Mean Girls: Satire in the Burn Book

Mean Girls is a popular movie that made its debut in 2004. The movie follows Cady Heron as she navigates the world of high school. Cady is supposed to be spying on the "plastics", the mean popular girls at her school, but she soon becomes caught up in that life that she forgets about her real friends. The idolization of the "plastics", mostly the leader Regina George, in the movie is a satirical tool. Regina George is seen as the girl that every girl wants to be friends with as the queen bee of the school. The movie uses verbal irony to show the satirical motives behind girls in the movie idolizing Regina George. When the "plastics" are introduced there is a section of girls from the school talking about Regina George. A girl talks about how Regina George punched her in the face once and how it was awesome. This is verbal irony because it is clear that no one likes being punched in the face but it is awesome to this girl because of who punched her. 

The movie also uses situational irony in the form of the "burn book". The "burn book" is a book that the "plastics" have where the write mean stuff about all the girls that they go to school with. The book ends up being seen by all the girls that are talked about in the book. This is situational irony because in reality people know that it is wrong to have a book made specifically to bash people that you go to school with.

The movie Mean Girls is a genius satirical work that targets how girls treat each other in high school. The movie as a whole is an over exaggeration of how girl treat each other once the reach high school. It is an attempt to open the eyes of society of how the way some girls behave is acceptable because they are popular. The movie exposes the idea of what it means to be a popular girl in high school society and what you have to be to make that happen.

How Do We Really Know Ourselves?

A Visit from the Goon Squad, a book by Jennifer Egan is a compilation of small stories, all different, but all intertwined in some way. In each of Egan's stories, there is a recurring motif that has some deeper significant meaning to the overall story's message. In the story, "Ask Me If I Care", the recurring motif is uniforms.

Egan uses the motif of uniforms to highlight the complex concept of finding a true identity, because how we represent ourselves to society, and how the uniforms we wear alter society's opinions about us may often not be the most authentic forms or representations of ourselves. This representation is especially pivotal in our modern society, which is driven by postmodern and image-driven ideals.

As a highschooler, I began to analyze the literal uniforms I have to put on everyday, how do my uniforms affect society’s impression of me?

I play field hockey on my high school team and individuals on the team are issued uniforms consisting of a skirt and two jerseys, one blue and one white. Field hockey does not have the best rep at our school, it is often seen as the "rich white girl sport" and the sport is often misunderstood because many people have not heard of field hockey before coming to high school, let alone seen it being played.

As a white female myself, I feel as if I am unintentionally enhancing the stereotypes placed on field hockey players at my high school. I wear my field hockey uniform because I love to compete and play sports, though I believe the preset stereotypes identified with field hockey players tamper society’s view of that drive. Instead society sees us field hockey players as only our stereotypes.

Throughout my time playing field hockey on my high school team, I have had to come to terms with the fact that many people may not understand the sport, and the heart and soul of the people who play it. Instead of over-analyzing the stereotypes I am identified with because I play field hockey, I have accepted with the fact that there is little I can do to change the stubborn, high schooler minds who have created these stereotypes.

Egan uses the recurring motif of uniforms in the story, "Ask Me If I Care", to exemplify the fact that in our postmodern world, it is seemingly impossible to find your authentic self because of all the identities and stereotypes society places on an individual. In order to find happiness, individuals must accept the ambiguity of their identities and come to terms with the potentially unwanted identities society places on them. Being conscious of these identities, but not letting them control one's experiences and happiness is key.

The Mask of Uniformity in The Goon Squad

Cliques are very prominent in today’s schools and society. Webster’s dictionary defines a clique as “small groups of people who spend time together and who are not friendly to other people.” In Jennifer Egan’s novel, A Visit from the Goon Squad, she consistently addresses different cliques. However, she doesn’t reference them as cliques, but as uniforms. A few of these uniforms are Alice’s sister’s green school uniform, the punk look, the typical cholo look and the JV soccer team uniform. In Egan’s novel, all of these uniforms represent stereotypes and “masks” of the people wearing them. The uniforms define the characters and make them who they are.

