The Redwing Quarterly

Greetings Redwing Family!

We are officially at the close of the first semester. I hope that everyone has a successful first half of the year. This is the time to reflect and determine what worked, and what needs improvement. I encourage all families to take a moment and view the Oncourse parent portal. Everything you need to know is located in the portal. You are able to view gradebook, assignments that are due, as well as attendance.

During the third marking period our junior class will be sitting for the New Jersey Graduation Proficiency Assessment, which is a graduation requirement for all students. Our staff has been working with students in English III and Algebra II fine tuning their skill for this exam. The exam will be administered during the week of March 11, 2024.

Mr. Ponce and Mr. James have been meeting with families over the past couple of months, to discuss attendance. As you know students must be present 90% of the school year, in order to earn credit. Any student that is over 12 absences is required to come in for a meeting. Without medical documentation, families could be summoned to truancy court. Please ensure your are monitoring your child's attendance.

All the best,

Ms. Picc

Students in math classes have been tackling a wide range of challenging concepts, building a strong foundation in algebra and precalculus. In Algebra 2, students have explored linear functions, including graphing characteristics, transformations, and piecewise functions, as well as solving systems of equations and inequalities with up to three variables. They then moved on to quadratic functions, mastering factoring techniques, different function forms, completing the square, and using the quadratic formula to analyze solutions with the discriminant. Most recently, they have been working with polynomial functions, learning how to graph, perform operations, apply exponent rules, and use techniques like long and synthetic division to find zeros using the Rational Root Theorem.

In Precalculus, students have been refining their algebraic skills, working with factoring, polynomials, rational and radical expressions, and complex numbers. They have also explored the deeper properties of functions, studying intercepts, zeros, critical points, continuity, transformations, and inverse functions. Their work with polynomial functions has included graphing, analyzing zeros, applying the Remainder and Factor Theorems, and using Descartes' Rule of Signs to determine the nature of solutions. They have also investigated rational functions, learning to identify vertical, horizontal, and slant asymptotes. Recently, they have been delving into exponential and logarithmic functions, covering exponential growth and decay, compound and continuous interest, properties of logarithms, and solving exponential and logarithmic equations. Through these rigorous topics, students are developing strong problem-solving skills that will prepare them for higher-level mathematics.

Students in Algebra 1 and Geometry have been diving into the fundamental building blocks of mathematics through engaging and hands-on activities. In Algebra 1, students have been mastering how to find the slope and y-intercept of an equation, then using this information to accurately graph lines—a key skill for understanding linear relationships. They have also tackled absolute value equations, learning how to solve for unknowns while considering both positive and negative solutions. Meanwhile, in Geometry, students have been exploring the power of rigid motions by applying translations, rotations, and reflections to shapes, analyzing how these movements affect their position while maintaining their size and structure. Additionally, they have uncovered the secrets of triangle congruence, using the SSS, SAS, ASA, and AAS theorems to prove when two triangles are exactly the same. Through a mix of algebraic problem-solving and geometric reasoning, students are building strong mathematical foundations that will help them in future courses and real-world applications!

Students in ELA classes have been engaging with literature in meaningful and analytical ways. In English I, students are exploring how complex characters with conflicting motivations develop a theme in The Absolutely True Diary of a Part-Time Indian. As they read, they examine the devastating effects of poverty on the reservation while also recognizing how resilience, determination, friendship, and family help Junior maintain hope for his future.

In English II, students are diving into Like Water for Chocolate by Laura Esquivel, analyzing selected passages to understand how the author's use of literary devices adds depth and significance to the story. Using these mentor passages as inspiration, students have also been crafting their own narratives, incorporating imagery and figurative language to enhance their writing.

In English III, after concluding their reading of Educated by Tara Westover, students watched an interview with the author through Nearpod, answered listening comprehension questions, and reflected on themes of identity and education in their final written responses. Through these diverse literary experiences, students are sharpening their analytical skills and deepening their understanding of storytelling and thematic development.

