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Six Period Days Coming Our Way

 

by Crystal Lee

         On March 24 all mustang teachers took a vote regarding the number of classes students may take for next year. A decision has been made and it is decided that students can only take six classes starting this fall, so students will not be given the option of having seven periods. That means everyone will start school at the same time and be dismissed at the same time. One of the main reasons that lead to six periods a day is due to our school’s budget. Our school was always given enough money for students to have only six classes per day, but due to having the high number of 2,600 students, our school had to create more classes to teach them. In the past we were given grants to pay for the extra classes, but due to the economic crisis our school simply cannot afford them. This year Lincoln will only be accepting 500 incoming mustangs to bring our total down to 2,150 students. Another issue that has lead to only having six periods issue.

         “The hallways are always crowed during first or seventh period and we try to clear the hallways by rushing students to class, but since some students don’t have a first or seventh and they just linger in the hall- ways hanging out, and if a fire or something does happen we need the hallways clear,” says Shari Balisi, the one in charge of the master schedule. Some students also favor the idea of the six period schedules.

         “I think it would be nice to only have six periods... I don’t think students should be given the choice to have full schedule, because for me, having seven classes as a lot of stress, but I had to do it for my lack of credits,” said an anonymous sophomore boy. Having a full seven periods a day does seem tiring and may just be too much for students to handle. 


         The sixth period schedule will be affecting teachers more than students, so students should not be alarmed. “Students that are behind on their credits still have the choice of taking cyber high, Brigham Young University (BYU), and night school. For the students that just want more classes in their schedule can take City College classes and they will get credit for them,” says Balisi. For teachers though, they have to make sure that they’re providing the best possible teaching material for their students. “There’s this kind of pressure on teachers, because their students have to pass their class in order to meet the requirements for graduation,” says Balisi. This schedule is to be in the student’s best interests.

            There will also be the trouble with transportation. Buses will be packed and parking spaces will be harder to find near school, but Balisi has faith that Lincoln can solve this issue since we faced more difficult problems in the past.

Adding and Cutting Lincoln's English Classes

 

by Tiffany Do

 

             Beginning next fall, Lincoln will not only be seeing changes in the schedule, but in classes also. “[San Francisco Unified School District] has decided not to offer ninth and tenth grade English Honors classes,” says Lincoln’s current sophomore English Honors teacher, Bobby Crotwell.

              According to Shamira Gratch, head of Lincoln’s English department and 11th grade English Honors teacher, the Universities of California have ceased to give recognition of extra credits and consideration to students en- rolled in ninth and tenth grade English Honors classes, which prompted the district’s decision for cutting the courses in all schools district wide. “I wish it had not all happened so suddenly,” says Crotwell, “and that schools and communities had had more opportunity to be involved in the decision making process.”

              Lincoln’s English department views the underclass honors program as a way to help prepare students for the Advanced Placement classes later on in their high school career and is “definitely frustrated,” according to Gratch, to see the honors classes cut. Crotwell, as a member of the department, shares the feeling. “I am going to miss teaching English Honors,” he says. Crotwell sees the cutting of the classes as a tactic used by the higher institutions to pick and choose their students. “A simple truth for me is that more and more of our citizens hunger for higher education and that overwhelmed college systems have to come up with more and more ways to thin down the long line of applicants, and many of their continually changing guidelines are designed to do just that,” he says. “I can only hope that someday we will do a better job giving all people a better chance at higher education.”

As one class is cut, an- other is added. Under administration’s decision, an additional AP Literature and Composition class will be added to the master schedule and will be taught by Lincoln freshmen and senior English teacher, Daniel Kim.

“We are trying to provide more access to students who want to take an AP,” says Kim. In addition to teaching both classes, Kim will work with Gratch to sync the junior honors curriculum with the AP curriculum as he sees “it would make sense to continue to keep these students in honors or AP the next year versus honing it down to one [class].”

 Although there will be extra work he will have to do, Kim says he is trying to go with the movement of more accessible AP classes.

Suspensions get Suspended at Lincoln

 

by Gordon Yu      
 
      Getting suspended is no joke. It goes on permanent records and parents will not be too happy.
This year, Lincoln’s suspension rate has dropped by 42%.  The main cause of this drop is that the San Francisco unified school district has cut the policy of first time drug and alcohol violators will not get suspended. Last year, about a third of suspensions came from this. Instead, the school will try to provide support for those students.  Throughout the last few years, Lincoln has always tried to provide support for those students, but now Lincoln is not  required to suspend them.  
 
      Lincoln has long viewed suspensions as an ineffective way of punishment. “Suspension make the student feel left out of the school. The worse thing you want to do is keeping them out of school” said dean Joel Balzer. Instead, Lincoln has been trying to make school feel like a safer place. Lincoln's  goal is to try and get students to invest more in their school. “I feel like staff has been connecting more with the students” said senior Nick Yee. The more school feels like a home, the less likely it is that crimes will be committed.
 
      Suspension rates are not as huge of a concern to the schools as the crimes behind suspensions. What Lincoln truly wants to decrease is thefts, fights, bullying and other negative behavior. “The way Lincoln plans to fix these problems is by using the concept of restorative justice. The idea is to create a sense of love and community within the school. If you hurt one student you hurt all of us, and the school will look down on you.” said Balzer. Instead of suspending, the school would have the person do community service. Balzer believes that this method is much more effective than suspending a student.
  
