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Students celebrate ways GC encourages creativity

by Macey Mekos/Staff Writer

I asked myself this question: Do I think GCHS allows any creative freedom? I didn’t know what the answer seemed to be, so I decided to think more on the topic. First, I defined creative freedom. To me, I would say creative freedom means that we are allowed to create things independently; we are allowed to make things without following many rules or constraints. 

The obvious examples of freedom to be creative would be in the art classes. The art classes tend to encourage an independent sense of creativity. Emma Wasson, 11, expressed, “You have free rein to all of the materials and they let us create what we want.” Expression of our minds is appreciated in those classes. Yes, there are assignments and projects that we have to complete, but those projects have so much leniency to the point that they don’t feel like a chore. The stress of getting those projects done isn’t present like it is with any other classes and assignments. 

More traditional classes, such as math, science, and English tend to stick with a course that is given to them and usually don’t stray far from the path. Before high school you were given set instructions to every assignment, but I’ve noticed at the high school the teachers try their best to give students freedom in the work we’re assigned. For example, some English teachers frequently give a writing prompt and students are allowed to write whatever they like that has relation to the prompt. I think that’s a great example of creative freedom because the teacher gives a topic to write about and our imagination is allowed and encouraged when we write. 

I also asked myself if the school encourages creativity. I believe the teachers give us as much freedom as is appropriate and they make an effort to encourage us to express ourselves. Mr. McKenna, Radio/TV teacher, added, “We do allow creative freedom that is appropriate for the setting we are in with the wide range of students we have.” Another way of encouragement the school has shown would be the display cases that showcase the paintings, drawings, and sculptures that have been made by students. This is a way to show that being artistic is something to be appreciated. 

I believe I can conclude that the school does allow originality and encourages creative freedom. “The teachers are usually more accepting than students,” Summer Griffin, 9, stated. Teachers here at GCHS have a more open-minded approach to education than any other school I have attended. I, along with many other students, can say that GCHS definitely  encourages creativity. 

 

Profile: Walker helps students focus on career path

by Leah Olin/Staff Writer

Landon Warren, a kind-hearted, straight to the point, ‘get stuff done’ sort of guy, is growing up faster, it seems, all the time. Graduation day is getting closer and closer and his life will begin right around the corner. Luckily for him, he knows exactly what he is doing for his future.

Although Warren has always been a ‘let’s do it’ type of boy, he went for the prize in an important decision. “They gave me a paper to sign up so I just took it,” he said of signing up for Warren’s Walker Career Center. He knew he’d be having a different kind of high school experience for the rest of his time here at Greenfield-Central. Being a junior, Warren decided it was the best fit for him. This way he would be more educated for his potential job.

Warren did not go to the career center for his friends. He did not care for the product/solution he could possibly get out of this experience. He went strictly for staying-out-of-school purposes. “I just didn’t really like school so I saw this as an easy way out,” he said brightly with almost too wide of a smile. He later came to realize what the career center is truly all about: helping students access their goals at a young age.

The family business is plumbing and Warren thinks he wants to take over someday. To get the right kind of education, one can’t attend a high school alone. “This opportunity will definitely help with what you want in your future,” Landon’s classmate from GC, Zach Verosko 9, states confidently, “If plumbing is in Landon’s future, it seems he is on the right track.”

Because the career center has increasingly gained a variety of courses to take within the past decade, more students should be attending but do not because of the drive all the way from Greenfield to Walker. When looking at all of the amazing possibilities that are offered, more should potentially be interested. “There are full time job offers waiting for students when it’s over,” says one of the directors, Kim Kile. She went on to say, “[The career center is a] good path for kids who know they want to look more towards a career rather than college after high school.”

Since plumbing is what Warren’s future is looking like, he obviously tried to find classes that would best fit him. “I work mostly with construction,” said the plumbing guru. Taking construction, Landon said that all of the information he learns in that area helps with the understanding of the tools he may use or sometimes even how some of the machinery works.

