Mock Trials are simulated court cases which are used for trial and education. These trials are used in school to teach students what can happen in real court systems. Mock Trials can also be used to teach new lawyers what to do in different situations. It develops skills such as debating in heated situations. These also give real world experiences and the idea to follow legal laws otherwise there will be consequences.

In the pods of 7A, 7D, and 7E, there has been a shared case of the State of Maine vs. Jesse Woodson.  In this case, Angel Sterling's side is the prosecution, trying to accuse Jesse of assault and cyberbullying. On the other hand, Jesse Woodson’s team is trying to defend him. According to the Prosecution, Jesse and a group called "The Pirates" have been bullying Angel Sterling online. They have created a negative page on an app called “FacePlace”- all about her. One day, Angel Sterling was walking home when she was hit by a brick.  The number one suspect was Jesse Woodson.

At around 7 p.m. on Thursday, May 15, at the Hillsborough High School, over one hundred band students anxiously awaited their final spring concert. 

For seventh graders, it would hopefully not be goodbye, and was mostly an event to feel pride at how far they had come since the beginning of the school year.  Saanvi Molasi, a Concert Band oboe player from Team 7B, phrased it as, “I think my favorite part of band is the feeling of musical growth and the joy of performing live. The opportunity to improve your own musicianship and develop a deeper understanding of music is a significant benefit. The feeling when you realize you have gotten better at your instrument makes me so happy. The rush of adrenaline, the shared energy with friends, and the connection with the audience are all part of what makes live performance so rewarding.”

However, for eighth graders, the occasion was one of bittersweetness, as that was their last performance with their beloved band teachers, Mr. Barry and Mrs. Coates, but they would still be able to reflect on it with happiness.  Milo Modi, a Team 8C Symphonic Band saxophone player, explained, “Being part of a group and having the dedication that comes along with band was my favorite part because I really grew and learned how to manage my responsibilities during band.”

As families flowed into the large auditorium, excited chatter filled the air, both on stage and in the audience.

Eventually, the lights dimmed, and Mrs. Coates cued Concert Band to begin playing their first piece, “Wind Dances” by Richard L. Saucedo, an energetic piece with a joyful feel. It was one of Concert Band’s favorite pieces to perform.  Myra Khanna, a flutist from Team 7D, described, “It had a very springy theme.”

           Next, Mr. Barry directed “Carpathia,” which was about the trip the Carpathia traveled to save the sinking Titanic back in 1912.  Rudra Oruganti, an 8D trombonist, described it as “thrilling.”

Concert Band then left the stage to make room for Symphonic Band.

After a quick tuning session, Mr. Barry led the band into “Spit-Fire” by William Owens, which was written to commemorate the Tuskegee Airmen. Most members of Symphonic Band recalled that they had a fun time playing it.

They then got set up to carry out “The Cave You Fear” by Mark Markowski, a quirky piece dedicated to trying something new, or feeling afraid of something. It explored interesting techniques of playing instruments, and was very a unique listening experience. On the side of those who were making the music, it was not an easy piece.   Somil Majumder, a French horn player on Team 7B, called it the most difficult one, elaborating, “...[it was challenging] because of all the unique sounds in it that we had to learn.”

For their third work of music, Symphonic Band performed “Lady in the Water” by Thomas Newton Howard (arr. Paul Cook) from the movie “Lady in the Water.” 

      They exited the stage with a bang, with an engaging and exciting piece named “Legend Of Devil's Lake” by Michael Sweeney. This one told a story about two clans fighting against each other. One was intense and evil-sounding, while the other was light and majestic. In the end, only one group won, vanquishing the other.  Milo Modi stated that it was a favorite, clarifying, “...it has a cool stomp that most music doesn't have, and its meanings have complicated inner workings.”

The night still was not over, and Wind Ensemble walked onto the stage, along with Mrs. Coates once again, their conductor.

         They then performed “Apollo: Myth and Legend” by Rob Romeyn. It was about Apollo, a Greek god of archery, music, healing, and the sun. It beautifully explored his story, with sorrowful, slow tunes, as well as upbeat, happy ones. Maanav Shah, a percussionist from Team 8B, enjoyed playing it because “...it was the most exciting piece for my part (mallets), and has a lot of speed/dynamic changes.”

Last, but certainly not least, the final piece of the concert was “Bare Necessities” arr. Paul Murtha from the “Jungle Book” movie. It was a jazzy piece, and had several different solos, in which the soloists stood up and played their instruments.  Most band students described it as their favorite, because of the solos. They definitely added character and personality to the piece.

Although the pieces had come to an end, the night was far from over. Three students from Wind Ensemble stood up, flower bouquets in two of their hands, and walked over to the podium to speak.

First up was Saish Nagnur, the Seventh Grade Vice President of Band Council. He spoke kind words into the microphone, then handed it off to the Eighth Grade Vice President. She stated her small speech, going into detail about the memories she had made at Hillsborough Middle School because of Mr. Barry and Mrs. Coates. After exchanging hugs with both of them, and handing flowers to Mr. Barry,  Kavya Singh, the President of Band Council, voiced everything Mr. Barry and Mrs. Coates had done to make her experience in band matter. She embraced her teachers as well, handing them the bouquet of flowers.

Mr. Barry and Mrs. Coates were nearly beaming with pride by 9 p.m., as students and families left the high school.

Mrs. Coates remarked, “The most exciting part of the concert, for me, is seeing and feeling the excitement from all of the students. We spend months working on this music, and it is such a great feeling to perform it for an audience of friends and family. It's a great feeling of accomplishment.”

The band students and teachers had made the evening have a lasting memory on everyone, and Mrs. Coates and Mr. Barry had made band itself have a lasting impact on the students.

The Word commends them as well as the students for having put together such a marvelous night.

Ms. Ferreri revealed, “This experience has some of our members saying at the end of each trip they wish to go more often and possibly see teaching as a career.”

Team 8D’s Anika Bhandagi talked about her discovery of her newfound love for children: “I learned that I love to be around kids.” 

Reading aloud to the elementary children also helps them become more fluent, expand their vocabulary, and better understand what they are reading. In addition, it builds their confidence and empathy. 

In conclusion, this visit was more than just a middle school trip. It was an opportunity for both older and younger students to bond and was an enriching experience for everyone involved. For the T.O.P.S. members, it offered a chance to step into a role where they mentor others, build leadership and communication, and empathy. They learned to connect with younger children and adjust their reading styles. As for the elementary students, hearing stories from their older peers was both inspiring and motivating, enlightening their interest in books and learning. This trip became a meaningful opportunity for building community, while also encouraging personal growth. 

However, what they soon discovered was that HMS had not provided just a snack bar of goodies like Oreos, Rice Krispies treats, and pretzels, but also different board games: Jenga blocks were falling everywhere as students tried hilariously to keep them up, cards were drawn as students played poker, and students fell to the ground when they had to move in a Twister match. 

According to Miss Ferreri, the T.O.P.S. club adviser, the T.O.P.S. members “incorporated a game night besides an open gym, so students who may not want to dance or play basketball can game and socialize”. 

As students returned to the dance floor, they caught a glimpse of what was happening across the hallway in the main gym: students were playing basketball! Actually, there were multiple different games going on, and even students who had not originally planned to go to the gym started to play. Students' friends were cheering them on as they made basket after basket.  

Eventually, 9:00 PM rolled around, and all the students had to go home. Team 7A's Sophia Cuomo said that she "would definitely go again next year. I had a lot of fun, and paying $5 was 100% worth it.” 

“My favorite part of the dance was seeing all the decorations in the Commons as well as the main entrance,” said Gianna Rivera, a member of Team 8B. 

Indeed, according to Miss Ferreri, “the event was a huge success", and it gave students memories that they will certainly cherish forever.  

She enunciated, “Personally, as I believe that being a good student is an attribute every role model should have, a student who engages in appropriate activities to achieve the highest goals is one who will help others when in need of assistance.”

Idhaya is correct in that role models should be exceptional students. It creates an exponential difference when an individual who is admired by their peers makes an effort to learn.

In addition, she enjoys assisting others. She finds pleasure in what she feels after the fact, describing it as, “the conscious [sic] of knowing you either helped or made a difference in someone's life.” She did acknowledge that everyone has a different emotion, and added, “there are many other things that one might feel after being a good student.”

Last, but certainly not least, Eric is another member of Team 8D who - also like Ariana - was suggested by Mrs. Dolly. He mentioned, “I try to do my best to be kind to everyone I meet.” That is a trait that often goes overlooked. It really is extremely vital for a student to at least make an attempt to be warm towards their peers. This task is often not very easy and is quite admirable.

Eric finds it especially critical to hold others in high regard. He clarified that this is essential in being a diligent learner. He additionally disclosed that “following directions,” “making sure everyone is included,” and “listening” is part of achieving the role of a well-mannered middle schooler.

A common factor that can be observed between all three eighth graders is that they each believe in paying attention to lessons and including their classmates. It can be established that being a good student is not exclusively about having the best grades or being the most intelligent; it instead has to do with one’s character and how they interact with their peers.

Recognizing and rewarding dedicated students encourages courteous behavior throughout HMS, and these students already do that by acting out the Six Pillars of Character.

All in all, Arianna, Idhaya, and Eric are immensely gracious individuals who definitely deserve the Award for Character Excellence. The Word applauds them in winning the award and encourages them to continue demonstrating positive character throughout the rest of their school career and beyond.

On Tuesday and Thursday of March 18 and March 20 respectively, the Peer Leadership club,  R.E.B.E.L. took a trip to every elementary school in Hillsborough. The reason: to teach second grade classes about inclusivity by reading the picture book, Strictly No Elephants. 

R.E.B.E.L., a peer leadership club led by Ms. Lisa White and Mr. Ian Evans, works on promoting kindness, safety, and a healthy learning environment. The field trip was planned for months in advance, so it could happen successfully. “R.E.B.E.L. stands for Reaching Everyone By Exposing Lies. Its mission and goals are to build community and foster empathy in our school and town as well as to raise awareness and combat misinformation around a variety of issues including substance abuse, bullying, mental health, and issues of inequity in the community and our world. We strive to educate ourselves and others, and to have fun doing it. Our last goal is to create student leaders by providing them opportunities to organize and lead activities,” informed Mr. Evans, one of the club administrators.

On Tuesday of March 18, the club arrived to school early to review what they had to do, and went to the Annex Office to get ready to get on the bus at 8:30. The bus then drove the club to every school starting with Amsterdam Elementary school, then Woods Road, and finally, HES. 

