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As the Sun Sets on ‘25, Wildcats Reflect

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MacKerricker, Fort Bragg, CA / Photo Credit: Salvio Senerchia

As the year comes to an end, students reflect on their year and look forward to 2026. We asked students about their past year and 2026, now just around the corner:

Freshman Jeremy Rodriguez’s year has been filled with the trials and tribulations of learning to drive. He is proud of learning the perfect pressure to press the accelerator, and is working hard towards passing his test and getting his permit next year. Jeremy likes celebrating the turn of the year by watching fireworks and is most looking forward to being old enough to drive next year.

Jason de la Herran, also a 9th grader, shared memories and aspirations for himself and his soccer career: “My favorite memory of 2025 was my last-minute [goal] against Oakley in the tournament final. Something I’m proud of is getting closer to God.” He looks forward to 2026 and reflects on some challenges juggling club soccer in the past year: “What I look forward to the most next year is qualifying for MLS Flex. A goal I want to achieve next year is to bring the U16 Boys to the NPL [National Premier Leagues], and a challenge in the past year was playing with [Coach] Joe’s U19 [Boys] when I was in 8th grade.” 

Snow-covered landscape at sunset with trees in the foreground and mountains in the background.
Pine Mountain, Willits, CA / Photo Credit: Salvio Senerchia

Rowland Eutsy, now in 10th grade, talked through the ups and downs of his year: “My favorite memory from this year is summer fishing with my friends.” He is looking forward to playing club soccer next year, but admits that it can also be a challenge. Rowland is proud of his personal growth in patience and of his placement on the Varsity Soccer team. He enjoys celebrating the new year surrounded by friends and family and is looking forward to even more growth.

Ivan Alvarez, also a Sophomore, spoke about his academic growth. He enjoyed going on school field trips in the past year, and is looking forward to different classes and more electives next year. A challenge for him has been staying on top of his work; however, Ivan says an accomplishment he is proud of is keeping good grades. He shared how he likes to end the year: “I like to celebrate the new year by setting goals for myself.”

10th Grader, Nishae Columbo, looks back on her year: “My favorite memories are probably making lots of new friends. I am proud that I have learned to manage my time better and have gotten better at driving.” Next year, she hopes to get her driver’s license and is looking forward to having more free periods. Nishae is hoping to travel for New Year’s and enjoy her vacation!  

Citlalli Garcia, a Junior this year, shared her reflections and aspirations: “In 2025, my favorite memory was my quinceñera.” She spoke about personal goals she met this year and ones she hopes to meet next year: “A goal that I accomplished this year was having all A’s. Next year I want to pass my driver’s test, for sure.” While she managed to keep her grades good, she admitted that this was a challenge for her throughout the year. Next year, she is looking forward to her last year at the school, making sure she has good grades, and getting into a good college. She is proud of her progress in learning “to just be patient with everything, everything is going to be okay.” 

Senior Adrian Attica, in responding to what his best memories from the year were, shared: “I would definitely say all the memories I have of my friends, mostly fishing.” He is looking forward to “building my career at CalFire” after graduation. He found it challenging to “get the effort to show up and do work” over the past year. To celebrate the new year, he enjoys staying up with his family and watching fireworks. Over the past year, he learned about stocks while managing to keep his grades up, a feat he looks back on with pride. 

The new year is a chance to revisit goals and aspirations made a year ago, and to create new beginnings for the year ahead. So, no matter what challenges you faced, what goals you conquered, or how you celebrate the change of the year, 2026 represents a fresh start.

Enjoy the break and Happy Holidays!

Music that inspires Musicians: Drum Major Lily Keplinger’s Favorite Songs 

Music has always been a huge part of the human experience. It is all around us, and what someone likes about music—or art in general—can reveal a lot about them. To our Wildcat musicians in particular, music is something that is held very dear.

Lily Keplinger, a senior at Ukiah High and the Ukiah High Band’s drum major, has been involved in Ukiah High’s music program since her freshman year. She emphasizes that for her, music has just kind of always been there. She adds, “There’s music that inspires nostalgia for me. There’s music that I have memories of in marching band, and I think now Dua Lipa will always have a special place in my heart because of the field show.” 

Being involved in the music program at Ukiah High has given Keplinger a special appreciation for music, especially now that she’s the drum major. Keplinger explains, “I started playing music my freshman year, and I’ve been playing the trumpet ever since. I think I appreciate music more for what it is. I can tell when things are similar because maybe they’re in the same key. But I do think I have a special appreciation for what goes into music now.”

