Rose returns home after almost two years in Saudi Arabia
“Riding a camel…that was something I’d say is exciting,” said Junior Evan Rose. He left for Jubail, Saudi Arabia during his freshman year, starting a new life in the Middle East. After adjusting to another culture, Rose is back to finish high school in America.
In November of 2017, Rose moved to Saudi Arabia with his family because of his father’s work. Jubail is located on the East Coast near Bahrain in the Middle East. “I was a little surprised and a little scared. I mean it’s cool to go to a new place, but sad that I was leaving my friends, I hoped to come back [to the U.S].,” said Rose.
Rose went to an American private school located on a compound while he was in Jubail. To Rose, depending on location, much of life in Saudi Arabia was no different than life in Virginia.
“In some respects, it seemed like you’re walking into an American grocery store, other than everything’s in Arabic,” said Rose. “Other times, you will definitely see physical differences, as in men and women wearing cultural dress or street markets.”
The new lifestyle change came with its benefits. Rose said, “My dad’s company gave us the chance every six months to go on home leave. You could fly back to wherever you lived before, and they would pay for that ticket. But most people didn’t fly home, they would fly to anywhere in the area between Saudi Arabia and their home. So during the summer, we went to Amsterdam. One time we went to Egypt and then around the Mediterranean.”
For Rose, the hardest part about moving away was leaving behind friends and family for a long period of time. But the experience made a good lasting impression on his life. He made new friends, saw new people and learned from all his experiences.
Adjusting to the culture and language was the hardest part and came as a surprise to Rose at times. He said, “I was able to learn some Arabic so it made it a little easier; but in a sense, it’s much more communication without words for us U.S. people moving there. Communication without words was a really big part of it because in a grocery store you would either point or say something that you knew in Arabic that they might know.”
The people were friendly where Rose was staying. He said, “The media has portrayed the Middle East to be terrorists everywhere, but where I was, and almost every single part of Saudi, you have friendly Arabic people who would be willing to help you and communicate with you.”
Although Rose was nervous to live a new lifestyle, he accepted this new way of life and enjoyed his time there while learning about a new culture.
Q: How would you describe your style? A: I guess I would describe it as pretty alternative like jeans, a band t-shirt, and the chains.
Q: What stores do you like to shop at? A: I like online shopping so like Amazon is really great for the band t-shirts and Hollister for the jeans.
Q: Is there a trend going around that you personally like, and would like to wear as one of your everyday outfits? A: I feel like my style is pretty much its own and I kind of just put it together myself and like to wear that.
Q: What’s one trend going around that you don’t like? A: Mom jeans
Q: If you could pick a go-to outfit, what would it be? A: It would be what I’m wearing right now so probably black jeans, band t-shirt, and some chains.
Q: Where do you get your style inspirations from? A: From social media like Instagram
B.L.U.E. stands for Everyone Deserves to Belong, be Loved, be Understood and be Encouraged. Seniors Eireann Maybach, Kendon Sheppard, Katie Warren and English teacher Lyn Good run this emotional support group.
Good originally wanted to start an Alateen club, which supports those who have family or friends with an alcohol or drug addiction. However, the National Board wouldn’t approve this due to no close-by Alateen group location.
Good’s goal was to help FHS teens. When she heard about B.L.U.E., she thought, “One door’s closing and another one’s opening,” and she decided to sponsor it. It’s been an overall positive experience for her.
“It’s basically a club where students can come and feel comfortable. They can share issues, they can get help. We’re trying to build relationships,” said Good.
“[It] originally started for students who struggle with substance abuse, or other mental health issues,” said Maybach.
Some of the activities include various crafts, projects and volunteer work. The main purpose is for students to discuss and understand the issues in their life instead of going to drugs or alcohol.
Good wants students to know they have people they can rely on that aren’t going to judge them. “We want our students to understand that there are places they can go to just chill and feel comfortable without the pressure of performing. It isn’t an athletic or academic club, just with the purpose of supporting the students.”
“Its a safe space for students where there is no stigma of going to teachers or guidance counselors,” said Warren.
There are currently 15 students in the club. It is the first year and the first BLUE group in Fauquier County. It is a nationwide organization just starting to gain ground, partnered with the Mental Health Association.
“We’re losing students. We’re losing them not coming to school. We’re losing them to issues they have at home. We’re losing them to drugs and alcohol. We’re losing students and their capability for their education because of all these external forces,” said Good.
“What we want is for them to understand is that a lot of us go through those things and while we do, we want to all be there and support each other.”
One in five teens experiences clinical depression. Mrs. Harris in guidance is also assisting with this group. They received a $250 grant to help get recognition for the club. If they demonstrate how they’ve helped the students, they may be eligible to receive a $500 grant next year.