In the chapter entitled Ask Me If I Care, the narrator Rhea struggles to identify as a punk. The biggest problem for her is her freckles. In her opinion, punks don’t have freckles; they aren’t a part of the stereotypes (Egan 43). Punks should have dark hair, mohawks, dog collars, ripped clothes and dyed hair. Based on this definition, neither Rhea nor her friend Alice is a true punk. Rhea says that Alice has drippy eye makeup, wears ripped jeans and has long blonde hair. By the definition of punk, Alice isn’t a punk either due to her long blonde hair. Rhea references a song entitled The Passenger sung by punk artist, Iggy Pop. She lives her life feeling unwanted and observes her group of friends around her. Throughout the chapter she debates whether punk is real or if it is simply an idea or a concept that people try to obtain. In her opinion, only Scotty is a true punk. His personality, actions and attitude are the closest to being a true punk. 

The cholos wear a mask based around the tough guy, West Side Story look. Their greased back black hair, leather coats and clicky shoes (42). It’s how they identify as a group and differentiate themselves from others. 

The JV soccer team moves and works together as a unit. Once they heard Scotty’s music, they all drifted up into the stands to listen. They represent the fans of punk music. They are the type of people who don’t commit to the punk scene, but they enjoy the music.

The green plaid uniforms are used to represent the wealthy and a shift in personalities. Alice’s sisters all attend the all girls’ school Alice used to go to. They wear green plaid uniforms. Jocelyn says that rich children are always blonde (40). Therefore, the green plaid uniforms are a representation of the wealthy. Alice used to be one of those innocent little girls wearing the green plaid uniforms. Her identity was based on those uniforms but eventually she shifted her identity to the punk scene. All of these uniforms are masks that the characters wear to identify with not only themselves, but as a group. Their social interactions and friendships are based around what mask they wear and how they identify themselves.

How Do We Teach 9/11?

Today marks the 14th anniversary of 9/11. A question arises among many history teachers in the U.S. “How do we teach 9/11?” In years past, there was no real reason to teach 9/11 to high school students because many were old enough to remember what happened. Since there is no set curriculum to teach about 9/11, teachers have used it to lead into discussions about Afghanistan and the war on terror.

 George Bush claimed that 9/11 happened because the Islamist extremist who hijacked the planes “hated our freedom.” This is a ridiculous and poorly researched assumption about the hijackers motives. What should be taught in high schools is that the hijackers true hatred, is hatred for Modernity in the Western World. Bernard Lewis, the eminent scholar of Islam, defines Modernity as “secular culture of reason, science, individualism, progress, democracy, and capitalism.” All of these are associated with modernity, and all of these goes against Islamist beliefs and ideologies. Along with Modernity, resentment of western politics and decisions is another reason Islamist extremists targeted America. The Atlas Society asks a very intriguing question, “Do our enemies hate modernity because it is Western, or hate the West because it is modern?”

To understand the causes of 9/11, one has to truly understand the reason for each target the planes crashed into. Each target was an essential part of Modernity. If all parts were successfully destroyed, Modernity (and the West) would fall. The Twin Towers were selected because they were the centers of trade and capitalism. The next plane that hit the Pentagon was intended to eliminate the center of the U.S. military. Luckily, the plane crashed into the recently reinforced outer wall so the damage done was much smaller than it could have been. The fourth and final plane landed in a field in Pennsylvania, it was intended to hit the White House, the Capitol building or even Camp David. Destroying any of these targets would have destroyed a big part of the government. With all of these institutions destroyed, Modernity would fall as well as the West.

History about 9/11 should be taught through analysis and evidence. It should not be taught through close-minded assumptions such as, “they hated our freedom”.

Friday Night Lights: Truth or Stereotypes?

The television show Friday Night Lights follows the lives of young, high school students in a small town in southern Texas, known as Dillon. The community revolves around the sport of football and thrives on the commotion of the Friday night games. While the show portrays realistic struggles that small towns may have, especially those in the southern portion of the United States, and focuses on the average life of a teenager, it is much too stereotypical. The idea that a small, southern town would experience poverty and racial issues is far too predictable.


In Season 1, Episode 15, all is going well in the football game until race issues become a problem. It seems as though the plot itself is not enough to be its own show. The idea of the high schoolers and the hype about the town’s football team becomes repetitive. Naturally, dilemmas are needed to make the show more interesting. Being that it takes place in the deep south, the show experiences a handful of problems with different races on and off of the field coming together in a civil way.

While race is definitely still the cause of a lot of conflict throughout the United States, specifically in the south, it seems as though the show adds to the stereotypes of the south being a selection of small, run-down, poor, racist towns. There is also the relationship between the coach’s daughter and the star quarterback that seems far too much like a fairytale.

