NON-PROFIT ORGANIZATION U.S. POSTAGE PAID OAKTON, VA PERMIT No. 337 OAKTON HIGH SCHOOL 2900 SUTTON ROAD VIENNA, VA 22181 Spirited students and faculty engage in Homecoming festivities over weekend news page 4 Fairgrade organization challenges current county grading scale insight back section Senior quarterback Chris Coyer leads football team to victory sports page 15 out look 10.02.08 oakton Obama Wins Debate Student debate and election coverage ...page 3
Transcript
NON-PROFIT ORGANIZATION
U.S. POSTAGE PAID OAKTON, VA
PERMIT No. 337
OAKTON HIGH SCHOOL 2900 SUTTON ROAD
VIENNA, VA 22181
Spirited students and faculty engage
in Homecoming festivities over
weekend
news
page 4
Fairgrade organization
challenges current county grading
scale
insight
back section
Senior quarterback Chris Coyer leads
football team to victory
sports
page 15
out lo
ok10.02.08
oakton
Obama Wins Debate
Student debate and election coverage...page 3
page 03
10.04.08
news Poised, proud and professional, the presidential candidates took
the stage, 12 hours before their scheduled appearance in Oxford, Miss. McCain and Obama, represented by groups of four students,
spoke to a group of over 1,100 students, staff and observers in a mock-presidential debate that ran on closed circuit television to the school sponsored by C-SPAN and Cox Communications. Students observed the debate and voted on which team performed
better. At the end of the day, the Obama team came out on top with a 77 to 23 percent lead over the McCain team.
The debate, whose topics included the wars in Iraq and Afghanistan, the economy, education and energy policy, focused on allowing informed students to provide the students with information about their candidates. “I wanted to participate to inform my school about the issues and represent my values and Senator Obama,” said senior Saied Kian, Obama debater. “I am interested in politics and felt I could help educate my fellow classmates.” Students and adults alike who viewed the event provided beaming reviews of the performances of all the students and event organizers alike. “I think they hit it out of the park,” said Erin Patton, the marketing representative with C-SPAN and time keeper for the debate. “It was wonderful. I think they were obviously well-prepared for the debate and really took on the likeness of Obama and McCain. We’ve been doing this all week so we were really looking forward to this event.” Eliot Waxman, U.S. government teacher and main coordinator of the debate, was thrilled to see his work pay off with a successful morning. “I thought it was phenomenal,” Waxman said. “I thought the students did great both on stage and in the audience. Ms. Armstrong was a fantastic moderator and I’m very proud that we took a simple idea and turned it into this.” WUSA News Reporter Phyllis Armstrong, moderator of the debate, said she felt the Oakton audience was very receptive and interested. “I think they were attentive and listening,” Armstrong said, “and that’s important. I’ve been to many auditorium events in high schools, and one of the things you notice as a reporter is that the longer adults talk, usually the less interested the young people get.”
After the debate, the halls were filled with an energy of political enthusiasm as seniors filed out of the auditorium. They headed off to election-inspired activities that were held throughout the first floor. The activities were designed to simulate real-life campaign components. “All things here are very similar to what you would see in real life,” said government teacher and event coordinator, Eliot Waxman. “For example, the machines [seniors] are voting on right now are actual Fairfax County voting machines. There is also voter registration, polling and blogging.”
Students tour the C-SPAN bus as part of
the day’s festivities. The bus, which doubles as a live on-the-road record-ing studio, was just one
of the many activities offered. Students also
drew maps predicting the electoral college results,
read biographies about the candidates, blogged about the debate, made
posters and political cartoons and voted on
which team of students won the debate.
C-SPAN mock presidential de-bate fills school with political energy and enthusiasm
Below: The Obama and McCain teams join in cel-ebration after the results are announced. Students
voted Obama the winner of the debate by a 77
percent majority.
Seniors Devin Patel and Daley Michael make car-
toons against McCain’s energy policy at the
political cartoon station. The debate provided an
opportunity for students to learn about the politi-
cal process outside of the classroom.
Above: Adey Chaplain represents Sen. John Mc-Cain in the mock debate. The debate covered four main issues: the econo-my, the Iraq war, energy and education policies
The pep rally was postponed, fans were drenched at the game against Langley, and clouds threatened to open up on the Pow-derpuff game. Despite the weather, Oakton still carried on with Homecoming festivities. Juniors beat the seniors in a close brawl, and over one thousand tickets were sold for the dance. It may have been wet, but the students hardly felt the rain.
Sophomore Christine Morgan paints posters advocating the Homecom-ing Dance while wearing her flannel pajamas on one of the spirit days. “I especially liked pajama day because it was so comfortable to just walk around in your PJ’s and you didn’t have to wear uncomfortable, uniform clothes,” Morgan said.
The dance team ends its halftime performance in a salute to the class of 2009. The dance had to be changed to accommodate the rainy weather, a job left to senior captain and choreographer Brittany Harwood. “A lot of the technique would have caused us to fall because of all the mud,” Harwood said. “We changed it on Thursday so it would be easier to perform, but still aesthetically pleasing on Friday.”
Not able to find a receiver, senior captain and quarterback Chris Coyer runs the ball past the Langley defense in a play that would eventu-ally result in a third touchdown for Oakton. The game ended in a 42-3 victory even though rain poured down so violently that at times it was hard to see the opposite end zone through the haze. However, the weather did not stop the fans from shouting, chant-ing and cheering on their beloved Cougars.
Senior Jenna George kisses her mom on the cheek after being crowned Homecoming Queen. Drum major of the marching band, George hurried to switch shoes after her halftime performance at Friday night’s game. “Making court was enough for me and I definitely didn’t expect anything,” George said, “so I was re-ally excited when I won.”
Senior Malcolm Forbes takes a break from dancing and chills with his friends at his last Homecoming. Tables decorated in the image of poker stands were set up in the gym lobby for students like Forbes to rest and play cards. “The Las Vegas theme was pretty cool. I think we could have added a few more decorations, but overall it was a great theme to dance to,” Forbes said.
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alena schwarz
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cristina harrell
page 05news 10.02.08
Sacrifice and Ceremony: Rekindling Pride in the Oakton Community
Hundreds of people stood as the music began spilling across the field; the band marching in formation down the white lines. The silence of the
fans in the bleachers was sharp and poignant, almost every set of eyes turned dutifully toward the Georgetown ROTC Color Guard. A few tears fell, obscured by the drizzling rain. Someone shoved their shaking hands in their jacket pockets. For a few minutes on Sept. 5, the usually rowdy football stadium was serious and quiet, the audience’s thoughts focused on a single student who taught them all an important lesson. David Sharrett II, a former student who played for the football team for four years and a former soldier, received this well-merited honor from the legion of fans that came out early to watch his family receive several accolades in his name. “The ceremony was nothing if not deserved,” said junior Ivan Moffat. “He fought for us, and that means a lot. I respect what he did for our country.” The man honored here was certainly more complex than what could’ve been encompassed in minutes of eulogy, and much of the man that was David Sharrett had been molded by his years at Oakton High School. “Dave was a warrior,” said David Sharrett I, the father of the deceased soldier. “He was a warrior on the field and he was a warrior serving his country.” Sharrett looked out at the field, illuminated by the garishly bright stadium lighting, and considered his words. “A lot of that warrior instinct was instilled in him here by good men who taught young people valuable lessons about life, about courage, about sacrifice and about dedication. The guys who wear that gear out there and do what they do are a different kind of breed.” The school paid tribute to the late David Sharrett, who graduated in 1998, joined the army in 2007, and was killed in January of 2008. A plaque has been placed before the football field to recognize David Sharrett’s sacrifice, and a scholarship for Oakton seniors created in his name. David’s jersey number, 55, was retired on Friday night, framed and presented to the Sharrett family. “This ceremony was the product of two things:
Oakton High School, which is and always has been a class organization,” Sharrett said. “It is also a product of former students of mine from when I taught at Langley, [people] who knew my son when he was a little boy and who had a relationship with him. He was a part of their universe because he used to come to school with me a lot, and a lot of them babysat him, and they just knew that we had a connected identity.” The elder Sharrett taught AP English for 20 years, first at Chantilly and then for eight years at Langley. Langley students raised and presented the Sharrett family with $4,000 in honor of their son. “The ceremony was really moving,” said sophomore Sarah Crain. “When we remember someone like this, it brings the war closer to home. It reminds us of the sacrifices that these people make every day and shows us that they aren’t just strangers.” David Sharrett II served just under a year in the army. Enlisting voluntarily in 2007, he was sent to Iraq in Sept. to serve as a Screaming Eagle in the 101st Airborne, a legendary outfit in which he was recognized for his bravery. His father remembered the words with which Sharrett’s lieutenant eulogized him. “He said ‘David Sharrett was a great soldier… and everybody knows how tough he was. He took hits that would kill normal men and he bounced right back up from them. He was always instrumental in getting weapons off the battlefield, and he was instrumental in the mission where he was killed.’” Sharrett was trained to take care of some of the most dangerous assignments a soldier can undertake and he has been awarded both the Bronze Star and Purple Heart. The story of his death is no less impressive than the man who was lost. “He was killed while liberating a village in Iraq named Bichigan. [It was] a village of 3,000 people who had been under Al Queda influence and in Al Queda territory for years. These 3,000 people were liberated as a result of the battle that they began,” his father stated matter-of-factly. “He literally died to make men, women, and children free.” The sacrifice made by David Sharrett has left on a mark on the heart of the community an impression on all those who knew him and many who didn’t. “Dave gave an example of what it means to prioritize in
your life and make a commitment to something and follow through with it,” Sharrett said, the raw, mixed emotion was impossible to miss. “Again he was doing were very difficult, very dangerous things. But he realized that he loved his lifestyle here, and he loved what we’re doing right now—the ability to speak freely, to come out here on a Friday night, smelling the popcorn, hanging out with friends, going to school, doing whatever, and that was important enough to him to go and fight and die for.” People back home are feeling the repercussions of Sharrett’s sacrifice like a series of shockwaves and looking up to his example. “I think David’s sacrifice has brought the Oakton community together. Now everyone is seeing what a true hero he is,” said freshman Joseph Flynn. “I play freshmen football, and I look to David as a role model. I would someday like to follow what he did.” “I think it’s amazing that people are willing to give their lives to protect people that they don’t even know and willing to protect their country,” Crain said. What David has done for us is difficult to put into words, categorize or attempt to explain. It is the intangible repercussions of his sacrifice, symbolized by a ceremony, that make him a hero. A hero for the country, and for the community, rekindling a spirited pride. “Life has changed in ways that I could never have imagined,” Sharrett said. “Having taught literature for many years, I’ve thought of these kinds of situations in a literal fashion, but to deal with them in an existential way, in a real way changed my life. It will never be the same, just because I’ll never see him again and that’s something that’s very difficult to process and deal with. I miss him every day; I cry for him. When I lay down to take a nap, sometimes I can still see his face. I dream about him. It’s the kind of change I wouldn’t want anyone to have to go through.”
