By Liam Hargis-Bullen

As the Lincoln community returned from winter break, there has been a significant absence of classmates and teachers. At least one million Americans have contracted COVID since the emergence of the Omicron variant; it's no wonder many students and staff members are not showing up to school. Difficulties teachers now face have been magnified by the surge that has struck ALHS.   

Sara Falls, an English teacher at ALHS, talks about the lack of action of the district to quell the surge. "We should have been given KN95 masks before winter break," she states. A direct demand that the district have now only completed roughly two weeks into the new year.  

Due to the recent spike in cases, ALHS has teachers not showing up to school because they’re sick,  have been exposed to the virus, or simply don’t feel safe. "It is difficult with unreliable sub-coverage." says Falls. This unreliable substitute coverage leaves teachers concerned about their students. Along with that, it puts a stress on the school due to the ongoing scramble to find substitutes.  

Finding substitutes for teacher absences has been a struggle even before the pandemic. Brandon Yip, a main office secretary at ALHS involved in getting subs for classes, states, “I started working in November of 2021. From what I've heard from others, before the pandemic, there was a substitute shortage, but nothing like the degree that we're seeing now.” 

Finding substitutes before the pandemic was difficult, but now with the new variant, the substitute shortage has been exacerbated. “On the busy days, there were over 20 teachers out. Without crunching numbers, if I had to guess I would say a daily average might look like 14-16 teachers out since the new year.” claims Yip.  

Just for perspective there are roughly 100 teachers here at ALHS. On rough days with 20 teachers out, one out of five teachers are not present at ALHS.  

The substitute shortage is now requiring teachers to fill in on their prep periods just to cover for classes where a substitute isn't available. “For every teacher that doesn't have a sub, 3-5 teachers need to fill in for that one teacher,” Yip claims. “On days where I need to find coverage for eight or ten teachers, I have over 20 other teachers covering for them.” 

This new Omicron surge has been unpredictable for teachers at ALHS. Despite this, teachers are adjusting to the surge and making adaptations to their teaching style in order to better accommodate their students. 

Flexibility is key for teachers navigating through these first few weeks of this surge. Health teacher Kristy Erickson is a great example of teachers modifying lessons to handle the surge.  “While I have used Google Classroom for years as a place to post information, after our time on distance learning I decided to continue to post almost everything on this platform,” which is especially crucial due to many students being out quarantining. 

Published on 02/18/2022

By Cassidy MacKinnon and Mia Rossitto

George Ishikata was the Senior Army Instructor at Abraham Lincoln High School for a little over five years. He was 59 when he passed away due to a possible heart attack on December 30, 2021. He  influenced many in the ALHS community but had the biggest impact on his cadets that knew him for years.

Even though Ishikata was a big part of the JROTC program, he was also a part of the military for nearly three decades, where he earned the title of Colonel. He was also a longtime member of Civil Air Patrol, a partner of the US Air Force, where he spoke out about the need for diversity in the military community.

Several cadets over the years have life changing experiences from the program, largely because of Ishikata’s work. Class of 2020 brigade commander Steven Hum says, “He made me the leader I am today. He pushed me out of my comfort zone but also provided guidance. He taught me that leadership is never easy, but trying your best is all that matters.” 

Ishikata supported Lani Lam through the Annual Essay competition that JROTC has every year and helped her pursue a major in English. Lam, a 2021 alumna of Lincoln, expresses, “If it weren’t for him, I wouldn’t be pursuing writing now.”

Ishikata made sure that his cadets knew that they had a place in JROTC. The current Battalion Commander at ALHS, Carla Dagandan, shares her experience. Dagandan says, “I remember being nervous when I was chosen for BNCO [Battalion Commander] because I was the only female who applied for that position, and I didn't know what to do. There were some people that were a little upset that I got the role, but he kinda reassured me that he chose me for a reason and he saw my potential.”

Ishikata also pushed his cadets to take on a leadership position and push themselves to be the best people that they could be. His guidance was greatly appreciated by many of his cadets. Lam shares, “Not only did he encourage me to tackle on leadership roles in the program, but he really did change the trajectory of my life.”

Many people can feel the effects of his absence. Marieta Lagat, ALHS JROTC Army instructor, says, “Many people in the SFUSD JROTC program are helping to try and pull the weight that he carried. We have a total of 12 instructors that are trying to pull a little bit of work that he’s done; he’s done a lot, and we can see that.” 

Rebecca Sam, a part of the JROTC program for three years and an S4 assistant (helps with JROTC uniforms), says, “He does a lot for the program, especially since I’m an S4 assistant, he helps a lot with the distribution of uniforms. Now we’re like, well we have to get this, and Colonel was supposed to pick it up, but who’s supposed to pick it up now?”

Kevin Doherty, a teacher and a coach at ALHS, expresses on the news of his passing, “Tragic as he had built such a great relationship with his students and our PE department.”

The Lincoln community is still mourning him in their own ways. With such a sudden death, many people feel like they didn’t get to say goodbye or tell Ishikata how he has changed their life for the better. 

Many words have been left unsaid. Lam says, “If I could talk to him one more time, I would tell him that he was a wonderful person, and was loved by an unimaginable amount of people. I would thank him for his service to our country, our community, and I would tell him I miss him greatly.” 

Sam says, “It’s less of what I’d say, it’s more what I’d do. I wanna give him a hug, just a big hug.” 

Published on 02/18/2022

By Samantha Hong

Returning back from COVID-19 after winter break has created a storm of brewing questions for Lincoln High School’s team at the Wellness Center. The spring semester has really kicked off the tone for the rest of the year, and the center is definitely dealing with repercussions of the pandemic every day. 

Sara Chalk, Lincoln High School’s school nurse, is at the forefront of dealing with COVID-related issues. She handles close contact sheets and answers questions from students, staff, and parents daily. 

Chalk’s biggest concern is the misinformation spread about the virus and strongly encourages students to take time to come to the center and learn about the pandemic. They offer pamphlets to those who want them and put up posters around the campus when they can. 

“I don't think many students know this, but it’s a different ballgame now. We know a lot more about the virus than we did 18 months ago,” says Chalk.

There are also significant changes in what schools can provide for students instead of just reassurance and information. For example, close contact students with symptoms are given color kit COVID tests so they can return to school as soon as possible.

“We are limited in what we can give, but we still want to give what we can,” Chalk says. 

The Wellness Center has always been a safe place for students to come to when there was no place else, but it has never been so oriented around the topic of one thing, COVID-19. Chalk is grateful for the influx of curiosity, but wishes to return to the other aspects of her job. 

“I am tired,” she says, “I am tired that this is what my job has become.  I would love to go back to classes and teach students about safer sex and all the teen clinics that San Francisco has to offer!” 

Cristina Ibarra, the Wellness Center’s Community Health Outreach Worker (CHOW) has been a great help in working with students and coordinating with Chalk on different cases. 

“I understand there’s a lot of stress and anxiety going around, and I just want to help out,” she says.  

Ibarra tries her best to offer guidance and help them in whatever way she can. She believes that being able to help and listen means a lot. 

“I do feel very grateful when students and families feel comfortable enough to talk about how they are doing with me,” she stresses.

Ibarra describes her job now as busy, but a good kind of busy. During our interview, students would come in and out of the center, apprehensive about the close contact sheet they were given in class and want some reassurance that they haven't come down with COVID-19. 

She’d take pauses in the conversation to answer questions or make phone calls to parents to let them know their child's situation. 

When students leave, Ibarra walks them out with a “sending you good vibes, dude” and a smile. It is a small reassurance that might be an unknown need for some of the stressed-out visitors.

Everyone in the center strongly values and advocates for mental health, especially Kristen Edmonston, Lincoln High School’s Wellness coordinator. 

Her job is to coordinate with our on-site therapists and try to get the resources she can to help preserve students’ well-being at Lincoln, especially those who have been having a tough time returning from online learning. 

“We are seeing the effects of a post-pandemic surge in mental health,” says Edmonston. 

Suicidal cases, panic, and anxiety attacks in America have skyrocketed since the school’s shut down. Edmonston is beyond passionate about helping students recover from the pandemic. 

“My biggest concern is making sure our students are alive and well,” she emphasizes. 

Edmonston demonstrates a lot of devotion and dedication to helping students with their mental health. She struggled with depression as a teenager and knew that if she were back in school, she’d want a center there to support her too. 

Additionally, Edmonston recognizes teachers’ mental health and tries to provide for them in more ways than one. She did training with teachers before the school year started and provided resources on an alternative website. 

The Wellness Center team relies on each other for support as students rely on them. They all are incredibly passionate about what they are doing. Each team member works hard in not only informing us about COVID-19 but also reassuring us after returning from the pandemic. 

Published on 02/18/2022

By Adalia Wani

Kaija Tircuit-Peisto is an Abraham Lincoln High School teacher of AP U.S. History. Tircuit is a Bay Area native and has been teaching at Lincoln for nine years. 

Tircuit has a sensation for working with youth. She expressed, “I was an RA [Resident Assistant] in college. I worked with many 18-years-old who were just adjusting to life as a freshman in college. Something about that felt right. I really enjoyed it [working as a RA]. So I thought about helping 17-years-olds transition to being adults.”

Tircuit says she applied for the APUSH position because she was a history major in college. For her, it was a win-win, because she got to teach history and work with youth.

As a student her favorite subject was English, “I was a shy kid, very into reading. So I was really good at it, good at [reading and writing], good at telling the metaphors and analogies. I never dreamed of becoming a teacher.”

