-Lapine played sparingly through the playoffs as the result of his injury and was understandably disappointed that his senior year was cut short. “It definitely sucked to get hurt. I know that I could have accomplished a lot more if I had been able to play more than half the games. Everything happens for a reason, though, and I’m ultimately just happy and proud to be part of one of the greatest PHS football teams in history.” Like Esposito, Chaison-Lapine was surprised by his nomination. “I didn’t expect it at all but I was incredibly honored. It’s nice to know people are watching you and paying attention to your hard work. I’m glad Joey got it because he earned it, and I was just happy to be included in that group of high-caliber athletes in the first place.” Besides winning Player of the Year, Esposito was named Conference Most Valuable Player by opposing coaches, and he is a favorite for the state’s most

prestigious award: the Fitzpatrick Trophy. Presented to Maine’s top senior player annually since 1971, the ‘Fitzy’ – like the Player of the Year – evaluates excellence in football, school, and service. A pool of nominees from every high school in the state is whittled down to a list of ten that is sent to Maine’s sports media members and head football coaches. The top three vote-getters become finalists for the trophy, presented at a banquet on January 24. Four players from Portland have received the trophy, including current teacher and former quarterback Mike Rutherford. The history and prestige of the award make Esposito’s nomination his most meaningful honor in a season full of milestones. “Coaches from around the state vote for you, and I think it really reflects on your entire high school career. These coaches see your progression as a player and recognize how you compete on the field, and that’s nice after four years of hard work.”

Esposito playing against Windham in the Class A North Championships (Portland Press Herald)

PHS Opinions

Bulldog Edition, Winter 2016, Page 7

Students’ Motivation to Join Clubs

Sophomore Sam Mermin shares his thoughts on students’ varying reasons for joining clubs.

By SAM MERMIN (‘18) Portland High School is very proud of its clubs; there are more than 40 listed on the school’s website. Teachers often encourage students to “get involved” by joining a club. The point of most clubs is for students to contribute to the school or the community, but in this era of ultracompetitive college admissions, many students have started to use clubs for personal gain. Being a part of multiple extracurricular activities is a well-known way for students to impress colleges. It makes students seem well-rounded and interesting compared to other students with high grades who aren’t involved in clubs or sports. While the teachers who supervise clubs claim that the clubs are all about having fun and serving the community, they are full of kids who are just going through the motions of participating in order to boost their resumé. Certain clubs have more students coming for personal gain than others. I asked Ms. Braceras, an earth science teacher who runs the Environmental Club,

what she thought about the motivation behind joining clubs at PHS, and she said, “It depends on the club. If it’s studentrun and directed then it’s more earnest.” Environmental Club is mostly run by its members. She claims that there aren’t many kids there for personal gain. Everyone seems to really be doing it to help the environment.

Ashley Chadbourne, a sophomore, said “Certain clubs are for interest, but others are resume-builders.” She cited Knitting Club as one that is for interest, and Executive Board as a resume-builder. This fit with Ms. Braceras’ thought, as Knitting Club is student-run, while Executive Board is controlled by teachers, and full of rules,

Environmental club supervisor Ms. Braceras (Aidan Richman) Continued on Page 9

Bulldog Block

Sophomore Quinn Clarke discusses opinions regarding Bulldog Block. By QUINN CLARKE (‘18) As the first quarter ends and students have settled into the rhythm of the school year, opinions have taken shape about the addition of Bulldog Block to the schedule. The purpose of the 40-minute period at the end of the day is to replace homeroom and give time for students to meet with teachers. It’s also convenient for clubs to meet at this time. I asked students in my Bulldog Block what they thought of the change and about their opinions both in favor of and against it. Sophomore Sam Shaw, who favors the tweak to the schedule, said, “At the beginning of the year, I was doubtful that the block would serve its purpose, but it helps me a lot. I often meet with