The specific music someone loves says a lot about them. Keplinger shared 10 of her favorite songs and why she loves them. She prefaces this by clarifying, “There’s no specific order in which I’ve chosen these songs.” 

Landslide (2004 Remaster)

“Landslide” by Fleetwood Mac, to Keplinger was “the first song that I thought of when I was asked about this interview.” Keplinger explains, “It’s about this landslide that comes in and changes your life.” Since she is graduating in a couple of months, she explains, “I’m just sort of at this changing period of my life, so I think I’m really resonating with it right now.”

Plastic Jesus

“Plastic Jesus” by Tia Blake is Keplinger’s next song. She describes it as a song that’s “just really fun to sing.” She adds, “When I see a little figurine of Jesus, I start singing it, and it’s a really easy song. I just like it.” 

When In Rome – The Promise (Official Music Video)

“The Promise” by When In Rome is a song that Keplinger describes as “really romantic.” She explains, “I’m a hopeless romantic at heart. And I really love an eighties feel, like in classic eighties songs.” 

God Only Knows (Remastered 1999)

“God Only Knows” by The Beach Boys is, to Keplinger, “an underrated romantic song.” She explains, “They’re talking about how they love this girl and ‘I could live without you, but God only knows where I’d be,’” She then adds, “I just think it’s really romantic that he could be with anyone anywhere, but he doesn’t want to; he wants to be with this person. And I really like all the layers that the Beach Boys put in.” 

The Simple Truth

“Simple Truth” by Tsunami Bomb is a song that Keplinger describes as “number one in my house.” She notes that it’s important in her house because it was her parents’ first dance song. She explains how it reminds her of the story of how her parents met, and all of the things that her parents went through together. She adds, “My parents are still together, and the simple truth is that they still love each other.” 

Sufjan Stevens – “Mystery of Love (Demo)” (Official Lyric Video)

“Mystery of Love” by Sufjan Stevens, specifically the demo version, to Keplinger is “just really beautiful.” She emphasizes, “It’s just so methodical.” Keplinger notes, “When he came out with his album, I think two years ago, he announced it with the death of his partner that this song is about.” Lily emphasizes her love for Sufjan Stevens, stating, “He is a poet.” 

Tin: Waloyo Yamoni – “We Overcome the Wind”

“Waloyo Yamoni” by Christopher Tin, which Keplinger notes that the title is in the African language, Lango. She explains, “It basically translates to ‘we overcome the wind.’” In her experience listening to the song, “It rains the day after,  I’m not even kidding.” Keplinger elaborates on her thoughts regarding the song, stating, “I think it has a lot of care put into it. I mean, Christopher Tin isn’t African, but it’s such a unique sound. […] And I love orchestra pieces.”

Jeff Buckley – Lover, You Should’ve Come Over (Official Audio)

“Lover You Should’ve Come Over” by Jeff Buckley, another gorgeous song to Keplinger, and selected “mostly because of the beginning.” She explains, “That is the most beautiful, cold opening of a song I’ve ever heard.” Despite the song’s “simple opening,” Keplinger describes it as “hauntingly beautiful.” 

Besame Mucho (June 1962 Version)

“Bésame Mucho” by The Beatles, which, according to Keplinger, is “a Beatles song that’s really underrated.” Keplinger notes, “It’s just Paul McCartney being kind of silly.” She adds, “I love that song. I just think it’s so beautiful, and it’s a fun song.”

Do I Wanna Know? (BBC Live Lounge)

“Do I Wanna Know” by Hozier (originally by Arctic Monkeys), which Keplinger describes as “another hauntingly beautiful song.” She explains, “It’s very ‘Do I wanna know if you love me back? Do I wanna know if you really like me?’’ She notes that she loves the lyric change from ‘baby’ to ‘darling.’ She adds, “I’m a hopeless romantic. I love it, and I love Hozier.” 

Keplinger concludes, “I just feel like a lot of these songs are really methodical in what they do. It’s not just sound to make sound. It’s really planned out, and they all have deep meanings.”

Music is a core part of many Wildcat musicians, and it brings so much joy—not just to our musicians—but to the community as a whole. To Wildcat musicians, there are so many little intricacies in songs to appreciate. 