With only fifty to sixty students attending this year, that leaves plenty of room for hundreds of more Greenfield students. “It is a great way to combine traditional high school with job preparations,” Kile continued. Pupils often times get overly bored and caught up in the life of an average high schooler, but taking the next step up in working towards the future, earlier than usual, may be a decision which encouraged teens might consider. Landon never expected to see so much growth through this singular project, but this option is a connection straight to the real world. 

Having a drive for a career path is rare in the 15 to 18 age division so if there is a push, students should listen to the conscience telling them to move forward. Not only is Walker beneficial for time to come, but it is full of new people as well. “My favorite part is the people I meet,” says Warren in a very matter of fact manner. In meeting new people, it makes the experience even more appealing and wonderful.

All in all, Warren’s time at the career center has influenced him in ways that cannot be ignored, especially by his future self. With supportive friends like Verosko, Warren students, Greenfield students, and even Mrs. Kile, there is nothing Landon can’t face alone. Starting life early and getting that head start is a boost so many do not have the opportunity to take. As Mrs. Kile said it best, “The kids who do it and do it well and do it with a purpose have really good success and placement afterwards.”

Hudson helps students have real world experience

 Kyler Rhoades/Staff Writer

Of the many interesting classes to choose from at Greenfield-Central, one of the most unique is the Radio/TV class. The class gives students a real-world experience and helps prepare them in many ways for life after high school. Mr. Hudson has been teaching Radio/TV at Greenfield-Central since the fall of 2013, and is a huge part of the program.

    Hudson, a former video editor, videographer, and photographer, talked about what goes on in the Radio/TV class: “Unlike most schools we have two live stations that need constant programming. Ninestar Channel 9 is a part of Ninestar Connect’s cable network so people regularly see what we produce on the air. Then you have 89.7 WRGF, which is FCC Class A station, which can be picked up on any regular radio. There’s a lot of responsibility involved in keeping two live stations running with programming. Outside of that, we do a lot of fun video and editing projects: PSA’s, Music Videos, Documentaries, Foley Editing, Newscasts, and other stuff.” The two live stations Hudson refer to are what make the class a very unique and different experience compared to other courses at the high school. Students take part in broadcasting and producing these shows almost daily.

    One of the live stations, 89.7 WRGF, is run by Hudson. He is responsible for programming, maintenance, legal matters, and overall functions of the station. Students who take the class will quickly understand the expectations from Hudson. Describing his teaching style in one word, Hudson said, “Untraditional.” He went on to say how he doesn’t come from academics, but the broadcast industry where people are blunt, honest, reliable, but unforgiving. “A lack of effort will get you replaced with someone who may not even be as talented. In this industry, talent is overrated, it’s always about the effort. It’s shaped how I teach and my mentality with our Radio/TV program.” Hudson expects your best, and will not be satisfied with anything less.

    It is also clear how he is viewed by his peers and his students. Chris O’ Connor, 11, a student in his second year of the Radio/TV program, said this about Hudson, “He is very transparent, what you see with him is what you get, he tells you what to do, and expects you to be professional and get it done.”

Mr. McKenna, director of Telecommunications in the Radio/TV program said he enjoys working with Mr. Hudson due to his youth and enthusiasm, and the connections he’s able to make with students across the board.

    While Hudson has high expectations and is very serious about the job at hand, he is relatable with students, humorous, and still young. Hudson said, “It’s not uncommon for a student to walk in the door, hear me yell ‘Think Fast,’ and see a Nerf ball coming at them full speed.” At the end of the day, Hudson believes students appreciate his blunt honesty. He says it’s how humans grow as students, instructors, and people.

    Outside of teaching, Hudson is an avid cyclist, plays tennis, basketball, golf, and enjoys weight training. He also loves music, can play guitar, bass, piano, drums, and frequently DJ’s weddings and dances. Hudson described an entire room in his home dedicated to music, which he calls “The Music Room Man Cave” where he hangs out with friends, practices DJ sets, and makes mashups and original music.

    While Hudson puts a huge emphasis on getting the job done, and expects the best from his students, he is a fun individual to be around, and helps students grow in many different ways. If you’re considering joining the Radio/TV class, you won’t regret it… unless maybe you get hit by Mr. Hudson’s Nerf ball.