The BLUE club meets on Wednesdays from 2:45 to 3:30 in room 304.
A club that provides artistic opportunities for students
This year, National Art Honor Society (NAHS) comes to Fauquier High School, introduced by art teachers Dawn Brown and Rebecca Graham
Students who wish to join must maintain a 3.0 GPA in all of their classes, and in their first semester of high school art classes must have a 4.0 GPA.
NAHS is a program that honors serious artists in grades 6-12. They recognize young creative abilities and talents and work to provide future opportunities to young artists. Numerous scholarships are offered to members of the organization.
NAHS was founded in 1978 by the National Art Education Association (NAEA). The goal of the program is to “inspire and recognize students who have shown an outstanding ability and interest in art. The program supports members in their efforts to attain the highest standards in art scholarship, character, and service, and to bring art education to the attention of the school and community.”
One of the first students to advocate for bringing NAHS to FHS is sophomore Makayla Dankwa. Dankwa spoke to Brown during her freshman year about the possibility of introducing NAHS to FHS after hearing about the program, and all the opportunities it provided to members.
Brown sees NAHS as a way to attract the attention of more serious and dedicated artists. It would also offer more appeal to those pursuing art as a career. Brown was looking for students passionate about art and take the time to provide artwork for the school and community.
Additionally, NAHS makes an effort to allow students to experiment with a wide range of mediums such as clay and acrylic paint.
Rebecca Graham has been a part of the NAHS for roughly a decade, previously running the program at Battlefield High School. Graham now joins FHS as a new art teacher and NAHS sponsor.
Graham spoke of how her most fond experiences in NAHS have been service work for the community by hosting ice cream socials, where the frozen confections were served in clay bowls made by students. The program has also raised awareness for the arts and money for an elementary school library as well as gifted art to both teachers and the community.
Both Brown and Graham look forward to hosting the program for years to come and providing students an outlet for their artistic talents and passions. Currently, members are working on a mural to decorate the hall and make others day brighter.
Brown recommended that students looking for a club that encourages student’s artistic abilities, without the academic standards of NAHS, consider attending the anime club due to the club’s encouragement of art.
Unfortunately, NAHS will be taking the place of the art club hosted during previous years. However, Brown did express a desire to possibly run both NAHS and a less demanding art club within the next few years, though it would depend on the success of NAHS.
Sean Patten is ready to start a fresh new year at Fauquier High School as an English teacher. He is new to the teaching field and some may recognize him if they frequent Deja Brew Cafe in Old Town where he used to work. However, teaching was always in the back of his mind. Patten used to live in Philadelphia, and that showed him different aspects of life.“I had friends that didn’t make the best decisions,” Patten said.
Patten used music and songwriting to help his life go in a better direction. “When I put it all into perspective, I ended up making the right decisions,” said Patten. Patten also takes part in many art forms. He is a poet and will be a published author in the fall and he is also an artist who repurposes magazines to create abstract collages. Now, Patten has taken over Shakespeare Troupe for Mrs. Duggan. His goal for this year is to create good critical thinkers.
Smile at the camera! New photojournalism teacher Reza Marvashti (or Mr. M as he is commonly called by his students) is ready for a “picture perfect” school year as he joins the Fauquier High School family.
Marvashti went to West Virginia University where he earned a BA in history. Later, he followed his dream to become a photojournalist working for companies such as The Washington Post, The Denver Post, and Freelance Photography.
The most memorable moment during his photojournalism career was during the 9/11 attacks where his photos are preserved in the Library of Congress. Marvashti has also photographed notable figures such as Barack Obama.
Following his photojournalism career, Marvashti decided to enter teaching. Marvashti loved his job, but chose to leave because he “thought the focus of journalism and media was being lost.”
Fauquier High School alumni, Elizabeth “Annie” Glascock returns to teach world history, carrying on the family legacy left by her dad, Robert Glascock.
Glascock says that she had an overall positive experience when she was a student at FHS. Even though, in the beginning, she wasn’t the best student; Glascock worked her way up to become a better person.
She says her favorite part of being a teacher is “connecting with students, beyond academics and building relationships, so they know you care about them as humans.” Glascock wants her students to know that she is always willing to have conversations about things that aren’t about her class.
Jared Zangari has a lot in store for his students this year. Some may remember Zangari from Taylor Middle School where he taught Intro to Tech and Shop. He now teaches Building Trade and Electrical classes in the Annex.
As a result of decades working in the construction industry, Zangari brings real-world experience to his classroom. For him, construction fit best.