The Sharrett family recieves David’s old football jersey, retired on Friday to honor his memory. David’s life work exemplified the core values parents and teachers strive to instill in students. His sacrifice is said to have “brought together the local community.”
The Georgetown ROTC Honor Guard raises flags in David Sharret’s name as the audience silently remembered his sacrifice in Iraq. Killed in January, David Sharrett was an Oakton alumnus who graduated in 1998. His father spoke of David’s involvement in the local community, stating his believed that David’s character had been shaped by his experiences while he grew up and studied here in Oakton.
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page 06 news 10.02.08
An Exchange to Remember
Vienna, Virginia is a far cry from Frankfurt, Germany. The culture and education are completely different, and is why many exchange students come
to America to learn and socialize. Oakton has received several of these exchange students, including Moritz Schaeuffelen. He is eager to experience the American lifestyle. Schaeuffelen came from a small rural town near Frankfurt. He speaks fluent German and is hoping that his one-year stay in the United States will help him to further his knowledge of the English language. Schaeuffelen believes that being immersed in the English language will help him achieve fluency. “Learning the language, living in America,” is all Schaeuffelen had to say. The thought of being here and being surrounded by a new culture and lifestyle is like being in a different world. Some of Schaeuffelen’s friends joined the exchange program, including his cousin. His cousin wanted to learn about American culture and learn the language, just like Schaeuffelen himself. Schaeuffelen’s decision to join was partially do to her joining and becoming fluent in English.
Schaeuffelen has now been in the United States for several weeks and has adjusted to nearly everything; the people, the language and any culture shock that he may have experienced at the beginning of his stay. There are many cultural differences but Schaeuffelen feels very welcomed. “The school is different, but it is okay,” Schaeuffelen said. Schaeuffelen finds it relatively easy to communicate with the students at Oakton, but he is not fluent in English and has to ask for a definition from time to time. Other than that, Moritz can carry on a conversation fluently in English. Schaeuffelen noticed many differences between America and Germany. Many of these differences relate to the schools. While in the hallways, Schaeuffelen noticed the motion sensors hanging from the walls. He mentioned that they did not have those in German schools because they were considered an invasion of privacy. He also said that cameras were not allowed in schools in Germany either. According to Schaeuffelen, Germany is far less strict in enforcing laws than the United States. “Police in Germany aren’t as strict as in America,”
Schaeuffelen said. Moritz also mentioned that many of the laws in America are different from those in Germany. “In Germany, the drinking age is 16, you need to be 17 to drive a car, and it’s nearly impossible to get a gun,” said
Moritz. According to Schaeuffelen, there are also fewer fast food restaurants in Germany than the United States. He is used to seeing a McDonald’s and a Burger King here and there, but in America he sees them all over the place. He also noted that Coca-Cola tastes much sweeter in America than in Germany. Even the slightest things are different when comparing the United States to Germany. At his home in Germany, Schaeuffelen enjoys hobbies that are remarkably similar to those of the typical American his age.
“In my freetime I go to fishing, play Xbox, and play soccer,” Schaeuffelen explained. Overall, Schaeuffelen seems to be making friends easily, speaking well, and learning quickly. He is well on his way to completing his goals while in America.
International Children’s Festival at Wolf Trap Theatre features two Oakton drama students
It was a hot, humid Saturday at Wolf Trap National Park. The ground was muddy from rain the day before, but that did
not prevent two Oakton students, senior Amanda Herman and junior Courtney Washington, along with other actors in the Alliance Theatre to proceed onto the stage in a last-minute rehearsal. Going through the choreography once more, the actors prepared for their performance of excerpts from “Disney’s Beauty and the Beast”.
The Alliance Theatre group was one of many organizations that participated in the International Children’s Festival on Sept. 13. This particular show, along with the other acts located in the Theatre-in-the-Woods, represented the local groups from the D.C. area. In order to get to that point, however, the Alliance Theatre had to prepare and put on their show.
“You have to audition for the show in March and April,” Herman said. “The kids have to pay because it’s a camp for them. It’s probably around $300.”
Once cast selections were picked, the actors began rehearsing for six weeks, four days a week until the end of July when the play was performed at Chantilly High
School. However, this is not strictly a kids-only camp. In this group everyone is involved.
“We have a unique situation,” said Director Elaine Wilson. “We have whole families involved. Adults play the adult roles and children play the children. Families work on tech production; so we have moms, dads, whole families working.”
After the major production of the entire play, the cast did not need to rehearse as much for their performance of the scenes “Belle,” “Human Again,” “Be our Guest” and “If I Can’t Love Her (reprise),” which were selected for Wolf Trap.
“We only had one practice right before because we already knew the [routines],” Washington said.
During their last practice on Sept. 6, the performances went over more than just the original choreography.
“A few things had to be altered because we were on a different stage,” Washington said. “They had to change the blocking because the wings didn’t go as far out as at Chantilly, so we had to move people to this ramp off to the side.”
Another issue remained unsolved; several actors were unable to attend.
“We were missing a lot of cast, so that had to be reworked,” Herman said.
“Especially with the lead roles.” The older members of the cast were
unable to come due to the start of a new college year and work, so some of the lead roles were given to the older children. After that, the other obstacles came on the day of the performance.
“It was so hot outside; we thought we were going to die,” Herman said. “They provided water for us backstage, though.”
Another problem was the mud that developed the day before when it rained.
“The rain put a lot of mud on the
shoes of the performers, which was the main problem,” Wilson said. “Also when transporting 70 people, there are always problems, but Wolf Trap handled it well.”
At the end of the day the actors went away with new friendships and experiences.
“Since we started, [the cast has] really become my family this summer,” Herman said. “We’ve been through a lot together in making the show happen.”
Standing off to the side singing, senior Aman-da Herman and junior Countney Washington provide the choral background for the play. “A few things had to be altered because we were on a different stage,” Washington said. “They had to change the blocking because the wings didn’t go as far out as at Chantilly, so we had to move people to this ramp off to the side.”