       Lincoln believes that the most successful way for crimes rates to go down is for the students to step up. If there is an atmosphere of slurs and insults, that will escalate into fights or students feeling unwelcome at school. If other students point out the wrong in the crime, it most likely will not be committed.  “Something that works much better is when other kids talk to the kid and say,' hey that’s our friend don’t talk to him that way.'” said Balzer.

NINJA!

 

by Lisa Lam

On March 11, a horrible disaster struck Japan. An 8.9 magnitude earthquake unleashing a 23 foot tsunami that hit the northeast coast of Japan, with more than 50 aftershocks recorded at more than a 6.0 magnitude.

At least more than 1000 people were killed. The American Red Cross and the Japanese Red Cross highly responded quickly with 62 response teams. The medical relief team made up of 400 doctors, nurses, and support staff.

The northeastern Japanese city of Kesennuma, with a population of 74,000, was hit by widespread fires and one-third of the city was under water.  The earthquake caused severe damages to buildings, leaving five million households without electricity and one million without water.

The government warned there could be a small radiation leak from a nuclear reactor whose cooling system was knocked out by the quake. Prime Minister Naoto Kan ordered an evacuation zone around the plant be expanded to 10 km (6 miles) from 3 km. Some 3,000 people had earlier been moved out of harm's way. More than 300,000 people were evacuated into temporary centers set up in public schools and buildings by the Red Cross.

Several natural disasters have occurred throughout the years, and every time Lincoln has stepped up to contribute fundraising to help the people and their country with money.  Homerooms have been given money envelopes for any donations. Students have gone out asking their friends and family for contributions the relief funds.  Some teachers give extra credit to those who donate.

The Japanese Club here at Lincoln have arranged a fundraiser to help aid those in need in Japan. They have created the NINJA project, Now in Need of Japan Aid. They also are selling t-shirts for $5 and wristbands for $2.Our goal is $15,000. Mr Koichi Sano, sponsor of the Japanese  Club, says, “We have reached our overwhelmingly goal of $15,800! This fundraising project has been a great learning experience for all of us and we felt gratifided to do what we can to help rebuild the lives of the people who have suffered such a great loss in the disaster. BSA had recently passed, and “Take a Stand” , has really impacted our community to come together to take a stand. Thank you everyone!”   

Don's Rise to Fame

 

by John Hill

 

        This year, the San Francisco Prep Hall Of Fame will induct its 29th class of inductees which includes Abraham Lincoln High School alumnus Don Briemle. The hall of fame honors those who set a high standard for high school sports, and Briemle is no exception. He excelled in football, where he was an All-Academic Athletic Association (AAA) 1st team full back and 1st team linebacker, as well as AAA lead scorer. Briemle also excelled in AAA track/field where he placed first in the discus, second place in the shot put, third place in 880 and 440 relays, fifth place in All-State discus, and first place in the regional discus events.

 

      Briemle’s love for track and football manifested itself in junior high. All of his friends were doing track, so he figured he’d give it a shot. Starting out in track he wasn’t exactly sure what he wanted to do, so the coach started him out with hurdles. Briemle found that hurdles weren’t his strong suit, so he looked at other track events and eventually ended up in the quarter mile, shot and discus events. Despite these events being tough, they were also very enjoyable, so he continued on with them.

 

        Excelling at these events brought him his biggest personal accomplishment which was being the first person in his family to go to college. At San Francisco State University, he was the All Far Western Linebacker, captain of the SFSU Far Western Conference Champions and an All-FWC in discus and shot put. At State, track was much more low key than it was at Lincoln. There wasn’t all that much interest in the sport so it was disorganized. This was alright for Briemle since football was his main reason for going to SFSU. After State he tried out for the Oakland Raiders, which didn’t go very well.

 

      “What a disaster, man! Out there you’re just a piece of meat. In high school and college, you have a lot of friends in the sport, and you develop a lot of camaraderie, and when I got to the Raiders nobody was really [my] friend because it’s a business there. And if you’re trying to play for the NFL and you weren’t there before, you’re not well liked. It’s very interesting.”

 

        After college, Briemle started to teach and coach at Granada High School in Livermore, CA, where in 2001 he was honored as Livermore’s teacher of the year. In Livermore, he coached for 37 years in a variety of sports including track, football, cross-country, wrestling, soccer and baseball. His experiences in high school and college helped him understand the intricacies of the sports in order to coach them all successfully. As a coach, the biggest change he saw from when he participated was sports becoming year-round, with kids training all year to participate. This limits some from participating in multiple sports since there are different leagues for single sports year round. As a result, track meets don’t have results as impressive as when he was in high school since kids only participate in one sport which may leave track out.

 

        Coaching was great for Briemle, he says “You get to see a different side of kids. With coaching, the kids are there because they want to be there. In high school you have to take a lot of courses, and most kids don’t want to be in those courses, and they want to be out somewhere. But with athletics they want to be there. To me it’s the greatest thing any kid can do. Not just sports, but extra curricular activities as well.”

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We as student journalists strive to maintain morality, timeliness of our articles, and accuracy in every one of our journalistic activities. We will not promote spread of rumors, and will utilize our ability and privilege to abolish them. Never will our articles have any form of bias. We strive to always be creative and original in our ideas and angles. Submissions and suggestions are always welcomed at the Lincoln Log but our staff will use their own discretion when publishing the paper. Any questions can be addressed by the advisor Robert Owens in room 104. Further inquiries may be e-mailed to the ombudsman at lincolnlogletters@gmail.com


-- The Lincoln Log Staff