The Harbinger January 2025

HARBINGER

the

Zionsville Community High School

January 2025, Vol. 58, Issue 4

Hidden Stars pg. 8

Also Inside Voices United pg. 4

Helping Hands pg. 10

The Final Scroll pg. 15

Staff Editors-in-Chief Emma Hummer Marissa Villarrubia Print Editor Ellie Vanderbur Copy Editor Brody Brown Photo Editor Josie Brackett Social Media Editor Grace Adlong Social Media Assistant Sammie Kulwicki News Editor Luke Kouns Sports Editor Lilly Steele Feature Editor Ant Farrar Perspectives Editor Srinithya Basireddy Staff Lucy Bean Jonah Hunter Abby Keck Jack Parr Ariana Spence Addy Cieciek Gia Villarrubia

The mission of the Harbinger is to provide timely, relevant, and interesting content, while handling topics with respect and objectively.

Harbinger aims to reflect the diverse nature of the student body of ZCHS by including those of all walks of life in the publication. The Harbinger serves as a public forum and invites letters to the editor and communication from others.

The Harbinger is student-run and opinions in the magazine do not necessarily represent those of ZCHS or Zionsville Community Schools.

Editorial The Subjectivity of "Easy" Classes

I

n the midst of finalizing schedules for next school year, what do you think about when choosing classes?

What are your motives when choosing classes? Students who choose classes based on rumors or pick “easy” classes should rethink their motives.

Many classes have the reputation of being easy and that's why students decide to take them, based on rumors from others who may or may not have taken the class. Each department has its share of rumored “easy” classes.

A class may seem “easy” for a number of reasons, if you’re already good at the subject, interested in the subject, have friends in the class, like the teacher, etc. Basically, easy is very subjective. Most students pick easy classes based on what they are good at.

For example, a student who is good at business, might think Entrepreneurship is easy. A talented student artist might find Painting to be a breeze.

So the overall question is, why do people choose to take these classes? Is it due to laziness or wanting to reduce stress? Lack of interest in other topics?

Maybe the goal is to keep a stable GPA or prioritize time management.

“Easy” classes often require less effort which allows students to overall manage a burnout of workload, especially if they are in other more demanding classes. Some classes may give the student an opportunity to enjoy a new subject without the pressure of a difficult curriculum. However, when choosing your classes, you have to think about balance. Not all your classes need to be super challenging. It is ok

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to take a non-AP class or add electives.

For example, electives like art, music, or PE give you a break in your schedule, which allows you to enjoy your day more.

These classes allow a student to keep a stable GPA. Even though hard classes boost a GPA, “easy” classes allow more stability. On the other hand, some students avoid elective or non-AP classes because they don’t have the half or full point GPA weight of harder classes. So an A in an “easy” class might help your GPA less than a B in a “hard,” weighted class.

Lastly, students prioritize simpler classes because the class may consume less time. For example, if a student has a job, extracurricular activities, or a heavy load of classes, then a rumored "easy" class may be tempting because it will take less time than an advanced class.

Why aren’t we challenging ourselves with classes that will push our limits and expand what we can do and what we know? Are we getting lazy or do we want the easy way out? Are these rumored classes truly easy, or do they simply cater to different strengths? We should be choosing classes that are helpful and challenging. Not because we want to be lazy and take an “easy” class.

When choosing our classes, think more about your interests instead of listening to others opinions. During your scheduling, think about how to balance your classes to meet your goals and what you need or want.

Cover: Junior Cooper Hess practices in the varsity gym on Jan. 9 Photo by Marissa Villarrubia

TABLE OF

CONTENTS 10

04

Voices United

05

AP Tests Move Online

The impact social media has on activism

Navigating hybrid testing on AP Exams

06

Flipping Into the Future Ella Hargreaves springs into collegiate gymnastics among the elite at Yale University

08

Hidden Stars Overlooked athletes supply success beyond the spotlight

10

Helping Hands The Cadet program allows students to prepare for their futures while helping teachers

12

06

Slither Into the New Year A look at how Zionsville students celebrate an often overlooked holiday

08 13 14

A Problem for Future Me Students upset after news of possible future schedule change

Fighting Winter Blues Defining and countering seasonal sadness

15

14

The Final Scroll The TikTok ban’s threat to a hub for creativity, community in the digital age

16

Harb Headlines 3

Voices United I

Graphics by Marissa Villarrubia

By Srinithya Basireddy, Perspectives Editor and Brody Brown, Copy Editor

n January 2017, Washington D.C. became a sea of pink as over a million protesters wearing homemade knitted hats marched for issues like women’s rights, trans justice, and immigration reform. This large-scale protest was replicated across the country again on Jan. 18, in the People’s March. In around 31 states, people advocated for social justice, healthcare, and equality. This widespread activism showed how motivated people can be to come together for a common cause.

