Category Archives: Student Life

reflections on the extended essay

Writer: Rachel Cohn

The Extended Essay! I’m sure the only things that come to mind when thinking about the EE is suffering and pain. Yes, the extended essay is a long and tedious process, but The Wood and the amazing seniors who finally finished their essays are here to help out all the first year IB Diploma candidates who are currently finding their research questions, or anyone else who is curious about the extended essay. 

To make the extended essay seem a little less intimidating, I sent out a survey to the IB Diploma seniors and asked them a couple questions including what their research question was, what the coolest thing they learned from their research was, and if they have any advice. 

I’ll start. I did a world studies paper, which means that I was able to choose two disciplines to write my paper about. World studies also has subcategories and I chose health and development. The two disciplines I used were biology and economics to answer the question, What are the barriers to HIV therapy adherence in Soweto, South Africa and how do these barriers limit effective control of the ongoing HIV epidemic in this resource-poor setting? I learned all about the super cool antiretroviral therapy adherence being conducted in Soweto to limit the transmission rates of HIV and lessen the symptoms. I also studied the many barriers that this therapy presents, including the cultural stigmatization surrounding HIV in South Africa that prevents adolescents from maintaining their treatment regimens. My advice for anyone scared to begin their extended essays is to choose a topic that you are super interested in because if you don’t like your question, the process will be miserable. Also, if you are passionate about your topic, you can use it in college applications to demonstrate your intellectual curiosity. 

Raina Grosswald:

What was your subject: Literature 

What was your research question: In Fahrenheit 451, to what extent does Ray Bradbury’s use of symbolism and futuristic ideas of the mid-Twentieth century exhibit the dependence of humans on technological innovations?

What is the coolest thing you learned from your research: The uncanny resemblance between Bradbury’s innovations and the technology that exists today. 

What was the worst part of the extended essay: The drawn out process, like the fact it was over a year. 

Any advice for people preparing to do the EE: Don’t stress too much, keep up with the assignments/checkpoints, write a great detailed outline.

Aubrey Charron: 

What was your subject: Language and Literature 

What was your research question: How Does Edgar Allan Poe’s use of unreliable male narrators in “Annabel Lee” and “Morella” draw attention to the unobtainable societal expectations placed on women in the mid-1800s?

What is the coolest thing you learned from your research: I learned a lot about Poe’s Theory of Composition and why the development of women in poetry and prose was so different (and how that impacted my argument)!

What was the worst part of the extended essay: My essay didn’t exactly fit with the standard format of the essay (intro, body, counterclaims, reflective conclusion) so it was frustrating to figure out how to get all of those ideas in a way that worked for me. 

Any advice for people preparing to do the EE: Pick a topic you like! This is not going to be pleasant if you don’t… or as pleasant as the EE can be!

Any extra comments: You got this! It’s not as bad as you think if you stay on top of the deadlines. And write your rough draft over the summer! Don’t try to fit it in the first week of school!

Halli Friedman 

What was your subject: World Studies 

What was your research question: How do polygamy and the agricultural economy in Uganda affect HIV rates? 

What is the coolest thing you learned from your research: It exposed me to an area of interest of mine that I didn’t realize I would enjoy learning about so much! World health and gender equality for healthcare is now super important to me. 

What was the worst part of the extended essay: Knowing how to start and find the question. 

Any advice for people preparing to do the EE: Make sure you are really interested in your topic, because you will be spending LOTS of time with it! 

Lauren Cohn 

What was your subject: History 

What was your research question: To what extent were the requirements to become an astronaut in NASA’s early space program intentionally discriminatory towards women as opposed to being rooted in technical and physical limiting factors?

What is the coolest thing you learned from your research: NASA was super sexist in their early space program. Some people considered the training of women a distraction from important goals of the space race while others thought that a woman’s only suitable role on a ship would be to fulfill the sexual needs of the men on board. 

What was the worst part of the extended essay: Finding research was a little hard because I wanted to write about something that hadn’t really been done before, but with that, there’s not going to be a ton of research. I had to broaden my scope a lot in order to find anything helpful.