He now works in the classroom because he saw a place where he could better the world. Zangari understands the value of high school vocational classes as he knows not all students plan to go straight into college when they graduate. “I’ve gained a real passion to help the future of society,” said Zangari. He wants students to know that what he’s teaching is important to life.
Karl Buckwalter joins Fauquier High School as the new football coach and driver’s education teacher. He previously taught at Loudoun County, “it was a great seamless transition,” Buckwalter says.
He has been teaching and coaching for 32 years and has lived in Fauquier for 11 years and knows all about the school. This is why he decided to teach here because of his close proximity to the school. In 1995 Buckwalter became The Washington Posts All-Met Coach of the Year.
He shared that he enjoyed his vacation over the summer with his family. Buckwalter also enjoys listening to all types of music. He wants others to know that he is “passionate about what students are doing.”
Sean Robertson has become a new addition to the science department as an earth science teacher. Robertson has always loved exploring as a child. Robertson says it’s important to know how the world around us works so we can make good choices. Robertson says he was always interested in being a naturalist. Unfortunately, that job is not as prevalent as it used to be. Robertson was a biology teacher’s assistant at LFCC before he came here and that is where he got the idea to become a teacher.
Not only is Robertson a teacher but he is also a professional photographer. He shared that both his parents were photographers and they influenced him to become one. Robertson is very excited about this new year.
New Assistant Principal Colleen Robson may be a ‘fresh face’ for some students and staff; but, Robson is not a new face to Fauquier High School.“I’ve worked here before in track and field in 2008 five years before I became an assistant principal,” said Robson. Robson was inspired to work in education by her geometry teacher Mrs. Led. “She loved her job, and because she loved her job it made learning fun,” Robson said.
When Robson was in college she didn’t think her parents would be on board with her becoming a teacher. “I was scared to tell my parents that I was changing my major at Virginia Tech from business to [education] because I thought they would look down on me. But they didn’t, and they were very happy,” said Robson.
New special education math teacher, Ahmed Salem brings 10 years of teaching experience to Fauquier. Salem has taught at four other schools, Glasgow Middle School, Jeb Stewart High School, Friendship High School, and Freedom High School.
Salem also used to be a limo driver and a truck driver. When asked what he would do if he won one million dollars he responded with, “[I would] build a special needs university.”
Salem brings his love of learning and connecting with students to his math class. Salem brings lots of life experiences to his students.
MORE FRESH FACES TO COME IN OUR NEXT ISSUE!
Information and pictures compiled by Journalism 1 and Nayeli Arellano
FHS dress code teaches students to be ashamed of who they are
Dress codes are notorious for being the bane of a student’s existence in high school. This year, the dress code received more attention from administration, which they decided needed to be enforced more strictly.
The Fauquier High School dress code does not ask much of the students. It is, in fact, quite lenient compared to other schools. However, certain parts of the dress code that were emphasized this year such as bralettes and headbands frustrated many students.
The first concern many females have regarding the dress code is the banning of bralettes. According to the school dress code, “Clothing designed as underwear shall not be worn as outerwear.” It’s a fashion trend to wear bralettes under a shirt where usually only the straps are visible. Yet, the school banned this because a bralette is considered underwear and should be concealed.
The confusion is how contradictory this rule is. If a girl’s bralette strap is showing, too much is showing, but if she has her sports bra strap showing, that’s okay? The rules state that “shoulder straps shall be a minimum width of two fingers,” and bralettes meet this requirement. Yet, it’s the fact that they are considered underwear that makes them bad. Is the issue the lace? Is that too “sexy” for the school to handle? Of course, we don’t want girls running around the school with just their bras on, but banning even the sight of a little bit of lace on a strap is wrong.
School dress codes are well known for being discriminatory towards females, and this is a perfect example of it. Why are schools teaching girls that it’s their fault when their peers can’t stop looking where they are not supposed to? Instead, we should be teaching students how to be respectful towards others. No girl should be told that she’s “asking for it” when she wears something as simple as a bralette under her shirt.
Another concern was the banning of headbands. The dress code states, “Hats, head covers, headbands, sunglasses and excessive headwear are not to be worn in the building.” The headband regulation does not include the type that keeps your hair pulled back, but rather headbands that are worn across one’s forehead, as well as other variations such as bandannas.
Schools are not allowed to discriminate against any religious head garments that an individual may wear. However, what about cultures? One head garment commonly worn in African American culture is the durag. These head scarves are often worn to preserve African American hairstyles which can be difficult to maintain. Durags are described as not just a hair treatment tool, but also a significant piece of African American culture. However, this does not seem to be how the school sees it.
During the class assemblies, they announced that durags were not allowed in school. This hurts students more than it helps them. The durag ban prohibits students from connecting to their culture, and teaches them that society will not accept them if they wear this head garment.