teachers if I have missed a class, or I ask them for help. I like being able to do this during the school day instead of on my own time”. Shaw and others feel as if the extra period has benefitted them and enjoy the additional opportunity to get work done in school. Some students, however, feel the period is unnecessary, and would rather go back to the old schedule. Sophomore Will Snyder, one who prefers the previous format, comments, “Bulldog Block just makes the day feel so much longer. After fourth block, it feels as if I’m done with school, but I still have to wait another forty minutes until I leave”. Critics of the change feel they should be able to leave if they don’t have any academic needs. Snyder continues, “I think that it’s great that students who need help are welcomed at this time by teachers, but it’s just a waste of time for the others. I didn’t hear any complaints about last year’s format, so I don’t see why we needed to change it”. It will be interesting to see how people’s opinions continue to formulate and whether the school will make any more changes to our schedule to satisfy the demands of students.

PHS Opinions

Bulldog Edition, Winter 2016, Page 8

Is Cheerleading a Sport?

Portland High School Junior Alex Frank attempts to figure out whether or not cheerleading is a sport.

By ALEX FRANK (‘17) Sport is one of the most difficult terms to define. The question has been asked countless times—is cheerleading a sport? Cheerleading is divided into competition cheering and school cheering. Competition cheerleading is made up of cheer teams who compete against each other at a competition. At typical competitions, teams perform two and a half minute routines with music. Competition cheerleading and school cheerleading are considered two different activities. According to several Portland High School students, only competition cheerleading should be considered as a sport. Competition cheering met their definitions of sport while school cheering did not. I would not consider either competition cheering nor school cheering as a sport. A sport, to me, should be a competition in which the outcome is automatic. There is no third party who judges what a team or individual has done and therefore decides the outcome. Although I still consider cheerleaders to be extremely athletic and in no way am trying to take away from the activity, I cannot say that I consider cheering to be a sport. I have also viewed a cheerleading practice while I was practicing for indoor track. I was amazed by the athleticism that they showed during the practice. However, with the lack of competition at the high school level, and the use of a judge at the competition level,

I can only consider cheerleading as a very challenging, athletic activity. According to Junior Grace Cox, a sport is an individual or team competing against another individual or team with the common goal of winning a title. Since school cheerleading does not compete in a title race, it does not meet the necessary criteria. Competition cheering, according to

Grace’s definition, is a sport. Junior Charlie Lyall had a similar view as Grace. “I think at a competitive level, cheerleading is a sport. But not high school cheering”. His definition of sport is any kind of athletic competition. This theme of competitive cheerleading as a sport and sideline cheering not a sport continued throughout every interview I had.

PHS cheerleaders at a football game (Morales/McKenzie Photography)

Movie Review: “Spectre”

Sophomore Ben Fisher shares his thoughts on the latest James Bond film, “Spectre”, which was released in November 2015.

By BEN FISHER (‘18) Created by Ian Fleming in 1952, James Bond is an intelligence officer in the British Secret Intelligence Service, commonly known as MI6. Bond was also known by his code number, 007 and was a Royal Naval Reserve Commander. James Bond was athletic, tall, handsome, skilled in combat, and a killer

with no hesitation or regret. Bond possesses several vices including drinking, smoking, gambling, automobiles and, of course, women. In 1961, Eon Productions began work on ‘Dr. No’, the first James Bond movie. For the film, producers cast Sean Connery as Bond. ‘Dr. No’ was produced on a low budget and was a financial success. The inaugural ‘Dr. No’ launched a genre of “secret agent” films that took off in the 1960s and also started a spin-off comic book and soundtrack album as part of its promotion and marketing. The film would become the first of a successful series of 24 Bond films. Continued on Page 9