Photo Credit: UUSD Instagram

A Double-Edged Sword: Teachers and Students Reflect on Technology in the Classroom

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Students and teachers at Ukiah High can agree that computers in classrooms have only been getting more common, but does this change really benefit students? Wildcats weigh in: 

Looking at how screens have impacted his classes, Spanish Teacher Señor Taylor says, ¨these platforms have definitely changed my classes in that we are focused on Google Classroom quite a bit.¨ He commented on the pros and cons: ¨ I think it allows me to clearly state what I’ve taught during the day in the form of recaps. All they have to do now is check Google Classroom and see what the work is. It’s forced me to use more online assignments, and I’ve got mixed feelings about that, frankly. I kind of miss the old days of just pen and paper.¨

Señor Taylor uses platforms like Quizlet, Classroom, Formative, Conogemos, and the online textbook on Clever. On his reaction to students using their computers for the wrong thing, he says, ¨ I get grumpy with students. I see that as a sign of disrespect. I know that in this day and age, there’s a lot of video game playing, and attention spans are short. Students want instant gratification by playing something that’s really entertaining.¨ 

He ended by commenting on the irony of adults discouraging screens at home, and yet technology becoming more common in schools: ¨I think technology is a double-edged sword. We’ve obviously got some good benefits, but I think if misused, it’s not good for our brains. There is definitely some irony there, but I think if the tool is used properly, it can be really beneficial.¨

Math teacher Brian Montgomery shares, “It’s been really amazing, actually, what [the students] are able to do. I’m thinking of Google Classroom, in particular. Students have the capability, if they want, to stay caught up. They don’t seem to take advantage of it almost ever, but the opportunity is there. There’s something about the ease of it; it almost seems like students slack off more. Somehow it brings the level down instead of it going the other way.” 

Montgomery continued with what happened after COVID: “The reintroduction of technology seems to be a push from the district. Maybe that’s just the way the world’s going, and that’s what students are used to. The irony is, we’re supposed to be off the screens, but we have all of this just ingrained in our lives. I try not to use [screens] just because I think a pencil and paper are the best way to go. There’s a real conflict between this amazing technology and whether or not we should use it.” 

Science Teacher Mrs. Raugewitz weighs in, too: “I use many platforms for teaching and learning. I feel that it offers another way to deliver information with graphics and sounds and can make learning richer and more accessible to various learning styles.” 

She continued with the negative aspects, “while I find merit in the use of these online platforms for learning, I am still a firm believer in paper and pencil learning. I am fearful about the actual knowledge and intelligence potential our future faces. Too many young and old people spend way too much time on their computers, phones, and not enough time actually talking or learning face-to-face.”

Principal Dr Alvarez shared her thoughts: “I think technology is good. And also, I was lucky to grow up at a time when we didn’t have it. I do think there is such a thing as too much. What I’ve learned for me, not only as a principal, but just as a human being, is that balance is important.” 

She spoke about her view on AI and learning platforms in school, “I’m actually a big fan of AI as a tool. If we use it appropriately, it can help us excel our work to a level where some tasks that used to take a long time, we don’t have to spend a long time on. If we have tools that make our jobs easier, we should be using them, but all these tools can’t be the answer. Then it becomes a negative. We still have to teach.” 

She ended with a simple but strong message to students, teachers, and everyone else in the community. “Use AI, use it as a tool, not an answer. Use it so you can have more time to do the things that matter.”

A wall pocket organizer with numbered pouches for storing student phones, symbolizing the conflict between student and teacher values in technology use.
Featured in every classroom are hanging wall pockets for students’ phones — a symbol of the conflict between student and teacher values. 

Students also weigh in on the use of technology in school: Senior Sasha Foley says, “I enjoy the frequency of the use of computers in class because it helps me engage in the lesson. During lectures, I like to open my computer to the slides being presented so I can have the information right in front of me and take notes from it at my own pace. Online learning platforms have also been incredibly useful. It helps that these are online because I can use them wherever I am and never have to worry about bringing paper and pencils to all the places I study. However, I do believe that it has greatly increased our dependency on tech.” 

Junior Yoselin Solorio has a different take. She thinks we are overly dependent on tech in school. “I don’t like it, it makes class boring, and it makes me tired.” She continued saying, “After COVID ended, people realized things can be done easily online.”  

In a poll conducted by UHS News, students responded to questions regarding the use of screens in classrooms:

66% of students said they used some type of screen in class every day, and 48% said that using screens in class helps them stay somewhat engaged. Only 5% said the use of screens in class is distracting, while 31% said it helped them to stay engaged.

In response to whether or not their learning experience would worsen without screens, 16% said it would improve, 33% said it would worsen, and 30% said it wouldn’t have a major impact. 

Finally, students answered on the perfect balance of digital and non-digital learning. 23% said they preferred mostly digital, 55% said a 50/50 balance is right, 20% said mostly non-digital was best, and only 2% said they would prefer completely non-digital learning. 

So, are learning platforms helpful? It depends on personal preference; some say yes, some are less certain. However, one thing is for sure: they aren’t going away any time soon, and this is a fact we must accept. 