Good for Great

Good for Great is song by an upcoming rapper named G-Eazy.  He raps about many different topics, in this song he raps about the educational system we have in out society.  I believe it to be poetry because of the meaning behind the song.  It is more than just rhyming to beat, he is rapping about the corrupt educational system. In the song he says,

 

Refuse to let college stand in the way of education
Word. Teachers say that's just my point of view
But I'll still be in debt when I'm 32
So wait, You mean to tell me that if I stay in school
I could maybe grow up to be just like you

 

He is identify a problem that we have in our society. College is extremly expensive and often results in not being able to find a job that was worth that thousands of dollars put forth towards getting that education. Also the fact that student loans are too high, he says, "But I'll be in debt when I'm 32." That also identifies a problem we have.  Student loans are outrageously expensive and are hard for lots of kids to pay off.   There is irony in the first line where he says that he won't let college stand in the way of education.  College is supposed to further your education and he says that he won't let it stop his education.  Showing how he feels towards college in our society. He uses sarcasim in the final line, he says maybe I can grow up to be like you.  He doesn't want to grow up like that and his tone suggests that he is being sarcastic, he would like nothing less than to grow up like that.  He wants to be his own person with his own goals and achievenments. He later says,

 

I'm talkin' 'bout the pressure that society applies
Go to school, get a job, then retire, then he dies
I'd rather live fast than be entirely surprised

 

He is identifying the stereotypical good student.  He identifys four stages of life, and he completely disagrees with it.  He doesn't want to live that life. He wants to go on his own adventures and experience life first hand, based off himself, not what people tell him he should do. The last two lines is a metaphore, He is comparing two lifestyles.  He believes that he would rather live in the moment, fast, than how society tells him too.  He disagrees with stereotypes and lives his own life . When he talks about the pressure society applies, it really connects with me.  As a highschool student, expectations are very high and sometimes it makes me want to just live in the moment and care only about my goals and dreams and not what life has prepared me for. G-eazy has several songs about school as well as other topics.  His lyrics aren't too vulgar and I encourage most people to give his music a try.

 

Passenger Story

As I stand on thaw sideline during football practice, I remember how my coach always preaches focus on the sideline I stand quietly trying to ignore the 15 people who are goofing off. “You weak boi”, I hear someone say behind me, which always leads to trouble. The trash talking gets louder and louder n=but there is simply no solution to the problem. No matter who tells them to shut up, no one listens. Not even to a coach or a captain. 9i turn around as laughing suddenly breaks out. Most of them are in a huddle, backs turned to the field. It is clear that they don’t care one bit about the team and think that practice is just a time to mess around. Finally someone yells, “Shut Up!” There is a pause for a few seconds but the only thing that is going through their mind is if they have to listen to the person. When they decided that they don’t, they smirk at the player and continue with their business.


I start to think that maybe it would be fun to join them. They look like they are having a great tie, laughing and joking with ach other. Maybe I should just join them and no body will notice. I could seamlessly slip into their circle and enjoy the time on the sideline. Then I realize that fun is doing something right, and I know that losing my focus is not the right thing to do. 8 realize that those people are the people that do nit contribute to the team and to be in a group with them would be disrespecting me and my team. Those guys are a lost cause. Nobody can get through to them so to even try to get them to regain focus would just be a waste of my time. They say once somebody stops yelling, they don’t care anymore and for the group messing around on the sideline, they might as well not be there at all.

The Role of Class Rings in a Post Modern World

My mother guilt tripped me into buying a class ring last night. "It's an important part of the high school experience!" she said, "I'll buy it for you or I'll pay you back, anyway!" and of course the unspoken, "It'll make your aging Mama happy! You don't want to make me sad, do you?" and, "Don't you want to fit in for once? This sort of thing is exactly why you were bullied in elementary school!"

Well then, Mama,  I guess you've won this round.  You've also won the medal for "best passive aggressive maneuvers in the family." My entire family goes stays afloat due to passive aggression (ex: "You won't come to the party? Ohhh,  Grandma June would be sooooo disappointed if she were alive" and  "Mother (Great Grandma June) died on my birthday you horrible sister, I want to grieve in peace for the rest of my days. Never talk to me again you insensitive so and so!"). So my mother winning that medal is saying something.

