Tragic Discovery

Students Rights

By Apple 4 the Teacher
November 20, 2009 

If people are to exercise their rights and fulfill their responsibilities as citizens, they must understand those rights and responsibilities. Social studies teachers have a special role to play in shaping the lives of young United States citizens. Those educators can help determine whether students will know their civic rights and responsibilities and become politically involved adults.

 

U.S. GOVERNMENT STRUCTURE AND CITIZENS’ RIGHTS

Students will be interested to learn that the Bill of Rights, which many consider to be a model civil liberties document, was the result of a compromise. It was offered to allay fears about the strong central government established under the basic Constitution. Some state ratifying conventions would not have approved the Constitution had they not been promised the Bill of Rights as well.

 

CRIMINAL LAW AND JUVENILE JUSTICE

Critics of the criminal justice system often ask why the state should have to supply defense attorneys for criminal suspects. To a person who has not made a serious study of the Constitution, it might seem odd that the government sometimes assists people who may have broken the government’s own laws.

The 1963 case of Gideon v. Wainwright stands for the proposition that a person cannot be denied equal access to justice simply because he lacks the resources to pay for his defense.

The questions of whether poverty justifies free legal representation and whether a poor person gets the same quality legal help as a rich person does provide excellent grounds for class discussion.

Anyone who has watched a television police drama in the last few decades is familiar with the litany known as the “Miranda warning.” Most people probably do not know who Miranda was or realize the full significance of the individual instructions.

What does the Fifth Amendment’s ban on compelling a person to be a witness against himself have to do with the Miranda case? An informed citizen should know.

Was the Miranda decision a necessary defense of individual rights? Or has it unfairly restricted police officers in their apprehension of criminals? Students should be challenged to debate this constitutional issue.

In some countries, citizens must carry identity cards and show them to public authorities on demand. In most circumstances in the United States, people going about their business do not have to stop and explain themselves to every passing police officer.

People need to be aware, however, that there are exceptions to this general rule. Administrative checks of automobiles and roadblocks to seek out drunk drivers on public highways have been upheld by the courts. Even on the sidewalk, police can stop people who are acting suspiciously, and frisk them when the situation warrants.

Where should the United States draw the line between the “let me see your papers” mentality of authoritarian regimes and the legitimate interest of governments in protecting the public from dangerous individuals? This critical question should be used to focus classroom discussions.

The Eighth Amendment bars the imposition of cruel and unusual punishment and prohibits excessive bails and fines. When is a punishment “cruel and unusual”?

When is a fine “excessive”? Much has been written about the relationship between the Eighth Amendment and capital punishment. Given a hypothetical situation about a death penalty case, a classroom may produce as many different opinions about the case as there are students in the class.

The law treats children accused of breaking the law somewhat differently from adult suspects. Prosecutors generally must follow a different set of procedures when putting juveniles on trial.

However, when facing the possibility of commitment to an institution, a juvenile offender must still be advised of the charges and of the right to counsel, the privilege against self-incrimination, and the right to confront prosecuting witnesses.

As in the case of an adult charged with a crime, the guilt of a juvenile accused of committing an act of delinquency must be proven beyond a reasonable doubt.

Role-playing activities provide excellent means for learning about the United States justice system. Students will enjoy the drama of taking the part of a judge, lawyer, witness, or litigant.

Criminal cases and situations pitting a person’s individual rights against the authority of the government are particularly excellent situations for capturing and holding the attention of students.

 

CONSTITUTIONAL RIGHTS AT SCHOOL

The rules regarding search and seizure also apply differently to schoolchildren. School officials are free to search a student if there is evidence that the student committed a crime or violated a school rule, and if the search is reasonable at the outset and reasonably limited in scope.

One of the most significant United States Supreme Court decisions in history dealt with the issue of race in public education. Prior to the 1950s, African Americans were still barred from attending many public schools solely on racial grounds.