“Our Music Is Us”
Confessions from Ukiahi’s Up and Coming Metal Band

A new band has hit Ukiah with a bang! Members from both Ukiah High and South Valley have come together to make thrash metal music under the name SPLYNTER. 

SPLYNTER has four members: Wade Clark, the guitarist, Aiden Clary, the bassist, Ezra Cabral on drums, and TJ Feliz, the vocalist. 

SPLYNTER first came together in 2023 but had some bumps in the road when trying to solidify its core members. Clark explained that Cabral, Feliz, and another Ukiah High student, Will, wanted to start a metal band. However, Will and the other members had a falling out along with another potential bassist. Eventually, Clark met Clary at South Valley, and after a small audition, Clark knew, “He was just the guy for the job.” For a time, SPLYNTER did not have a vocalist, but Feliz returned to the band, after an extended absence, to help out with vocals.

A young musician wearing a purple mask and black cap plays a red bass guitar on stage, with a drummer visible in the background.
Aidan Clary, Bassist / Photo credit: Marcos Lopez

Finding a name for their band proved difficult until Cabral came up with the name SPLYNTER. Clark recalls, “The first bassist wanted Havoc [but]  there was already another band [by that name]. Ezra threw out splinter, and we were like, well, let’s spell it with a Y.” Cabral came up with the name during marching season at the high school: “It was [during] marching band and I had split literally down the middle one of those thick marching sticks. . . like an inch to half an inch thick of wood, and I split it straight down the middle, and so that was just ringing my mind. So I was like, why not splinter?”

Last school year was when SPLYNTER started to write music. Their writing process has evolved over time. When they first started, they would have Clark come up with a riff, Cabral adding drums, and then adding bass to it later. Now, “if we have the time, we set [aside] an hour to half an hour during practice, to actually sit down and write new material, and with everyone together, it really just fits, like a big puzzle.” They all agreed that, “We’re at a point now where we’re just busting out songs like it’s nothing.” 

Cabral is part of Ukiah High’s marching band and jazz ensemble, which helps when writing songs for SPLYNTER. He uses his concert band and music theory knowledge for the more technical aspects of songwriting.

A drummer playing in a dimly lit venue, wearing a black t-shirt with the band name 'SPLYNTER' printed on it. The backdrop features exposed brick walls.
Erza Cabral, Drummer / Photo credit: Marcos Lopez

SPLYNTER mainly makes thrash metal but isn’t limited to just one genre, as they enjoy branching into other kinds of metal. 

Their songs aren’t without meaning either. Clark states,“‘Peace Through Genocide’ our first song, that’s just about war and people being killed for peace, and people just lying about it and spreading false propaganda and saying, ‘oh well, it’s okay while we’re over here and we celebrate, [while] people in other countries are dying.’”

All of the members take inspiration from a variety of artists and different music genres, and have all grown up surrounded by music. 

Clark takes inspiration from bands like Metallica and Killswitch Engage: “It’s the hope in their words, every time he lets out his voice. It’s like you can just feel it in your soul.”

A musician passionately plays an electric guitar with long hair, performing on stage in a casual outfit. Behind him, a drummer is visible. The setting features a brick wall and wooden paneling.
Wade Clark, Guitarist / Photo credit: Marcos Lopez

Cabral likes to incorporate his deathcore metal inspirations into SPLYNTER’s music, with bands like Angel Maker, Slaughter to Prevail, and To the Grave, just to name a few.

Feliz grew up with all kinds of musical influences, not just metal. He shares, “My sister is playing alternative rock. My brother’s playing rap. My dad is playing country, [and] my mom would play whatever’s on the radio, so, like mostly pop, and my other sisters started getting into more modern rap.” His family’s different genre preferences and history with music, having multiple singers, and his grandfather also being a part of a band in the past, inspire him. When Feliz started to make music, he felt, “a piece of me was just made visible, and I would start to even find myself.”

A member of the thrash metal band SPLYNTER performing energetically on stage, wearing a black tank top with the band's logo, showing the rock 'n' roll hand gesture.
TJ Feliz, Vocalist / Photo credit: Marcos Lopez

Being the more punk out of the members, Clary said he takes his inspiration from bands like Green Day and other 90’s alternative punk artists. 

Earlier this year, SPLYNTER had their first gig at South Valley High School when they only had instrumentals and a very short 15-minute set. Cabral described it as, “Super nerve-wracking, because we only had 3 songs for a set…But we got out there, and we played.”

