the scribe - anne arundel county public schools...mas, hanukkah, and kwanzaa. just as we have...
TRANSCRIPT
their homes with oil lamps
called diyas to celebrate the
victory of good over evil.
Other countries that cele-
brate the five day festival
include Malaysia, Nepal,
Singapore, and Myanmar.
The Epiphany is celebrated
by Christians around the
world on January 6th. How-
ever, in Spain, Latin Ameri-
ca, and the Caribbean, it is
called El Dia de los Reyes
Magos, or The Day of the
Three Kings. Children re-
ceive gifts, parades fill the
streets, and in Mexico, tradi-
tional Rosca de Reyes
(King’s Cake) is baked and
shared.
Regardless of what you cel-
ebrate, remember to take
time this winter to celebrate
with your family and connect
to your community.
In the United States, many
people celebrate winter
holidays such as Christ-
mas, Hanukkah, and
Kwanzaa. Just as we have
different ways of celebrat-
ing the season, so do dif-
ferent regions of the world.
The season marks a time
of celebrating with family
and friends and cherishing
what we have, which can
be seen across cultures
and religions this time of
year.
In Europe, Christmas mar-
kets with gift stands and
sweets line the streets,
with one of the most fa-
mous markets in Berlin,
Germany. Some of the
German regions tell their
children the tales of
Krampus, who comes with
St. Nicholas on December
6th to punish the bad chil-
dren.
Many Germans celebrate
when ‘das Christkind’
comes on December 25th
rather than Santa.
What about the Middle
East? In Israel, where the
Christian population is rela-
tively small, the Jewish
festival of Hanukkah is
more widely celebrated.
Menorahs light up the win-
dows of homes and busi-
nesses, and donuts calls
sufganiyot are commonly
made. This year, it will be
celebrated from December
2nd to 10th.
India’s biggest holiday,
called Diwali, comes well
before Christmas begin-
ning on November 7.
Though it is originally a
Hindu holiday, Indians of
many religions now cele-
brate it. Diwali is also
called the Festival of the
Lights because people light
The Holiday Season Around the World by Sophie Healy
I N S I D E T H I S
I S S U E :
Global Issues
Sophie Healy
1
IB Artist of the Month
Meet the Coordinator
Eduard Smith
2
FAFSA
Bennett Wasch
3
Group 4 project
Eva Michie
4
This month in History
Sabrina Gleitz
It’s Academic
Isaac Riddle
5
Spotlight on MYP
Camille Duplechain,
edited by Madeline
Vieson
6
Navigating the IB
Grace Goodwin
Teacher of the Month
Neha Bhanot
7
Columbia
Madeline Vieson
8
CAS Corner
Elcy Canales
9
A N N A P O L I S H . S .
The ScrIBe D E C E M B E R 2 0 1 7 V O L U M E 1 ,
S E N I O R E D I T O R S :
J U N I O R E D I D T O R
December 2018
Aolani Gutierrez
Katie Fitzpatrick
Sabrina Gleitz
P A G E 2 V O L U M E 1 , I S S U E 2
IB Artist of the Month by Eduard Smith
Victoria Frey is one of the eight IB seniors taking IB Visual Arts. Her interest in art first developed when she was young, taking inspiration from her mother’s creativity, Victoria was able to see the joy brought through creating something that she could call her own. From various craft projects with her mother, to hand turkeys in elementary school art, Victoria was able to discover an outlet for all her ideas. Van Gogh is one of Victo-ria’s favorite artists, and she considers him a “trailblazer for his time period.” She finds Van Gogh’s strug-gles to be accepted as a true artist shocking, as she believes his style original and interesting.
