hilite CARMEL HIGH SCHOOL NEWSMAGAZINE VOL. 86, NO. 2 SEPT. 23, 2021
MI SS ING PAG E S After curriculum changes in Social Studies, English departments, students contemplate accurate portrayal, diversity in content PAGE 28 | ARCHIT KALRA, RAGHAV SRIRAM
table of contents just a minute
cover
04 WHERE DREAMS COME TRUE 28 SETTING THE COURSE(S) FOR THE FUTURE
With upcoming 50th anniversary of Disney World, learn about history, updates
perspectives 06 SUPPORT SURVIVORS 07 ACCOMODATE ALL 08 SMARTER NOT HARDER 09 PICTURE IM-PERFECT 10 NOTHING PERSONAL
Learn more about inaccuracy of personality tests, specifically Myers-Briggs
11 PERSONALITY TEST 12 TOO MUCH EQUITY? 13 NAP TIME IN SCHOOL?
news
Due to curriculum changes in history, English departments, accurate representation in content becomes pressing discussion for teachers, students
student section 34 SANDWICHED GEN Students, families in sandwich generations have unique relations between them
36 SUCCESSFUL MINDSET 37 HUMANS OF CHS
feature 38 BI YOUR SIDE Bisexual students confront stereotypes, celebrate bisexuality
42 TO ASK OR NOT TO ASK 43 ASKING AROUND 44 PROTECT THE LAND
sports 46 ATHLETE SPOTLIGHT 47 SPORTS BRIEFS 48 SPIRITED AWAY Varsity football team appreciates boost in attendance at homecoming game, focuses on performance
50 ON THE ROAD 52 FAMILY FITNESS
15 minutes 54 BRICK BY BRICK Q&A with John Love, media specialist, avid LEGO collector
40 TRENDY TRAVELS
14 NEWS BRIEFS 15 CLUB SPOTLIGHT 16 THE ART OF CONSTRUCTION Performing Arts staff, students discuss East side construction, implications
18 ISTEP(ING) AWAY 19 PAY DAY
entertainment 20 A CHANGE OF SCENERY 22 STATE OF THE ART CHS students to perform ballet live, exhibit culinary skills at Carmel International Arts Festival
24 SHARING CREATIVELY 25 STARSTRUCK IN COURT 26 TONES OF GROWTH 27 ENTERTAINMENT BRIEFS
flying colors: Sophomore Finn Inmon waves the bisexual flag over their head. Inmon said they were glad to have a lot of support from their family, friends and the school when they came out. ZOE TU PHOTO
staff Editors in Chief Cady Armstrong Chloe Sun Managing Editors Aniket Biswal Sowmya Chundi Daniel Kim Emily Sandy Leah Tan Riley TerBush Front/TOC/JAM Nathan Huang Elise Varhan Perspectives Joshika Sathyamathan Daniel Tian News Zainab Idrees Raghav Sriram Entertainment Riley Laferriere Jillian Moore Cover Maddie Misterka Student Section Saumya Somasi Feature Archit Kalra Chenyao Liu Sports Austin Guo Darshini Shankar 15 Minutes Jasmine Zhang Web Eva Glazier Social Media Olivia McKee Copy Editors Avery Carlisle Matthew Du Claire He Saahas Kandru Sumedha Kota
Rohan Mahesh Eddie Sun Photographers Marissa Finney Caroline Just Arthur Mansavage Luke Miller Gabby Saber Olivia Stock Zoe Tu Celia Watson Graphic Artists Siri Byrisetty Lily Farrell Keny Fujita Grace Guo Moody Homsi Yichen Liu Ali Persinger Arjun Purohit Writers Royce Brown Maryam Hafeez Addison Joyce Dariush Khurram Christian Ledbetter Kate Loper Hibba Mahmood Maggie Meyer Pallevi Pillai Arya Pinnamaneni Alivia Romaniuk Siri Suapaneni Kruti Subbannavar Michelle Wan Lauryn Weninger Ryan Zhang Adviser Jim Streisel Principal Thomas Harmas Superintendent Michael Beresford
Contact information: Mailing Address: 520 E. Main St. Carmel IN 46032 Phone: (317) 846 7221 Ext. 7143 Website: www.hilite.org Email: Staff members may be contacted by using their first initial and their last name appending @hilite.org The HiLite is a student publication distributed to students, faculty, and staff of Carmel High School with a press run of 1,500. Copies are distributed to every school in the Carmel Clay district as well as the Chamber of Commerce. City Hall and the Carmel Clay Public Library. The paper serves as a public forum and two-way communication for both the school and the community. Opinions expressed in the newspaper are not necessarily those of CHS nor Carmel Clay system faculty staff or administration. Credentials: The HiLite belongs to the Indiana High School Press Association, Quill & Scroll and the National Scholastic Press Association. Advertising: Businesses may advertise in the HiLite if their ads adhere to guidelines. The advertising policy is available in Room C147 or at www.hilite.org/ads-info. Responding to the HiLite: Letters to the editor will be accepted for the Oct. 22 issue no later than Oct. 14. Letters may be submitted to Room C147 placed in the mailbox of Jim Streisel, emailed to management2122@hilite. org or mailed to the school. All letters must be signed. Names will be published. (Letters sent via email will be taken to a student’s SRT for them to sign). Letters must not contain personal attacks against an individual and may be edited. Corrections and clarifications: None. The HiLite strives to correct its errors. If you notice any inaccuracies in this or past issues, please contact management2122@hilite.org. ELISE VARHAN FRONT COVER DESIGN
@hilitenews @hilitenews @hilitenews
just a minute
SEPT 23, 2021
where dreams come true
In celebration of Disney World’s 50th anniversary on Oct. 1, learn about its history, icons, renovation ANIKET BISWAL, NATHAN HUANG, KAROLENA ZHOU GRAPHIC
DISNEY WORLD, MAGICGUIDES, POPSUGAR STATISTA SOURCES
logo look The shooting star seen around the castle symbolizes wishes coming true.
Learn about Disney’s logo The castle represents the entrance to Disney World, creating a sense of curiosity and creates an advertisement for the park. Cinderella’s Castle is displayed in all of its beauty, complete with balconies and towers.
around the world Take a look at Disney World and its theme parks
The Magic Castle, also known as Cinderella Castle, is located in the center of Magic Kingdom.
Magic Kingdom Golf Courses Disney Springs
Epcot Animal Kingdom
Downtown Disney Area
Blizzard Beach Water Park Hollywood Studios
Wide World of Sports
Typhoon Lagoon Water Park
disney world history Take a look at the history of the park
1971
1982 Magic Kingdom & Walt Disney World Resort open to the public.
Epcot center opens
1989
Typhoon Lagoon & Hollywood Studios open
1995
Disney’s Blizzard Beach opens
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castle of magic Take a look at what the new castle will look like after renovation
disney “world” Check out other Disney parks and resorts found around the world
The castle is sporting a brand new color scheme. Instead of traditional blue spires and a pink exterior, the castle has a pale bright pink exterior and vibrant blue spires that transition to purple when the sun sets
France: Disneyland Paris, Walt Disney Studios Park
Japan: Tokyo Disneyland, Tokyo Disney Sea
Golden ribbons will surround each of the 29 spires, and together with the golden trims, statues, and swags, the castle will have a shiny golden glimmer Personalized banners will fall from the walls of the castle, displaying multiple logos and symbols
U.S.: Disney Land, California
China: Shanghai Disneyland, Hong Kong Disneyland
As the sun sets, the castle will start to glow a distinctive purple color
speak-up! ANIKET BISWAL, SARAH ZHENG SPEAK-UPS
ABBY PELTZ, AMANDA RICHMOND SUBMITTED PHOTOS
“At Disney, the outside world seems like it doesn’t exist, and time freezes for a day. There are an endless amount of things to do in the parks, but sometimes standing in long lines with friends is where the best memories come from. Disney is a place where your inner child can come out and no one will judge you for it, and there are very few places like it.”
Senior Abby Peltz
1997 1998
2007
Animal Kingdom opens Disney’s Wide World Disney’s Animal of Sports opens Kingdom Villas opens
2015
Why do you love Disney World?
We really haven’t (celebrated the anniversary). I think COVID has limited so much of the celebration, celebration, which was supposed to last the entire calendar year, (and now) has been truncated to the fall in hopes that more can be opened. I’m hopeful that they can reopen the shows, parades and fireworks that the parks are known for in time for the anniversary. English Teacher Amanda Richmond
2021 Magic Castle Reopened to public
Park closes Disney’s Treehouse due to COVID-19 Villas opens
perspectives
SEPT 23, 2021
Support Survivors CHS must make sexual assault policies more transparent for students to feel safe Content Warning: Contains non-graphic mentions of sexual assault
O
HILITE STAFF EDITORIAL n sept.
9,
the chs ad-
ministration sent out an email to parents and staff to make them aware of a situation on social media concerning students. This email came amid dozens of sexual assault allegations on social media, with many alleged victims coming forward with their stories and the names of their abusers. Many of these posts spread rapidly across various social media platforms, calling attention toward an alleged pattern of abuse among students at this school. In the school’s short statement, administrators said they were working with students affected by the posts and that students must use more “appropriate” reporting methods when making allegations of sexual assault. While this statement was effective in providing better methods for victims to receive the school’s assistance, it lacked the context and empathy necessary to handle these types of situations. For example, many parents and staff members were unaware of the events under investigation, as the message only described the posts and allegations as “a situation occurring on social media.” Additionally, the administration should have been much more explicit in saying that they do not condone sexual assault of any kind and will support all students in need. However, this situation sheds light on a much larger issue regarding victims of sexual assault in schools coming forward with their experiences. According to the U.S. Department of Education, schools have reported over 15,000 total incidents of sexual violence, which is a 55% increase from just five years ago. These official reports find that many schools make it difficult for students to come forward, and a ma-
jority of schools fail to properly report incidents of sexual harassment when they occur. As a result, the American Association of University Women finds that fewer than 20% of female students who experience sexual assault report it to authorities. A few years ago, a student at CHS researching student and staff knowledge on sexual harassment policies found that many of the same issues persisted at this school. In their research, they found that more than half of CHS students said they were unaware of the school’s sexual harassment guidelines, leaving them unaware of policies that could enable them to protect themselves. Additionally, the researcher found many staff members had an inconsistent understanding of the definition of sexual harassment, meaning a student’s claims could be handled differently depending on who they spoke to. The research, however, did find that staff members had a strong understanding of how to handle situations where students came forward with allegations. To be clear, the administration has a definitive policy for victims of sexual assault that involves systematic approaches to investigate the situation, bring victims to justice
our stance With allegations of sexual assault resurfacing, CHS should make sexual assault policies clearer so students and survivors can feel safe
by the numbers
1.3%
sexual assault cases in the military were found to be false or baseless
72%
of cases had sufficient evidence for disciplinary action PENTAGON SOURCE
and give them the mental and emotional support they need. But while staff members may have a strong understanding of the proper steps to take when an instance of sexual assault is reported, the administration must make sexual harassment policies transparent to ensure students feel comfortable coming forward. All in all, sexual misconduct creates an unsafe and unwelcoming educational environment, and can interfere with learning and impact students’ mental and physical wellbeing for years to come. By making an effort to educate students on how to keep themselves safe, condemning all acts of sexual assault and providing support to victims in need, CHS can make this school a better learning enh vironment for all students.
use B.E.A.R. Learn ways that one can support a sexual assault survivor by the acronym B.E.A.R. EMILY SANDY GRAPHIC RAPE CRISIS CENTER SOURCE
Believe the victim and reassure that their experience wasn’t their fault and they will supported and heard Encourage the victim to seek medical attention, mental or physical, even if they don’t see an effect Allow the victim to talk through it at their own pace, despite any discomfort with too much silence or repetitions Respect the victim’s choice on wether they wish to report their assault or not
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Accommodate All This school should be more open to offering mental health accommodations to students, regardless of success
T
CADY ARSMTRONG COLUMN his past year, i received
a 504 plan to help better accommodate me at school after getting diagnosed with attention deficit hyperactivity disorder (ADHD), obsessive compulsive disorder (OCD) and severe anxiety. However, this was harder to receive than it should have been. At the meeting, my counselor read off the feedback this is ADHD! from my teachers who all said that I was a “pleasure to have in by the class” or an “engaged student”. However, they also noted that I was always numbers one of the last students to turn in tests and quizzes. After hearing that feedback, the administrator at that meeting asked why I wanted accommodaof students in tions when I had been doing well in the U.S. have my classes, but doing well and feeling 504 plans well are two different things. Overall, someone who had just met me that day was in charge of deciding of children what help I needed despite not really are diagnosed understanding my situation. While with ADHD my teachers and counselor chimed in, I had also only known them for UNDERSTOOD, CDC a short period of time and just SOURCE
2.3%
9.4%
felt like I struggled to be heard. In order to give the accommodations best for the individual student, they must feel like they are part of the decision. To this end, I recommend that the school offer the opportunity for the student’s doctor, who understands their diagnosis, to talk about their situation. Additionally, the school should do more training or expand their views on what mental disorders look like. At the meeting, I was asked if I obsess about my grades and what happens when I don’t get a 100%. Beyond that, when talking to my friends who also have accommodations, they recalled having a similar experience and being asked their grades. While this is one way OCD can present, this isn’t the case for most, including me. Rather than using this one specific instance to figure out proper accommodations, the administration should do more research on ways mental disorders present themselves as it will help them understand how they affect students.