Over this past summer, another local band, Wevillism, contacted SPLYNTER. Cabral had known a majority of Wevillism’s members through personal relationships, and according to Cabral, “When they heard that I was in a metal band, they asked, ‘Do you want to play with us for a show?’ I was like ‘heck yeah!’” Since then, SPLYNTER has played several shows over the past 6 months.

You can find SPLYNTER on multiple social media sites and stream their most recent demo recordings on SoundCloud. 

Zoey Rogina Prefers to Stand Out Rather Than Blend In: A Look at a Wildcat’s Style

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Fashion is a big part of everyday life for many students, but for junior Zoey Rogina, it’s much more than that: it’s a form of self-expression and confidence. Rogina said she feels her best when she dresses in a way that reflects who she is. For her, getting dressed is “kind of like drag,” complete with makeup and fun outfits that lift her mood. She said she would “feel really sad” if she couldn’t dress the way she does.

Rogina began developing her distinctive style in middle school as a way to stand out rather than blend in. She has always loved experimenting with color and coordination, but over time, she has learned more about how to build a cohesive look. “I’ve learned different key elements to style, like texturing, color, and basic formulas to make it interesting,” she said.

She describes her fashion sense as alternative and whimsical. While there isn’t one outfit that makes her feel especially confident, she said jewelry plays a big role in how she feels each day. “I feel weird if I’m not wearing earrings,” Rogina said.

Most of Rogina’s clothing comes from thrift stores and hand-me-downs from family. “Basically everything I have is secondhand,” she said, adding that she has “a lot of cool relatives” who pass down unique pieces. Thrifting, she said, is one of her favorite ways to find new outfits.

When it comes to inspiration, Rogina turns to Pinterest, where she follows trad-goth (punk and gothic fashion, influenced by Victorian mourning dress, glam rock, and horror cinema) and alternative fashion creators. She especially likes how those communities use layering to build dynamic outfits, and she has applied some of those techniques to her own wardrobe.

Compliments on her fashion never go unnoticed. “I get a lot of compliments on some of my better outfits,” Rogina said. “It makes me feel good, since I put a lot of effort into the things I wear.”

Looking back, Rogina laughs at some of her early fashion choices. She remembers a “really bad phase” in sixth grade when she was obsessed with neon colors. “My outfits were so ugly,” she said, shaking her head. “I had biker spandex shorts and big shirts, and everything was neon. It was terrible.”

For Rogina, fashion continues to be a joyful way to express herself and boost her confidence — a reminder that clothing can be both creative and empowering.

A student poses in a stylish outfit featuring a layered green ensemble, complete with a patterned vest, long skirt, and black combat boots, while taking a selfie in front of a mirror.

Last Weekend for UHS Drama Department’s Babette’s Feast!

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Every school year, the UHS Drama Department puts on its annual fall play. This year, drama teacher Chris Douthit selected Babette’s Feast, a show filled with laughs, history, and fun. The play is based on a short story written by Isak Dinesen, which in 1987 was adapted into the classic film of the same name. Set in the 1800s in Norway, it’s a story about two sisters, Martine and Philippa, who take in a mysterious refugee from France named Babette. The play displays the change that occurs due to Babette’s generosity and grace, which uplifts the community. 

A scene from the UHS Drama Department's production of Babette's Feast, featuring a group of actors in period costumes rehearsing on stage in a theater setting.

Douthit shared a story with UHS News regarding what inspired him to put on this performance: “When I was in college, at Humboldt University, I took a class about religion in film and we watched the film version of Babette’s Feast.” He reminisced about the play, saying, “It really stuck with me, because the story was so moving and strange, so when I saw it was a play, I wanted to put it on.” We asked Douthit about his favorite part of directing this show, and he shared, “The thing I enjoy about doing every play is that it is a collaborative process, but the particular thing I enjoyed about this show was designing and dressing the set.”

He concluded by expressing his gratitude towards the district for covering all ticket prices. “I really appreciate that Ukiah Unified underwrote our show so it can be free for community members and students.” 

A scene from the play Babette's Feast featuring actors at a dining table with a colorful backdrop and various set pieces.

Junior, Kira Douthit, who plays Babette, told UHS News that her favorite part of playing her character was learning how to do a French accent. Kira shared, “I have been acting for a long time, and it’s not often I get to learn something that I have never done before.” She acknowledges the challenge that comes with the character: “Learning a French accent was a challenge that I enjoyed, and I’ll be able to use this skill in future acting.” 

Senior, Irie Wagar’s character is unique in this performance because she plays multiple characters within the show. She explained, “The player I got is very versatile. I had lots of costume changes and came out as different characters a lot on stage.” She concludes, “It was fun because I got to be creative with my character and do whatever I wanted, which I don’t get to do often.” 