As an artist, Victoria believes that hard work, dedication, and creativity are all crucial throughout the artmak-ing process. What keeps her motivated is the personal satisfaction gained from seeing her ideas come to life. Throughout her IB art career, Victoria is tasked with thoughtfully developing creative ideas that will allow her to experiment with different art mediums and artistic themes. From her projects, her most favorite piece is Dead Tired, she says “It was very time consuming and required lots of work, but I’m really happy with the overall outcome. Though Victoria doesn’t see herself pursuing art as a profession, she sees herself using art as a form of meditation and as a pastime to distract her from a busy schedule. Art is important to Victoria because it allows her to weave various aspects of her life into all of her art pieces, which represent her at different moments in her life.
Meet Your IB Diploma Coordinator: Ms. Newgent
Ms. Newgent began her career in Anne Arundel County 18 years ago as a Social Studies
teacher at old Mill High School. As a classroom teacher, she taught a myriad of subjects
Including, World History, Government, AP European History, Women’s History, and
Sociology. She began her career as an IB Diploma Coordinator in 2006 at Old Mill High
School. She chose to leave the classroom because she wished to work with the students in a
different capacity. Ms. Newgent was asked to transfer to Annapolis High School in 2012, and although she misses
OMHS, she loves her Annapolis High School students and the IB community. When asked, “what is the most diffi-
cult aspect of your job”, she smiled and then jokingly stated, “senioritis.”
Ms. Newgent also believes that the IB Diploma Programme is the best education a student can receive. While she
admits it is a challenging a rigorous program, she also sees the numerous opportunities IB has afforded her stu-
dents. Last year, Annapolis High School seniors earned a total of 20 million dollars; however the 75 IB Diploma
seniors earned 17 million of that sum, or 85% of all monies awarded. Additionally, she appreciates how IB
develops all aspects of the child--emotional, academic and social. She is impressed with the confidence and
empathy the program instills within her students, and is always amazed by the many activities and projects they
are involved in.
Ms. Newgent especially likes the idea of creating “lifelong learners” and IB does this by giving students the skills
necessary to succeed in college and beyond. She too is a lifelong learner. She earned her teaching degree at
University of Maryland; her Masters of History at Washington College, and her Administrative II Certificate at Tow-
son. She is also an IB examiner, as well as an AP grader for European History.
When asked what advice she wished to give to her students, Ms. Newgent stated, “ use a calendar or an agenda
book to keep track of deadlines and to map out long term assignments… and, do not “suffer in silence”.. If you
need help get it… reach out to your teachers, form study groups, talk to Ms. Richburg or myself.”
P A G E 3
The Federal Application For Federal Student Aid (FAFSA) is a free
online form required for those students seeking financial aid to assist
with college. This includes federal aid as well as merit based scholar-
ships. Additionally, the document is also used by universities and col-
leges to determine what percentage of the cost of tuition a family can
afford to cover based on their yearly income; this is defined as the Ex-
pected Family Contribution (EFC).
Please remember the FAFSA is required for all federal assistance including: Pell grants, Stafford
loans, Federal Perkins loans, and Federal work-study programs. A recent study suggested that stu-
dents missed out on approximately 2.7 billion dollars in free federal Pell grants by not completing the
FAFSA.
The FAFSA is available online beginning October 1, but students are able to get a FSA ID before this
date. Prior to filling out the form your parents will need to have access to their federal income tax re-
turn from 2 years prior, bank statements, records of investments, and records of untaxed income. After
completing the FAFSA, students are presented with a Student Aid Report (SAR). The SAR provides a
student with their potential eligibility for different types of financial aid, their Expected Family Contribu-
tion (EFC), and a summary of the data a student provided in the application.
The FAFSA website is very easy to navigate and can be accessed at: https://studentaid.ed.gov/sa/
fafsa. The website not only allows you to complete and submit the th document online, but also pro-
vides an app, FAFSA4castor, to get a free early estimate of your eligibility for federal student aid, as
well as assistance on how to complete the form, and what to expect after doing so.