Just why is me having a class ring this important to my mother? Also, what is its significance?  Apparently, the momento function. Which brings me to another of my mother's passive agressive subscripts, "You want to have something to help you remember high school when you're fat and old like me!"

It must be the momento function, because really, why else would someone buy something that pompous?  Unless they are a pompous person, that is.

The above brings to light the fact that the very definition of high school is "pompous." From sports-worship to sweatshirts, schools like to declare themselves - and students and alumni like to declare their schools. Is that what class rings are all about? Or is it that people like to belong to people, places, and groups.  Being in a crowd comforts us, and a class ring shows pride for the first non-family group we belonged to.

I myself am unsure how I feel about all this. I guess class rings amount to a combination of the momento function and pride, but I really don't know.

What do you think? Do you see any other hidden social messages in the class ring?

Just food for thought, really.

"School Bus"

I step aboard the stairs leading to the bus’s interior. It’s the beginning of the school year. I find a seat, but it has to be the right seat. I glance down to see people I know, if there is someone I am friends with I’ll sit by them. If not, location is key. I don’t want to sit too far back, otherwise I might look like I’m trying be cool. But if I sit too far front I might come off as a teacher’s pet, and I don’t want that either. Better settle for something in the middle, but not too central to where the teacher will easily call on me.

Now I sit, in the seat I have chosen. But wait, now I might have to move, if the teacher has created a seating chart, that is. This is normally the case. At least I don’t have to worry about where to sit anymore. I look out of the windows of the bus. The teacher writes something on the board. I should probably write it down, but I have to read what is says first. Everyday I board this bus. I look at the world around me. I speak as little as possible, only when called on, or I have something interesting to say.

I ride the bus everyday. To and from each stop. Getting of the bus is the good part, I don’t have to worry about what I see when I look outside, because now I am off the bus and somewhere else. If I ride this bus again and again, it will sustain me. But, sometimes I’d rather walk to my destination.

"Healthy" Lunches

A sarcastic rant for your amusement and edification:

Thank you to Michelle Obama. Really. Our school lunches are so much healthier now, all thanks to you! They replaced all those pesky little juice bottles with diet soda, because we all know calorie count is waaaay more important than cancer risk! In fact, lets just forget cancer is a thing and replace our sugar with aspartame and other chemicals,  because that's so much better for you! Right?
I know you know just so much about health, so it's fantastic that you shared your knowledge with schools,  we're definitely bringing down the American obesity rate this way!

And those whole grain pop tarts are just brilliant, because whole grain flour doesn't break down to sugar just as fast as white. Not at all. Isn't that simply genius? 

I know I can trust that my lunches are healthy because of their cardboard likr tastand and their sugar-free carcinogens. Thank you, Madam Obama for saving my waistline!

Not.

Post-Modernism - Self Taught v. The Classroom

Post-Modernism is one of the many things that I dislike learning about. (Sorry Mr. Heidkamp, if it's any consolation you make it much more enjoyable than what I've endured in the past.) My mother is an abstract artist, and certainly counts as Post-Modern. She also performs old pop standards, which seems to count as Post-Modern too.

My father, on the other hand is a classicist. He makes gorgeous wood carvings. Primarily,  he builds model ships. "Ships in bottles n' models o' ships!" is the favored slogan. However, he's expanded to pendants, chess sets, and even working musical instruments. He's a Christian-Scientist, but sings in a Methodist church choir because they hired him and he loves that sort of music. Like I said, he is most definitely a classicist. 

The only thing my parents have in common is their passion for opera.

So, I've spent my life thus far exposed to many styles of work, and utterly immersed in post-modern work as well as contemporary "classic-esque" work. Most of the paintings I view in class I've seen in person. I've had long talks about meaning and imagery with my mother. I've honestly critiqued her work, and she trusts my opinion - sometimes going so far as to change things in a painting or song because I've told her to.

What upsets me is how Post-Modernism is discussed in school. It's one of the many things I feel cannot be taught in a classroom setting. It is never quite done justice in school and we never have enough time to really go into it. This makes me very, very, sad.

Scores of students won't be able to grasp the concept - not because they are incapable,  but because the classroomsetting is an immense hindrance. Essentially: Post-Modernism can only be taught by the self. At least for as long as we are in a post-modern age. Once Post-Modernism fades into the past, it can be taught because then it won't continue to be defined. Now, however, post-modernism is still being created.

For the time being, it is a nigh fruitless effort to teach it.
(So if I begin to tear out my hair in class, you know why.)