Any advice for people preparing to do the EE: Write about something you find super cool. If you pick something you aren’t passionate about, the process is going to be difficult. Write about something you care about because that will energize you to find research and share it with readers. 

Allie Abbot 

What was your subject: History

What was your research question: To what extent was western fashion during the Cold War an example of Nikita Khrushchev’s de-Stalinization focus on culture driven consumerism and how was that consumerism and expression of the downfall of Khrushchev? 

What is the coolest thing you learned from your research: The coolest thing I learned was how the growth of Soviet industry (as seen in the fashion industry) meant the growth of some capitalistic autonomy in satellite states which was a major contributing factor to the eventual downfall of the entire Soviet Union.

What was the worst part of the extended essay: The worst part of the EE was organizing all of my information into clear arguments that worked toward answering my question.

Any advice for people preparing to do the EE: My advice would be to find a topic that you really like, find as many initial sources as you can, and when writing, make sure your sections only contain information that actually argues some part of your question.

Hana Ozaki 

What was your subject: Business Management 

What was your research question: What are the business implications regarding the inability of MARTA to expand into suburban neighborhoods? 

What is the coolest thing you learned from your research: I learned how the lack of an efficient public transportation system in Atlanta was one of the main reasons that Amazon chose to not go with Atlanta as their second headquarter location and the potential jobs and revenue that was lost. 

What was the worst part of the extended essay: Coming up with a topic you’re genuinely interested in and that has a lot of research available  

Any advice for people preparing to do the EE: Choose something you really care about because you’re going to have to work with it for a whole year! 

Dani Barnard 

What was your subject: World Studies 

What was your research question: How can technological advancements in water purification help alleviate the problems that occur as a result of non-potable water in developing sectors of the world such as Mogadishu, Somalia? 

What is the coolest thing you learned from your research: I got to learn about different technologies that purify water. The most interesting one I researched was called Watergen, an air-to-water generator, that creates and purifies water from humid air.

Hannah Suggs 

What was your subject: Psychology 

What was your research question: To what extent can artificial intelligence teach empathy to those with Autism Spectrum Disorder? 

What is the coolest thing you learned from your research: There’s a term called the theory-theory that says that individuals can infer the mental states of others (beliefs, desires, emotions, etc.) on a very basic – almost naive level. I just thought it was interesting because something named theory theory is funny. 

What was the worst part of the extended essay: Turning the outline into a complete rough draft! The worst!! 

Any advice for people preparing to do the EE: Pick a topic you’re genuinely interested in or else you’re going to hate writing your EE– and if you’re going to hate writing you’re EE then it’s going to be a long year and a half. 

Any extra comments: Pick a strong mentor!

Your All inclusive Guide to IB vs. Ap classes

Writer: Lauren Cohn

First, let’s start out with the basics. IB stands for International Baccalaureate, and encompasses a program in which students are encouraged to think critically and independently. With an international presence, over 150 countries throughout the world utilize the program to create a more caring and thoughtful collection of students. Classes are arranged based on level, with standard level (SL) and higher level (HL). Higher level classes are more demanding and require extra work for credit.

Students can take any number of IB classes they wish through the IB certificate, or they can opt to become an IB diploma candidate and create a schedule featuring all IB classes. 

So, what is the difference between IB diploma and IB certificate?