Despite this, student activism faces pushback in Indiana, a conservative state with a history of limited protest culture. While larger cities may see many protests, smaller towns and suburban areas like Zionsville often lack the support for widespread protests.

Larger cities have more diverse populations, activist networks, and media coverage, unlike smaller towns. This can leave many students feeling their voices aren’t as easily heard or supported.

For students like senior Asher Pendleton, this lack of local protest culture can feel isolating. Since it’s hard to find protests and rallies, especially as a minor, Pendleton often looks up groups supporting issues relevant to her.

“It’s hard to feel connected to movements when everything seems so far away,” Pendleton said. “In Zionsville, you don’t see protests or rallies happening, so you have to find other ways to make your voice heard.”

Social media platforms like Instagram and TikTok have become essential tools for Zionsville students to learn about social movements, support causes, and take action in ways that fit their environment. This has opened Pendleton’s eyes to other ways to get involved with social movements besides rallies.

“There’s a really great grassroots organization, it’s called Operation Olive Branch,” Pendleton said. “Which pretty much has a bunch of links, some of them are emailing

4 News

The impact social media has on activism

Instagram to unban accounts, like Gaza families who are asking for help.”

Media can help Zionsville youth participate in national conversations, learn about resources, and organize local events.

Spreading news is also a major component of social media. Students often rely on these platforms to stay updated on current events, learn about social issues, and share information with their peers.

“I feel like I definitely get a lot more of my news from social media,” Pendleton said. “I check their sources, but a lot of times I don’t go to those big news websites.”

Specifically, TikTok also helps foster activism, for example, Pendleton was able to find a musician who was donating her proceeds to aid Palestine.

“My top artist of the year was Yanatheartist,” Pendleton said. “She said ‘All the money I make from the streams is going towards Palestine.’”

Like political leaders, more popular people on Instagram typically post information about topics or causes they support and what people can do to get involved.

“I like to try and follow as many political leaders as I can,” Pendleton said. ”I follow Mrs. Harris, Trump, J.D. Vance, just so I can have a holistic view of everything that’s happening in the country even if I don’t support them, I like to stay informed.”

According to Pendleton, everyone makes mistakes and it’s good to have people who can bring in a different perspective.

“Listening to everyone’s opinions, regardless of what they might be, can help

unite us in a world that feels like it’s trying to tear us apart,” Pendleton said.

According to junior Isabelle Clark, doing small things in your community can help make an impact. And in small places like Zionsville, even the smallest voice can make a big change.

“I think that many students in Zionsville don’t realize the power their voice has and how they can use their privilege to benefit others by speaking up for them,” Clark said.

Clark agrees it is important for young people, especially teens, to voice their opinions because it helps teach others about topics they may not have known a lot about.

She tries to use social media to be outspoken about oppression in our country and other places.

Similarly, Pendleton has also taken her own approach to activism by emailing and getting in contact with local and federal representatives.

“Sometimes you can find certain websites that have petitions and one-click emails you can send,” Pendleton said. “I try like once or three times a week or take out space and just send a quick email.”

Nevertheless, students don’t have to always make big stunts or protests to get their voices heard. Sometimes, it can just be a small conversation or sharing an idea with a friend.

“They [students] can post to their stories and talk to their friend groups about topics they care about,” Clark said.

While large-scale protests may seem distant for Zionsville students, activism today can take many forms. Social media allows students to amplify their voices and engage with important causes, even from home.

“I think that it’s only possible for progress to be made when people are willing to speak their opinions, no matter what they might be,” Pendleton said.