 

Students balance sports, homework, activities during Homecoming Week

by Abby Mulligan/Staff Writer

Photo Caption: Star Caldwell, 11, decorates the cafeteria windows for Homecoming.

   Many people love the week of Homecoming for Greenfield-Central. But does anyone truly know all the hard work that goes into planning the week’s events? How does the student body take part in the overall organization of everything? How are school, sports, and festivities fit into one schedule? All of these questions come into consideration during one of the busiest weeks in the beginning of the school year.

The first part of Homecoming week is scheduling festivities that all the students can take part in. From painting cafeteria windows to having spirit days each day of the week, there are multiple activities to enjoy. Avery Frye, sophomore class student council president, described planning as, “…putting people in places where they can help us with powder puff, male volleyball, etc.” When asked about deciding a theme, he answered with information about how the Student Council dedicates time to perfectly working out an idea. “Each grade level picks a daily theme based on the overall theme…this year it is music,” he said. 

Frye is also a member of the football team, and he described the pressure of Homecoming activities on the way the team plays. “I think there is some pressure from classmates that we have to win Homecoming… I’m personally showing my school spirit by working my hardest on the football field to increase our chance at beating Shelbyville.” As football is one of the main focuses of Homecoming week in general, having a large array of participating students is important also. Katie Curry, 10, describes how not only does the school get involved in Homecoming week, but the community of Greenfield itself does, also. “ I know Greenfield is super big about Homecoming as a whole, and I think our school goes all out for ‘Hoco’, so yes, I do think that the way we celebrate reflects the community.”

Along with filling up time with all the excitement of Homecoming festivities, students are also busy with actual schoolwork. Caroline Gibson, 11, gave her opinion on what it is like to play a sport, focus on Homecoming, and do homework all at the same time. “Homework for sure has put some pressure on me and the way I play because it can get stressful. Having up to three matches in a week and then having homework every night gets stressful. Having to balance both along with practice is tough,” she said.

So, while Homecoming week can get stressful, students manage to find a balance and have fun at the same time. Even though the week is busy and sometimes stressful, Homecoming is more about fully uniting as a school. Gibson said, “I don’t think it’s just Homecoming that represents our community; I think it’s every sport and band and club at our school that builds a culture that everyone wants to be around. Homecoming week, though, it seems like everyone tries to get involved somehow and that’s something really cool to be a part of.”

GC football features new coach, positive attitude

by Austin Tserlentakis/Staff Writer

The football team is starting the season with new freshmen, talented leaders, and a new head coach, Mr. Travis Nolting. The team has started with two losses, but they were two very difficult teams to face,  Plainfield and Whiteland Community. Whiteland Community ranks #69 out #339 teams in Indiana. Plainfield also ranks at #54 in Indiana. 

Nolting said one of his goals for the team this season is stamina. He said, “I want to teach these players to play 48 minutes of a football game and how to stay in it for 48 minutes.” 

Nolting also talked about his coaching philosophy: “Three principles. Enthusiasm, toughness, and love.” Nolting is also very confident in the rest of his coaching staff and players. Nolting said, “These players have grit, are willing to work hard, and are willing to be coached.”  

The team synergy is very strong this season. Assistant Coach Bryce Towle said, “I want my players to learn to be competitive.” Coach Nolting said, “The biggest goal is for my players to learn how to play on a competitive level.” Kyle Proper, 11, said, “I want to win and play competitively.” Ben Polster, 11, also said, “Being a part of the brotherhood in the football team makes me very motivated to play and be competitive.” 

Another big part of the team is being very supportive. A big part about Coach Nolting’s philosophy is being a positive coach. He also expects his players and leaders to be motivating. Coach Towle agrees that the other coaches are supportive. Ezra Spears grade 9 said, “I notice that everybody is very encouraging and motivating, especially the older players. They always make the long practices seem a little shorter.” 

