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Now and Then May 2, 2017


ACUMEN THROUGH THE YEARS EDITOR IN CHIEF: SELENA QIAN

selenaqian@chsacumen.com chsacumen.com hi@chsacumen.com facebook.com/chsacumen | @chsacumen

ASSOCIATE EDITORS: Alina Husain

alinahusain@chsacumen.com Sitha Vallabhaneni

sithavallabhaneni@chsacumen.com

5.02 REPORTERS: Jordyn Blakey, jordynblakey@chsacumen.com Jessica Mo, jessicamo@chsacumen.com Rachael Tan, rachaeltan@chsacumen.com Emily Worrell, emilyworrell@chsacumen.com GRAPHICS ARTIST: Aditya Belamkar, adityabelamkar@chsacumen.com PHOTOGRAPHERS: Divya Annamalai, divyaannamalai@chsacumen.com Shraddha Ramnath, shraddharamnath@chsacumen.com < COVER AND PG 2-3 DESIGNS AND PHOTOS // SELENA QIAN

NON-STAFF CONTRIBUTORS:

Emily Dexter, edexter@hilite.org Luke Gentile, lgentile@hilite.org Selena Liu, sliu@hilite.org Apurva Manas, amanas@hilite.org Lin-Lin Mo, lmo@hilite.org Heidi Peng, hpeng@hilite.org Adhi Ramkumar, aramkumar@hilite.org Sam Shi, sshi@hilite.org Sameen Siddiqui, ssiddiqui@hilite.org Amy Tian, atian@hilite.org Shiva Vallabhaneni, svallabhaneni@hilite.org Alanna Wu, awu@hilite.org Christina Yang, cyang@hilite.org James Yin, jyin@hilite.org Michelle Yin, myin@hilite.org Amber Zhao, azhao@hilite.org Allen Zheng, azheng@hilite.org


Dearest reader, Then and now, now and then. The word “then” is fascinating; it can take on both the meaning of the past as well as of the future. Here in our now, we exist between the two thens. We look to our past to help us navigate the difficulties of our present, and we look to our present to help us predict our future.

The covers of this issue explore this idea of the now and then of a single day, with the sunrise, the beginning of the day in the front transitioning to the sunset on the back. In this issue, we compare these three time frames, and in doing so, find that the past is often beyond recognition of the present. And, in the future, maybe our current world will seem foreign. With this last letter, I send my blessings from now to then, to next year’s Acumen editors. Good luck, -Selena Qian, editor in chief

NOW AND THEN | 03


IN THIS ISSUE 06

Q&A // Back(stroke) in the Day

08

Past Principals

10

Foundation of CHS

12

Academics Now and Then

14

The Bastions

16 A Family Legacy 22

Where Weâ&#x20AC;&#x2122;ll Be

23

A Crystal Clear Future

24

Languages

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26 Gap Year 30

Favorites Then and Now

31

Movie Remakes


ALINA HUSAIN // DESIGN

16

APURVA MANAS // PHOTO

08

CHRISTINA YANG // PHOTO

NOW AND THEN | 05

26

SELENA LIU // PHOTO

14

SHRADDHA RAMNATH // PHOTO


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Q&A CATHY SURETTE | BACK ( STROKE ) IN THE DAY

A closer look at what it was like to be on the first ever CHS women’s swim team to win a State Championship in 1982.

QUESTIONS | LUKE GENTILE PHOTO | REBECCA QIN What was the swimming program like when you attended CHS?

Swimming on the team was a lot of fun. While most all of us swam year round on the club team, the high school team was not a coed experience as it is now. When I swam, girls’ swimming was a fall sport; boys’ swimming was a winter sport. Swimming and Diving have seemingly become two separate teams now. When I swam, the divers practiced at the same time as the swimmers. We all shared a 25-yard, six-lane pool. We left a center lane line out to accommodate the divers. The divers swam the warm-up with us. They would throw dives whenever they could find an open spot in the water. Our coach always swam a ‘diver relay’ at meets. We probably had roughly 30 girls on our team. The team now has over 100 girls. We practiced before and after school and on Saturday mornings. We called the pool we swam in the ‘mole hole.’ Nothing like the facility we have now. One year, the ‘mole hole’ was condemned by the board of health and we had to find other pools to practice in. Hiring Ray Lawrence in the late 1970s was huge. Prior to Ray coming to Carmel, all of our coaches had been lay coaches. We had poor access to both the school and the pool as none of the lay coaches were given keys

ALINA HUSAIN // DESIGN

to the facility. If the pool doors were locked and we couldn’t find a custodian on a Saturday morning, we couldn’t practice. Ray was not only our swim coach, but he was also hired as an English teacher at CHS. As a member of the faculty, Ray had keys, and we had much better facility access and a better connection with the school.

What was it like to be a member of the first champion team?

Very exciting. It still brings a tear to my eye when I think about it, especially when you think about how long ago it was and that Carmel has been such a powerhouse ever since. The State (Championship) was swum at the Ball State University Natatorium in 1981-82. The (IU) Natatorium did not open until 1984-ish. After we won the state meet, we went straight to the North Central vs. Carmel football game. The football team was also playing for a State Championship. We arrived at halftime and the announcer made an announcement that we had just won the state meet. We felt pretty great about that and we received a lot of congratulations from students in the stands. The football team defeated North Central, and Carmel picked up a second state championship that day.