Schools should be teaching students to be proud of who they are and instill self confidence into their students. In the final analysis, we understand that schools need dress codes to keep the learning environment in order, and to teach kids the importance of proper dress. However, certain rules under the dress code are simply unfair and sexually and racially discriminatory.
Along with this, will these rules actually be enforced? Being about two months into the school year, it doesn’t seem so. Students are still coming into school with crop tops and bralettes. Students don’t take the dress code seriously because administrators don’t enforce it. We can talk the talk, but if we can’t walk the walk, then what’s the point of having a dress code?
Mahli Claros traveled from Guatemala to the U.S. three years ago. She traveled alone, however, she is now living with her aunt. She left several family members behind including her mom and siblings. She shared that her father died back in Guatemala and his death was one of the reasons she moved to the U.S. Even though she is glad to be in the U.S., she finds many things difficult, such as the difference in culture and language here compared to Guatemala. Before she moved here she was unable to go to school consistently because she needed to help her mother. “I miss my whole family,” Claros says. She says her mother gives her strength and encourages her over the phone when she is feeling down. Now that she is able to attend school, her goal is to improve her English and finish high school. She says that school has helped her learn to communicate better and shares that if it were not for school, she wouldn’t have learned English. Claros also says that “[everyone] has the right to go after [their] dreams.”
Yesy Romero moved to the U.S. from Honduras two years ago, alone and unable to speak English. Now, she lives with her mother and her English is improving. In Honduras, Romero wasn’t able to go to school and study due to financial issues. She explained that the only way she would be able to get a good job and make a living was to either live around wealthier people or work in politics. Her dream is to become a flight attendant for commercial airlines. She says if she was still in Honduras she wouldn’t be able to do that. Romero says that moving to the US has greatly increased her chances of having a better life. “Here I can be myself and dress the way I want,” Romero says, “I’m learning English and there is stuff here to distract me.” She enjoys school here in Fauquier and enjoys life in the US. However she admits that “the one thing I had to get accustomed to was the food, it’s very different.”
In January of 2017, Milana Tarasova moved to the US with her parents and little brother from Ukraine. She shares that she never really struggled back in Ukraine other than the war which was not too far from her home. “The hardest part about moving is saying goodbye to everyone, because everything was native there, and it’s always scary to start a new life,” Tarasova says. She also says that she misses her relatives and friends that are back in Ukraine. However, despite her hardships, she admits people treated her “positively, with kindness and understanding.” She also says she likes FHS more than her old school and says that its “15 times easier than in Ukraine.” Tarasova doesn’t know what she wants to do in the future but believes that moving to the US has increased her chances for whatever profession she wants.
“I miss my country so much, all my relatives are there,” Israt Jahan says. As of now, she has been living in the US for a little over a year after moving from Bangladesh. She moved here with her parents and plans on visiting her home country after receiving her citizenship. Among her relatives that she left behind were her uncles, aunts, and cousins. Although she was sad to leave her relatives, she is glad that she is living in the US. She explains her struggles while living in Bangladesh. “Women cannot work outside because of men, because their husband and family don’t like them to go out and work,” Jahan says. “[You can’t] do anything, [you can’t] go outside. Here, however, everybody is free.” Luckily, when she arrived to the US, she explains that people treated her nicely, and she is happy to go outside without being judged by others. She also says she likes FHS more than her past school, especially because of the lack of uniforms which she had to wear in her old school. Jahan plans on being a doctor after graduating high school.
Junior Justin Kim arrived in America from Seoul, Korea in his freshman year. He arrived alone, leaving his parents, sister and extended family members behind. He now lives with his aunt, uncle and his cousin. He was born in America, but his family quickly moved back to Korea shortly after he was born. He left Korea because of the toxic competition he always faced. Kim says, “[it’s] stressful to study, their competition is so hard [I had] to be in the first place [all the time] in Korea.” When he arrived in America, he knew zero English. He said it was “horrible.” He mostly learned from Youtube and talking to his English-speaking friends. He shared that the most surprising thing he encountered in America was its diversity. He also faced racism in the form of racial slurs due to his race. “I [experienced] racism [because I] was Asian but there were some kinder people who would be my friends.” He also says he misses his family the most, “When I miss [them] I just Facetime them but [we’re] not face to face.” However, he enjoys his friends and says that “[school] is way easier since I know [how to speak] English.” When asked what he would say to those who mistreated him he laughed and said, “Now that [I’m better at English] since freshman year, [they can] come up and see me.”
Information and photos compiled by Nayeli Arellano
Fauquier High School's student newspaper. By the students, for the students.