 The quality that Coach Nolting notices about the GC team is everybody is excited and wants to play. Spears said, “My favorite part is just being able to go out on that football field and play.” Proper said, “The biggest goal is to win as a team and play as a team.” Coach Towle said, “I’m excited to see all these young men grow and get better.” This just proves how everybody is showing team synergy. 

The coaches also want to encourage the team as individuals. Coach Towle said, “As long as I make these players into great men, I have done my job as a coach.” 

 

 

GC students offer thoughts on global issues

By Ella Maciel/Staff Writer

For the past couple weeks The Cougar Review asked several students what they knew about current important events around the world. Out of these students 7.5% are freshmen, 20% sophomores, 40% juniors and 32.5% seniors. Here are the results:

  1. What do you know about Brexit?

       “Nothing”

       “Nothing, it isn’t important to me”

While some students showed similar answers to the above responses, others explained what they knew:

           “It is about the withdrawal of the United Kingdom from the European Union.”

           “The United Kingdom wants to leave the EU so that they can be more independent of economic falls of the EU and to stop foreigners from getting benefits without working as long as the British. The subject is highly controversial seeing as the vote was split nearly 50-50.”

 

  1. What is happening in Kashmir? Tell me about the current conflict.

In this question several students answered correctly:

         “Kashmir is an area controlled by 3 countries. They all want sovereignty over the territory. India has decided to crack down and take away autonomy. Pakistan and China are both upset over this.”

          “India decided to take a long-considered move using article 370 of its constitution to change the status if the state of Jammu and Kashmir. The current conflict is a territorial conflict primarily between India and Pakistan over the Kashmir region.”

 

Although some students were confused:

          “Well, shoot, I have no idea.”

    

      3. What do you know about the Amazon rain forest burning in Brazil?

Many students knew the answer for this question, because of its prominence on social media, especially Instagram, all over the world.

        “Wildfires had been started in the Amazon Rainforest, and while this happens every year, these were worse than usual. While the fires have mostly been taken care of now, the fires have brought light to the many controversies currently in Brazilian politics. This includes corruption in the government, President Bolsonaro’s role as an officer in the military during Brazil’s rule under the military dictatorship, and the morality of businesses in Brazil.”

       “That the government isn’t accepting any help from other countries —he signed over the rights to something that supports farming which is why there is so much more going on. there is a lot of land that has burned that is not going to be able to use again and it won’t be good if this keeps happening.”

 

      4.Do you know about the protests happening in Hong Kong recently? What is being protested?

Although this is a recent subject, many students showed little knowledge about it:

      “Not really. The police?”

Other students showed their knowledge about the topic: 

     “China trying to get more control, especially in extraditing criminals or political dissidents to the mainland.”

     “The protests in Hong Kong are over democracy and freedom. They say that China is taking too much too soon.”

 

  1. What do you know about the conflict between Palestine and Israel?

This conflict has been going on for quite a while now, but some students didn’t know the answer or answered vaguely:

       “ I think it is over land”

       “They are fighting, Palestine being the aggressor.”

Other students talked about the reason it’s happening and gave more information:

        “ The Israeli-Palestinian conflict has been a series of event politically and militarily since 1948, when the region was granted independence from the United Kingdom. On a number of occasions, Israel’s neighbors have teamed up with Palestine to invade Israel and take the land for Palestine, but have failed each time. From time to time, Palestinian paramilitary groups and the Israeli army have skirmishes that end up destroying homes and killing civilians caught I the crossfire. The international community is also divided over the issue, with some states only recognizing Palestine, others only recognize Israel, and some recognizing both.”

  

  1. What is happening in Venezuela politically?

The international community has already discussed a lot on this subject over the years, especially last year. Some students didn’t know how to answer this:

        “Government? Lol idk”

         “Probably something to do with communism”

         “Chaos and anarchy.”

Of course, some of them could give more details:

         “A socioeconomic crisis, and political crisis, escalating starvation, disease, crime, resulting in massive emigration from the country.”

         “Venezuela is essentially being held hostage governmentally by the government. There was a coup and the resistance took hold, but they’re saying the military will remain in power until they can settle everything. The Venezuelan government is refusing any help.”