Does it feel like yesterday?

Not really. It was a lot of fun to have my two older girls go through the program and it brought back a lot of memories, but the program has definitely changed.

How long do you think this streak can continue?

I don’t really see an end at this point, but the success and the streak should not be taken for granted. The commitment from all involved—swimmers, parents and coaches— is immense. There are certainly other programs working very hard with a focus on the future. The success of the Carmel swim program is well reported. Families definitely come to Carmel to allow their children to SEE THE FULL Q&A AT benefit from the program. CHSACUMEN.COM

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NOW AND THEN | 07


LEADERS OF THE SCHOOL WORDS | SAMEEN SIDDIQUI PHOTOS | CHRISTINA YANG

Administrators and a teacher recall of the years prior to our current principal and look to see what the future holds for the next school year.

Principal John Williams

“I’ve been principal here at Carmel for 14 years, prior to that I was principal at Harrison High school in Evansville, Indiana for three years. When I had the opportunity to come up here, it just was not something that I was wanting to pass up, so really I said that in the beginning teasingly, but that’s the truth. I wanted to add to the greatness here. I wanted to be a part of continuing that and growing cause I knew that as good as (CHS) was, it had to get better and you know we all do. We can’t stay the same. We have to grow and improve so you know I wanted to be a part of that. To be able to see what kind of

things Carmel High School could achieve when we all work together and have a common goal of taking care of the kids... I’m going to miss lots of things. I’d probably if you say the most, I’ll miss the kids. some other things I’ll be able to find replacements and substitutes, but I worry that there’s not anything out there that’s going to match the opportunity to be around kids like I have now.”

Athletic Director Jim Inskeep

“Mr. Williams brought a community feel to the building with students and staff. He is a very genuine and visible leader, often being out in the hallways and seeking input from various parts of the building... I went to Carmel High School and graduated in 1992. We had grades 10-12 in the building with the freshmen still at the junior high schools...Student opportunities have increased greatly since that time. I strongly feel our student body now is better prepared to be lifelong learners and succeed past CHS because of the leadership opportunities and curriculum changes that have been made. From an

administration standpoint, Mr. Williams became very involved in the hiring process for teachers. This gave more consistency in the philosophy of the teaching faculty being hired. This also benefited the athletic department because he had a major focus on teachers contributing to our school culture outside of the school day. (Our new principal) will have large shoes to fill. There is a standard of excellence in our building that exists and the new leader will enjoy those expectations in the position.”

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YEARS ATTENDED AT CHS CHS was opened in 1888.

Satchwell Skeens-Benton Inskeep Williams

Michele Satchwell was Earl F. Lemme was principal a student teacher in ‘75, during this duration. He then began teaching the brought WHJE to CHS. following year. 1958-1963

Amy SkeensBenton attended CHS during these years.

‘75-80

1985-1989

1964-1989 The new (current) CHS building was opened in 1958.

Dale E. Graham was the principal for 25 years at CHS. He started the cross-country and baseball programs.


English Teacher Michele Satchwell “I’m more familiar with the student interaction with Mr. Graham and Mr. Williams and they were very familiar. The kids adored Dale Graham. He went to all of the events, he supported all the extracurriculars that kids were in, he went to all of the formal and informal get togethers of the teachers, he was just always fun to be around. Mr. Williams is very much the same way. He runs a bigger school, twice as big as what Mr. Graham ran, so he has to spread himself over a lot more extracurriculars,... just the fact that he stands out in the halls and says hi to the kids, that’s an amazing thing for a principal to do; you don’t see that in other schools. You don’t see that kind of care,...(students) know

that they can go to him, they can trust him and I think that’s an amazing thing for a high school principal...(Our superintendent) put together a profile of what the new principal should look like, and I read it and it’s pretty big shoes to fill...I’m not sure that short of Superman, we’re going to find someone do all of those things, but the qualities that were mentioned are important ones. It has to be someone who has a sense of humor. It has to be someone who loves kid. It has to be someone who is a professional and knows how to compromise and knows how to listen.”

Assistant Principal Amy Skeens-Benton

“I have been working at Carmel High School since 1999. I actually attended here for high school and graduated in 1989...Dale Graham was the principal at the time, and he was very much like Mr. Williams...As a student you have quite a different perspective of things, but I think the students now perceive the same view-point about our principal, as the students did when I was attending CHS. They’re both very student oriented. We really loved Dale Graham, and the kids love Mr. Williams... When Dr. Duke came in, it was a very tough time because there were a lot of things that had to change and were expected to change and that of course

had to do with the leadership and things going on at the school, he unfortunately had to retire shortly because of medical reasons, and following him we had John Abel as our temporary principal for a year. We loved him, he was so friendly and we knew he was only going to be here for a year, so we did not really expect big changes to be happening. When John Williams came he added so many programs for the kids to excel in, not only in academics, but also in extracurriculars...I know it was a difficult decision for him to retire this year, and of course we will all miss him, but I hope he has a long and happy retirement with all of his grandchildren.”

NOW AND THEN | 09

Dr. William Duke served as principal. In 2000, Dr. Duke was named “Secondary Principal of the Year.” 1989-2002

1989-1992 Jim Inskeep attends CHS.

Mr. John Williams serves as principal for 14 years for CHS. He had been teaching for 40 years. 2003-2017

? 2017-?