In AP Research, students have explored a topic of interest, conducted in-depth research to identify a gap in the existing body of knowledge, and developed a research question. They have also determined an appropriate research design and are currently in the process of gathering data.

In AP Language and Composition, students have analyzed various rhetorical situations and completed multiple rhetorical analyses. They have strengthened their ability to develop a clear line of reasoning through synthesis, rhetorical analysis, and argumentative writing activities.

In AP Seminar, students have learned how to evaluate the credibility of sources and have enhanced their research and collaboration skills by investigating a topic of their choice and delivering a Team Multimedia Presentation. Additionally, they have practiced identifying a writer’s line of reasoning and have developed their own reasoning skills.

The Guidance Department has been hard at work supporting students as they navigate their academic and post-secondary journeys. With college application deadlines quickly approaching, counselors have been working closely with seniors to refine their applications and ensure they are fully prepared for this exciting next chapter. This marking period has also been filled with impactful events, including Instant Decision Day, a field trip to Hudson County Community College, and FAFSA Night, all designed to help students take meaningful steps toward their future. Beyond college applications, the department has endorsed several prestigious pre-college programs, such as Summer Discovery, the ACES Pre-College Program, the All Stars Project, and SEEDS, offering students enriching academic and leadership experiences. Financial aid has also been a major focus, with 12th-grade counselor Mr. Terry visiting classrooms to guide students through the FAFSA process, from creating their FAFSA ID to completing key portions of the application. Additionally, seniors are encouraged to explore a growing list of scholarship opportunities, with regular updates posted on Google Classroom. With so many resources and events available, the Guidance Department is dedicated to helping every student plan for a bright future!

During marking period two, students in PE and health classes had an exciting and diverse lineup of activities that kept them active and engaged. The basketball two-ball tournament brought out their competitive spirit as they teamed up to showcase shooting skills and quick decision-making. In 5 vs. 5 badminton matches, students tested their agility and precision, with fast-paced rallies sparking energy and enthusiasm. Spin class turned up the intensity, with students pedaling to upbeat music in a high-energy cardio workout. Yoga and meditation offered a calming counterbalance, allowing students to focus on mindfulness, flexibility, and relaxation. Meanwhile, sophomores dove into Driver’s Ed, building essential knowledge of road safety and responsibility, preparing them for life behind the wheel. Together, these activities provided a well-rounded approach to physical fitness, mental wellness, and practical life skills.

Students in AP Biology have been actively engaged in hands-on learning as they explore complex topics in genetics and gene regulation. After completing units on heredity, they applied their knowledge by creating genetic profiles based on their own observable traits. To further understand inheritance patterns, they simulated the process of passing down traits by flipping coins to "create" their own children, following the rules of complete dominance. In another investigation, students analyzed Sordaria fungus to determine if the gene for spore color was linked to the centromere, using chi-squared analysis to interpret their results. They also developed their own protocols for extracting DNA from strawberries, reinforcing their understanding of molecular biology techniques. To deepen their grasp of gene regulation, students created stop-motion models illustrating the lac and trp operons, as well as eukaryotic regulation, bringing these essential biological processes to life in a creative and visual way.

Students in Pre-AP Biology have been diving into the fascinating world of evolution and classification. After completing Unit 2 on evolution, they explored how organisms are grouped based on shared characteristics, gaining a deeper understanding of taxonomy. To apply this knowledge, they created their own cladograms, organizing diverse organisms using the principle of “maximum parsimony” to determine evolutionary relationships. In a hands-on lab simulation, students modeled natural selection, observing how traits can change over multiple generations in response to environmental pressures. They also examined real-world case studies, such as ensatina salamanders and tuskless elephants, to see how evolution plays out in nature. Through these activities, students have developed a strong grasp of evolutionary biology and the processes that shape the diversity of life on Earth.

In the Honors Physics course, students explored a range of fundamental concepts in fluid mechanics, thermodynamics, and solid-state physics. They began by studying Archimedes' Principle, gaining an understanding of buoyancy and its applications. The course then delved into heat transfer, covering diffusion and convection processes. Students also examined gases and the relationships between their properties through the gas laws, specifically Boyle's Law, Charles' Law, and Avogadro's Law. The principles of fluid dynamics were further explored through the Bernoulli equation, with an emphasis on real-world applications.