did you know? Men are diagnosed with ADHD at three times the rate of women due to how it presents differently for men and women NATIONAL INSTITUTE OF HEALTH SOURCE
However, this doesn’t mean that the school is doing everything wrong. I understand that mental health accommodations are a new concept, and I know that the school is just trying to be as fair as they can for students and appreciate their efforts in doing so. That being said, it is frustrating when those whose jobs are to support students don’t acknowledge their struggles just because symptoms aren’t as visible as they are for others. So, as 504 meetings pick up this month, I highly encourage the administration to meet students like me halfway and h listen to everyone’s story. The views in this column do not necessarily reflect the views of the HiLite staff. Reach Cady Armstrong at carmstrong@hilite.org
first day bussin’ 4:15pm
4:45pm
5:45pm
DANIEL TIAN GRAPHIC PERSPECTIVE
08
SEPT 23, 2021
Smarter not Harder Stigma behind regular classes often prohibits people from taking easier, less overwhelming classes SAUMYA SOMASI COLUMN
F
or me, the classes i took
concerns from my friends and peers. My friends told me things like “you’re were often determined by my going to regret it” and “just take the peers. Their commentary very AP!” The comments didn’t really bothconsciously influenced my schedule. er me, but they opened my eyes to the More often than not, they pushed me culture of AP students and the belief to take harder, more rigorous classes, that taking regular classes somehow which came with heavier, more meant you were unmotivated. stressful workloads. But this year as I settled into easDue to this, I found myself conier classes, I realized there were a lot stantly taking the harder AP or honof benefits of having a lighter ors classes, and overwhelming workload. For one, I could myself in the process. devote the time I had saved There was this stigma, by taking easier versions of possibly created by my classes I deemed pointfriends and peers, posless to my future career, sible created by my friends and famown overthinkily. For another, I ing self, that takstarted to enjoy the ing easier classes classes I was taking somehow makes because I was no you less hardworklonger drowning in ing than someone the workload. taking the AP verr.u.s.h. gang! The workload sion of that class. that someone can But taking those handle obviously varchallenging classes ies for each individual person, but just to take the harder version of lessening that workload shouldn’t be said class may not be worth the extra regarded as the inferior option. Givstress or anxiety. en the increase in mental illnesses in Supplementing this “burden,” students, finding this balance should going back to school fully in-perbe a priority for students, teachers son brought about its own chalh and parents alike. lenges, like adapting to a busier schedule and longer school days. The views in this column do not necAs stress can increases due to this essarily reflect the views of the HiLite students should be doing whatever staff. Reach Saumya Somasi at ssomathey can to achieve their goals with si@hilite.org a doable workload. To accomplish this, I avoided did you know? taking some of the more difficult classes such as AP U.S. History There are 38 AP courses that didn’t pertain to my future and exams offered by goals. Instead, I focused on extraCollegeBoard; 32 of which are curriculars, hobbies and spending offered at Carmel High School. time with my family and friends. Unfortunately, the stigma behind COLLEGE BOARD, CCS.K12. taking regular classes brought about IN.US SOURCE
here we go again CHLOE SUN GRAPHIC PERSPECTIVE
My schedule at the f beginning o r: a e y e th
When I try dropping just one class:
I—
R.I.Pchedule
eS My Entir 1-2021 2 20 rmalcy Your no ly missed ear will be d
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Picture Im-Perfect Embrace Instagram’s shift to casual, playful posts, but remember false nature of social media CHLOE SUN COLUMN
P
hoto dumps,
#nofilter,
blurry pictures—the movement to make Instagram casual again is something that has permeated the platform. In an attempt to challenge the longstanding norm that Instagram is a place only for the most perfected and professional pictures of yourself, there has been a gradual shift to the more authentic. This change is something I am in full support of. Social media has always been an over-filtered, “fake” arena that has given users a feeling of obligation to hide all of their faults as human beings. This constantly paints an impossibly perfect reality that many young people have unfairly compared to their own imperfect lives. It’s about time that this
did you know? #nofilter is Instagram’s 42nd most popular hashtag, with 284M posts. #photography is 7th, with 811M posts HOOTSUITE SOURCE
mentality has changed, and I’m happy to see users start to express themselves in a way that’s more true to life. It’s making social media more human. It’s letting our followers see more of the real us. At the same time, my support is hypocritical— my own Instagram page is heavily curated to adhere to a pink, hazy pastel theme, and I spend a good amount of time doodling on or editing my photos before posting them. In my eyes, however, my Instagram is an extension of my personal identity as an artist. It’s a different way to romanticize my world, a different medium that weaves captions, comments, and friends into the 1080px by 1080px grid that is my canvas. Instead of stressing to show only the most perfected aspects of my social life, I edit my feed for fun with the sole purpose of maintaining what I see as my personality put onto a screen. Pink theme or not, I’ll always
no caption
by the number
72%
of teenagers said they use Instagram according to a survey conducted in 2018 PEW RESEARCH SOURCE
continue to appreciate the casual posts on my feed and the glimpse it gives into its poster’s real life—the shots of friends caught in a moment of laughter, complicated inside jokes, obscure memes, pictures of sunset views out bedroom windows—it’s so refreshing to see, and I think I’ll slowly start embracing this myself. At the same time, we should remind ourselves that despite this shift to the more down-to-earth, Instagram and platforms like it are still not true to real life, so never compare yourself to whatever comes up on your feed. I still hesitate to post more personal content, but even as I embrace the casual, it’s okay. You’re never obligated to afford your followers the privilege of knowing the true you. Save that for h the people you meet in real life. The views in this column do not necessarily reflect the views of the HiLite staff. Reach Chloe Sun at csun@hilite.org
fire frustration Alright class, you have the rest of class to finish the test, go!
Alright class, you all have till the end of class to — *alarm blaring*
FIRE
Must be the construction. At least we don’t need to take the test
UUUGH!
ANIKET BISWAL GRAPHIC PERSPECTIVE
10
SEPT 23, 2021
Nothing Personal Myers-Briggs personality test should not be used to make life decisions LEAH TAN COLUMN
I
Agency (CIA) rely on it to be able n honor of the 59th annito determine whether someone of the infamous Myers-Briggs is fit for the job. Who knew that personality test, I decided to a personality test could hold that retake the test for the first time in much weight in someone’s life? a few years. Although my personality description made it seem to Despite its important and frebe a legit in-depth analysis of me, quent use in our life, the test is I couldn’t help but laugh at how extremely flawed. First, the Myersvague it really was—the deBriggs test is not even based scriptions could be used on real science. The theory to describe anyone. it is based on was develAnd yet, while oped in 1940 by Carl searching for the test, Jung, who explicitly I stumbled upon warned to not use a community of his theory of the people who took 16 personalities the results exas strict classifitremely seriously. cations for one’s Some of them identity. Later on, genuinely believed his theory was disthat a 10 minute proved to be an ENFJ-T test was able to dieffective indicator agnose all the nuof one’s personality ances of their personality, whether by other psychologists, a clear red it be their flaws, strengths or fears. flag. But the issues with credentials On top of that, some of them don’t stop there—the creators of the would use it to determine what test, Katherine Briggs and Isabel career paths they should pursue, a Myers, have no formal education in concept completely mind-boggling psychology, and yet they were still to me. entrusted to make an entire test that Don’t get me wrong, personality is supposed to give accurate analyses tests are fun; sometimes I too want of the complex personalities of milto know what type of pizza I am lions of people. That alone should (courtesy of Buzzfeed), and somebe enough to prove why the test times it can help people understand is extremely overrated, but there’s their identity a little more or verbalmany more problems. ize it better, but in no way would I All of the answer choices within ever take it seriously enough that I the Myers-Briggs test are false and would use it to determine my life limited binaries. All human charchoices. Yet, the Myers-Briggs test acteristics lie in a spectrum; for exhas been used as such. In fact, acample, no one is entirely an extrovert cording to the Washington Post, nor is anyone entirely an introvert, the company makes $20 million a yet we all know that some may be year selling more “in-depth” analymore introverted than others. Yet ses to companies that use it to dethe test doesn’t account for this. To termine whether to hire someone. answer all of the questions, you can only respond with “Agree” or “DisMore shockingly, 200 federal agenagree” even though those who choose cies like the Central Intelligence
by the numbers
1.5% of the population has the rarest personality type, INFJ
50 MILLION people have taken the Myers-Briggs personality test
$20 MILLION is brought in roughly from CPP, a private company that publishes Myers-Briggs, and other products such as coaching guides
1.5
MILLION people take the personality test online each year WASHINGTON POST SOURCE
did you know? The Myers-Briggs test was developed by Katherine Cook Briggs and her daughter Isabel Briggs Myers. Although they were not psychologists, they studied Carl Jung’s theory of psychological types. MYER-BRIGGS SOURCE
the same answer may actually differ in the extremity of how much they agree or disagree. This lack of specificity makes it almost near impossible to truly analyze a person’s character. But lastly, one of the biggest flaws of the test is that it’s extremely vulnerable to one’s mood. For example, after a fun hangout with my friends, I may be more inclined to actually say I’m more extroverted, but after a long day at school, I’d probably be more inclined to say I’m more introverted. That’s why a study conducted by Indiana University finds that 50% of people received a different result the second time they took the test, even when it was taken as short as five weeks later. We all know we don’t go through an entire personality reset within a month, change takes time. All in all, it’s clear the test is inaccurate and arbitrary. So while I’m not stopping you from taking it for fun, let’s stop using this outdated test — which has close to zero scientific backing— to determine someone’s future h and move on to something else.
The views in this column do not necessarily reflect the views of the HiLite staff. Reach Leah Tan at ltan@ hilite.org
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Personality Test Use questions below to determine four letters of your Myer-Briggs Personality SOWMYA CHUNDI GRAPHIC
1. outgoing or quiet? Talkative, outgoing Think out loud Center of attention Work with others
E
extroverted
Quiet, reserved Think in their head Observe others Work alone
I
introverted
16PERSONALITIES SOURCES
3. logical or emotional? Logical reasoning Justice and fairness Reasonable Level-headed
T
thinking
Emotional reasoning Harmony and empathy See the best in people Warm and forgiving
F
feeling
2. details or big picture?
4. methodical or flexible?
Focus on reality Facts and details More practical Specific and literal
Rules and deadlines Go step-by-step Like making plans Detail-oriented
S
sensing
ISTJ
Focus on imagination Think big picture More creative Figurative and poetic
N
intuition
ISFJ
J judging
INFJ
Keep options open Improvise as they go Like surprises Spontaneous
P
perceiving
INTJ
The Logistician
The Defender
The Advocate
The Architect
Have integrity, are practical and focused. Enjoy responsibilities and take pride in their work.
Strong feelers, but highly analytical. Have good people skills and are open to new ideas.
Born diplomats with a desire to help others. Soft spoken, but fight for what they believe in.
Imaginative, yet decisive. Ambitious, yet private. Wildly curious and focused on their energy.
ISTP
ISFP
INFP
INTP
The Virtuoso
The Adventurer
The Mediator
The Logician
Love to explore the world with curiosity. Enjoy learning, building, and making things.
Artists that enjoy pushing boundaries with design. Are inspired by others and like having freedom.
Sensitive, creative, idealistic and caring. Value personal growth and focus on dreams and possibilities.
Inventive and creative. Have new perspectives, strong intellect and make scientific discoveries.
ESTP
ESFP
ENFP
ENTP
The Entrepreneur
The Entertainer
The Campaigner
The Debater
Center of attention and life of the party. Love telling stories and jokes and are spontaneous.
Generous with their time and energy. Love excitement, fun and meeting new people.
Free spirits and life of the party. Enjoy deep connections and are charming and energetic.
Enjoys picking arguments for fun. Have quick wit, lots of knowledge, and can prove their points.
ESTJ
ESFJ
ENFJ
ENTJ
The Executive
The Consul
The Protagonist
The Commander
Have a strong understanding of right and wrong. Give good advice and guidance to others.
Part of the popular crowd. Lead teams to victory and are good at bringing people together.
Born leaders with passion and charisma. Love helping others and inspiring people to do good.
Natural leaders with charisma and confidence. Use their drive and sharpness to achieve goals.
12
SEPT 23, 2021
Too Much Equity? With accusations of indoctrination, students should be heard SOWMYA CHUNDI COLUMN
I
love going to school in
Carmel. This school has dozens of opportunities to celebrate students’ unique individuality, from extracurriculars that enhance identities to clubs that encourage activism. Our student body is diverse, and many peers make an effort to welcome students of all backgrounds. And while I think there are several areas of improvement at CHS—from hiring more diverse staff to teaching more representative curriculums—I can recognize that we’ve significantly progressed with the social and political environment around us. However, over the past few months, Carmel Clay Schools have experienced an abundance of criticism for allowing too much equity and inclusion in schools, specifically in terms of books and curriculum. Some parents claim that the schools have overstepped by teaching students about race and LGBTQ+ issues, resulting in “indoctrination”. In fact, back in July, our CCS school board meeting made breaking news when parents read sexually explicit excerpts from books in schools
to protest their availability. Just last week, one group posted that the book “Call Me Max,” a book about a young transgender elementary school student, should not be available in schools because it “expressed values that did not line up with the city of Carmel.” As a result, many schools pulled books about LGBTQ+ issues, race issues and slavery off their shelves and removed them from curriculums. Actions revolutionary like these are harmful—not only because they attempt to did you erase the diversity we’ve built at Carmel—but because they also neglect know? to take into account the opinions of an CCS School important group: the students. I’ve been a student at Carmel for board as long as I can remember, and I have meetings are never felt that schools or teachers were open to the indoctrinating or overstepping their public and boundaries. In fact, discussions about media on the race and gender issues in classrooms, fourth while rare, have only built my empathy Monday each and understanding for others around month me. And after seeing hundreds of students comment on posts, show up to CCS SOURCE
school board meetings and host events to promote diversity, I know they feel the same.That’s why I think it’s critical for schools and parents to listen to students first. All things considered, students are the ones who are actually learning in schools and being exposed to new issues and ideas; it’s only fair that they have a prominent voice in this conversation. Truthfully, I recognize how it can be difficult for concerned adults and parents to adapt. The social and political environment today looks drastically different from what it was 50 years ago. But rather than jumping to conclusions and inadvertently erasing identities, parents should take time to understand students and cooperate with schools. And only by listening to student voices can we empower our schools to be more inclusive and equitable. h The views in this column do not necessarily reflect the views of the HiLite staff. Reach Sowmya Chundi at schundi@hilite.org
critical learning RILEY TERBUSH GRAPHIC
CARMEL CLAY SCHOOLS SOURCES
Indiana Social-Emotional Competencies Sensory-Motor Integration: Awareness of the body Insight: Emotional intelligence Regulation: Ability to manage emotions Collaboration: Ability to work with others Connection: Strong social awareness, ability to connect with those with different backgrounds and cultures Critical Thinking: Ability to make constructive choices Mindset: Flexibility and willingness to learn
Social-emotional learning is a program that aims to increase mental capacity in areas not discussed in core classes, intending to increase success in jobs and relationships.
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Nap Time In School? Students face difficulty transitioning from hybrid to full in-person
I
ROYCE BROWN COLUMN
makes complete sense to people like me who are constantly missing sleep owl. As a football player for due to busy schedules. Carmel, a student taking mulAccording to a study in the Unitiple honors and AP courses, and a versity of Delaware, just 30-60 minperson involved in many extracurricutes of sleep in the school day could ulars, a good night’s sleep is hard to improve cognitive functions, withcome across. There are many things out affecting sleep in the evening. in a high schooler’s schedule that The school could take away take up time like work, study7 or 8 minutes from each ing, athletics, etc. class period to make a 30 Many CHS students minute period for stuwho stay up at night dents to nap. know the feeling when Napping has provyou are fighting to en to be beneficial keep your eyes open, for students to conas you check your centrate and aboverflowing list sorb more knowlof assignments. I edge in a classroom know because I’ve setting. If teachers been there, multiple want their students times. Some may more sleep to get better grades, argue that students and listen in class who are not getting with more attentiveness, nap time will enough sleep are just procrastinatoffer a solution. ing. But the truth is, I get straight to Workplaces in America like the work from the time I get back from headquarters at Google and Facebook football practice, to the time I finally have nap pods that allow employees go to bed. However, this wasn’t the to get sleep. Companies set up these case last year. nap stations for a reason. Napping imIt’s been a month since school proves the employees’ abilities to refostarted, and students are already cus on the task at hand, and it refuels fighting the urge to stay awake durtheir energy. It is important to note ing classes. Last year’s hybrid system that CHS has already implemented allowed students to sleep in on some ways to improve sleep, like the later days. However, due to school being bus times. However, that isn’t enough in-person every day, sleep has gotten for students to get through the day. more scarce. With lecture-driven lesStudents need pit stops during school sons the level of concentration gets to recharge their focus. They need worse as the day goes on. I do not something more to counter the lack believe that the class itself or the of sleep they get on a daily basis. Nap teacher is at fault, but rather the time is a viable solution to the problem miniscule amount of sleep busy stuof sleepy high schoolers. dents get every night. This leads into h my main point, that CHS should implement nap time. When teachThe views in this column do not necers hear something like this, the first essarily reflect the views of the HiLite thing they do is roll their eyes. Many staff. Reach Royce Brown at rbrown@ students may disagree, and say that hilite.org it is a far-fetched idea. However, it am what you call a night
in five minutes Hybrid 2020-2021 My essay is due in a week!
All in-person 2021-2022 My essay is due tomorrow...