        

  Knowing about what is going on in the rest of the world is important, especially in the globalized world we live in. Having an idea of what is going on in the rest of the world can help people learn and understand the world around them.

   Given all of that, The Cougar Review thanks the students who participated in this research.

          

Profile: Lance McKee

by Kyler Rhoades/Staff Writer

Among the many athletes at Greenfield-Central, few may have the amount of expectations and pressure put on them as Lance McKee. Currently a junior, McKee is the starting quarterback for the Cougars football team as well as a varsity baseball player.

While McKee loves both sports, he said that football was his favorite. “The energy is just different than any other sport. It’s the greatest team sport.” McKee’s love for the game has only grown going into this season, and while he’s never played quarterback before, his athleticism and skill set was a perfect fit into first-year Greenfield-Central head coach Travis Nolting’s offense. Starting free safety for the Cougars, Chris O’ Connor, also a junior, said he’s seen Lance improve throughout the season, and mentions what he brings to the Cougars. “He’s gotten a lot better at the little things like reading and reacting to the defense. He brings athleticism and speed to what’s arguably the most important position in football.” 

Before the season started, McKee had to participate in a position battle to earn the starting quarterback spot. Maybe the most impressive thing about McKee winning the job was the fact that he didn’t have as much time to learn the offense and get comfortable in it as some of the other guys in the quarterback room. Chris O’ Connor reiterated that point to me about the job Lance has done so far. “Lance has handled it extremely well. For him to come in late in the off-season and learn our entire offense so quickly, especially when he’s never played QB before, it’s amazing.” Cougars fans should feel optimistic about the talent at quarterback, and continue to watch McKee grow throughout the season as a player.

Obviously it’s football season and McKee has his full focus on that at the moment, but he’s also very excited for this upcoming baseball season. Regarding the expectations he has for the baseball team this year, he was focused on one thing. “Coming off of a sectional title, we’re coming for that regional title.” McKee wasn’t happy with the regional loss last season and is hungry for another opportunity. Jaden McGee, a sophomore, discussed what McKee brought to the team. “He’s 6’1, 150 pounds of pure electricity and that gets the whole team going. Defensively, he’s not going to make many errors, he’s a nice piece to the team,” McGee said. Hearing this, and what others say about McKee, one might quickly realize the special talent that he is.

Playing a big role in two sports puts lots of expectations on McKee, and he tries to do as much as he can to make sure he can fulfill them. McKee talked about how he plans to better himself as an athlete. He said, “I’ve been busting it in the weight room and in practice, whether it’s baseball or football, and I will continue to do so.” He’s grateful for the opportunities he has been given and said that he thanks God for his talent.

With two years left in high school, McKee has a very bright future and is dedicated to becoming the best athlete and person he can be. His work ethic and desire to get better is what makes it almost impossible not to root for him, and Cougars fans can expect his best efforts every time they see him in action. McKee would tell you himself he just “loves the grind.”

Live-Action Disney Remakes: Are They Worth It?

by Andrea Lenser/Staff Writer

Ever since Disney released its first animated film in 1944, it has dominated the animation world. The company is notorious for creating iconic characters and innovative storylines that result in memorable movies. However, Disney has recently started an ongoing trend of adapting their animated classics into live-action films and a deluge of opinions hit social media like a tidal wave. 

Disney released its first live-action film based on an animated one in 1996 with 101 Dalmatians. It didn’t do too well at the box office, only making around $321 million  worldwide at the box office. Alas, Disney didn’t throw in the towel and released a live-action adaptation of Alice in Wonderland in 2010. It did significantly better at the box office, raking in over $1 billion  at the box office worldwide.

The success of Alice and Wonderland and Maleficent in 2014 led Disney to release a new live-action remake of an animated film every year since then and they have even released multiple new films in the same year. Many of the movies have been blockbuster hits, like The Jungle Book and Beauty and the Beast, but some fell short of the mark, like Pete’s Dragon and Dumbo

Whether they were blockbusters or duds, each movie generated a wide variety of reactions. A survey sent out to a few class of Greenfield-Central High School allowed a plethora of opinions about the films to be voiced. 