Vivian Paulis of 8A recalled, “I felt so happy because I could take pictures with my old teachers and talk to them about what I'm doing, and what I did in elementary school.” 

Charlotte Vidal gushed, “I had major flashbacks to when I was in Triangle.” 

Everyone was divided into groups of four, and each group went into different classes. During each session, there were four jobs: the Reader, the Questioner, the Paper Keeper, and the Time Keeper. 

       In addition to being a part of the Child Study Team, she is also a case manager for students with IEPs (Individualized Education Plan) who have learning disabilities or other developmental disabilities. “I meet with teachers to kind of plan out their programs and their classes and make sure that they get appropriate accommodations,” Ms. Esposito stated. 

While ESPs play a vital role in the smooth functioning of schools, they also face challenges that can sometimes go unrecognized. Despite their critical contributions to the school community, these professionals often encounter various obstacles in their work environments. Ms. Esposito voices that being an ESP comes with different perspectives from different people. “I'm not a teacher, I have never been a teacher, I've never been an administrator, I've never done a lot of the things that other people are doing, I have just done what I’ve done."  

She continued, “Because I have never been a teacher, which is like 90% of the people that work here, and because I have never done that, I think that it is really important to be able to take their perspective into place.” Said Ms. Esposito, “A lot of times, in a role that I have, it comes off as I am trying to tell a teacher what to do or how to teach or how to run a classroom, when I have never done it myself.”

One of the most common challenges for ESPs is a lack of recognition, as teachers are frequently in the spotlight. Most times, ESPs are overlooked despite their essential work. This lack of acknowledgment can be disheartening, especially for those who put in significant effort to maintain the school atmosphere and support students and staff, such as Ms. Esposito. Being an ESP is more demanding than one might assume. Professionals who may work directly with students can face obstacles that are related to student behavior. They work with students who may have behavioral or emotional difficulties. Addressing these students can be emotionally and mentally draining, but extremely rewarding. By recognizing these challenges and providing support, essentially opportunities for growth, and resources, schools can help alleviate some of the weight faced by these dedicated workers and ensure that they can continue to thrive in their roles. 

Ms. Esposito asserted, “Globally, I work with students who have emotional or emotional regulation issues or psychiatric disorder or behavioral disorder, so working with students in that population, working on helping them develop coping mechanisms, kind of getting to see them grow throughout the years- that’s kind of really where I find a significant impact.” 

Upon receiving her award, Ms. Esposito expressed her gratitude and dedication to continuing her future as an Education Service Professional. “It is something that I really have like a little bit of impostor syndrome about. I don’t feel like I am doing my job, and it is something that I really like to do, so I am very grateful and humbled by it, but it is definitely something that I have to learn to accept- like, people are recognizing me for that. I can feel like I am actually doing something here, especially here at the middle school.” As for new or future ESPs, she emphasizes the importance of building strong relationships with students and colleagues.

As schools continue to evolve, the importance of an Educational Support Professional cannot be overstated. They are determined to ensure that students receive not only the best possible education, but their overall school experience, both inside and outside the classroom. By acknowledging their successes and celebrating their achievements, one can uplift the entire educational community and allow more ESPs to be noticed. With her unwavering passion and dedication, Ms. Esposito is setting a new standard for ESPs everywhere, proving that their work is not only essential, but transformative.  

After many months of hard work, the Science Olympiad saw success in both Regional and State Championships, winning 2nd place in Regionals and 7th in the State Tournament. 

Science Olympiad is a competition-based club, where a team of students compete in areas of science, such as Earth and Space and Biology. There are tryout tests to get into the team, and it demands great commitment and dedication. Not only do they study and take tests to demonstrate their mastery, but they also build models and machines. Their skills are then put to the test when the team goes to different competitions,starting with Invitationals and the highly anticipated Regionals at The New Jersey Institute of Technology. 

At Regionals and States, the events were grueling and incredibly hard. As 7C student Jai Kaja reflected, “It was very challenging. Each event tested our knowledge and problem-solving abilities. The time constraints and the competitive atmosphere added extra pressure, but it was a great learning experience.” 

According to 7/8C Team member Niv Patel, preparation for the competitions was very challenging. He stated, "The most challenging part has to be the studying that you have to do. While it may not be so hard to put a binder together, it is kind of hard memorizing notes that you have to [collect] in order to fit it in a double-sided note sheet. Also, you need to know what's going to be on those tryout tests, because you can have a bunch of notes- but still fail miserably."

Aryesh Kundu of Team 8E added, "This might seem obvious, but the most challenging part of SciOly might just be absorbing lots of information about each event. Compiling notes for competition was tough as well, since there is just so much material to write down. For example, my friend who did Optics at Regionals, (earning 4th place), learned Introductory Vector Calculus- just in case it showed up on the exam. Some of the Earth and Space events had binders 300-400 pages long."  One can image how difficult that might be to put into a double-sided note sheet!

Jai Kaja stated, "The most challenging part is balancing preparation for different events while keeping up with schoolwork. It takes a lot of commitment and time management. Another challenging part was knowing how to use my notes in a practical way."  

While some might believe that the entire day was full of test-taking and going to competitive events, Samkith Jain of 8E stated, “Most people only had one or two events, so there was a lot of free time. Some people went on walks around the campus, some went to buy food and drinks from the campus stores, and others talked or played a game of chess.” This free time allowed for the team to connect and have fun during the trip. 

Aryesh Kundu explained the challenges that he participated in that day. "For me personally, I had 3 inquiry events: Codebusters (decrypting/encrypting ciphers), Metric Mastery (conversions, estimation, calculation), and WIDI (writing instructions for a complex build that my partner has to follow). For Codebusters, our team had divided the different ciphers between the 3 of us before the competition, making the solving very efficient. WIDI wasn't that challenging since we had practiced more difficult, more complicated examples in preparation for the competition. Lastly, metric mastery was probably the most difficult, since the estimation rules and regulations were vague. Even though the conversion/calculation section was simple, it was the estimation and measurement that threw us off. In fact, we had a deduction because we picked up a block of wood that we were supposed to find the density of by just looking at it!"

      Science Olympiad is a fun and great way to learn about science and a great chance to show your knowledge and skills. Adhvik Sajeev of 7A added that “If they are looking for an extra challenge, they should think about joining the club.”

When asked about whether he would recommend Science Olympiad to students who haven’t joined yet, Aryesh Kundu said, “I would 200% recommend SciOly to 7th graders to try out next year. There's just such a wide variety of topics that someone that is interested in designing helicopters for Air Trajectory could be on the same team as someone interested in conducting chemical experiments and writing tests about the topic. The trips are fun, the advisors are kind and supportive, and you get to expand your knowledge base by a large amount. Overall, I would definitely recommend SciOly to all 7th graders.” 

On the morning of Saturday, January 25, a group of nearly thirty fourth graders were gathered in Room B9. They were present to learn about and celebrate Edgar Allan Poe, the famous American poet and "master of the macabre" from the early nineteenth century. 

Because Edgar Allan Poe was declared “America’s Shakespeare” by the New York Shakespeare Society, the HMS "ShakesPeers" have hosted this event for over a decade. 

“We were preparing for the event a week in advance," Team 8C's Netanya Gupta, a member of the ShakesPeer Society, commented. "It was really exciting.” 

"At first, I was nervous about attending the symPOEsium because I didn’t know anyone, and it was my first time being there," fourth-grader and winner ("Most Valuable Poet") of the poetry competition Michelle Dugbo recalled. "Walking into a new environment full of unfamiliar faces made me feel a little uneasy, but I decided to keep an open mind and give it a chance."

"Once the activities began, everything changed," she continued. "The energy in the room was exciting, and I quickly got caught up in the fun. Each game and challenge tested our creativity and vocabulary skills, and I found myself enjoying the experience more and more." 

Throughout the afternoon, the students learned about Edgar Allan Poe while participating in fun activities, such as making Poe paper dolls and reading one of his most famous poems, "The Raven". The ShakesPeers were there and ready to help them out when they needed it. 

Another one of the fourth grade attendees, Beatrice Androwski, said that, "I really liked it because we played fun games and when I finished first, I got a really cool prize--a Squishmallow!"  

According to her mother, Beatrice had a big smile on her face as she recounted, “The teachers and ShakesPeers were really kind and helpful. I learned a lot of new 'POEcabulary' words and also that Poe was born in January, not spooky October like I imagined."

In fact, they also visited the Commons to play a very rigorous "POEcabulary-based" game -- "Dupin, Raven, Arabesque, Tintinnabulation". 

“The game was kid-friendly for everyone, even the adults,” joked Team 8D's Hamsini Maykha Thakur, another ShakesPeer member, reminiscing about how the parents played the game along with their children. This was followed by a poetry writing contest, where the students wrote "Enigma" poems about themselves.  Overall, the fourth graders enjoyed the afternoon and walked away knowing more about Edgar Allan Poe than they did when they first walked in. 

Michelle Dugbo said that, “Looking back, the symPOEsium was an unforgettable experience. Not only did I learn new words and improve my creative writing skills, but I also gained confidence in myself.” 

She went on to say that it was an experience that she would cherish, with Beatrice Androwski adding that she was “excited to go back" for the ShakesPeer Society's spring event, Bard in the Boro.

Similar to Saish, Cameron thought his award helped him look up to and formed as a reflection of his actions. Both awardees' thoughts demonstrate how getting these awards can help boost someone’s self-esteem and make our school a better place.

Meanwhile, Sana Chhabra - who is also from Team 7D - shared her own ideas on good character. Qualities such as being “patient and kind”, and “work[ing] with everyone nicely” were some qualities that she listed. 

An extremely important action she identified was always “trying to be nice to [others] even if they are not being nice”.  Indeed, continuing to be kind to someone even when they do not reciprocate clearly shows Sana’s good character. This empathy is a significant trait of Sana, and another reason why students like her have earned the award. Similar to Cameron, she hopes to use her “positive qualities to encourage others to do the right thing”.

 In fact, she claimed that her peers helped shape the person she became today: “My inspiration to become a better person was from my other peers who I noticed were kind and trustworthy, and I always wanted to be friends with them because I knew they would be good friends who I could depend on, and who could depend on me."

    Furthermore, the award was as significant to her as it was to Saish and Cameron. “It is important for me to receive this award because I impact my school in a positive way, and because I work well," she stated. "I feel happy and excited about earning it because it shows that my hard work has paid off."