SIRI BYRISETTY GRAPHIC PERSPECTIVE
news
SEPT 23, 2021
News Briefs ZAINAB IDREES BRIEFS
Sept. 23 CCS Mental Health Fair 2021
Sept. 24
Homecoming game vs. North Central
Sept. 25
National Public Lands Day
Oct. 1
CHS Studio One Acts 2021
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National Voter Registration Day
Homecoming Dance 2021
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World Mental Health Day
Late Starts
Sept. 28
Sept. 25
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Key
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CCS October Late Start 2021
ARTHUR MANSAVAGE PHOTO
CCRC Financial Aid Night
40 Read a story about volunteering for the environment in relation to National Public Lands Day.
Oct. 22
Cap & Gown Info Session
hard work: Tech Theatre students push a cart of stage platforms up the east side auditorium drive towards door 24. With construction underway, basement storage under the performing arts center is being reorganized to provide rehearsal space for the band classes.
HILITE.ORG
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Club Spotlight Q&A with Carmel Jewish Alliance club sponsor, student leader
q&a
ELISE VARHAN Q & A, PHOTO
Marissa Halle, student leader and junior What inspired you to start the Jewish Alliance club? Who can participate? What inspired me to start this club was that not a lot of people knew about Jewish culture. I wanted people at Carmel to explore other religions that might not be their own. Anyone can participate.
What activities does the club do? In this club, we make food, volunteer and learn about all different Jewish holidays and customs. You should join CJA if you are interested in other cultures, Judaism or just need a space to be yourself. cultural community: Members from the Carmel Jewish Alliance pose for a photo during the callout meeting. Carmel Jewish Alliance meets twice a month on Thursdays in room A232. MARISSA HALLE SUBMITTED PHOTO
q&a
KATE LOPER Q&A, SUBMITTED PHOTO
Nina Price, club sponsor Why did you decide to sponsor Jewish Alliance club? When I was approached by a Jewish student and asked to sponsor the Carmel Jewish Alliance it made perfect sense given that I am the Hebrew teacher at CHS and have a master’s degree in Jewish education. The Carmel Jewish Alliance provides both a space for Jewish students to gather and an outlet through which others in the school community to learn more about Jewish culture and traditions, if they are interested.
What do you do in a typical club meeting? Meetings typically focus on a specific topic, either a Jewish holiday, value, or cultural connection. There are opportunities for sharing one’s family traditions, learning more about the topic, and always enjoying good food.
Is there anything else you would like to share? I want to emphasize that the Carmel Jewish Alliance is open to all students, regardless of their background. That’s why it’s called an alliance. It is for Jewish students and others who want to learn more about and experience Jewish culture.
news
SEPT 23, 2021
The Art of Construction Performing Arts staff, students weigh in on east side construction, implications
C
DARIUSH KHURRAM STORY
ARTHUR MANSAVAGE PHOTO
onstruction that will
renovate outdated and outsized facilities in the performing arts department has greatly impacted the activities of the department. Christopher Kreke, performing arts department chairperson, said, “Right now, it’s slated to be about an 18-month construction process that happens in three six-month phases. So as each of those phases is happening, we’re having to shift the rest of the department into the facilities that still exist, and then, once those phases are finished, shifting back into some of those rooms to open up other areas to be worked on.” “We don’t have access to anything that was the band and orchestra rooms,” Kreke said. “We also don’t have access to the auditorium,” he added. He said this has led to the relocation of classes, performances, and productions into smaller spaces that were not designed for their repurposing. Relocation into tighter areas has led to challenges for students and teachers. For Nolan Latterell, band student and junior, class is more “confined.” He said, “We’ve had to adjust to moving our stuff around in the back of the room.” Technical theatre director Andrew Okerson said, “We are losing
speak-up!
temporary spaces: Gavin Griffin, technical theatre student and junior, attaches an arm to a mannequin in the temporary scene shop. Currently, the old scene shop is undergoing renovations due to Performing Arts construction.
some of our facilities where we do a lot of our training.” Gavin Griffin, technical theatre student and junior, also said, “Everyone’s been displaced. We don’t have an auditorium anymore, so all of the new kids have very little experience with anything.” Griffin compared his experience as a freshman with that of current beginner technical theatre students, saying, “They have not seen many of the things that we were very comfortable with. They’re getting a very different experience than we did.” Nevertheless, teachers and students said they have stayed optimistic and adjusted to their unique situations. Griffin said, “We’re all adapting to the new positions and everything pretty well. Everything is just kind of new right now. It’s refreshing, I think, for a lot of people. It may be challenging at first, but ultimately, I think this new adversity will be a good learning opportunity and will yield a better experience for everyone.” Similarly, Latterell said, “We try not to complain about the situation too much because we know that it’s going to be for a better performing arts section.” This resilience was reflected in Okerson’s statements as well; he said although they’re acting creative in
How has construction on the east side of school impacted you?
RAGHAV SRIRAM SPEAK-UPS, PHOTOS
Junior Eric Guo
“It’s been a lot harder for my parents to pick me up from school and drop me off. I sometimes also ride the bus so it’s made that take longer and it’s just overall been kind of inconvenient, and it delays my schedule some days.”
“(Construction) has been really impactful for the fire drills especially. Getting my students to the right spot, I know that I’m in the right vicinity but I’m not usually a hundred percent sure if its the exact spot I’m Substitute Teacher supposed to be at.” Emily Dunn
new spaces
Take a look at the expansions to be made in Performing Arts spaces
East East Side Side Construction
Close-up Close up view
N W
E S
Legend Legend
Orchestra Instrument Storage Band Large Ensemble Percussion Shared Piano Rehearsal
New Added Area Newly Added Area
Orchestra Instrument Storage Band Large Ensemble Percussion Shared Rehearsal Piano
MAHMOUD HOMSI GRAPHIC TOBY STEELE, OPERATIONS AND FIINANCE SOURCE
these circumstances, the product that they are making is still top-notch. As for the necessity of the construction, Kreke said many facilities haven’t been renovated in decades. “The newest part of the facility was over in the band and orchestra area that was built in ‘92 and ‘93 and opened in ‘94,” he said, “so we’re approaching 30 years. It was also built for programs that weren’t anywhere close to the size that they are now.” According to Kreke, both the band program and the orchestra program have more than doubled in size since that time, making things like storage very undersized for what they need. Kreke said through various additions and other adjustments that have occurred over the years, a lot of the different ensembles were split up into different areas of the building. “So (the construction) kind of reorganizes, reunifies all of that, along with renovating all of those spaces to bring up the current technology standards, so size standards,” he said.
Likewise, Okerson said the renovation was absolutely necessary to create the spaces that are necessary for the department to better the experience of the students. Griffin said the previous equipment and space utilized by technical theatre was insufficient. “We made it work,” he said, “but the sound, our speakers, a lot of them were just broken. I’ve heard people complain about the lights. Everything was dirty; I blame the students on that one. But that will all be gone in the renovation, and we’ll have this new, fresh space to make a mess out of.” The construction looks to expand the performing arts space by 17,000 square feet. It will create greater space for rehearsals, as well as increased storage space. The auditorium will see improved lighting, rigging, seating and sound systems. According to Okerson, the Studio Theater, which is currently about 80 feet by 80 feet, will be brand new.
by the numbers
17,000 square feet expansion in Performing Arts space
950 students are enrolled in band and orchestra
30
years since performing arts spaces have been renovated CHRISTOPHER KREKE SOURCE
It will triple in size and live behind the auditorium. Okerson said this increased space will allow for many different activities students haven’t had the ability to carry out in the smaller Studio Theater. Speaking on the future space, Kreke said, “Storage, the size of the ensemble rooms, the quantity of the ensemble rooms and the quantity of smaller rehearsal rooms to split those ensembles up into are all going to be taken care of.” “The auditorium is going to be beautiful and technologically current,” he said. “So I’m really looking forward to having spaces that operate to current standards.” Okerson also said he looks forward to the new setting. He said, “In two years, when all of this is done, we’re going to have a world class performing arts center that’s really representative of the talent and the product that comes out of the performing arts department at Carmel High School.” h
continuing construction Take a look at past and predicted Performing Arts construction
May 30, 1993 Last renovation completed Oct. 12, 2021 Second phase of to Performing Arts spaces
construction to begin
CHRISTOPHER KREKE SOURCE RAGHAV SRIRAM GRAPHIC
Performing Arts building
Nov. 23, 1967 constructed
First phase of construction
June 12, 2021 begins
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SEPT 23, 2021
ISTEP(ing) Away
In light of new graduation requirements, students, administrator, see positives in replacing ISTEP with other standardized testing options
A
MADDIE MISTERKA STORY
LEAH TAN PHOTO
S OF THIS SCHOOL YEAR,
new graduation requirements are being put in place affecting the class of 2023 and later graduating classes. These changes say that the previously required ISTEP program will be replaced with the SAT, ACT, or ASVAB test and score at minimum a state-determined score that has yet to be decided, or complete a transition to career pathway course within their school. Assistant Principal Valerie Piehl said there will be an SAT day scheduled at this school, tentatively during March, and after this year, the school will no longer give the various ISTEP tests. Junior Elliott Shi said he thinks the new requirements make more sense practically. “Generally, colleges look at scores for SAT & ACT, but don’t really look at standardized state scores,” he said via email. “It would make more sense to require SAT, ACT, etc. to prepare students.” Senior Kindle Holt said she has taken the ASVAB and SAT tests and despite believing she is not a good test taker, she said she agrees the change is a good idea.
speak-up!
superb studying: Junior Elliott Shi takes a SAT practice test. Shi said, “It would make more sense to require SAT, ACT, (tests) to prepare students.”
“It would help the students have the opportunity to finish it at school and not have to worry about it after,” she said via email. Piehl said students with learning disabilities or test-taking accommodations will still be available during the school’s upcoming SAT day, but they will operate differently than during past standardized testing days.
by the number
2.2 million
students took the SAT at least once in 2019
“For the SAT, students with disabilities have to have their accommodations approved through the College Board, not just through the school,” Piehl said. “If a student has an individualized education plan, (then) they need to make sure they reach out to their counselor and make sure they apply for those accommodations.” Holt said she would advise students to put their best effort into the assessments (at school). Unlike ISTEP, standardized tests like the SAT and ACT can be retaken in out-of school testing days as well. Piehl also said she suggested students look into the differences between the SAT and ACT tests, and speak to their counselors about what would work best for their personalized future plans. “Overall, this is a positive change that (administration) sees as giving students more ways and more opportunities to meet graduation requirements,” Piehl said. She said, “It’s no longer a onesize fits all test that is pass-fail and that’s it. It’s not as easy to explain, because there are so many different options, but I think it’s a positive because we have different students with different long-term plans and we now have more ways to meet the needs of all our students.” h
Do you think using SAT/ACT for graduation requirements is a good idea?
SIRI SURAPANENI SPEAK-UPS, PHOTOS
Junior Allie Wolf
“I don’t think it’s a good idea as a grad requirement because not all students are good standardized test takers but are great students. Using one test as a requirement to graduate wouldn’t necessarily be fair to all students, so I think it’s a great benchmark tool to be used but should not be required.”
“No, (I don’t) because if a person is very nervous before an ACT or an SAT, their grade may not reflect how well they actually learned the material, and some people get burnt out while doing these tests and may choose Sophomore random answers.” Carter Robinson
HILITE.ORG
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Pay Day CCS district gives substitute teachers a pay raise
q&a
RYAN ZHANG Q&A, PHOTO
Assistant Superintendant Thomas Oestreich
sub salary Sub salaries prior to 21-22 school year Sub salaries during the 21-22 school year
What made the board decide to change those pays? I did a comprehensive analysis of the pay rates of the school districts for substitute teachers, and school districts that neighbor us. Upon my analysis, what I found was that every school district around us had a higher pay rate than CCS. I approached our superintendent and our Associate Superintendent of Business. I want to keep (subs) here in Carmel. That is why I made the decision to put the proposal in front of the board to raise the pay $5.
How will these changes affect the substitute teachers at the school or planning to come to the school? Hopefully (our current subs) will continue to stay with us. We are trying to attract additional substitute teachers throughout the year. Last year, we were very successful. We hired well over 100 brand new subs, we had trouble finding substitute teachers to come in during the pandemic. This year, we’re continuing on building upon that success.
q&a
* Indicates daily salary
National Average
$75*
REGULAR SUBS
$80
SPECIAL ED SUBS
$85 $90
$100
RETIRED TEACHERS
$105 ARJUN PUROHIT GRAPHIC CCS SOURCES
RYAN ZHANG Q&A
Permanent Substitute Michael Frausto Did you know that CCS raised subsitute teachers’ pay by $5 a day? “No, I wasn’t, actually. There’s two different kinds of subs. There is what we call the regular subs. They show up if they have an assignment. As permanent subs we’re there every day, no matter what. So we are, staff so to speak.”
CADY ARMSTRONG PHOTO
How do you feel about being a permanent substitute teacher at this school? “This is my 15th year. It’s always nice to see how great the kids do at school. And it’s also nice, if I can be a boost to somebody, be an encouragement, or be a listening ear, or just somebody who the kids will feel comfortable with and hopefully do their work and learn and grow in spite of the fact that the teacher is not there. I get to be here with lots of wonderful young people, smart kids that are growing and learning; they’re kind of my academic heroes, sometimes when I see what they do and are able to accomplish.”
entertainment
SEPT 23, 2021
A Change of Scenery Choir members learn to deal with challenges, change in location for upcoming performances AVERY CARLISLE STORY
D
ue to ongoing changes
to the performing arts wing, the choir program has had to make adjustments on how they run rehearsals. The department has had to change how it will run rehearsals and performances this year, and with hundreds of students involved in the choir program, that’s quite an undertaking. Because of this, the choir program has moved into several new spaces around the school that are not usually used for choir rehearsals and performances. Director of choirs Kathrine Kouns said without the auditorium space available, performance space options have become limited. And with the fall concert scheduled to take place on Sept. 29, the choir program will experience these adjustments very soon. “We are having to have most of our concerts in the varsity gym. The gym is okay, but, obviously it’s made for sports and athletics and it’s not really made acoustically or visually for the performing arts,” Kouns said. According to Kouns, in addition to relocating many performances into the varsity gym, the annual Holiday Spectacular performances that are scheduled for Dec. 7 to 11 will be performed at St. Luke’s United Methodist Church.
HIBBA MAHMOOD PHOTOS
“We had to rent that facility to be able to find something that would work,” Kouns said. While students are used to performing in the auditorium, having performances in the gym will come with a variety of challenges that the program is not used to. Arianna Brown, member of Ambassadors and junior, said, “I, personally, am not very excited about performing in the gym. I don’t really know how it’s going to work logistically, but I’m sure it will be all right.” The choir program itself isn’t the only program having to rearrange its plans for the concerts. The technical theatre program is also working through the new performance location and having some challenges along the way as well. Abigail “Abby” Ingersoll, secretary of the CHS chapter of the United States Institute for Theatre Technology
progress in the making: Due to the performing arts renovations, choir students have had to adjust to rehearse for their concerts. The students focus on learning new moves and prepare to accommodate for their new performance area. Kouns said the change of venue will be a challenge and is not easy to adjust to, but said she is excited for the updates being made.