spea
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rman
When in Germany, speak as Germans speak
— Vollcool “Very cool”— Das ist nicht mein Fall “That’s not my thing”— Lass doch! “Don’t bother”— Hals und Bein brauch “Break a leg”
Oakton students welcome new foreign exchange student from Germany
elise werner elise werner
page 07
10.02.08
clubsYour first day at Oakton is nerve-wracking, searching for your classroom and paying attention to the children in painted jackets and sequined 80’s dresses. Wait. What? Of course, on top of that, it’s been twenty years since you last set foot in a high school. Welcome to Back-to-School Night 2008. As they do every year, Oakton’s subdivision of the national Drama Honor Society (DHS) sponsored the student-help provided at Back-to-School Night 2008. For Back-to-School Night we dress up in ridiculous costumes, as many costumes as we can find in the prop room,” said Ross McEwen, senior, and vice president of the DHS. “Then we wander around and help people find their way because most parents are incredibly confused when they come here. Of course, once we’ve shown them their room, we proposition them for season passes.” Selling season passes to bewildered parents is one of the biggest sources of funding for the Drama department in addition to DHS. Cindy Chao, treasurer of the DHS, enjoyed selling tickets on Back-to-School Night, even though she admits the financial pre-planning involved in her job “panics [her] sometimes.” “We actually don’t have that much money, because last year’s spring musical really drained our funds,” Chao said. “A lot of our funding comes from the Theater Boosters organization. But somewhat independently, Back-to-School Night raises about 50 to 70 percent (on average) of our funds for the year. It’s our main resource of funding outside of the Boosters society.” For the Drama Honor Society, Back-to-School Night is one of the biggest events of the year, and one where they get to enjoy the benefits of their “Big Kids” program, which is coordinated with the Drama Club, with whom the DHS works closely. “For our Big Kids program, the people who have been in Drama or Theater Tech for at least two years get paired up with a ‘little kid’ who’s in
Drama 1 or 2,” McEwen said. “That ‘little
kid’ will help them during Back-to-School night, and run around and sell tickets. For the first
five tickets we sell, the money
goes straight to the Drama department. For any other tickets sold, $10 of the $45 go to your own account, which helps to pay for the New York trip or a possible spring trip, or if we go to see a show during the year.” The “Big Kids” program, sponsored by the DHS, provides mentors and friends to those wishing to get involved with the drama program. “Basically the Big Kids program is so that younger kids who don’t know as much about Oakton Theater can be introduced to it by older kids,” said Zak
Goldberger, sophomore and a ‘little kid’ involved in the drama program. The “Big Kids” program aims to foster and encourage already developing friendships, as well as help to further integrate a student into the various shows, trips and workshops the Drama department handles. “We sell the passes and the ‘Big Kids’ show us stuff about the Drama department. I knew my ‘big kid’ Patrick Fulghum through cross-country, track and drama, so we were already friends,” said Goldberger. “I plan on being a ‘Big Kid’ next year. Back-to-School night is our main event, and I do it because it’s pretty fun to go around school dressed crazy while selling things to parents. Your friends are doing the same thing and everyone’s making a fool of themselves.” Drama Honor Society is similar to other Honor Societies as far as completing hours of service go, and the people involved appear passionate about each aspect of drama. “I’m a drama geek. I love getting up on stage and making a fool of myself in front of hundreds
of people,” McEwen said. “I got involved with the DHS because I love drama, and I love being in shows and watching shows.”
Chao, who works backstage and has been a part of Oakton’s Theater Tech classes since her freshman year, and has “shaky, scary stage fright,” said the same goes for
her. “The best thing about drama is the people,” said Chao. “I love the people I work with here. We’re all completely crazy.”
Sophomore Ryon Cumings discusses the rules for ticket-selling on Back to School Night with DHS President Amanda Herman, senior, and Treasurer Cindy Chao, also a senior. “[The parents] are nervous, so we try to be as helpful as possible – and also convince them to buy a season pass from us at the same time,” Chao said. “It’s an exciting, chaotic night. We fan out through the school and spread the joy with our little tickets.”
Drama Honor Society welcomes parents back to school
kirin gupta
page 08 clubs 10.02.08
The black-floored stage remains untouched as the audience whispers inaudibly. The Bhangra dancers enter behind closed red curtains, their backs facing
the audience, waiting as the spotlights shine upon the backs of their necks, nervous as they silently run through the steps. The curtains then fly open and the audience instantly begins cheering enthusiastically as the music called Bhangra, an upbeat blend of hip-hop and cultural Indian styles, blares from the speakers. The members of Middle Eastern and South Asian club launch into their high-energy dance number. MESA members participate in the Bhangra Bash, a celebration of Indian culture and competition between local schools every February. “Bhangra Bash is an annual dance competition that takes place at Thomas Jefferson High School for Science and Technology, and brings an enthusiastic blend of dance and music,” said sophomore Neha Dutta. “It requires [a few] one hour practices a week.” MESA, a collection of Middle Eastern and South Asian students, will be performing in the competition this year. “We are looking forward to dancing and representing Oakton, aiming for a first place win, and if not a second or third place recognition,” said sophomore Ananya Michera. Individuals heard about the Bhangra Bash from various sources. Information regarding the competition often communicates through word of mouth. “I first heard of Bhangra Bash last year when one of the seniors involved in MESA performed with another school,” Michera said. All of MESA now intends to perform and represent Oakton in the competition. “We are all ecstatic about dancing for Oakton, and spreading our culture beyond the walls of our school,” Michera said. Despite its rigorous and time consuming nature, Bhangra Bash reels in competitors each year from all of Fairfax County, and MESA is no exception. “Although auditions are in January and there is no set date for the actual event, we have to immediately begin choreographing our dance, which combines all of our individual creations, practicing and making our audition as perfect as possible,” Dutta said. “Choreography takes weeks in itself and perfecting those moves, by creating them so
that they’re distinguishable and original, may take months at a time, depending on the level of difficulty that comes with the routine.” With the auditions in mind, the members of MESA are trying not to worry about issues involving their group, but one has currently been harder to overcome than others. “We currently are in need of more male dancers,” said junior Renuka Rao. “We need at least three more guys to perform partner dances for our routine, a vital portion of our dance.” Besides performing in Bhangra Bash to compete and reflect their culture through dance, the members of MESA have a humanitarian reason to participate because the competition’s sole purpose is not to be a dance competition. The program also constitutes to an important global charity. “A portion of the profits from Bhangra Bash will be directed towards the Literacy of India Project,” Michera said. The Literacy of India Project encourages donations to aid underprivileged, impoverished and often disregarded children in India to receive a proper education.
“We are so excited to help people in need, especially from the country of our heritage,” Dutta said. The members of MESA are relentlessly dedicated to performing in the Bhangra Bash for their peers and families. “We ultimately want to be able to connect with people of similar backgrounds,” said junior Neal Pania. MESA’s participation in the competition institutes an informal way of meeting others of the same culture and begins discussions of culture on common ground. “It allows us to experience cultures other than our own,” Pania said. The performance is not only intended to be a dance festival, but a melting pot of various cultures originating from the same region of the world. MESA opens a window to other countries and cultures and allows its members to assimilate their own culture. “MESA’s preparation and performance in Bhangra Bash is a great experience, plus Bhangra is meant for its performers to enjoy themselves,” Dutta said. “It is a way to experience a culture in a new light.”
Students from MESA practice a move from their routine. The members of the club will perfect their dance until auditions in January. If they make the competition, they will continue to refine their piece in order to get closer to the dream of a first place win for Oakton. The Bhangra Bash is a celebration of Indian and Middle Eastern culture
MESA dancers prepare for ‘Bhangra Bash’ competitionvipin reddy staff writer
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Music Lessons for all levels:Classical, Jazz, popPiano, Violin, Viola, Flute, Saxophone, Clarinet, Trumpet, Guitar, and Voice.
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Movie screen should serve the student body
this staff editorial is the official opinion of the Oakton Outloook
Excitement: The initial feeling felt by most students as the news buzzed around the school. The appearance of a movie screen
at Oakton that allowed students to hang out and watch films with their friends after a long week of classes stimulated enthusiasm in the student body. Then reality set in.
A 60-foot movie screen has no practical use anywhere inside or outside the school. When it was first purchased for $22,000, it was promoted as having a myriad of uses, including live video-replay at football games, advertising on the field and of course, movie night. However, we have no auditorium big enough to hold it, no feasible way to incorporate it into the use of the athletic fields and no ideas of how else to utilize this colossus built from senior funds.
Instant replay would be a fantastic, high-tech addition to our football stadium. However, in order to make this possible, a camera crew would need to be recording and playing back live video feed throughout the whole game using more expensive technologies not at the disposal of Cougar News, and to hire a professional service would be adding financial insult to injury. Also, because the screen requires almost complete darkness to be visible, replays and advertisements would be practically invisible.
Although it is unfortunate that the class of 2008 would be allowed to throw that much money away on anything that spends the majority of its life deflated and in hiding, we can take advantage
of this misguided purchase in other ways than looking for a refund
It is true that only 10 people showed up to the first movie night of the year, but are the students alone to blame for their disinterest? Last year, while the seniors who decided that a 60-foot movie screen would be worth its weight in gold were still around, movie night only reigned in another 20 viewers.
This year, the event, which was originally
planned for a week earlier, was poorly publicized and overpriced. The date of the first showing was changed several times. If the users of the screen want students to spend their precious away-from-school hours watching movies at school, the students should be able to take advantage of another class’ gift for free. Any money charged (beyond that which covers the expensive movie rental fee) should go toward charity or have a pre-determined route that would address student concerns around the school—and the event should be promoted as a charity event.
The screen also spends too much time deflated and packed away for students to really get excited about. If clubs, community organizations and other interested parties were allowed to borrow or rent out the screen, then more people would start getting more ideas about it. Imagine Hope for Humanity fund-raisers that show documentaries on Darfur with proceeds going to victims, or community organizations hosting events on grounds or in conjunction with our school.
While the money may have been better spent buying 22,000 McDonald’s apple pies, there are better ways to use the screen than simply under-pressed movie nights to a packed house of 10. Allow more open access to it for clubs and the community, make events free and let the students take advantage of the class of 2008’s 60-foot movie screen.
What should the 60-foot movie screen be used for?We should have a video game tourna-ment, espeically one with Halo 3.
- Boyoan Wang, sr.
They should show even more popular movies, and continue using it as a movie screen.
- Renee Garces, fr.
I think a lot of people like scary movies, so they should play scary movies.