AP Tests Move

nline

Graphic by Ellie Vanderbur

By Ellie Vanderbur, Print Editor

I

n the 68 years of Advanced Placement (AP) College Board exams, 2025 is the first year some of the tests are being given online. This has a large impact as approximately 50% of ZCHS students are enrolled to take an AP exam this May, according to the director of guidance Cathy Patane.

This change will cause the exams for 11 AP classes provided at ZCHS to be completely online, while eight others will have some of the elements online and others in paper booklets similar to those used in the past.

“For the [hybrid digital] AP exams, students complete multiple-choice questions and view free-response questions in Bluebook [AP online test application],” according to College Board. “[Students will] handwrite their free-response answers in paper exam booklets that are returned for scoring.”

Sample paper booklets for the hybrid exams are available on College Board’s website to view the format before taking the test.

For both testing options, “Students will be able to plan and outline on scratch paper provided by the proctor,” according to College Board.

The only other difference for online testing is math and science exams, excluding AP Statistics, will have access to a Desmos graphing calculator in the application.

There will be no other changes to any elements of the testing, such as the number of sections, time given, number of proctors or types of questions.

The decision to move the testing online is largely due to the risk of test question leakage before the test is administered.

“The move to digital will prevent the risk of disclosure associated with shipping

millions of paper exam booklets to schools worldwide,” according to College Board.

This shift follows many other major high school exams moving online.

“I think because we have the SAT online, PSAT online, and I’m assuming the ACT, I feel like they have figured out a safe way to keep scores private,” senior Mary Stone said.

Stone has taken the AP World History: Modern and AP English Literature and Composition exams in the past. She will be taking the AP Calculus BC exam this May. Stone realizes that every class is different in regard to the best way the tests can be offered and taught. “[For AP English Literature and Composition] my hand cramped a couple times when writing [my answers], but I think it was beneficial to actually write all of them on paper because you took a step back from everything,” Stone said.

There are also negatives to not having the questions or passages provided on paper.

“I always enjoy having the problems in front of me so I can write on them,” Stone said. “I feel like I’m going to use a lot of extra scrap paper writing out all the questions again.”

Third year AP Psychology teacher Bryan Hall said that students take a high percentage of their tests throughout the year online, so he believes the shift will not be large in that area.

“The biggest things are going to be positive in that students are accustomed to taking multiple choice tests online nowadays,” Hall said.

He also sees the positives of typing answers. “[Typing answers] can only benefit those people whose handwriting is quite illegible,”

Completely Online: • Art History • Computer Science Principles • English Language and Composition • English

Literature and Composition • Environmental Science • European History • Human Geography

• Psychology • United States Government and Politics • United States History • World History: Modern

Hall said.

While he acknowledges this advantage, tests in his class are given differently.

“We’re still having them do everything handwritten in class in preparation, with the idea being that it involves a deeper level of processing, writing it down with your hand,” Hall said. “Even knowing that they’re not going to be doing that on the exam, we think that there’s a benefit to doing that.”

But for some classes, the differences between class work and exam layout caused difficulty when taking it. For example, “[in AP Literature and Composition] we did all of our in class essays online, so then having to jump from that to on paper, where we hadn’t practiced that at all, was a big jump,” Stone said.

In addition, with the questions being online and not necessarily needing a person to grade them, Hall said there are worries coming from those who make money by grading the exams every year.

“I would imagine there is going to be a program that, eventually, if it’s not already there, is going to be AI that you plug [the test] into and it grades it for you,” Hall said.

“That eliminates a lot of people’s work.”

AI use is not confirmed by College Board. But whether it is used or not, the grading speed will likely increase.

“I do think the positive thing about online, both multiple choice and FRQs, is the turnaround time for grading; instead of a long wait for a grade, I have to imagine it’s going to be a much faster process, which is great,” Hall said. “Students want to hear right away, they don’t want to hear three months, four months down the road.”

Hybrid: • Art History • Computer Science • Biology • Calculus AB • Calculus BC • Chemistry • Macroeconomics

• Microeconomics • Physics C: Mechanics • Statistics

News 5

e

Flip pi

u tu r

F

g n

h t o t e In

Ella Hargreaves competes at a gymnastics competition on a balance beam. Photo submitted by Ella Hargreaves

Ella Hargreaves springs into collegiate gymnastics among the elite at Yale University

By Claire Kauffman, Guest Reporter

E

ach hand covered in chalk and burning blisters, boosting her around the bar and powering each flip are the same hands typing countless college essays and senior year assignments.