Long-standing court decisions held that “separate but equal” educational facilities for blacks were acceptable. In 1954, in the landmark decision of Brown v. Board of Education of Topeka, the United States Supreme Court finally held that the “separate but equal” policy was inherently unequal.

In a follow-up ruling the next year, the justices ordered that schools were to be desegregated “with all deliberate speed.” Notwithstanding the ruling, school desegregation suits continue to crop up from time to time.

The cases and situations discussed comprise just a small part of the United States’ rich legal history. Knowledge of that history is of the utmost importance to those who are about to become adult participants in American society.

 

Article References and Resources

Source: Apples4theTeachers

 

Editor’s Note:  We would like to know what you think? dan@youngchronicle.com

National Zoo – Red Panda

By FNZ
November 19, 2009

Order: Carnivora
Family: Ailuridae
Genus and Species: Ailurus fulgens

 

Description:

Red pandas, which resemble raccoons, are about 42 inches long, including a long, bushy tail. They weigh between seven and 14 pounds. Their red-and-white markings blend in with the red mosses and white lichens that grow on the trees in which they live. Their soft, dense fur covers their entire body—even the soles of their feet. Red pandas use their long, bushy tails to balance when they’re in trees. They also cover themselves with their tails in winter.

 

Distribution and Habitat:

Red pandas live in the cool temperate bamboo forests in Sichuan and Yunnan Provinces in China, in the Himalayas, and in Myanmar. They share part of their range with giant pandas.

 

Diet:

Red pandas primarily eat bamboo leaves as well as berries, blossoms, bird eggs, and various plants’ small leaves. Their broad teeth and strong jaws allow them to chew bamboo’s tough leaves and stalks. They also have a small, bony projection on their wrists that helps them grip bamboo stalks. Giant pandas also have this thumb-like adaptation.

 

Reproduction:

After a gestation of about 134 days, litters of one to four young are born. Young stay in the nest for about 90 days, remain close to their mother until the next mating season begins, and reach adult size at about 12 months. Adult red pandas lead solitary lives.

 

Conservation:

Red pandas are endangered because of habitat loss. There are fewer than 2,500 adult red pandas.

Source: National Zoo

 

Editor’s Note: We would like to know what you think? dan@youngchronicle.com

Grade 3 Science

By Natalie Smith
November 19, 2009

There’s a lot to learn, from animal classification to weather patterns to the size of the atom

 

 

In third-grade science, grandchildren spend time designing and conducting experiments in their classrooms.

These investigations include multiple steps and go beyond the simple observations they carried out in earlier grades. In life science, third-graders learn about plants and animals and the structures that allow them to grow and survive.

They also learn about different groups of animals – such as mammals, reptiles, and amphibians – and where they are found. In earth science, children explore the properties of rocks, minerals, and soils, and learn the characteristics of different types of landforms –  mountains, valleys, and plains – and the geologic forces, including earthquakes, that affect them.

They also discover what causes Earth’s seasons. In physical science, students continue to learn about matter, and new terms, such as atom, are introduced. As they experiment, students practice measuring mass and volume using balance scales and graduated beakers.

They also study thermal energy, light, and force. In lessons throughout the year, students read and interpret simple graphs and tables.

 

Careers. Third-grade science textbooks introduce students to a variety of careers in science, including entomologists (who study insects); animal behaviorists; astronomers; and paleontologists (who study fossils and ancient life). As they learn, help science-minded grandchildren expand their imagination about the careers they might pursue and what they might do in those jobs.

 

• Peggy Christian and Barbara Hirsch Lember’s If You Find a Rock (Voyager, 2008) uses poetic text to celebrate rocks of many varieties. Your grandchildren’s understanding of these materials can help build a foundation for geology units to come.
• Third-grade science textbooks help students examine the life cycles of different animals. A book like Molly Aloian and Bobbie Kalman’s Insect Life Cycles (Crabtree, 2005) can illustrate these concepts for your grandchildren in an engaging way and help them build upon what they’ve already learned.