The Outlook is an open forum for student expression. Unsigned editorials reflect the collective opinion of the Outlook staff. Signed editorials represent the opinion of the author and do not necessarily reflect the opinion of the Outlook or Oakton High School. Reader opinions are important to the Outlook and contributions are welcome. Make your voice heard by sending us a line about what’s on your mind. Letters to the editor may be may be sent via email to [email protected] or dropped off in Chad Rummel’s box in the main office or in room 228. The Outlook reserves the right to edit submissions for grammar and content provided the meaning remains unchanged.
Turnout for the first Oakton movie night of this school year, using the screen that was given by last years senior class, was very low. Attendance at the event was recorded at roughly ten people.
The beginning of the school year brings a deluge of paperwork and later on, the flood of homework. For
most students the workload seems to get harder every year, due either to the amount of homework or the level of difficulty. Because the county- and country-wide preoccupation with homework as the key to scholastic success is unlikely to change in the near future, students are forced to cope.
The majority of homework, in both regular and higher-level courses, is assigned as a drill to emphasize the memorization of certain material. While this method can be efficient in some aspects, homework should not be the place. If a teacher were to assign five problems or questions rather than thirty, a student who struggles with the material will get those five problems wrong in the same way he or she would get thirty wrong. Researchers have continually failed to find a positive correlation between drills and understanding of a subject. When the ultimate goal is to improve a student’s comprehension, the focus should not be on repetition.
Despite an obligation to follow the rigid and fast-paced curricula of Fairfax County, many teachers will work with their students on comprehension and are more than willing to rearrange some of the workload when their students are overburdened. It
then falls to the students to responsibly and respectfully coordinate with their teachers to negotiate a more favorable schedule.
A major problem among older students is the pressure to take advanced classes. As college becomes a more imminent concern, students are challenged to dress their transcripts with AP and honors courses, disregarding their academic interests in other areas. Even students who are intellectually capable may not always be in a position to take on the workload. It is again up to the students to determine a balance between their GPAs and their transcripts while allotting how much time they are willing to commit to work-intensive classes.
There are easier ways to cope. Groups of students and teachers who have been there who used to be involved in a certain subject collaborate online to put together much of the information and study aids. Surprisingly, groups will even break down past textbooks to create “cheat-sheets.”
Be advised that some teachers view this as cheating, but it tends to be a worthwhile way to cut back on at least a third of the time wasted re-creating what is already laid out for students to use.
Students should cope with more homework
Students at Oakton High often wish that their teachers would not collect homework and that they could
keep some of their test grades out of the grade book. For students who think of this as a good academic arrangement, the British school curriculum may be a more appealing option.
The American system is much better and effectively prepares students for life outside of high school. In England, tests, quizzes, and papers are required however, scores are not averaged to form an end-of-the-year grade.
This may sound ideal, but the British alternative to grading is having students take a GCSE (General Certificate of Secondary Education) exam in each subject. OHS students take exams at the end of the year, after four quarters-worth of grades. Although most would agree that they are very stressful, the exams make up only a percentage of students’ grades, leaving room for error.
The British GCSE exam covers everything students have learned throughout 9th and 10th grade. This means information has to be retained for a long period of time and there is an overwhelming amount of material to study the week before the exams. This is especially daunting considering that
British students take more classes than are required in Fairfax County. Students take ten subjects, nine of which have required GCSE exams.
Unlike Oakton’s curriculum which includes one science course per year, British students study all three sciences, Biology, Chemistry, and Physics, at the same time. Students then go through an application process applying to Sixth Form, a separate school where they will complete their last two years of education before going to a university.
This provides unnecessary stresses for high school-level students as the Sixth Form schools are similar to colleges; some are better than others and they can easily be rejected if their GCSE scores aren’t high enough.
Once the GCSE exams are finished and students think the stress is over, they have to begin studying for another set of exams, the A Levels (Advanced Levels). On the bright side, there are no required subjects, so students can take only the subjects that interest them.
These exam results are life changing as they are the only grades universities are able to look at when accepting students.
The English education system is really able to highlight the positive points in American schooling.
United Kingdom schools more difficult than U.S.
Starting this month, 14 D.C. schools will pay their students for good grades and behavior. The DC school district is setting aside at least $2.7 million for this
pilot program. This new experiment called ‘Capital Gains,’ is far too problematic.
The idea is to reward students for things like turning in homework, maintaining good grades and not cutting class. Doing these things can now get a middle school student as much as $110 per quarter.
Other cities are adopting this program, too. Chicago, Baltimore and New York are all following suit.
But if the plan were to fall apart, where would the will to succeed be? Say a school system hadn’t planned their budget out well before applying the program. What if they set aside too much money, and then needed it for other causes? The plan would have to decrease the amount of
money students were getting, or call it off completely. If this failure were to become a reality, students would resist returning to the original system. Schools need to set standards for their plan and stick to their idea to prevent future mishaps in this category.
Schools in lower-income areas usually have the lowest attendance rates and test scores. Rewards like parties at the end of the month for good grades and after-school tutoring help some, but others simply aren’t motivated. Even with bribery, many students will remain unmotivated.
Going to school is the law. It is a student’s responsibility to attend school; it’s not a job. Jobs are duties that pay and learning shouldn’t be given this new level of rewards. If schools pay students for something they’re supposed to do, kids will think they are employed.
Instead of wasting tax dollars on just another experiment, schools should be putting it toward more useful things. D.C. schools should update their aging buildings and equip them with new technology. Furthermore, using tax-payer’s money to increase teachers’ salaries would be much better and benefit the students as well as the community. This would create a more educated population without spending
money in the wrong places. Some parents feel recognizing their child’s efforts are
a must to continue their success. If schools want to start paying students, they’re taking over the parents’ role. This could lead to parents opposing the plan. Some would call it incentive, others bribery. Overall, it is the parent’s choice whether or not to pay students.
Even though the school system in general is considered a figure of authority to students, it isn’t the same type of authority that parents provide.
Certain parents have differing oppinions about how their children schould be rewarded. Yes, some would be all for allowing the school to pay the students for success, but others would like their students to be more disciplined and not rely on the said incentive or bribery, and some very few parents wish more or their children than just a money reward. The school is in charge of education. The parents are in charge of education and rewarding.
Schools and parents should choose alternatives to bribing. Things like making students do their homework every night, surprising them with incentives and setting a good example themselves will motivate kids to succeed.
Is paying for good grades bribery or an incentive?daniel chait staff writer
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academics
page 11
10.02.08
AP World History and AP United States History are two of the first AP’s offered to Oakton students. In entering these
courses, students for AP World are typically sophomores, and students enrolled in AP U.S. are generally juniors. Usually a first or second AP course offered to students, the classes tend to be grouped together; however, qualities of the courses make them different and similar.
A primary difference between AP World and AP U.S. is the content focus. World requires a broader understanding of the information while U.S. is more specific-detail focused.
“AP World’s focus is looking at history, and the movements of large groups of people over large spans,” said Tim Hudenburg, AP U.S. teacher as well previous AP World teacher. “So [students] are watching groups come and go over the face of the world without knowing people’s names specifically, maybe a few names, which are probably religious leaders. U.S. history is the history on the street. You have to know what street you’re on, who the people are and what the date is. It’s very, very specific. Both [classes] are challenging; both are hard in a unique way. In AP World you’re jumping from Japan to China, Africa, India and over to the Western Hemisphere. AP U.S. is easier in that it’s focus, time-wise, is about 300 to 400 years, which for AP World, is like five chapters. AP U.S. focuses a lot more on decade life.”
Between Hudenburg and Tanya Insanally, AP World teacher, both classes are team-taught, or combined. Insanally’s reasoning for the combination of English 10 and AP World is because “literature is rooted in history,” Hudenburg collaborates with fellow AP U.S. teacher Jason Lucus for increased perspective.
“We’re shooting for the best. We want Oakton to be the best, and Mr. Lucus is a big part of that [by] using a combined class [for most periods],” Hudenburg said. “I think that [the students benefit from the combined class] because [they] have a lot of different points of view, and [they] get two teachers playing off each other, which has been the most fun for me personally because one individual is working ideas off of the other.”
Though both classes are combined, Lucus differs from Insanally in that he teacher the class “to learn and have fun at the same time,” something that he claims is a “big misconception” among students, hoping to get students “motivated about being scholars.” Insanally, on the other hand, teaches the class due to personal preference.
“I view the world as not black and white, [but as] so many shades of gray, and I view it more as a question of why [rather] than who, what, where [and] when. That’s why I teach AP World, and it might be selfish because that’s how I look at the world. But it’s perfect because that’s how the course is structured, and that’s how I teach it,” Insanally said. “It sounds really cheesy, but I feel like when [students] go out there in the world, and if [they] don’t look at things holistically, [they] are cheating [themselves] and also cheating other people. [Students] can’t look at somebody and just take it for face value. I feel like [they would be] missing out on so many different things and to me, in this course, the world history course, there are so many exceptions to the rules in history.”
A major concern regarding both courses is the age of high school students taking a college-level course. Hudenburg does not teach AP World anymore because “it was a lot to ask of sophomores.” Rather he prefers AP U.S. because he teaches juniors “at their peak year,” which is something he wants “to be a part of for [his] students.” Insanally thinks that history courses are offered as some of the first AP’s because of students’ background history knowledge.