From school to the gym to home and then back to the gym, Ella Hargreaves, senior, lives a double life as a hardworking high school student and soon-to-be collegiate athlete with a pre-med track at Yale University.

As college approaches for many high school seniors, students are going through the common app procedures and looking into possible college picks. However, Hargreaves’ plans for college have been in the works for years, having been in contact with Yale for quite some time.

“Recruiting felt like a part time job for a while,” said Hargreaves.

Going into her freshman year of high school, Hargreaves switched to Jaycie Phelps Athletic Center, also known as JPAC, to begin preparing for college. Hargreaves began competing and training at JPAC, learning from coaches with many years of gymnastics under their belt and extensive knowledge in the field.

“A lot of athletes have committed in the past ten years from JPAC and so my coaches have the connections,” said Hargreaves. She explains it to be one of the deciding factors in determining the best gym for college level training.

From state to regionals to nationals, Hargreaves has been competing across country with her JPAC teammates. These competitions not only give her the exposure that is necessary for recruitment but a chance to display her impressive routines on the bar, vault, floor, and beam. Hargreaves has impressed many with her personal best scores of 9.550 on vault, 9.525 on bars, 9.500 on beam, and 9.475 on floor.

“It’s not like there’s one thing you have to

be good at in gymnastics,” former teammate, make sure she knows I’m there for her,” Osler senior Campbell Stoner, said. “There’s four said. “Even on tough days, Ella always gives it events you have to master.” her best and is thankful for the opportunity Gymnasts must prioritize their time in to do her sport.” the gym, practicing every event, to place at After countless discussions with Yale and competitions. Hargreaves not only strives for a visit to their campus, Hargreaves sealed the high scores on the mat, but high scores in deal. Meeting Yales’ high academic and aththe gradebook. Hargreaves applies this time letic standards, she selected the school most management used at gymnastics practice to qualified for her future career plans. everyday life, having to keep up with every “I started talking to Yale specifically in assignment and test to get the grades necesspring of this year and for a while it was just sary for college. back and forth with videos,” Hargreaves said.

“When I get home I just eat dinner, show- “Last month I went on a visit and a couple er and get straight to it,” said Hargreaves. weeks later I committed, which was really “I’m kind of in a good rhythm.” exciting.”

Hargreaves schedule is compact. Her Hargreaves is not only committed to Yale dedication to the sport is highly impressive. as a full-time gymnast but plans on going However, there are many complications that down the pre-med track and then on to medcome with college recruitment and senior ical school. Current Yale gymnastics recruits year responsibilities. With a one-hour trip with demanding majors, communicated to to and from the gym every day, she must use Hargreaves that it is possible fulfill both her her time wisely to complete her homework or gymnastics and medical dreams simultanecatch up on lost sleep. ously.

“I like use my time since I have such a “I got to meet the girls on the team and a long car ride,” said Hargreaves. “I use my majority of them do really difficult majors,” time in the car either to sleep or do homesaid Hargreaves. “There will be a great supwork.” port system.”

There are many sacrifices that come with As graduation nears, Hargreaves will Hargreaves’ busy gymnastics and school prepare to leave Zionsville and continue her schedule. Often, Hargreaves’ busy gymnastics journey at Yale among a community of highly schedule calls for late nights, making it even qualified students, such as herself. Hargreaves harder to get help from friends and teachers has and will always be recognized for her at such hours. commitment to her sport and academic “I’m up really late, usually doing homework so I’m always jealous of people who meet at the library after school to do homework because when I’m doing homework, no one’s awake to help me,” said Hargreaves.

Throughout her gymnastics career Hargreaves has made lasting friendships with her teammates.

Although senior year life can get crazy, Hargreaves surrounds herself with people that support her plans and goals, such as her JPAC coach, Bailey Osler.

“Whether celebrating her achieveElla Hargreaves practices gymnastics at JPAC. ments or helping her navigate tough days, I Photo submitted by Ella Hargreaves

successes throughout her years at Zionsville high school.

“She’s truly getting the best of both worlds, doing athletics and academics at Yale,” said Stoner. “I’m super proud of her.”