• Understanding the role oceans play in the water cycle is an important part of the third-grade science curriculum. For an animated look at the water cycle and how it works, visit the U.S. Environmental Protection Agency online.

• Scientists often develop new technologies to solve problems or serve people’s needs. Charise Mericle Harper’s Imaginative Inventions (Little, Brown, 2001) will help grandchildren reflect on how a variety of inventions filled a want or need that people had.

 

Home Is Where the Hearts Are. Your grandchildren will probably study the human body in third grade, including the human heart. They might conduct experiments measuring their own heart rates at rest and after exercise. At home, have your grandchildren compare the heart rates of children (their own) with that of an adult (yours).

Before they start, ask them to make a hypothesis, or educated guess, about which heart rate should be faster. Then help them compare their results to their theory. (Typically, the smaller the organism, the faster the heart rate).
 
Which Way Does the Wind Blow?

Third-graders are likely to learn about weather sometime during the school year. One area they might study is wind, and its strength and direction. 

When you go for a walk with your grandchildren, point out compass settings to help the kids learn their directions, then ask them to try to identify which direction the wind is coming from.

 

Editor’s Note: Natalie Smith is an assistant editor at Scholastic News Edition 4 and a freelance writer based in New York City.

We would like to know what you think? dan@youngchronicle.com

 

Source: Grandparants

 

Loving Both Grandchildren

By Adair Lara
November 20, 2009

We all know the feeling when our first grandchild comes along. In fact, every new grandmother you talk to appears to be on the same drug: “Why didn’t anybody tell me it would feel like this?” A friend of mine thought the most miraculous moment of her life was when she awoke after laser surgery on her eyes and could see the acacia trees outside her bedroom window. “How wrong I was!” she told me. “Six months later, I became a grandmother and learned what the word miracle really meant.”

I got my first sight of my first grandchild, Ryan, now 6, in the labor room at the Kaiser Permanente San Francisco Medical Center, and thought, hmm. She was just a wet-haired little scrap of a thing. Any baby born that night up and down the hall of the maternity ward would have done as well.

That changed when I walked into my daughter Morgan’s kitchen a few days later, she handed Ryan to me, and I wiped a little drool from the baby’s mouth. The hot rush of feeling for her grew in me until I was once again, as I was with my own firstborn, not safe in a world where this child could come to harm.

Ryan, in her red glasses, sternly making everybody wear their own shoes (“Those are Mommy’s shoes, Bobbie!”), is so entirely herself that it is hard to believe that she was once not here, that only six years ago there was not a strict little personage climbing onto the back seat of my Mazda and scolding me for letting her eat lemon yogurt in the car, even as she demanded a spoon. I liked her so much I opened a stock account for her called “Miss Poopypants.”

 

Room for Two?

But what about the second grandchild? You are already a grandmother. It’s become old hat. And there is the first grandchild, still stealing your heart even as you reach for the warm wrapped bundle that is the newcomer. When Morgan had her second girl, Maggie, they quickly became a set, Ryan-and-Maggie. I rarely had Maggie alone — Ryan was always there to distract me. I loved Maggie but she was a minor player on my stage. The first-born still held the spotlight.

The same was true of my own children. Patrick was born 18 months after Morgan, and I took far fewer baby pictures of him. I was an experienced mom by then, and more casual. I didn’t feel as if I had to stay within earshot when he fussed before going to sleep. His sister still held my attention. She still does, in a way — especially now that she’s the one who so promptly, wonderfully, gave us grandkids.

And so I held baby Maggie with one hand, while I laughed at Ryan squirting peas out of her mouth at my husband, Bill. But here’s the thing: There comes a moment — perhaps you have experienced it — when the second-born says or does something, and again you fall, tumbling, irrevocably, in love. The heart catches up.