(USITT) and sophomore, said, “(For concerts in the gym), we have to go and set up all of our stuff and then tear it down afterwards. So we are going to be here really late. We have to hang up all of our lights and set up everything. It’s going to be a lot of work.” Despite the amount of time, effort and flexibility these renovations will take, students and teachers said they are excited to see the end results, which include the addition of an updated auditorium and Studio Theater, new classrooms and new rehearsal spaces. The last time many of the performing arts department rooms had been through significant renovations was as far back as 1994. According to Kouns, the department is excited to breathe some new life into the space. “The auditorium is going to be great for us when it’s totally done,” she said, “The seats will be new, the curtains will be new, a lot of the
did you know? The first ever singing and dancing choir was the Indiana Singing Hoosiers, which formed in 1956 and represents IU’s performing arts department CHORALNET!SOURCE
>>
sound and lighting will be brand new. It should just be a much more state of the art kind of place to perform… Kind of like any renovation, even if you did it on your house, I’m really excited about the outcome, but of course the process is not always very fun.” Brown said she is also thrilled to see the finished product. She said she is upset, though, as she really won’t be able to spend much time in the newly renovated space. “I’m kind of sad that they are starting it when I’m in the middle of my choir years because I’m not going to get to experience it fully. It’s going to be finished when I’m a senior,” she said. As these major renovations are set to be completely finished by the end of 2023, many upperclassmen said they feel the same way as Brown because they are going through the tough changes but not getting to experience the payoff at the end.
creative choreo: The Ambassador choir members practice their routines in a gym. The fall performance will be on Sept. 29.
All in all, students and teachers in the choir program and tech theatre program said they are to work hard to put on successful performances this year in the face of these major performing arts renovations. Changes in rehearsal and performance locations may not be ideal, but they said they will work for
the moment and said they are eager to see the finished product. “I wish I could wave a magic wand and make it go faster, but I don’t have the power to do that,” Kouns said, “So, we just have to be patient and hope that it all turns out the way that we’re hoping in the end.” h
carmel choir performance Take a look at the layout of the varsity gym for the choir performance Dressing Rooms/Entrance
Choir
Lights
Speakers
ces
rman
Perfo
Additional Information: There is protective carpet laid out on the gym floors The choirs will sit in stands in between their performance numbers.
Audience
Varsity Gym
The band will play behind the risers.
KENT FUJITA GRAPHIC ANDREW OKERSON SOURCE
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SEPT 23, 2021
State of the Art Celebrations by students to take place at Carmel International Arts Festival beginning Sept. 25 CHRISTIAN LEDBETTER STORY
T
HE CARMEL ARTS FESTIVAL
is scheduled to begin on Saturday; however, according to executive director Rachel Ferry, planning began as soon as the city asked that last year’s be cancelled. “We have monthly meetings—and now weekly meetings—to make sure all of our T’s are crossed and I’s are dotted,” Ferry said via email. This year’s arts festival will host performances and art booths outside. Informational kiosks will offer hand sanitizer, hand washing stations and disposable masks. Ballet Theater of Carmel will perform at the festival along with other groups, according to Sophia Warhurst, ballet student and junior. While the Ballet Theater of Carmel did conduct performances during 2020, Warhurst said they differed from other years with some performances featuring masks or limited audiences. “They’ve been very restricted. ‘Nutcracker’ was recorded (because) we couldn’t have a live audience,” she said.
by the numbers
23
YEARS of in-person annual Carmel International Arts Festivals
2
DAYS of performing, visual and culinary arts events
12
events will perform on the Main Stage CARMEL ARTS FESTIVAL SOURCE
MARISSA FINNEY PHOTOS
According to Warhurst, the arts festival won’t have such restrictions, which she said she looked forward to. She said, “The vibe is a lot better and you just feel like you’re actually doing something and giving someone, making them happy with what you’re doing instead of, ‘Oh, people are going to watch this recording.’” “The opportunity to perform for a Carmel audience is also a special draw,” Claire Smith, ballet student and freshman, said. “Giving back to the community in any sort of way is really special to me.” According to Culinary Arts teacher Nicholas Carter, the Carmel Culinary Arts and Hospitality students will have a booth at the festival. Carter said the culinary students often host booths selling food at events, but COVID-19 cancellations stopped that last year, along with some Family, Career & Community Leaders of America (FCCLA) events; all students involved with the booth are in this club. If cooking with gas: Culinary Arts teacher Nicholas Carter, wearing a traditional chef’s jacket, instructs his students on collaboration skills in the kitchen on Sept. 8. He said usually second year culinary students run the Carmel Arts Festival booth, providing them valuable cooking experience.
We really hope that holding the festival can help people feel a sense of normalcy after what we’ve all experienced in the last 18 months. DIRECTOR RACHEL FERRY FCCLA events did occur, most, according to Carter, were virtual. “The (students) that are new this year, (the booth) might have been the first thing that they’ve gotten the chance to do just because we weren’t doing much last year,” Carter said. Ferry said the opportunities to view performing and visual arts inperson, among other things, made the arts festival important. “The Carmel International Arts Festival has been a part of Carmel for 24 years! We really hope that holding the festival can help people feel a sense of normalcy after what we’ve all experienced in the last 18 months,” she said. Additionally, she said she hopes artists and performers walk away with plenty of sales to make up for the hard year that 2020 was for artists, but that wasn’t all. Ferry said, “I also hope that they get a sense of what a community like Carmel can do to support their passions and talents.” Warhurst said she’s excited for that opportunity at her performance. While she said she didn’t like the flooring of the platform they perform on and the tent they changed in as opposed to a room, she still thought it was fun.
HILITE.ORG
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on pointe See how ballet has changed throughout the centuries, and some new styles that have developed
1400s Italian Renaissance Ballet develops among royals for celebration Classical Ballet Peaked in 19th century France and Russia Features: Orchestrated, story-driven ballets Examples: Swan Lake, The Nutcraker
did you know? The CHS culinary students plan to prepare three dishes which include chicken satay street tacos, Asian fusion tacos and yakisoba bowls. They will run the booth themselves at the corner of Rangeline and Main for the fourth year in a row. NICHOLAS CARTER SOURCE
“The energy is a lot better, because when you’re not performing in front of anybody you feel less connected, so I’m excited to get to do that and also be outside,” Warhurst said. While Warhurst said dancing on the platform the platform was difficult because it could be slippery, slanted and lead to falling, she said she was still excited for the opportunity. She said, “This one’s outside and it’s a smaller stage so you have to adapt to spacing and stuff like that, but you get a more up close
1600s The Baroque Period Baroque dance developed in France in Louis XIV’s courts Neoclassical Ballet Developed from classical ballet Features: Typically abstract, focus on athleticism and strength Examples: Apollo, Astarte
DANCEWEARCENTRAL, BLACKPOOLCENTRAL SOURCES GRACE GUO GRAPHIC
1800s 2000s 1900s The Romantic The Contemporary Ballet Period Movement becomes Romatic ballet Contemporary more develops, dancing popularized ballet develops, becomes more new materials in the U.S. fluid and graceful allow for more movement Contemporary Ballet Romantic Ballet
1700s Female dancers grow in popularity
Developed in the 19th century Features: Female dancers’ dominance, based on good vs. evil conflict Examples: La Sylphide
point blank: Junior Sophia Warhurst practices ballet at the indoor studio for the Ballet Theater of Carmel. Warhurst said she performs mostly in the classical ballet style.
Mixed classical ballet with modern technique Features: Experimentation, body movement Examples: In the Middle, Somewhat Elevated
and personal view with the audience and I think it creates a bigger story and a bigger connection.” As for culinary students, Carter said he appreciated the opportunity having a booth gave students in teaching and experiences he couldn’t emulate in the classroom, ranging from sanitation to seeing a customer’s reaction, opportunities which rarely occurred last year. “I love to see when students come out and sure, at first it’s a little work and they grumble a little bit and then they start to actually have fun doing it and it can really help expand (their) interest in what’s going on,” he said. Warhurst said the opportunity to perform for a live audience again, which she didn’t have much last year, connected to what keeps her performing in the first place. She said, “Yeah you just feel more connected and that’s nice because, I don’t even know how to describe it. Just expressing yourself and hoping they get your message and what you’re trying to say.” h
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SEPT 23, 2021
entertainment spotlight Q&A with junior Abigail Culver on her art, poetry social media campaign PALLEVI PILLAI Q&A
JILLIAN MOORE PHOTO ILLUSTRATION
ABIGAIL CULVER SUBMITTED ART, POETRY
How does your art impact your daily life? My art is my life. I find my purpose through taking my anger, love, childhood and injustice and turning it into something beautiful, usually music.
What sparked you to start your social media art project? I’m currently working on an album with a producer and I wanted a way to promote it that no one has ever done before. Each post represents a track on the album with an excerpt written as the caption.
What advice would you have for people wanting to express themselves through art? My advice for people wanting to try writing poetry and music is to do it for yourself. Write what will bring you comfort and happiness, instead of trying to appeal to others. The weird stuff is what people love.
Junior Abigail Culver utilizes her Instagram, @abigailculver_, to post photography design projects, poetry and other art. She said she plans to use social media to promote her album of original songs.
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Starstruck in Court “Black Widow” star Scarlett Johansson’s lawsuit against Disney sets a precedent for local actors MARISSA FINNEY COLUMN
S
JOHANSSON’S theatrical release of “Black Widow.” character Black Widow, othIf Johansson’s contract was breached, erwise known as Natasha it is in her rights to sue. Romanoff, has been a staple characBut beyond that, her response to ter of the Marvel Cinematic the malpractice regarding her Universe (MCU) since contract sets a precedent for some of its earliest movthose who can not afford ies. Now that the MCU to risk losing an agreehas developed and ment with a huge comgrown far beyond pany like Disney. If its starting point, it Disney is willing to has finally given a breach the contract voice to a foundof one of the most ing member of the successful actresses Avengers. ever, I wouldn’t be The film “Black surprised if it is doWidow” landed ing worse to smaller set a standard in theaters and on actors. Many other Disney+ (with Preactors in the movie mier Access) on July 9, 2021. Dis- “Black Widow” have also claimed to ney decided to release the movie on lose money on it. both avenues, a decision Johansson Unlike these smaller actors, Jostrongly disagreed with. She claimed hansson actually has a chance of recently this breached her contract winning this lawsuit. I truly believe with Disney. Though I agree with the winning it will lead to change. Even company’s caution surrounding the if she doesn’t win the lawsuit, she has COVID-19 pandemic, its response already exposed Disney’s treatment of to Johansson’s raised concerns are actors and inspired others to act. For shocking. Allegedly, Disney refused example, Emma Stone is reportedly to renegotiate the terms of her conconsidering suing Disney because of tract after deciding to avoid a purely her contract for the movie “Cruella.” CARLETT
(law)suit up See how Johansson’s lawsuit has progressed up to this point
JULY 9, 2021 JILLIAN MOORE GRAPHIC WALL STREET JOURNAL, NBC SOURCE
Johansson sues Disney over a contract stipulation
$20 MILLION
Johansson’s disclosed earnings from Disney
$372 MILLION
grossing box office revenue worldwide.
110 MILLION
people were subscribed to Disney+ when “Black Widow” was released IMDB PRO SOURCE
did you know? Disney claims a “wide theatrical release,” as stated in Johansson’s contract, does not mean an exclusively theatrical release. Disney has filed several times for private arbitration, while Johansson’s lawyers want to litigate the case in public. USA TODAY SOURCE
Johansson’s fame and money has made this story live in the headlines, hopefully indicating a better alternative for smaller actors. Overall, she is working towards a more fair future in the film industry and Disney has responded poorly and unprofessionally. At CHS, there is a large performing arts department filled with talented students. If any of them decide to go into the film industry, they should feel empowered to push for fair contracts. The legality of acting is hardly discussed, so I can appreciate bringing this huge issue into the limelight. h
Judge in Disney dispute recused from court proceedings because he receives a pension from Disney’s legal counsel
AUG. 10, 2021 JULY 29, 2021
“Black Widow” premieres in theaters and Disney+, grossing $219 million worldwide
by the numbers
Oct. 15, 2021 Aug. 27, 2021
Disney files motion to initiate arbitration against Johansson in New York
The date Disney requested for hearing on the arbitration matter
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SEPT 23, 2021
Tones of Growth As musicals start to see incline in viewership, students take on positive mindset for school musical this year SAAHAS KANDRU STORY
A
s the theatre students
recover from the hardships of COVID-19, they transition back to a fully in-person school year with many new faces and anticipation of performances. Last year, the performing arts department held a performance of “Mamma Mia!” with a limited cast. This year, the program will perform “Joseph and the Amazing Technicolor Dreamcoat,” which is a musical comedy written by Tim Rice with the musical help of Andrew Lloyd Weber. Nonetheless, even with the anticipation of the musical industry returning to normal this year, it will be difficult to reach their viewership numbers back to normal. According to a survey by the National Endowment for the Arts (NEA) in 2002, 17.1% of the U.S. population regularly attended musicals. Last year, that number had slid down to 8.3%. Grace Fellabaum, member of the repertory theatre and senior, said, “The style of theatre musicals have definitely changed in recent
years. A lot of recent musicals are more pop like and less like traditional musical theatre.” One musical which reflects this change is “Dear Evan Hansen,” a movie version of which releases on Sept. 24. Fellabaum said this musical is about a high school senior who faces challenges with social anxiety after the death of a fellow student. Many experts have said they consider the release of this new movie version of a musical may help the overall growth and repair of the musical industry. Zoey Hornback, member of repertory theatre and sophomore, said she agreed the style of musicals is changing and offered insight as well. “The style of theatre has changed because there have been less straight plays and I feel like there’s also been more pop-rocky musicals and less of the golden-age, classic musical theatre type of musicals,” Hornback said. “I think musical viewership can increase by making it cheaper and more accessible with tickets and performers.”
by the numbers
14.77
MILLION people attended Broadway musicals from 2018 to 2019
$1,431 MILLION
was the 2018-2019 gross revenue of Broadway musicals
4
movie musicals were released in 2020 STATISTA, MOVIEWEB SOURCES
Hornback said she thinks musical viewership will revert to normal numbers. “Once Broadway is up at 100% again, I think it’ll go mostly back to normal because people have missed theater for so long,” she said. Choir director Katherine Kouns, who helps run auditions and brainstorm ideas for musicals, said not only attendance was affected during the last year of theatre musicals, but performers and actors were affected as well. She said she hopes that things will change. “As people get more comfortable gathering indoors in groups, I am confident that audience numbers will increase again,” she said. “We also hope to have more community involvement with the show.” According to Kouns, because social distancing has been a large concern in the past year, it has been hard to get a large attendance for musicals having to put every watcher six feet away from each other. Still, she said, “As more people get vaccinated I think viewership of musicals will naturally increase.” h
GRACE GUO GRAPHIC PLAYBILL, PBS SOURCES
making history
See major developments throughout the history of Broadway
1920-1932 Broadway Melody
-Iconic Broadway musical is popularized
1960-1979 Changing Times
-Broadway challenged with
2020-2021
cultural changes and film
Golden Age
1943-1959
-New period of musical classics develops
The Present
-Broadway shut down due to COVID-19 -Greater reliance on movie musicals
The Next Generation
2000-2019
-Musical theatre reestablished in popular culture -Expensive tickets means less accessibility
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Entertainment Briefs performances & festivities Homecoming Week sept.
20-24
Students participate in homecoming festivities and dress-up days Marching Band Performance
The Carmel marching band will play at the varsity football game on Homecoming day
sept.
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Fall Choir Concert sept. prepping for performance: (above) Abigail Judy (center), Accents member and sophomore, rehearses “Clap Snap Medley” during SRT on Sept. 9 to prepare for the upcoming competition season. The Accents will be performing during the fall choir concert on Sept. 29.
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The Carmel Choirs will host their fall concert in the varsity gymnasium Studio One Acts
Studio One Acts will be directed by two senior theatre students to perform.
sept.
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oct.