2002-2003 John Abell served as

interim principal.

GRAPHICS AND DESIGN BY SAMEEN SIDDIQUI


OUR OLâ&#x20AC;&#x2122; STOMPING GROUND Take a look at the additions and changes to CHS that has made it the school it is today. Aditya Belamkar | Graphic Athletics area School connected to Varsity Gym, 1999 administrative offices added, A wing attached to school Second floor A and B rooms

Freshman center

Main Entrance to CHS

2005

Freshman center, Greyhound Station, hall behind E rooms

2013

Blue and gold gym, new weight room

Fun Fact: The area between Greyhound Station and the Varsity Gym used to be a smoking area for students before the school was connected to the gym in the late 1990s.

1869

05.02

1887


SITHA VALLABHANENI // DESIGN

1923

1970

2005

NOW AND THEN | 11

2016


ACADEMICS: NOW GRAPHIC | ADHI RAMKUMAR

SOURCES: PROGRAM OF STUDIES, KAREN MCDANIEL, IB CHS

BY THE NUMBERS

42

34.06

Students who participate in the IB Diploma currently.

Percent of junior and senior students who take at least one IB course.

CHANGE OVER TIME

Here is a look at the gradual rise in enrollment in the IB program, a relatively new addition to CHS.* 800 700 600 500 400 300 200 100 2012-2013 2011-2012 Students enrolled in IB Classes

2013-2014

2014-2015

2015-2016

Students passing with a score of 4 or higher *Note: Data only available from 2011. The IB Program began in 2006.

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Classes Offered at CHS

Then

IB PROGRAM

A few years ago, IB Music SL used to be offered at CHS. This course is no longer available for students to take.

Now

The school now offers IB Business Management. This course helps students to prepare for major business competitions like DECA.

Then

AP PROGRAM

Prior to this school year, only offered one AP Computer Science course, namely AP Computer Science AB. Until 2014, AP Physics B was offered at Carmel High School.

Now

Now, CHS offers a brandnew AP Course: AP Computer Science Principles. Since 2014, AP Physics B was broken up into AP Physics I and II. AP Physics I is offered at this school.


W AND THEN Valedictorian

Distinguished Graduate Program

Up until 2007, Carmel High School utilized a Valedictorian system, which recognized the student with the highest Grade Point Average (GPA).

Starting in 2008, the Distinguished Graduate Program was established so students could be recognized for not only their academic achievements but also their extracurricular activities. The points needed are relative to each classâ&#x20AC;&#x2122; performance.

Path to the Grad

Hereâ&#x20AC;&#x2122;s a look at the path to become the Distinguished Graduate. You can fill this out to gage which areas you may need to work on to achieve this prestigious distinction.

ACADEMICS Cumulative GPA: ________Points You can earn up to 100 points. A GPA of 3.4 is worth 10 points, from which each successive tenth-of-a-decimal point adds an additional 10 points. The highest possible points, 100, is achieved with a 4.4. National Merit/Achievement/Hispanic Scholarships: ________ Points Semifinalist: 20 Points Commended: 10 Points

1 33 66

Distinguished Graduate -Person with most points Distinguished Graduates -Next 33 students with next most number of points

Commended Graduates

Service:

SERVICE/LEADERSHIP

_____Points 2 CLASS Awards: 10 Points Student Government: -House: 5 Points -Speaker: 15 Points -Body President: 15 Points

-GKOM: 5 Points for Each Year -NHS: 10 Points -NHS Officer: 5 Points -Clubs: Up to 30 Points* *Up to 3 Clubs, With Significant Involvement

Leadership: - Newspaper

_____Points - Radio/TV Club Officer - Key Club Maximum of 10 Points: Only 1 - DECA - Yearbook

officer position counted.

NOW AND THEN | 13 AP Scholar:

Diploma:

Performing Arts:

_____ Points With Distinction - 10 Points With Honors/Regular - 5 Points

_________Points IB Diploma - 10 Points AP Capstone Diploma - 5 Points Academic Honors - 5 Points Technical Honors - 5 Points

_____Points

Member of Accents, Ambassadors, Wind Symphony I, Symphony Orchestra, Theatre Production 4, Theatre Design 4, and Marching Band : 10 Points Each, Up to 30 Points total Participation in Peforming Arts Class: 10 Points Each, Up to 20 Points Possible Lead Cast Member, Stage Director, Stage Manager: 10 Points

Sports:

Total: ________ Points

_____Points Varsity Letter: 2 Different Sports, 5 Points; 3 Different Sports, 10 Points Sport Participant: 10 Points each sport, Up to 30 Points


BASTIONS. The

WORDS | LIN-LIN MO

PHOTO | SHRADDHA RAMNATH

THE ORGANIZATIONS BEHIND CHS

V

olunteer and student service organizations have been a pillar of the high school experience, boasting the largest member populations and histories of all the clubs. The halls of this school echo with the activities and energy of Key Club, National Honors Society (NHS) and student government. But like NHS head sponsor Sarah Johnson said, organizations no longer attribute their longevity to the importance of having service hours on a resume. Instead, they move in directions that inspire intrinsic motivation to work for the causes that matter the most.