Team 7C's Sohan Pingli echoed many of the ideas of his fellow awardees, but the inspiration behind his "calm, respectful, friendly, and understanding" personality stemmed from a decidedly different source than his cohorts'.

"My inspiration to be a better person came from my love for nature," he revealed, "and how all  of the different animals and species work together in order to achieve balance in the ecosystem. In the same way, I realized that we humans can achieve balance as well, if we all work together and help each other succeed." 

He further clarified that having good character does not necessarily mean being "perfect or...academically gifted, but rather [being] beneficial to others and the school",  and "this is achieved by treating everyone with respect, and apologizing and owning up to mistakes you make". Great with others and always on task, Sohan himself helps people whenever he can - such as when his classmates are confused on assignments or simply need a friend - and he makes sure to always stay kind.

     Overall, the A.C.E awards continue to help Hillsborough Middle School become a better place. It makes students feel better and strive to become even better people. While the A.C.E winners also got to experience the celebratory A.C.E breakfast, they - more importantly - were recognized for their great character, showing that positive traits will always prevail. 

The staff of The HMS Word congratulates and celebrates all of the A.C.E. recipients who clearly deserved to receive their awards for each and every one of their amazing accomplishments and traits.

Teachers like Mrs. Jaime Hoffmeister are one of the most important parts of any school, and - while most HMS students might recognize her as just another Literacy teacher - there is so much more to this amazing teacher than they think. In fact, beyond the walls of her soft interior there is so much more information than they could possibly imagine. In particular, five fabulous facts capture her history and journey to becoming the teacher that 7D students know and love today.

On Monday, December 16, 2024, the Hillsborough High School auditorium buzzed with the cheers of hundreds of parents and teachers. Although rain poured outside and pounded on the doors and windows, the sound was not heard amidst the wonderful notes and music that carried through the auditorium. Adults all around, including photographers, all had their cameras out and ready to record and capture an image or two of the bands. They energetically supported their children in the annual HMS band winter concert to celebrate the musical prowess they achieved after months of hard work. For almost two hours, the bands performed their unique pieces of music, each and every one adding to the greatness of the night. The air was filled with excitement, music, and pride as parents and teachers admired the beautiful and exquisite pieces that were played by the Concert Band, Symphonic Band, and - last but not least - the Wind Ensemble. 

In the process, many obstacles were faced, but - at the end of the day - the Concert, Symphonic, and Wind Ensemble band students triumphed, led by their fantastic conductors and teachers, Mr. Ryan Barry and Mrs. Ciji Coates. After hours of hard work, the long awaited concert put on display the true excellence of the bands and their leaders. The HMS Band Council was crucial to the success, setting the foundation for their peers and them to excel as a unit, which they did without question. Along the way, they made countless memories and friends, things that may stick with the young musicians forever. 

There are three bands at HMS, ordered according to the level of prowess from the students. Concert, the first level, is the band into which most band students are placed and was the first of the three bands to perform that night, kicking off the exemplary concert in emphatic fashion. They performed two pieces -- “Tanoan Echoes” by Robert W. Smith, and “Dark Adventure” by Ralph Ford. Both of these pieces were exquisite to hear, and the musicians wonderfully executed the difficult job of hooking in the audience to the concert and starting the night off in a strong fashion. 

“My motive for continuing band this year is the prospect of learning and getting better with my instrument, the trombone,” shared Chad Carnish, a member of the Concert Band from 7D. He further elaborated upon the motivation he had to continue band this year when he transitioned from ARIS to HMS. In fact, according to a Word survey, 45% of the Concert Band students who responded said that they were motivated to continue the band program this year because of their desire to improve and grow like others around them. This common motivation reveals how willing the students were to improve and grow as musicians. This passion and desire is applaudable as growth and development is important and the fact that this idea appears in the minds of students is a success for the band program.

“I liked how focused everybody was on the day of the concert,” remarked Mr. Barry. "I also liked that they sounded very good. I like that we stayed together and the tuning was good too. Overall, it was a quality concert." Furthermore, the musicians were all very professional and were very focused the night of the concert, evident by their etiquette and how they acted on the night of the concert. 

The first piece, "Afterburn", started off in a slower fashion before kicking off full-speed to convey the emotions and feeling of utilizing an afterburner in an aviation vehicle. The afterburn of a jet makes it go extremely fast, so - to represent this - the piece utilized a fast tempo and exciting rhythms and notes to build a tense and exciting feeling in the piece and the audience. The second piece, "Greensleeves", had a slow, melodic theme. Symbolic of the winter season and a variety of feelings, this piece complimented "Afterburn" by taking in a slow tempo and covering a new style and vibe entirely. The final piece, "Turning Point", represented a war and how the various feelings and events occur within it. There was both a slow section and a mainly faster section to showcase the warlike vibe. All in all, the concert for this band was also an astounding success. 

The most "advanced" band - Wind Ensemble - performed last, but they were definitely not "least" as they produced iconic songs like “It’s the Most Wonderful Time of the Year” in flawless fashion. They also performed a piece called “Walking to the Sky” by Robert Buckely, as well as an arrangement of “Slane” arranged by Douglas Wagner. With the first annual Pops Concert preceding the Winter Concert performance for the Wind Ensemble, they had the least amount of time out of any of the bands to put together their show, and they had the added challenge of performing some of the most difficult pieces. Ultimately, it was a testament to the will, passion, and hard work that conductor Mrs. Coates and the students put in.

When asked about what challenges the band faced, Mrs. Coates said that they included “learning new music in a short amount of time." 

"They had done a Pops Concert in November," she elaborated, "so the turn-around time to get ready for December was short but they were able to overcome that obstacle.” The Wind Ensemble performed the first ever Pops Concert earlier in the school year, and this performance came less than four weeks before the Winter Concert. Although it may sound like adequate time to prepare, the students had to learn to play three completely new, difficult pieces and to do so flawlessly. This was surely an daunting task, but the Wind Ensemble overcame this challenge in the end. 

“Aside from the 2 times a week that we meet together as a group, the students put in a lot of individual practice time at home. Additionally, we had a 3 hour after school rehearsal to make sure that we were ready for the concert,” Mrs. Coates added. Every week, each of the three bands has two morning rehearsals, prior to homeroom each day. These rehearsals happen on specific days but are weekly occurrences and happen for about an hour each day. Beyond the time students put in just in these rehearsals, they also go to band during their study periods to practice at least once a week. On top of this, they must practice outside of school in order to do well individually.  Moreover, the students of Wind Ensemble were also faced with a three-hour, out-of-school rehearsal right before the concert to make up for lost time. Without this hard work and dedication, no band or student would be able to succeed, and - given how all of them performed so well - it can only be imagined how hard everyone worked. 

In short, the first full band concert was a massive success. The hard work that the students and conductors put in clearly paid off. Additionally, each musician's growth was just as evident as how close each band had grown. Beyond that, every student learned valuable lessons that benefited them - not just as musicians - but as people as well. Each band performed in stunning fashion, and they all succeeded at their various performances. Without a doubt, the HMS Band Winter Concert was the amalgamation of many factors, lessons, growth, and hard work. 

On behalf of The HMS Word and the entirety of the HMS community, the bands should be commended for such a memorable concert and thanked for the wonderful performance they provided.

On December 9, 2024, the HMS cafeteria buzzed with excitement as parents, siblings, and friends filled every seat in the room, eagerly awaiting the anticipated Winter Choir Concert. Suddenly, the lights dimmed, and a quiet hush spread over the audience as the curtains slowly parted, revealing a crowd of students ready to shine. As the students opened their mouths to sing, the crowd went silent.  A single note rang out throughout the room, marking the beginning of an unforgettable night

Two of the district's schools gathered to perform on stage that night - Auten Road Intermediate School and Hillsborough Middle School - and the concert was not just a celebration of the winter weather: it was also a night of unity when all of the choirs gathered and sang after many rehearsals. While some were more anxious than others, many students claimed that this was one of the most memorable and exhilarating nights of the entire school year because they were eager to perform their hard work in front of others. 

First, the ARIS choir performed “Figgy Pudding” by Ruth Morris Gray; the song has been extremely popular since its release, mainly for its catchy tune.  It is a song about a small village and their longing for figgy pudding, a symbolic Christmas dessert. Second, they performed the tense, yet lively, “The Bat” by Andy Beck. Their younger voices gave each song a more angelic sound, compared to the older groups.

Next, the HMS Chorale performed "Noel Nouvelet" - a beautiful traditional French carol by Anúna - and "Elijah Rock!", a speedy African-American spiritual written by Mahalia Jackson. Both songs convey Biblical themes relating to figures like Elijah, Mary, and Joseph. Their perfect synchronization made both songs sound heavenly. Following that, the Chorale sang "Winter Song" by Sara Bareilles; it is a sad tune with a slow, passionate theme about broken love. The students' powerful voices made each song more compelling to the audience and radiated charismatic energy. 

Avery Zieziula from Team 8B claimed, “'Winter Song' composed by Sara Bareilles was a beautiful piece Mrs. McCormick taught the Chorale. Although I personally love riffing, this score of music put together Bareilles's work to be magnificent when we went on the risers to sing this." She further explained how she loved this song in particular because it had a distinct tune. Compared to the other songs, it was slower and calmer.

Finally, the HMS Concert Choir closed the evening with two songs. “Rhythm of Life”, by Cy Coleman - and featuring accompaniment by percussionist Taylor Scala - is a dynamic song about appreciating the music in one's life. “Winter Wonderland” by Felix Bernard and Richard B Smith - a favorite among the choir students -  is about a couple's romance in the winter. In comparison to the other two groups, Concert Choir was the largest and most lively, ending the show with a thunderous boom. 

In a public survey sent out to all the choir students, many shared their positive experiences from the show, describing the concert as “an amazing experience” and  “immersive”. 

“I remember my most memorable moment during the concert was when I was singing," shared 8B's Vivaan Bhagat. "I let my heart out into the song. I enjoyed the music and enjoyed hearing my fellow singers.” 

“Overall, I think this performance was very special to everyone on stage and off," reflected Atmaja Borkar from Team 7C. "It was a feeling of pride and achievement I will never forget. I think the performance went really well, and we enjoyed every bit of it.” 

Indeed, the night was truly unforgettable and will remain a core memory in the hearts of all the performers.

    "I love that [my job] is never boring,” Mrs. Nami said with a spark in her eye.

On a more challenging aspect of teaching, she mentions how she worries about her students even while she is not working with them. She often discusses her concerns about the children she is responsible for with her co-workers.