  • With IB diploma, students must take at least 3 SL classes and 3 HL classes. Some students with a passion for certain topics decide to pursue 4 HL classes, as well. It is important to choose how these classes are arranged based on a personal assessment of interest in the class and ability to succeed.
  • With IB diploma, students must receive a sum of at least 12 points for both their HL classes and their SL classes, totaling to 24 points. Points are given on a scale of 1-7
  • IB diploma also comes with additional requirements, including an essay, project, and unique class
    • The Extended Essay is a requirement for all diploma students. After choosing a subject based on one of their HL classes (For example, History), students form a question about anything pertaining to that subject and answer it in, at most, a 4,000 word essay. Subjects can also be interdisciplinary, like world studies that examines different topics in a single essay. 
    • The CAS Project is also just as broad. CAS stands for Community, Action, and Service, and students must find some sort of leadership project that demonstrates two of the three components of the project. The project truly has no limits and students are encouraged to create something meaningful based on their passions.
    • TOK, Theory of Knowledge, is a class all students must take as IB diploma candidates. This class looks at how knowledge works, how it is created, and how it is pursued.
  • IB classes give credit, or points, based on an IA (internal assessment) and an end of the year exam
    • IAs are short essays that a student must complete in every class. They are similar to the extended essay in that they examine and answer a question. For example, science IAs consist of some sort of experiment while economic IAs apply economic concepts to real life situations. All IAs contain a research component.
    • Some classes, like economics, have more than one IA. Other classes have an oral assessment, instead, like literature and language. In these oral assessments, students must present an analysis to their teacher. 
    • Exams at the end of the year are writing focused, and oftentimes consisting of different parts.
  • If students wish to only take certain IB classes instead of pursuing the whole diploma, there is not a minimum requirement for scores. Sometimes, colleges award credit for IB diploma classes.
  • Some classes are two years, and exams and IAs typically begin at the start of the second year. Other classes, like IB environmental and economics are only one year, and so the exam and IA take place at the end of that time. 

AP stands for Advanced Placement and is a program from the College Board that provides college-level curriculum to high school students. Students can take any number of AP classes they wish, and many of Riverwood’s social studies classes are offered as advanced placement. AP classes are only available in the United States.

So, what specifically does AP entail?

  • AP has a different curriculum than most classes, setting students up for a final exam at the end of the year for college credit.
  • AP exams are scored on a range of 1-5, with 3 regarded as “passing”. However, these exams do not constitute a Riverwood grade, and therefore do not affect one’s GPA. They are used for college credit.
  • Some AP classes have DBQs (document-based questions) where students have to answer questions based on analyzing a source. Students will practice with these types of questions throughout the year, since they will appear on the final AP exam.
  • LEQs (long-essay questions) are a sort of essay, while SAQs are short answer responses.
  • FRQs are free response questions similar to the structure of an LEQ
  • Students can begin taking AP in their freshman year, and each grade has a varying level of AP classes available. 
  • There is also an emphasis on multiple choice, so exams during the year as well as the final AP exam are very multiple-choice oriented

How do I know if AP or IB is right for me?

  • AP focuses on multiple choice, while IB consists of much more writing
  • IB asks you to think of concepts beyond just the curriculum through the internal assessment, while AP very strictly follows the curriculum in place.
  • The credit you receive at the end of the year for IB classes consists of assignments that you work on throughout the year, while AP is only based on the single exam taken at the end of the year
  • IB diploma fosters a very unique community, since all students have similar expectations and typically take some level of the same classes. On the other hand, because students can pick and choose IB certificate and AP classes, one schedule may feel very distant from another
  • Because many IB classes are over the course of two years, much of the work has very distant deadlines. Students are assigned a project or essay and sometimes have months to work on it. With AP, there is no overarching “big” project or assignment, so the work is due at the time it is taught
  • If you are much better at multiple choice, AP may be more suitable for you. IB requires better time management since work takes much longer to complete.

Am I prepared enough to take on the course load and expectations that come with these types of classes?

  • Pick classes that you are genuinely interested in, as AP and IB requires a lot of critical thinking, and passion for the topic results in better engagement.
  • If you are having trouble understanding the curriculum and applying concepts, taking an AP or IB class in that subject may not be best. However, if you are simply struggling with keeping up with assignments, understand the different time management required for both AP and IB and assess whether or not you can maintain your assignments.
  • Challenge yourself! But, don’t put yourself in a position to fail if you feel very insecure about the subject and the course load. Understand what works best for you.
    • However, what is good about both AP and IB is that there is a lot of flexibility. If you decide to take a class but then find it too challenging, you can alter your schedule and pursue different classes that cater to your needs.