One question asked of the students was whether the remakes were quality films or just cash-grabs. A mix of responses showed that most students thought that some of the movies were cash-grabs, but that most were quality films. One student said, “I feel that the Disney live-action remakes are truly quality films meant to bring the Disney classics to life. They are simply a retelling of the movie, with some minor changes here and there, and in the case of Maleficent, you see the movie from a different perspective… some might be better than others, but they are all successful in relaying the story told in the animated motion pictures.” 

Another student pointed out that Disney’s target audience with these remakes are most likely adults who grew up with the animated versions of the movies. This student states, “I believe that Disney shouldn’t have to remake their own films when they’re already good on their own. Disney has an amazing creative team. They shouldn’t be retelling their own stories just for nostalgia when they could be making great new ones.”

A different question presented to students was whether or not the films were worth watching in theaters. A large majority of responses said that they were willing to pay to watch the films in theaters. One student said, “Yes. I grew up with Disney, as did many people, so I’m interested in how they interpret and change these movies into live action.”

Several students also admitted to enjoying comparing the originals to the remakes. One of those students stated, “I think watching remakes and then comparing them to the original version of the movie is a really fun thing to do and see.”

While most were open to the idea of viewing the remakes in theaters, a few felt the movies weren’t worth their time and money. “I don’t think it’s worth seeing something I’ve already seen before with a different filter and storytelling method,” one student said.

 Others felt that Disney should have focused on reworking the storyline instead of spending most of their time on the CGI animation. One student said, “[The remakes] aren’t as good as the originals because they are more focused on technical prowess rather than connecting with an audience.”

Disney has already announced the release dates for a live-action Lady and the Tramp and a live-action adaptation of Mulan. About a dozen other projects are rumored to be in progress, like a live-action The Little Mermaid and Lilo and Stitch, but Disney has not confirmed any release dates for these films. 

Whether these remakes are necessary or not is still up in the air, but as long as people have nostalgia and a child-like spirit, these movies will continue to be enjoyed by adults and children to come. 

 

Boy’s and Girl’s Varsity Soccer

Trinity Fields/Staff Writer

Photo Credit: Picture by Alison Evans

Kambell Trapp, 11, passes the ball to a teammate.

The Greenfield Central boys and girls varsity soccer teams have started out on a positive note. So far, the boy’s overall record for this season is 5-0. They haven’t lost a single game. The girl’s overall record for this season is 4-2. 

    The girl’s soccer coach, Brandon Steeno, talked about what the soccer team needs to improve on. Steeno said, “ We can improve on everything. Every team has something they can improve on. What we need to work on is learning to play together. Since our team is so young, we really need to work on playing together as a team, but they are doing really well.” Steeno hopes for a successful season. 

    Steeno said the reason he wanted to coach girls soccer is because, “ I love soccer. I want to grow girls soccer teams. I want to make sure that girls have an opportunity to play on a soccer team. I also have a daughter that plays soccer.” 

Steeno said the best part about coaching the girl’s team is, “ Using soccer to teach the girls life skills.” Steeno said one thing he wants the girls to learn by the end of the season is, “ To be leaders. I want the girls to use soccer in their work and adult life.”

Gladys Rodriguez, 9, talked about what has been the best part about the season so far. Rodriguez said, “ The best part has been becoming part of the soccer team.” Rodriguez discussed what she has learned from being on the season so far. Rodriguez said, “ I have learned that you have to work with your team and contribute with your team. I learned that everyone has to put in the sweat, the blood, and the tears. I’ve learned from Coach Steeno that we all have to do ‘one more step.’ One more step to get the ball, one more step to score a goal. We have to push ourselves to get better.” 

Kelsi McLaughlin, 10, talked about how she manages her time between soccer and school. McLaughlin said, “ It’s not easy, but I make sure to have all my homework and stuff done before hand and stay ahead of the game.” McLaughlin talked about her and her team’s goals. McLaughlin said, “ Some of our team’s goals is to win conference and sectionals. I want to score 25 goals and be all conference.” 