Understanding that the kids she teaches are at an age when it is important to be social, Mrs. Nami frequently tries to incorporate moving and partner activities, which can help make lessons and classes more interesting.

Mrs. Nami commented that the most valuable lesson she has learned while teaching is to “always remember the big picture.” She further explained that she has to accept that while her students may not always remember what the use of a semicolon is- as long as they are absorbing the most important information she is giving them, then she is doing her best to help them.

At the end of the day, Mrs. Nami is an exemplary teacher who is kind, knowledgeable, and cares deeply about her students. The Word wishes her good luck for the rest of her career and commends her for winning Teacher of the Year.

When homeroom teachers distributed the permission slips for Winter Wonderland on November 12, it was all the “buzz” in Hillsborough Middle School. Everybody was really excited: the annual dance seemed to be the only thing anybody was talking about in the hallways. The day grew closer and closer as the students continued to work on homework and classwork. 

At last, the day that the eighth graders were waiting for finally arrived.  December 13, 2024 was the one night where the future HHS Class of 2029 could relax, eat, dance and party. They didn’t have to worry about grades or homework. On the day of the dance, the helpful HMS staff began setting up the Commons during period 8, and then the Student Council joined in the process at the end of the school day.  The decorations were so eye-catching and mesmerizing that students noticed them as they walked from class to class, and the eighth graders' excitement was visible on their faces. 

When school finally ended, all discussions turned to the dance.  Whether online or in-person, students planned what to wear, where to go when they arrived, and more until they returned to the middle school at approximately 6:50 pm.  Then, the doors officially opened at 7:00.

Linda Bernal, a student from 8D, walked into the Commons and was immediately impressed: “I enjoyed the decoration of the dance, and I also enjoyed the food variety they had.”  The food ranged from turkey wraps to ice cream to Pepsi, and it was served in the Commons where there were tables to sit down to eat. 

Gianna Rivera from pod 8B excitedly agreed:  “I enjoyed the Commons because it was really well decorated and a nice hangout area."

"I liked the gym because the fake fire and couches by the kitchen was a nice touch," Rivera continued. "Also, the lights by the stage in the cafeteria was [sic] cool. I really loved the photo area in the gym because it helps with memories and it was really fun to take pictures with my friends.”  Photography studio Milan Rose - which has been taking students' yearbook photos for many years - was set up in the gym and offered a free package of 4 wallet photos and 1 5X7 to the eighth-graders. 

On the other hand, Raymond Butti, a student from pod 8B, eagerly stated that the cafeteria was his favorite place “because I got to hang out with my friends which was really fun.”

The DJ rocked the house in the cafeteria, where he played songs from "FE!N" to "Party in the USA", but there were also couches in the corner for anybody who just wanted to sit down. In fact, the music from the cafeteria was so loud that it could be heard everywhere -- even in the gym.    

In the end, the eighth graders had a really fun experience. They made memories which they would treasure forever, so very many thanks to both the HMS staff and Student Council for making those memories happen!

Originally, when she was growing up, Mrs. McCormick wanted to be a scientist or a historian, but this all changed once she got to high school.  That was where she met Mr. Wilson, who taught her how to conduct a choir, take attendance, and lead warm ups. She declares that she got most of her training from him and that he might have been the biggest influence on her career. 

“I am fortunate that Mr. Wilson has turned into a life-long mentor for me," she reflects. "I became a choir teacher so I can hopefully make an impact on students the same way he made an impact on me.” 

 Although it is her first year enlightening choir students at Hillsborough Middle School,  Mrs. McCormick has actually been teaching choir and vocal music for seven years.  Nevertheless, her enthusiasm is still as powerful as it was on her first day on the job.

“Our Winter Concert on December 9th is going to be amazing!” she exclaims.  She also reveals that she has had a very swell time getting to know both the seventh- and eighth-grade choir students and is very excited to have started practicing the music  with the latest members of the choir. 

However, although Mrs. McCormick has conducted many songs for many choirs, she has only four songs that have reserved a permanent place in her heart. These include "The Rhythm of Life" by Dorothy Fields, "No Time" by Susan Brumfield, "A New Year Carol" by Benjamin Britten, and "Music Down in My Soul" by Moses Hogan. She claims that she will never get sick of them.

 Of course, Ms. McCormick's life extends outside the classroom, as well.  In her free time, she enjoys playing her Nintendo Switch, reading books, playing tennis, going on relaxing walks through Princeton University, and hanging out with her husband and her cat Penelope. She also engages in three other choirs outside of school. 

"It's so much fun getting to both lead choirs and participate in them!" she declares.

Surely, it is just as much fun as getting to know one of the newest additions to the HMS family -- Mrs. Noel McCormick!

The evening of Friday, October 25, may have been a quiet and tranquil one for most. However, for 350 Hillsborough Middle School students, it was far from a dull night. Sponsored by T.O.P.S. [Together Our Peers Succeed], the annual HMS Halloween Dance was a time for students to forget about all their worries and instead focus on having fun and singing along to their favorite songs -- all while being dressed in fabulously spooky costumes.

For all of two hours, colored lights, machine-generated smoke, and blasting music filled the cafeteria.  Of course, the last was nearly drowned out by students on sugar rushes screaming the lyrics with their friends.

Simultaneously, the gym had its own party stirring up. With basketballs flying through the air (and a few candy wrappers littering the floor), it was sometimes even more crowded than the cafeteria at times.

The real festivities, however, started at about eight o’clock that night, when the most popular songs started playing. Both tweens and teens crowded in circles - surrounding nothing in particular - off corners of the cafeteria while flashing phones shone brightly in the dark as the hands holding them pumped excitedly.

Avani Shetye, a student of Team 7D, joyously shrieked, “I can’t hear anything!” In fact, several students reported their voices being hoarse afterwards, and it was no wonder as they had been screaming at the top of their lungs. 

"It was fun because there was a lot of space for you to move around and not be too clustered," emphasized Ellie Shelomentseva, an 8B student, "so you could have room to hang out with your friends."

Nevertheless, one of the fan favorites was the candy. T.O.P.S. had made sure to supply their peers with all sorts of sugary treats, including - but not limited to - fruit snacks, Nerds, and Albanese Gummies. In addition to this, Reeces, Hersheys, and KitKats were also available, as well as a variety of chips and water.

A member of Team 7C, Diya Patel, proudly declared, “This is my fourth candy!” as she munched on a box of Nerds.

The night stimulated the excitement for Halloween amongst the students. Having an early start to dressing up in their costumes and collecting candy, they became tirelessly eager for the fun-filled holiday the following week.

For the time being, however, their first priority was to have fun with their friends, singing along to their favorite songs. “Party Rock Anthem,” “FE!N,” and “Dynamite” were only some of the most popular. Moreover, an exhilaration seemed to pass through the students of HMS when “Love Story” by Taylor Swift started to play close to the end of the dance.

The Monday after the dance, Mahi Arora, a student from Team 7B, reminisced, “It was really fun!”

This was proven as the students of HMS left their school and laughed with their friends over the many lasting memories all made in one night.

Throughout high school and college, Mr. Gall explored various instructional professions. During high school, he enjoyed tutoring other students. He also worked at Kumon, a learning center for students who desire additional education and practice with concepts taught at school. Furthermore, during his college years, Mr. Gall worked at Apple as an Apple campus representative. Due to his primary hobby, music, he instructed people how to use Apple products to create or record music. For example, he suggested that others use GarageBand, a popular app created by Apple.

Considering the amount of dedication the HMS orchestra displays while teaching his students, it is evident that he cherishes his job. Thus, who would have known that middle school was the last place he expected to end up?

“I thought it was going to be more like the worst of elementary school and the worst of high school put together in one building,” Mr. Gall admits. “But that’s not what happened!” On the contrary, he now believes that middle school is the prime time for teaching.

Yet, the question still remains- what provoked this abrupt transformation of his impression? The answer is quite simple: experience! After engaging in student teaching for orchestra, he came to realize that middle school wasn’t as unpleasant as he’d first assumed. In reality, Mr. Gall thoroughly enjoyed teaching middle school and decided to further pursue this career.

Even the most insignificant actions can have colossal impacts- a lesson that Mr. Gall mastered from a young age. He was a stellar student: not only was he academically extraordinary, but he was also exceptionally obedient. For instance, he managed to guide his Science Olympiad team to the Nationals in meteorology! Nevertheless, his pronounced fear of punishment drove him to be the most disciplined student he could. He recalls having only ever gotten in trouble with a teacher twice in his youth! Yet, both of these penalizations were caused by a disruptive class as a whole to which he did not contribute. Specifically, when he was in first grade, there were numerous students who were being troublesome. In response to this, the teacher turned off the lights and told the class to put their heads down on the table. Even though Mr. Gall wasn’t misbehaving, he still felt like he had received the punishment.

Mr. Gall later contemplates why this memory is so prominent to him. After all, he wasn’t the one misbehaving. Regardless, the deeply remorseful emotion connected to this memory likely explains why he remembers every detail even to this date. “Anything you do can be remembered as easily as it could be forgotten,” he states. “Treat [everything you do] as if it is going to be remembered.”

For millions of individuals around the globe, music is more than just synchronized sound - it is a passion that brings people together, a form of creative expression, as seen in the hundreds of various styles of music from different cultures today. For the HMS Bands, who performed their annual spring concert on May 16th, 2024, this raw passion was seen in the hearts and minds of the young musicians, who poured their heart and soul into their wonderful performance. 

However, to achieve this excellence, the members of the band program at HMS, led by band directors Mr. Ryan Barry and Mrs. Ciji Coates, continuously practiced for hours on end to ensure that their performance was eventually successful. 

“Two mornings a week, every band meets together at 7:30 in the morning to practice as a band. Concert Band meets Mondays and Fridays, Symphonic Band meets on Tuesdays and Wednesdays, and WInd Ensemble meets Tuesdays and Thursdays. In addition to this, all members have a lesson day where they work on specific sections that they are struggling with,” says Caleb Chi of Team 8B. Indeed, although the practice schedule was intensive and rigorous, the amount of time and effort was necessary to ensure that the presentation was well-executed.

Finally, after five months of continuous practice, the day of the concert arrived. At the dress rehearsal at Hillsborough High School, all three ensembles practiced their music for the first time on the HHS stage. This was the first time that members from other bands were able to hear other ensembles perform and marvel at the dedication and perseverance that had led to the magical show that the bands presented that night for an adoring audience. In addition, to further enhance the students’ ability to critique music, Mr. Barry and Mrs. Coates also prepared a Google Form in which those not currently practicing had to discern certain aspects of the piece that were intentionally placed to draw the attention of the audience.  