Tircuit states that she didn’t start getting into history until college, “I was really terrible at history in high school. Because my teachers didn’t teach. My World History class was more about current events. We learned about what was happening around the world, like Iraq. In U.S. History, all we did was watch movies, such as ‘Gone With the Wind.’ In college, I started to study the types of history that interested me, such as the Gilded Age. Through studying a specific background, I started to love all of history.” 

She stated, “I like learning about people and why people do things. I also love learning about the ways in which the past is similar to the present!” 

Tircuit wants her students to learn to interact with any type of history they're going to experience in her class. She wants them to learn to progress the history they learn and make it into useful life lessons. Although, she does acknowledge that in her AP class, she can only cover a small range of topics. 

Tircuit’s favorite part of teaching is working with youth. “I love the energy teenagers bring into the classroom. I love the fun little conversation you can get into with them about history, with teenagers as their sort of discovering it (history).” 

She acknowledges that her class might come with a lot of stress, being an AP class, but she states, “APUSH offers the ability to get into specific topics. It’s a great class for students who are ready to engage with history on a deeper level.” 

Tircuit also says she’s trying to incorporate happy historical moments into her teaching. “Because a lot of the history we learn is sad, and it can drown oneself.”

Kayla Ko, a junior in Tircuit’s class, states “It’s a fun, but a challenging class. The notes can sometimes seem like a lot. But the notes came from a variety of points. Like I remember learning about the involvement of Native Americans in the American Revolution. I do know that it won't be on the AP exam, but it's amazing to learn about something I wasn’t aware of before.”

Lilian Wu, a junior, states, “You can clearly tell Ms.Tircuit cares about her students. She’s a wonderful teacher, you can rely on. When going into her class, I thought it was going to be a boring typical history class. But I was wrong, she makes the assignments entertaining and engaging, by incorporating thought provoking questions. 

Published on 02/18/2022

By Marley Steiger

The Webster dictionary refers to senioritis as “an ebbing of motivation and effort by school seniors as evidenced by tardiness, absences, and lower grades.” Having senioritis is more common than you may think, in fact, it happens to the majority of seniors. A report done by the Northwood Omniscient, a student-led newspaper in North Carolina, conducted that 78% of their senior students stated they have senioritis. 

Seventeen-year-old Lincoln senior, Callie Janza, compares her feelings now to the first semester. Janza, “Second semester is always better, or at least that's what I heard. You just feel so free after hunting, researching, and applying to colleges for all of last semester. I am still motivated to do well and end senior year well.” 

Janza says she saw a sign in a Lincoln hallway that caught her eye. It said, “Don't give up, you're almost there.” Janza adds, “And I feel like that is so perfectly said because it's so true. I feel like everyone is giving up now after getting what they had to do for college done. But you still have five months to do work, so keep doing it, and keep doing you.”

Janza says, “This is the last time I'll get to socialize with people I love and who I've become friends with over my school career. And I'm sad that we don't get to do that as much anymore. I have more motivation to leave my house and do more because at any second we could be stuck at home again. But it's still such a transition to go back to in-person learning. I am still kind of confused and overwhelmed by all the exhaustion you get from being in person.”

Janza’s opinion on how teachers perceive COVID-19’s impact on students, “We're all different from each other…and it is not the same as it was in their time. I get that they want to understand, but I don't think they fully comprehend what it is like to be us in our day in age.”

The Burlingame B states, “Senioritis is exacerbated by the mental health declines that come with staying indoors for hours on end and the general lack of productivity students attribute to quarantine. Even without the mental health challenges from being a senior during COVID-19, senioritis outside of a

Covid-stricken world holds a large toll on the wellbeing of students.” 

Janza defines senioritis, “I think it's just not trying to deal with the trivialness of school and the never-ending unsatisfactory feeling you get from doing school. There is always stuff going on, and you can never catch up.” 

Eighteen-year-old Lincoln senior, Riley Brown, shares her thoughts on dealing with senioritis in the height of covid. Brown, “I feel pretty done. I feel over it. You know, I feel like even last week felt insanely easier.” 

Brown elaborates, “I'm doing the work just because I have to, but I don't feel like I'm doing it for me anymore. There is nothing that can make you keep your grades up…other than you wanting it yourself.” 

Brown illustrates how restricting going to school during a global pandemic can be,

“We're all being so confined for our safety and for other people's safety, it definitely sucks. We can't celebrate and experience our senior year to its full effect. it's not fun like it should be. If you think about it, it's insane that we are going to school with an airborne virus. We literally wear masks on our faces trying to catch the particles.”

Brown, “I've had really good friends to keep me sane, but not everybody has. You really need support right now, I don't think our teachers understand, I don't think our parents understand, I don't even know if we really get it.” 

A description of senioritis by Brown, “The feeling of being done, you have no motivation, you can't come to school, you don't want to be here, you don't care about your grades, you don't care about anything…you are just ready to go and get out.” 

Ms. Sara Falls, who’s been a teacher for the past twenty-two years and here at Lincoln for twenty of those years states, “Learning never ends, and there are so many things still at 44 that I'm learning. If you have more of a mindset of how can I take something cool out of everything because it’s so cool to learn new things.” 

Falls shares more, “Maybe what's fun for you is having a study group, going to a cafe, working with your friends and having a sweet treat. For me, when I have a lot of work to do that I'm not looking forward to, I try to put on some cool music I want to listen to that isn't going to distract me. I put on comfy clothes, I get a nice snack..and I try to make it as pleasant and enjoyable as possible.” 

Falls, “If you haven't, now is a really good time to get a calendar and say, ‘What does today look like? What do the next couple of weeks look like? What does the next month look like?’ I like the idea of checking something off when I'm done with pen and paper.”

Michigan State’s School of Journalism, “Spartan New’s Room” reports, “Now, senioritis may not be medically diagnosed, but this does not mean mental health and your surroundings don’t play a factor.” 

Students do not need a medical title to validate the way many students feel, and the strain that COVID-19 has sent them all through, for the greater parts of their high school careers. 

Published on 02/18/2022

By Xara Alexander

Many students see Daniel Stingle as the chill AP 3D Art and Ceramics teacher, but he has taken on numerous commissions in national parks and galleries. He went to graduate school for art at SF State, but majored in biology in his undergraduate studies. Stingle’s knowledge of art and science continually influences his teaching methodology.

Stingle’s childhood experiences in nature and in the classroom gave him a deep-rooted connection to the life sciences.

He was inspired by his high school teacher, Mr. Weber, who taught him biology for three years. The hands-on experiments in Weber’s class worked around the problems that his dyslexia caused him. “He was a really good teacher, which made me dive deeper into [biology],” said Stingle.

Going into his undergraduate studies, he wanted to be a veterinarian, a doctor, or national park ranger, and majored in biology with a minor in chemistry.

His embryology class, though science based, was a key part of his transition to art. “They would take frog embryos, and cut them into slices and lay them on a slide. You would look at different sections and then have to visualize how it looked in 3D.” Through this class, he discovered that he had an ability to mentally deconstruct three-dimensional forms, an ability that supported his transition into sculpture.

When Stingle was an undergraduate, he also took a painting and drawing class on the side. “When I was close to graduating [a painting professor who also taught sculpture] was like, oh, you should try ceramics, you might be really good at it. That’s where my true talent showed, in… building things, working in 3D.” 

During his switch to graduate school, his mentality towards art really changed. When he left high school, he turned down a scholarship from the Minneapolis Institute of Art, thinking art wouldn’t make him money. Going into graduate school, Stingle says,“I kind of put my whole self into it.”

Outside of school, he took on commissions for Crissy Field, Yosemite National Park, SF State’s campus and the National Marine Sanctuary at Hearst Castle. 

Stingle’s background in science influenced his approach to his Yosemite commision, a bronze 3D model of the park, made for blind accessibility. Stingle stated, “It was kind of a mix of biology and art...when I got the commission for the Yosemite topographic map, I hiked the area several times.”

“Art is not just making art, but your approach to making art… it’s research-based, like a scientist,” he describes. In AP 3D Art, students are expected to participate in an “AP Art Sustained Investigation,” experimenting with materials and ideas in their art.

Stingle’s road to teaching has been long and winding, with school commissions and residencies. He says, “Well that’s kind of how life is, you think you’re going in one direction, and then something comes up that pulls you into another pathway.”

Published on 02/18/2022

By Carina Lee

The San Francisco Unified School District requires high school students to take two years of science to graduate, and recommends a third year for UC consideration. Lincoln freshmen and sophomores are usually placed in Biology and Physics, respectively, unless they request otherwise. Most science classes except for Physics and Biology require students to either be concurrently enrolled in Algebra 2 or have it already completed. Beyond that, students are free to take any science class of their choice. 

Since Physics doesn’t have a math prerequisite, students are encouraged to take Physics their sophomore year to complete another year of science until they take Algebra 2, and satisfy the science graduation requirement early. “We recommend getting all A through G requirements done early,” said Assistant Principal of Student Services Kelly Andrews. “So that’s why you take Biology as a freshman. And then we want you to keep going with your science; we don’t want to have a gap. We want students to get three to four years. We don’t want to say, no, pause on science this year as a sophomore until you take Algebra 2, because that would put that all off.”

As of February 2nd, 2022, 590 out of 997 11th and 12th graders take a third or fourth year of science. That is, about 59% of Lincoln students are going beyond graduation requirements. (This figure is a slight overestimate due to some students taking two science classes in one school year.) 

If 59% of Lincoln students are going beyond two years of science, 41% aren’t. The ALHS Science Department’s mission statement commits to “develop[ing] scientifically literate persons.” They define a scientifically literate person as one who “has a substantial knowledge base of facts, concepts, and process skills which enable that individual to continue to learn and think logically.”

