While most students are introduced to history through textbooks, few recognize the educational value that historical films can provide. Although these films are not always historically accurate, they offer a captivating way to introduce students to the complexities in the past. By recreating stories, movie directors are able to transform historical events into engaging and entertaining experiences, bringing life to events in ways textbooks cannot. While these films may include slight modifications to the original storyline, they provide a powerful passage for students to learn about history’s most fascinating people and events.

One of the most effective ways films can teach history to students is by humanizing real events by providing personal stories. “Black Hawk Down,” for instance — set during the Somali Civil War — follows the crew of a Black Hawk helicopter which was shot down in the Battle of Mogadishu in 1993. The movie plunges students into the chaos of warfare, with soldiers fighting for their lives and losing their loved ones, showing the dangers and troubles of a soldier at battle. This helps students understand the fear that the soldiers faced during the conflict.

Furthermore, in “Selena,” a movie directed by Gregory Nava about Selena Quintanilla-Perez, one of the most famous Mexican American singers in the 20th century, students are able to learn beyond her fame and into her personal struggles. While a famous singer like Selena may appear jubilant on stage, singing and laughing with a big smile, the film sheds light on the discrimination and challenges Selena faces growing up. For example, when Selena and her sister are shopping to buy Selena a dress, they encounter an unpleasant interaction with the sales associate who discriminates against the two sisters because of their skin color. While issues with discrimination may be taught in classes, historical films like “Selena” provide firsthand experience for students to understand the troubles to a greater extent.

Similarly, “Hacksaw Ridge,” a film about Desmond Doss — a U.S. soldier who saved tens of lives during WWII without carrying a single weapon — also provides a powerful depiction of the war and prompts students to engage with the past. This movie not only teaches facts about the war, but also proposes themes like the complexity of heroism and moral conviction. By focusing on Doss, the film teaches students about conscience, faith, and perseverance.

Films also provide opportunities for students to discuss the complexities in history. Take “Schindler’s List,” for example — while it highlights the horrors of the Holocaust, it also raises important questions about morals, courage, and how power in the hands of one can influence the lives of others. The movie encourages students to consider the deeper implications behind the Holocaust, rather than observing from the surface. Teachers can use certain scenes, such as the burning of thousands of books, to spark conversations about broader historical themes such as propaganda, resistance, and consequences of discrimination. Additionally, students are also encouraged to identify what historical details are included — and left out — developing a stronger understanding of how the media portrays history. This not only enhances students’ critical thinking skill, but also their ability to analyze media literature.

In the end, historical films — while not always 100 percent historically accurate — offer a meaningful and engaging way to revisit the past. Through powerful stories and deeper discussions, movies like “Black Hawk Down” and “Schindler’s List” make historical events more accessible and emotionally resonant. When used in educational settings, these films can spark curiosity and encourage critical thinking, turning entertainment into a valuable learning experience.

Photo: Katherine Chen


After learning about the Holocaust and WWII, Mr. Campbell’s APUSH Period 2 class watches Schindler’s List.

Learning history through films

Word fun in the summer sun


Having been involved in theatrical productions most of her life, from on-stage performances in middle school to now leading the PHS Tech Crew and Spectacle Theatre, Grace Waldman ’25 finds joy in being able to manage and coordinate the technical aspects of plays and musicals, and ultimately watching it all unfold into a stunning final production for the audience. Waldman began as a member of Tech Crew during freshman year, and is now the stage manager for Tech Crew and Spectacle Theatre. Motivated by the excitement of piecing together shows and building community, Waldman plans to study technical theater in college.



**What do you do as a member of Tech Crew?**  
I’m the stage manager for PHS Tech Crew and PHS Spectacle Theater. So that means that I oversee the theater program at PHS. I would say I’m the link between the actors and the crew: it’s my job to communicate what is going on in rehearsal and let the technical designers and all the crew that we have working know what’s going on so that we can have the set work for us.  




**Do you ever encounter any issues with coordinating the theatrical productions?**  
This year is my first year as stage manager, so I stage managed “Rumors,” the fall play, and “Groundhog Day,” the musical, and I’ll probably do the choir cabaret. “Rumors” was not a very tech heavy show at all, kind of park and bark if you will. Once we got to “Groundhog Day,” it’s so technically intense and there’s so much going on at every single moment in the show. It was a lot to process and figure out, “okay, this is how I have to approach this sort of thing and this is how I have to be able to communicate,” and how I have to manage [the time spent on] my work outside of school and my work with the show with my homework and everything else … while being an assistant stage manager is similar and you get a lot of the training … you kind of just have to go in and learn, “okay, this is the way that I have to do it.”



**Did you also do theater in middle school or when you were younger?**  
[In] elementary and middle school, I did a couple of productions that my school offered. I also went to a summer camp and every year they put on a musical, so I would do that, I was an actor. I didn’t get into the tech aspect of it till high school, but I definitely think that it suits me better. I’m not one for performing on the stage. I’ll leave that to them.



**What’s your favorite part of being the stage manager?**  
Especially for the musical … the auditions are so fun because [there are] some people [that] I don’t know. They’re just coming in as freshmen and it’s so exciting to see everybody be so happy and want to join this community because theater is a really big part of my life. I’ve done it forever, and my dad is an actor and so it’s just really in the family. I also really enjoy the end of the process. Once we actually get performing and see it all come together, tech week can be really stressful and it definitely was this year for “Groundhog Day,” but it’s always so beautiful seeing everything just come together.