For students wishing to approximate his or her family’s ability to finance the cost of a specific college
prior to their senior year, or who are seeking early decision but wish to ensure they can afford their
selection, check out the school’s Financial Aid Calculator. This tool will supply you with a fairly accu-
rate estimate of what you will be required to contribute towards tuition, and what aid you may receive.
Of course nothing that you see on a Financial Aid calculator is certain until you receive the acceptance
letter, but it is a good first step. These Financial Aid calculators are usually listed as “Net Price Calcula-
tor” and can be found on the college website.
The FAFSA Process by Bennett Wasch
T H E S C R I B E
PAGE 3
P A G E 4
Group 4 Project by Eva Michie
On the chilliest days of November, the IB science students took a field trip to ex-plore and develop a research question at the Chesapeake Bay Foundation. On this trip, students acquired further knowledge regarding how the ecosystem and other various bodies of water affect the environmental factors of the Chesapeake Bay. While collecting data and investigating resources, these IB scholars did not let the climatic challenges of the cold hinder them from succeeding their goals. After the long hours spent at the Chesapeake Bay Foundation, students returned to Annapolis High School to finish developing their Group 4 project on a PowerPoint presentation. Junior, Ali Erlandson, stated “The whole experience was defi-nitely a challenge… but I learned much about how the Chesapeake Bay is affected by so much more
than just pollution. The project was easy to pull togeth-er when you had peers helping and contributing to the assignment.”
The group 4 project is an interdisciplinary activity in which all Diploma Programme science students taking Chemistry, Biology or physics, must participate. The intention is that students from the different group 4 sub-jects analyze a common topic or problem. The group 4 project also allows students to appreciate the environ-mental, social and ethical implications of science and technology. and allows students to understand the limi-tations of scientific study, for example, the shortage of appropriate data and/or the lack of resources. After completing the Group 4 project students are required to write a reflective statement about the experi-ence.
P A G E 5
This Month in History: The WWI Christmas Truce
By: Sabrina Gleitz
This December marks the 104 year anniversary of the Christmas Truce that took place on Christmas
Eve and Christmas Day of 1914. Just five months after World War I began, Allied and Central troops
in Belgium took part in an armistice, forbidden by their supervisors. The men that participated were
aware that they could be subject to punishment because their actions could be viewed as treason.
However, both sides were experiencing the same miseries of war.
On Christmas Eve night, German soldiers began to sing Christmas carols and shout good wishes to
the Allied troops in the opposite lines. The Central Powers placed small Christmas trees on the top
of their trenches at dawn. Eventually, the troops met in no man’s land and shook hands, conversing
mostly in English and even playing games of soccer. Others took the opportunity to bury the dead
that had fallen in between the two sides. When the sun set, the men returned to their trenches,
maintaining the ceasefire until at least midnight. While there are accounts of some truces lasting
until New Year’s, most troops resumed fighting the soldiers they had connected with just hours earli-
er. The next peace that would occur would be at the end of World War I, the 100 year anniversary of
which just occurred last month.
A-High Clubs: It’s Academic by Isaac Riddle
The room is silent. You say, “Ernest Hemingway.” The silence sticks hangs in the air for a dreadful
heartbeat until you hear “correct,” and the entire room cheers. This is a potential scenario in the It’s
Academic team. In this club, team members practice and prepare for a trivia quiz, in the style of
1980’s and 1990’s game shows! The best part is that if you know at least something about anything,
you can contribute to the team. This can be literature, sports, math, science, movies, almost every-
thing you can think of.
The trivia game itself can only have three people on the buzzer, however people are encouraged to
participate, as there can never be too many backups. If you are not a senior, this is also a great op-
portunity to learn the kind of questions they ask and familiarize yourself with the trivia so you can
compete next year. If you’re interested in joining, talk to Mr. Moul in Portable 6.