“I feel that [offering AP histories first] probably has to do with how much exposure kids have for such an early age about ancient civilizations and American history,” Insanally said. “Whereas I’m thinking with math and science it’s something that you kind of build on gradually. [In comparison], I think students are pretty much exposed to the general concepts [of history] when they’re young: countries, regions and how they work together; so it’s still building on content. But I think it has a lot to deal with exposure as kids, and that’s why
we feel that sophomores are capable [of taking an AP course]. It’s offered for freshmen in some places, which is to me a little too young, but when [students are sophomores] I think they’re ready. Their minds are ready for world history.”
Both Hudenburg and Lucus, as well as Insanally, classify the pace of their classes as “very fast,” in part due to the amount of curriculum, but also due to the later starting date in comparison to other schools taking the same AP exams. Though Insanally “[doesn’t] really pay attention” to how far other schools are into the AP World content as long as her classes “get to the finish line,” Hudenburg and Lucus have a different
view, showcased by the self-proclaimed slogan “no time.”
“Some schools started four or five weeks [before us], so we are at a huge disadvantage [because other schools are already past certain material that Oakton classes haven’t started.] Yet [all of the AP U.S. programs] still have the same expectations and the same test on the same date, except [Oakton’s U.S. program] begins four or five weeks later,” Hudenburg said. “So that’s a huge disadvantage. [AP U.S.] has a lot to cover.
It’s not our choice. I like moving; I get excited about learning. We don’t want to waste your time.”
“We really want to cover as much as we can,” Lucus added. “We start from the date of the test and work back. To get everything in, this is how it works. It’s kind of a badge of honor if you make it through AP U.S.”
Insanally openly acknowledged that she generally “loves history, and Hudenburg insisted that “[anyone would] have to be crazy not to love history,” both teachers can also claim that the whole-class effort needs to be stressed. Insanally discourages “free loading” and encourages students “to own [their work]” and “take responsibility for [their] work and what obligations [they] have” in group settings.
“We really try to build hopefully a life-time commitment from our students acquiring knowledge and loving history; but at the same time, [we want students to see] themselves as part of something that [the teachers and students] create together,” Hudenburg hoped. “We want [students] to be able to come back [and remember the memories] and share experiences as people. We want the kid to be in the right place. We don’t see this as just this year; we’re looking at the long term because America is under challenges. There’s a lot of competition for you guys to go to colleges and in the business world, so we want our students to be the best.”
That was the reason Lucus decided to join Hudenburg: to help the students success. By working together, they can create a healthy environment that promotes teamwork and a fervor for learning.
“We try to create a sense of community here,” Lucus continued. “We are all in it together. This is something special. We’re a team.”
Eating Chinese food at a review session for the AP U.S. unit one test, students share information they have regarding the possible essay topics. AP U.S. teachers Hudenburg and Lucus organized the review session and required each person who wanted food for the “Chinese Air Strike” to pay $5 before attend-ing on Sept. 24.
AP World, U.S. provide younger AP students classes to enhance their history education
History is all about interpretation, and so [students] may have not viewed an event the same way, and to hear some-body else’s view in their own way and hear what they have to say may make a student adjust what they think and how they feel about the event or the person or the subject matter.In history it’s really good to get the second, third and fourth side of the story. It’s all about point of view.
- tanya insanally, ap world history teacher
drew
gun
ther
There are many cultural and lifestyle differences between deaf and hearing students. In a speaking society, the difficulty of communicating without the
ability to hear may be an advantage when learning to sign. A person bereft of the ability to hear is able to learn how to sign without the difficulty of learning to not use their voice or turn at the slightest noise. Tim Trotto, the new American Sign Language (ASL) teacher, is more aware of this because he not only teaches deaf and hearing students, but he is also deaf himself. “One important difference [between deaf and hearing students] is that deaf students have no choice but to learn visually,” Trotto said, “whereas hearing students have the choice.” Students found it more difficult than expected when learning from Trotto. In most classes, it’s easier to learn a language when the teacher uses the class’ native language that he or she teaches. However, students find it difficult to communicate in Trotto’s class because the teacher is unable to speak with his voice. “At first I thought it would be a good learning experience because obviously you’re going to learn a language better if the person who’s teaching it speaks the language,” said senior Kirsten Fulop. “It actually turned out to be a lot harder. [If] you don’t grasp the concepts, you can’t explain it to him as easily because he doesn’t speak the same language as you.” Although he is a new member of the staff, Trotto had introduced himself to staff members before the school year
started. Teachers and students agree that he is a great addition to the school’s faculty. “He was pretty nice,” said biology teacher Jacquieline Fernandez. “He was assertive and paid really close attention at the back-to-school meeting for teachers, and he participated in all of the activities.”
For Trotto, teaching hearing children is not something new. He has taught ASL in other schools with different grade levels. “Now I see previous students interpreting and making more money than I am, but it makes me feel good seeing them, knowing they are out there making a difference and really using the language in the real world,” Trotto laughed. “Deaf students are really ready to learn. Hearing students are not as ready because they have to use their eyes [hands and facial expressions] and aren’t used to that. It’s new to
them. Deaf are a little more ready.” Students enjoy the expressiveness of his persona as Trotto gets the students involved. He doesn’t just write on the board and have people recite words. With ASL, it’s about expression, attitude and the ability to use the language in the real world. “He brings life to the class,” said senior Brianna Johnson. Most students learning ASL agree that they would prefer to have a deaf teacher than a hearing teacher because it provides a connection to the deaf community that students would otherwise not have the oppurtunity to recieve. Some of the more advanced students have actually had both a deaf teacher and a hearing teacher before Trotto. “Having a deaf teacher really will show you the opposite side of the spectrum because Mrs. Wilson, our last teacher, was [able to hear and speak] so it gives you a [feeling of being in the] deaf culture,” Johnson said. Trotto believes being deaf is not a disability. He finds ways to teach the class without depending on interpreters. He
also discourages his students from using their voice when they enter the classroom like most other language teachers do with their respective language. “Hearing people feel bad for [deaf people] and think they want to hear,” Trotto said. “But that’s not true; a lot of [deaf] people would not want to become hearing.” Trotto has even started an ASL club for those who want to develop their signing skills and learn how to apply them outside of the school. “It’s important to get out in the real world and be exposed
to it,” Trotto said. “I don’t want the students to take the class and not use it ever again like many people do. I don’t want them to come to class and think about memorizing signs. I want them to learn to use ASL and apply it in the future. I want students to leave and be able to function with the deaf community.” Trotto plans to bring in groups of deaf people to encourage students and possibly even bring in someone from a different country to help expose
them to the different kinds of foreign signing. “Before I learned [ASL] I would see deaf [people] and just look at them, and [I] kind of want[ed] to take a step back,” Johnson said. “But when you really know all the
struggles they go through, like the varieties of the way they live, it’s cool.” The ASL class exposes students to what they will experience outside of school when encountering other deaf people. At the same time it opens minds to what it’s like to be different and how to communicate
with people who don’t have the same abilities. “There’s a difference between communicating
and language, because you can communicate with anyone,” Trotto said. “Like a dog for
example, you could tell a dog to sit and show with your hand pointing down, but if you were to start
signing to the dog it wouldn’t understand. With a language you
have to know what you are saying.” Trotto’s goal is to teach his
students the language, not just how to communicate with others who are deaf. He hopes to accomplish this goal by immersing
his students in the language on a daily basis.
ASL teacher provides students with daily hands on experience
fast
fact
s
— about 22 million people are hearing-impared in the United States— Deaf people have safer driving records than hearing people nationally— Sign Language is not universally the same but different in every country— Sign Language’s grammar is different than grammar in English
I don’t want them to come to class and think about memorizing signs. I want them to learn to use ASL and apply it in the future. I want students to leave and be able to function with the deaf community
- tim trotto, asl teacher
Over 20,000 comic books on cd-roms. $2 per cd plus a low s/h charge. Also Kung Fu
For a literary magazine that’s largely under the radar, Oakton’s Opus has been enjoying the immense success of last year. As the student-procured literary
magazine enters its 42nd year of publication, a solid foundation paves the way.
“Last year was not only the first time most of the students in Creative Writing had worked on [Opus] before, but [Susan] Sullivan’s first time running the whole [literary magazine] as well,” said junior Katie Smith. “The results were pretty fantastic.”
The Creative Writing 2/3 joint class makes up the magazine staff, which takes student submissions and selects pieces for publication. The staff chooses works that represent the creativity and diversity of the magazine and the student body.
“We try to keep the selection process entirely unbiased, so we have multiple editors and members review submissions in an anonymous fashion,” Smith said. “This year we want to try and get as much diversity into the magazine as possible, in terms of types of writing and mediums of art.”
Last year served as the rebuilding year for Opus. A new teacher kept the magazine going and for the first time the literary magazine set foot into a competitive arena by entering state and national competitions.
“At the conventions [last year] we won a trophy class award for the Virginia High School League,” Sullivan said.
The Trophy Class is the highest writing honor given in the state of Virginia. Oakton was one of a few schools that were placed into this category. Trophy Class schools are ranked above “First Place” finalists. This year the magazine will be taking it’s skill to conventions around the United States.