There is No Truth: Living in a Postmodern World

             

Postmodernist theory states that no truth is possible- there are no “true” realities, relationships, or ideas, no real knowledge at all. In our society, it’s true- we are blinded by images, fed to us by the media and enforced by the people around us, that declare themselves to be the truth but in actuality represent meaningless ideals or unrealistic stereotypes. 

The movies I watch tell me that as a woman, I can grow up to be a mother or a cold-hearted, career obsessed ice-queen. The TV shows recorded on my television tell me that as a high schooler, my life must be dominated by gossip, quests for popularity, and boys (but only if I’m pretty and skinny-but-curvy enough). Facebook tells me that I’m not worthwhile until I have 1000 “friends” or “likes.” 

These messages are all representations of truth, according to postmodernism, but are not really true. Nor are our images of ourselves- our Instagram profiles cannot reflect our entire selves, but we continue to try, adding one more filtered photo that we hope will tell everyone that we are exactly who we want to be. This is a postmodernist world.

However, there is a positive side to living in a postmodernist world. Although we are surrounded by contradicting “truths” and false images, we are able to question our environment. In school, we are taught to be cynics rather than passive consumers. According to postmodernism, we will never find a universal human truth, but we continue to search for something more than our superficial, false-fronted world. People speak up for the change they believe in. Others search for what answers they might find. This is also a postmodernist world.

But ultimately, we don’t know what living in a post-modern world is like. Postmodernism says that we can’t accurately view others or ourselves. We can’t understand any truth, and although we may try to represent reality through art or literature, we will never succeed. So in the end, there is no choice but to continue searching for a greater truth that, in a postmodernist world, will not be found.

Not All Testing Is As Bad As You Think

In high school, standardized testing is a recurring theme, to some, a nightmare, to others, a chance to show what they know and can do. Although testing is often perceived as an ineffective and unfair practice, there are  upsides to regular testing and some benefits to standardized testing. Right now, there are no effective alternatives to standardized testing that are cost effective and practical. Standardized testing is by no means a perfect enterprise, and is not a complete reflection of a person's ability, but it can provide valuable information to teachers, students, and school administrators.

Standardized tests are not as accurate as they seem. According to the College Board's statistics, there has to be a difference of around 200 points on an SAT test for there to be a reliable difference between two students. This creates possible uncertainty in scoring, and means that the difference between the 40th percentile and 60th percentile are not significant. These tests can provide general trends and ideas about a student's knowledge on the limited testing area, but should not be misinterpreted as more precise than they actually are.

Although standardized tests are not as accurate as they are regularly perceived to be, classroom tests offer positive benefits to the student that are often overlooked. Tests force students to study and review material that might otherwise be forgotten or put aside. While students might not consider this a positive effect, tests generally increase the amount of time that students spend working on educational pursuits.

Furthermore, new research suggests that the simple act of taking a classroom test on recent material helps the student remember it to a much greater degree. Even though the students spent equal time reviewing all of the material that they were taught, the material that they were tested on was much easier to remember on a later test. In one specific trial, students got an average of an A- on material that had been previously tested, and a C+ on untested material. The subject matter was presented in equivalent methods, and the untested material was even reviewed three additional times.

Standardized testing should receive less attention than regular classroom tests, but still should be considered, in lieu of a better alternative. Regular classroom testing provides an opportunity to stop "forgetting", the bane of education. Even though standardized testing has flaws, it does provide information on a student's knowledge on a particular subject area as compared to other students, and  will continue to be used as a factor in college admissions and judging subject proficiency.

Regular testing, without the same degree of stress and pressure, can create a positive learning environment, focused on remembering information the first time, instead of wasting time relearning forgotten material. Standardized testing allows school administrators to take a holistic view at education and school growth that would be impossible due to the subjectivity of classroom exams, and teacher recommendations. Because standardized testing can be biased and subjective, regular classroom testing should be valued more, as it encourages positive learning.

Late is Great

When I look around my first period class through my own droopy, half closed eyes, I see about ten other kids slouched in their desk struggling to keep their eyes open. Their mouths are gaping and their eyes are glazed over when they are even open. Many kids, running on no breakfast and way less sleep than they should have gotten, sit like zombies in their seats, mindlessly copying down the notes on the board trying their best to look like they are alive.

While many people start their days much earlier, the school’s final 8 AM bell is too early, and is arguably unhealthy and inefficient.