Source: http://www.itsacademicquizshow.com/
P A G E 6
T H E S C R I B E
Kieran Jackson Personal Project by Amelia Farrell
Spotlight on MYP
By Camille Dupelchain
In the 2014 midterm elections, an estimated 143 million eligible Americans failed to vote, marking
the lowest voter participation in 72 years. Combatting low voter turnout is one tough feat, but it
was an issue that one IB sophomore was determined to do something about.
“The youngest demographics live with the consequences of legislation the longest,” says Kieran
Jackson, a sophomore at Annapolis High School and future IB Diploma student, explaining why
it’s important for young people to vote and get their voices heard in government.
For his Personal Project, Jackson printed and handed out over 450 pamphlets outlining voting tips
and resources, registering aid, information on specific issues in the midterm elections, and an ex-
planation of why voting matters. He distributed these handouts at various local colleges and uni-
versities, including the University of Maryland, Anne Arundel Community College, St. John’s Col-
lege, and Uniformed Services University of the Health Sciences, as well as Annapolis High
School.
Jackson was inspired to make and hand out pamphlets after hearing stories from eligible voters
who didn’t vote, and also credits “chronically low turnout rates for young voters,” as his motivation.
“My biggest hope is that this change can be spread,” Jackson expresses. And it has. It is estimat-
ed that 31% of eligible young people voted in the 2018 midterm elections, one of the highest
young voter turnout rates in a midterm cycle in at least the last 25 years. His actions have positive-
ly contributed towards increasing young voter turnout, paving the way for a more politically active
youth in America.
Annapolis High School’s IB MYP sophomores are finishing their personal projects and completing their
written reports. The Personal Project Written Report allows students to reflect on their projects and ex-
plain the IB learner traits they had developed while completing it. The first section of the essay, titled
Investigating, focuses on how the students came to choose their project, the preliminary research they
conducted to begin working on their project, and the goals they had set for the project. Planning is the
second section and outlines any and all things the students did before completing their project in order
to ensure it would be a success. This section would include aspects like research, materials used, in-
formant contacts, and how the student reached out to the community. The next section, Taking Action,
describes their final product and how the students created it. The final section, Reflecting, entails just
that. Here students reflect on whether or not he final project reached their goals, describe any problems
and how they overcame them, as well as reflecting on the IB learner traits they used and refined.
Annapolis High School’s IB MYP sophomore's final written reports are due on Google Classroom on
December 17th
P A G E 7
Navigating the IB by Grace Goodwin
This month’s issue will focus on IB English. At Annapolis High School, IB
English is a required two year class that students take as Juniors and Sen-
iors. The course is offered at both the higher level (HL) and standard level
(SL), but students are strongly encouraged to take IB English at the HL.
During the two years, students will read a variety of fiction and non-fiction
works including George Orwell’s 1984, William Shakespeare’s Hamlet, and Duong Thu Huong’s Par-
adise of the Blind. IB English is broken down into four parts, two literature sections and two language
sections, all of which are covered over the two years. Students learn to analyze language and works
of literature in different ways, expanding their perspectives. This year, students will test in May, tak-
ing two essay format exams called Paper 1 and Paper 2. Other factors that affect a student’s final
score are the mandatory Written Tasks (1 and 2), and internal assessment consisting of the Individu-
al Oral Commentary (IOC) and Further Oral Activity (FOA). This scoring format is subject to change
in the coming years because IB revises the exams and course guides every couple of years to en-
sure a progressive educational environment.
Mr. Russell is one of many new additions to the IB Program at
Annapolis High School this year. He teaches IB Physics 1 and 2,
as well as 10th grade Chemistry. Mr. Russell has been an IB
instructor, on and off, for the past seven years. Russell believes
that IB is a “complete program that connects with the context
and people” and does a great job at preparing students for col-
lege. He would advise his IB upperclassmen to dedicate time
and temper, with good time management, to completing all the requirements because it does pay
off by helping learn college skills. Mr. Russell loves teaching in the IB program because he be-
lieves that it truly helps acquire skills for college and he loves working with motivated and intelli-
gent students. Mr. Russell has experienced IB in different ways, in different places. He has taught
IB students in Peru, India, Brazil, and now Maryland. One of his favorite places he has been is
Rishikesh, India.