1-2
sing it out: Kate Smith, Accents vice president and junior, rehearses during an evening rehearsal. The Accents will perform “Spark of Creation”, “Dies Irae” and “Famine Song” for Carmel Choir’s annual fall concert. PALLEVI PILLAI PHOTOS
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SEPT 23, 2021
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Curriculum changes in English, history departments inspire alterations in ARCHIT KALRA, RAGHAV SRIRAM STORY content representation for teachers, students CHENYAO LIU PHOTOS MADDIE MISTERKA PHOTO ILLUSTRATION
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SEPT 23, 2021
or junior laura martens,
taking the AP Literature course last year was an eyeopening opportunity to read an array of different books. “We read The Great Gatsby, Frankenstein (and) As I Lay Dying as a class,” Martens said. “But then we also have a lot of books that you get to pick; for example, (one) month, I picked The Handmaid’s Tale. There were a lot of other options—you could do 1984. Or you could do Slaughterhouse-Five. There are a lot of different books.” According to the College Board, which organizes the curriculum for the course, AP Literature focuses on “reading, analyzing and writing about imaginative literature (fiction, poetry, drama) from various periods.” However, Martens said she has a grievance against some of the book selections in the course. “I still think it’s crazy that it is 2021 and all of the required books are written from a very specific perspective. I think that they’re trying to fix that, and they’re getting better. However, I do wish that some of the required reading
was more diverse,” she said. “As of right now, the only books that are required (to read) are all written by white authors about white people.” Martens is one of thousands of students at CHS who will have taken a literature course by the time they graduate. According to Martens, literature represents an application of English to real-world situations, especially in a time of globalization and connection. Although a large number of students opt for the AP course, one could choose to take the International Baccalaureate (IB) Literature course as well. According to Katie Overbeck, IB Literature teacher and IB Program coordinator, the course spans two years and has guidelines for required reading. “In our course design from IB, we are told on the front end that we need to study four works in translation. So since our instruction is in English, that means we have to choose four works that were not originally in English, and then we have to choose five works in our home language, which is English for our school,” Overbeck said. “As far as what we choose for the works in translation or the free choice books, we are able to kind of pick what we think will be a variety of texts for our students to read.” Martens, who is taking the IB Literature course this year, said the class helped her access a more diverse set of literature in the classroom. “I feel like AP (Literature)––that’s the College Board––that’s the generic literature class. If you want diversity, and if you want to hear a variety of perspectives, then you have to tag that International Baccalaureate on the front; you have to specialize. You have to say, ‘Oh, I want diversity,’” she said. “It’s crazy to me that (in) the AP (Literaread and review: (Left) Katie Overbeck, IB Literature teacher and IB Program coordinator, listens in on a group discussion. She said she is happy with the new diversity requirements. MADDIE MISTERKA PHOTO
but first, coffee: Junior Sarah Alhaddad pours coffee into a traditional turkish espresso cup. After partially growing up in the United Arab Emirates and being raised with prominent Jordinian culture, Alhaddad said she highly values her Middle Eastern culture.
42 Read a story on “stupid questions” and the importance of asking questions and the impact of in-depth learning point it out: Senior Ayo Arulogun speaks to Mr. Ziegler, history teacher and Black Student Alliance (BSA) sponsor, during the BSA callout meeting. Ziegler said he belives recognizing bias in history is important to understand our world’s history.
ture) class, which is such a generic, big, broad term, the stuff covered in it isn’t big. It isn’t broad. And I don’t think it really covers literature.” With that being said, Overbeck noted the English department will revise and review its curriculum, including the book selections for each course, within the next few months and implement the changes for the 2022-23 school year. “The sets of texts that have been picked for (different grades) have actually very much increased and the diversity and the inclusion within those texts for this next year’s curriculum,” she said. “However, IB, prior to that, would definitely have been the most diverse set of texts anywhere in the building. Now, with the next rollout of curriculum, I’d say that everybody’s kind of coming on board with that.” This comes a year after the department chose to add new courses to the Program of Studies, including Biblical Literature and Ethnic Litera-
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ture. Moreover, the rift on curriculum diversity is not solely in the English department. The social studies department, which is also in the process of revising and approving its curriculum this year, recently established an advisory board composed of students to oversee some of the changes. Pol Berger Romeu, member of this student advisory board and senior, said, “As a member of the social studies student advisory program, I hope to help modify the curriculums in order to make the courses a platform for students to learn about the key events, people and trends in history and form their own thoughts about these topics. This will allow for diverse perspectives in the classroom, creating better discussion and critical thinking.” According to junior Sarah Alhaddad, who lived in the United Arab Emirates for part of her elementary school education, there are some dif-
ferences in how content is covered in history classes in the United States due to international political differences. She said she supported such changes to diversify social studies content, as suggested by Berger Romeu. “I think an example would be like the Palestinian-Israeli conflict. This is what I’ve seen that has stood out to me the most. But not just in Abu Dhabi––in any Middle Eastern country, any type of history on that subject would be through a Palestinian lens (when I was growing up),” Alhaddad said. “But when you come here (to) the U.S., it’s all very pro-Israeli. Moving here was like a culture shock. I was like, ‘Wait, this is what we’re doing?’ There’s a huge, huge difference. It’s probably like that in other countries— any conflict that the U.S. is trying to teach us about is more or less from a lens that protects us.” History teacher James Ziegler said, “Throughout much of American history,
Scan this to visit the CHS DEI office website and learn more about DEI initiatives, programs, and how the DEI office functions within CHS
a lot of U.S. history textbooks are oftentimes very whitewashed or just hold from one narrative or one perspective.” Ziegler’s term—”whitewashed”— refers to the practice of glossing over or leaving out important events and underrepresented communities which often includes minority and marginalized populations. For sophomore Matthew Paraboschi, whitewashing occurs when educational institutions apply a European twist to educational content without providing multiple perspectives to a particular event, and, thereby, not portraying the whole story. However, in Paraboschi’s view, current social studies curricula at this school have covered a sufficient global perspective and adequately represented different groups. “I took AP World (History) and you can’t really call it a world history class if it’s not centered around the whole world,” Paraboschi said. “I
>>
stepping stones Take a look at six events leading to improved diversity in the United States and where they occured Location: New York, NY The National Association for the Advancement of Colored People (NAACP) is formed as the oldest and largest civil rights organization in America
Location: The White House, Washington DC The Fair Housing Act was signed in by President Lyndon B. Johnson, which states it is illegal to discriminate in the selling or rental of residential homes, or in other housing-related activites
Location: Montgomery, Alabama The Montgomery bus boycott, marking the start of the civil rights protests, represented a rejection of the suppression of black people
Location: The Supreme Court, Washington DC A court case from San Fransisco was taken to the Supreme Court for Asian discrimination in schools, and won the case unanimously
Location: Los Angeles, CA After Rodney King, a black man, was abused by CA Highway Patrol on video, the first large-scale protest against police brutality was seen in LA
1900
1909: NCAAP
Location: Minneapolis, MS After the muder of black people like George Floyd and Breonna Taylor, protests by the Black Lives Matter (BLM) movement against police brutality were seen across the country
1968: Fair Housing Act 1955: Bus Boycott
1974: Lau vs Nichols
1991: LA Riots
2020: BLM
2021
NATHAN HUANG, DANIEL TIAN GRAPHIC HISTORY, READERS DIGEST, NYT SOURCES
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SEPT 23, 2021
un-(p.o.)seen Take a look at a couple significant people of color in history with lesser known contributions to society
1921 1909
Bessie Coleman was the first African-American woman and first Native to become a pilot
Matthew Henson was the first African-American explorer to reach the North Pole
>> resentation of all parts of the globe.
thought that there was equal rep-
I still remember different units and so many different continents and stories.” Paraboschi also said taking AP World History and AP European History allowed him to recognize that historical figures such as Christopher Columbus, who had been seen in positive lights in his prior classes, were portrayed more realistically in the context of their actions. “In classes like AP World (History) and AP (European History), you learn about context and how (historical figures) are not as good or sometimes better than what you thought they were,” he said. “(For example), I’m not sure if (Christopher Columbus) should be portrayed as a hero, but I feel like he should be taught about and kids (should be given) a little bit of an ‘ignorance is bliss’ standpoint for a couple years, until, I guess, in sixth grade and seventh grade where they can fully understand the context. Berger Romeu said his experiences with social studies curriculum have aligned with Paraboschi and all of his teachers have made sure to teach both sides of a topic. “I hope to push all teachers to do the same as the ones I’ve had in my four years and modify the curriculums to encourage it,” he said. Ziegler said he agreed, and hopes changes in social studies curriculum will help students form stronger connections between historical topics from the classroom and current events.
BIOGRAPHY.COM, NPS, HISTORY, WOMENSHISTORY SOURCES KENT FUJITA GRAPHIC
1962 1941
by the numbers
29.5% of CHS students are people of color
79% of public school teachers in the United States reported their race as white as of 2018
66.1% of Indiana’s public school students are white
0
national requirements made for Diversity, Equity, and inclusion (DEI) program presence in scools IN DOE (2O20), NATIONAL CENTER FOR EDUCATION STATISTICS, SOURCES
Dr. Chien-Shiung Wu was an AsianAmerican physicist who worked on the Manhattan Project
“(A) big thing I want to do for my students is to really make sure that they can see how what we’re studying in class is relevant to their lives,” he said. “One of the things that I’ve helped push for is myself and (social studies teacher Kenneth) Browner and (Justin) Quick (social studies department chairperson), last year, we had advocated for the addition of an African American history course to the Carmel High School curriculum.” U.S. History teacher Allison Hargrove said via email, “I want kids to focus on the ‘big ideas’ rather than the trivial. I hope they remember the nuances of history, yes, but also understand the history in the larger context.” Martens agreed and said she wished the school made stronger links between the English and history curricula to demonstrate how social issues have changed perspectives over time. “There isn’t one book that tells the entire story of America,” she said. “And I think it’s silly to assume that just because people want to see more versions of the American voice bookworm: Junior Laura Marten reads Arranged Marriage by Chitra Banerjee Divakaruni for her IB Literature class. Martens said that taking IB Literature allowed her to find books from a more diverse group of authors
Cesar Chavez was a MexicanAmerican activist who founded the National Farm Workers Association
that you’re somehow degrading the classics. Just making sure that people understand that and making sure that this transition is handled respectfully (is important). “But I already think it’s happening,” Martens said. “I think it’s just going to continue happening, and in classes like AP (European History and) AP World (History), that kind of happens automatically, because of the subject matter. The AP (European History) book always has chapters in it (that) makes sure you understand how imperialism may have been good for Europe, but it sucked for everyone else; it really messed up the way our world works with trade and racism and immigration, all of these things,” she said. “I wish we talked more about that.” Although Martens said the AP Literature course is edgy at times in terms of diversity, she said her teacher was a significant force who tried to facilitate a more holistic learning environment. “(My English teacher) does a good job when we’re reading poems and other things in class to supplement
that; he tries to get other perspectives,” she said. “So as we’re reading As I Lay Dying and works by William Faulkner, which is Southern Gothic literature, we’re also reading poems written by people who had been enslaved, and people who were dealing with the trauma caused by (slavery) generations later. I think my teacher has done a good job individually trying to even it out, but I would say overall, the course is still extremely Eurocentric, contributing to this narrow-minded view of history.”
number one:
U.S. History teacher Allison Hargrove stands in the front of her classroom while teaching. Hargrove said she thinks historical context and concepts is more important than minor details.
pop quiz Take this quick quiz to see how much you know about overlooked black inventors Who contributed to the invention of the lightbulb? A. Thomas Edison B. Joseph Swan C. Lewis Latimer D. All of the above Which was NOT invented by a person of color? A. Permanent waving machine Check out the B. Hairdryer online story for C. Hairbrush with synthetic bristles answers and more about D. Electrically heated hair rollers
these inventors!
Which was NOT invented by a person of color? A. Permanent waving machine B. Hairdryer C. Hairbrush with synthetic bristles D. Electrically heated hair rollers DARSHINI SHANKAR GRAPHIC THE BLACK INVENTOR ONLINE MUSEUM, NYT, LEMELSON-MIT SOURCES
According to Overbeck, gradual changes allowed her to recognize how to choose texts that demonstrated diversity and encompassed the greatest number of perspectives possible. “I’m a child of the ’70s and ’80s, and I was really happy with what I thought was representative. But, boy, when I look at (the books) now, it was a lot of white authors, and it was white men. Now, I thought it was cool that I had some white men from the ’60s and ’70s thrown in there to balance the white men from the 1700s, but when you really look at what it takes to create an inclusive body of literature, it is so much more than that,” she said. “When I look back at the books that I have taught over 20 years of teaching, the vast majority remain American or European white men. And thankfully, in the last decade we have decided that that is not the only part of literature to be teaching, and hopefully we’re reaching more students because of that.” However, according to Ziegler, such changes within the social studies curriculum are sometimes met with criticism despite cohesion within the department itself. “I think we as a department are a pretty well-oiled machine, and kind of in agreement on a lot of these issues. And really, I think the contention is
coming from a vocal minority of parents, outside of the school, who don’t actually even know what’s going on in the classroom (and) are spreading a lot of false and malicious information without even really having anything to base,” he said. “That doesn’t mean that we don’t have philosophical differences, as teachers, and some teachers like to emphasize certain topics more than others, but I think, overall, our department has probably been pretty unified in our positions.” Martens added that no amount of curriculum changes can truly change what students end up learning throughout the year. “It’s up to the individual how much you take the books to heart,” she said. “You can assign as many readings as you want, but in the end, it’s up to the person who was reading it. “In America, we have this huge issue with echo chambers. The headline that I read may be completely different from what someone else is reading right next to me and I think that is really important. It’s really important not just to have diversity in stories and backgrounds and ethnicity, but to have diversity in where you’re getting your information from, she said. h “Be an informed consumer.”
student section
SEP 23, 2021
Sandwiched Gen Students reflect on effects of having multiple generations in their households
I
MATTHEW DU, MICHELLE WAN STORY
CAROLINE JUST PHOTOS
T CAN BE CHALLENGING TO
be a child of someone in the sandwich generation, according to sophomore Bailey Oehler, which is apparent with Family Diversity Month ending. The term “sandwich generation,” coined in 1981 by two social workers, refers to families in which one must take care of their own children as well as their elderly parents. According to Pew Research Center, an ongoing survey (conducted most recently in 2012) showed that 47% of adults between the ages of 40 and 59 have a parent who is from 65 or older and are taking care of their own children. Oehler’s mom, who takes care of both Oehler and her grandpa, has to work a little differently than parents who only take care of their children. This addition to the family can be positive and negative in many ways for each generation. Oehler said, “(One negative) is the age gap sometimes can be really hard to deal with because of the different views and opinions.” But not only does this situation affect the parent, it can also have an impact on the child. According to the T. Rowe Price 2019 Parents, Kids & Money Survey, kids can also feel the stress of financial strain in the sandwich generation,
the oehler family Read a brief timeline on the age differences of Oehler’s family
19201945
ultimately causing long-term financial impact. The survey showed that 70% of kids with a parent who are dealing with an aging family member are more likely to spend their money right away. Like Oehler, junior Katie O’Daniel also lived with her parents and a grandfather which added some responsibility to her because she felt responsible for how her grandfather was doing and felt some of the burden of her mother having to work harder.
the positive: Junior Katie O’Daniel poses with her grandfather outside of their home on the yard. She said she likes the family aspect and increased time she gets to spend as a family because of his presence.
“With Grandpa living with me it was super hard the older he got, there’s times I would blame myself for where he was at. It affected my mom more than me though because watching someone who was once strong slowly getting weaker and unable to take care of themselves can be sad,” she said. According to counselor Casey Danubio, although having extended family can have a positive impact, it can be difficult for family members to understand different generations and their activities. BAILEY OEHLER SOURCE
1965-1980
These are the years for the “Silent generation,” Oehler’s grandfather was born in 1943.