“Some of this year’s Opus staff will be attending the St. Louis JEA/NSPA convention in mid-November,” said
Assistant Editor Charlotte Dobry, junior. “While we’re there we will be attending sessions addressing layout, design and the overall process involved in creating a successful and attractive literary arts magazine.”
The St. Louis convention is run by the National Scholastic Press Association (NSPA) and the Journalism Education Association (JEA). The organization typically holds two conventions a year; one in fall and another in the spring. This year’s spring convention will be held in Phoenix, Az.
“We will continue to compete in various workshops and conventions” Sullivan said “Our first major event is the Virginia High School League workshop coming up in Oct.”
Outspoken, last year’s edition, one of the strongest production in the creation of Opus. This year at the St.
Louis convention in November, the staff will find out if Outspoken won any awards.
“If we want to meet the quality of last year’s Opus, all we need is submissions from students. Oakton has really held the judge’s attention with the quality of our magazine’s content and we hope to do so again this year” Dobry said. “We hope to create a visually appealing magazine which contains the best representation of Oakton’s creative writing and art. Seeing the final product at the end of the year is really rewarding.”
As one of the few artistic outlets open to all students, Opus hopes to represent the creative voice of the Oakton community. The success of the magazine has been largely based on the number of students submitting a wide range of work. “Anyone can submit their writing, art, or photography to either an English or Art teacher.” Dobry said. “We accept submissions the entire year [and] will also be able to accept digital submissions soon.”
The success of Opus and its creative writing students can also be found on an individual basis. Senior Rachel Enghauser was awarded an honorable mention in the National Scholastic Press Association 2008 Design of the Year contest. The spread, created by Enghauser, was chosen and submitted by Sullivan.
The contest tested student’s abilities to create visually appealing magazine spreads based on creative use of graphics, art, color and the appeal the spread presented to the intended audiences. Enghauser was the only Virginian finalist in this years Design of the Year contest.
Literary magazine sets high goals for this yeardaphne martschenko staff writer
All academic SubjectsSpecial Ed~ADD/ADHDTest Preparation~K-12
College, Adult
Last year Mrs. Sullivan had us write two editors queries for the Washington Post Magazine. They called me in July and said they’d like to use my work.
- rachel enghauser, sr.
page 14 academics 10.02.08
College chef visits students in Gourmet Foods class
While explaining what it’s like to be a culinary student, Cleophus Peebles, a sophomore at Johnson and Wales Culinary Institute, was
cutting up sweet potatoes and adding them to the pan in front of him. Peebles was able to visit Jacquelyn Dresser’s Gourmet Foods classes on Sept. 24.
Dresser set up the visit so that students could learn about the food industry from a college student. She felt that her students would relate to someone nearer to their own ages and experiences.
“I know how it feels to be a high school student because I did graduate recently,” Peebles said.
At the beginning of the class, Peebles introduced himself to the students. Peebles began cooking in during sophomore year at Herndon High School in 2003 though he went to Chantilly Academy to take classes in the culinary arts. Currently a college student, he is preparing for a career in culinary arts.
“I got into cooking because it’s a fun industry. It’s always changing,” Peebles said. “It’s kind of corny; I like to experiment with different types of food techniques.”
Student volunteers were called to the front to help Peebles prepare the dish. The students helped with getting
out and measuring the ingredients for the sweet potato soup, Peebles’ favorite dish. The other students in the class were surprised and pleased at the final result when they tasted the samples. This turned out to be the most rewarding part of the visit for Peebles.
“My favorite part [was] the reaction of the students to the soup and when they found out what I made,” Peebles said with a smile. “I like to make people happy by cooking.”
Cooking and talking at the same time isn’t easy. It takes lots of practice and the ability to multi-task in order to teach
and still end with a great dish.“[I had to] learn to talk while I’m cooking
and fill in empty space,” Peebles added. Dresser was not the first teacher to invite
Peebles to teach Gourmet Foods students about a future career in culinary arts. He has also visited schools in Loudon and Fauquier County. His school offers scholarships to
students who make these visits to inspire students to pursue college degrees and
careers in cooking. “I hope [the visit] will
spark some interest for their future and [demostrate] that what they’re learning in Gourmet Foods is important,” Dresser said.
Gourmet Foods is a semester course that is paired with Fitness and Food. Both courses are meant to educate about the food industry and teach students
some food preparation.“Gourmet Foods is about food, nutrition, and how to
make stuff ” said senior Elizabeth Edwards.Gourmet Foods can also provide the skills necessary to
translate into a career. For example, Peebles’ future career plans include the culinary arts.
“I want to be a private chef on luxury yachts. I’d get to travel to other countries and experience what else is out there in terms of cooking,” Peebles said.
Peebles left Dresser’s classes with helpful words of advice to those interested in becoming chefs.
“Just go for it,” Peebles said as he finished cleaning up the stove area. “Don’t hold back. Just try it.”
Students meet acclaimed Nigerian author
The lights dimmed as he arrived on stage, and the audience instantly erupted into vibrant cheers at the entering man’s presence, which brought along
with it a feeling of literary greatness. He sat in front of the desk and cleared his throat, smiling to the men, women and children who were eagerly waiting to hear the famed author speak. Among the audience were the students of AP World Civilizations teachers Colleen Eddy and Tanya Insanally. All were there to hear the author and see the presentation of the Mason Award for literary excellence on Sept. 23.
“From the moment Chinua Achebe entered the stage, simply through the way he looked, I could see the wisdom he expressed and was excited to hear how he spoke,” said Rachel Schwartz, sophomore. Achebe is the author of the bestselling novel, “Things Fall Apart”; his story has sold nearly eight million copies worldwide. Additionally, it has been translated into 50 different languages. “His most famous novel is about missionaries in Africa, and the way their lives intertwine,” Schwartz said. Students had the opportunity to hear Achebe speak as well as read from his novel. He also spoke about the turmoil that is gripping his home country, Nigeria. “My English teacher, Mrs. Eddy, was raving about how wonderful Achebe was and how amazing he would be in person, and she prompted me to go this event and check out what he was going to say,” said sophomore Caroline
Lannon. The poetry of Achebe moved those who heard it, giving a powerful touch to the night. “I was just astonished and taken aback by how amazing and wonderful his poetry was, and how well he blended the traditions of his country into the writings,” Lannon said. Achebe surprised many in the audience as having a witty and light-hearted approach to describing his work to the seated listeners. “I was very surprised to see how witty he was, and he
blew me away with his profound words,” Insanally said. Achebe, in addition to reading from his novel, was invited to speak at the event for another more prominent reason. “He was presented with the Mason Lifetime Achievement Award, which was quite the accomplishment,” said sophomore Katherine Black. Achebe also visited GMU as a part of their annual Month of Authors, during which various authors speak at the college. After the poetry reading, Achebe invited his fans to attend a book signing, at which the attendees were given an opportunity to have a close encounter with the Nigerian author. “He allowed us to take pictures as well as have our book signed with him. It was cool how we got to meet this amazing author,” Black said. The evening was shining with speeches and signings, as students of all ages heard Achebe speak, an opportunity that was taken advantage of. “It was definitely worth going to, and hearing Achebe in person will be a lasting memory for me,” Schwartz said. By the end of the night, the students of Oakton had received a once in a lifetime opportunity of hearing the best-selling author, Achebe, speak to the crowd. “This was definitely an experience of a lifetime, and will give reading his novel a personal feeling of knowing the author and hearing him speak to me,” Schwartz said.
Best-selling author Chinua Achebe signs copies of his novel, “Things Fall Apart,” as students wait in line to meet him. Achebe spent the day discussing his novel and signing copies of his works. Achebe visited GMU as part of their annual month of authors, which features various famous writers during the month of Sept.
vipi
n re
ddy
Aided by Gourmet Foods student, Cleophus Peebles starts get-ting ingredients together during his presentation to a Gourmet Foods class. Peebles made sweet potato soup during his visit to the classes on Sept. 24. “Sweet potato soup is [my favorite thing to make] so far,” Peebles said, “It’s a [new dish] with a simple vegetable [for fall].”
danielle holstrom
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danielle holstrom
danielle holstrom
page 15
10.02.08
Coyer’s high school play is preparation for college
Showing promise even when he was a fresh-man practicing with the varsity team, starting senior quarterback Chris Coyer has become
a prominent player on the football team. Coyer has become a sought-out college prospect because of his high school career. With the completion of his senior season, Coyer can look forward to his ar-rival on a top college football program in the fall.His determination has proven to be a huge factor in his drive to play at the next level. “His work ethic is one of his biggest qualities, and his winning attitude on the field is contagious with all his teammates,” said Coach John Hetman. Because of his versitility, Coyer has captured the interest of a number of major football programs. Florida, South Carolina, Clemson and Iowa are just a few of the colleges that he has expressed interest in. He visited well-known teams such as Rutgers, Maryland, UVA, Tennessee and Boston College, and Florida University over the summer. “I’m looking for a school that runs the same offense I like to run and is [a place that] I can call home for the next four years,” Coyer said. The team is relying on Coyer to have a good season before thinking about college. Leading the Cougars in a 3-0 start, Chris has already put up im-pressive statistics just a few games into the season. He has passed for 250 yards and has matched that amount on the ground. His solid 500 combined yards compliments the three passing and three rushing touchdowns he has scored. “He gets the ball where it needs to be when it needs to be there and runs with authority,” said senior wide receiver Daniel Hanson. Coyer has more than respectable statistics, he has evolved into a well-rounded quarterback as well. He possesses many of the important qualities in being a top football player such as hard work and leadership. “Coyer does a good job of translating what he learns on the practice field into games,” said senior defensive end Bret Halleran. Off the field, Coyer is just like every other teen-ager enjoying life. He likes going to the movies and hanging out with his friends in his spare time. “Coyer and I have been good friends since fresh-man year,” said senior Jake Marsden, “we were both really into football and stuff just went from there. We’ve always gotten along really well and I know I can trust him with anything.” Coyer is also involved in basketball and has played on Oakton’s varsity team since sophomore year. With much of his focus on sports, Coyer still manages to maintain a balanced life of academics and athletics. “School has been good so far this year,” said Coyer, “there has been a lot of work in seminar, but if I can keep my grades up I’ll be fine.”