Sunshine Roque, Lincoln’s Science Department Chair, agrees with the administration’s push for more students to go beyond graduation requirements. “In an ideal world, I would say you should take four years of science. But I don’t think two years is enough. It would be awesome if students were required to and actually interested in taking four, but if that’s not where people’s passions are at, I don’t want to force that.” 

Roque believes two years of science isn’t enough for a student to be scientifically literate. “I think science literacy is making sure students can read science, whether it’s through an Instagram post or YouTube video, but also be able to question what they read. Observing and questioning, I think, those are really the two main hooks of science.”

Chemistry is widely considered a foundational science topic. Yet, at Lincoln, the demand for chemistry is relatively low compared to other similarly sized SFUSD high schools. 

For Jeffrey Kim, a Lincoln science teacher, biology, chemistry and physics are essential to being scientifically literate. “It hurts their [students’] chances at getting into some of these colleges if they only have two of the three core topics. It just doesn’t sound quite like a proper science department at a comprehensive high school.”

Kim continued, “In a school this large, we don’t have enough students that are meeting basic science literacy.”

At Lincoln, the demand for chemistry is satisfied by just one teacher, whereas other SFUSD high schools need three to four chemistry teachers.

“Right now, we have five sections of chemistry, so that’s one teacher. We had the exact number of students to fill all five of those sections. We didn’t have [any] over, so no one got turned away from taking chemistry,” said Andrews. 

With a cap of 35 students per section, there’s a maximum of 175 chemistry students at Lincoln.

Lincoln principal Shari Balisi insists that all decisions about classes are based on student demand. Information given by course request forms determines how many sections, or periods of each class is needed.

Andrews and Balisi claimed another factor behind the relatively low demand for chemistry is the variety of other options that are available to students after their sophomore year. 

“Some students might be like, oh, I have my two years done; look at all these other electives I can choose from. Some might be more appealing to different students. We offer more elective science options than other schools, and while none of them are competing, they kind of are, in some ways, for students. I think it’s a good thing for students, that they have so many options,” said Andrews.

Lincoln High School offers ten science classes: Biology, Marine Biology, AP Biology, Biotech 1 and 2, Physiology, Chemistry, Physics, AP Physics and AP Environmental Science.

“There’s so many options here at Lincoln, I honestly think that Lincoln is a mini City College, almost, because we offer so many different resources for kids to go to,” said Balisi. 

However, student demand through course request data does not report the many different reasons why a student might choose one class over another. 

Lincoln’s chemistry class, taught by Dr. Asya Landa, has a reputation for being difficult.  Second semester transfer Liyahnese Tulali was enrolled in AP Chemistry at Wallenberg High School. Tulali dropped Landa’s class after four weeks. “In my circumstances, it was very hard…It’s hard because you have to get it, and you have to get it quickly. She talks about how it’s gonna be in college, it’s fast-paced.”

“Before I took her class, I heard that she was scary and mean,” said Lincoln senior and current chemistry student Mia Antonio. “People said she was a hard teacher, and it was a hard class. After actually being her student, I learned that she’s the best! She is funny, cares for students so much, and is harsh for a reason. She wants us to be better for ourselves. She wants us to apply ourselves and really try so that we can do well in her class and life.” 

Antonio continued, “Chemistry is full of patterns, she wants us to learn how to recognize those patterns and apply them, rather than memorize everything.”

Landa declined a request for an interview, but her philosophy since I took her class two years ago hasn’t changed. During my time in Landa’s class, she emphasized college preparedness and critical thinking: The goal wasn’t to leave the class with a chemistry textbook memorized, it was to leave with universally applicable analysis skills.

“We just started talking, as a science group, about how specifically we can help students stay in chemistry, because we do know the trend,” said Roque. “Students sign up and then maybe part way through chemistry, they realize it’s not a class they want to take for A, B, C, D reasons. We’re planning on how we can use Biology and Physics to prepare students for classes like chemistry, or AP Environmental Science or AP Biology.”

Science teachers, like Roque and Kim, not only want students to take more science – they want more students to take more science. 

Kim noticed a lack of diversity in chemistry. “I’m particularly concerned that we might not be helping foster underrepresented minorities. We clearly have a problem if we have low to zero African American students in chemistry. So why would we not try something more aggressive to help make more AA scientists in American society?” 

  According to the ALHS counseling website, over a quarter of Lincoln High School students are Latino or African American. “Looking at diversity at Lincoln, and then seeing what percentage of that diversity is shown in classrooms is sometimes swayed one way more than the other,” agreed Roque. 

Kim said, “We shouldn’t sit back and wait for signups that aren’t going to happen. We need to actively make social change and make not just anti-racist curriculum but anti-racist opportunities in science.”

Published on 02/18/2022

By Jay Fabian

The “Lincoln Log” has been in operation since 1940. Some of its more recent students have been making their way onto the writing scene in different ways. Two students in particular are Savine Lin and Gorden Liang. They were both part of the “Lincoln Log” at some point, and they enjoyed the class taught by Sara Falls.

Lin was the co-editor-in-chief for the “Lincoln Log” which put her in charge of the paper. She kept the paper on track and made sure everything was running smoothly. She did this for two years until she graduated in 2019.

“I remember the ‘Lincoln Log’ always being student-led,” Lin said.

One thing she remembers enjoying at the “Lincoln Log” is the freedom to write about whatever she wanted to. Lin also said that the “Lincoln Log” helped her elevate her writing skills, and that it helped her learn how to talk to people. 

After her graduation from Lincoln in 2019, she went on to San Francisco State University, where she is currently studying creative writing and communication studies. She hopes to be able to continue improving her writing skills and wants to save money to study abroad. 

“I was supposed to go to Japan for communications, but, because of COVID, that program got canceled, so now I’m applying to a creative writing program in Montreal, Canada.” 

One thing Lin is very passionate about is the writing of her manuscript. 

“I’ve always wanted to write books,” Lin said. “I love reading, but I never saw a character that looked like me in books…I wanted to be the one to represent the underrepresented in my books.” 

She has been writing her manuscript for about three years, and she hopes to finish it this year. She hopes to become a full time author, but would also settle for another job in the industry. 

Another student from the “Lincoln Log” is Gordon Liang. Liang was in the “Lincoln Log” for two years and originally had the job as sports editor in tenth grade. Then in senior year he became co-editor-in-chief. 

“I remember everything about the “Lincoln Log,” Liang said. “The “Lincoln log” was kind of my period to just decompress and have fun while doing something I've always wanted to do, spill the tea.” 

When he wrote for the “Lincoln Log,” he would write many opinion pieces, but he really enjoyed writing about sports. 

Now Liang goes to UC Berkeley and is studying for a biology degree. He is looking into data science as well. He still likes to write and has picked up a new hobby as well. When quarantine hit, Liang got bored and decided to start making videos on Youtube and TikTok. 

His big moment came on the opening day of the 2020 MLB season. On that day he made a video to support the Houston Astros. That video ended up being seen by MLB, and they decided to follow him. 

“I think I actually cried for a few minutes after that,” Liang said. “Since then I’ve been making baseball related videos on Tiktok.” He has been posting videos for about two years now, and he really enjoys it. 

Published on 02/18/2022

By Mia Rossitto

Joelle Wong is a junior at Lincoln High School. She currently plays basketball and flag football. She is also a weightlifter. She says that she will also be doing the long jump in the near future. Joelle has been playing sports for nine years. She has been playing club basketball for about nine years as a point guard and as a wide receiver on the girl’s flag football team. 

“I’ve always taken a liking to sports and found my love for them at a really young age, so I’ve just been doing them ever since,” says Joelle.

Not only does she like playing sports, but her coaches enjoy coaching her and watching her play. Alexander Wong, the former girls basketball coach says, “Joelle is one of my favorite basketball players to coach because she wants to think of the game from a logical standpoint.”

Donald Harris, the girls flag football coach, says, “She came out as a freshman, we had two games and the pandemic hit, then last year we were able to play four games. I’m anxious to see what she can do with a full season. From year to year, she has improved leaps and bounds.” Joelle, along with the rest of her team hasn’t been able to really play on the field as much as a regular team would.

The effects of COVID have impacted everyone, but as an athlete, Joelle says, “Being an athlete during the quarantine was definitely discouraging because I wasn’t able to find places to work out, and I missed a whole season with Basketball and Flag Football because of it. Though it also made me appreciate everything now that I’m able to go to school and do everything I want.”

Her love for sports isn’t equally distributed either. “My favorite sport right now is Flag Football,” says Joelle. 

In fact, her least favorite sport to do out of the three is basketball. “Flag football and weightlifting are newer to me, and I like finding new things to do.” 

Even though she still plays basketball, she admitted to having the love for the sport fade.

Over time, Joelle has also given thought to quitting the sport altogether. Joelle says, “I was about to quit…I couldn’t quit because of everyone’s expectations. It’s become too much pressure to the point that it is hard to maintain the level of fun I used to have.

As Joelle's basketball season comes to an end, her role in flag football will keep her on her toes. While she has been playing wide receiver in the past, Harris says, “Joelle will get a look at QB for sure. She has been preparing for quite some time to take on the challenge of playing QB. I believe she can do it.”

Even though Joelle feels more comfortable playing wide receiver, she says, “I want to take on a new challenge and take myself outside my comfort zone to play a major position.”

Harris says, “Joelle is a hard worker and has a great support system which will allow her to be successful in the future. Whatever she wants to pursue.”

Published on 02/18/2022

By Snow Jiang

After placing first place in the city during the 2021 season, Lincoln High School’s flag football anticipates another season in the pandemic. 

In March 2021, San Francisco Unified School District (SFUSD) announced the continuation of outdoor athletics while still taking precautions to foster a safe season for many outdoor sports, including flag football. Which meant outdoor sports were allowed to play during the 2021 spring season under certain circumstances; Each team was limited to 25 participants, no sport would have playoffs or championship games, and athletes were limited to playing two sports.