**Do you plan to continue this in the future?**  
A lot of the schools that I’ve applied to and that I’m thinking about have some kind of programs or the theater scene in the area is really vibrant. So I definitely think about doing it in the future. I’m not sure if I would want to pursue it professionally, although I did apply to some BFA programs. But I’ll see where the wind takes me.


Student artist of the month: Grace Waldman ‘25

**Across**

1. Hogwarts School of ___ and Wizardry 

6. 1.5 Volt battery 

7. It’s marked by an X 

10. I Know Why The Caged Bird Sings recently received one 

12. It’s used to make bronze, along with tin 

14. Matilda’s teacher 

16. It protects your eyes from the sun 

18. The five senses are for this 

20. The exam much of PHS is dreading 

21. If it’s after BCE 

22. It provided the boy with apples, branches, a house, and a boat. 

27. Holmes, but not Sherlock 

28. Sci-Fi author Asimov who coined “psychohistory” 

30. Nintendo’s best selling console 

31. Harper who published To Kill A Mockingbird 

33. Guthrie, but not Woody 

34. Golfer’s goal 

36. Jaws or Goosebumps, to a child 

**Down**

1. Aladdin’s first was to be a prince 

2. It’s known for being very hungry 

3. 10,000 square meters (abbreviation) 

4. They’re usually yellow in NYC 

5. Gatsby is celebrating its 100th 

8. The most famous supercalifragilisticexpialidocious user 

9. E or A’s scrabble value 

11. __ Kaplan, Pentatonix singer 

12. “__ don’t feel,” Elsa’s demand to Anna 

13. Impulse 

15. Reddit, DoorDash, and Airbnb incubator (abbreviation) 

17. The modern form of the metric system (abbreviation) 

19. Humpty Dumpty was one 

20. This type of wine or cheese is usually more expensive 

23. Technique in many video essays (abbreviation) 

24. “No”, to a Scot 

25. B, in fixed do solfège 

26. The BFG had a large one 

29. Viet - ___ 

32. Pen in most nurse’s offices 

Literary crossword

   With its box-office-breaking records and eye-opening perspective on Chinese animation, “Ne Zha 2” (2025) isn’t just a film — it’s a cinematic landmark in the animation world. “Ne Zha 2” is an animated fantasy movie loosely based on the 16th century novel “Investiture of the Gods” by Xu Zhonglin, and a sequel to the first movie “Ne Zha.” Written and directed by Yang Yu, or more famously known as Jiaozi, “Ne Zha 2” is a visually stunning and emotional movie. 

   Following the first movie, Ne Zha, a teenage deity, and Ao Bing, a dragon prince, are struck by lightning, which destroys their physical bodies. To prevent the destruction of their souls, Master Taiyi Zhenren uses the powers of his Seven-Colored Sacred Lotus to recreate their physical bodies. Despite the regeneration, both Ne Zha and Ao Bing’s bodies are still fragile, so Master Taiyi Zhenren advised the two to act with caution. Believing his son to be dead, Ao Bing’s father Ao Guang sends out an order for Shen Gongbao, Ao Bing’s former master, to attack Nezha’s hometown Chentang Pass. Ao Bing defends Ne Zha’s home, but unfortunately destroys his weak body in the process. 

   In order to revive Ao Bing, the Seven-Colored Sacred Lotus must be restored. As a result of a deal, Ne Zha and Ao Bing must share a body for one week, complete three trials to become immortal, and receive a potion that can restore the lotus and create a new body for Ao Bing. As the two strive to combat new challenges, secrets unravel, putting them to their friendship to the test. 

   Throughout the movie, the visuals and animations stood out to me. For example, Ne Zha and Ao Bing perfectly contrast each other, with Ne Zha designed to resemble fire and flames and Ao Bing with cool tones, symbolizing ice. Unlike in the previous movie, Ne Zha looks fiercer and more mature with fiery eyes and energy swirling around him. Ao Bing on the other hand is portrayed elegantly, his actions both smooth and regal. The visual contrast between the two characters highlights their personality differences while showing how they balance each other out. 

   Furthermore, the gods and mythical creatures were also designed intricately. Each character has their own distinct color palette, symbolic accessories, and details that are inspired by Chinese mythology. One of my favorite parts of the movie was when Immortal Wuliang led his army, the Chan sect, to fight in the battle. To show the strong bond between the army, animators depicted the Chan sect in the shape of a golden bonsai tree. The details were mesmerizing, reflecting the countless hours animators put into this project. These fascinating visuals contrast drastically with the precedent set by other Chinese animated films. While many argue that Chinese animations are often “cringy” due to immature plotlines or distinction from western familiarity, “Ne Zha 2” proves these assumptions wrong. 

   What makes this movie even more impressive is its complete dominance over the box office, grossing over $2.1 billion. Even though “Ne Zha 2” has been released for less than six months, it has reached number one on the list of highest grossing animated films, surpassing “Inside Out 2,” made by an American studio, by almost $500 million. While being an engaging movie with its visuals and colors, the movie also modernizes old folk stories, making it accessible to younger audiences. 