Teacher of the Month: Mr. Russell
by Neha Bhanot
P A G E 8
Columbia University is a private university in Upper Manhattan, New York City. It’s one of nine colonial col-
leges founded prior to the Declaration of Independence, originally called King’s College but renamed Co-
lumbia College in 1784. Scientists and scholars of the school are affiliated with notable discoveries and
contributions to their fields, including much of the initial research and planning for the Manhattan Project
during World War II. The university is broken into 20 different schools, one of which is Barnard College.
Barnard is a Seven Sister school, founded in response to Columbia’s men-only policy. Though it is legally
and financially separate from Columbia, it issues $5 million annually to remain affiliated.
56% of its 6,000 undergraduates are non-white, with social sciences and engineering the most popular
majors. 15% of its students participate in Greek life. The university offers more than 500 clubs and
organizations,
31 Division 1 varsity
teams, and dozens of
intramural teams and
community service or-
ganizations. It’s creative
and performing commu-
nity is robust, and its
student body is one of
the most politically,
environmentally, and
socially active in the
country.
In 2018, the school
admitted 5.5% of
applicants, making it the third most selective college in the country. It accepts both Coalition and Common
Application and allows applicants to self report their SAT and ACT scores. Application essay,
extracurricular, recommendations, and GPA are among the most important factors of a student’s
application. The SAT range for the current freshman class totaled at 1450-1580, with a 32-35 on the ACT.
Application cost $85 but an automatic waiver form is available. Regular decision application is due
January 1.
The estimated cost per year to attend is $77,411, including tuition, room and board, and various supplies
and personal expenses. Of the 54% of students who applied for need-based aid, 94% were judged to have
need. 94% of them were offered aid through the school, and 94% of them had their full need met. For stu-
dents whose household made less than $60,00 annually, their full need, including costs other than tuition,
is met. Grants are also available for studying abroad.
Columbia University has a very generous IB recognition policy. Please access the following link to view a
list of the college credits awarded for IB Diploma subjects:
https://www.ccis.edu/offices/registrar/evaluations/transferguides/internationalbaccalaureate.aspx
Columbia University by Madeline Vieson
CAS Corner Tyler Elementary Achieve Program by Elcy Canales
P A G E 9
Candidates for the IB diploma are required to earn 150 total CAS hours. CAS is an IB acronym
that stands for Creativity, Activity, and Service. IB students have to accumulate 50 hours in arts
or any other experiences or tasks that involve creative thinking, which are counted towards cre-
ativity hours, an additional 50 hours in any physical activity like sports, which are counted
towards action hours,
and 50 hours in volun-
teering, which are
counted as service
hours. CAS is a man-
datory core compo-
nent of the IB diploma
which helps students
build great time man-
agement skills while
also aiming to keep a
student balance and
busy by having fun
while completing CAS
hours.
On Wednesday,
December 5, 2018
many IB students had
the opportunity to go
to Tyler Heights Elementary school and tutor all the students that participate in the school’s
homework club. Tutoring is a great way to earn CAS hours because not only is it beneficial to-
wards an IB student but its also a great way to give back to the community and help the little
ones who are struggling with their homework or need guidance towards their core subjects. Tu-
toring not only gives you the power to teach someone else but it also provides a warm uplifting
feeling to know that your doing something good for those students who might be struggling.
Without CAS who knows if students would have the availability or the motivation to help anoth-
er, it was beautiful and encouraging seeing all the IB students taking the time to tutor all the little
kids and it was an amazing feeling knowing there were so many students willing to help. I en-
joyed seeing all the charming smiles on all the kids faces when they saw so many IB students
willing to help them with whatever they need.