Moving into solid-state physics, the curriculum covered stress and strain, including compression and tension in materials, and examined the efficiency of I-beam design in structural engineering. X-ray diffraction was introduced as a method for analyzing crystal structures.

Building upon this knowledge, the course is now transitioning into wave physics, covering topics such as diffraction, interference (both constructive and destructive), the double-slit experiment, and the Doppler effect—specifically focusing on redshift in light and its astronomical implications.

The CP Chemistry course has focused on atomic structure and periodic trends, laying the groundwork for understanding chemical bonding. Students have learned about electron configurations and how electrons arrange themselves within atoms. They then studied periodic trends in the periodic table, including atomic radius, ionization energy, and electronegativity. Students now understand the properties of elements, can distinguish between metals and nonmetals, and have conducted a flame test experiment to identify elements based on characteristic flame colors.

Building upon this foundation, the course is now transitioning into chemical bonding, where students will learn to predict the number and types of bonds elements will form. The curriculum will cover covalent bonds, polar covalent bonds, and ionic bonds. Additionally, students will construct their first molecular models.

Students participating in the Hoboken High School edition of the USABiolympiad recently sat for their major exam. This exam evaluates students based on an advanced understanding of topics such as evolution, ecology, cell processes, energetics, genetics, human anatomy and physiology, botany, zoology, and more. They have spent the last five months preparing for this rigorous assessment.

In anticipation of the exam, students completed nine previous USABO open practice tests. Since September, they have met once a week to review these exams while also engaging in a comprehensive content review of the covered topics. Their performance is now being evaluated, and students will receive certificates of completion, honorable mention, honors, or high honors based on their scores.

We are incredibly proud of the students who participated in this year's competition!

Hoboken High School Student Government: A Year of Leadership and Service

The Hoboken High School Student Government has been hard at work this year, making a meaningful impact both within our school and throughout the community. Through spirited events, service initiatives, and philanthropy, our student leaders have exemplified what it means to give back while fostering school pride.

Bringing School Spirit to New Heights

We kicked off the year with two incredible pep rallies—one in the fall and another in the winter—bringing students and staff together to celebrate our Redwings pride. These events showcased our talented athletes, performers, and student leaders, creating unforgettable moments of energy and excitement. Additionally, our Mini Mic Mondays project has been a huge success, uplifting the school community by providing a platform for students to express themselves, share positive messages, and build school spirit in a fun and engaging way.

Honoring Our Heroes and Welcoming New Leaders

In addition to celebrating school spirit, we took time to recognize those who inspire us. Our Field of Heroes event paid tribute to the brave individuals who have served our country, while our Induction Ceremonies welcomed new members into various leadership roles, ensuring that the legacy of service and excellence continues at Hoboken High School.

Making a Difference in the Community

Beyond our school walls, the Student Government has been committed to giving back. We successfully organized clothing drives, as well as collections for laundry detergent and toiletries to support local families in need. Additionally, we made a generous monetary donation to the Hoboken Community Center, furthering our mission to support those who rely on its vital resources.

Serving with Heart

Our Philanthropic Committee took its service a step further by preparing and serving a warm spaghetti dinner for the residents of the Hoboken Homeless Shelter. This act of kindness reflected the spirit of compassion and unity that defines our Student Government.

Looking Ahead

We have even more exciting initiatives on the horizon! Up next, we will launch a Snap Fundraiser, organize a Hoboken Ambulance Corps Supply Drive, and lead a National Sandwich Day Food Initiative to continue supporting our community in meaningful ways.

With so much already accomplished and even more ahead, the Hoboken High School Student Government remains committed to leadership, service, and strengthening the Redwings community! Stay tuned for more updates!

Theatre I

• Students began exploring the relationship between what a character wants in a story and what an actor physically does on stage to provide the audience with a connection between the intellectual and the physical.