   “Ne Zha 2” brings China’s mythology to life through ways unlike before. The movie is a continuation that explores the personal growth of Ne Zha and the other characters through eye-opening visuals. It is a wonderful animation that truly changes the history of Chinese film-making through its visuals and record breaking gross in the animation world.

"Ne Zha 2" reviewed

Ever since the age of five, Nikolai
Margulis ’25 has embraced music as a
defining part of his life. His passion for the
banjo has led him to hone his ability over
the years, as well as engage
in the musical community
by coordinating a program
with the International Bluegrass
Music Association, becoming a
signed artist of Prucha Banjos, and
winning awards for his playing
and compositions. Margulis is
considering taking a dual–degree
program between Harvard and Berkeley
that would allow him to continue studying
music while also exploring other paths
in life.

**What inspired you to start playing the
banjo?**

I grew up in Arkansas, and we had a
farmer’s market every Saturday, and there
was a guy there and [it seemed like] he lived
in the Gilded Age pretty much. He wore
corduroys and a button-down sweater vest
with a little pocket watch and I thought
he was the coolest guy and he played the
banjo. So I asked my mom if I could take
lessons. I took lessons with him for seven
years in Arkansas. He played a style called
classic banjo ... I didn’t get into [the style I
play now] though, until I moved to Jersey
and no one played [classic banjo]. I was
gonna give it up, and my mom sent me
to this banjo camp with adults, I was the
youngest one there ... they all played the
three-finger banjo, which is what most
banjo players play now, and I got converted
[to playing the three-finger banjo] there.

**What work have you done for the Bluegrass
Music Association?**

I put together this program at the
International Bluegrass Music Associations
... called the World of Bluegrass. It’s their
annual festival in North Carolina, and you
get all the stars down there [and it’s] where
they give out awards. I put together some
people who I knew would be up for it, like
some of these big winners like Vocalists of
the Year and stuff. And I asked them to kind
of form a new band that would go play one
set where people can request the songs. So
as the songs are playing, the audience pays
to request what the next [song is] gonna
be and the highest bid gets to choose it.
And so we raise money for their diversity
programs as the International Bluegrass
Music Association, and it’s also just fun
because I get to hear bands that I’ve always
wanted to hear that don’t exist, so it’s a
win-win.

**What was your journey in becoming a
sponsored artist for Prucha Banjos?**

I met the banjo maker Jaroslav Prucha a
few years back in North Carolina. I’d grown
up seeing heroes of mine like Russ Carson
and Alison Brown playing his instruments
and had always dreamt of playing one
myself. Jaroslav and I got along great, and
in a few months he approached me about
making a custom instrument. We spent a
few months designing a banjo specifically
for my playing, and last fall I officially
signed on as the youngest endorsing artist
of Prucha Banjos. It’s a real beauty of a
banjo, and I am [grateful] and proud to
play it everyday.

**How is playing the banjo different from
other instruments?**

When I started playing an instrument,
I didn’t think about playing anything else.
But the more that [I played, the more I
realized] that the banjo, the way it’s played,
is very based on its limitations. It doesn’t
have much sustain, you have to just throw
a bunch of notes out to give the impression
of any chord, and you don’t get a lot of bass
notes. And so I try to find ways to work
around that, but now I often find myself
having a little envy of pianos or guitars.
But I’m happy to play the banjo.

**What was your most memorable
performance?**

[Tony Trishka is] a real hero of mine. He
invited me to come play [at his birthday
party] and everyone was there: Steve
Martin was there, [Ed] Helms ... from “The
Office” [was there, as well as] Béla Flack,
who’s one of my favorite banjo players ...
it was really cool there just to see all these
banjo players come together and celebrate.

**What is your process when composing
music?**

When I sit down and take the banjo out
of the cage, I just play stuff for ten minutes.
I’d improvise and try and play things that
I haven’t heard before and often an idea
will come out of that that makes me feel
something. And it’s like emotional problem
solving [because] you throw your fingers
down, they end up in some place that’s new
... The goal is to resolve it in a way that’s
pleasing in some way, or it makes you feel
something that you’d like to feel.

Student artist of the month: Nikolai Margulis ’25

“Snow White” (2025), the recent live-action remake
of the classic 1937 animated film “Snow White and the
Seven Dwarves,” has been marred by controversy since
the moment Disney announced the start of production.
What started as an attempt to simply update the classic tale
for a modern audience quickly turned into a high profile
storm of hate comments and public
backlash.

The original story is familiar to
most. Based on the Grimms’ fairy
tale, it follows Snow White, a kind
and beautiful princess
w hose evil
stepmother,
jealous of her
stepdaughter’s
beauty, forces
her to work
as a ser vant.
When the Evil
Queen’s Magic
Mirror tells her
Snow White is more
beautiful than she and
the Queen tries to kill
her, Snow White is
forced to flee into
the forest, where she
befriends seven
dwarves. After
the Evil Queen
attempts to kill her once again (this time with a poison
apple), Snow White falls into a deep sleep, but is rescued by
a handsome prince and presumably lives happily ever after.