PHS Opinions

Bulldog Edition, Winter 2016, Page 9

Motivation, Continued regulations, and requirements. Chadbourne is the secretary for the Sophomore Executive Board, a club that raises money for the class to spend on events such as prom. I asked if she thoughmost of the members of executive board were there to have fun and help the class, or to put the club on their resumes. She said, “Half and half. There are a lot of people that are there just to put it on their resume.” Leshka Jankowski, who is president of sophomore executive board, agreed that a significant portion of the members “are there to say they did it.” Ben Fisher is part of sophomore executive board as well, and when I asked why he participates, he didn’t hesitate to say, “Definitely for the recognition. Clubs are

boring, but colleges see it on your resume and they’re like ‘Hey, this kid is not lazy!’” Executive board illustrates the amount of selfish club participation at our school. The true purpose of executive board is shown by the fact that it cuts members every year. The four student officers and one teacher advisor look at each member’s attendance and participation, and remove about ten members from the club. Students need to attend almost every meeting and help with almost every fundraiser in order to not be cut. The point of the club is to raise money, and having extra members certainly can’t hurt with fundraising. People are cut because students participate in the club for the purpose of getting into college, and it would no longer

be helpful to them if too many people were in the club. Ms. DaPonte runs the Math Team at PHS, and she instituted a rule a few years ago addressing this exact problem. Students must attend three of the five math meets in a year in order to say that they participated in math team for the year. The rule had to be created because students would show up to just a few practices, and then put math team as one of their clubs on their college applications. Clubs are supposed to be fun, but the fact that an exact amount of participation had to be set down as a minimum for students to be able to say they participate in a club shows that fun is not the only motive behind students’ participation.

“Spectre”, Continued Following Connery’s appearance, David Niven, George Lazenby, Roger Moore, Timothy Dalton, Pierce Brosnan and Daniel Craig have assumed the role in twenty-six feature film productions. Roger Moore (1973-85), is commonly seen as one of the best James Bond actors. People noted that Moore was the most comedic of the Bonds, boasting a more light-hearted approach to playing the character, with a mocking wit and innuendo. Like Connery, Moore appeared as Bond in seven films; by the time he retired in 1985, he was the oldest actor to play 007 in the Eon series, and his Bond films had earned over $1 billion at the box office. The newest James Bond, ‘Spectre’, came out this October. ‘Spectre’ is the twenty-fourth James Bond film produced by Eon Productions. It features Daniel Craig in his fourth performance as Bond, among other great actors including Christoph Waltz and Léa Seydoux. As of the first of December 2015 Spectre has grossed over $752 million worldwide, directed by Sam Mendes. In this addition to the Bond legacy, 007 uncovers the existence of the sinister organization SPECTRE. Needing the help of the daughter of an old nemesis, he embarks on a mission to find her. As Bond ventures toward the heart of SPECTRE, he discovers a chilling

connection between himself and the enemy (Christoph Waltz) he seeks. Portrayed in Mexico City and Rome, this film is packed with action and suspense. Although, Forbes magazine gave a review stating that pretty much everything Spectre has to offer amounts to something that a previous Bond

movie did better. Wyeth Morgan, a sophomore at Portland High stated, “’Spectre’ was a good movie, but for a Bond movie, it was worse than I expected.” Most reviews said something similar. See what you think by checking it out in theaters.

Sean Connery as James Bond (007.com)

PHS Opinions

New SAT

Junior Nick Archambault discusses the newly formatted SAT test that will be released this year. By NICK ARCHAMBAULT (‘17) The college admission process – already a stressful experience for high school students – has become even more complex thanks to a radical change to the SAT, the most popular standardized admission test in the country. The College Board, the publishers of the test, announced early last year that its format would be altered after the January 23, 2016 test date. As that time approaches, sophomores and juniors prepare to make the transition to the new SAT. Most Portland High students were afforded a preview of the new structure and scoring process when they took the PSAT in October. Some students, feeling that the current style better increases their chances of a higher score, have elected to take the SAT prior to the January deadline, while others are content to face the challenges of the new format. The most noteworthy change applies to the essay, which becomes optional after January 2016. Students will have 50 minutes to analyze and respond to a provided source text instead of 25 minutes to answer a prompt, as they do under the current format. The essay will be administered at the end of the threehour test instead of the beginning. Because students will not be mandated to stay for the essay, they must determine whether their colleges of interest require this component of the test in order to gain admission. Other major modifications include a scale change – the test will revert back to its original range of 400-1600 possible points – and the elimination of one answer from the multiple choice questions. Students will only have to choose from four possible options, and they will no longer be penalized a quarter of a point for a wrong answer. According to the College Board website, the new test is designed to “Focus on the knowledge, skills, and understandings that research has identified as most important for college and career readiness and success.” It will force students to understand