“At the stage, getting used to the dynamics and the balance on the stage was quite a struggle, as the acoustics were quite different than in our band rooms, but we managed to pull through,” mentioned Arusha Bhargava of 8D. Clearly, although the HMS Band Program faced a myriad of challenges to present their hard work to the audience in an engaging manner, they faced their difficulties in an effective manner and troubleshooted their way to success. 

Later in the evening, students arrived at HHS, prepared to bedazzle the onlookers with their majestic songs. At 6:15, the members of all three bands arrived, and went to their respective practice rooms, warming up their instruments and adjusting their tuning slides to account for room conditions on and off the stage. The tension in the room was obvious, with 8A’s Samuel Zhao claiming, “Everybody was kind of nervous about the concert at first, but as we started breathing into our instruments, the mood was uplifted, knowing that we were all in this together.” 

Obviously, before the most-anticipated HMS Bands event of the school year, the musicians might have been anxious about their performance, but while the bands first walked on stage, no apprehension was discernible; instead, all of the musicians seemed to have perpetual smiles on their faces, playing for an adoring audience of parents, friends, and relatives.

Finally, at 7:00 PM, the official concert had finally begun. Concert Band, the first ensemble to wow the audience with their playing, arrived on stage, and after some fine-tuning of their instruments, began to play after a short introduction from Mrs. Coates and Mr. Barry, the band directors. Concert Band’s first piece was titled “The Pit and the Pendulum” by Michael Story, which is a musical adaptation of Edgar Allan Poe’s horror story “The Pit and the Pendulum.” This unique, ear-catching opening was full of spooky undertones from the rich harmonies of the brass instruments and grabbed the audience’s attention, thirsty for more. Next, “Entrance of the Tall Ships” by James Swearingen, about the amazing commemoration of the US’s 200th anniversary of independence, made a lasting impression on the audience, who particularly enjoyed the dramatic, fanfare-like feel to the piece. Afterwards, “Junkyard Jam” by Kevin Mixon featured the percussion section of Concert Band, who utilized various sounds to incorporate various feels to the pieces, with a driving rock beat and a switch to a Latin groove in the middle of the piece. Finally, “IronHeart” by Randall Steinbridge featured a pulsing “industrial heartbeat” by the periodic, quirky sounds of the percussion, which left the audience cheering at the finale. 

Subsequently, after intense cheering, Symphonic Band replaced their counterparts in Concert Band, doing a small routine to warm their instruments up before continuing with the selection of music they had planned to play for their fans that evening. Initially, the fast-paced “Aztec Fire” by Jay Bocook was a startling opening for the audience, who were beguiled by the enrapturing opening, setting the pace for the rest of the concert. Thereafter, “Moscow, 1941” by Brian Balmages was an amazing piece about the Nazi invasion of the Soviet Union during World War II from a Soviet soldier’s perspective, starting from a quiet entrance, to a sudden change of tempo midway through the piece. The accidentals representing the sudden invasion left the concertgoers with a panicked sense, hoping for a positive resolution to the conflict, and the triumphant ending reassured the audience of victory. After, “Black is the Color… (Of My True Love’s Hair)” by Robert Sheldon was a heartbreaking composition about a woman who misses her true love, and the slow pace of the musical composition, along with the soulful melodies played, really showcased to the audience what loss feels like. With a grand finale, “Meeting at Tryon Palace” by Richard Saucedo was a powerful finish for the Symphonic Band, who powered through fast rhythms for a climatic finish. 

Finally, the flagship ensemble of HMS, the Wind Ensemble, entered the stage with black shirts and black dress pants, unlike the previous bands with white shirts and black dress pants. After settling down, the WInd Ensemble proceeded to perform a myriad of major scales to tune themselves, and finally started to play. Their first piece of music was titled “Choose Joy” by Randall Steinbridge, revolving around a family’s efforts to move forward as one of their children perished. The piece, appropriately titled for a family’s efforts to choose joy instead of misery, featured Beethoven’s “Ode to Joy” multiple times with the chimes, and had an upbeat beginning and ending, with a more nostalgic feel in the middle. The band managed to appropriately convey the feelings of grief that the family has felt throughout this process, and tears sprung in the audience’s eyes as they marveled at the resilience of the family who had undergone this process. Next, the band played “Chorale for Wind Band and Melodic Percussion” arranged by Julie Giroux. Although the title was rather boring, the song itself was definitely not; in the middle of the piece, the mallet players had an extremely whirlwind solo, with the fast hands of all of the players shocking the audience, who had clearly never expected such advanced expertise from middle school percussion players. Afterwards, “Arrows” by Samuel Hazo started and ended with a huge, dramatic fanfare, but the middle of the piece featured more modern-sounding rhythms, compelling the audience to listen as they cheered for more. Finally, to conclude the evening, the Wind Ensemble played the popular folk song “Ain’t No Mountain High Enough” by Jay Bocook, which had the audience bopping along to the fun, quirky song and singing along! 

About the concert, 8D’s Ishan Bala claimed, “Our concert this year was so stunning. It was amazing to watch the band masterfully display all of the hard work that they had put into this year’s concert. Our parents and friends were so shocked, making this night definitely a memorable one!” 

       Indeed, the concert was a display of excellence from the HMS Bands, and truly showcased all of the raw passion and energy the musicians had for their instrument. Even beyond just a band performance, the HMS Bands truly showed the world what it means to be dedicated to music. The HMS Word congratulates these wonderful musicians who stunned the audience with their magnificent playing! 

Hillsborough Middle School hosts numerous fun events throughout the school year for its students, but - for the seventh graders on Team 7D - there are particularly special days known as “Color Wars”. 

At the beginning of the year, all of the homerooms are randomly separated into four color groups - Red, Orange, Blue, and Yellow. Social Studies teacher Mrs. Megan Jefopoulos, who plays a major role in organizing the event, elaborated: “We design a unique t-shirt for our team each year, divide 7D students into color teams, and plan a kick-off day when students get to know their color teams and then compete against the other color teams in fun challenges.” 

These day-long events include many diverse activities, such as plastic cup games, balancing games, and mind games that test the students’  speed, accuracy, and other skills. Based on their performance in these games, the students receive points for their teams. The different activities take place during only the students’ on-team classes, so - if a student has a foreign language or related class - they must attend that class instead during that period.

For one “Color Wars” day in particular, a professional game show host arrived at the school to be the announcer for the whole day!  At the end of the day, everyone reported to the cafeteria and split up into their groups. The game showman came in, and everyone had to answer trivia questions, such as guessing a song’s title; the first person to answer earned points for their team.  For another day, all of the students went to the gym at the end of the day and played many different fun activities, such as playing basketball but with a basket in the middle of the floor: students had to score from a certain area in order to obtain points.

“Throughout the year, we have a few more days comparable to this,” Mrs. Jefopoulos continued, “and then an end-of-year celebration. It is such a great experience to see students take a break from academics to be social and have fun!” 

The teachers surely enjoyed the activities that they constructed, and the students enjoyed them as well.  Team 7D student Brody Presely generously shared his experience: “The 7D team day as a whole is a lot of fun just starting from the morning straight to the end of the day. All of the activities the hard working teachers have set up for us are very generous and kind.” 

Clearly, based on both teachers’ and students' experiences, “Color Wars” is a fun activity that occurs on Team 7D.

It is a well-known fact that one of Hillsborough Middle School’s most popular sports is volleyball – a classic gym game that has evolved over the years. Ms. Melissa Pursell – one of the physical education teachers – decided to base a club on this pastime twelve years ago. Since then, this club has grown, and it currently is comprised of over 120 students! In fact, this group has expanded so much that, this year, Ms. Pursell had to divide them into sections as a method of allowing each student to have equal participation.

Many members of this club have agreed that the best aspect is the fact that anyone can join regardless of their skill level and they are given the opportunity to pick their own team. Simon Bulawski – a student from Team 8A – has been involved in this club for both of his middle school years and described this inclusivity: “[It provides] a sense of freedom with there still being rules that you have to follow.” This quote perfectly sums up the equity and independence a participant can expect. 

Additionally, this club assists kids in acquiring traits such as team-building without even realizing they are doing so -- not only because team sports require an immense amount of trust but also because each individual must learn to analyze certain behaviors of their fellow teammates. As Savitha Sriram from Team 8E explained, “my team has certainly assessed people's skills and where to place them as well as our ability to coordinate so that someone will always hit the ball.”

Moreover, Ms. Pursell acknowledges that the members are into friendly competition, which allows them to have fun without causing conflict. The idea that they are not separated based on one’s abilities, gives those who already possess skill to practice them and those who do not to improve and learn from their peers. Overall, the club imparts numerous benefits along with pleasure which is the best way of attaining lifelong talents.

However, Ms. Pursell admitted that the popularity of this sport has unfortunately created an unexpected challenge: “There are a lot of kids and I am only one person.” Nevertheless, this obstacle was quickly overcome when she generated a solution that would prevent students from boring themselves on the bleachers: this year’s club was run a little differently as the players were separated into the A’s and B’s and would attend on alternate days. Both sections contained eight teams who would play against one other on a rotation.

Finally, on May 23, 2024, all 125 students gathered to engage in a tournament where the top four teams from each section competed for the extraordinary prize of Dunkin’ Donuts. Bystanders described the match as tense but also exhilarating. The gym was cheering and buzzing with excitement while the different teams faced each other. Audience members were admiring the skill that the players had as they carefully took three hits before sending the volleyball back over the net. 

In the end, one team triumphed – “We Already Won: Part Two” – a name symbolizing some of their past victories from seventh grade. The team consisted of six players: Simon Bulawski, Thomas Marticek, Isabella Torres, Olivia Trespeces, Rishi Challa, and Nathaniel Sheen. 

According to Bulawski, they were all very proud of their victory and teamwork: “You need to trust your teammates to get the hits you can’t and [we] have won every single game [we] played by a good margin,” proving this group’s dedication.

After enduring this pleasant pandemonium for over a decade, Ms. Pursell continues to be incredibly passionate about this community she has built. 

“I love seeing the kids have fun,” she beamed. “They do. They truly enjoy it and get into it. That’s why it’s hard for me to say no when so many kids want to join.” 

Among those kids was Team 8C’s Ava Pitt, who was glad she “gained valuable experience about the sport and developed unbreakable bonds with [her] teammates.”