The charming animation and fun music, combined with
the novelty of it being the first full-length animated film
made the original movie an instant success, grossing around
$2.3 billion (adjusted for inflation) at the box office, more
than any other animated movie in history. So, the 2025
remake had big shoes to fill.

There are some key differences between the original and
the remake: instead of a prince, Snow White falls in love
with a commoner; and instead of just riding off into the
sunset at the end, she deposes the Evil Queen and takes
control of the kingdom. Unfortunately, pretty much every
aspect of the movie sparked intense dispute, from the two
lead actresses’ opposing views on the war between Israel
and Palestine to the comments of Snow White’s actress,
Rachel Zegler, surrounding the original film, which she
called “extremely dated.”

The handling of the seven dwarves in particular became
very controversial. The decision to use CGI to bring the
beloved characters to life instead of casting actors with
dwarfism made many members of the dwarfism community
angry, as well as fans. The movie, which came out in theaters
a few months ago, was not particularly well received by
fans. Expected to gross $48–58 million in its first weekend
in theaters, “Snow White” only brought in a disappointing
$42 million, according to IMDB.

However, the film does have some good elements. Despite
Zelger’s comments regarding the original storyline, she
brings a fun new twist to the character of Snow White.

She explores a new depth to the character that was not
included in the original. The character of the prince has
also been updated effectively. Instead of a prince, the love
interest Jonathan (played by Andrew Burnap) is a bandit
and rebel, giving his character a touch more personality
than the original, sort of bland Prince Florian. Additionally,
I liked that we get to see his relationship with Snow White
evolve over the course of the film, so it’s less insta-love and
more realistic.

In my opinion, the best part of the new film is the music.
It keeps many of the beloved original songs like “Whistle
While You Work” and “Heigh-Ho” for a touch of nostalgia,
while also adding exciting new ones like “Waiting on a
Wish.” In addition, I thought that the sets were beautifully
designed and let you really become immersed in Snow
White’s world as the story unfolds. From the imposing,
beautiful castle to the seven dwarves’ quaint, cozy cottage,
the sets added a lot of whimsy and magic to the film.

However, I do think that the movie had many flaws. For
example, I found the use of CGI for the seven dwarves a
bit creepy, and I thought they stood out in a negative way
among the other characters. I also definitely preferred the
costumes from the original film to this one, especially
Snow White’s iconic dress, the updated version of which
I didn’t love.

Despite its controversies, “Snow White” still has many
good pieces that make the film appealing. So, I suggest
going to the theater and seeing the movie for yourself
before deciding on what you think about it. Even if you are
a die-hard fan of the original, there will still be something
to enjoy in this magical updated fairytale!

Meet Disney’s new Snow White

Photography has been around for more than two hundred years, capturing moments in time that are forever immortalized with a click and a flash. As technology evolves, cameras can now easily take high-resolution pictures that don’t require any effort whatsoever to develop or share. Editing and filtering apps are plentiful and can help photographers stylize and perfect any image. However, the resurgence of Polaroid cameras has sparked a throwback trend toward imperfect photography. The joy of Polaroid photography is based on its flaws, its spontaneity, and the fun of bringing back what’s old as new again. 

Unlike professional cameras or phone cameras, Polaroid cameras are not super-accurate or predictable. Pictures often end up with odd lighting that creates high contrast between the subject and background. Because the photo cannot be edited, the camera captures the true essence of the moment. This type of unfiltered reality is so rare in today’s photography that Polaroids can be a refreshing break from the constant perfection we see on social media. 

“Phones are boring, social media is so fake, but with Polaroids you can’t fake it,” said Viraaj Pasricha ’28. 

Since the point is imperfection, people can grab their Polaroid camera and click away without worrying about the precise angle, lighting, background, or even their smile.

Polaroids are also gratifying and are a different way to share and remember special moments. Our grandparents and even our parents collected printed pictures to document their good times, but few our age have photo albums. 

“They’re so much more precious than digital photos,” said Pasricha. 

By taking a bunch of Polaroid pictures at an event, friends can each take some home, pin them up on the wall, and enjoy looking at them in a completely different way than staring at their device. 

Ultimately, Polaroids have become so popular due to the recycling of trends. Clothing styles from the 1980s are trendy, and old-school cars like the Trans Am and IROC are coveted again. So it’s not surprising that trendy stores are selling Polaroid cameras and film while playing Tears for Fears in the background. Maybe one day our grandkids will dig up our phones and call them vintage!

The resurgence of Polaroids

As spring unfolded across Princeton, the halls of PHS
choir classes were alive with the sound of preparation.
Singers found their harmony as the choir groups performed
their annual Spring Concert at the Performing Arts Center
on April 24. A total of nine groups participated in the event,
including five choral ensembles and four student-run a
cappella groups.

This year, the program featured a variety of genres and
styles, including pop, folk songs, and musical theater. The
five choir classes performed folk songs in different languages
while each ensemble and a cappella groups presented two
selections. The concert also included international music,
such as an Indian raga, an American spiritual, a Japanese
folk song, an Italian pop, and a British song.

“We do a lot of
experimenting with
different styles, and
that’s what makes it
really interesting,” said
Mia Dunlap ’26.