Bulldog Edition, Winter 2016, Page 10 vocabulary in context and use evidence to support their answers. Deeper knowledge of trigonometry and the ability to extract information from graphs will also be tested (“Everything You Need to Know About the New SAT”, Time.com). But not everyone is in agreement that these changes are best for students or the test itself, which underwent a similarly controversial shakeup in 2005. Dan Edmonds, a test-preparation expert at the educational guidance company Noodle, has encouraged prospective college-goers to take the ACT instead of the new SAT this spring. The biggest reason for his distaste of the altered test is its lack of immediately available prep options. New books, practice tests, and prep courses will have to be hastily created and are likely to be substandard in quality as a result. The effectiveness of the materials will be undetermined for at least a few test cycles as instructors familiarize themselves with the upto-date format (“3 Reasons You Shouldn’t Take the New SAT”, Forbes.com). In addition, takers of the first available updated test in March will receive late results, potentially disrupting additional testing for students aiming towards selective universities. Currently, scores are returned three weeks after the test. But students sitting for the March exam won’t receive notification until May as the College Board gathers data from the inaugural test. So, will the new SAT meet the College Board’s goal of better preparing students for their transition to the next level of education? Or will the test decline in popularity and usefulness thanks to lack of adequate preparation materials? Only time will tell.

(collegeboard.com)

Books Banned In Many Public Schools Sophomore Elinor Hilton shares her thoughts on the banning of books in public schools. By ELINOR HILTON (‘18) A couple weeks ago, while beginning to read Huckleberry Finn by Mark Twain in my English class, I started to think about banned books. Huck Finn was a banned book for many years and still is in some schools in America. It was

originally shunned for its use of the N-word when it was published in 1884. Once it became clear that this book was both wellwritten and arguably educationally crucial, teachers and administrators began to ban the book and then replace the offending words with “slave”. Although it is deemed a classic novel by English scholars and avid readers alike, it is still being banned or butchered by high schools across the

country. When I learned that we would be reading the novel in my English class, I wondered how my (student) teacher would deal with the controversial word. To my surprise, my teacher glossed over the problem, acknowledging that the word was in the text and declaring that if we ever came across it while reading aloud, to simply replace it with “slave”. I was both displeased, and left wanting more. Continued on Page 11

Bulldog Edition, Winter 2016, Page 11

Importance of Discussing Controversial Issues

Senior Mary Kanda considers the positive consequences of discussing controversial issues in school.

By MARY KANDA (‘16) As the world continues to advance, so should discussions pertaining to socially controversial topics. High school is generally the time where teens start to form their own opinions and views of the world. It is necessary, before they are sent off into the real world, that teenagers—including ones with lower tolerance levels— develop critical thinking skills, and engage themselves in “political dialogue”. Alongside our studies, we should be discussing the Syrian refugee crisis, the 2016 presidential race, racism within our school and justice systems, and all other forms of social injustice. A 2009 metaanalysis of studies on teaching controversial issues found that studying and debating controversial topics in school helps to increase student attention, motivation, achievement, creativity and self-esteem. Along with all of this, an appreciation of cultural diversity is developed. As a student of color, discussing issues such as racism and systemic oppression is personal to me. I turn on the news and see

someone with the same skin color as me, being a victim of police brutality, or falling victim to a justice system that was never intended for them. School should be the one place where students are comfortable and are encouraged to bring up social issues that affect them. Shoving things under the rug never leads to anything good. There are too many issues we are not discussing. I fear that this will lead to desensitization. We turn on CNN News and see another Michael Brown, and it almost becomes an anticipated pattern.

Why are so many black and brown boys dying at the hands of men and women who are supposed to represent the justice system? Why is the United States, a land of immigrants, turning heads away from the liberation of Syrian refugees? Why is Donald Trump continuing to gain popularity? I hope this piece encourages teachers to bring up current events in class, and to not fear controversy. For many students, having dialogues and discussions will become the therapy they did not know they needed.