Donald Harris, the head coach of Lincoln’s flag football, discusses last season’s challenges of playing in the pandemic. “Last season was a gift. We had to do the daily screenings prior to entering the football field and make sure each athlete had their own ball.” 

Following the safety measures, flag football was limited to two practices per week in comparison to practicing five times a week. The season was cut down from 11 games to five games. 

Coaches and players stayed optimistic. Harris expresses his gratitude to fellow coaches, “Being able to lean on the support of Camille Bustos and Stephanie Lu has really helped our program. Even though we are in a pandemic and facing uncertainty, the relationships they have built with the students ensure their experience is memorable.”

Every year, Lincoln’s flag football team attracts an abundance of players, but the 2021 season was different. Usually the team attracts around 40 players per season, but due to the spread of COVID-19 and the inability to spread information to new players, the team downsized to 17 players. 

The decrease in players brought barriers to team play; girls stepped up into leadership positions and stepped into different playing positions. Both juniors and seniors stepped up to become leaders and acted as models for new and less experienced players. Many girls had to play multiple positions, including both offense and defense.

The team persevered through a tough season and ended the season with a record of 4-1, tying for first place in the city with Galileo Academy of Science and Technology. 

Beyond participating in sports in the pandemic, athletes were able to fulfill basic human needs with social interaction.

“It allowed them to compete and for a brief moment forget about all the chaos of the lockdown and pandemic,” Harris exclaimed. “Everyone has been through so much over the past couple of years. Being able to go out and experience playing sports can reveal your character especially in trying times of the pandemic.”

The 2022 season started on January 24th. Prior, athletes participated in after school conditioning seasons leading up to the season. Conditioning consisted of exercises and drills that help strengthen each player’s fundamental football skills.

Senior offensive guard, Sunnie Lee, prepares for her final season. “I am currently doing some simple workouts at home, fixing my sleep schedule, and prioritizing flag football by pushing back the times of other extracurriculars I have.” 

“I’ve been working out outside and trying to get my physical signed. Harris had provided many after school opportunities to condition and prepare for the season.” Senior wide receiver Kimberly Yang explains her plan of preparation.

With little to signs of the pandemic and spread of COVID-19 slowing down, the team continues to follow safety guidelines such as staying six feet apart during practice and staying cautious and aware of physical contact. 

“It would be nice to put the pandemic behind us and have some sense of normalcy.  The great thing is to always have something to look forward to. I hope that our student athletes will have a season without any disruptions from the pandemic. 

There always is a chance as the landscape is constantly changing. This surge is real at the moment. So many teachers and students are being impacted directly or indirectly. I think the season will continue, but I can't guarantee anything.” Harris stays hopeful.

“Of course, I want flag football to happen despite the current situation we are in. Although I want the season to continue, I believe it is best if the season starts after the COVID surge for the safety of the players. I don’t know if our season will progress as planned because we are in a situation that is unpredictable and there are no new updates from the school district,” Lee comments on the current state of the pandemic and the fate of her team’s season.

Players and coaches highly encourage anyone who takes interest in playing to come out and play some ball with the team.

Lee eagerly encourages, “Try it out! You may think that flag football is dangerous, but it is really safe and you will definitely have fun interacting and playing with the team.”

“The team is extremely open and friendly. Coaches Harris, Bustos, and Lu are easily approachable if you’re interested in joining the team,” exclaims Yang.

“The goal for flag football has always been the same for myself and our coaching staff. We are trying to come together as a ‘ohana’ (family) and build relationships and teach life skills through the game of football. I always hope that each athlete has a positive experience that they will be able to look back upon later in life and smile,” concluded Harris.

Published on 02/18/2022

By Daniel Toy

After a devastating loss to Lowell in the 2019 championship game, the Lincoln boy’s varsity basketball is back on the hunt to try to win it all this year. 

Their journey begins with Coach Carl Jacobs, boy’s varsity coach, adding a new program in the Spring of 2020 called the Murray Athletic Development (MAD) program for the team to train with. This program allows the players to train with professional trainers at the next level to incorporate new skills into our game. 

Eric Bringas says, “With the assistance of Coach Carl Jacobs has incorporated a year-long athletic development program, which incorporates athlete wellness monitoring using MAD’s Daily High-Performance Health Survey (HPH). It tracks an athlete’s daily habits on sleep, nutrition, hydration, mental preparedness, tech use, and nature exposure, which then provides real-time feedback and positive reinforcement to optimize their human performance. Along with HPH, MAD has provided the Lincoln boys varsity team with off-season, pre-season, and in-season strength and conditioning, which began in the Spring of 2020 over zoom, then transitioned to in-person the summer of 2021. Finally, MAD has also provided nutritional guidance for pre and post-training sessions and practices.” 

Training with this program for almost a year, the players have seen a huge improvement in their bodies and skills. 

Junior Timothy Wong states, “It has done many things for me. First, it has kept me physically strong and even gain some muscle/weight. Secondly, it has also motivated me to keep a positive mentality for taking care of my health. “

“The MAD program helped my body get stronger and faster. Also, it helped my mental preparation with the breathing exercises we would do,” states senior Tyreque Elleston. “I also noticed the MAD program helped our team get stronger. I noticed my teammates put on more size, getting stronger, and more confident with themselves because of the training.” 

Not only does this program help these players with their skills, but it also helps them create better habits.

Wong states, “It has motivated me to eat healthier, meaning having more balanced meals and less junk food and soft drinks. Also, my core is now much stronger which is very important for the human body.”

Elleston added, “The program helped monitor the number of meals I eat a day, the water intake, and how much sleep I get each night as well. I noticed I’m able to perform at a higher level than before I did MAD training.”

As a team, they have goals they want to accomplish. 

Wong said, “Our team's goals for this season are to definitely win the city championship and make a deep run for state as well, but this will take a lot of hard work and dedication out of each one of us.” 

Elleston adds, “Also for us to improve and get better every game.” 

To achieve these goals, they need to work out each day after school in the weight room or in the gym, getting better each day, and with everyone having the same mindset of winning the championship this year. 

Alex Huynh, a MAD intern said,

“Be present. Move with intention; don’t just go through the motion. Be curious; ask why, and be relentless in search of the answer.” 

Geeno Gay, another MAD intern added, “Showing up every day hungry and wanting to get something out from the workout. Ask questions and respect the time we have together. You all have to support and look out for each other. If you see someone slipping get them back in line. Ask yourself how bad you want to win states before you come into the workout. Set the tone early and keep raising it.”

After almost a year of participating in workouts and not playing games, the Varsity boys opened the season up against Washington High School on February 4, 2022, to show their growth and development. Lincoln ended up taking the victory, 79 - 41. 

After the game, Elleston said, “It feels great to be back. I remember I wanted the district to fight to give us a season. Sadly, we weren’t able to, but now we’re here in the present. I am ready for us to make things happen this season.” 

Wong added “It feels great [being back in action] honestly. Stepping back onto the court, after almost a whole two years, is just an amazing feeling. I can’t express how excited I am to have the chance to hold up the championship trophy once again. This is just one game down and we are onto the next.” 

COVID will play a factor in their season because games will get postponed due to the health and safety protocols. Elleston’s response was, “It’s making us even hungrier to get back on the court because we’re not gonna take the foot off the gas. Every game we play we’re not gonna take for granted.” 

Published on 02/18/2022

By Riley Brown

As Omicron cases surge and we approach our spring sports seasons, many students are wondering how this surge will affect the sports teams, specifically swimming. Swimming is a water sport, and COVID is airborne, so many people think swimming will be safe. The tricky part seems to be the locker rooms and time spent out of the water.

The CDC states, “There is no evidence that COVID-19 can be spread to humans through the use of recreational waters.” Because of this, the team’s main concern is not the spread of COVID through swimming itself, but more the use of locker rooms and dry-land activities done before practice.  

“The last time I swam was, I think the end of February 2020,” says Marley Steiger, a senior at Lincoln and a previous member of the swim team. She is planning to join the swim team this year but feels nervous.

  “I think people underestimate swimming as a sport; you’re really close to one another, you’re sweating, you’re breathing, and even though you’re in the water which is filled with chlorine, there's a lot of close contact,” says Steiger.

Swimming is a physically demanding sport. Swimmers are fighting water resistance; they must have good technique and must be able to control their breathing.  A good example of how hard a body works while swimming is that swimmers sweat underwater. So naturally while racing through the water over a time period of an hour and a half, swimmers will be breathing heavily even after they are out of the pool.

The ALHS Swim Team shares Sava Pool with Lowell High School’s swim team as well as the Sava Pool Swim Team, so locker room time is one of the bigger issues for the potential spread of COVID.

Mark Khalfin,one of this year’s ALHS swim team captains, has been swimming competitively since he was ten years old. Khalfin states one of the precautions that will be taken is “limiting locker room usage because we are sharing with other teams.”

Khalfin shared some insight on his time swimming on his club team over the past two years saying, “It’s been okay. Usually, you wear a mask when you’re outside the deck, and then in the water COVID does not transfer. You can’t get COVID in the water.”

The last time the ALHS Swim Team was together in the water was March 2020. Many members have not been in the water since. Students feel out of practice and disconnected from the sport.

Daniel Toy has been swimming since he was in third grade. He swam for the ALHS swim team during his freshman and sophomore years but has some reservations about coming back this year saying, “I haven’t swum in two years because of the pools being closed.”

Compared to his basketball season, which he says is going well, he says he has felt pretty good about playing because “they were pretty strict, and you have to wear a mask”. 