• They also developed an understanding of how to make specific choices regarding the verbal delivery of spoken lines. This was done to provide both the audience and the other characters in the scene with subtext and context.

• Students analyzed professional acting performances by watching several professionally recorded stage productions, such as The Woodsman and All About Eve. They examined why actors made particular physical and vocal choices based on what their characters were trying to accomplish within the scene. Additionally, they studied how the overall style of a production influenced an actor’s performance, recognizing that a realistic acting style differs from a highly stylized pantomime performance.

• Students provided feedback to their classmates on acting performances of scenes and monologues, helping them make visible and audible choices that clearly communicated their character's intentions, objectives, and reactions.

Theatre II

• Throughout the second marking period, students worked on various scenes, songs, and monologues from plays of their choice in preparation for two statewide theatre competitions: STANJ and NJ Thespians. Each student prepared multiple performance pieces for these competitions, which took place in early January.

• During class, students exchanged constructive criticism and feedback to refine their performances, focusing on both vocal and physical portrayals of characters and circumstances. They also took on the role of directors, offering suggestions such as, "Instead of this, try this." These different directing styles produced varied performance results, and students collaborated to solidify their final interpretations.

Backstage

• Students began the quarter by learning about set dressings, selecting scene or play accessories that align with the story's context and the characters’ environments. To enhance their understanding, they studied different time periods and settings, analyzing how set dressings in movies, TV shows, and theatrical productions contribute to audience perception of context, detail, and unspoken elements of a story.

• They then shifted their focus to costume design, watching a live recording of the musical The Wiz and developing their own costume concepts for a hypothetical production. Each student or design group selected a broader concept to anchor their designs. For example, how would the "Tin Man" be designed if Oz were set in a post-apocalyptic urban world or inspired by outer space imagery? These creative exercises also introduced students to the role of a director and how production framing impacts artistic choices. Additionally, students analyzed the characters they were designing for, ensuring their costume creations reflected specific character traits in both visuals and construction.

In music class, students have been actively engaged in both performance and skill development. They prepared for and performed in the winter concert on December 3rd, where the band played Rephrygeration, a fast-paced piece based on the Phrygian scale, and Hanukkah Dance, a concert band arrangement of the traditional melody S'vivon. In January, they began working on an exciting seven-minute medley of Bruno Mars hits called Bruno Mars on Tour. In addition to preparing for performances, students in Instrumental Music classes have been focusing on improving their tone quality through long tone and slurring exercises. They have also been enhancing their sight-reading skills by practicing with the online platform SightReadingFactory.com, which provides structured exercises to build fluency in reading music.

In US History I, students discussed the constitutional foundations of the government and the events that led to their development. By examining the challenges of the American Revolution and the attempts to meet those challenges under the Articles of Confederation, they were able to explain the system of Federalism, as well as the ability to change or amend the Constitution. By following these two themes throughout the rest of the year, students will be better equipped to understand debates that form the earliest political parties. These include debates over state and Federal Powers, as well as changes to expand voting rights and protect US citizens.

In US History II, students have discussed how America sought to build on its Constitutional promise of a "more perfect union", as it addressed the challenges of the mid 1900s. The Great Depression, WWII and the start of the Cold war provide a backdrop for the nation as it struggled both domestically and internationally. All of this was done amidst the challenges of "two America's" emerging. One America was highlighted by postwar wealth and prosperity, the other faced the difficulties of inequity. Through these challenges, students discuss how America emerged as a stronger, more diverse nation that has become better equipped to meet the needs of its people and others around the world as it expanded its post war role as a superpower.

Mr. Muñoz's Social, Political, and Economic History of Hoboken Class Visits the Hoboken PATH Station

The Social, Political, and Economic History of Hoboken class recently embarked on an educational visit to the Hoboken PATH Station, located at 1 Hudson Place. This visit held special significance as the station is scheduled for full closure from Thursday, January 30, 2025, through the early morning of Tuesday, February 25, 2025, to undergo essential repairs.

During their visit, students meticulously documented the station’s current state and condition. Their work included detailed photographs and comprehensive observations, capturing the architectural features, commuter flow, and structural elements that have shaped the station’s role in Hoboken’s development.