Coming from an IB Diploma candidate, I fully recognize the difficulty of taking such classes. As a senior, I am often drained after particularly daunting assignments and sometimes find myself unmotivated to continue with my work. While I cannot lie and say that pursuing this route isn’t stressful, I have definitely seen rewards that outweigh any sort of challenge. With the IB diploma, I feel much more engaged in my classes and have also developed better relationships with teachers. AP classes have set me up for college in a really valuable way by preparing me for the rigor to be expected after graduation.   

Teachers at Riverwood are so happy to help you figure out what works best for you and your goals. Ask your current teachers about IB and AP and you can also reach out to teachers you may have next year. The IB coordinator, Mrs. Kopkas, is so helpful at working with students to develop plans for junior and senior year of high school, and Mr. Gribble, a Theory of Knowledge teacher, provides excellent assistance in developing Diploma schedules with interested sophomores.  And, feel free to reach out to current students taking classes you may be interested in! They have great insight into the benefits and disadvantages, and would love to offer anyone an honest reflection of their experience. Know that decisions made right now can be changed later, and if you do decide to pursue these higher level classes, know that there is a huge support system behind you, helping you along the way.

Community Service opportunities, even in a socially-distanced community

Writer: Hannah Tourial

During the Coronavirus pandemic, it’s been hard to find ways to continue giving back to the community. Riverwood’s Beta Club is working hard to find these opportunities and incentivize participation. Even if you’re not a member of Beta Club, using their resources to find new service opportunities is a great way to do some good.

The main change this year was the introduction of the Beta Club Instagram. Here, the Beta leadership team is compiling flyers of opportunities both inside and out of Riverwood. By reposting others’ posts, followers of the Instagram page can see the latest opportunities to give back. This also makes it easier for other Riverwood clubs to share their service opportunities. The Instagram page can be found here

Beta Club also has an ongoing list, found here, of ideas and opportunities for community service. Some of these are simply general concepts that students can take and expand on in their own time; others are more specific and organized events to participate in. If you have any events you want to add to the list, contact Elizabeth Grant, Beta Club president, at ehgrant@gmail.com for more information. 

How do you even do community service when there is a pandemic? Safety is important. There are tutoring opportunities over Microsoft Teams; the Spanish Club is looking for tutors in all classes for ESOL students. There are also food drives. HOSA has placed drop-off bins around the school for students to drop off canned food and non-perishables. Certain clubs have also hosted one-time, socially distant events. Make sure you feel comfortable with the guidelines for that event before attending, and if not, there are plenty of fully online options.

Even without a Beta Club membership, community service is important. Colleges love to see community service on applications, and the feeling of doing a good deed is always nice. And by no means is this a complete list of every opportunity. In the end, no matter who you are, there is always a way to put some more good into the world.

MLK Day

By Lauren Cohn

On January 20th, our country celebrated MLK Day to honor the legacy of Martin Luther King Jr. While some may have only noticed the holiday because of the much-needed day off from school, many others joined together in a day of service to give back and remember his lasting impact. 

Riverwood’s Community Service Club partnered with The City Springs to host and volunteer at an event aimed at educating the youth of Sandy Springs through fun crafts and interesting discussions, called Martin Luther King Jr. Day Art and Film Festival. The stations at the event focused on different aspects of Martin Luther King Jr.’s life, including his childhood and career, and a movie about his life played in the background to offer additional information. The Art and Film Festival’s stations were led by Riverwood students whose passion to give back resulted in a very successful day of service.

The children were ecstatic to fill their paper bags with MLK’s famous “I Have a Dream” speech, create puzzles using photographs, and draw out their own deepest goals. These stations and more brought in great crowds, and the excitement in the air only became more apparent as the day went on.

Riverwood students had a great time volunteering and teaching others about the legacy of this African American activist who revolutionized our country and brought about changes that still impact our lives to this day.

Photos by: Blakeslee

Languages At Riverwood

By AJ Powell

How Linguistically Diverse is Riverwood?