Senior quarterback and captain Chris Coyer has gone from being a freshman on the varsity football team to the star quarterback as a senior. This experience has prepared him for his likely upcoming college career.
Before the homecoming game against Langley, senior captain and quarterback Chris Coyer practices throwing the football to a fellow teammate. Coyer had a 33 yard touchdown to put Oakton on the scoreboard first versus Langley. He then ran 72 yards to the end zone for the second touchdown. Coyer dropped back at the Oakton 32 to senior captain and running back Tre Watts for the third touchdown of the evening. By the end of the night Coyer had 151 yards on six carries and two touchdowns. The team won the homecoming game 42-3.
Every kid dreams of playing with his favorite profes-sional athletes. They idolize them, practice their moves and proudly sport jerseys with their names
emblazoned on the back. For two varsity basketball play-ers, juniors Andrew Daniels and David Larson, that dream became a reality.
Over the course of nine days spread out during the summer and briefly into the school year, Daniels and Larson trav-eled around the country filming segments of an Adidas basketball commercial. During the process they met NBA players that they had only previously seen on television. Originally, Daniels thought they would just be a face in the crowd, but when professionals were thrown into the mix, the students discovered that they would play a much larger role in the advertisement.
“I had no idea what to expect,” Daniels said. “I was in shock. A commercial? I figured it was nothing big; that was until the Adidas people started talking. They said we would meet NBA players. Then it was really cool.”
The players they were able to work with would make any fan jealous.
“I was expecting just to play basketball for a day,” Larson said. “I didn’t know we would be meeting professionals. We met [players like] Gilbert Arenas from the Washington Wizards, Dwight Howard from the Orlando Magic, Tracy McGrady from the Houston Rockets and Kevin Garnett from the Boston Celtics.”
Before getting to shoot hoops with his idols, Larson had to go through a difficult application process. The first step was to attend the open-call audition at Hoop Magic in Chantilly where he was looked at and asked to return with friends, one of them being Daniels.
“They saw me play and interviewed me,” Larson said. “They asked me to go to another audi-tion where they told me [Daniels] and I made it along with seven other people from the D.C. area.”
While their friends were at home finishing summer assignments, Daniels and Larson began filming the com-mercial in D.C. The script described the boys playing with
the pros and learning from them as well.“[In the commercial process,] each city [contained] a
different [scene],” Daniels said. “In D.C. we were out in the park just playing basketball. Arenas came up to us and asked us if we wanted to play at the Verizon Center. He taught us some stuff and gave us some gear. Then we all went out to eat. [Arenas] got a call from Dwight Howard. [Arenas] told him about us and we flew to Orlando. Then we learned from Howard.”
This general trend of teamwork and cooperation was carried throughout footage from the remaining two cities, Orlando and Houston, finally ending in Boston.
“The whole theme was ‘Brother-hood,’” Larson said. “[The producers] wanted to show how the guys chosen were really good friends.”
None of the boys selected had ever done anything comparable to filming a commercial before. For Larson, it was a drastic change from his everyday life.
“It was really different from what I was used to. There was a lot of down time, but when we finally started play-
ing and conversing, it was a lot of fun,” Larson said. “They filmed us putting on all types of equipment like jerseys from [NBA] teams. The pros were putting on the equipment with us and giving us advice on how to be better players.”
Along with picking up tips from professional sports stars, Daniels and Larson were able to gain experience by playing against the other members, also from the D.C. area, who were chosen to participate in the commercial.
“The players [that were] selected were the best I’ve ever played with,” Daniels said. “I wanted to see how good I was compared to them. I think I was one of the best; I don’t know though.”
Having the opportunity to challenge themselves against a variety of talented athletes was another benefit through-out the commercial process. The head varsity boys basketball coach, Chuck McDaniel, agreed that practicing with different competition would only help them in the long run.
“Any time they can play basketball against new competi-tion, the better,” McDaniel said. “I’m sure it boosted their confidence. Then to be around some of the greatest players in the world is [quite an experience].”
While other participants were thrown into the com-mercial filming process without knowing anyone, Daniels and Larson had an easier time adapting to the commercial atmosphere.
“It was a lot of fun because we knew each other, so it gave me chemistry with the other people on the team,” Larson said. “We all became really close because when we weren’t filming, we were hanging out.”
The new celebrities were able to take away more than just learning how to talk into a camera or deciding which side was their “good side.” In their television debut, Daniels and Larson were able to gain valuable knowledge that will assist them in the upcoming season and in their overall basketball abilities.
“It only takes five people, your whole team, to be suc-cessful,” Daniels said. “Being with my idols, was really cool. They’re like big kids. I learned a lot of better basketball moves,” then alluding to an incident from last year, Daniels added, “and how to deal with bad calls.”
McDaniel recognized the positive aspects Daniels and Larson should take away from the experience. Both were not only exposed to the life of a professional basketball player, but they were also able to see other sports career options.
“They were exposed to different parts of the U.S.,” Mc-Daniel said, “different backgrounds of players and potential job opportunities in film, coaching, or [company represen-tation]. They can see what they want to do once basketball is no longer an option. I want them to bring their positive attitude to the court. Hopefully [Larson] and [Daniels] can share their experience with the rest of the team.”
Even though to outsiders it would seem like the entire experience was nonstop fun filled with camera flashes and excitement, Daniels and Larson were both able to highlight specific moments of the journey.
“My favorite part was in Houston where we actually played a full game on a court,” Daniels de-scribed. “There were cheerleaders, dancers, announcers and lights. The pros coached us and fans watched. I made the game-tying shot. I celebrated, and everyone was cheering.”
The team went on to lose the game, but for Daniels that one shot was worth much more than winning. Larson experienced a similar celebrity moment in Boston.
“We were all walking down the street and a bunch of fans just started following us,” he said. “There were like 500 people behind us. I felt like a superstar walking with Kevin Garnett.”
Because the students’ goal is to play college ball in the near future, neither of
them accepted endorsements from the commercial due to NCAA regulations. The publicity will not give them a free ride on the varsity team either.
“It was just a commercial,” McDaniel said. “It doesn’t guarantee them any playing time; there’s still going to be lots of hard work involved.”
The boys know what it takes to make it to the top and they plan to shoot for the stars.
“It’s my dream to play in college,” Daniels said. “I want to go to whatever school wants me the most.”
Reliving his summer of a lifetime once more, Larson re-marked on how lucky he was to be chosen out of hundreds of applicants and how fortunate he was to learn so much.
“You really need to work as a team,” Larson said confi-dently, “in basketball and in life.”
page 16 sports
Andrew Daniels and David Larson featured in Adidas commercial, learn “impossible is nothing”
danielle holstrom editor in chiefellie kaufman academics editor
What is your favorite basketball team?Los Angeles LakersWhat is your ideal college team to play for?Texas LonghornsWhich was your favorite city to visit? Why?Boston- because the fans were really into it and it had a cool atmosphereWhat is your favorite food?SushiWhat is your favorite TV show?“Family Guy”
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- david larson, junior
What is your favorite basketball team?Washington WizardsWhat is your ideal college team to play for?UNC Chapel Hill Tar HeelsWhich was your favorite city to visit? Why?Boston because it was fun to see how an entire city would be so supportive of all of the sports teams thereWhat is your favorite food?SpaghettiWhat is your favorite TV show?“Scrubs”
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adid
as 1
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- major sports apparel manufacturer partnered with Reebok, Rockport and TaylorMade-adidas golf- current CEO: Herbert Hainer- slogan: “Impossible is Nothing”- “Mi Adidas” is a customization feature for designing personalized shoes- “Basketball is a Brotherhood” is the 2008 theme
Traveling with the “Brotherhood” of basketball players...