These are the years for “Generation X,” Oehler’s mom was born in 1970
1997-2012
LILY FARELL GRAPHIC
These are the years for “Generation Z,” Oehler was born in 2006.
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“Some of the thinking is more old-fashioned for the students who are living in those homes,” she said. “They find it difficult to assimilate modern culture and some of the things we consider very normal to a teenager, having people in their homes that are more old-fashioned and adhere to stricter cultural standards that are from earlier times can be really challenging.” Danubio said the differences in culture and lifestyle can often cause clashes between each generation in the family, which increases family tension on both the grandparents, parents, and children. “Because of this, there can be a frustration for students, parents and grandparents,” she said, “because they are all trying to work together to raise these children that all have values that are very important but maybe look a little different than what they want.” Oehler said she has seen firsthand some of these difficulties. She said her mother has the additional burden of basically becoming the parent of her parent as well as her child. Regardless of those difficulties, O’Daniel said her household is still tight knit; her relationship with her grandfather is healthy, and after adjusting to his move in, it has been easier for both her and her mom. “While there were difficulties having my grandpa live with me such as trying to keep him safe and making sure he won’t be lonely, having my extended family living with me has given me the happiest memories,” she said. “How much love and effort we put into keeping him happy brought my family together as well.” O’Daniel said before her grandfather lived with her family they drove family time: Oehler sits with her grandfather near the room that they built for him. Oehler said she knows there are more positives of her grandfather being present than negatives. She said that her grandfather has made a big impact in her life, especially after they moved in together.
by the numbers
15% of adults give financial support
47% of high school students play a sport PEW RESEARCH SOURCE
to do activities weekly or had enough time to drive around and just talk. “But after he moved in,” she said, we found that bonding with him really brought our family together.” Along these lines, Danubio said living with different generations brings stronger relationships into the family. “Many students that live in a home with multiple generations have a very close bond to their grandparents or aunts and uncles that they would have not been otherwise living in the same home being raised by them in some ways being closer to them,” she said. “They are closer to them and they know them better.” Ultimately, both Oehler and O’Daniel said they know that al-
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though sandwich generations may have difficulties, in the end they have a very close bond with their families, one of the greatest positive aspects for both students. Oehler said that though it can be difficult adapting to different views in the family, living in the sandwich generation grants more time with extended family. “At first it was a little weird when my grandpa first moved in with us, but we were so close to my grandparents that it didn’t change anything and now it just a new normal,” she said. “I think it is great because it forces you to be with your extended family which a lot of people take for granted.” h
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SEPT 23, 2021
Successful Mindset Students work to balance stressful workloads, fully in-person school EDDIE SUN STORY
N
ATIONAL
NO-EXCUSE
DAY
is next Monday. The day, founded by the Canadian organization SCENE, is geared to remind people to take time for themselves and forget about their worries for a bit. But that’s not always the case and isn’t always an easy task for students like junior Tanay Acharya who takes seven weighted classes along with being on the tennis team, Quizbowl, Science Olympiad, Math Club, debate and possibly other clubs just for fun. He said this year will be tough because of the transition to full in-person learning and the longer days. Acharya said, “Especially last year, it was hybrid, so you had a lot more time to do your stuff. It wasn’t as stressful compared to this year.” Acharya is not alone. Sophomore Katie Rizzuto is currently taking several honor and AP courses, along with tutoring math during SRT, all of which come with increasingly difficult workloads for Rizzuto. Rizzuto said, “This is my first real year of high school where I go in person everyday, which has been an adjustment, but the workload is the same, just a bit more compressed timewise. It’s sometimes stressful but for now I’m on top of my work.”
CAROLINE JUST PHOTOS
foot focus: Junior Tanay Archarya practices tennis for the CHS tennis team right after finishing a busy school day. Archarya says in order to hit his best shots he always has to be focused and put his best foot forward.
by the numbers
5700 students at CHS after the transition to fully in-person school.
57%
of high school students play a sport WEBMD SOURCE
She also works as a server for Bub’s Burgers and Ice Cream. She participates in the Carmel Cafe, DECA, TedX, and Linguistics club already and plans on joining Silverhounds and Planetarium Club as the year continues. As Rizzuto works, in school and out, she said she must have some ways to keep up with all this work. “Balancing the workload from school and the extracurricular has proved challenging so far, but I think I can manage it with proper time management,” she stated. Rizzuto said she tries her best to manage her time and takes breaks along with tracking her assignments to regularly to handle stress. partner work: Sophomore Katie Rizzuto (right) tutors her friend on her assignments. She says tutoring is one of the many activities she has had to balance with the fully inperson schedule.
“I keep a calendar in my phone and the planner also. It’s got dates and times of tests, clubs, and anything else I need to remember. I wake up early roughly two days a week. One day I work in the cafe and the other I have driving lessons with my instructor to get my permit,” Rizzuto said. “I have a club or work after school three-four times a week, and that can last anywhere from 5;30-9 depending on the activity. After that I go home and relax for a bit before I eat dinner with my family and start on homework after, ending anywhere between 10-2.” Psychology teacher Sandy Gardener, provided some tips on how to handle stress and the workload for school. Gardener said, “Mindset is a big part of that, they must look at stress as a good thing. If it’s too much stress it’s not good, but a little bit of stress is what keeps us motivated to a certain degree.” She also said how a positive mindset compared to a negative mindset can affect students working. “Mindset plays a really big role in how people approach work,” Gardener said, “how they think about work, how they think about careers in the h future, and things like that.”
humans of CHS
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More or Less the Same Students answer how later school start times have affected them MARYAM HAFEEZ Q&A, PHOTOS
Sophomore Logan Obrique “It’s (nice) that I get to sleep in more, but the ridiculously late end time has messed up my sleeping schedule anyway, even more than it already was. It’s hard for me to get my work done.”
Freshman Aadit Bothra “The new dismissal times definitely impacted me in many ways, especially after the changes to the bus and carpool lines. It got me home earlier which helped me get more things done, but I feel like it’s a lot harder for the carpool situation, because they have to go through a harder time just walking down the trail every single day, and I think it’s a real struggle for them, but it’s definitely a lot better for the buses.”
Sophomore Katie Rizzuto “This year I get to wake up later, which is nice because sleeping in kind of helps; however, I also get a later start on my homework which means I go to bed later because after-school activities and sports and anything else like that piles up when you get home at 4:30, if that.”
Senior Zoey Foley “The new end time has not been great for me. I’m in marching band, and now rehearsal doesn’t end until 7:00 and I get home at 7:30 so I can’t start on my homework until 8:00. I still have to get up by 8:00 to go to morning rehearsal at 9:00. ”
Freshman Jessica Ding “I’m not sure that it’s been totally positive. These days I’ve been getting home later and later, and when I get home I barely have enough time to eat dinner before I have to go to do my extracurriculars or get started on homework. I do like sleeping in in the mornings, but I would rather get home early in the afternoons, so I wouldn’t be so rushed with work and homework.”
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SEPT. 23, 2021
Bi Your Side Bisexual students celebrate Bisexual Pride Day, confront stigma CLAIRE HE, KRUTI SUBBANNAVAR STORY
P
resident of the gender
and Sexuality Alliance Club (GSA) and junior Marielle Cortelyou, who identifies as bisexual, plans on baking heartshaped sugar cookies decorated with the bisexual flag colors to celebrate Bisexual Pride Day, which is observed annually on Sept. 23. “I made the cookies heart-shaped because hearts represent love,” she
Scan this to read the extended version of this story
ZOE TU PHOTOS
said, “and with the bisexual flag on them, I wanted them to take on the meaning of loving and supporting the bisexual community.” According to GLAAD, a proLGBTQ media group, a bisexual individual is “a person who has the capacity to form enduring physical, romantic, and/or emotional attractions to those of the same gender or to those of another gender.”
pink, purple and blue: Senior Annie Salter applies pink, purple and blue eyeshadow. She said she plans to celebrate Bisexual Pride Day by hanging out with her friends and celebrating how far she’s come in terms of her sexuality.
Licensed mental health counselor Amy Liptak said having specific days to celebrate sexualities and take pride in them positively impacts students. “Just having that visibility—how powerful is it for an individual to see other people like them when they may not know anybody in real life who (identifies as bisexual)?” she said. “To walk into a room of allies and people who experience life the same way, is so powerful; it’s positive.” Cortelyou agrees, saying it was a validating occasion as it helps people get support from people in the community, and make new friends that one did not know were bisexual before. “I think it’s awesome to have a specific (day),” senior Annie Salter, who identifies as bisexual, said. “I don’t think it’s something I needed, but it is something very rewarding to know, coming together to support other bi people in the community as well, and… every day should be a celebration of who you are.” Sophomore Finn Inmon, who also identifies as bisexual, said along with the validation that comes with a day celebrating bisexuality, it is also important as it offers more exposure for the bisexual community. However, even though Cortelyou, Salter and Inmon said they had a lot of support when they came out, they said being bisexual came with discrimination and erasure. Cortelyou talked about an incident in her engineering class, where she faced stigma from a fellow student who did not believe her sexuality to be real. “I feel like that’s a really big stigma for girls in the community— that they are bi but (people) don’t believe that they actually are,” Cortelyou said. This phenomenon is called bisexual erasure, which
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not a phase:
ZOE TU PHOTO bi and proud: Junior Marielle Cortelyou and senior Annie Salter pose with a bisexual flag. Cortelyou, the president of the Gender and Sexuality Alliance, said she believed Bisexual Pride Day was a validating occasion.
is a common problem among the bisexual community. Inmon specified another stigma that a lot of bisexual people face: being labeled either “half-gay”, or “halfstraight,” or any other subset of the two. “The stigma (is) the idea that bisexual people either don’t exist or rarely exist, and when they do exist they’re eventually going to turn gay,” Inmon said. “The idea that you (don’t actually know you are bisexual), and that the people around you know more than you do, that can come from anywhere in the community, or outside of it. (It’s) invalidation: the idea that we don’t exist.” There are other stereotypes that have found their way into the treatment of bisexuals. Salter said one of the most common stereotypes is the perception that coming out as bisexual is a trend, as a temporary label or a ploy to garner social media attention. Salter said, “It’s kind of a big thing for me...I wouldn’t have faced the struggle of coming out to people that I wasn’t sure were going to accept me if I thought this was just a fun trend. There is a lot in my life that I faced losing because of this and with that...(the) stigma really hurt.” Regardless of the stigma, Inmon said being bisexual is something that made them doubt themself at times. They talked about something colloquially known as the “bi cycle,” where bisexual people are attracted to different genders in varying proportions at different points in time. “If (your attraction) leans (more toward one gender) than the other,”
they said, “you’ll start to invalidate yourself because you think, ‘Oh if I’m leaning more this direction then I’m not attracted to these other genders…I’m not actually bisexual’... but just remember that it’s pretty common ...and you’re not alone.” Cortelyou agreed, saying, “I think people need to understand that if you’re bi and in a straight relationship, you’re still bi. And if you are in a gay relationship, you are still bi.” Liptak said her clients who identify as bisexual believe it is hard for other people to understand them. She said, “In my practice working with people...I think that we’ve had a hard time understanding how a person can be attracted to both a man and a woman.” Despite the many stereotypes Cortelyou, Salter and Inmon said they faced, they said they were proud to be bisexual and celebrated their sexuality in the way they lived. Salter said she was secure in her sexuality, even though people tend to dismiss bisexuality as something more controversial than being gay or straight.
bi the numbers
7.9
MILLION adults in the United States identify as bisexual
28% of bisexual people are out to their family
8% of all high school students identify as LGBTQ AMERICAN PSYCHIATRIC ASSOCIATION SOURCE
“(A major stereotype is) the idea that we’re confused (about our sexuality),” Salter said. “I’m not, thank you, though, for being concerned about me. I don’t have to fit in one of your little boxes. I can be in between. It’s all right.” Cortelyou, Salter and Inmon said they received a lot of support from the school and their family and friends, even though isolated events of stigma and stereotyping still occurred. “Don’t be afraid to let your friends know (of your sexuality). Just tell people closer to you,” said Salter. “It was a big relief (to come out), and if you’re looking for that kind of relief and you’re ready to be honest with everyone else—and be honest with yourself—be brave and let others know who you are. The staff and students at this school are amazing; there’s plenty of support. If you can’t get it from your house (or) from your friends, you can get h it at our school.” An extended version of this story was published online on Sept. 23, 2021.
bi the way Check out the history behind the creation of the Bisexual Pride flag Bisexual artist Liz Nania created the Bi-Angles to represent inclusivity. She started with the pink triangle used by Nazi’s and added a blue triangle that overlapped.
MARCH 1987 DEC. 1998 Bisexual activist Michael Page designed the flag based on the Bi-Angles’ colors. He wanted to create a prominent symbol for the bisexual community. SIRI BYRISETTY GRAPHIC
PRIDE SOURCE
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SEPT 23, 2021
Trendy Travels Bus driver shortage changes students’ views on riding buses ROYCE BROWN STORY
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CHENYAO LIU PHOTOS unior arthur yeh sits in the
front seat of the bus, staring blankly through the window. He sluggishly moves in his seat as sweat rolls down his face. The humid air radiates inside the bus, even with the windows down. He waits impatiently for his bus’ turn to leave the school parking lot so he can finally go home. “It’s not fun to sit in a school bus when it’s 90 degrees outside,” Yeh said with a laugh. With the spread of COVID-19, and the more contagious Delta variant, many employers from various sectors are struggling to meet their quota of employees. This includes school districts and their bus drivers. According to a Sept. 2021 survey by the National School Transportation Association (NSTA), half of student-transportation coordinators described their driver shortages as “severe” or “desperate.” Yeh said he has noticed the bus driver shortage and the problems that come along with it. “I’ve experienced this shortage firsthand,” he said, “with the amount of buses being shuffled around, the later start time and the later time when school ends, and the fact that it used to take until 4:45 p.m. just for the buses to start leaving.” Yeh is not the only student who is experiencing these problems. Many other students are considering using other means of transportation, including driving to school. Sophomore Jihoon Kwon, who takes the bus, said he is working to get his license so he can drive to school instead. He said he hopes to use the car that he got for his birthday last year. home by bus: Students board the bus to go home after dismissal. As per junior Arthur Yeh, buses often drop students home late as having multiple routes slows drivers down.
“My birthday is (in September) and that is when I will do a writing test at the BMV to get my permit,” he said. “Within a month or two, I will do my 50 hours of driving. And I will do my driving test maybe in October or something. Starting then, I would definitely like to come to school with my personal car.” Kwon said he thought the route his bus takes is unfavorable, and that he believes the bus driver shortage may be playing a part in the late arrivals. “My bus goes around my whole neighborhood,” he said. “I’m the first one to get on the bus, and by the time they circle around the neighborhood and reach the school, it’s already 9:02 a.m.. So I literally have to sprint to class every single day. And I’m really sick and tired of that.” Kristine Schmale, a bus driver who has worked in the district for nine years, explained why many students like Kwon are experiencing problems with bus routes. “Many drivers are now driving three to four routes instead of two, to make up for the driver shortage and time changes of each school,” she said. “So we are working more hours than in the past years.”