The singers started
preparing for the
concert around two
months before the
concert. The choir
classes rehearsed for
their performances
during class or solo
work with choir
teachers Vincent
Metallo and Sarah
Pelletier while the
student-run a cappella
groups selected their
own repertoire and
rehearsed outside of
school.

“We started preparing for the concert in mid to late
February, choosing selections for all the groups and
immediately diving into breaking them down and working
on all the components,” said choir director Vincent Metallo.

The diversity among the songs excited the singers as they
rehearsed and performed their musical journey through
their songs.

“Through the preparation for this concert, I’ve learned
variations in singing style that are included in [the] different
signs that we are singing, [and] the different styles that
we’re singing. It [has] expanded my skills in being able to
sing,” said Benjamin Caswell Klein ’27.

The tight schedule and the lack of enough time had
sometimes put the groups into challenges that they had
to overcome.

“Consistency is key,” said Metallo. “Some days they sound
great, and others, their voices are a little raspy or they’re
not as focused. But we encourage them to always strive to
take their performances to the next level.”

With much dedication and hard work, the PHS choir
groups hoped that their audience came away from the
concerte feeling uplifted.

“I’m hoping that they feel inspired to learn more about
the musical traditions that we [sang] for them [and] I hope
they derive some joy from hearing our beautiful singers,”
said Klein.

Besides highlighting the musical range of the PHS choir
program, the concert also offered a space for students across
grade levels and experience levels to perform, collaborate,
and connect through music.

Photo: Julia Li

PHS Choir performs at the Choir Spring Concert in the Performing Arts Center,
accompanied by pianist and choir teacher Sarah Pelletier and conducted by Vincent Metallo.

Musical variety at the spring choir concert

From reading Shakespeare and watching plays to playing the lead role in high
school productions, Peter Niforatos ’25 has developed a passion for acting through
years of dedication and hard work. His love began acting in middle school when
he and his sister frequently put on productions at home. This led Niforatos to
pursue theater throughout high school, most recently playing Phil Connors, the
lead role in “Groundhog Day.” With every musical production, he continues
to gain valuable experiences and develop a better understanding of acting,
which he intends to pursue at New York University.

**What was your favorite moment and role in high school acting?**

The most fun I’ve had is between two [different plays]. I really enjoyed
playing Lenny in “Rumors” because he’s a very high energetic character and
... I ended with this massive monologue, and he was such an intense character
to play. [In contrast], I think the exact opposite when I played Nick Carraway
back in “The Great Gatsby.” I remember that was such a meticulous character
and one that I really had to focus on every single detail. [Lenny] was the exact
opposite experience and it was fun to play and really [interesting] to figure
out how I was going to do that.

**What’s the biggest challenge you’ve faced as an actor?**

The most challenging one is “Groundhog Day” because I’ve always been
more of an actor than a singer and dancer ... “Groundhog Day” in particular
is a show about a change in a person. A lot of the characters change from the
beginning [to the end], and that’s one of the most important things. I think
to have somebody completely go from a depressed and pessimistic character
and change to somebody who is more positive and an optimistic person is
really hard to nail, especially because in a lot of shows you change with other
characters. But in “Groundhog Day,” because everybody is repeating the
exact same day, except for Phil, it’s really important to find that change
within yourself, instead of from outside forces.

**What lessons have you learn about acting?**

The biggest thing I’ve learned is to think of less specific elements. I used to always
think about how every single word could mean a specific thing ... and while
that can be useful, I think what I really learned to do is to [bring the right
amount] of energy into a scene based on how I feel. So every single time I
do things now, it’s always different. I think letting yourself be that vulnerable
and convince yourself that you’re the character in that moment, that I think
is really what acting is.

**What advice would you give to someone who wants or plans to become a
lead role in a play, or someone who wants to go into acting in the future?**

The number one thing is dedication. You have to be ready to embrace it
all. It’s a big commitment and it’s similar to people who do sports and want
to be captain. I would say you have to be prepared to put a lot of your time
and effort into it. You have to be able to memorize your lines, your blocking,
and you really have to be able to commit yourself to not just practice when
you’re in school, but make sure you understand things when you’re out of
school ... but maybe if you love it, then I think it’s just gonna come naturally if
you keep doing it.

**What do you do if you ever feel nervous before a performance and how do
you overcome that feeling?**

I always feel nervous before a performance, but it has calmed over the years ...
the problem with those feelings are probably exacerbated, but I think you just have
to learn to embrace them. I think trying to make them go away really will mess
you up. I remember I used to try to push them out and not feel nervous anymore,
but then they would just show up anyway. The biggest thing with nervous energy
is the fact that there’s energy there. You need to use that energy and apply it to
everything, and then it quickly turns into excitement. But, once you start doing
everything and start feeling it and then all of sudden things start happening.

Peter Niforatos ’25 performs from the heart

Spring recap

In its first top-five finish since 2022, PHS’s
Euro Challenge team earned fourth place
at the Euro Challenge national competition
on May 7. Euro Challenge, a competition
co-funded by the European Union (EU),
encourages students in the United States
to learn about European Union economic
policies by proposing solutions to realworld economic issues faced by an EU
nation of the team’s choosing.