This project is far from over. Once the station reopens, the class will return to conduct a follow-up documentation session. They will compare pre- and post-renovation conditions, offering insights into the changes and improvements made during the closure period.

All documentation, including photographs, written observations, and historical records, will be compiled and shared with the Hoboken Historical Museum. This contribution aims to preserve the station’s legacy and provide valuable historical resources for future generations.

This initiative not only enhances students’ understanding of Hoboken’s dynamic history but also fosters a deeper appreciation for the city’s evolving infrastructure and its impact on the community.

Exploring Freedom, Resistance, and Identity in AP African American Studies

Mr. Muñoz’s AP African American Studies class has been on an incredible journey, diving deep into the rich and complex history of African Americans. From the painful realities of the transatlantic slave trade to the triumphs of the Harlem Renaissance, students have explored the resilience, resistance, and cultural contributions of Black communities throughout history.

Unit 2: Freedom, Enslavement, and Resistance

This unit focused on the origins of slavery, its impact on the Americas, and the ways in which enslaved people resisted oppression. Students examined the horrors of the Middle Passage, the economic structures that fueled the plantation system, and the courageous efforts of abolitionists such as Frederick Douglass, Harriet Tubman, and Sojourner Truth. Discussions also centered on key revolts, including the Stono Rebellion and the Haitian Revolution, as well as the legal and social structures—such as Black Codes and slave laws—that reinforced racial hierarchies.

Unit 3: The Practice of Freedom

Shifting to the post-emancipation era, students have been studying the ongoing struggle for Black rights and identity. The class explored Reconstruction and the rise of Black political participation, followed by the challenges of Jim Crow segregation and racial violence. Engaging discussions have compared the philosophies of Booker T. Washington and W.E.B. Du Bois, analyzed the role of the NAACP, and examined the Great Migration’s impact on African American communities.

Looking Ahead

As we move into the Harlem Renaissance, students will immerse themselves in the explosion of Black art, literature, and music that defined the early 20th century. We are also eagerly preparing for our trip to Washington, D.C., where we will visit the National Museum of African American History and Culture—an experience that will deepen our understanding of the topics we’ve studied.

The semester will culminate in our final AP project presentations on May 27, where students will showcase their research and reflections to parents and the community. Stay tuned for more details—we can't wait to share our learning with you!

Welcome Ms. Carrie Ellis to the HHS Child Study Team!

1. Tell us about your experience as a social worker:

I have been working for the Hoboken public school district for well over 15 years as a social worker. I spent the majority of those years at Wallace Elementary School, with some time also spent at each elementary school, Hoboken Middle School, and the former alternative high school, A.J. Demerast.

Before I worked in Hoboken I was a social worker in NYC Schools and Court Systems with youth and families as well as a mental health professional at an in-patient and out-patient mental health program. I also worked in the areas of homelessness, domestic violence as well as eating disorders I feel these experiences have given me a wide range of knowledge and resources to be able to assist students, staff, and families in the Hoboken Public Schools.

2. What do you see as the most important qualities of a successful school social worker?

Empathy, open-mindedness, knowledge of diverse cultures and populations, willingness to learn from each experience, and the ability to collaborate with others. It is also important to ensure good self-care as a social worker due to the nature of the job.

3. How can parents stay in tune with their child's mental health?

Do not be afraid to ask your children questions even if they feel uncomfortable, monitor your child's screentime and what they have access to online, be aware of who your child spends time with, try to be direct and open with issues that may be going on at home and offer support either professionally or seek support through school/community programs, collaborate with your child's teachers/coaches or those that spend time with your child to get a better understanding of how they are doing outside of the home and gain another adult's perspective on what they see in your child.

4. What are some tips you can give students on how to take care of their mental health?

Identify safe and trusted adults to talk to within your family, school, or community, get fresh air and physical exercise as much as possible, limit screen time (especially an hour before bedtime), ensure you eat a variety of healthy foods, and if something doesn't feel right, listen to your gut intuition. Know there is always help available and you are not alone.