As I stare at all of the tired kids in first and second period, I wonder why we are even here. Most of us definitely don’t want to there. I feel like I am not reaching too far either when I say that all of these kids would rather be in bed.

If kids weren’t tired and wishing they were somewhere else, wouldn’t school be so much more enjoyable and wouldn’t the time of students and teachers be used much more effectively? If both student’s and teachers were able to get more sleep and start their day just an hour later, they would be much more awake and able to be active participants in class.

Teenagers who have more sleep are healthier. They are less likely to drop out, be obese, have depression, and be tardy.

With all of these new initiatives, such as the new lunch menu, concerning healthier lifestyles, wouldn’t it makes sense that OPRF went all the way by making school later?

There are concerns with starting school later because of after school activities. It would only be an hour later, and if our school and several other schools in the conference all made the change to start later, practices and games after school wouldn’t be an issue, especially if in return it meant that school could be more enjoyable for everybody.

Bring Back "Interpretations"

Oak Park and River Forest High School has for years produced an annual history journal called Interpretations, which featured the best student essays that had been written that year. However, last year, this important tradition was abolished; Principal Rouse claimed that the collection of student work featured too many honors-track students, making it unfair and elitist. The elimination of Interpretations was an excessive measure to confront a minor issue, and it ultimately represents a change in values at the school.

Interpretations was meant to be a representation of the absolute best student work from the history department. Honors and AP classes are generally the most challenging classes in the school and demand the highest standards of writing and analysis. It is only logical that the best essays, the ones that would be chosen to be featured in the school’s collection, would be from these AP and honors classes. Interpretations made an effort to include essays regardless of the class they had come from- my brother Greg’s essay on Russian morale during the end of World War II came from his independent study, not any class, and it was featured. The claim that the selection of essays for Interpretations represented elitist attitudes is unfounded.

Even if the administration feels that there are too many essays from honors and AP classes or students, terminating Interpretations entirely was an overreaction. The school could easily have created a quota requiring a certain percentage of papers from non-honors classes. Teachers of non- honors classes could be encouraged to submit more of their students essays. The reaction did not have to be to abolish the tradition entirely.

Interpretations represented pride in the student work of our school. The students whose papers were featured gained a sense of achievement, an accolade to put on college applications, and the experience of having something they wrote published. More importantly, the essays that went into Interpretations represented hard work and dedication to excellence in academics, and eliminating the journal implies that OPRF as an educational institution no longer cares about these values. Interpretations was one of “Those things that are best,” and if OPRF truly accepts that motto, they should allow the history department to reinstate their journal.

Plasco Late Policy

I don't know how many high schools use the Plasco system, so for potential readers from the world outside of our particular child observation laboratory, this is how it works. Various security guards stand in popular points of entrance and are otherwise interspersed evenly about the school. They carry little scanners and printers, which scan a tardy student's ID and print off a pass. It also catalogs the event, so that a student is automatically issued a detention on the fifth tardy.

It's a seemingly good system, and makes it simple to keep track of a student's transgressions. There is one crucial flaw, however. It's incredibly inefficient. Students first have to find a security guard, then they have to wait in a line with as many as twenty people in it, making the student even later to class. Sometimes by a good fifteen minuets. If there is a malfunction in the wireless, they then have to find another guard, one weeks machine is actually working, and wait with a huge number of other students due to the sudden delay. There are horror stories among us about those who've been an extra thirty minuets late.

On top of this, the system is hugely expensive to keep up, costing several thousand dollars on startup and more if one considers the necessary maintenance. Ink and paper for the printers alone must cost an arm and a leg. 

Thus my proposal: Get rid of the things! Add a 'tardy' option to the attendance and keep track of it all that way, because really this is getting ridiculous.

Extra Curricular Activities for High School Students

High School is an important time in young people's lives. It's a time of experiencing and evaluating who you are and what you want to be. It doesn't get any easier after these four years, which is why it's vital to make a path for yourself for the future.

I believe extra curricular activities such as clubs and sports for high school students is the most significant thing and is the biggest contributor to their mindset and success.

In my opinion, OPRF is one of the better examples of how much sports and clubs matter to the teachers and kids. At this school, you are strongly encouraged to get involved and be apart of something bigger than yourself. It not only teaches you life lessons and keeps you busy, but the experience of high school is that much better with playing a sport or joining a club.