This year, the PHS team addressed
issues in Lithuania regarding growth and
competitiveness, such as wealth inequality,
economic stagnation, and rural-urban
disparities. Their solutions were evaluated
on their creativity, effectiveness, and
feasibility, criteria the team sought to meet
with a particular solution which used AI
to combat financial corruption.


“We [proposed] implementing ... an AI
system that sifts through large amounts of
data so [the system] can find suspicious
tax filings. This is much faster and more
efficient when it comes to identifying these
false tax filings ... it decreases tax fraud,
and the government is earning more,” said
Helen Yu ’27, a member of the presentation
panel at Nationals.


Euro Challenge consists of three rounds
of competitions held in New York City: a
preliminary round, then a semifinal and
finals round. The team first presented a
15-minute slideshow on the country’s
economic problems and their proposed
solutions to a panel of judges, followed
by a 10-minute Q&A on the team’s
recommendations.


The judges of Euro Challenge are often
leaders in finance and economics fields or
are economic policy workers within the
EU, which helped the team develop their
solutions.


“They were the chief financial officers
or advisors of major investment banks, so
[there were] definitely a lot of people who
were really specialized in this field,” said Yu.
“And it was really interesting to see what
they had to say and what questions they
had, because it’s completely different from
what high school students would tell you.”


The preparation for the competition starts
early in the year, after seven of the applicants
are selected for the team following tryouts
for interested underclassmen. The team
first researched the economic state of
their chosen nation, then categorized the
economic issues in the country under root
causes and proposed solutions for these
issues. Finally, the team heavily practiced
the Q&A portion of the presentation, one
of the most important parts for the team’s
score.


“[The] captains would give me questions,
and we’d have to come up with responses
on the spot. Just having this as a routine
really helped prepare us, because you could
just take whatever question came at us, no
matter if we really knew how to answer it
or not. Having that practice also helped us
be coherent as a group,” said Yu.


The team also had to practice soft
skills like public speaking and effective
communication to help them communicate
their policies to judges.


“I think the most important skill is
being able to speak in a conversational way
because when the judges are asking you
questions – you’re trying to convince them
out of their concerns about your solutions,
but you’re not debating people ... I had a bit
of debate experience, but what Euro taught
me was how to convince people instead of
how to win an argument,” said Sebastian
Balestri ’28, another member of the team.


Through the months that the team
spent for preparation, Euro Challenge
members built connections that will extend
beyond the competition. They were able to
capitalize on each other’s strengths to create
a strong team for the national competion.


 “[Before] becoming a captain, I had a
lot of meaningful experiences interacting
with my captains at the time. I think they
really gave me a lot of insight into not only
econ[omics] and topics pertaining to Euro
Challenge, but also bigger things pertaining
to personal life, especially with school and
future tracks that you could take beyond
that,” said Emma Liu ’26, current co-captain
of the Euro Challenge team.

Photo Courtesy: Elif Cam

Sebastian Balestri ’28, Joshua Huang ’28, Jane Hu ’27, Emma Liu ’26, Aritra Ray ’27, Elif Cam ’26, and Helen Yu ’27 met Jovita Neliupšien, Ambassador of the European Union to the United States

Euro Challenge wins fourth place at Nationals

As the school year comes to a close, it can be tempting to sit back and relax, letting the whole summer blur past while you stay indoors and retreat to the online world. While relaxing is crucial, staying physically fit can be just as important.


Exercise has numerous health benefits, but without school sports in the summer, it can be hard to find ways to stay healthy. Fortunately, staying active doesn’t mean you have to do vigorous exercise every day. Even something as simple and small as going outside for a stroll can be beneficial.



Parks are a great place to spend time outside and enjoy the nice summer weather. Whether it’s taking a walk or walking your dog, parks are there for you to get some fresh air. Smoyer Park is a classic, with open fields and ponds, which is a nice and peaceful environment to walk through. Marquand Park offers labelled trees and well-kept trails, perfect for those who love nature. For those sports and skateboard enthusiasts, Hilltop Park contains a soccer field, baseball/softball diamond, basketball courts, and a whole skate park. These parks are perfect for sports lovers that play sports even outside of the school season, like Sebastian Balestri ’28.



“I like playing tennis, so sometimes during the summer I like going to certain parks with tennis courts and just play tennis with my friends,” said Balestri.



The Community Park Pool is also open during the summer, and swimming is a great way to stay active, with your body burning calories to stay warm and swimming itself being a strenuous activity. Pools are the place to go if you just want to spend time with your family, cool off, or just have fun and fool around with your friends.



There are a number of hiking trails in and around Princeton too. The Watershed Reserve, located in Hopewell Valley, has over 10 miles of trails and supports one of the largest nature centers in New Jersey. Within Princeton are the Herrontown Woods, which is open to the public everyday free of charge, and the 5.2 mile Stony Brook trail. For those who are willing to travel the distance, the Sourland Mountain Preserve is 30 minutes away with hiking trails that have amazing views and beautiful rock formations.



“Over the summer I like to hike at the Watershed Reserve because I really like the environment there. I like to go there when the sun is about to rise to get a good view,” said Gavin Macatangay ’27.



As for indoor activities, there are also many options nearby. Gyms such as Planet Fitness offer a traditional gym experience, while places like the Gravity Vault have other options, such as rock climbing.