(KEY)PING UP WITH THE TIMES Kiki Koniaris, Key Club vice president and junior, said the club was founded in 1925 in California. Because of their decades-long involvement at CHS, they have been stressing changes from an authoritative leader-member relationship to a collaborative relationship in order to invigorate the club’s energy. Cynthia Cahya, Key Club president and senior, said, “I think in previous years— I’ve been an officer since my sophomore year— even back then it was way different how we ran. The executives would come up with a lot of the opportunities and we would guide.” Key Club took steps this year toward being

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Cynthia Cahya, Key Club president and senior, discusses volunteer opportunities for members. Cahya worked this year to reinvent Key Club, adding onto its legacy, service and excellence.

more proactive in hopes of giving students more opportunities to exercise their volunteering spirit through hours activities during meetings, Cahya said. “Before we did have a large amount of members, but I (saw) a lot of them weren’t participating. Their hours were pretty low, and I feel like that’s because they didn’t know what to do,” she said. “But I feel like now there’s a lot more opportunities, we’ve teamed up with a lot of clubs. It kind of sparks them to keep going and do stuff; I think that’s the biggest change I’ve noticed.”


SITHA VALLABHANENI // DESIGN

LEADING THE CHARGE

>

In a similar way, student government, despite having fewer members than volunteering organizations, also has had troubles in the past with distributing weight by giving preference to seniors. Student body president Mike Pitz said one of his main goals was to try to recognize non-senior senators and designate chairmen positions more equally. Pitz said, “(You’re) not going to have that longevity unless you have a serious boost of energy the next year, and I took that to heart. With that ‘spreading the love’ mentality, we’re able to cut down on the bureaucracy and have more of a truly unified Senate.” “Student service leaders that came before and are here right now have taken those events and those causes and those concepts to heart so that we, as ordinary high school students from the Carmel bubble being of high socioeconomic class and having this distorted image of wealth; we put that all aside and we say we’re here for the cause and we’re here to make a difference, emphasize with our community, with our state and with our world to make it a better place,” Pitz said.

SHIVA VALLABHANENI // PHOTO

Student body president Mike Pitz leads the school in the school song during Homecoming. Pitz worked hard this year to unify class senators, ensuring longevity of the student government.

HONORABLE VOLUNTEERING

LASTING FOUNDATIONS

The current class of volunteer and service executive officers said they have been sharpening the focus and shifting the direction of their operations, acting on ideas with a more equal distribution of responsibility and more member participation overall. According to Michele Satchwell, former NHS head sponsor, NHS was founded in 1921 and CHS has had an active chapter since 1953. Connor Inglis, NHS vice president and senior, said, “They put a lot of pressure on a couple of (officers), and so we wanted to get away from that and we wanted to get a lot of people opportunities to get more done, been trying to include more members this year.”

When looking into the future, the leaders said they all want their organizations to continue in a direction of unity and empathy. Inglis said, “I don’t see (NHS) ever going away because I think Carmel High School, one of the great things, is (that’s) always a something that they do so well— I guess in the city of Carmel in general— is that students are raised to try and help the community any way they can. And so, I continue to see that mindset of ‘What I can do to help at Carmel?’ and that’s kind of what NHS embodies. So as long as we have those students at Carmel, I think NHS will always be a strong organization.”

NOW AND THEN | 15 He said NHS is achieving this through the expansion of committees when organizing school-wide events like carnation sales. “This year we had someone hold the lunch position, but I added, for instance, SRT this year,” Inglis said. “There’s never been a sale during SRT, and it really helped our sales doing it during SRT, because it was a promotion tool and we made good sales as well. And so we kind of added new committees; it gave more group hour opportunities, it gave more money, more promotion.”

Cahya said, “I feel like we have good bones, (but) I want (Key Club) to become bigger than just getting high school service hours. I want it to be more like an organization that is committed to doing stuff for the community rather than for college applications.” Pitz said, “If you have those motives of making a difference, both for the people beside you and for the causes and for your school and for your community, that’s going to let you have a lot of longevity here at Carmel.” A


Family

CUSTOMS A collection of stories from CHS students whose parents or siblings have set a long-standing family tradition. 1. Republican Rationale 2. Marching to the Beat WRITING | ALANNA WU 3. Wellesley Women PHOTOS | APURVA MANAS

1

3

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2


republican rationale

SELENA QIAN // DESIGN

>

L

ike the past three generations of her family, sophomore Kate Perry is a Republican. Perry said this is probably because it is all she has ever known; even as a child, she accepted her family’s political viewpoints without question. “A lot of people in my family vote Republican and have a lot against the Democrats and people who vote Democratic in elections,” Perry said. “I always just assumed they were right, and I was like, ‘well when I can vote, I’m probably going to