By the time (we) reach the school, it’s already 9:02. So I literally have to sprint to class every single day. And I’m really sick and tired of that.” SOPHOMORE JIHOON KWON
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Schmale drives the bus for Mohawk Trails Elementary, Clay Middle School and CHS all in one day. “One could say (bus drivers) need more money, health insurance benefits or a year around job,” she said. “It’s not only Carmel that has a shortage; (the problem is) everywhere. “I think the current bus driver shortage is being handled the best it can be. They are hiring and training new drivers and have given us an increase in pay.” Gary Clevenger, the Assistant Director of Facilities and Transportation for Carmel Clay Schools, said he agrees with Schmale about raising wages. “We make sure we are competitive with what other districts are offering, so we can compete and attract the best drivers we can,” he said. ”Especially in a shortage like this, they are hard to come by. So you want to make sure that you are as competitive as possible.” According to Clevenger, the steps to becoming a bus driver are long and complex. He said the difficulty of becoming a bus driver, paired with their lack of availability, has made hiring particularly challenging. Some states are discussing whether the training requirements should be lowered. However, Clevenger said he disagrees. “You sacrifice safety by sacrificing the amount of training you give somebody,” he said. “So I don’t think that’s where we need to cut things. I think it’s a matter of having to find the folks you can, and attract them with an attractive wage and benefits package.”
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getting there Take a look at how high school students throughout the United States get to school
Walking/Biking %
9
Other %
1
Carpool %
36
School Bus %
22
Drive %
32
Meanwhile, Yeh said he is unhappy with the buses because it interferes with his extracurricular and academic activities. “(We get) home really late,” Yeh said. “Getting home late makes it so that I have much less time on homework and much less time on my extracurriculars, such as piano, SAT practice and swimming. At some points, I have to pick and choose what clubs I want to go to.” As the transportation department and drivers continue to tweak the current system, Yeh said he’s noticed improvements. He said, “It’s working pretty well because we used to get off at 4:45 average, but now it’s like 4:25ish, so that’s slightly better.” There is no way of telling when COVID-19 and its devastating ef-
YICHEN LIU GRAPHIC BLOOMBERG, YOUARECURRENT SOURCES
fects will simmer down, if ever. But one thing is for certain: people are working together to adapt and overcome challenges. Clevenger said he is proud of each and every bus driver and their hard work this year. He said the bus drivers are doing everything they can for the students. “Remember, your bus driver is usually the first person you see from the school every morning, and the last person you see every afternoon,” he said. “So never underestimate the impact of a bus driver; never say somebody is just a bus driver. We are very proud of our bus drivers here at Carmel.” “We have all been working hard and long hours to make this school year run as smoothly as possible,” Schmale said. “Like they say, it takes a village.” h
Scan this to read a story on public buses in Carmel and their impact on students lining up: Students walk up the trail towards school after parking their cars as a bus leaves the campus in the background. Recent bus driver shortages have forced some students to carpool or drive to school.
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SEPT. 23, 2021
To Ask or Not To Ask Teachers explain importance of asking questions, understanding students CHENYAO LIU, ARYA PINNAMANENI STORY
N
ational
ask
a
stupid
Question Day on Sept. 28 was created to encourage students to ask questions they were previously afraid to ask. Carl Sagan, scientist and educator, coined the phrase, “there is no such thing as a dumb question.” He argued that every question was a cry to understand the world. AP Seminar and AP English Literature teacher Tony Dunham said he agreed. He said he felt the stupidity of a question was subjective, and encouraged students to ask any and all questions. “Telling people there’s no such thing as a stupid question, in theory, is good, because it encourages curiosity,” Dunham said. “I’d rather a student ask than not understand.” Dunham is not the only teacher at CHS who believes that asking questions, however ‘stupid’ they may seem, creates understanding in the classroom. English teacher Grant Benefiel said he also agreed.
ask a lot: English teacher Tony Dunham explains how to correctly analyze texts. He said he encourages his students to frequently ask questions. ZOE TU PHOTO
“I’d encourage any question in a classroom, even as basic as what color is your shirt,” said Benefiel. “I don’t want students to be afraid to ask any questions, so if I do establish that there aren’t any stupid questions, I feel students are more comfortable to ask questions.” Math teacher Megan Cogswell agreed with Dunham and Benefiel.
just google it top ten most googled questions in 2020 Why were chainsaws invented? Why is there a coin shortage? Why was George Floyd arrested? Why is Nevada taking so long? Why is TikTok getting banned? Why did Kobe have 2 numbers? Why is everyone buying toilet paper? Why is it called COVID-19? Why is it called Juneteenth? Why is Australia on fire? KRUTI SUBBANNAVAR GRAPHIC
GOOGLE TRENDS SOURCE
She also said she believed teachers should strive to create a comfortable learning environment for students. “I think it’s really important for teachers to build a classroom environment so that students feel comfortable asking questions,” Cogswell said. “I encourage them, if they don’t want to raise their hand and ask a question in front of everybody, to ask the people...next to them.” The U.S. National Library of Medicine (NCBI) finds that asking questions fosters curiosity and critical thinking. A Harvard Business Review article titled “The Surprising Power of Questions” explains asking questions unlocks learning and improves interpersonal skills. Dunham said, “Even a stupid question can prompt discussion...I think the more we talk and listen to each other (is) what makes the world a better place.” “Holding on to a question (is detrimental),” Cogswell said. “You need to do something about that, you don’t want to live your life being confused all the time. Find ways to get your questions answered and that will...open some doors to understanding bigger concepts.” h
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Asking Around Students share times they asked stupid questions ZOE TU Q&A, PHOTOS
Freshman Jessica Ding “One time in a highlevel math class, I asked what an integer was. And I genuinely didn’t know, but everyone looked at me like I was stupid. Honestly, it was really embarrassing.”
Sophomore Brooke Cummings “I asked my mom what my dog’s name for me is. We name our dogs, but in our dog’s head, do our dogs have a name for us because we have a name for them?”
Freshman Adam Madni
Sophomore Kevin Russo
“The stupidest question I’ve ever asked is probably when a kid had his two front teeth knocked out and I asked if he was ok, and he kind of just stayed there and cried.”
“The stupidest question I’ve ever asked is when I asked my dad why there were little people trapped in the TV. His... response was laughter, and looking back on it I feel like it was very embarrassing.”
Junior Jeana Yeo “The stupidest question I’ve ever asked has to be how to spell my name. In elementary school, I think second grade, it’s when I first moved to the US, and I didn’t even know how to say my name in English nor could I spell my name in the English alphabet. That would have to be my stupidest question.”
Sophomore Peter Rozmaryn “The stupidest question I’ve ever asked is probably asking my grandparents if the world used to be black and white. They showed me pictures of back when they were kids and everything was black and white, and they just played along and told me that it used to be black and white.”
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SEPT 23, 2021
Protect the Land On eve of National Public Lands Day, students volunteer to help protect public lands in Carmel
N
SUMEDHA KOTA STORY ational public lands
Day is this Saturday, and volunteering for public lands lends more attention to environmental groups at CHS. This school has a variety of opportunities for students to get involved with public lands and ecological maintenance. Because of the global environmental crisis, students like senior Lourdes Bengero and teachers like Fran Rushing, former AP Environmental Science teacher, said treating education about sustainable living and human impact on the environment as increasingly important. They said this is especially true in both the curriculum and general school lives of students who are further educated with opportunities and knowledge about the difference that they can make at this school. Fran Rushing said she finds ways to show that messaging in her class. “We kind of layer on top of ecology information and talk about what we have done to the environment and how we have impacted the environment in good ways and bad ways, and what we could do better”, she said. She said the AP Environmental Science class is one of the numerous options students have to become more educated ecological consumers and consider their possible influence on the environment. Rushing said an additional opportunity for students to learn about the environment is through the newly established Environmental Management Club, which she advises. She said the club, which has yet to meet, will focus on environmental improvement initiatives and addressing problems within the public lands around Carmel by creating a student volunteer base.
Rushing said this class is what encouraged many of her students to pursue further environmental management initiatives outside of the class. National Public Lands Day is issued by the National Environmental Education Foundation (NEEF). NEEF provides data which depicts how a large part of caring for the public lands is based on the thousands of people who take the initiative to volunteer. Along those lines, students at this school who have taken responsibility for public lands make up the Green Action Club (GAC). The club has various facets which work
by the numbers
4.8%
increase in CO2 emissions this year
33
GIGATONS expected CO2 release in the atmosphere in 2021 IEA SOURCE
going green: Green Action Club sponsor and CCS Green Team representative Carey Anderson hangs a poster for the club on her wall. Anderson said she helps students increase awareness of environmental issues. ARYA PINNAMANENI PHOTO
together as a unit. Within the education committee, for example, there are various projects done with elementary students to educate them about their role in the environment at a young age. Students in the GAC take initiative to make an impact on younger children and contribute to the positive perception of the importance of ecological maintenance. Bengero, who serves as education committee chairperson for the GAC said, “(The club) helps people pursue their passions, and when you are passionate about something, you kind of pour a lot of your energy into it and it creates a really good outcome.” Club members said this initiative is what allows them to be successful at the high school level. Bengero said her focus on education really helped me branch out
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and meet new people. Last year I worked with the CEO of Helping Ninjas, Lindsey Barry, and I really liked the way that the organization worked with kids.” GAC Sponsor and CCS Green Team representative Carey Anderson, the liaison between the students and the district, said, “I attend meetings at Central Office and we all get together to discuss great ways that more people in our community gain awareness.” Anderson said she works with students in the GAC to aid their voices in order to be heard at the community level. “The club is set up to be student run. We have people that are passionate about their area. We had over 60 people sign up. What we want is for each of those people to tell us what got them there, because I feel like all of them have something to say and it’s great that they care so much about the environment around them." Such community efforts, Anderson said, can help people share their views with the community and help enact change. Social media is another part of volunteer opportunities for students; students can gain exposure by helping with club projects in a modern and more student-friendly way to begin their volunteering career. According to Cadence Proctor, GAC social media coordinator and senior, using social media for activism “gives you the gateway
earth’s volunteers Green Action Club: • Students can create a positive impact on the environment • Spread awareness and create change for the environment Environmental Management Club: • Volunteer-based club • Volunteer around the community
into joining more involved projects within the community.” Proctor said social media is very welcoming to new students who may already be using it on a regular basis. She said working on social media initiatives for the GAC helps divert social media activity in a positive way. Overall, Bengero said, “The earlier you start (volunteering), the more
BUREAU OF LAND MANAGEMENT SOURCE
1803
Ohio becomes the first state created from public lands (The Northwest Territory)
Meetings are every other Monday. Join Remind with code @19gac20.
Visit confronttheclimatecrisis.com
knowledge you gain about it (the environment), not that you can’t start later, but starting earlier will always benefit the environment.” h
Scan this to read a story on how COVID-19 impacted environmental activism
1996
Take a look at the history of the creation of public lands
SIRI BYRISETTY GRAPHIC CHS SOURCE
First Tuesday of every month starting Sep. 7th
Confront the Climate Crisis: • Statewide, student-run organization for environmental activism • Calls for legislation to combat climate change
land for the people
ARCHIT KALRA GRAPHIC
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The Grand Staircase-Escalante National Monument in Utah becomes the first national monument under the purview of the Bureau of Land Management
September 25, 2021
National Public Lands Day 2021
sports
SEPT 23, 2021
athlete spotlight
Nishesh Basavareddy Tennis player ranked 13th nationally ADDISON JOYCE Q&A
What would a typical day of training look like for you? “In a typical day, I wake up in the morning and do home exercises and rehab. And then I come to school. And then after school I go play tennis generally for like 2.5 hours or so and then I do another hour of fitness and other weightlifting or conditioning. I’ll take a day off either Friday or Sunday.”
good game: Tennis player and senior Nishesh Basavareddy shakes hands with a referee after a match. Basavareddy, a nationally ranked tennis player, said he hopes to recover from his injury, improve his ranking, and continue to play tennis beyond his high school career. NISHESH BASAVAREDDY SUBMITTED PHOTO
What are a few challenges that you have faced in your tennis career? “I’ve had quite a few injuries. I’ve had like 3 knee surgeries, and those are probably the biggest challenges. I’ve had to overcome those and come back stronger every time.”
What is your favorite tennis memory? “Probably my favorite moment was when I was playing a team tournament in (the) Czech Republic representing the USA under 14 and we were playing the clenching doubles match. We won in the final.”
What are some short term goals you have for the future? “My short term goal is to continue rehabbing to make sure I’m ready to play tournaments by November so that I can get back to it and improve my ranking. I had surgery at the end of May (because) I tore my meniscus, so I’m just recovering from that right now. I’ve just started standing and hitting some balls again in the past week or so. It’ll still be about a month and a half (until I can play).”
What are your plans for after graduation? “After I graduate I want to first go to college and play tennis in college. Then I want to make the transition to (professional) tennis afterwards or at some point during college.”
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Sports Briefs DARSHINI SHANKAR BRIEFS
women’s volleyball Varsity vs. Pike JV vs. Cathedral sept. 6:30 PM sept. 5:30 PM Pike HS Cathedral HS Indianapolis, IN Indianapolis, IN
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Varsity vs. Chatard sept. 5:30 PM Carmel HS Carmel, IN
30
28
JV vs. McCutcheon oct.
5
6:30 PM McCutcheon HS Lafayette, IN
over the net: (LEFT) Emerson Evans, varsity women’s volleyball player and junior, reaches up to hit the ball at a home game against Ben Davis on September 7. Carmel won with a score of 3-0. The Greyhounds’ next varsity volleyball game will be on Sept. 27 at Pike High School. LUKE MILLER PHOTO
men’s tennis Varsity vs. Homestead JV vs. Center Grove sept. 5:30 PM
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Carmel HS Carmel, IN
sept. 9:00 AM
25
Center Grove HS Greenwood, IN
Sectional sept.
29-30
4:15 PM Wed. and Thurs. Carmel HS Carmel, IN
women’s soccer Varsity vs. Zionsville sept.
25
11:30 AM Zionsville HS Whitestown, IN
JV Gold vs. Westfield sept.
28
5:30 PM Carmel HS Carmel, IN
Varsity Sectional oct.
4
6:00 PM Carmel HS Carmel, IN
kickin’ it: Emily Roper, varsity women’s soccer player and senior, prepares to kick the ball in a game against Guerin on August 20. The Lady Greyhounds won 2-0. Their next game will be on Sept. 25 at Zionsville High School. LUKE MILLER PHOTO
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SEPT 23, 2021
Spirited Away Varsity football players keep same game mindset despite bigger Homecoming crowds
T
MAGGIE MEYER STORY he homecoming football
game is arguably the biggest football game of the year. Athletics Director, Jim Inskeep said via email, “Historically (the Homecoming game has) 25% or more attendance from students over other home games. Typically, the Homecoming game (has) the largest attendance of each season.” However, Zach Osborne, quarterback and senior, said the larger crowd does not affect him and his preparation for the game. “I tune everything out once I step onto the field. I mean if there is a big crowd, there is a big crowd. If there is a small crowd, it is a small crowd. It is not really that big of a deal—the 75 guys that are on the sidelines, that is all that matters,” Osborne said. “It is always a great atmosphere at home, but to us there is not as much pressure just because it is another game, another Friday, another opponent,” he added. “We
I tune everything out once I step onto the field. If there is a big crowd, there is a big crowd. If there is a small crowd, it’s a small crowd ... The 75 guys that are on the sidelines, that is all that matters. QUARTERBACK AND SENIOR ZACH OSBORNE
take it one week at a time and look at whatever opponent we are going to play and give it the best.” Head Coach John Hebert said the Homecoming week celebration is exciting but it is more of a distraction than a motivation for the team. “It is definitely a distraction, especially Friday of Homecoming week,” he said. “We are outside with the parade, being down here on the field, and it could be a little draining for (the players). I do not think that we have let that get in our way, but it worries me every year, just to be focused on who we are playing. We are always going to play somebody that is capable of beating us and you do not want to cap off all of those fun things with going out and not playing your best.” Jackson Reece, linebacker and senior, said the practices leading up to the Homecoming game do not
student spirit: The CHS student section cheers on the football team at a game against Center Grove. Linebacker and senior Jackson Reece said, while the team mainly focuses on their own performance, the support from students and fans at the Homecoming game gives a boost to the team. The Homecoming game against North Central will be on Sept. 24. LUKE MILLER PHOTO
change because the team tries to view each game the same. “There is a big emphasis on staying focused and locked in even though it is Homecoming week,” he said. “But other than that, we do the same thing and prepare the same. We watch films, we study the tape, we prepare the same way every day.” Hebert said he enjoys the big crowd but he prepares the team to not let the crowd affect its gameplay. “I think it is more exciting when there are more people. I think it is more fun for kids. But then you have to adjust because the next week it will not be like that, so you have to be at your best no matter what your surroundings are,” Hebert said. Reece said, while the team does not let the crowd size affect their gameplay, the support from the students makes the games more exhilarating and lively.