Toy says, “You need to breathe during swimming,” and unfortunately wearing a mask is not an option in the pool.

“I remember being in the lanes, and you're a few inches away from someone else’s face, breathing on their neck,” says Steiger. “Sometimes we pass each other, it's just a very close contact sport.”

She says she was “surprised to hear club swim teams and swim lessons were still happening.”

The ALHS Swim Team’s coaches and team captains have been working hard to figure out how to make this swim season as safe as possible. The current plan is for team members to get weekly COVID testing as well as show proof of vaccination, which is a requirement to be able to swim at Sava Pool. 

Khalfin states one way the team can be safe is “making sure nobody takes too long in the showers and everything goes nice and smoothly, so we don’t have any delays or have more exposure time than needed.”

Published on 02/18/2022

By Isabel Goins-Riley

At 17 years old, Lincoln High School student Haley Trinh holds two American weightlifting records. Trinh set her first record at age 12 under the Pacific Weightlifting Association and now holds about fifteen PWA records. 

Her biggest achievement is being able to represent the United States in weightlifting. While competing with USA Weightlifting, Trinh set the clean and jerk record for 77kg in the girls 13 and under 55kg weight category. Two years later she set the snatch record for 74kg in the girls 14/15 59kg weight category. When Trinh first started lifting she didn’t believe she could achieve this much. She thought she would continue playing volleyball forever and do weightlifting just as conditioning. 

Trinh has been athletic from a young age. She was constantly playing sports like soccer, basketball and volleyball, sometimes all at once. Trinh believes playing sports made her more diligent and hardworking. “It's definitely taught me lessons and that you have to put in the work to get your desired outcome,” she says. 

Trinh played volleyball for a total of nine years. She played on and off for club and private school teams before attending high school. At Lincoln, Trinh played volleyball during her freshman and senior year but then started to focus mainly on her weightlifting. 

Lincoln athletics coach, Kevin Doherty, met Trinh in 2016. She attended the summer conditioning camps Doherty held with his weightlifting club, Hassle Free Barbell Club. Trinh recalls that she was lifting a 35kg snatch and 45kg clean and jerk when she started competing in late 2016. Now she snatches 81kg and 105kg for clean and jerk; that’s nearly 180lbs and 230lbs. 

Doherty says the time she spent working out and lifting at home during lockdown increased her growth immensely. “I think the turning point was, I would say, the end of her sophomore year.” Doherty states, “When the pandemic hit, like March or April, she started working out at her house, and those first nine months of the pandemic, until christmas, she got better really, really fast.” 

Since she started competing, Trinh has made close friends through international weightlifting meets and her club. She states, “...the weightlifting community is awesome. USA weightlifting sends ten girls and ten boys to international meets, and I’m super good friends with those I've been on teams with.” 

Julia Yun, a senior at Lincoln and fellow weightlifter, has been friends with Trinh for eight years. The two met playing volleyball back in middle school when Yun introduced Trinh to weightlifting. Yun describes Trinh as outgoing and ambitious. “She’s extremely dedicated to weightlifting and always striving to reach her goals,” says Yun. “She’s talkative and can get along with anyone and everyone.”

Weightlifting has allowed Trinh to travel all over the world to places like Peru, Uzbekistan, Mexico, and Saudi Arabia. 

So far, Saudi Arabia is Trinh’s favorite place she’s traveled to for a meet. “It was not what I was expecting at all for it to be. It was super beautiful and rich, everyone there was just really nice. The culture and community there is so cool, and it was just really awesome to experience.”        

Weightlifting and schoolwork often overlap for Trinh. She has had to find ways to handle both, whether it’s taking finals early or bringing schoolwork on weightlifting trips. To prevent overworking and injuries, Trinh says she takes some days off and does deload weeks. A deload week is a planned week to focus on recovery and usually includes a reduced work out. Sometimes longer breaks are needed to give her body a rest. 

Trinh comes from a pretty athletic family. “...my dad was a bodybuilder and lifts a lot too,” she states. “My little brother runs track at Lincoln and also lifts occasionally.” 

Trinh's family and friends have shown their support for her by watching her compete and sometimes even traveling with her to attend out-of-state meets. 

In November of 2020, Trinh was interviewed for a feature on 49ers Cal-Hi Sports about her weightlifting and the pandemic’s effect on her education. Trinh describes the sit-down interview process as nerve-racking but overall a great experience. “It was super cool to share my story with everyone, and I’m really grateful to have been chosen,” she states.

Trinh plans on attending college after graduating from Lincoln. She hopes to study kinesiology to stay involved with sports. “I’d like to help athletes and other people get over injuries or just get stronger in general because of my own experiences,” Trinh says.

Trinh started weightlifting to challenge herself, and that’s what ultimately motivates her to stick with it. Competing in the Olympics or joining a senior world weightlifting team are Trinh’s greatest goals. 

Published on 02/18/2022

By Joshua Chew

Who is Juice WRLD? The new HBO Max documentary released on November 12th, 2021, “Juice WRLD: Into the Abyss,” takes a deeper dive into the rapper’s life at concerts and sessions in the studio during his battle with drug addiction and depression. 

Director Tommy Oliver does a fantastic job capturing the angles of Juice WRLD’s (Jarad Higgins) special talent to show his emotions in his freestyling before his death due to drug overdose in December 2019 at 21 years old. 

Juice WRLD is a rapper from Chicago, Illinois that rose to fame with his hit songs, “Lucid Dreams” and “All Girls Are The Same” in 2018. These songs landed on the Billboard Hot 100, peaking in the top 50. Juice WRLD’s talents are shown to the fullest as he regularly began to freestyle rhyming words together. His talent amazed me with how quickly he could tell a story that rhymed. 

The film gets intimate as Jarad Higgins is seen swallowing percocets and mixing codeine in soda. Juice WRLD developed a serious addiction that scared many of his closest friends, yet it was the only way for him to feel better.

Despite his drug use, Higgins has articulated his feelings of heartbreak and depression that connected to people dealing with similar emotions. Juice WRLD’s music was a calling for many as they could relate to the lyrics.

I would recommend this movie to those who enjoy listening to rap and hip-hop. 

One of my favorite scenes shows how Juice WRLD came out of his tour bus to meet with fans. This showed the love and appreciation for all the people who supported him to get him to the fame he was currently at. 

Overall, this documentary is special because it shows Juice WRLD’s life and how he connects with his fans. Higgins always ended concerts with a positive message to remind fans to do what they want and work hard for it. 

“Whatever you want to do in this life, if you give it your…all, you don't listen to what anybody gotta say about it if it's not positive, and if you put your mind to that stuff, you gonna get exactly what you want in this life.”

Published on 02/18/2022

By Brandon Tse

The movie, “Lord of the Flies,” directed by Harry Hook in 1990 and based on the novel by William Golding, is enduring and relevant in showing the psychology of minors. In the use of paranoia and manipulation, it shows how people could easily believe ideas that are considered lies, leading to insanity and chaos. 

The story follows a group of students and a wounded pilot who survive a plane crash. They encounter a nearby island and end up surviving on it in hopes of someone finding them. As they continue to live on the island, the children try to follow a set of rules and policies to ensure their ordinary lives. When storms pass through the island, it destroys what they built as a result.

Fears and lies begin to spread across the group, starting off with false stories from other survivors about the island and themselves. Manipulation sets in through rumors, which creates a group under different leaderships and ideals. The unsettling fear passes through everybody when the belief of a monster on the island spreads, which leads to the overwhelming chaos that turns everyone against themselves.

The way “Lord of the Flies” portrays the build up of lawlessness is very believable, involving the existence of a monster that freaked almost everybody out. While the monster turns out to be fake the entire time, it was enough to bring fear to the children and drive them into madness. 

“Lord of the Flies” manages to execute the brainwashing accurately, invoking beliefs in the group on who should take the leadership, or how to deal with the monster. With the lack of any form of rules to control them on an island, most of every minor’s thoughts shatter from reality, despite trying to keep their sanity throughout. 

For a reboot of the 1963 version, I feel like the movie manages to spark up the reality of what we, as human beings, will become from manipulation. The January 6th attack at the Capitol Building proves this as it was similar to what happens in “Lord of the Flies.” A rumor is made that brings people together in protest, only for them to rebel and fight back to save themselves. Both situations in the attack and the movie ends up having casualties. 

While the movie holds up to be the most recent version of “Lord of the Flies,” it still carries out the same message while being the most modern of the 1990s. The message is that if we are to believe in anything such as stories and rumors, chaos and fear will erupt. 

The only downside to the 1990 reboot is how it mostly tells the same plot as the 1963 version and book, with only minor changes to make it modern for audiences as a whole and  to make sense in logic. And because of that, it retains the message of the movie and also feels predictable.

I consider the reboot to be the best from a visual standpoint, due to the scenery and camera shots. However, the presentation of the story felt plain and cliché. The 1963 version of “Lord of the Flies” nails it with an eerie atmosphere and the lack of colors. To me, the 1990 reboot is great when watching for the first time, but the portrayal gets overshadowed when learning more about “Lord of the Flies.” 

“Lord of the Flies” can be streamed on Amazon Video, Apple iTunes, AMC on Demand, and Redbox. It can also be streamed on YouTube for free, which I highly recommend  because of its availability.

Overall, “Lord of the Flies” is a brilliant movie that is relevant to the present. It shows how lawlessness will occur through the grasping of rumors and the spreading of fear. While the 1990 reboot may not be considered the best, it's still great visually. The message the movie carries will never age, due to how we constantly view chaos in recent years.

Published on 02/18/2022

By Joyce Li

Single and stranded on a deserted island, “Single’s Inferno” follows twelve participants in search of potential love–a stranded romance you might say. 