Sophomore Kate Perry holds signs from various presidential elections. Perry said her political views have been largely shaped by what the rest of her family believes. do, they have to yell at you about it. So I guess there’s not as many people at this school who agree with that viewpoint (anymore),” Perry said. Alex Perry, Kate’s older sister and senior, agreed and said Republicans have a different reputation nowadays as opposed to two generations ago. “Now, (being Republican) has a connotation of being opposed to change and modernization. It also has connotations of racism, sexism, etc. (But) I feel entirely NOW AND THEN | 17

vote Republican so that I can fit in with what they do.’ I’ve never really made my own decision on it. I just kind of go by what they want to keep them happy, and also because it (being Republican) doesn’t bother me.” However, Perry said her family’s viewpoints and experiences have changed from what they once were due to the current political climate. “Specifically for this election, I think a lot of the viewpoints have changed, which actually made my parents and grandparents more for Republican. They were a lot less politically correct this year, and more determined. But a lot of people, especially at Carmel High School, don’t really agree with your viewpoints, and instead of just accepting what you

indifferent (to what others think) because I agree with more of the policies supported by the Republican Party. I think family influence was involved,” Alex said. As for the continuity of this tradition, Alex said she does not care whether or not future generations continue to be Republican, as she believes it is impossible to be completely Republican or Democratic regardless. “(Continuing the tradition) is not of the slightest importance to me. The categorization of the population based on widening and increasingly less middle-of-the-way values is a ploy to divide people, but any who have the slightest empathy or clarity of thought can see that they are terminally meaningless,” Alex said. A


marching to the beat

5.02


SELENA QIAN // DESIGN

E

ver since she was little, sophomore Emilie Prill has heard about marching band from her family. Prill, whose mother, uncle and older brother all participated in their respective band programs, has continued the tradition by participating in both marching band and concert band at CHS. Without her family’s interest in band, Prill said, this probably would not have happened. “There’s no way (I would have joined band); I had no real interest in it. I just saw that my older brother and my mom enjoyed it a lot, and I thought, ‘Hm, that looks like fun,’” Prill said. “ (Band has) just been a part of my life. I’ve been expected to do it, it’s been around me for as long as I can remember, and it’s been a very long time.” Prill said her family’s tradition of participating in band has instilled a lovehate relationship with music in her; while she often tires of hearing about music from her family, she has come to develop an appreciation for it. “If they’re all three in a room, my uncle, my mom and my brother, it’s all they’ll talk about. And that can go on for hours,” Prill said. “It’s actually made me not like music that much, personally, just because of the expectation to like all this classical music. But I also do have an extreme appreciation for it, because I know how much work goes into it. And it’s changed my perspective on a lot of things.”

Amy Prill, Emilie’s mother, said she is glad her children have carried on the tradition, not because she wants to see her legacy carried on, but because she believes they can learn valuable skills from the program. “I enjoy that my children have done something that I loved when I was their age, and I enjoy that we have something in common to talk about. However, the importance to me is not that a tradition was carried on, (but) rather that they experience teamwork, hard work, excellence, dedication and leadership in one way or another,” Mrs. Prill said. “I am excited that Emilie is a part of something that will increase her leadership skills and teach her the importance of teamwork.” Mrs. Prill also said she has observed marching band shows become more and more complex over the years, but the skills her children are learning today are the same ones she learned when she first joined marching band in the late 1970s. “I think that marching band has become more artistic in nature and is less militarized in some aspects,” Mrs. Prill said. “When I was in marching band, the style, uniforms, marching and color guard seemed to have much more of a military theme. The program, though, and the things that we learned as young adults seem to persist nowadays. (This includes) striving towards a common goal, teamwork, hard work, perfecting your skill set, dedication (and) leadership.” A NOW AND THEN | 19

>

Sophomore Emilie Prill practices her mellophone. Prill has followed her mother, brother and uncle in joining band and marching band.


wellesley women > Lynn Kerbeshian, junior Sophie Vincent's grandmother, (left), Ellie Vincent, Sophie's sister and '15 (center) and Marie Kerbeshian, Sophie's mother (right), commemorate Ellie's graduation from CHS. All three have attended or currently attend Wellesley College, but Sophie said she will not follow that tradition.

J

unior Sophie Vincent is no stranger to family legacies; at least one woman from nearly every generation in her family has attended Wellesley College, a private women’s liberal arts college in Massachusetts. However, Vincent said her family’s legacy has actually encouraged her to not attend Wellesley. “I talk to my (older) sister a lot about it because I’m a junior and looking into more schools, and she says that she absolutely loves going to the small school up on the East Coast because it gives her a lot of community. She loves being up there, and I love being up there too, in the Boston area,” Vincent said. “(But) I don’t plan on going to Wellesley. I would like to do something else because my sister currently goes there, and I want to be able to do my own thing and not be compared to her while going there. But I do want to look at similar schools that are like Wellesley, just not Wellesley.” 5.02 For Vincent, this does not mean she is not upholding her family’s tradition. Vincent said, for her, the family tradition extends beyond attending a specific college. “I knew while growing up that my family came from a long line of women who came from prestigious schools and got very good high education and worked hard for their careers. And I guess the only way that really affected me was making sure I was working

hard to uphold family tradition and not let anyone down,” Vincent said. In addition, Vincent said she believes attending Wellesley is not as vital for her education as it may have been for her predecessors. “Back when the Ivy Leagues wouldn’t let women into their colleges, seven schools got together and they created the seven sister schools, which were all (for) females.


SELENA QIAN // DESIGN; SUBMITTED PHOTO BY SOPHIE VINCENT

NOW AND THEN | 21 And basically they were the same level as Ivy Leagues, but nowadays a lot of the seven sister schools have opened up to coed, and now the Ivy Leagues allow women, I want to say it’s less significant. The fact that it was a sister school—it’s less important now,” Vincent said. Vincent said her choice to not attend Wellesley will not cause any trouble within the family, as she will be able to apply the

real tradition, a good work ethic, to any college she attends. “My family is really respectful about what I want to do with my life. And if I chose not to go to Wellesley or another school like that, they would completely respect it,” Vincent said. “Growing up with a family who comes from that long line, it did kind of influence me and help me to realize how important (hard work) is and how it helps me to grow in the future." A


LOOKING INTO SPEAK UPS: WHERE DO YOU SEE US IN TEN YEARS?