McLaughlin plans on playing soccer in the future. She said, “I plan on continuing playing soccer and play in college.” One thing McLauglin has learned from being on the high school soccer team is, “ Playing on the team requires a lot of teamwork.” 

    Bryce Kinnaman, 9, who is on both the varsity and junior varsity team, talked about some of his and his team’s goals. Kinnaman said, “ Some of my goals as a freshman would be to play in a sectional and regional game. Some of our team goals for the season would be to win regionals and get another perfect conference record. These are goals that will be hard to do, but if we play connected and as a team, we can accomplish.” 

Kinnaman also talked about what he is looking forward to most this season. Kinnaman said, “ Some things, myself as a freshman, that I would like to do is just spend as much time as I can with seniors. I really look up to them and want to learn their ways of pulling off great athletic accomplishments.” Kinnaman continued, “ One thing that I have learned as a freshman on the soccer team is that the varsity team really treats you as a new family member. You make really good connections with the sophomores, juniors, and seniors.” 

    Carson Jones, 11, talked about some of his and his team’s goals for the season. Jones said some of his goals are, “ Some of my goals are to become more of a leading figure on the team and help push my team.” Jones mentioned some of his team’s goals, “ My team’s goals are to not let up on how hard we work. We are a great team with a lot of special talent, and we can not stop working hard. We would like to push past sectionals and regionals, to go for the state title.” 

Jones talked about one thing he has learned for being on the team. Jones said, “ One thing I have learned, which I learned from freshman year, was the meaning of family. Our team is one of the closest teams you could find. We would all give anything for each other, and we are always there for each other no matter what.” 

Remembering September 11th

  Zoe Castle/ Staff Writer 

Photo Credit goes to the following website:

https://m.jpost.com/Middle-East/Taliban-justifies-911-attacks-based-on-US-interventionist-policies-600967

 

 On September 11th, 2001, one of the worst known terrorist attacks were committed in the United States. 19 Militants who worked for the Islamic Extremist group al-Qaida hijacked four airplanes and carried out two attacks against targets in the United States. Two of the airplanes were taken over by the extremists and flown into the Twin Towers of the World Trade Center in New York City. The third plane was flown into the Pentagon, right outside of Washington D.C. The fourth plane ended up crashing in a field in Shanksville, Pennsylvania. 

All together, almost 3,000 people were killed as a result of the attacks. People from all walks of life died. Citizens of 78 different countries died in World Trade Center attack alone. 343 firefighters and paramedics, 23 New York City police officers, and 37 Port Authority police officers died that day while trying to rescue others trapped inside. 

At the Pentagon, 189 people died, including 64 on Americain Airlines Flight 77 that crashed into the Pentagon. On Flight 93, 44 people died when the plane crashed into a field in Pennsylvania. 

This act of violence left many families without their loved ones for the rest of their lives. So why did the attack happen? The people who hijacked the planes were part of an Islamic Terrorist group from Saudi Arabia and other Arab Nations. The attack was planned and led out by the Saudi fugitive Osama Bin Laden. Allegedly, these attacks were in response to the United States support of Israel, its military presence in the Middle East, and a hatred for the west and its culture. 

Some of the hijackers had been living in the United States for more than a year and had even been taking flying lessons at American commercial flight schools that were located in Arizona and Florida. Others who accompanied then acted as the muscles of the operation and had been in the United States for less than a year. 

The terrorists had easily smuggled box cutters and pocket knives through security at three different American airports. They all boarded four morning flights that were heading to California. They chose these flights because they were loaded with lots of fuel for the long journey from the East Coast to California. 

As a result of these attacks, President George W. Bush signed the USA Patriot Act, which helped accumulate U.S. Border and Domestic Security. This also expanded surveillance efforts to help detect potential terrorist attacks.

After the 9/11 attacks, half of U.S. Muslims find it more difficult to live in the United States, according to Pew Research Center surveys from 2017. Acts of violence against Muslims started happening immediately after 9/11, and have been happening since. In 2001, the FBI recorded that 93 anti-Muslim assaults were committed, and in 2016 the FBI recorded 127 assaults.