Released on December 18th, 2021, the eight-episode Netflix Korean dating reality show, directed by Kim Na-Hyun and Kim Jae-Won, will get you infuriated, shocked, and hollering.

The show starts off by introducing the participants, giving viewers a sense of who they are through recorded one-on-one interviews. After the participants arrive on the deserted island named Inferno, the rules of the game are announced. 

The participants are to spend nine days isolated on Inferno island while following strict rules such as not having access to any electronic devices, cooking for themselves from scratch, and not revealing their age and occupations.

From games on land to games in water, the participants have plenty of opportunities to get to know each other, develop bonds, and find who they want the most romantically without any incentives like money pushing them to do so. The goal of the show is to actively try to captivate the hearts of their interest within nine days using their natural charms.

At the end of spending time with each other each day, all participants are offered a silver lining–a potential chance to escape from Inferno island to Paradise, a separate island where they get to live in a luxurious suite in a hotel together for a day. They are to choose who they want to go to Paradise anonymously in hopes that feelings are mutual.

In Paradise, the pairs are free to ask each other anything–even breaking the golden rule of Inferno island and asking about their age and occupation.

The idea of everything the participants could possibly want and need at Paradise is tempting, but it’s not that simple. 

The feelings of the two participants have to be mutual in order to escape to Paradise together. If they don’t get chosen mutually, they’re stuck on Inferno island for the day while knowing other successful participants have escaped to Paradise to enjoy their fun. This show displays a concept similar to a survival game–whoever finds love can escape and survive. 

“This place is actual hell,” Kang So-Yeon, one of the participants, expressed.

Despite the tough conditions, the intensity truly lies with the betrayal, lies, and friendships that build within the show. Furthermore, with changes to the game and new players getting added, it’s a true battle among the participants to find someone to escape to Paradise with.

Behind the scenes of the show are four hosts, oblivious to what is happening just as the viewers are. Hearing their input and thoughts makes me feel as if I am watching the show with a friend. Throughout the show, I constantly found myself agreeing and laughing with the hosts. 

From emotions to personality, this show gives viewers transparency as to what each participant is actually like as a person. The directors use strategic camera angles to capture each participant from a different perspective, sharing different sides of them and keeping the viewers on a hinge.

Though I’ve only watched a few other dating reality shows before, this series draws me in unlike the others because it shows how the participants genuinely spend time getting to know each other and experiencing different types of emotions.

Despite how most of the participants arrived on Inferno island with a particular type of how they wanted their ideal partner to be, I like how everyone ended up talking to others that are different from their initial type. This shows how not everyone might think looks are a priority in a relationship–personality matters too.

I particularly enjoyed how the reality show had a Western concept but still is infused with Korean culture. Though this show had adopted the idea of a dating reality series, it’s more focused on acts of mannerism and sweet gestures to build a relationship rather than just sex.

I highly recommend this show to anyone but especially those who are looking for a short rom-com variety show to binge in a day.

This variety show teaches us distinct and valuable life lessons such as how no means no, it’s crucial to have confidence in yourself, and how having an ideal type doesn’t necessarily mean anything. 

“Single’s Inferno” is different and definitely worth adding to your to-watch list. This show focuses on how twelve people went from complete strangers to building a tight-knit community. The unpredictable and shocking events will keep you craving to know how certain relationships will further develop–or not–after every intense moment.

Published on 02/18/2022

By Levi Hall

“Clash Royale” is one of the biggest and most popular free-to-play strategy games in the world. It is a mobile game that was released by the game development company, Supercell, on March 2nd, 2016. 

The game is unique because it combines collecting cards with multiplayer online battles and tower defense. 

I have been playing for two years now and have never played any other game like it before. I never get bored of the game, and I check in on it everyday. 

“Clash Royale” is multifaceted because it isn’t just a strategy game like many people might think. Players can chat with their clan, open chests, buy items from the store, check out the numerous challenges that change all the time, and battle other players.

Battling is the best feature of the game in my opinion as you can battle for trophies and chests by facing off against random, similarly-ranked opponents. You can also just battle with or against friends for fun in order to try out new battle decks, gain chemistry together, or get rewards. 

Along with the 106 collectible and upgradable digital cards in the game, there are also different types of chests and tons of emotes you can collect. Emotes are like moving emojis, and they are a fun way for opponents to communicate with each other during battle. 

Another great part of the game is the community that you can be a part of. Many of my friends play the game, along with tons of students at Lincoln. It is a fun game to pass time during class or to play with friends during lunch.

New seasons and new cards come out all the time, so it is exciting for players like me who have been playing for a while. If you downloaded the game a couple years ago, I would suggest that you check it out again because it is always changing and improving.

“Clash Royale” is fun for all ages as it is a fairly clean and safe mobile game. It is also extremely easy to learn, and getting good is not too difficult. I love how players can always improve in the game which is not true for a lot of other video games out there.

Although the game is very enjoyable and popular, some people still don’t enjoy it. I would suggest for those people to join a clan, try out new decks, buy some items from the shop, or invite some friends to play with them. 

“Clash Royale” is the best mobile game out there, and I believe that it will continue to get better as the years go on.

Published on 02/18/2022

By Cassidy MacKinnon

“Encanto”, Disney’s feature film, came out on November 24, 2021. This movie will make you very emotional and captures the Latin American culture in a delightful way.

The movie is about the life journey of Mirabel Madrigal, a young girl who fights to save her family and home’s magic. It takes place in the mountains of Colombia and was directed by Byron Howard and Jared Bush. “Encanto” was produced by Clark Spencer and Yvett Merino. 

The music that was played throughout the movie was written and composed by Lin-Manuel Miranda. The music in the film was played in both Spanish and English. All of the songs were very catchy and fun to sing along to. Some of the songs that were played in the movie include, “The Family Madrigal” and “¡Hola Casita!”

Some of the main actors featured in the movie consisted of Stephanie Beatriz, Angie Cepeda, Jessica Darrow, Diane Guerrero, and Rhenzy Felix. The main characters of the movie are Mirabel Madrigal, Julieta Madrigal, Luis Madrigal, Isabela Madrigal, and Camilo Madrigal. Each of the family members has a special power except for Mirabel. 

Mirabel is the main protagonist of the movie and is the youngest one in her family. She feels like she is always left out of her family because she didn’t get any powers, but the rest of her family did. She constantly thinks that she doesn’t do enough to contribute to her family and community. Julieta Madrigal’s ability is healing people with the food she cooks. For example, in the movie, she heals Mirabel’s wound with a small bun. Luis Madrigal is the middle child of the Madrigal family, and her ability is that she has super strength and carries out most of the family burdens. Isabela Madrigal is the eldest sister of Luisa Madrigal and Mirabel Madrigal and her ability is the power to make flowers and plants bloom. Camilo Madrigal is the cousin of Mirabel and enjoys using his abilities to impersonate different personas,play pranks and tease his relatives.

In the Madrigal family, they believe in getting gifts for each child, but Mirabel did not get one. Since Mirabel’s dad didn’t get a gift, she didn’t get one.  Because of Mirabel not having a gift, there was a big fight between her and her grandma, Abuela Alma. She is in charge of all the magic that happens within the family and takes care of the magical candle that gives the family their supernatural powers. Because of her not receiving a gift, Alma blames Mirabel for hurting the family.

When they get in the fight, their home starts to collapse. Once their family gets back together, their home starts to come back together and their relationships get better.

Although Mirabel didn’t get any physical powers like the rest of her family, she controls her family with her heart.

While watching the movie, I learned that the most important theme was togetherness. I think togetherness is important because it is a huge part of life. I think that this is a big theme of the movie because it brought the family together at the end of the movie and helped the family get along better.

Overall, I thought that this movie was beautifully done, like the animation. The animation in this movie can’t compare to other Disney movies. I enjoyed the nice playful music because the music relaxed me and was fun to sing too. I really enjoyed the scenery because it was really colorful and pretty. 

  I also enjoyed all the character’s personalities because they were all kind to each other and understanding of each other’s needs. While watching this movie, I felt excited to see what else the movie had to offer.

Although I liked this movie, some other people might not enjoy the movie because it might have gone too slow. Also, people might not like the movie because there wasn’t much adventure that happened in the movie and they just stayed in the village where they live. 

I really enjoyed watching this movie because it really caught my attention and knew from the beginning that I would enjoy this movie. I would definitely recommend this movie to people who enjoy musicals. I really enjoy watching musicals because they are always entertaining to me and fun to watch.

Published on 02/18/2022

By Zayar Myint

With his identity of Spider-man now revealed, Peter Parker, played by Tom Holland, is no longer able to live a casual life, but instead being barraged by the media constantly. In an attempt to make his life normal once again, Parker goes to the wizard, Doctor Strange and asks him to create a spell that makes everyone forget his secret identity. The spell goes horribly wrong, and accidentally lets entities from other universes into their own, but will they be friends, or will they be foe? The trilogy to the Marvel’s Cinematic Universe’s Spider-Man, “Spider-Man: No Way Home,” was a heavily advertised movie, especially in the states. Many people viewed this as a movie to behold, especially since the movie had advertised two former Spider-Mans from different cinematic universes, played by actors Andrew Garfield and Tobey Maguire. The publicity from the movie made me believe that it was a movie that would blow me away, however, after watching the movie myself, I was mildly disappointed. In my eyes, I could see the budget that went into the movie and could tell that effort was put into the film. However, the story seemed a little questionable, almost as if they wrote it in a way to try to include Garfield and  Maguire into the story. 