“(Even) now I ask (my parents) about things and they’re like, ‘I never learned that in high school.’ And I think that’s just going to continue to increase. So my future kids will be learning things that I never would have even thought of.” Sophomore Cami Roper

“I think the world will be internationally connected in terms of trade and political influence. I feel that due to this relationship between countries, there will be less conflict and terror in the world, at least in terms of anti-government or ideology groups.” Senior Thomas “Tommy” Xuan

“Take a step backwards in terms of politics. Communism? I don’t think so. But dictatorship, possibly. I see that democratic societies usually get bad by the end 200 years, and we’re getting to that point, so I can see us possibly going downhill from here.” Junior Osaretin “Oti” Ogbeide

5.02

According to the Flynn effect, the population becomes smarter every decade, meaning future generations are likely to be smarter than us.

Since the 1820s, there has been rapid globalization resulting in increased trade and migration. This trend will probably continue in the future.

Since the 1930s, the percentage of the population that say it is “essential” to live in a democratic country has been steadily declining.

NATIONAL INSTITUTES OF HEALTH // SOURCE

THE NATIONAL BUREAU OF ECONOMIC RESEARCH // SOURCE

JOURNAL OF DEMOCRACY // SOURCE

ALANNA WU // DESIGN


THE FUTURE Tarot Cards

A practicioner predicts the future by interpreting cards based on the illustrations and whether or not they are chosen upright. Here are a few examples.

“We’re definitely progressing at a rapid rate technologically, so communications will definitely (be) better, transportation will be definitely better, whether it’s hovercrafts—maybe not in ten years, that’s a little too soon.” Junior Brooke Eckl

The Tower Upright: disaster Reversed: fear of change

The Devil Upright: addiction Reversed: breaking free

The Death Card Upright: change Reversed: resisting change

The Hermit Upright: guidance Reversed: isolation

The Moon Upright: fear Reversed: confusion

The Hanged Man Upright: sacrifice Reversed: martyrdom

Palm Reading One’s future is interpreted from lines on his or her hand. Take a look at some of the lines used for this type of divination. NOW AND THEN | 23

As of 2016, 33 companies were working on selfdriving cars. There are also currently seven companies working on cars that can fly and drive. BUSINESS INSIDER // SOURCE

Heart Line: Reveals your attitude towards love and clues about your love life. Wisdom Line: Indicates your intellectual ability and natural abilities. Life Line: Gives information about your health and relationships with others. Fate Line: Predicts how the people and events you encounter will affect your life.

Wealth Line: When present, this line indicates success in your life. JAMES YIN & MICHELLE YIN // GRAPHICS; BIDDY TAROT & PSYCHIC LIBRARY // SOURCE


S LANG. WORDS | JORDYN BLAKEY PHOTOS | CHRISTINA YANG

Students and teachers reflect on the differences between learned and acquired languages

K

eona Lee, Japanese student and junior, participated in the Carmel-Seikyo Japanese exchange program and she said it helped her understand the Japanese language better. When you’re learning a language, the best way to learn it is to learn it first hand because when you’re here, you are so far removed from the actual country that speaks it,” Lee said. Lee said she noticed that the way she learned Japanese is different than the way it is spoken in the country. “Here we learn it very formally and over there they speak it (informally). Overall, they could understand what I was saying, and I could understand what they were saying,” Lee said. Lee also said she thinks it is best for teachers to teach the language authentically to students. “If you learn (Japanese) here, it's different from how it is in the home country. When you go there yourself, it's going to have a discrepancy and make it harder to communicate with people who are natives there,” Lee said. German teacher Angelika Becker said to learn a language, it is important to immerse yourself in the mother country. “In the country, you’re forced to speak (its language) because you have to survive (and) you may be the only one that speaks your language. When we teach in the classroom, (students) understand you when you speak English, so you don’t have to use it,” Becker said.

Becker also said she tries to incorporate relics from Germany into her class, to introduce them to the culture and to be as authentic as she can. “When (students) talk to a German teenager for instance, (the German teenagers) speak fast; they speak fast in German and they speak fast in English. I think that is important that you expose (students) to what they really can expect in the target culture, and that’s why we need to be authentic,” Becker said. To Lee and Becker, it is more than just learning the fundamentals of the language; the communicative aspect is important as well. “We need to teach for communication, because that’s what language is and the grammar rules are the nuts and bolts. There are some grammar rules that are important, and if you don’t know how it works, then your communication breaks down,” Becker said. “It’s more natural, plus, here you can slip back into English and that other person would understand, but over there you have to speak Japanese or the other person won’t understand you,” Lee said. Becker, who was born in Germany, said when she traveled to the United States, she noticed the English she learned in Germany was different from the English she experienced in the United States, just like her current German students. “You realize it is not a school subject; there are real people using this language, (and) you don’t just learn for the sake of learning it, you will use it, and you will realize how many things you don’t know and how many things are different,” Becker said. A

5.02

German teacher Angelika Becker helps a German student with their work. Becker said the most important part of learning a language is immersion.