It is clear that Ms. Pursell is just as fond of this club as the students who participate in it, and it will persevere throughout the years. Regardless of how long this club continues to go on, the students of the past will never forget the embedded memories from their experience in the Volleyball Club.

On May 9, 2024, a flood of parents hustled into the cafeteria, eagerly anticipating their children’s orchestra performance. Meanwhile, the students were stuck in a commotion in the orchestra room, with shuffling music sheets, frantic violin playing, and panicked screaming across the room. The orchestra students were preparing for their Spring Orchestra Concert which would commence in a matter of minutes. 

To begin the show, the concert orchestra performed "Knight Racers" by Sean O’Loughlin, "Allegretto" from Symphony No. 7 by Beethoven, "Chaps ‘n Spurs" by Susan H. Day, and "Viva La Vida" by Coldplay. 

As the concert orchestra exited the stage, the Symphonic students entered and - whether ready or not - prepared their music to perform four pieces: "Midnight Storm" by Erica Donahoe, "Symphony No. 2" by Gustav Mahler, "Across the Wind" by Doug Spata, and "Taylor Swift Duo" by Michael Story. 

The first piece - "Midnight Storm" by Erica Donahoe - was a crowd favorite and particularly cherished by the string players. In this piece, Donahoe was attempting to capture the intensity of a storm occurring at night, with the staccato eighth notes meant to portray raindrops and the sudden dynamic shifts meant to illustrate thunder. As Mr. Joseph Gall, the orchestra conductor, elaborated when introducing the piece at  concert, “It sounds exactly like what the title says. It sounds like a storm happening at night. It sounds like raindrops on the roof and thunder with the exciting rhythms and accented notes.” 

As for the audience’s perspective on the piece’s performance, the overall consensus was positive: “This was the best piece played by the group because not only could I hear all the different melodies, but also the way they all came together pulled me into the storyline which went through different emotions,” said Vishnu Kumar, a member of the audience. The storyline he was referring to takes the listeners through multiple sections of the storm. In the beginning, the heavy rainfall is portrayed through the fast tempo and articulated notes. As the piece progresses, there are moments where each part of the orchestra - the first violins, second violins, cellos, bass, and violas - plays melodies that blend to develop a calm and content mood, thus demonstrating when the storm temporarily calms down. Then, abruptly after in the conclusion of the piece, the dynamic and energy pick up as the storm ends fiercely with intensity and vigor. 

Considering the difficulty of "Symphony No. 2", most orchestra students were ashamed of their performance of the piece. For example, Team 8E's Navya Mittal claimed that “the nerves of the concert made us less confident in our abilities. Consequently, the notes sounded feeble and disorganized.” Similarly, Bethany Tuan of Team 7D felt that the performance was “unorganized in certain parts and people were off-beat.” 

Although the students were unhappy with their concert performance, Mr. Gall nevertheless found pride in their execution. According to the conductor, "Symphony No. 2" is a piece played by professional orchestras, thus highlighting its complexity. As such, he was pleasantly surprised and ultimately impressed by the students' performance. 

When composing this piece, Mahler intended to portray a content and nostalgic - almost innocent - mood with the second movement of his symphony. The conductor explained, “The piece itself takes us back to a very innocent feeling. Kind of a youthful energy and a free kind of spirit.” In rehearsal, Mr. Gall used a visual example to ensure the orchestra has an idea of the intended mood by comparing the piece to a group of children cheerily playing in a playground. He mentioned that the string of triplets is like children sliding down slides while the pizzicato passage demonstrates their leisure and contentment while running through the fields. 

The third piece, "Across the Wind" by Doug Spata, was the orchestra’s favorite due to the broad melodies that require legato bows - or the smooth flow between notes - from each player. In this composition, Spata captured the blissful feeling of soaring through the wind with his majestic melodies and effective blend, thus allowing for a striking performance. 

“This one has a lot of energy. Some slower-moving parts add an interesting interference to the piece,” Mr. Gall said when introducing this piece. To further elaborate, the slow-paced parts are gradually introduced near the middle of the piece to demonstrate the transfer of melodies throughout the orchestra. For example, if the first violins begin with the melody, they will play their part loudly to be heard over the rest of the orchestra. However, once another section of the orchestra such as the cellos carries on the melody, the first violins decrescendo into a softer-sounding dynamic. This shift in the blended melodies is especially prominent in slower sections of pieces as the melody itself does not distract from the complex orchestration. 

As for the students’ viewpoint on the piece, they found it to be their favorite: “My favorite piece was 'Across the Wind' because it felt exhilarating to play. Playing the fluttering, playful eighth and sixteenth-note rhythms of the harmony made me feel like I was floating, as the song suggests, across the wind,” said Navya Mittal. “The main melody felt equally as freeing. The long bows and simple rhythms made it seem grander than any of the other, more complex songs.” 

Overall, the orchestra cherished several aspects of "Across the Wind", including the majestic melodies, the broad bows that contributed to the triumphant and energetic mood, and the simplicity of the piece. In other pieces - such as "Symphony No. 2" - some performers felt that the complex rhythms hindered their ability to phrase certain passages to accommodate the idea of soaring through the wind, especially with dynamics. This was ostensibly because these simpler rhythms provided the player with more time to use longer legato bows - thus introducing opportunities for techniques such as vibrato, crescendos/decrescendos, slurs, and dynamic shifts (to demonstrate shifts in mood).

The last piece performed by the Symphonic orchestra was the "Taylor Swift Duo" orchestra arrangement, which combined two Swift songs -- "Bad Blood" and "You Belong With Me". Considering these pieces’ particular recognition by the audience and general society, the orchestra was pressured to perform this song as perfectly as possible since any minor mistake could easily be detected by their listeners. 

As the Symphonic orchestra exited, the black-shirted Chamber orchestra students confidently entered the stage. While they prepared their music, the audience anticipated a quality performance from the highest-level orchestra.

The first piece - "Gollum’s Song" from Lord of the Rings by Howard Shore - consisted of several whole notes or notes that last four beats, meaning that the piece overall was slow-paced with the tempo being set to approximately 80 beats per minute. While the orchestra and the audience may not have particularly enjoyed "Gollum’s Song" for this reason, Mr. Gall selected the piece for the Chamber orchestra due to the crescendos, dynamic shifts, several accidentals, and eerie mood that must be consistently portrayed throughout the performance. 

"Symphony No. 19" by Mozart was the second piece performed, and it  was considerably the best-executed of the three chamber pieces as Mozart's pieces must always be articulated and demonstrate an effortless and cheerful playing style. To briefly elaborate, Mozart was a classical composer prodigy who took joy in composition. Due to his born talent in classical music, he was able to compose a masterpiece in a matter of hours. Consequently, Mr. Gall always emphasized that the orchestra must replicate Mozart’s carefree style through staccato notes and confidence, which derives from practice. Ultimately, the orchestra indeed accomplished this articulated playing technique during the concert.

To conclude the show, the Chamber orchestra performed Paul McCartney's song "Get Back", arranged by Larry Moore. Similar to the "Taylor Swift Duo" piece, "Get Back" allowed only minimal mistakes due to its recognition among the audience members. Nevertheless, despite the players’ intense nerves, the Symphonic orchestra concluded the concert on a positive note as the audience of proud parents erupted in applause. 

All in all, the Spring Concert demonstrated the ability of the HMS Orchestra which is sometimes overshadowed and neglected. Mr. Gall selected these pieces to abolish the orchestra’s common association with supposed “boring” music through the exciting pieces performed at the concert, hopefully expanding the orchestra family in forthcoming years. 

Only a few days before, student-made signs adorned the school walls: "Student Council Presents: Teachers vs. Students Basketball Game, March 22, 3:30-5:30." At the bottom, in bold, red letters, a clear message: "Proceeds Go To Ronald McDonald."

As students passed by these posters, contemplating whether to attend the game, one question lingered in their minds: "Who the heck is Ronald McDonald?"

For some, Ronald McDonald is a familiar figure. He's the iconic (albeit somewhat creepy) clown mascot of the McDonald's fast-food chain. However, to address the students' query, this Ronald McDonald isn't a "who" but rather, a "what." 

Ronald McDonald is a non-profit organization, known for its dedication to improving the health and well-being of children and families. While affiliated with the well-known fast-food company, its mission differs greatly -- it aims to support families with ill or injured children by providing housing near the medical facilities where their children receive treatment. It offers a range of programs and services, including housing for families of hospitalized children, scholarships, and medical grants. Through their tireless efforts, they provide comfort and assistance to families facing challenging circumstances.

Twenty-two years ago, the Ronald McDonald Charity provided invaluable support to the family of HMS’s very own Mrs. Dolly when her sister-in-law underwent treatment for kidney disease. This act of kindness left a lasting impression, motivating the Dollys and many others in the community to give back and support the charity's mission.

“I like being outdoors in nature because I find it peaceful and beautiful,” she explained.  Her favorite trip to the Great Outdoors was when she went hiking and camping in all of the Southwestern states and visited the Grand Canyon.

Among her other hobbies, she is also hoping to get more involved in animal rescue. She is excited about it and will jump at any chance to care for a new animal. She has already saved one cat!  Finally, she loves to read. In fact, that is why she became a Reading and Writing teacher! 

In conclusion, whether a student learned Literacy from Ms. Hart this year or last, he or she now have even more insight into her fabulous life. 

practice, training, and memorizing, their skills are put to the test as they compete against other schools, to see how they rank when compared with their peers in the region and state. 

“It was a surprise to me how much dedication is necessary to excel in the club. Science Olympiad goes beyond just Thursday meetings, and participants must consistently study and prepare whenever they can if they want to stand a chance,” Akshath Balaprabunath of 8D admitted regarding his experience. 

However, to even consider being part of the HMS SCIOLY Team, one must pass an extensive tryout process. Over 70 applicants applied to participate in the opportunity to represent their school in the competition, but only 30 students were selected to join the club to participate in future competitions. To be selected, an individual must select one or two areas of interest (whether it be biology, physics, chemistry, earth and space sciences, inquiry, or engineering) and delve deep into the events within the category. Later, they took a test, where the highest scores in each category were selected to participate based on their event spread and dedication to join the team. 

    “It was a tough tryout process, but it was totally worth the effort!” Alice Ma of 7D exclaimed. 

    Nonetheless, that was only the beginning of all of the effort for the SCIOLY competitors. Although 30 competitors were selected from the bigger pool of applicants, a Science Olympiad team can only contain 15 members, so there was a tougher tryout process to secure a spot in the regional competition at NJIT. 