The movie also did a poor job of accurately representing Garfield and Maguire on their behavior in their respective movies. Garfield in his movie, “The Amazing Spider-Man,” combats villains in the film with spider qualities, such as crawling all over the enemy like a spider. Maguire’s adaptation of Peter Parker, the man under the mask of Spider-Man, was represented completely differently from his movie, “Spider-Man,” where he was represented as more of an intellectual character rather than the jockey figure that he is in “Spider-Man: No Way Home.” 

Despite all of this, I appreciated the movie’s appearance of the former Spider-Men, as well as villains from other storylines. They also brought back fan-favorite villains, such as the Green Goblin and Doc Ock. A popular internet meme of “I’m somewhat of a scientist myself,” spoken by Willem Dafoe, or Norman Osborn within the movie was brought back in “Spider-Man: No Way Home,” which was a nice addition. The movie also put a teaser trailer out for the next movie, which can possibly involve a very popular villain, being Venom. On top of all this, the movie tries to display what a normal high school life is like, including aspects like college decisions and part-time jobs. One of the possible things that ruined the movie for me was that all Marvel movies, or rather, superhero movies, go through the same process of a comfortable beginning, a brutal middle, and a happy ending. This movie was no different, and I expected some type of change, although I was disappointed. 

Published on 02/18/2022

By Lincoln Log Staff

Students should have a huge voice on decisions that affect school and education. Students are the ones that actively go to school and know the environment compared to the district leaders or school board. Students should have a voice on issues such as the school board recall, COVID in school, and even subjects such as critical race theory taught at school.

On February 15th, San Francisco will vote to recall three of the seven Board of Education members. However, because of election laws, only students who are 18 and older will be able to vote.

It’s fair for students to make decisions that affect the students directly rather than having someone else make those decisions for them because students know what they want for themselves and their classmates best (from experience).

Students don't feel represented in the school community, where we are taught to express ourselves and be an activist, but when we do, we are either told we're too young or don’t understand the complexities of the topic. This is exactly what happened during the sexual assault walkouts a couple of months ago. The walkouts were a perfect example of how students can take action, but still the progress felt incremental.

Students may engage with the school board, but students are relying on the school board to carry about those ideas, and this still feels like a lack of a voice.  

The larger issue is that, even if students had access to the school board—students aren’t taken seriously. More direct engagement would necessitate students being taken seriously.

This would provide students more opportunities  to involve themselves in decision-making in the future. Letting students vote and participate in more local elections is an excellent way to teach students how to exercise their right to vote when they turn 18.

Recently, ballots have been sent out to voters to recall the school board. Many parents expressed frustration when the school board refused to fix multiple issues. In particular parents wanted students to go back to school earlier in the pandemic; students wanted this too. 

No one even asked students, “Do you want to return to in-person school?”

Students should have a voice in such topics since they are more familiar with the environments at school. Students are the ones going to school, not the parents.

     Another problem that lies within the limited voice students have in the school community is mental health. For example, students were never asked how they were impacted by online learning or whether or not the pandemic affected their health mentally or emotionally. Then all of the sudden they use the excuse that they don’t want to return to online learning because it will impact student’s mental health. How do they know if it will impact our mental health when they didn’t even ask the students in the first place? 

If students were given the opportunity and responsibility to have an active voice, it would increase engagement in their school community and encourage students to be involved in matters that affect them and their futures.

Published on 02/18/2022

By Ashley Talbott 

Teens these days seem to be all about skipping class, not doing work, and complaining about school. Teens have consistently taken advantage of stuff they consider everyday things, what they don’t realize is that not everyone gets to have or do the same things.

Teenagers in the United States don’t need to worry as much about the same things as other students. Meanwhile, in Afghanistan, girls don’t have that same privilege. Under the Taliban rule from 1996 to 2001 girls were banned from going to school. Some girls even had to resort to seeking education underground, putting themselves and their teachers at risk. Between 2002 to 2021, with the help from the U.S., schools reopened for all, but now that the U.S. has left Afghanistan, the Taliban has taken over again and stripped women of their rights.

Can you imagine not having access to justice, education, health services, and employment opportunities all because you're a girl? Afghan women have to live life without these privileges, while we live our lives in the United States taking school for granted. Teens need to not take for granted all the rights, freedoms, and opportunities that we have today while people in other countries can’t go to school. 

I can only hope teens stop taking school for granted by not showing up to class, or not doing work; it may not be the most enjoyable place and it can be stressful, but American students are lucky to have teachers who teach us every day, and a government that supports education. 

Girls in Afghanistan dream of being able to go to school and get an education, but sadly they will be punished. Teachers who try to teach underground are punished, simply for trying to educate young girls who want to expand their education. We need to stop taking school for granted because education is a privilege. 

Published on 02/18/2022

By Hanson Pan

With the surge of the Omicron variant, there is a high possibility that schools will be forced to shut down again. Although shutting down schools lowers the cases of COVID, students and teachers can remain safe by enforcing more safety precautions and improving testing while schools stay open. 

I personally think that school should not shut down because most students don’t want to go back to distance learning. Distance learning was not enjoyable for many students and teachers. 

The lack of interaction between students and teachers resulted in learning setbacks. Lessons that can only be taught with in-person learning had to adapt, as teachers changed their curriculums towards teaching on Zoom. Teachers were frustrated that students wouldn’t participate in class. As a result, distance learning was not fun for most people.

If we go back to online school, the number of cases and the likelihood of spreading COVID will drop. However, school over Zoom would not be as enjoyable as in-person school. Some of the best parts of school are the interactions made with friends and other classmates, having numerous side conversations, and meeting new people during classes. 

It is also easier for partner work. There would no longer be a need for awkward breakout rooms. Instead, we can turn to the person sitting next to us to be our partner. School is more fun when you are able to interact with friends and a easier way to contact teachers. 

To encourage students to stay home should they experience COVID symptoms, teachers should post their lessons for the day Google Classroom. Students would not forced to desperately catch up during their absence from school. This would also save time for everyone because teachers wouldn’t have to spend time explaining to students what they have missed. 

The current testing systems are not good right now. We don’t get results fast enough, or sometimes at all. Not everyone wears N95 masks and to keep the spread of COVID cases down and keep schools open, we need to do a better job of distributing masks and have better testing available. If someone tested positive, they must stay at home and quarantine for at least five days, as well as get a negative test result.

If we are all vaccinated and have the booster shot, we should all be protected from COVID. I don’t think schools will need to shut down with this new surge because we are protected. A lot of people don’t want to go back to distance learning, we just need to be safe around others and get tested often.

Published on 02/18/2022

By Nicole Chao

Over the past few years, a rise in Asian representation and culture has struck the media. Representation is not only seen on TV shows and movies, but also across many social media platforms. However, does the portrayal of Asian culture in the media accurately represent the actual culture? Could false portrayals be offensive and racist towards Asian people? In some extreme situations, Asian representation in the media has gotten to the point of obsession and fetishization instead of appreciation. 

As an East Asian with “exotic features,” no one has ever glorified my slightly slanted and small eyes. White kids would pull their eyes upward and yell slurs at me, making me feel invalidated and hurt. Then I would be labeled as docile and weak for not defending myself. One insult leading into another would soon turn into an insecurity of mine. 

The “fox eye trend” going around in late 2020 displays nothing but cultural appropriation and racism on social media. Using makeup and camera filters to give an illusion of a slant and upturning the eye have become normalized. Over 60,000 posts were seen under the fox eye hashtag. Many Youtube beauty gurus and influencers demonstrate how to achieve the “foxy eyes.”  Slanted eyes are a common genetic feature within the Asian community, but only the fox eye trend on non-Asians is being praised for.  

Models Kendall Jenner and Bella Hadid are commonly used as references to accentuate “foxy eyes.” Both models don’t naturally have that uplifted look and have gotten surgical lifts around their eyes. The irony of non-Asians being praised and appreciated for having “foxy eyes” while Asians get called slurs for being born with slanted eyes is shocking. 

In one severe case of yellow fever, a British internet personality named Oli London got their whole face surgically redone to look like Jimin from BTS, a Korean pop idol. They claim to go by the pronouns, they/them/Korean/Jimin, which many find disturbing and uncomforting. London is overly obsessed with Asian culture to the point of being “transracial” and changing their whole identity after getting “Korean eyes.” London has elicited accusations of cultural appropriation and fetishization after identifying as a Korean. Their overall presence on social media is leaving wrong impressions on Asian culture and is extremely racist. London’s social media content portrays and appropriates the Asian culture in a twisted way.

Another unsettling form of fetishization for Asian women has been around for decades. I am sick of others portraying Asian women as submissive and naive human beings. Asian women are often sexualized and fetishized. With Asian women, a perception has been built that they are for others and for white men's pleasure, especially shown and normalized on films and television dating back to the late 1900s. In films like “Austin Powers in Goldmember,” twin sisters Fook-mi and Fook-yu are seen with mini skirts, dyed hair, and school-like uniforms which are meant to seem manga-like. In one particular scene, Austin Powers makes extremely sexist jokes toward them and even says he had fantasy dreams about sleeping with Asian twins. 

Asian women are often wrongly portrayed as a temptation to white men. In early March of 2021, Robert Aaron Long, a young white male, shot up several spas in Georgia, killing eight people, six of whom are Asian. His reason for this terror attack was to eliminate his sexual temptation. Long was a sex addict and fantisized about Asian women. This case showed an intersection of racism, misogyny, and racial fetishization. 

Numerous ways to support the Asian community outside of obsessing and appropriating the culture exist. Appropriation of the Asian culture by non-Asians can be misleading and racist.

Instead, support Asian content creators, actors, artists, and form alliances with the community as a whole. Asian produced and directed films include “The Farwell” by Lulu Wang, “Parasite” by Bong Joon ho, “Gook” by  Justin Chon, and many more. 