>


While there are significant differences between learned and acquired languages, take a look at how English has changed from now and then Before the Latin alphabet was adopted in England, runes were used instead of letters.

“peorð” - p Middle English 1000-1500

John Wycliffe publishes his English translation of “The Bible”

SOURCE: ARILD-HAUGE.COM

HOW SHAKESPEARE CHANGED ENGLISH Shakespeare invented many words that we still use in everyday language: Addiction- Othello Act II Scene III Eyeball- The Tempest Act I Scene II Manager- A Midsummer Night’s Dream Act V Scene 1 Uncomfortable- Romeo and Juliet Act IV Scene V Fashionable- Troilus and Cressida Act III Scene III SOURCE: MENTALFLOSS.COM

Early Modern English

1500-1750

“feoh” - f

“ūr” - u

Anglo-Saxon Runes commonly used from 400-800 AD

SAM SHI AND SELENA LIU // DESIGN

The Evolution of English

Old English 450-1000 AD

~400 AD

NOW AND THEN | 25

How's it going? Translation

>

"Buten ohe hayley, they yelle in mossweay" But oh they, they yell in the moss

>

"If music be the food of love, play on" If it’s true that music makes people more in love, keep playing

First edition of the Oxford Dictionary is published. 1928

2017

SOURCE: THEHISTORYOFENGLISH.COM

Hū gæþ?

Early Modern English

Middle English

1750-now

Old English


Fashionably 5.02

LATE WORDS | EMILY DEXTER PHOTOS | SELENA LIU

Students postpone college in favor of taking a gap year, prepare for futures in fashion industry


ALINA HUSAIN // DESIGN

T

o senior Remi Meeker, the long, burnt-gold necklace accenting her patterned dress, tights and heels carries memories of being on Homecoming court and other special occasions. On this particular day, a yearbook photo was the occasion for wearing the meaningful necklace, but usually, getting dressed in the morning means more to Meeker than simply throwing on clothes. Meeker said styling herself is a creative challenge to be different and to take pieces that seem like polar opposites and combine them to create an outfit. “(Fashion) is like an art form. It’s just like any other artist, how they’ll paint or sculpt,” Meeker said. “I’m still making something, just like they are.” Meeker said her time in her freshman year fashion class helped her to truly develop an interest in fashion. Even before high school, however, her

the way you think they’re meant to.” Meeker said she hopes to enter the fashion industry, but instead of attending a university next year like the majority of her classmates, she plans to take a gap year to seek employment and take a break from her studies. “I used to think that I wanted to be a designer. I now think I’d want to be more of a stylist. It’s changed so much that I’d rather take the time to contemplate the options out there, because there are so many job opportunities,” Meeker said. Across the nation, a growing number of students share Meeker’s wish to take a year off before college. According to the American Gap Association’s 2015 National Alumni Survey, interest and participation in gap years in the United States has continued to grow. In fact, since 2010 there has been a 294 percent increase in attendance to USA Gap Year Fairs. NOW AND THEN | 27

goals for the future were already taking shape. “I was planning how I was going to get into college since the sixth grade, maybe even earlier. I was determined to be a straight-A student,” Meeker said. “Sometimes things in life happen that you don’t expect, and plans don’t always go

Harry Pettibone, college and career resource counselor, said he has observed a growing awareness and interest in gap years at CHS over his six years here, although he has not witnessed the same increase in participation as has occurred nationally.


“(Taking a gap year) is okay if you have a purpose or a plan or if you’re totally in the dark as to where you want to go off to college. If you use the gap year wisely, maybe you will find your passion or your niche,” Pettibone said. Meeker said she feels taking a gap year should be more of a norm among students. “The most challenging part was making that initial decision even though everyone else was kind of questioning it. Now that I’m firm on my decision, I feel like more people are considering (a gap year), and I think that’s a great thing,” Meeker said. CHS alumna Cayla Shank ‘16 made a decision similar to Meeker’s; instead of immediately enrolling in art school as she originally planned, Shank is currently taking a gap year. During her time at CHS, she was president of the Sew Unique club, and, similar to Meeker, took four years of fashion classes. She is now a preschool teacher at the Goddard school and said she plans to attend a traditional university and major in fashion design next year. “If I were to go (to art school) and I didn’t like it, then the credits don’t transfer because the classes are so specialized, so it would be kind of hard to get out of going if I didn’t like

it,” Shank said. “I wanted to take a year off to make sure that was what I wanted to do (or) if I wanted to go to a regular university like IU.” According to Shank, her time away from school has helped her make this decision. “(Last year) I had no idea what school I wanted to go to. I didn’t know if I was certain about my major and whatnot, and just because I’ve gone and been able to visit people and seen them at college and stuff, it’s a lot more reassuring that I’m going to be okay and whatnot. I’m a lot more certain now,” Shank said. According to their respective websites, IU allows incoming students to defer their acceptance to take a year off, and prestigious schools such as Princeton and Harvard Universities also encourage gap years. Princeton’s newly admitted undergraduates have the opportunity to live and volunteer abroad for nine months through its Bridge Year Program, and Harvard encourages accepted students to take a gap year to travel, work or pursue other meaningful activities. Pettibone said, “Through travel or an internship or through community service or through a job, maybe if you do one of those four things, you will find your purpose or

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BY tHE NumbERs

Take a look at some key statistics about the popularity and prevalence of gap years in the United States

5% ALINA HUSAIN // DESIGN AND GRAPHIC; FORBES.COM // SOURCE

The United States is still new to gap years, with only about five percent of universities offering deferral programs for prospective students

88

percent of gap year graduates report their gap year significantly added to their employability

90

percent of gap year students return to college


Cayla Shank, who graduated from CHS in 2016, chose to take a gap year after graduation. Shank chose to take a gap year to figure out what path she wanted to pursue in coming years.

your passion for going to college.” However students choose to fill their itineraries, both Shank and Pettibone said people who take a gap year need to spend their time productively.