10.02.08
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Golf
Sept. 18 v. FairfaxSept. 22 at StaffordSept. 23-4 Concored District Tournament
Sept. 17 at Burke Lake Boys 1st (35 pts.) Girls 3rd (72 pts/.)Sept. 20 at Outlands Boys 1st (133 pts.) Girls 3rd (218 pts.)Sept. 24 at Lake Fairfax Boys 1st (15 pts.) Girls 2nd (35 pts.)
upcoming games: Oct. 11 Manhattan Invitational
Football
Sept. 13 at T.C. Willaims W (39-23)Sept. 19 at Fairfax W (38-7)Sept. 26 Homecoming v. Langley W (42-3)
record: 5-0upcoming games: Oct. 3 v. Chantilly
Sports Briefs
In their recent com-petition, marching band received every award except color guard. This included but was not limited to Grand Marshall, direction and overall performance.
Field Hockey
Sept. 15 at South County L (2-1)Sept. 22 v. Westfield L (2-0)Sept. 23 at Centreville T (1-1)
record: 5-4-1upcoming games: Oct. 3 v. Langley
Girls Volleyball
Sept. 16 v. Yorktown W (3-1)Sept. 18 v. Falls Church W (3-0)Sept. 23 at South County L (0-3)
record: 5-4upcoming games: Oct. 6 at Robinson Oct. 7 v. Lake Braddock
page 17sports
After rough start golf team looks to the future, leaves past in pursuit of postseason hopes
Golf ’s unsteady season opened with two losses, one against Centreville and one against Chantilly, fol-lowed by a recovery in the team’s victory against
Herndon. The efforts of the two senior Captains, Matt Ellis and Scott Miller, to revitalize the team’s season proved success-ful prior to the Herndon match which resulted in a 160-173 victory. “We talked to the team and with the coach after our second loss against Chantilly and tried to refocus,” Ellis said. “In comparison to last season, we’re off to a worse start but there’s time to change.” However, the captains’ efforts to turn the season around were not successful at the Westfield match. “I didn’t really look at the games we had already played as determining the Westfield match,” said junior Amanda Steinhagen. “Playing 18 holes of competitive golf is a completely different mental game that you can’t prepare for before match-time.” Despite the team’s personal faults, there was recognition that other teams had stepped up to do well this season. “A couple of us had a few bad scores, but ultimately there were a few teams that were playing really well together,”
Steinhagen said. If the team hopes to reach districts at the end of the sea-son, their last few regular matches will be vital. Their future opponents include Fairfax and Stafford, rivals that could pose a potential threat. “Our team overall could be just as strong as last season,” Steinhagen said. “But nobody has been playing as well as they [can].” All the starters played well under pressure at the Robin-son match. “We had a good effort by all six starters at the Robinson Match,” Steinhagen said. “We just pulled it together to win.” Even if the team isn’t as successful as it has been in previ-ous seasons, the players themselves were not devastated by negative results. “We put pressure on ourselves to do well, but we were just trying to have fun,” Steinhagen said. No matter how discouraged the team gets from losses will attempt to pull through to districts and prove themselves. “it would be a good boost to do well in districts,” Stein-hagen said. “Our season has just been pretty up and down, nothing was guaranteed.” As for the remainder of the season, there was still hope for better results from more strenuous practices and the ability to put in effort when it is most needed.“Its not that we have to practice better,” Ellis said. “We just have to play better when it matters.”
At the match against Fairfax on Sept. 18, senior captain Scott Miller putts to what he hope to be the end of this hole. The golf team ended up winning the match and its record is now 3-3.
Sarah Kashanian
page 18 sports 10.02.08
The average Oakton cross country runner will run a total of five miles each practice. With six practices in a week
and 16 weeks in a season, the combined efforts of the cross country team add up to over 56,640 miles of blister-tearing running every year. (That’s twice the distance of a flight from California to China). It’s clear that a cross country athlete runs an almost inhuman amount, but what’s even more impressive is how they grasp the necessary determination to crawl out of bed each morning only to run mile after tireless mile. “Coaches tell us to just focus on beating the guy in front of you, counting his steps and making sure you gain on him slowly,” said senior Sam Nissen. “It helps block out the pain, too.” Some runners like to prepare themselves for a run before they even put their shoes on. “Lots of people like listening to music to get pumped up,” said sophomore Billy Mason. “I like listening to stuff by guys like Metallica or Disturbed.” Then there’s runners like Jacob Saunders, a JV runner, whose motivation is to simply keep up with the older runners. “If you fall too far from the rest you look like a sissy, it doesn’t matter how sick you feel,” he said. Being focused on making the team stronger, older members have little tolerance for the stragglers Saunders tries to avoid becoming. This is not because they want to be
mean, but because they are determined to making everyone on the team compete as best as possible. “I pretty much just yell at kids when they’re slacking off,” said senior captain Chris Weil. Saunders and Mason both have something to keep them going that’s different than most other runners. Both of their older brothers were once elite runners on the team. Tommy Mason now runs for George Mason and Andrew Saunders for Virginia Tech. “It’s tough to fill his shoes,” Mason said. “People expect me to be as good as him just because we’re related.” Whether it is living up to a sibling’s accomplishments or counting steps, cross country runners need the motivation to keep up with the long practices. Normal practices consist of a warm-up, stretching and interval running before a cool down jog. Interval running includes running about a mile or half-mile in under a certain amount of time. If the time is not met, then the whole team has to do the run again. “It doesn’t matter if we’re out there until eight o’clock, we are done when we are done,” said sophomore Jonathan Iyob. Running isn’t the only way members of the cross country team prepare for a big meet. On days when the team is not running, some like to keep the blood flowing by biking, rock-climbing, or even aqua-jogging. “Aqua-jogging actually looks as funny as it sounds,” Mason said. More so than other running teams like track, cross country is all about the teamwork. Based on the structure of the meets, teamwork in cross country is imperative, while track is more about individual success. The structure of
these meets makes it extremely difficult to do well. This puts a lot of pressure on the runners to keep pushing each other towards the top spot.
Getting ready for their meet at Lake Forest on Sept. 13, senior captain Neal Hendricks stretches out his legs. Oakton ranked first at that meet with 35 points.
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It’s match point. A strong serve from the girls in the burgundy uniforms results in, a miss by the opposing team, immediately followed by a loud approval of “Ace,
ace, ace!” For a team that lost eight seniors last year and only has two this season, girls volleyball is not in a state of rebuilding. In comparison to last season, this year’s team has proved themselves to be fairly sturdy when paired up against more experienced teams that have a larger quantity of experi-enced players. “Our season’s going really well,” said senior captain Christy Hite. “It’s sometimes tough though when we play teams with lots of seniors.” Although the team did lose many seniors last year, their five juniors, four sophomores and one single freshman come together to help fill the gap. With the experience they have individually they are able to hold up against those more experienced teams. “Last year we had senior leadership, and this year we have young talent,” said Head Coach Steve Drumm. “The dif-ference is we have more girls doing club volleyball, so we’re more prepared.” Even with a young team, the thought of a rebuild year is the farthest thing from anyone’s minds. “It’s not a one-year team; it’s a program,” Drumm said. “We keep building for the next year.” At a tournament towards the beginning of the season the team lost two games to South County Secondary School and Madison High School. However, the losses didn’t seem to faze the players. The girls just took it in stride and came back to win the next two games at home versus Yorktown and Falls Church. “They were two games at the end of the day, and I think everyone was just tired,” said junior captain Lee Brinkman. “It really depends on how the other team [plays], though.” A possible explanation for the team’s consecutive losses is its state of mind. “We had played easier teams before and I think we got cocky,” Hite said. “It was like a wake-up call to up the level.” One factor that helps the team improve, win and come back from hard losses like the ones in the tournament is teamwork. It is a main contributor to the success of the team.
“The team gets along really well,” Brinkman said. “We have the potential to be a really good team.” Another change to the team this season is a switch in coaching positions. This year Drumm, the former assistant head coach, took over as head. “He was here last year which helps,” Brinkman said. “It’s just getting used to his way; it’s a different take.” In addition to their new head coach, the team hopes to reach new heights that no previous team has achieved; win one post-season game. Although it may seem like a minor achievement to everyone else, it’s a big deal for the girls. “No one has ever won a District game before,” Hite said. “So our first goal is to win one District game, then go from there. It’s small steps.” As to how good the team’s chances are in acheiving their goal, the real test is still to come in the upcoming games the girls will play. “The next four [South County Secondary, McLean High School, Robinson Secondary School and Lake Braddock
Secondary School] will tell us what we have,” Drumm said. While many people don’t think of volleyball as a “real hard” sport, there is much more to it than just hitting a ball over a net. “It’s an under-rated sport,” Hite said. “A lot of people think of it like hitting a ball in the backyard, but it’s a lot harder than that.” No matter how good a team may be, it never hurts to go back to the beginning and practice the fundamentals. After that, it depends on how the players react to an in-game situ-ation. “[We sometimes] go back to the basics,” Hite said. “Vol-leyball is really a mental game. It helps when everyone stays positive.” The mentality aspect can really be assisted is in the cheer-ing from the fans. As simple as it may seem to stand up and applaud a good play or a point, the fan support that the team receives contributes to how well the girls play.
Girls volleyball team “not rebuilding, building up” from previous season, maintains 5-4 record
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Celebrating after a score, the volleyball team gets back into position before the next serve. The team, led by senior captain Christy Hite and junior Lee Brinkman, currently has a record of 5-4. “They have a good attitude,” said head coach Steve Drumm.
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