“We all knew we had to work hard to earn a spot on the team for regionals, so we buckled down and started to do everything we could. At NJIT, not all of the events were tested, so everyone only had 1 or 2 events, meaning that we all really delved deep into our events to have a shot of succeeding,” 8D’s Arusha Bhargava explained. 

After a month of intense preparation, 15 competitors were selected to compete at NJIT and represent the team as they moved ahead into the state competition. After a lengthy bus ride spent drilling final facts into competitors’ brains, they were all wished luck as they proceeded to their examination sites, coming back with tales of aced tests and wonderful results. In the end, the Hillsborough Regionals Team received a grand 3rd place, trailing Montgomery by a minuscule 2 points and a 1st place finish by 5 points. 

However, they knew if they wanted to have a chance of receiving a first-place finish in the state tournament, their struggles would have to continue. As the state competition drew near, students studied for hours on end to receive the medals that they desired. Now, there was another tryout process, to determine which students had truly demonstrated their potential throughout the season and which should receive the honor of earning a prestigious spot on the team. 

“Those tryout tests had topics and questions that I had never seen before. It was eye-opening to see how much I had to learn to win any award in the state tournament,” 8A’s Paul Chen mentioned. However, although the upfront effort might have been challenging to persevere through, those who were the most dedicated eventually saw results as they had been chosen to compete at the 2024 NJ State Tournament at Middlesex Community College. Yet their challenge did not end there, for they had to intensively prepare themselves for the biggest hurdle yet: the state championship. 

The NJ State Tournament for the 2024 season hosted 27 teams that had qualified from their regional competitions to send the best team from New Jersey to the national tournament. If Hillsborough wanted a chance to advance, they had to beat the likes of powerhouses like Montgomery and Community Middle School. Competitors could be seen before and after school every day preparing their structures, taking notes, or memorizing facts inside of Room C8 regardless of the day to be ready for the challenges that the state tournament entailed. After preparing thoroughly, participants printed out notes and made finishing touches to their builds the night before the competition, knowing that they have done their absolute best to succeed in the tournament. 

The day of the state competition was a frenzy of excitement, with each competitor excited to stroll around the college campus with their friends and put their best foot forward on the tests and competitions. Participants were wished luck and sent on their way, the others anticipating their return to get an understanding of how the events went. At the end of the day, the members of the team blasted music the entire journey home, nodding their heads along to their favorite songs and tunes.

During their final meeting after the competition, all the participants of HMS Science Olympiad rejoiced as the results came in from the state competition. A staggering 4th place was achieved, with medals in 7 different events, even beating rivals Montgomery in the process! To celebrate, members of the team brought various pastries and delicacies, and with a congratulatory party, everybody bade farewell to the 2024 season, studying in advance to compete next year. 

There were 14 medals earned overall in seven different events:

• Paul Chen and Joe Cridge placed 1st in the event “Wheeled Vehicle.”

• Ruby Zhao and Arya Patel placed 2nd in the event “Can’t Judge a Powder.”

• Sragvi Basireddy and Akshath Balaprabunath placed 3rd in the event “Disease Detectives.”

• Joe Cridge and Arusha Bhargava placed 3rd in the event “Write It Do It.”

• Alice Ma and Arusha Bhargava placed 5th in the event “Tower.” 

• Alice Ma and Paul Chen placed 5th in the event “Flight” and 6th in the event “Roller Coaster.”

“Although I have learned a lot while being on the SciOly team, perhaps the most important gift I have received is bonding with my friends over a love for science,” 8D’s Arusha Bhargava concluded. 

Indeed, this club is a wonderful opportunity for 7th and 8th graders alike to delve into the world of science, fostering a newfound passion, all while forging enduring bonds of friendship along the way.

The staff of The Word wishes to wholeheartedly congratulate the members of HMS Science Olympiad, who achieved great success in the recent state competition!

The HMS SCIOLY team received an outstanding fourth place, beating rivals Montgomery in a well-deserved win!

For example, Mrs. Nami revealed, “The pros are just taking time to read for enjoyment and to get into the story.  Sometimes in class, we spend so much time analyzing text and citing evidence, that it's nice to take time just to enjoy a great story and an engaging character every once in a while.  Also, we can apply whatever strategy or skill we are working on that week to the First Chapter Friday book, so there is a connection.”

Not only are students taking the opportunity to gain more interest in typically overlooked topics, but they are also using this as a chance to demonstrate the tactics that are being taught in school. This is a win-win for everybody, as students and teachers alike are satisfied with a syllabus that comes with this much diversity. The cost of this added regimen might be class time, but many others would argue that such sacrifice is welcome for the chance to be able to gain the enthusiasm of students once in a while.

Have you ever heard of Mardi Gras or Carnaval? They are both very fun holidays celebrated across the world. Mardi Gras is a spectacular day before Ash Wednesday when many people celebrate traditional cultures such as eating King’s Cake, going to parades, and listening to jazz music dedicated to this event. This wonderful holiday is celebrated in over fifty countries and on five continents worldwide. Hence, there are multitudinous ways to celebrate it, having differences even in countries that speak French. 

Were you aware that we celebrate this event right here in our school? Both of the French Classrooms learn about Mardi Gras and Carnaval while they ate King’s Cake.The King’s Cake is a sweet pastry filled with many fillings such as berries, or cream cheese. King’s Cake contains a plastic baby inside it, and the person who finds the baby gets a prize.  This is a delightful event, both for the teachers and the students. 

To begin, students love learning about the cultures and customs about the language they are working hard to learn. Both of the French teachers, Madame Rosso and Madame Couillens, stated they believe that “students work very hard every day to learn the structure of the language, and it is important to infuse cultural components as well. In class, students learn about the different ways that Carnaval and Mardi Gras are celebrated in French-speaking areas (or areas with roots to French culture) to give them perspective of how the same event with the same origins can differ. Learning about cultural differences can be very motivating and fascinating to students.” 

The students love this event, and Harshitha Rajeshchockalingam, a student from 8D stated, “I really enjoyed the Mardi Gras celebration! It was exciting to learn about the French holidays and traditions, not just the language. We got to learn about different types of celebrations and traditions. I enjoyed how interactive this celebration was, and how we got to try some of the traditional food, which gave us a taste of what it would actually be like to celebrate this holiday! In my opinion, the Mardi Gras celebration was a perfect way to teach students more about French culture itself!” 

Unfortunately, Madame Rosso and Madame Couillens have never been to any Mardi Gras or Carnaval event but they plan to go soon in 2025. The French teachers are planning to “experience the Winter Carnaval first hand”. A favorite tradition of the Carnaval festival that the French teachers find particularly fascinating is the Carnaval celebration in the village of Dunkirk located in Northern France. The village throws over 1,000 pounds of herring into the sea- and they scream, “Give us the herring we deserve!” 

Additionally, another tradition that the French teachers love is the closing ceremony of the Carnaval de Nice, “At the closing ceremony of the Carnaval de Nice, the French burn the King of Carnaval puppet to mark the end of the festivities and the start of Lent in Christianity. Also, the burning of the King of Carnaval symbolizes the end of winter and the start of spring”.  

The teachers love celebrating this intriguing event with their students.  The said,  "The fact that each region throughout the world has their own unique way to celebrate Carnaval/Mardi Gras demonstrates the value of individual, local, and regional identities, while still being a part of a global community.”

The teachers are planning on improving this celebration to be even more interesting to their students, and expanding it for more than  just two days so that the students can truly understand the concept of this wonderful event. The teachers stated, “In the future, we would like to separate the lessons on Carnaval and Mardi Gras by region to focus a bit more on the differences between the celebrations in each of the areas. We would also like to give our students some more time to enjoy the celebration of Mardi Gras and Carnaval by giving them time to decorate masks for the event. Also, we would like to collaborate with the other language classes to learn about how Carnaval is celebrated in Italian, German, and Spanish-speaking countries.” 

Celebrating Mardi Gras was a really fun experience for all the students, and the teachers love planning it for the students to enjoy.

As one peeks through the slim windows of Room B10, they view groups of 8B students attempting to communicate with each other - not by speaking - but rather, by aggressively waving their arms and pointing to papers with images of what seems like random items.

"Let’s trade the cheese for the family," writes a student on a piece of paper for their group to see. Of course, the student meant this in the context of  Mr. Dennis Collins’s silent trading game. 

As it has often occurred in history, trading between regions speaking disparate languages could be a feat to accomplish, yet past societies have managed to do so to gain resources, thus benefiting their civilization’s economy. From the eighth through seventeeth centuries, West Africa participated in the Trans-Saharan trade route connecting West Africa to North Africa and the Mediterranean. Since Mali - a West African territory possessing an abundance of gold - required salt for food preserves, they utilized this trade route to exchange their precious gold for salt. 8B's resident  social studies teacher - Mr. Collins - attempted to convey the significance of communication when trading with a simulation that proves the difficulty of silently trading during the Africa unit.

The objective of the silent trading game was to earn the most points in a group of 4-5 students. Each group would start with 5 randomly selected papers with images of objects on each, all of which possessed varying corresponding point values which were determined based on their importance to Mr. Collins. For instance, the card with an image of a family - the highest-valued item - is more precious to Mr. Collins, while the paper with a picture of cheese - the lowest-valued item - is despised by Mr. Collins. Based on students’ perception of their social studies teacher’s highest values, they were to trade their initial items - if desired - without speaking in hopes of gathering the most points. Students were permitted to write on a sheet of paper to communicate with their group, but could not write to converse with anyone outside their team. Without the ability to talk, however, students were required to be creative when communicating to trade their items.

While students learn historical content from the activity, which 8B student Ania Nevaeh Lopez-Acuna recognized: “It was an interactive activity where students could experience the difficulties the merchants in the Trans-Saharan traders experienced.” The game also entertained a fair many. 

Another 8B student, Isabella DelPriore, witnessed how several thirteen-year-olds were able to maneuver past this limitation to using English, and found it rather amusing. “Classmates resorted to making animal noises to exchange goods,” she mentioned through giggles, which acknowledges the entertaining aspect of the activity. 

As for the true intention - whether it was to entertain students or educate them - Mr. Collins precisely answered the lingering question: “The purpose was half and half educational and entertainment. From experience, I found that kids learn more from simulations. Kids need brain breaks sometimes, and this was the perfect opportunity to kill two birds with one stone.”