There’s one way I know to accelerate this process: Get the second grandchild alone, without the other one. I now take Maggie, just Maggie, on Fridays, while her sister is in school. She soaks it up, often making pointed, smug references to how Ryan isn’t there. And I form a separate love-struck relationship with someone who is not Maggie-and-Ryan, but Maggie.

Source: Grand Parents

 

Editor’s Note: We would like to know what you think. dan@youngchronicle.com

Medal of Honor Recipient – PFC USMC James Anderson, Jr

By Dan Samaria
Publisher/GCC
November 19, 2009

Each week we at the Chronicle will be honoring one of these true heroes.

We will call it Medal of Honor Recipient of the Week.

We hope you will join with us to honor these true heroes. Who have given us the greatest sacrifice that one could give their life, to save their fellow soldiers?

We would like to know what you think. dan@youngchronicle.com

This Week’s Hero: Private First Class, U.S. Marine Corps, 2d Platoon, Company F, 2d Battalion, 3d Marines, 3d Marine Division, James Anderson, Jr

 

 

Place and date: Republic of Vietnam, 28 February 1967.

Entered service at: Los Angeles, Calif..

Born: 22 January 1947, Los Angeles, Calif.

 

Citation:

For conspicuous gallantry and intrepidity at the risk of his life above and beyond the call of duty. Company F was advancing in dense jungle northwest of Cam Lo in an effort to extract a heavily besieged reconnaissance patrol.

Pfc. Anderson’s platoon was the lead element and had advanced only about 200 meters when they were brought under extremely intense enemy small-arms and automatic weapons fire.

The platoon reacted swiftly, getting on line as best they could in the thick terrain, and began returning fire. Pfc. Anderson found himself tightly bunched together with the other members of the platoon only 20 meters from the enemy positions.

As the fire fight continued several of the men were wounded by the deadly enemy assault. Suddenly, an enemy grenade landed in the midst of the marines and rolled alongside Pfc. Anderson’s head. Unhesitatingly and with complete disregard for his personal safety, he reached out, grasped the grenade, pulled it to his chest and curled around it as it went off. Although several marines received shrapnel from the grenade, his body absorbed the major force of the explosion.

In this singularly heroic act, Pfc. Anderson saved his comrades from serious injury and possible death. His personal heroism, extraordinary valor, and inspirational supreme self-sacrifice reflected great credit upon himself and the Marine Corps and upheld the highest traditions of the U.S. Naval Service. He gallantly gave his life for his country.

Source: US Military

Who Were Our Presidents? Part 15

By Dan Samaria
Publisher/YC
November 19, 2009

Editor’s Note: How many of us along with our children? Know who our Presidents were and what they have done in Office.

Each week we will pick a President and tell you about them and their Accomplishes.

We hope that you will enjoy this series. And let us know what you think? dan@youngchronicle.com

 

15. James Buchanan 1857-1861

 

Tall, stately, stiffly formal in the high stock he wore around his jowls, James Buchanan was the only President who never married.

Presiding over a rapidly dividing Nation, Buchanan grasped inadequately the political realities of the time. Relying on constitutional doctrines to close the widening rift over slavery, he failed to understand that the North would not accept constitutional arguments which favored the South. Nor could he realize how sectionalism had realigned political parties: the Democrats split; the Whigs were destroyed, giving rise to the Republicans.

Born into a well-to-do Pennsylvania family in 1791, Buchanan, a graduate of Dickinson College, was gifted as a debater and learned in the law.

He was elected five times to the House of Representatives; then, after an interlude as Minister to Russia, served for a decade in the Senate. He became Polk’s Secretary of State and Pierce’s Minister to Great Britain. Service abroad helped to bring him the Democratic nomination in 1856 because it had exempted him from involvement in bitter domestic controversies.

As President-elect, Buchanan thought the crisis would disappear if he maintained a sectional balance in his appointments and could persuade the people to accept constitutional law as the Supreme Court interpreted it. The Court was considering the legality of restricting slavery in the territories, and two justices hinted to Buchanan what the decision would be.