Riverwood takes pride in its International Baccalaureate programs which allow students to broaden their education “through intercultural understanding and respect” that our school strives to instill in its students. Naturally, one of the primary tenets of intercultural understanding comes through the teaching of foreign languages. Riverwood administers 5 language classes, including Spanish, French, Japanese, Chinese, and ASL. It also offers the opportunity to take German and Latin within online courses. For a school that offers this many opportunities for cultural insight, one could reasonably ask the question “How many languages are represented at Riverwood in total?”. Of course, English and Spanish are very prominent, but what about the dozens of other major languages that are spoken throughout the world? As a result of hearing some of these languages offhand from being in the county for several years as well as asking around, I found a total of 17 languages that are spoken by the students and staff of our IB school, though it is not an exhaustive list. This map puts into perspective the extent to which different cultures are represented at Riverwood and serves as a more direct representation of our diversity as a school. 

Language breakdown by family/region:
Germanic: English, German, Danish
Romance: Spanish, French, Italian
Slavic: Russian, Polish, Bosnian
Semitic: Arabic, Hebrew
East Asian: Mandarin, Japanese, Korean, Vietnamese
Other: Persian, Hindi, Tamil, Albanian

Sadie

By Emily Taylor

Attention Riverwood! It’s that time of year again… SADIE! If you are new to Riverwood or have never been to Sadie before, trust us, you don’t want to miss it! The theme for this year’s Sadie Hawkins Dance is Riverwood Glows Crazy, presented by the class of 2022. Prepare for an exciting night filled with all your favorite songs, peers, and of course, the dancing. Mark your calendars because Sadie is on leap day this year, Saturday, February 29th. If you are thinking about asking someone, we encourage you to take a picture of your “ask” and send it over to the Riverwood Sadie Instagram @ricssadie20 for a chance to be featured. New to Riverwood this year, the National Art Honors Society will be offering a quick online form open to everyone to help you with your poster ask needs. Sadie ask posters can be extremely time consuming and even challenging, but NAHS is here to help. Buy a personalized sign, and all proceeds will go to Team Summer, a charity that supports kids with cancer. Team Summer was started by a former Riverwood student, Summer Dale, who lost her fight with cancer back in 2012 at the age of 16. Raiders, let’s work together and donate towards this fantastic cause while producing some beautiful posters. Thank you, National Art Honors Society. Fill out the form and email NAHS president Gabriela Jones at gabrielamariej@gmail.com if you have any questions or concerns. Sadie is the perfect way to spend your Saturday night and get into the Riverwood spirit. Hope to see you there, Raiders.

(Sadie 2020 Logo, Designed by Anna Edmondson, Devon Green, Hannah Levy, and Emily Taylor.)

Schedule Change

Writer: AJ Powell Editor: Maili Skollar

Is the Old Schedule Returning Too Soon?

At last, the old schedule of previous years is finally making its return in line with the criticisms of students and teachers alike. Among the disadvantages of the current schedule: there is the uncertainty of Fridays, the biweekly 5-day gap between seeing B-day teachers, and it being unfamiliar to the older students. Even though those particular problems are solved, one still must ask, is the old schedule returning too soon?

As known from hearing positive reactions in each class told about the change and from having interviewed a dozen students, most of the student population is either for or at least indifferent to the change. Despite the majority of 10th-12th graders being in favor of the old schedule, there are several caveats to the return of the old schedule at the beginning of the second semester.

One of the positive things that came from the new schedule, as Miriam Zetina, an 11th grader notes is that it benefits students who have jobs since it gives them a clearer schedule to work around. For example, what classes they must study and what homework to do. The utility of this beforehand knowledge of when classes will be couldn’t be more apparent for the computer science teacher. Ms. Khan, who will not be able to continue teaching here because her schedule interferes with her other job. The schedule doesn’t allow her to get to her work on some Tuesdays and Thursdays, subsequently preventing her from continuing to work at Riverwood.