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SOWMYA CHUNDI
ready for action: Members of the varsity football team prepare to walk out of the tunnel onto the field for a game against Center Grove. Head Coach John Hebert said the team tries to play their best no matter the surroundings they are in. LUKE MILLER PHOTO
“Every home game is a big deal to all of us and we go out there every week, every day, trying to show out for you guys (at CHS), so we appreciate the support,” Reece said. Osborne said he also appreciates the support from the students, family and friends. “Obviously, the Homecoming game is a big game every single year. A lot of friends and family—they used to play at Carmel or are former players,
did you know? A 1911 football game between the University of Missouri and the University of Kansas is often considered the first homecoming game. Missouri’s Athletics Director Chester Brewer invited alumni to the game and planned a parade and pep rally to go with the game, creating a model for other Homecoming celebrations. ACTIVE SOURCE
former coaches, managers—they all come back and see this game. Stands are going to be packed. We love all the support that we can get,” Osborne said. Hebert said he is excited to see this group of kids play at the Homecoming game this year because the team dynamic is strong. “We have got several guys that are in that category of taking on new roles and every game is like piecing together those 88 pieces, those 88 different spots, and hopefully it makes the difference for you,” he said. “I would say across the board that this group has been so much fun so far that I am excited for all of them.” Osborne said he also feels this year’s team works well together and new relationships are forming between the players. “As a senior I feel like I have a bigger role in that situation of creating new bonds with players that I never thought I would,” he said. “But as a sophomore, I mean obviously in 2019 it was a different atmosphere, different team. Then as
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we grow and we develop more relationships with different teammates I feel like this team is much stronger and we have better friendships with different players on both sides of the ball. I feel like we are overall h just closer together.”
pep talk: Zach Osborne (right), quarterback and senior, talks to teammate Lleyton Lukowski on the sideline. Osborne said players have grown much closer as the team plays more games together. OLIVIA MCKEE PHOTO
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SEPT 23, 2021
On the Road CHS soccer fans react to departure of superstars from previous teams
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ROHAN MAHESH STORY enior pol berger-romeu
was playing basketball with his friends when he heard about Lionel Messi signing with Paris-Saint Germain (PSG). “As a Barcelona fan, it was a tough pill to swallow,” Berger-Romeu said. Messi, a renowned soccer player, played for FC Barcelona in 21 concurrent years where he signed with PSG after having salary negotiation issues in the Spanish league. PSG coach Mauricio Pochettino quickly negotiated a contract with the 35time trophy winner which entails $82 million for two years. “Although Messi wanted to stay at Barcelona, I feel that a switch at this
point of his career is a good thing,” said Berger-Romeu. Senior Abhi Ankaraju said he agreed with Berger-Romeu. “I think the whole situation was a mess but then best came out of it,” Ankaraju said. Ankaraju, who plays for Indiana Fire, said he faced a huge legacy for players like him. “I feel like all soccer players imitate some styles from Messi no matter the position they play. I, on the other hand, mirror my game after Cristiano Ronaldo,” Ankaraju said. Ronaldo, a soccer player who now plays for Manchester United, built a legacy for fellow soccer players like Ankaraju to follow.
heads up: Senior Abhi Ankaraju does a header during a game for the Indiana Fire. Ankaraju said he tries to emulate Ronaldo’s playstyle when he plays. “I love performing headers midgame. They make me feel like Ronaldo“ ABHI ANKARAJU SUBMITTED PHOTO
Winning 32 trophies in many soccer leagues, Ronaldo has set the bar high for people to surpass him. In 2003, he played for the soccer club Sporting CP. Recognizing his talents, Manchester United coach Alex Ferguson transferred Ronaldo to Manchester United for 12 million euros. Ronaldo would go on to play well and reinvent the game. In 2009, he left Manchester United for Real Madrid in pursuit of a bigger contract and switched teams again in 2018 to Juventus. The homecoming of Ronaldo to Manchester United on Aug. 27 shocked the world. Ankaraju said he took a liking towards Ronaldo, calling him the
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I can’t seem to understand why people would put the debate up about Ronaldo or Messi. The two have severely different playing styles ... It’s like comparing an apple to a grape. SENIOR POL BERGERROMEU “G.O.A.T. of soccer”. His position is a forward, just like Ronaldo. Abhi said he mimics Ronaldo in a way to better his play style. “I love performing headers midgame. They make me feel like I am Ronaldo,” Ankaraju said. Ronaldo is famous for his “air-soaring” headers and has won many games due to the high flying ability he has. Shane Schmidt has been varsity soccer coach at this school for over 14 years and he has seen a couple
changes in his playbook due to the rise of Ronaldo. “I can’t seem to stray away from the basics in teaching my kids how to play soccer. That’s one aspect I like of Ronaldo. I wouldn’t say that I teach exactly what Ronaldo does on the field, but in some aspects I can see some paths cross,” Schmidt said. As an admirer of Ronaldo’s success, varsity head coach Shane Schmidt expressed he felt good about the return of Ronaldo to Manchester United. “Arguably has had the greatest soccer career any player has ever seen, he broke the international scoring record and five-time world player of the year,” Schmidt said. “To see him make it back and play at such a high level is amazing.” “I’d definitely want Messi on my team but it’s sometimes a pain in the butt because of their superstar status,” Schmidt said. “Having someone so good on your team wouldn’t contribute much to the team aspect of the sport.” Currently, Ronaldo debuted with his team on Sept. 11 against Newcastle, where he scored two goals. He will be playing against another formi-
ball handling: Senior Pol Berger-Romeu dribbles a soccer ball during a game. Romeu said that although Messi’s departure from FC Barcelona was hard to process, he believes it was a good move for his career. POL BERGER-ROMEU SUBMITTED PHOTO
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sudden switches Taking a look at sports idols who changed teams over their career Soccer player Cristiano Ronaldo rose to fame during his time at Real Madrid. He shocked fans when he transferred to Juventus in 2018 and stunned them again by transferring back to Manchester United, his first team, in August 2021. NFL quarterback Tom Brady, drafted by the New England Patriots in 2000, played 20 seasons and won six Super Bowls with the Patriots. In 2020, he left the Patriots to head to Tampa Bay to play with the Buccaneers. WNBA player Natalie Achonwa was drafted to the Indiana Fever in 2014. She was a part of the WNBA All-Rookie Team in 2015 and played 6 seasons with the Fever before being traded to the Minnesota Lynx in January 2021.
ALI PERSINGER GRAPHIC NFL, BRITANNICA, WNBA SOURCES
MILLION
US dollars earned from sales of Ronaldo Manchester United jerseys
123 MILLION US dollars earned from sales of Messi PSG jerseys
11 combined Ballon D’Or awards won by Messi and Ronaldo LOVETHESALES, SOURCE
dable player, Danny Ings, on Saturday. Many Manchester United fans wanted to recruit Ings over Ronaldo due to the age and the tolerance Ings has over Ronaldo. Nevertheless, the matchup against the two, who have similar play styles, will be one fans said they are excited to see. Romeu said that age is seen as a degrading factor for the value of not only soccer players but all other sports as well. “Comparing the two players isn’t that hard,” Berger-Romeu said. “I can’t seem to understand why people would put the debate up about Ronldo or Messi,” he said. “The two have severely different playing styles and cannot be compared. It’s like comparing an apple to a grape.” Newcomers in many soccer leagues have been up to play against soccer kings like Messi or Ronaldo, but Schmidt said he believes the title will be held for decades to come. “You can never say never, who would’ve ever thought that someone would’ve ever beaten the last international scoring record. It would definitely be hard in the near future for new players to be as efh ficient as Ronaldo.”
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SEPT 23, 2021
Family Fitness Family members discuss working out together, how it affects their relationships in honor of National Family Fitness Day on Sept. 26
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CADY ARMSTRONG STORY ccording
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junior
Jacqueline Roth, outside of cross-country practice, she likes to run with her mom, Laura Roth, or take walks with the rest of her family. Jacqueline said, “Most often, I do my long run with her and typically run once or twice a week together. But, we also do physical activities together as a whole family such as riding bikes, hiking, kayaking and more.” Sophomore Caleb Kim said working out with his brother, Elijah Kim, helps motivate him to go to the gym consistently. He said via email, “We focus on both cardio and weight training activities and going to the gym
CHRISTIAN LEDBETTER PHOTOS
together motivates me to work out consistently. This is because I’m constantly trying to improve myself and I’m trying to set a good example.” Kim and Jacqueline aren’t alone in finding motivation in the power of numbers. A 2011 study from Michigan State University found that doing a plank exercise with a partner motivated the participants to work harder and maintain it longer than when compared with those working out alone, in turn improving overall fitness results. What makes that easier for Kim and Jacqueline is that their partners live in the same household as them. According to Jacqueline, this is one of the reasons why she and her mom work out together.
bonding time: Junior Jacqueline Roth (left) and her mom, Laura Roth (right), sit down to stretch together before going on a run. Mrs. Roth said that working out together is a bonding experience because she communicates with her family while exercising and gets to learn more about them.
“When I see that (my mom) is going to go on a run, I always think that would be fun and find myself wanting to go. This then helps motivate me and remind me that this is something that I would want to do. It also kind of helps keep me on track on vacation and keeps me accountable when I want it to, and along with that, while we’re running, keeping pace together motivates me to go faster just because you’re with another person,” Jaqueline said. However, according to Mrs. Roth, there are also other benefits such as family bonding that come from being active together. She said, “I think from exercise itself you get natural endorphins. So
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when you’re out moving together, you’re getting those natural endorphins going. But in addition, having that bonding time with your family is really special, and it helps you grow close and it’s also just fun to be outdoors. You get to see nature which is more rare now and you get to make that memory with those you love and bond over that, which ultimately makes you both feel happier and overall more satisfied.” According to a 2019 JAMA Pediatrics study, family bonding such as this has long-term positive effects on children’s mental health. In the study, those who experienced positive adolescent family relationships had significantly lower levels of depressive symptoms from early adolescence to midlife than did those who experienced less-positive family relationships. With National Family Health and Fitness day coming Sunday, Kim reflected on how being active with his brother has helped him and encourages families and siblings to start working out due to these benefits associated with doing so. He said, “I would highly recommend some siblings to work out together. Working out with siblings can increase chemistry between siblings and can serve as motivation for improvement for the both of you.” Jacqueline said she agreed and that doing something active with your family doesn’t need to start out as an intense activity. “You know, I just encourage people to find activities that interest them. Through my outdoor activities with my family, I’ve found what I like to do but that may be different from others
speak-up!
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run together: Junior Jacqueline Roth (right) runs with her mom, Laura Roth (left). Jacqueline said she regularly goes on long runs with her mom because it motivates her to go faster and reminds her of her passion for running.
by the numbers
200% increase in workout time and intensity when people workout with someone better than them
95% of people who start weight loss programs with friends complete them NBC NEWS SOURCE
so just take your time. Through trying and finding what I liked, I’ve tried a lot such as water skiing and just trying everything out. It might take a minute but it is worth it,” she said. Additionally, both Mrs. Roth and Kim said that working out has led to self-discovery and knowledge. Mrs. Roth said, “When you turn off all devices and do everything and go and work out with your family, you’ll find that you’re not only growing closer to the people around you, but you’re growing as a person yourself, too. You grow in your communication skills, your social skills and then your physical fitness. You feel better about yourself and about your day. It helps you disconnect from the rest of the world and kind of communicate with each other, learning so much about your family members but also yourself. Overall,
yeah, I think it’s definitely a bonding experience.” Kim also said he has learned a lot from working out consistently with his brother. He said, “Since starting to go with my brother, I have started to go more frequently, about five days a week, wake up earlier, go for longer amounts of time and have a better outlook on self-improvement in general.” As for how families should get into working out together, Jaqueline said they should find an activity they all enjoy. “Just try one afternoon to find what works for you. It doesn’t have to be super intense and could be as simple as a family sunset walk. Overall, I would just encourage them to find something that works for them,” she said. “Once they do, it is super fun and is someh thing to look forward to.”
What benefits do you see when you work out with a partner or in a group? AUSTIN GUO SPEAK-UPS, PHOTOS
“I’m a rower. I think (working alone) would benefit your health because you learn to discipline yourself and take action on your own without someone motivating you and then helping you do it. There definitely are benefits to each. (People in a group) push each other and you do it together so you’re competing together, and it Freshman Niki Antonopoulos helps you socialize and build skills.”
“I have a workout partner named Caden Weaver, he’s a junior. We hit APC on blue days and we go as hard as we can. We would just get after it every single time and put our heads down and grind and we’d see Senior results in practice.” Dylan Kuharik
15 minutes of fame
SEPT 23, 2021
Brick by Brick Q&A with library specialist John Love on his passion for collecting LEGO sets EMILY SANDY, RILEY TERBUSH Q&A, PHOTOS
RILEY TERBUSH, JASMINE ZHANG PHOTO ILLUSTRATION
How did you start your LEGO collection?
How much time do you spend building sets?
My kids are now 23 and 21. (Growing up,) they loved LEGO(s), so we always (bought) these LEGO sets for birthdays, holidays, and random days. The big sets that I have that we would always buy would come out around the holidays. We’d buy a big set, and we would build it together as a family.
Whenever I (had) a free moment, we’d (my family) would bring out a (LEGO) set and it would sit on a table and we’d tinker with it and play with it for a little while. It might sit out there (one night) for a half an hour, but it takes me forever to do a whole set.
by the numbers
1963 the year the first LEGO set came out
400 MILLION people have played with LEGO sets FI.EDU, LEGO.COM SOURCES
HILITE.ORG
Why do you like to collect LEGO sets? It truly started as just something that I did with my kids when they were growing up. Now both my kids are not at home, but I still buy LEGO(s) to keep myself occupied. I (specifically) collected the buildings because I think they’re really cool. I like the idea of seeing the creativity that goes into design(ing) these.
Do you see yourself doing anything more with LEGOs in the future? I heard that the LEGO employees get a pretty good discount. I think (working there) would be super fun because they get to build their sets and then use them as a display. (I think it is) a perfect opportunity.
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football frenzy Senior Trevor Tilev releases blue smoke into the crowd during the beginning of the second home varsity football game of the season on Sept. 3. Tilev led the student section in cheering loudly for the team. Carmel played Center Grove and lost 41-14. The Hounds will play North Central next at the Homecoming game tomorrow; the theme of the game is Blue and Gold. OLIVIA MCKEE PHOTO