A scene from the UHS Drama Department's production of Babette's Feast, featuring several actors in period costumes interacting on stage with a scenic backdrop.

Junior, Athena Marino DeFrates, who portrays Phillippa, describes her favorite part of her role: “My favorite part is probably her kind of snotty attitude. She’s kind of arrogant, and I think it’s because she has this younger sister-like vibe to her.” DeFrates continues by describing a fear she overcame: “I had this fear of singing on stage, and I had to push past that to play this role.”

DeFrates gives her perspective on the community that was built within the play, stating, “Everybody’s super sweet, and I think that’s what I like most about the play is the people and the new experiences we get to have together.”

Join us for the last three performances TONIGHT, Friday, and Saturday, all at 7 PM! All shows are held at Ukiah High School’s Little Theater and ARE FREE. Come support your local Wildcats!

“A Missing Piece Of History” Ukiah High Celebrates Native American Heritage Month

Ukiah High celebrates Native American Heritage Month by hosting speakers, teachers, and craftsmen in classrooms on November 12th and 13th. All students, teachers, and staff members are invited to join in a lunchtime celebration on Wednesday the 12th.

Ms. Frith, a Native American Counselor on campus and organizer of the event shares why it is so important: ¨it is a whole missing piece of history. In a lot of ways, the history that we’ve taught over the years has been very much written from a certain perspective. Our school is really making an effort to highlight history from different perspectives. It gives students an opportunity to recognize some of the local history, that really isn’t from too far in the distant past. I think it’s very important for people to have more understanding because it gives them more of a connection to this place in which they live. They need to understand how people were living on this land before colonization. The land is very abundant here and people have lived here for thousands and thousands of years. We were living a certain lifestyle here before colonization and modern society emerged.” 

Ms. Frith emphasized the importance of teachers signing up saying: “I really want teachers to contact me and start getting signed up. I have a good amount of people signed up but I would love to get more. The people that we have coming in are truly amazing people. On November 12th during lunchtime in the large tri, we’re going to have some dancers, which is going to be really beautiful, and then we’re going to have some different booths from some tribal education centers. We’ll have tables set up for kids to do basket weaving and make their own necklaces. 

 Buffie Campbell, the teacher of the Pomo Language Program at Ukiah High, learned from her mother to be a Pomo Dancer, Pomo regalia maker, Pomo basket weaver, and Indigenous food and medicine gatherer. Buffie’s cultural knowledge, passed down from her mother and father, has given her a desire to share old ways to the youth and elders, and everyone in between. 

Ms. Campbell spoke to the celebration’s importance: “Native American Heritage Month is important because it brings awareness to people who might not know and might not have any exposure to the Native community in this area that we all live in. There are a lot of Native American people in this area. There are over 20 tribes in Mendocino, Lake, and Sonoma counties, and a lot of these people are living with you in your area, working with you.” 

She finished with a strong message to all people at the high school and in the greater community: “I want everyone to know that we are walking among you. We’re sitting in the same classrooms as you, working with you, and living with you. I know that a lot of people have friendships with Native people, and maybe you didn’t know that. That’s okay, because you really shouldn’t be so focused on labels. Not just this month, every month, every day, we’re here practicing our cultures within our own community, here at the school, remembering where we came from and the proud people that we are.”

Presenters are joining us from various tribes across Mendocino County and beyond to share aspects of their rich and vibrant cultures:

Nick Garcia is from Redwood Valley Rancheria. He is a local ¨Money Maker,¨ singer, regalia maker, and storyteller. He will be sharing the history and current uses of Pomo ‘Money’ and traditional economy as well as leather medicine bag making. 

Julian Maldonado shared some of his backstory: “As a young boy I spent a lot of time with my uncle Ramon Billy Sr. who taught me about our Pomo culture and tribal government. I am a traditional Pomo dancer and a Roundhouse dancer. I make regalia for the male dancers, feather skirts, flicker bands and back pieces. I also make clapper sticks for the singers. I prepare the dancer arbor and dance grounds for cultural gatherings. I enjoy gathering our traditional foods and medicinal plants and teaching others how to prepare them. I have served as the Chairperson for the Title VI Native American Parent Committee at Ukiah High School District for over 20 years. I also have shared my Pomo culture and history at UUSD for 25 years. I am honored to teach youth the Pomo traditions and ways of life of my ancestors.”