Miriam also went on to say that “Changing things in the middle is going to make it seem kind of like a joke”, which couldn’t be more true since in a way the abruptness of the return makes it look as though the school wasn’t committed to its original decision and/or did not think it through sufficiently to the cost of potential student stress; but more tangibly, the change would directly bring financial hardship for some students and staff.

Perhaps the worst part of the change will be the effect that the new schedule will have on 9th graders who are only used to this schedule. Of course, it would not take too much conscious effort to conform to the new schedule, but it could potentially throw off the subconscious “flow” which most students get into later in the school year as they complete projects and prepare for assessments.

In all, the shift back to the old schedule is an overall welcome change by most of the student body, but it would be better suited to come at the beginning of a new school year as opposed to changing the structure of the schedule midway throughout the year.

Be The Voice Campaign

Writer: Tanvi Kulkarni Editor: Rachel Cohn

From the late 1900s, high schools in young adult movies have signed the petition to manifest an exaggerated version of the U.S. education system. Over time, however, the once distinct line between real life high school and the one in the movies has become blurred. Among the several things that they share, something that stands out is the distinct social cliques. From Mean Girls, High School Musical to the latest movies on Netflix, the one thing that is common in all high schools is the lack of diversity in social cliques.

The cliques shown in the movies have made their way into the American High Schools making them even more like the aforementioned exaggerations in the movies. Just like in any other High School, Riverwood has developed its own very distinct and noticeable cliques. These said “friend groups” have created walls among the students. Walls that are too tenacious to break and too opaque to permit any interaction. Students have stopped getting out of their comfort zones and decided to stay in their original bubbles. This leads to situations where two classmates of two different cliques can go on without having any self-initiated interaction for the whole year.

Such distinct cliques have defied one of the very important factors of self-development: flexible social interactions. One of the important reasons for going to school, instead of being home-schooled, is that you get to meet people with diverse personalities and learn to interact with them. With rigid cliques, students have not only refused to interact with diverse people but have refused to acknowledge them all together.

These cliques seem harmless on the surface, but if you penetrate deeper, you will find where the toxicity brews. Social cliques end up being gossip hubs and places that initiate maximum assumptions or rumors about other students. These assumptions/rumors have become the core reasons for so many social issues (possibly) including bullying.

To reduce the humongous risk factors of rigid social cliques, the school has taken it upon themselves to break the walls to recreate the once friendly and diverse learning environment. Our principal, Ms. Kendra Smith, has taken it as her personal responsibility to form a sense of unity among the students. The teachers have joined the petition, creating clubs and social activities that help create unity and spread kindness. Examples of these groups are Students Against Destructive Decisions, Be the Voice Campaign and The No Place for Hate club. These student-based organizations that have the motive of spreading unity and kindness and are trying their hardest to achieve that goal.

The Be the Voice Campaign, the ongoing talk among the students, is a video-based campaign attempting to create a relatively clique-free environment. “‘Be the Voice’ campaign has attempted a ‘Life Saver’ activity and plans on executing more of such programs,” says Sra. Benitez, the sponsor for the organization. The “Life Saver” activity was an attempt to break down the cliques where they appear to be the most distinct: in the cafeteria. It was an attempt to mix up the students in the cafeteria, motivating them to interact with each other. The event was moderately successful and according to Sra. Benitez, students were easily able to create interesting and casual conversations with each other.

If we can talk to each other so easily when given a slight push, why do we stay so reluctant to step out of our comfort zones? “It is all about taking the first step,” said Sra. Benitez. The students are responsible for taking the first step towards forming friendships. These friendships help us grow into better human beings. In a world so diverse, it is crucial to meet different kinds of people and to be able to communicate comfortably with them. Maybe someone you just met will turn into a close friend.

So, the next time your teacher tells you to get into groups, step out of your comfort zone and pair up with someone you don’t know a lot about. Friendships form with these baby steps. We are not like the high school in Mean Girls or High School Musical, this is real life, and a real school, where race or social status does not bind us from forming friendships.