Published on 02/18/2022

By Tommy Tian

The National Basketball Association is finally back in full force after two seasons of heavy COVID-19 restrictions and the shortened 2020-2021 season. The new 2021-2022 season is a completely fresh start to the NBA, and there’s never been a more exciting time to watch!

The NBA returned to a full 82-game regular season for the first time in over two years, causing a shift in the landscape of the league. Across the NBA, players are putting in 110% effort on both ends of the floor during every possession, and even when they are on the bench cheering their team on. The newfound level of energy and intensity makes the NBA extremely thrilling and rewarding to watch, especially when your team wins. 

This is not to say that COVID is no longer impacting the league. Over 300 players have tested positive for COVID at some point during the season, and 11 games have even been postponed. Many teams, such as the Chicago Bulls and the Brooklyn Nets, have been hit remarkably hard by COVID and have lost several key players for extended periods.

Despite this, COVID adds an entirely new layer to the NBA that makes the league even more enjoyable to watch. It adds unpredictability and drama. You never know which team is going to win. This is especially true now that anyone can get COVID at any given time. When a team is missing multiple key players, you really have to wonder: Who is going to step up in their place? All NBA games are emotional roller coaster rides, and the ride just got a whole lot bigger. 

Take the Golden State Warriors for example. After a disappointing end to their season last year, the Warriors have bounced back as one of the top teams in the NBA. Some might even go as far as to say that the Warriors are as good if not better than during their championship years. Along with their proven championship trio of Stephen Curry, Klay Thompson, and Draymond Green, the Warriors have added even more talent to their roster. They have an elite defender in Gary Payton II, an emerging star in Jordan Poole, and an automatic sharpshooter in Otto Porter Jr. Every player on the roster has the ability to play their role to perfection, and step up when they’re most needed. Even when the Warriors are missing key players, I can always count on them to put up a fight.

Recently, the NBA made changes to the already existing “hardship exception” rule, allowing teams to sign a temporary replacement player to a ten-day contract for each player that tests positive for COVID. Many teams have re-signed former NBA players and players from the G League, the official NBA minor league, to hardship contracts. Since the implementation of the new rule change, the NBA has broken the record for most players to appear in a single season. This has made the league more competitive and much more exhilarating. You get to see new faces every game, fighting for a bigger contract and competing for a place in this extremely talented league. It’s tremendously inspiring to watch new players succeed and show off their talents.

One hardship contract player who really caught my eye was Davon Reed, small forward for the Denver Nuggets. I remember watching highlights from the Nuggets versus the Los Angeles Lakers game recently, and something immediately stood out to me. I saw Reed playing stellar defense on Lebron James, one of the greatest NBA players of all time. He locked James down during every possession and stole the ball each and every time! During one particular possession, Reed poked the ball away from James multiple times, eventually forcing a shot clock violation. He clapped each time he poked the ball away, showing that he’s not afraid to take on the challenge.

Published on 02/18/2022

By Callie Janza

As a senior in high school, I’ve accumulated plenty of knowledge from reading books. It’s amazing seeing all the possibilities that come from reading. Opening a book is like traveling to a whole new world with compelling characters and scenes that are personalized to the reader's imagination. 

When given a list of books to read for class, I often feel disappointed by the lack of diversity in authors. Schools need more variation in the books handed out so students may connect with reading. A more varied and diverse book list will result in increased student engagement with reading.

Most students in San Francisco read about 3-5 books per year in high school. After polling 130 students, I found out that 68% had no interest in the books they read in English class. Statistics from an article titled “Sobering Statistics About Reading” by John Granger show that 33% of high school graduates don’t ever pick up a book again. In addition, Hispanic adults (38%) are more likely than Black (25%) or White adults (20%) to report not having read a book in the past 12 months, which is frightening to hear. We need change and I think it starts at an educational level.

Over my high school career, I've read a total of ten books in class; three of which were by women. I was fortunate enough to be put in a social justice English class, which consisted entirely of black authors. If I hadn't been put in that class, I would’ve read from the same white perspective every year.

Many people may argue that it’s important that kids indulge themselves with these brilliant, groundbreaking writers, and I completely agree. There are some beautiful masterpieces when it comes to old literature. “Romeo and Juliet” and “Frankenstein” were some of my favorite books when I was younger. I’m not disregarding historic books. The stories that Shakespeare put into the world over 400 years ago are still relevant to this day. However, some of them are difficult to read unless you’ve learned how to comprehend that literature.

For many students, high school is really challenging. It’s hard to deal with trivial high school drama and get straight A’s. As kids, we want to pick up a book and read stories we can relate to and/or stories that are relevant to our world view. 

As important as it is to learn about these innovative authors from the past, there’s a wide variety of equally worthy  authors and stories from our generation that we should  study.  Authors like Angie Thomas, Elizabeth Acevedo, Rupi Kaur, and many more should be taught nationwide. Children need role models they can look up to in the present and learning more contemporary literature might make kids more susceptible to reading outside the classroom.

Published on 02/18/2022

By Ashley Talbott 

Over the counter drugs are commonly used due to the easy access of going to your local pharmacy or grocery store whenever there's an unexpected illness or physical pain you want to treat right away. People tend to be easily persuaded that over the counter drugs are the best and safest option, that they may forget to read the ingredients of the medicine they are purchasing. When in reality, these medications can have long term negative health effects. For example, your daily Tylenol, aspirin or cold flu medications carry many ingredients that increase your risk of health issues that could potentially become long term. The use of mixing over the counter medicines, unintentionally, can cause overdoses, from consuming higher dosages. 

According to the Monroe Clinic and Hospital, Ibuprofen and Naproxen sodium, an anti-inflammatory drug, increases your risk of a heart attack or stroke, even if it is used short term. With this, there is a higher risk for individuals who already have a heart disease. There is also acetaminophen, which is listed in many cold/flu medications that carries the increased risk of liver damage. 

Aspirin is also known for relieving pain, but even then it may increase the risk of a bleeding stroke. The daily use of aspirin could also increase your risk of developing a stomach ulcer. 

To prevent health issues from arising or becoming more harmful to your health, It is important to check in with your doctor about your current state of health before consuming. Also remember to read the recommended dosages on the back of the medicine packaging where you can find the ingredients listed.

Besides this, there is a healthier substitute to pharmaceutical drugs that people may not know of, which are natural remedies. For one, there are many indigenous healing plants in the world. Some are primrose, mugwort, yarrow, elderberry, wild rose, cleveland sage, and so many more. These healing plants are known to relieve pain and help with menstrual problems, like cysts. Yarrow is known for curing bleeding and relieving minor pains. Elderberry is known for dealing with colds and flus. 

Healing plants are often prepared in tea form. You can also make infused oils, creams, and sprays. However, healing plants from different indigenous tribes hold distinct traditional medicine practices and beliefs originated from their culture. Some cultures use healing plants to connect with their mind, body, spirit and the earth, while others are to maintain well-being and solve health problems through techniques and exercises. 

Here is a list of those types of plants: Yarrow leaves were placed over open wounds to clot bleeding, and the yellow yarrow juice was used to treat intestinal disorders. 

Sumac was used by healers to treat eye problems, gargled to relieve sore throats or taken as a remedy to treat diarrhea. With this, the leaf combined with the plant's berries reduce fevers. It is also possible to make poultice to soothe poison ivy. 

The Cherokee used blackberry tea to treat an upset stomach and to soothe swollen tissue and joints, including an all natural cough syrup, made with honey or maple syrup to heal sore throats. They also chewed the raw leaf to soothe bleeding gums. Not only this, the plant is known to strengthen the immune system. 

Red clover is also known for having similar abilities, while also treating inflammation and lowering cholesterol. 

Rosemary was also considered sacred to indigenous tribes. This herb improves memory, relieves muscle pain and spasms. While strengthening  the circulatory system, nervous system, immune system and treating indigestion.

When purchasing healing plants or planting them in your own backyard, be mindful of the religious beliefs and practices created by indigenous tribes. By this, I mean, take time out of your day to research these plants for their sacred purpose. If that is not possible, there are many small businesses who sell mixtures of these plants in many forms that acknowledge spiritual and religious beliefs within their brand. One that I know of, called Casa Hechizos, based in the Bay Area, are known to sell healing kits and individual soaps, drops and mists that support Santeria, which is a religious practice of honoring the earth's energies, through Orisha the goddess. In the description of these products, they hold positive qualities that encourage spiritual connection to your ancestors. 

Published on 02/18/2022

same squad by P-Lo

Going Off by P-Lo 

Dreams and Nightmares by Meek Mill

Super Gremlin by Kodak Black

Every Season by Roddy Ricch

Over The Top feat. Drake by Smiley

Want and Needs by Drake, Lil Baby

Started from the bottom by Drake

Top (Remix) feat. Lil Durk by Fredo Bang

Sharing Locations feat. Lil Baby, Lil Durk by Meek Mill

1942 Flows by Meek Mill

Max Kellerman by Lil Bean

Kacey Talk by Youngboy Never Broke Again

Unwanted Lifestyle by NoCap

Cold December by Rod Wave 

Goat by Lil Tjay

We The Ones by Quality Control, Takeoff, Tee Grizzley

Nun Major by Shoreline Mafia

Welcome to the Rodeo by Lil Skies

Woah by Lil Baby

Who Want Smoke?? feat. Lil Baby, Lil Durk by Nardo Wick

Sum 2 Prove by Lil Baby

Time Today by Moneybagg Yo

Grace feat. 42 Dugg by Lil Baby

3 Headed Goat feat. Lil Baby, Polo G by Lil Durk

Voice of the Heroes by Lil Baby, Lil Durk

Took Her To The O by King Von

Epidemic by Polo G

Published on 02/18/2022