Corine Pearce spoke about her origin: “I am from the Redwood Valley Rancheria Tribe. I have been a basket weaver for 40 years. I grew up in a native home active in community and traditions. My mother ensured that I was exposed to, and participated in all parts of my culture so that I could learn and pass down the knowledge. I am a traditional dancer, singer, and regalia maker. I have taught many aspects of Native culture including basketry, food processing, traditional games, local and general native history, songs, instrument making as well as environmental protection in a variety of settings, from classrooms (k-12), Museums, cultural centers, tribal gatherings, as well as out of my own school and wellness center. In 2017, I released my first book, Pomo Cradle Baskets: An Introduction. I was a featured artist on the PBS program Craft in America and worked with the LA school district to create a native art education component for their curriculum. I travel the globe teaching and sharing Art and Native Culture, but being close to home and sharing with the local community is where my heart lies.”

Vaugh Pena is an enrolled member of the Scotts Valley Band of Pomo Indians with descendants from Navajo. He has been working in Information Technology for the Pinoleville Pomo Nation for the past three years, supporting the community’s technology needs and helping improve digital access and cybersecurity awareness. He is also passionate about learning and teaching Native American cultural activities, traditional hand dancing, and hand game playing, helping to keep traditional practices alive, and sharing them with others. 

Jacqueline Sanchez gave herself a quick introduction, saying, “My name is Jacqueline Sanchez, I am a member of the Susanville Indian Rancheria. I am an active beader and artist. I am Paiute and Shoshone. I graduated from UC Berkeley in 2005 with degrees in Native American studies and ethnic studies. I am currently working on my Masters in History with an emphasis in Education from Grand Canyon University. I have volunteered in Youth Sports since 2007 and currently work with youth career counseling. I volunteer now as an assistant coach at the Ukiah High School for the girls’ basketball program. I was an assistant and head coach at Mendocino College for 10 years before stepping down. I want to give back to the community and lead by example.” 

Monique Sonoquie is a cultural educator from California with 30 years of experience in local food and art. She will be sharing what local plants are used to make tea, giving taste tests and sharing local foods.   

Theo Whitehurst is a Wailaki/Cherokee and is an enrolled member of the Round Valley Indian Tribes. Theo has been teaching workshops in schools and community events for over 10 years and works to promote sustainability, traditional ways, and respect for the land.

Additionally, Buffie McQuillen will share about local Native American history, and Nicole and Barbara Graumann will speak on acorn processing and traditional foods. 

Happy Native American Heritage Month, and see you on Wednesday! 

Parlez-Vous Français: Introducing the UHS French Club

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Are you taking French this year and would like to expand your learning? Would you like to engage in a new language while learning French culture and history? Then you should consider joining the Ukiah High French Club!

The Ukiah High French Club meets in F5 every Thursday to enhance their knowledge of the French language, immerse themselves in French culture, and learn the vast history of France and French-speaking countries.

The Ukiah High French Club is a very practical tool for French students, broadening their knowledge and deepening their understanding of this unique language. Junior, Josette Mealey, president of the French Club, urges French students to use the club to seek outside help with their schoolwork or to receive one-on-one tutoring sessions.

Josette Mealey explains how French Club can be used to study, “So if someone needs help on their French work, they can ask the French teacher, Madame Rodriguez, or they could ask higher-level French students like myself for help, if needed.”

However, the French Club isn’t limited to French students. Anyone can join this Club to socialize with other students. Surrounding yourself with fellow students who are interested in this language is a great way to stay motivated and focused, regardless of whether you take French classes.

The club leaders also emphasize the importance of learning and partaking in French culture. By eating French foods, listening to French music, and playing French trivia games, the French Club strives to incorporate French culture into the Ukiah High campus.

The French teacher, Madame Rodriguez, says, “Well, I think the end goal is to maybe spread French culture, or like, for those who wanted to be in French class and couldn’t, or have been in French class and still want to be around the language, they can come to French Club and have a little bit of culture and language through that.”

It’s very important for young people to recognize the importance of learning about other cultures and appreciating how other people live. If you would like to travel to foreign countries,  other cultures and being open to new perspectives is essential. French Club members learn French culture and learn to respect other cultures, a crucial quality for those wishing to travel to foreign countries, especially French-speaking ones. 

Denise Saavedra, the French Club vice president, mentions, “The goal is to encourage people to take this language and have another language they can learn about if they plan to go to any French-speaking country, and also to surround themselves with the culture and the history of it.”

Join Josette Mealey, Denise Saavedra, and Madame Rodriguez in F5 during lunch on Thursdays to appreciate the French culture, their language, and socialize with other students seeking to improve their understanding of this wonderful language.