I am apart of Best Buddies, JKB Leadership Group, Football and Basketball at OPRF and not a moment has gone by where I regret it. The good times I've had and the friends I've made will last a lifetime and I think every student needs to take advantage of this opportunity. Grades and academics come first in school and getting you into college, however, I believe doing extra like being on a team or club can help in doing the right thing in the classroom.

For me, sports have taught me how to be disciplined and always be positive on the field or in class. Some of my favorite words to live by came to me from my football coach. He preaches to us Grit, Zeal, and Optimism. Always be gritty. Live life zealously. Always be optimistic. My basketball coach also tells us that the little things mean everything. Whether this is in school or in a game, it's very true how big the small details are. Success can come by being involved in the camaraderie and positivity of school activities. More than anything, it gives you a mindset to be hungry for success and it keeps you out of trouble. I have been impacted tremendously by sports and clubs so far at OPRF. They have given me a certain work ethic as well as giving me a drive to go out and represent the community in a good way. I strongly encourage every one of my fellow classmates and younger ones of the community to do the same.

America and War are the Same Thing (or at least OPRF thinks so.)

Spirit week is a event that happens every year right before Homecoming. Student council thinks of ideas for days, then all the students are encouraged to dress up for that day. This year there was an America day. Which is an average dress up day, people wear red, white. and blue so they can display their patriotism. Yet, this year it wasn't just America day it was America/Camouflage day.

I am never that interested in spirit week, but this day caught my eye. I can understand dressing up to support your country, but the student council and the school have made this a parallel to America and dressing up in Camouflage which is often associated with soldiers. Are American and war seen as the same thing?

If this is true, we live in a violent corrupted country. If I learned anything from The Things We Carried is that war is everything. But Schools shouldn't be supporting idea that America is the same thing as war.

OPRF is always talking about how we want to be violent free. Yet, we are promoting a violent America. 

Taking a Lack Of Inspiration and Working With It

Sorry, this post isn't about how you can work with your lack of inspiration right now.
It's me working with my lack of inspiration.
So, now, you ask yourself, 'Daniel, why don't you have inspiration?'
Well, I kinda did. But I didn't get too far with it. Everything in the New York Times op-eds already seemed really overplayed in this blog, and I didn't want to echo more opinions that are already here. I could have written about the protests that my sister is taking part in at her school in upstate New York, but I don't really know what to say about it, since it's specific to her school. (check it out here, if you want to. Pretty cool stuff, I just don't know what to write about it without it being about race. Which is EVERYTHING on this blog.)
But really, I don't have any inspiration right now because, honestly, I'm rushing through this assignment, I'm rushing through the rest of my homework tonight, and my head is muddy as hell due to lack of sleep and too much running over the past few weeks. I feel like I really got nowhere to turn right now, I got a bunch of homework to get through and so little time if I want to get any sleep at all. So I'm here, sitting at my laptop, writing about nothing.
I guess it isn't nothing, though, because what we all need to do some times is take a step back, chill out, relax. Maybe meditate a little. Let our brains recover. Find a day to not do anything. Finish your homework in school, go home, watch T.V., read a book because you want to, listen to some new music. Try to do this once a month. Or don't. It's not my life, right? Just do what you can to click that little 'refresh' button in your head and reinvigorate that inspiration. Because it's there. You're just rushing.

Are Teens Really Talking?

As I have been reading The Things They Carried, there have been so many instances where I realize how hard it is for people to stand up for themselves against someone with more power or experience. While the consequences of not self-advocating in the novel are pretty extreme, hello, going to war and possibly dying, the stories have made me realize how little students actually go and confront a teacher with issues they are having in class. This is the most prominent example that I have observed.

While this is just my experience, I think it is pretty applicable. Everyday, you hear peers complaining about how little sleep they got and how much homework they have. Why are we just blindly accepting these assignments? In The Things They Carried, the soldiers are often stating that they never wanted to be in the war, they only did it because they were told to. Similarly, students do the homework they are given and do not talk to teachers about issues with the amount because of fear for repercussions, myself included. Everyone knows that a person can't change a situation until they begin doing something about it, so why do we stand idle by? I have realized that adults respect a teenager or student a lot more and are more compliant with the request if a young person advocates for themselves. I strongly believe that if instead of complaining, people worked to make things better and put in the effort, they wouldn't have to complain anymore. We need to be responsible for the way we use our time in life.