Black lives matter protestors in New York City (New York Times)

Books, Continued How could we be deprived of such an interesting, crucial conversation? Although the topic remained buried in class, I began to research it on my own. After reading multiple opinion pieces, from both sides of the argument, I was left still inquisitive. Is the word necessary for the meaning of the text? Is it wrong to replace it with another word? Did Twain know the controversy his work would create, and was it his intention to force us to discuss this topic? If so, why is my teacher glossing over it? It is viably the most important conversation that we could have about the book. It is clear that Twain wrote this novel to make a

statement about the society he lived in. He used satire, irony and sarcasm to shed light on racism as well as other problems with America’s south. Why then, is this word— this once hateful, possibly reclaimed word—being hidden from students? Is it because teachers are afraid to bring up race in class? Probably. Is it because this word is confusing, controversial and often scary? Definitely. So I suppose what I am trying to say is, to teachers: Teach the most important lessons, even if you are afraid. And to students (myself included): Ask questions and prompt your teachers to teach what you want to know.

Titles that have been banned in public schools at one point (Aidan Richman)

PHS Opinions

Stress for Students: When is it Time to Reevaluate?

Bulldog Edition, Winter 2016, Page 12

Sophomore Antonia Daley discusses the unacceptable amount of stress that most high schoolers are under. By ANTONIA DALEY (‘18) It is common knowledge that today’s high school students are under a great deal of stress; yet, we see no changes from teachers or administration trying to lower these stress levels. From the first day of freshman year, thoughts of college are put into our brains. I cannot tell you how many times a day I hear the worried chatter of students, “Do you think we’ll have a test?”, “I was up all night studying!”, and “What’s your grade?”. We are constantly comparing ourselves in hopes of calming our own nerves—“Hey, I did bad, maybe they did bad as well.” The academic pressure faced by today’s students leaves no room to attend to one’s emotional well-being and mental health. The thought of getting into a good college is so overbearing that it consumes them, and they lose sight of what makes them happy. Then we hear about “horrors,” such as: “It doesn’t matter what college you go to, it’s impossible to get a job anymore!”, or “You’ll be drowning in student loans most of your life.” So I ask the question, when is it time to stop? Of course, by stop, I do not mean quit school, but instead, when is it time to cut yourself a break— take an easier class or drop an after-school activity. Now most people aren’t willing to do this. Recently, I was faced with the task of deciding to stay in A.P. U.S. History, or move to Honors History. Every night for a month I was reading too many pages of a textbook and worrying about a test the next day; all the while it was 11 o’clock at night. So I made the hard decision to move to Honors. The problem was not that I was incapable of the A.P. work, it was more that I didn’t want to do it. I know myself, and I knew I could not handle this kind of stress for two years. Sure, I’m worried this change may lessen my chances of getting into McGill, or NYU, but I just have to trust the fact that putting my own sanity first is more important. Now, I know for many people this isn’t an option, whether it be because of strict parents, or because of their personal expectations. But there are other ways to make life easier on yourself. I promise you that dropping a sport, or getting a few bad grades won’t determine your life forever. We need to stop comparing ourselves to others. Every human brain is different and complex, and keeping yours happy and healthy is more important than being the best at everything.

Students in Portland High (Aidan Richman)

Questions? Comments? Want to Write?

Email: [email protected], [email protected] Editor - Blakey Bessire

Staff Editors/Writers - Nick Archambault, Peter Barry, Blakey Bessire, Alex Frank, Elinor Hilton, Sam Mermin, Caitriona Moran Guest Writers - Oliver Brochu, Quinn Clarke, Grace Cox, Antonia Daley, Ben Fisher, Mary Kanda, Anna Mitchell Graphics/Layout Editor - Peter Barry

Photography Editor - Aidan Richman

Advisors - Amanda Pendleton and Maryann Pendleton

On behalf of the entire staff, thank you for reading this issue of the Bulldog Edition. Correction: Aaron Hoekstra co-wrote the “Fall Club Preview” article in the Fall 2015 Bulldog Edition