Spirit Shift: Juniors Claim the Coveted Spirit Bell, Defeating Senior Rivals

Last week, October 13th through October 18th, Ukiah High Wildcats came together to celebrate homecoming in a long week of friendly competition, from skits to lip syncs to artistic floats, all of which were ways to earn points and show off spirit.

On Friday, October 18th, after many years of the Senior class winning, the Junior class of 2027 took home the prized spirit bell with a 98-point lead, leaving seniors in second place.

Due to the rain, the Monday rally was moved inside. Students participated in a game where a student from each class had to name a song being played. To get the point, they had to race to a drum placed in the center of the gym, hit it with a drumstick, and name the song. The seniors won. They also played a rough round of musical chairs with two representatives from each class, stealing chairs and shoving each other in the process. The sophomores won with both of their representatives still in the game.

In the Thursday rally in the Tri, each class had to perform a lip sync to represent their class theme. Freshmen were pop, Sophomores were rap/hip-hop, Juniors were country, and Seniors were rock. They also had to choose two class officers to be a team in a messy competition to find a piece of gum in a plate of whipped cream; the Seniors won again!

A group of students performing a synchronized dance in a gymnasium, wearing matching team shirts in different colors, with an audience seated in the background.

In the Friday rally in the gym, the cheerleaders opened with an entertaining performance, choreographing a dance to a mashup of songs that represented each grade’s theme. Then the dance team collaborated with staff and teachers in a surprise performance for all the students. The Freshman put on a funny skit showing that through a little bit of trust and pop music, you can do anything. The Sophomores showed that going to concerts can help recover your inner ICPC, and the Juniors demonstrated that teamwork really does make the dream work through a funny rodeo-themed skit. The Seniors bid their goodbyes by getting the band back together for one more electric performance. It was an exciting event!

A jubilant crowd of students in pink attire celebrating while holding a trophy aloft during a night event.

The UHS News staff would like to congratulate the Junior class on their win and congratulate the Seniors on 2nd place.

From student to teacher: Mr. Merritt’s journey comes full circle at Ukiah High

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Born and raised right here in Mendocino County, Mr. Casey Merritt, a long-time English enthusiast, joins the staff at Ukiah High School. After eleven years at Pomolita Middle School, Mr. Merritt jumped at the opportunity to return to the classroom as an English teacher at UHS.

“I decided I wanted to be an English teacher when I was a junior in high school,” Mr. Merritt explains. “I really liked my English classes.” As for why he teaches, he enjoys reading, talking about stories, and working with students. “Every student comes with a different perspective,” he says. “It’s fun seeing how everyone interacts with big ideas and concepts.”

Reflecting on the differences between teaching at Pomolita and Ukiah High, he notes, “I would say the biggest difference is student maturity.” Some things, however, remain the same. “My favorite part about teaching is that it’s fun. Every day is different—for better or worse—and it’s never boring. My least favorite part about teaching is testing.”

He’s especially excited about the regularity and stability of his new position. “I didn’t have a specific class or classroom before,” he says. “I wanted to return to the classroom, and the high school had an English opening.” In the end, the decision was easy—back to teaching full-time at the same high school he once called home. “Everyone has been super welcoming and friendly,” he adds. After a flying start, the worst thing he could say was, “The lunch line is long!”

Mr. Merritt has been teaching English for 12 years. Throughout that time, he says, “The book that has helped shape how I teach is The Reading Strategies Book by Jennifer Serravallo.” The book provides strategies and lessons to help teachers and students alike. If he could tell his younger self one thing, it would be, “Even on the hard days, it’s important to remember to have fun.” A valuable lesson for everyone—and a sentence that sums up his approach to teaching.

Freshman Country Peregrina says, “Mr. Merritt has a very fun and playful attitude while still keeping us on track and getting our work done. I wouldn’t say he’s very strict, but he definitely has his rules. If you’re messing around or not getting your work done, he’ll make sure you stay on task. There’s also a decent amount of freedom in his class.”

Freshman Nash Burgess adds, “He’s very organized with his work and how he assigns it. He’s interactive with his teaching—he doesn’t just talk for thirty minutes straight. He has questions in the middle.” Burgess described Merritt’s system of using “profs,” which are tools used to reward students who get work in on time or early and for being good students overall. Burgess also mentioned a current project in class exploring theme and figurative language, which he described as “very helpful and very fun.”

Mr. Merritt looks forward to his time back at Ukiah High. He jokes about his “best” teaching moment: “This one time, the class was extremely quiet. Everyone was focused and reading diligently. I asked a question about the theme of the text, and every student raised their hands. Just kidding—that’s never happened.”

Mr. Merritt has a unique ability to blend fun and humor into his lessons while still keeping students focused and engaged.