Thus, in his Inaugural the President referred to the territorial question as “happily, a matter of but little practical importance” since the Supreme Court was about to settle it “speedily and finally.”

Two days later Chief Justice Roger B. Taney delivered the Dred Scott decision, asserting that Congress had no constitutional power to deprive persons of their property rights in slaves in the territories. Southerners were delighted, but the decision created a furor in the North.

Buchanan decided to end the troubles in Kansas by urging the admission of the territory as a slave state. Although he directed his Presidential authority to this goal, he further angered the Republicans and alienated members of his own party. Kansas remained a territory.

When Republicans won a plurality in the House in 1858, every significant bill they passed fell before southern votes in the Senate or a Presidential veto. The Federal Government reached a stalemate.

Sectional strife rose to such a pitch in 1860 that the Democratic Party split into northern and southern wings, each nominating its own candidate for the Presidency. Consequently, when the Republicans nominated Abraham Lincoln, it was a foregone conclusion that he would be elected even though his name appeared on no southern ballot. Rather than accept a Republican administration, the southern “fire-eaters” advocated secession.

President Buchanan, dismayed and hesitant, denied the legal right of states to secede but held that the Federal Government legally could not prevent them. He hoped for compromise, but secessionist leaders did not want compromise.

Then Buchanan took a more militant tack. As several Cabinet members resigned, he appointed northerners, and sent the Star of the West to carry reinforcements to Fort Sumter. On January 9, 1861, the vessel was far away.

Buchanan reverted to a policy of inactivity that continued until he left office. In March 1861 he retired to his Pennsylvania home Wheatland–where he died seven years later–leaving his successor to resolve the frightful issue facing the Nation.

Learn more about James Buchanan ‘s spouse, Harriet Lane.

Source: White House

 

Editor’s Note: Todays’ homework: We would like to know some of President James Buchanan’s accomplishments as President.

If you can give us some, you can win a prize. You can contact us at dan@youngchronicle.com

Santa Delivers to Cooper City Kids

By Mike Jachles
BSO/PIO
November 18, 2009

In keeping with an old holiday tradition, Broward Sheriff Fire Rescue Station #28 will help rollout Cooper City’s Annual Holiday Santa Program. Firefighters will chauffer Saint Nick on Saturday, December 19th and Sunday December 20th, 2009 aboard the big red fire truck as he delivers gifts to hundreds of local kids.

For a tax-deductible donation of $30 per stop, Cooper City parents purchase gifts and later turn them over to Santa’s elves for the special delivery.

Those interested need to sign up their kids by visiting :

Broward Sheriff Fire Rescue Cooper City Station #28 at 10550 Stirling Road.
Registration will start on Monday, November 30th and run through Friday, December 11th.

Registrations will be accepted from 10 a.m. to 7 p.m., Monday-Friday ONLY.

Make checks payable to: City of Cooper City.

Cooper City Annual Holiday Santa Program

Sponsored by Broward Sheriff Fire Rescue Station 28

Saturday, December 19th and Sunday, December 20th, 2009

Beginning at 6 p.m.

Departing from the fire station at:
10550 Stirling Road
Cooper City

Participating parents are asked to secure their children’s gifts out front where Santa’s Elves can easily find them or have someone meet the elves outside once they hear the sirens coming down the street.

The elves will then give the gifts to Santa so he can hand deliver them to the kids himself.

For more information on this charitable event, call Santa’s hotline at: 954-436-7310.

Source: BSO

 

Editor’s Note: We would like to know what you think: dan@youngchronicle.com

Hero of the Week – Dominic Osorio

By Dan Samaria
Publisher/YC
November 18,2009

Editor’s Note: Each Week we will be Honoring people or groups that are making a difference in helping others especially during this tough times in America.

When we as Americans are put through a test, we come out in flying colors on the other side.