The key to staying active is keeping consistent while making the most out of your summer, even if the things you do are small and simple. Staying active doesn’t mean missing out on the summer fun, it means making the most out of the time that you have.

Photo: Emily Kim


Lily Berkery ’26, Kalina Tacheva ’26, and Mercy Ebong ’26 walk laps during gym.

Ways to stay active after school ends

“Charlie the Chocolate Factory” takes
a twist at the Odyssey of the Mind World
Finals, as Chef Oopsie Doopsie (an oompa
loompa) overthrows Willy Wonka and
decides to use the factory for a dinner
party instead.


But things soon go awry for Chef Oopsie
Doopsie as his guests begin reacting poorly
to his concoctions (including hair toffee),
and at the last moment Chef Oopsie
Doopsie decides to pursue his true passion
instead: becoming an opera singer.


Joy Chen ’27 , Claire Yang ’27, Viola
Que ’27, and Julia Li ’27 and Luna Xu ’28
competed and performed this skit from
May 21–24 at the Odyssey of the Mind
World Finals in Michigan. Odyssey of
the Mind is an international competition
encouraging students to use creativity in
a theatrical performance that responds to
one of five prompts, while incorporating
STEM or literarature-related topics. This
year, the PHS team chose the prompt
“Classics...Cooking with Books,” where
they were challenged to create a skit based
on “an original chef character inspired by
classic literature.”


 In addition to creating the skit, the team
also had to create props and costumes out
of materials totalling no more than $140,
which led the team to use recycled materials
— using cardboard and construction paper
to make large green wigs for the Oompa
Loompas and a mechanical lazy susan to
present the dishes.


The largest part of the judge’s final score
are the creative aspects of the skit, which
encouraged the team to think in a different
way than usual. Que noted that some of the
most engaging presentations came from
younger competitors in the elementary
and middle school divisions.


“[In] Odyssey of the Mind, you think
in a different way — like [someone] at a
younger age. I think as you get older, in
high school, [you’re] afraid to be judged,”
said Que. “[But] when you do Odyssey of
the Mind, anything goes. If you want to
do something, you can do it, and nobody’s
going to judge you, even if it sounds silly.”


The team began each session with a brain
dump, coming up with ideas, trying out
different possibilities, and dividing up the
work according to the strengths of each
member. Marcus Strum ’27, a member of
a different team in the PHS Odyssey of the
Mind club, noted the strong work ethic of
the team that qualified for Worlds.


“Before the competition, there’s typically
several working sessions at people’s houses
and script writing sessions over FaceTime.
The team that went to worlds this year
worked all day going into a sleepover,”
said Strum.


Throughout the year, the team fundraised
for their event and journey to Worlds
through GoFundMe and chocolate bar
sales, as the trip was not supported
financially by the school.


“It was unfortunate that for all the
hard work we [put in that] we [weren’t]
able to get funded by the school on our
trip, even though we were also going to
be representing Princeton High School
at [an] international competition ... with
thousands of people,” said Que.


Although Que admits that the team
was initially unfamiliar with Odyssey of
the Mind, their experience at Worlds,
where they ultimately placed 25th out of
38 teams in their category, has energized
and motivated the team to perform even
better next year.


“It’s made me excited for next year,
because I [realized that] if I put my mind
to [something], I can make whatever I
want, and it can be a fun experience. If you
want to make something really cool, like,
mechanical gadget, or a robot ... [I realized]
you can do it,” said Que.

Photo Courtesy: Jacqueline Katz

From left to right: Viola Que ’27, Julia Li ’27, Joy Chen ’27, Luna Xu ’28, and Claire
Yang ’27 after their performance of ‘Chef Oopsie’s Revelation’ at World Finals.

PHS Odyssey of the Mind team competes at Worlds

Walk into any grocery store in America, and you’re bound to find shelves full of ultra-processed foods wrapped in shiny plastic packaging. Ultra-processed goods, products that are prepared using industrial methods, are often high in sugar, salt, and fat. For these reasons, many health professionals and critics on social media have taken to advocating for consumption of “whole” foods such as fruits and vegetables. Although reaching for an apple is decidedly healthier than grabbing a bag of chips, both foods can be sources of a less-discussed health threat — microplastics.


Microplastics are defined as small pieces of plastic less than five millimeters long, and result from the natural degradation of plastic products, such as packaging, synthetic textiles, and paint. Since the coinage of the term “microplastics” in a 2004 University of Plymouth study, its negative effects on marine organisms have been well-established. However, microplastics aren’t just a problem for our environment — they have begun to find their way into the foods that we consume on a daily basis.


For example, a 2020 study by Catania University discovered that carrots and apples contained high levels of microplastics, likely due to absorption of microplastic-contaminated water. Additionally, according to a National Institutes of Health study from 2023, tea bags made with certain plastics can release billions of very small microplastics into cups of tea. Marine organisms consumed by humans can also have thousands of larger microplastics, and any foods stored in plastic containers contain thousands of plastic particles of all sizes. When consumed, these microplastics have been shown to mimic hormones, messenger chemicals within the body. One study from the American Chemical Society found that a gene called TRPV4 was over-expressed due to microplastics acting as growth factors, leading to respiratory issues. Microplastics can contribute to an increased risk of cancer, neurological diseases, and respiratory issues. They also exacerbate pre-existing medical issues, or activate latent disease-causing genes in the body. 