5. What do you find most rewarding about your job?

Building relationships and connecting with colleagues, students, and families that last far beyond the high school years. And of course, laughter with my colleagues is the best medicine!

6. What do you find most challenging about your job?

Coming across a student or family that involves circumstances outside of my personal ability to help ...(and also paperwork ha!)

Fun Facts about Ms. Ellis:

• I am the advisor for the Heart of Hoboken club at HHS.
• I have two sons, a boxer (dog) named Daisy, I love Bwe coffee and Alfalfa salads
• I love basketball, hockey, and Pilates.
• I have been vegan for 9 years
• I struggled to get into college but ended graduate school with 4.0!

Our language learners have been busy acquiring language and immersing themselves in authentic learning experiences throughout our community. We attended a play, Don Quijote, and participated in an art studio workshop where we explored the Met and Mexican art and created our own works of art. We also had fun engaging in learning experiences in the classroom.

We develop initiatives that integrate activities for interpersonal, interpretive, and presentational modes of communication. Below, you will find some of our projects, activities, and learning experiences.

AP Spanish Language and Culture

Our students in the AP Spanish Language and Culture class recently completed our current unit, Las familias y las comunidades. The culminating project required all students to develop an initiative to impact their communities and help teachers and students address an obstacle they currently face.

Working in groups, students created a proposal in which they identified an obstacle and designed an initiative to solve the problem. They outlined objectives, strategies for implementation, and the necessary resources. Finally, they explained the benefits their initiatives would bring to teachers, students, and the community. Our students did a fantastic job, and their action projects have the potential to benefit any community that chooses to implement them.

AP Spanish Literature and Culture

Students in Ms. Cruz’s AP Spanish Literature and Culture class have spent the past few weeks immersed in the 16th century, reading powerful literature that influenced and shaped the social changes of the Renaissance. The AP Unit 2 literature selection included Soneto XXIII, Segunda carta de relación de Hernán Cortés (Spanish conquest), Se ha perdido el pueblo mexica, Visión de los presagios, and concluded with the remarkable Lazarillo de Tormes, which provided insight into the social challenges and perspectives of that time.

Lazarillo de Tormes, an anonymous novel from 1554 Spain, is a first-person narrative that tells the story of a young boy named Lázaro, who endures a series of hardships. At a very young age, Lázaro becomes a victim of society and must learn to survive hunger and other life-threatening challenges while serving a succession of masters. The novel is structured into "tratados," each detailing Lázaro’s experiences with a new master—nine in total. From each master, he learns valuable life lessons, both good and bad.

Lázaro, known as Lazarrillo, was no hero. Instead, he spoke the truth and criticized the corruption, deception, selfishness, and social inequalities of his time.

Next, students will begin reading Don Quijote de la Mancha and are eager to share their thoughts on yet another fascinating literary experience.

World Languages

Ms. De La Rosa and Ms. Cruz

AP Spanish Language and Culture & AP Spanish Literature Classes

Our AP Spanish Language and Culture and AP Spanish Literature classes embarked on a learning adventure to El Repertorio Español to watch a theatrical adaptation of Don Quijote, performed by a diverse cast of actors.

Through this experience, students explored topics such as identity, diversity, contributions, and art across cultures as modes of communication and expression. The program focused on bringing historical knowledge and true-to-life experiences of Spain during a time of crisis.

After reading Don Quijote in our AP Spanish classes, we had the unique opportunity to step into the captivating world of Repertorio Español’s adaptation of El Quijote. This stage production featured twelve thrilling adventures of Don Quixote and Sancho Panza, offering a visually immersive experience inspired by the timeless novel. Students encountered Don Quixote’s whimsical yet profound journey as he pursued chivalrous ideals, accompanied by the loyal Sancho Panza, navigating a world where reality and imagination intertwine.

This theatrical representation brought Cervantes’ classic to life, allowing students to analyze and evaluate the play in comparison to the novel they read in class.