We would like to know what you think? And if you know someone or group that we can Honor. You can contact us at  dan@youngchronicle.com

This week we will be honoring: Dominic Osorio. Here is his story

By Mary Gail Hare
The Baltimore Sun
November 18, 2009

Dominic Osorio, a Bel Air first-grader whose battle with brain cancer inspired a superhero comic book, died Friday of the disease at the Johns Hopkins Children’s Center.

The 7-year-old loved school, superheroes and his big sister Kristina.

“Dominic was a great kid, a real trouper who fought until his last breath,” said his grandmother Monique Spagna of Bel Air. “He is cradled in God’s arms now.”

While Nicole Spagna’s son was hospitalized and unable to communicate these past two months, she rarely left his side.

“I wanted to be with him all the time,” she said. “I read him books, gave him baths and dressed him in his favorite shirts. We played his favorite songs and talked about his sister and his cousin. I watched his heart rate go up and knew he was listening.”

Soon after Dominic was diagnosed in 2007, Spagna devised a story and gave her son the lead role as the Dominator, her own version of a superhero. She never told him that he had brain cancer. Instead, every time Dominic underwent surgery, chemotherapy or radiation, she told him to think of himself as the Dominator, waging war with an evil enemy that he called a megazoid.

Dominic’s story inspired Dave Anderson, who manages a Bel Air restaurant that the family patronizes. He organized several fundraisers for children with cancer and children’s hospices using Dominic’s Dominator as a symbol. Anderson designed a Dominator costume and frequently wears the red bodysuit with a large navy blue D on the chest during visits to area hospitals.

“The more I got into this, the more I knew this was a powerful story,” Anderson said. “This awesome little boy touched a lot of lives.”

With an assist from area illustrators, he turned the story into a children’s comic book that he hopes will become the child’s legacy. Anderson paid nearly $9,000 to design, create and copyright the Dominator and to publish 2,000 copies of the book. More than 1,000 copies have been sold since the $5 book came out in August, with proceeds from sales benefiting children’s cancer research.

Dominic “saw the comic book a few months ago and gave it a thumbs-up,” said Nicole Spagna. “He got to meet the Dominator, too,” when Anderson visited him.

Throughout numerous hospitalizations, Dominic had finished kindergarten and begun first grade at Homestead-Wakefield Elementary School in Bel Air.

“When they tested him for first grade, he was right where he should have been,” Nicole Spagna said.

Dyann Mack, the school’s assistant principal, said, “He really could light up the room and was just a joy to his classmates and the staff.”

School fascinated Dominic, his mother said.

“He loved math and doing all his schoolwork,” she said. “He loved all the rules, never used bad words and always did the right thing. As soon as we got in the car, he would remind me to put on my seat belt.”

Nicole Spagna said she wants her son’s story to help other children coping with cancer.

“I feel so lucky and blessed to have been his mother,” she said.

Monique Spagna said her grandson “did God’s work on Earth. The comic book will go on helping other kids, and we are working to have a child’s room included in the new Harford County Hospice in his memory.”

Additional survivors include his father, Chris Osorio of Bel Air, and his grandfather, Louis Spagna of Indianapolis.

Funeral arrangements were incomplete Friday.

Copyright © 2009, The Baltimore Sun

Source: The Baltimore Sun

 

Scholastic New Kid Reporters Announced!

By Shelby Fallin
November 16, 2009

Seasoned Kid Reporter checks out the new team.

The new team of Scholastic Kid Reporters was announced today. Some of the new reporters have already had stories published. They are all working on an important first assignment about the economy.

I’ll never forget my first assignment. I covered a memorial service in central Florida for the victims of the September 11 terrorist attacks. I then went on to cover the 2008 presidential election, which was an incredible challenge and unforgettable adventure! I even got to go to New York City for Election Day!

I spoke to one of the new Kid Reporters after his first assignment last week. Gowtham Balaji lives in East Brunswick, New Jersey, and is one of the 37 new reporters on the 2009-2010 team. Usually, only 25 new reporters are picked each year.