Shank said she is glad she made her choice to take a year off. “I got the opportunity to realize what it’s like after college beforehand, which is kind of bittersweet because it’s nice being able to NOW AND THEN | 29

“It’s going to be nice to get some experience under my belt before I go off to college, and just (to have) the time to kind of reflect and do what I would like to do, as opposed to being very strictly mandated here at school,” Meeker said. Students who take a gap year enjoy many benefits, ranging from personal growth to gaining skills needed for success. According to the American Gap Association’s survey, 98 percent of respondents, all of whom where gap year alumni, agreed with the statements that taking a gap year helped them develop as a person and provided time for personal reflection.

go to a job and be independent and have that experience, but at the same time, it’s like ... I don’t really want to be working all the time like I am right now,” Shank said. For Meeker, most of her original feelings of nervousness about taking a gap year have already been replaced by excitement. “Anything could happen next year,” Meeker said. “I don’t know what’s going to come my way. I could travel; I could just stick with my job and get really high up; I could find a really good school that wants to give me scholarships. Anything could happen right now.” A


FAVORITES THEN Take a look at the development of games and movies that students were interested in from a few years ago compared to now. ALLEN ZHENG // GRAPHIC

THEN

Movie Development Shorter shots

Console Games

2010

vs.

12 seconds The Xbox was released on November 15, 2001, and by New Years, it had almost sold out everywhere.

The Wii was released at a later date on November 19, 2006. Despite the later release date, the Wii passed the Xbox in sales within two years.

DIGITALTRENDS.COM, WIRED.COM//SOURCES

NOW

2.5 seconds

Different patterns of shots and more motion have helped grasp the audience’s attention better.

*2005 Top Movies:

Desktop and Mobile

PC and mobile gaming have seen a surge in popularity with easier access and more online interaction with other people around the world.

2017

1. Star Wars Episode III 2. The Chronicles of Narnia: The Lion, the Witch, and the Wardrobe 3. Harry Potter and the Goblet of Fire

*Recent Top Movies:

1. Star Wars: The Force Awakens (2015) 2. Jurassic World (2015) 3. Captain America: Civil War (2016) *based on domestic gross

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SPEAK-UPS How have movies and games that you were interested in changed throughout the years? “Games have adjusted to what kids these days like more so they’re more catered toward a certain population and there’s more games for each genre now and so you can really pick and choose compared to before.” Junior Kevin Chen

“(Horror movies) have a bunch of more detailed graphics and so Resident Evil is a saga about a bunch of zombie movies so the details have gotten better and way more realistic.” Sophomore Anna Hartman


AMY TIAN // DESIGN SPEAK-UPS BY HEIDI PENG

MOVIE REMAKES

Here's a closer look at upcoming movie remakes of '90s classics. HEIDI PENG // GRAPHIC

RELEASE DATE: Nov. 18, 1990 GENRE: Drama/Thriller FORMAT: Miniseries RELEASE DATE: June 5, 1998 GENRE: Fantasy/ Comedy-Drama FORMAT: Animation RELEASE DATE: Nov. 22, 1991 GENRE: Fantasy/Romance FORMAT: Animation

SPEAK-UPS

RELEASE DATE: Sept. 8, 2017 GENRE: Drama/Thriller FORMAT: Film TRIVIA: “IT” is said to appear every 27 years.

27 YEARS LATER

?

20 YEARS LATER

RELEASE DATE: 2018 GENRE: Fantasy/Comedy FORMAT: Live-Action TRIVIA: Both Disney and Sony are rumored to be remaking Mulan.

RELEASE DATE: Mar. 17, 2017 GENRE: Fantasy/ Romance FORMAT: Live-Action TRIVIA: Belle’s town, Villeneuve, is named after “Beauty and the Beast” author, GabrielleSuzanne Barbot de Villeneuve.

26 YEARS LATER

What was you opinion on the 2017 remake of Beauty and the Beast? NOW AND THEN | 31

“They kept touting (Beauty and the Beast) as this new feminist version of the movie, but I found that... the characterization of Belle as this feminist Disney princess wasn’t really seen at all.” Junior Kiki Koniaris “They stayed to the basic concept of what Beauty and the Beast is and added a modern twist to it.” Sophomore Nikki Bammidi

MOVIEPILOT.COM, DENOFGEEK.COM, MIRROR.CO.UK, IMDB.COM//SOURCES


Sunrise and sunset, beginning and end, now and then.

IN THIS ISSUE: Family Tradition CHS Changes Future Predictions Top 5 Comparison Watch the “Now and Then” issue video at chsacumen.com

ACUMEN May 2, 2017: Now and Then  
ACUMEN May 2, 2017: Now and Then  
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