Some of our Spanish classes are currently studying Mexico’s geography, history, economy, and culture this marking period. To support students’ authentic learning, we explored themes of identity, history, economics, culture, diversity, contributions, and art in Mexican culture during a visit to the Metropolitan Museum of Art.

Students examined Mexico’s rich tradition of printmaking from the 18th century to the mid-20th century. The exhibit featured the works of José Guadalupe Posada, Mexico’s most renowned printmaker, known for his depictions of skeletons engaging in various activities. His artwork played a crucial role in shaping the global identity of Mexican art.

Printmaking served as a tool for artists to address socio-political issues, particularly during the rise of fascism. It was also used to reproduce Mexican murals from the 1920s and create exhibition posters, prints for the popular press, and portfolios celebrating Mexican dress and customs (MET).

Students participated in an art studio workshop, where they had the opportunity to create their own artwork. This studio art workshop was paired with a one-hour Exploring Art Across Cultures tour, focusing on the Mexican Prints at the Vanguard exhibition, followed by a 45-minute art-making experience.

Gay Straight Alliance.

During MP2, Hoboken High's GSA met five times. In our meetings, we discussed various LGBTQIA topics related to Thanksgiving and Indigenous Peoples' Day. We also hosted a bake sale, raising $200 for our upcoming field trip. Additionally, Garden State Equality visited one of our meetings and provided us with LGBTQIA resources, books, as well as information on summer camp and internship opportunities. We have many exciting plans for MP3 and look forward to the rest of the year together.

Robotics
The Robotics Club participated in multiple competitions during the second marking period and performed well. With each match, the team improved the robot, leading to positive results in the standings. The first competition of the finals will take place this Sunday, February 16, 2025, in Bayonne.

Math Club
During the second marking period, we competed in multiple competitions and elected a president and vice president. We are also preparing for our Pi Day shirts and other activities. Throughout the marking period, we have successfully improved our scores.

Art Club

Students designed spooky drawings, contributed to the winter display, and crafted their own unique art pieces.

Environmental Science Club

During marking period 2, one memorable experience for students in the Hoboken High School Environmental Science Club was a visit to Ramapo Reservation in Mahwah, New Jersey! The students enjoyed a pristine natural setting with opportunities to observe wildlife. They visited two lakes and a river and had several chances to take in the surrounding countryside from scenic lookout points. In short, the students had a fantastic hike!

Film Club

The Hoboken High School Film Club has decided to expand beyond film screenings to include film productions as well. Students have come up with two film ideas that we hope to begin recording in the next few weeks. One project is a documentary about what it means to be a woman in Hoboken, which is currently in pre-production. The other film is a short comedy—but it's a surprise! We are finalizing the screenplay for this mystery project and have screened films to gain inspiration for our own.

Rockin' Redwings

During the second marking period, the band transitioned from marching season to winter concert season, preparing for a performance at the beginning of December. After completing the concert, they began working on music for the spring concert as well as the Trills & Thrills Festival at Six Flags. For their feature performance piece, they chose Bruno Mars on Tour, a medley that includes the iconic songs That's What I Like, Treasure, and 24K Magic.

In January, the marching band reformed to perform the "clap out" for students heading to the winter pep rally. They also provided music for the cheerleaders and dance team, enhancing the entertainment for the crowd. As the marking period ended, the marching band began exploring options for halftime show themes and a new primary uniform.

Literary Art Magazine

The Literary Art Magazine, led by Co-Editors-in-Chief Mariacarla Bettocchi and Emily Critz, sponsored a fall-themed writing and art contest during the second marking period to gather submissions for the Fall/Winter edition of the magazine. In December, club members edited submissions and organized artwork to create the publication, which was released digitally in early January. If you enjoy the arts, we invite you to join our club—new members are always welcome!

Hoboken High Literary Magazine Fall 2024

Band Club

Our HS Band Club’s woodwind ensemble has selected two performance pieces for the upcoming spring competitions. The full woodwind ensemble, consisting of flutes, clarinets, alto saxophones, and a baritone saxophone, will perform a flex woodwinds arrangement of In the Hall of the Mountain King for a Teen Arts Competition in April. It’s a challenging piece, but they have made significant progress over the past few weeks.