“We had more applications than ever this year,” said Editor Suzanne Freeman. “The quality of applications was really high, too.”

Gowtham’s first assignment took him to New York City to the Scholastic Headquarters in SoHo. He covered a live webcast featuring all five of the authors of The 39 Clues series. The webcast kicked off the release of Book 6 in the 10-book series.

After the webcast, Gowtham interviewed Jude Watson, author of Book 6: In Too Deep. Gowtham is not only a fan of the 39 Clues series, he is an avid reader of Watson’s Star Wars series as well. Watson clued him in on a big Book 6 secret.

“She said one of the main characters dies,” he said. “I am wondering who.” Watson wouldn’t tell him, but by the time you read this, Gowtham will know. When I interviewed him, he was busy reading Book 6 so he could write the review.

I asked him how he felt when he learned he was one of the recent additions to the Scholastic Kids Press Corp.

“I felt excited because I know I will experience a lot of cool events,” he said. “But I also know it is going to be a lot of work.”

Like all the other members of the press corps, Gowtham is busy working on a new Special Report.

“The Editor asked me to do some research about the economy and how it is affecting my community,” he said. “Next week I have to write about that.”

As more assignments come in, Gowtham is hoping to meet a few celebrities.

“I’m looking forward to meeting famous people and learning about them,” he said. He especially hopes to get an assignment about Major League Baseball. “Since I am a BIG baseball fan, I would like to cover a big news story about the World Series,” he said.

I told him to talk to Ms. Freeman. She’s a big fan, too. She and I went to spring training last March where I interviewed one of the newest members of the Tampa Bay Rays pitching rotation, David Price. The story ran in Scholastic News Edition 4.

I have a few other tips for all the new Kid Reporters coming on board this week. Work hard, have fun, and be prepared for anything!

Oh, yeah! Here are the names of the rest of the Kid Reporters chosen this year:

 

Andre Baker, Cleveland, Ohio

Gowtham Balaji, East Brunswick, New Jersey

Nick Berray, Washington, D.C.

Christopher Campbell, Bronx, New York

N’Naserri Carew-Johnson, Atlanta, Georgia

Liam Childers, Charlotte, North Carolina

Samantha Coffey, Sleepy Hollow, New York

Alexis Cornell, Evanston, Wyoming

Julia Desmond, Davidson, North Carolina

Henry Dunkelberger, Washington, D.C.

Shelby Fairleigh, Horseshoe Bay, Texas

Kenny Figueroa, Houston, Texas

Kiera Fobb, Homestead, Florida

Cecilia Gault, New York, New York

Alysa Goethe, Bettendorf, Iowa

Lily Haffey, Lexington, Kentucky

Emma Hall, Franklin, Tennessee

Susan Hepburn, Pittsburgh, Pennsylvania

Madeleine Horner, Leucadia, California

Jonas Hosmer, Potomac, Maryland

Charlie Kadado, Macomb, Michigan

Jordan Kahrhoff, St. Peters, Missouri

Andrew Liang, Alpharetta, Georgia

Topanga McBride, Windsor, Colorado

Grace McManus, New York, New York

Joseph O’Connor, Bayside, New York

Kaj Lund Olsen, Greenbank, Washington

Maria Ordoñez, Miami, Florida

Isabelle Quinn, Woodway Washington

Miranda Rector, Los Angeles, California

Mariah Reynolds, Cincinnati, Ohio

Kayla Rudess, New City, New York

Erin Sheena, Bellaire, Texas

Christian Snyder, Reynoldsburg, Ohio

Jeremy Sutton, Chicago, Illinois

Maya Williams, Phoenix, Arizona

Alexandra Zhang, Washington, D.C.

Now get to work, Everyone!

Source: Scholastic News Online

 

Editor’s Note: If you would like to be a Young Chronicle Reporter, we are looking for you.  You can contact us at dan@youngchronicle.com

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