To accommodate the educational aspect, the simulation must accurately replicate the West Africans’ experience in trading with those who participated in the Trans-Saharan route to be effective, and indeed it does: 

“In medieval Africa along the salt and gold trade routes, there are times when language difficulties occur in trading. Its [sic] has been documented by historical witnesses all the time. Over a long period, trading can have amazing or disastrous effects on civilizations,” Mr. Collins mentioned, and his theory was proven in an example in history when Emperor Mansa Musa of Mali traded too much of West Africa’s precious gold. 

Mr. Collins continued, “In fact, items almost have to sell themselves in most cases. But, making advantageous trades is crucial to improve, in this case, your score, but in real life, a civilization’s economic status. So overall, the simulation drives home the point that communication is crucial with trade with a hands-on experience.” 

The 8B teacher also suggested that “environmental determinism” has a significant impact on a civilization’s success: “Bottom line, there’s a lot of stuff out of your control to develop a successful civilization,” he states. 

Environmental determinism is a philosophy that states that initial resources lying within a region have a remarkable effect on a civilization’s economic status. In other words, in both, the game and historical trading occurrences, luck essentially determines a civilization’s fate. To specify, if a group began with the family card - since Mr. Collins values family the most - those students would have an advantage as they likely would not trade the item and end with more points. Similarly, Mali’s geographical location naturally formed an abundance of gold, and thus the civilization possessed leverage that other territories would exchange any item the Africans desired to improve their economy. On a similar note, both trading experiences require sensibility as reckless decisions will ultimately invite consequences. Indeed, if a group started with the family card, they must be sensible enough to recognize its value and keep the item as if they traded the family paper for the cheese card, their initial luck would backfire. Unfortunately, the Mali civilization - although sensible - still made impulsive actions by trading gold - one of the most valued metals globally - for salt - a common mineral. In hindsight, perhaps they should not have made such actions; however, the West Africans required salt and hence were able to compromise some of their gold - considering the sheer abundance present in Mali. Nevertheless, Mali’s economy inevitably suffered once its gold supply was depleted. 

Unfortunately, corruption was able to find its way into the game. 8B student Ananya Ajeeth described that “first period was the first time in history when theft occurred. Then they got into a huge fight because of the miscommunication.” While rules had been implemented against theft - being that anyone who steals a card is automatically disqualified - the regulations did not stop mischievous students from being deceiving. Of course, this action did not go without consequence, considering that the item they stole was deducted from their points. 

Overall, Mr. Collins’ trading game offers both entertainment and educational opportunities simultaneously but mainly supports the idea that communication is significant when trading. The carefully crafted activity demonstrates Mr. Collins’ dedication to his lessons in making them interactive and enjoyable for students. Despite the feat of amusing teenagers with educational activities being extremely challenging, Mr. Collins was able to defy those unfavorable odds by developing his trading game. 

“I really like the trading game because it was the quietest my room has ever been, but seriously speaking, I know I only have so much time every day with these kids and social studies can be very dry at times. So, my goal is to allow them to connect with my lessons as I recognize that all learners aren’t the same,” he wisely reflected.

As a child, Mrs. Puritz had always been one to enjoy physical activities, being involved in a myriad of sports, and her versatility can be seen in the adventures she pursued, from playing field hockey, softball, and even being on her school's bowling team! Even in school, the educator particularly enjoyed physical education along with her math and science classes. In fact, her school used to confer a “President’s Award” upon an exceptionally astute and athletic individual, and it would bring immense joy to Mrs. Puritz to receive this award every single year! 

Even now, Mrs. Puritz is actively involved with other pursuits, with co-planning the Hershey Park trip for 8th graders along with Mr. Timothy Quimby, but this is not her only extracurricular commitment. Mrs. Puritz also enjoys coaching sports teams for HMS, and has led these squads into a host of trophies, championships, and successes throughout her numerous seasons!

Although Mrs. Puritz is a decorated member of the HMS staff and community, she actually was unsure of her pathway until she was in her senior year of high school! She reminisces, “I guess I didn't really know until going into senior year. My high school had a preschooler program, so I got to teach preschoolers for half of the day. [That's when] I knew I wanted to become a teacher.” Although Mrs. Puritz may have realized her passion for teaching the younger generations later in life, she clearly comprehends how to reach the students and have meaningful conversations with them. 

Her passion for her career can be seen in her daily interactions with her students, with Mrs. Puritz claiming that her teaching style is “kind of laid-back, easy-going, and easily [adaptable] to situations. The more comfortable you make people feel, the easier it is to participate and learn. Health class, especially for 8th graders, is not the most comfortable environment, so making people feel safe is important.” Indeed, although the sensitive topics in Health may be rather awkward, to say the least, Mrs. Puritz’s quiet determination to aid others in realizing their sense of self is clearly discernible. Mrs. Puritz also frequently collaborates with team teachers to find the best approaches to aid students that are in need of assistance in any form, and it brings many students great delight to know that they have an instructor that cares so much for their needs. 

Outside of school, Mrs. Puritz enjoys a variety of activities and takes pleasure in many hobbies. For instance, Mrs. Puritz reports a peculiar passion for playing pickleball every week with her husband. In general, she and her husband like to be active outdoors, whether they are hiking or just taking a stroll around the neighborhood. She feels like her sense of a work-life balance has aided her immensely in being able to enjoy her life while it happens with the ones that care the most about her and her well-being. 

For individuals that are considering the discipline of teaching when reaching adulthood, Mrs. Puritz had an abundance of advice to share from her years of experience. She mentions, “I guess intimidation is probably the biggest thing kids struggle with. Not knowing what to expect and having to work with a diverse student population really can stress out people sometimes. However, I think it's important that when they're in the room to let them know that you're on their side and you're somebody that you can rely on and talk to. Just being there for kids is important for them to know.” Undoubtedly, Mrs. Puritz has already implemented these strategies into her own classroom to aid the learning process for her students, and she has shared timeless wisdom that will be extremely beneficial for future educators and instructors. Her advice serves as a wonderful reminder of how to behave with others, regardless of any misgivings towards them, and this counsel demonstrates Mrs. Puritz’s empathy and understanding towards others. 

The participants' motivations for competing were varied: while some sought to improve their vocabulary, others wished to take home the trophy for bragging rights, and others simply joined for the experience. 

Team 8E’s Savitha Sriram reflected upon her decision process: “I’m always looking for new experiences, and I stumbled upon the spelling bee, so I thought, ‘Why not give it a try?’”

Furthermore, while some joined the contest for the first time, others viewed the spelling bee as a cherished tradition. Madhura Karekar from Team 8D has been competing in the spelling bee every year since sixth grade, and seventh grader Yuvraj Upreti competed in fifth grade, as well. The spelling bee has been a part of their lives for a while -- some longer than others.

The most common motivation to join the spelling bee, however, was the chance to take home the trophy. The winner not only received the title of “HMS Spelling Bee First Place Winner”, but also earned the chance to compete in the Scripps National Spelling Bee -- the most prestigious spelling bee in all of America. 

“It wasn’t a rule in past years, as far as I remember,” Karekar explained, “so I just disregarded it.” 

Despite these obstacles, two competitors managed to defy all odds: 8D’s Sragvi Basireddy (runner-up), and 7A’s Yuvraj Upreti (first place).

“The final standoff between Sragvi and I [was] going on for around 15-20 minutes,” Upreti reminisced. “The final word that I won on was ‘cellutosis.’”

With support from his family and his dedicated preparation, Yuvraj Upreti now stands to represent HMS at the next stage of the Scripps National Spelling Bee!

However, amidst the triumphs, there were also moments of resilience and grace in defeat. For every misspelled word, there was a lesson learned, and an opportunity for growth and perseverance. The school spelling bee serves as a reminder that setbacks are merely stepping stones on the path to success: true victory lies not in winning, but in the unwavering pursuit of knowledge.

Moreover, as evidence supports, Mrs. Simons’ students suspect the game’s possible hidden intention. 

8B student Jared Chu theorized, “I wouldn’t be surprised if Mrs. Simons has a secret motive behind this game. She is very skilled at disguising lessons as pleasure.” Accordingly, almost every student agrees that Mrs. Simons is a “master of disguise” which is perhaps applicable to this game. 

Another 8B student, Vanda Dominko, built on Chu’s points and further interpreted her teacher’s intentions: “Mrs. Simons definitely has a reason for creating this game, and I kinda [sic] think she is trying to improve our memory for future assignments.” This alternative approach is certainly a possibility as one of the more prominent skills Mrs. Simons possesses is creating humorous learning techniques. 

After all the blocks were found, the game was over, and everyone was assigned a new job: sprinkle sorting. Their task was to sort the sprinkles by color into small plastic containers. They would earn a coin for every 20 sprinkles of one color. This painstaking task represented farmers in the Mesopotamian simulation. As the reproduction progressed, people were randomly assigned different roles, with one student being the “king” or “queen”. The other jobs would be deemed “more important” than the farmers and received a higher salary despite their lack of contribution.

A former student of Mr. Vasquez, Arya Patel, recollects her experience. She was the queen’s courtier, meaning that she flanked the appointed queen with music and obeyed every order demanded of her. “I endured the struggles of a slave as I was mandated to comply with king’s orders, so I felt oppressed,” conveys Arya in an interview. 

On the other hand, Harini Raghuraman, an 8B student who previously had Mr. Vasquez, shares her exasperating adventure as a farmer in this simulation. Although she enjoyed the unique approach to ancient history, she found the farmers’ monotonous work aggravating. After her strenuous efforts to sort the variously pigmented sprinkles, Harini was horrified when Mr. Vasquez proceeded to dump all her meticulously sorted toppings back into a singular container.  In fact, witnesses state that she burst into angry tears! Harini vowed to never waste even a sliver of food again for she is now conscious of the anguish that farmers experience when their hard work goes down the drain.

One may be wondering how this obscure idea came into being. Mr. Vasquez recalled, “In student teaching, my host teacher did something similar with the kids…that involved sorting sprinkles.” Furthermore, the idea began as a lively way for students to actively understand the struggles and injustices that Mesopotamians encountered daily. This encouraged students to approach the subject more passionately, as they had a personal stake in it.

The Mesopotamian Sprinkle Society Simulation is an excellent example of presenting basic lessons in a relatable fashion while infusing an element of excitement. Though there may have been mixed emotions during the reenactment, everyone can agree that this will be a cherished memory for life.

An orchestra student, Devin Patel of Team 8E, has been playing for four years and confirmed that "orchestra wakes me up.” 

“I get to understand music," he elaborated further. "It makes me feel tranquil, and it helps me get ready for the day; Not only can you exercise yourself in the morning, but you can also be more awake during school."