The advanced flute trio will compete with an arrangement of The Gypsy Song from Carmen. This piece features very difficult technical passages and requires advanced ensemble skills.

In addition to competing, the students will perform in the spring concert and at community events. The focus of the woodwind ensemble is to develop the intermediate to advanced ensemble skills necessary to perform in selective events for the district and the wider community.

Debate Team

During the second marking period, the Hoboken High School Debate Program traveled to San Francisco, California, to compete in one of the world’s most prestigious debate competitions. Students took on roles as members of the United States Senate, the House of Representatives, the Federal Bureau of Investigation, the Presidential Cabinet, the United Nations Educational, Scientific and Cultural Organization (UNESCO), and the media.

They authored, passed, and approved laws and resolutions addressing issues such as climate change, AI regulation, cybersecurity, military funding, freedom of speech, and privacy rights.

All the delegates excelled as they collaborated with students from across the country to develop informed and innovative solutions to some of our most pressing problems. Hoboken High School’s outstanding performance was recognized during the closing ceremonies.

• Coby Kriegel was awarded Outstanding Delegate for his work in the House Foreign Affairs Committee.
• Lucas Daly received an Honorable Mention for his work in the FBI.
• Tasha Fu had the honor of being the first Redwing to speak during the closing ceremonies—an achievement shared by only one other delegate.

Way to go, Redwings!!!

Afterschool Chorus Club

This club has met eight times during MP2! Students in this club performed their winter concert in early December. We also had several community performances outside of school, including singing at the tree lighting in Hoboken and other events. In January and February, students have been learning two songs for Black History Month, both of which allow them to explore the history and culture through music while singing in three-part harmony. Additionally, students are building strong relationships with one another, which is strengthening the group’s ability to perform together.

Jewish Student Union

The Jewish Student Union (JSU) was busy during the second marking period. The officers met almost weekly to plan upcoming meetings and activities. Working with our JSU representative, Ben, from the national organization, students enjoyed complimentary pizza and snacks at our meetings.

For Hanukkah, students decorated glazed donuts to mimic sufganiyot and discussed the eight nights of Hanukkah, as well as the significance of the oil burning for eight nights. After the new year, club members created posters depicting significant historical events in Jewish history, such as the Exodus from Egypt, Moses climbing Mount Sinai, the importance of the home in Judaism, and more. Students then presented their depictions to one another.

As events unfold in Israel, our JSU officers are actively discussing ways to honor the hostages and those affected by the war.

Thespian Club

During the second marking period, students in the Thespian troupe focused their efforts and talents on finalizing their competition pieces. These pieces included monologues, scenes, songs, scenic and costume renderings, and a 35-minute one-act play.

Approximately 25 students participated in the two main competitions we attended—STANJ and NJ Thespians. In addition to performing at the events (one at MSU and the other in South Jersey), students took part in a day-long rehearsal showcase, where they performed their material for one another and received constructive criticism from an audience perspective. They also presented their pieces publicly at school, giving parents and friends the opportunity to see their work.

A separate afternoon performance was dedicated to the one-act play, The Play That Goes Wrong—a farcical parody of a murder mystery "whodunnit." This play was also submitted to the FOXY Awards for Best One-Act Play in Northern NJ, with results pending.

Finally, students participated in a workshop with members of The Inheritance Theatre Project, collaborating to create a performance piece exploring Hoboken’s relationship with water. Working alongside theatre practitioners, students helped devise and shape a story that reflected the major themes and ideas the team aimed to portray.

African American Culture Club

This past quarter, we celebrated and explored the rich history, traditions, and contributions of African Americans. We engaged in meaningful discussions about current events and holiday traditions like Kwanzaa.

In our dynamic meetings, we created space for learning, sharing, and leadership. Thank you to everyone who participated and helped make this quarter a success! We look forward to continuing our journey next quarter.

Our meetings are held every other Friday at 3:15 PM. If you have any questions or would like to join the club, please email Ms. Wooten at leila.wooten@hoboken.k12.nj.us.