In particular, many of the microplastics in humans arise from a process known as biomagnification. Because of pollution, there are many plastic particles floating in the ocean. Small organisms eat these plastics, and they are then consumed by predators. The plastics move up in the food chain, becoming more and more concentrated in the tissue of the apex predators. When a human proceeds to eat this animal, they receive a portion of the many microplastics present in the ocean. Biomagnification occurs in a similar sense for land animals like chickens and cows, which often consume contaminated plants. In all cases, the original source of microplastics are man-made materials that pollute the environment.


This is not a problem that can be solved through selection in what we eat, but instead needs to be solved at its origin. We fill our oceans with trash, destroying the single geographic feature that gave rise to all life. As a society, we need to change to save our planet, our oceans, our marine life, and ourselves. Large societal shift begins with small, personal steps. Right here at PHS, students can make a meaningful impact in the fight against microplastic pollution. From the cafeteria to the vending machines, we make daily choices that either contribute to or help combat this growing health and environmental crisis. 


If you want to stay away from these life-threatening, cancer-causing particles, start by putting your water bottles in the recycling. The next time you go to the cafeteria or Tiger Café, choose items with less plastic packaging. Bring your own reusable water bottle instead of purchasing plastic beverage bottles from the vending machine. Even small changes like using your own reusable utensils or avoiding plastic straws count. These changes may seem insignificant, but together, we can reduce sources of microplastics that end up in our food, and in our bodies.

Photo: Julia Li

Izzah Memon ’27 eats a bag of chips during break.

Microplastics are a macro problem

The lunch bell rings at 11:33, and fourth period ends as hundreds of students pour out of classrooms and into the halls of Princeton High School. Some students head to the library, while others head to the guidance office. Some just walk laps — earbuds in, heads down, skipping lunch for the third, maybe fourth day in a row. It is not a diet. It is not a protest. It is not always a choice. 


For too many students, lunch has become optional. Not because they are not hungry — they are — but because 35 minutes is not enough time to eat, finish an essay, ask a teacher a question, and review for the quiz they have next period. In the past few years, there has been an unhealthy exaggeration of high school performance and how it affects the futures of these students. Because of this, when given the choice between nourishing the body and “getting ahead” in their studies, the choice seems trivial.


This is not just a PHS problem. According to a 2020 national survey by Yale University, 75 percent of high school students report having negative feelings toward school. The general sentiment seems to be that these students feel negatively towards school because of apathy or laziness. The truth, though, is that these students are under copious amounts of stress, driving them to have these negative feelings.


A New York Times article written by Tim Donahue stated that “we [as a society] have pushed high school students into maximizing every part of their days and nights.” Students feel like they need to do more and more in order to stay afloat. Self-care takes a backseat because students feel like they need to do so much in order to distinguish themselves. They need to get perfect grades, take the hardest classes, be a part of every extracurricular under the sun. Of course, under all of this pressure, physical needs become an afterthought.


The way students cope with this stress is not always visible — but it is often unhealthy. Skipping meals, sleeping in fragments, and studying at midnight. It becomes a game of sacrifice: what can be dropped to make room for everything else? For too many, the answer is lunch. A study from the Harvard T.H. Chan School of Public Health found that students given less than 20 minutes to eat consumed significantly less food and nutrients. When the body is not given the nutrients it needs to function properly, productivity drops. This, in turn, harms students’ academic performance.
When students are skipping meals just to keep up — when they feel they have to choose between eating and succeeding — something is wrong with the system, not the student.


We need to stop pretending that this is normal.


Lunch should not be a luxury. It should not be treated as expendable. It is time — real, uninterrupted time — to eat, decompress, exist as something other than a GPA.


So the questions posed are, how do we take back our lunch periods? How do we take our lives back from the grind that academia has instilled in us? There is no single fix, but there are places to start — both as individuals and as a school.


At a school-wide level, the goal should not just be more time. It should be better use of the time we already have. Lunch needs to be protected. No required meetings, no mandatory makeups, unless a student chooses them. The school can also help by making lunch more accessible — a pre-order system or even a simple form could cut down the lines that push students away. And if we are serious about student wellness, the message needs to be loud and clear: eating and resting are not optional, they are essential. Teachers and administrators should say that out loud. Not just in emails during Mental Health Week, but every day, in how they schedule, how they speak, and what they prioritize.


But change cannot just come from the top. It starts with what we do, too. That might mean bringing food from home instead of skipping lunch. Taking ten minutes to sit down and actually eat. Using free periods to slow down instead of squeezing in more. Outside of school, it means setting boundaries — around sleep, around work, around the pressure to always do more. And maybe most of all, it means shifting how we think. Getting the perfect grades and getting into a top college are not the most important things in your life. More than that, needing rest does not mean you are failing. Taking care of yourself is not weakness — it is proof that you are still trying to live, even in a system that tells you to do the opposite.


So when the lunch bell rings at 11:33, you do not need to run. You can stop. You can eat. You can let that be enough.

Photo: Julia Li


Ksenia Petukh ’27 eats lunch and studies in the IDEAS Center.

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