Ella Hargreaves competes at a gymnastics competition. Photo submitted by Ella Hargreaves

Sports 7

Hidden

Stars

Junior Cooper Hess backs down sophomore Andy Reid at practice. Photo by Marissa Villarrubia

8 Sports

Overlooked athletes supply success beyond the spotlight

By Ant Farrar, Feature Editor

I

n sports, fans and media always want to fixate on the stars. They look at the scorers, the goalies, or the flashy playmakers.

But teams also rely on the contributions of players that don’t always make the spotlight.

As the [starting] center for ZCHS, junior Cooper Hess is a pillar of the team, even if his position isn’t always the one to grab all the attention by making big plays.

“The ball doesn’t get moved to centers as much,” Hess said. “Depending on how the offense is structured and what role the center plays to the team.”

Hess’ main role is setting screens for other players, securing rebounds, and overall maintaining a strong presence on the court, which are all crucial to the team’s success. Even though Hess plays a major role on the team, he doesn’t always receive attention because of his position. Nobody looks at the guys behind the shooters.

“I feel like a lot of times the spotlight does shine away from me,” Hess said. “But there’s always more moments where the coaches or my teammates recognize the work.”

Head Coach J.R. Howell is fully aware of the role that the center plays in basketball and how it’s constantly evolving. With the rise of the 3-point shot and modern analytics, centers are expected to do a lot more than just stay near the basket.

“Big guys have to change drastically,” Howell said. “Defensively, they make a huge impact. You look at Cooper—he’s big at 6’8, athletic and he can jump. He’s like a rim protector, and he makes our defense look way different.”

Howell also described how unnoticed plays by centers can shift momentum in a game.

“When a big guy makes a big defensive play, it’s a huge momentum thing that gets overlooked,” Howell said. “Whether they snatch a rebound, or get a good block and then they get rewarded with a score down the court. You really got to be watching the big guy.”

Though Hess’ contributions might often happen behind the scenes, they are key to the team’s performance.

Playing an outside back in soccer requires balancing two vital responsibilities, defense

and attacking. Junior Sanna Smith thrives in this dual role, while staying connected with her teammates.

“If I tell my teammates I’m going to attack, they’ll create my cover and allow me to get higher up the field,” Smith said.

While Smith’s effort and determination are key to the team, it can sometimes be overshadowed by the attention to other roles or players. For example, since she is a defensive player, most people look at the center or outside forwards who score the goals.

“I think that people mostly only acknowledge the goal [scorers],” Smith said. “But they forget about the build up and the plays made before that moment.”

Smith takes pride in her role though, and knows how important it is to her and her teammates. Even though people look at the goal scorers, a defensive role is key in sports.

The defensive players are protecting the goal, allowing the other team to not score. Smith is a key player when it comes to getting the ball up the field and creating passes to create goal scoring opportunities.

“I stay motivated by knowing that overall, the team is working towards a common goal of winning,” Smith said. “If we put in more goals than the other team, then I did my job well as an outside back.”

While Smith is an anchor for defense in soccer, senior Hayden Rudolf does the same thing, showing that defensive players in hockey are the ones that keep the team in the game.

“I stop the other team by blocking shots, breaking up passes and making sure they don’t get good chances to score,” Rudolf said.

Rudolf’s role doesn’t always come with flashy goals or stats, but his role is still essential to the

team overall and to it’s success.

“Exiting the zone on defense is the most crucial part of the play,” Rudolf said. “Without it, there would be no offensive chances for our team.”

Like Smith, Rudolf is confident in his position, but he also knows that fans or analysts usually don’t notice the great contributions of defensive players.

“I take pride in the little things, especially things that help the team succeed,” Rudolf said.

Hess, Smith and Rudolf are all vital and important to their team, prioritizing the overall goal of winning, rather than individual recognition. The roles they play are a reminder that success comes from every player’s contributions, whether they are spotlighted or not.

“I don’t care about how many goals or points I have,” Rudolf said. “As long as I’m contributing to my team winning, that’s what matters.”

Junior Cooper Hess posts up against Sophomore Andy Reid at practice. Photo by Marissa Villarrubia

Sports 9

HELPING HANDS

Stonegate Elementary Teacher, Angela Bourff, reads Johnny Appleseed to her students on Dec. 12. Photo by Lilly Steele

10 Feature

Cadet program allows students to prepare for their futures while helping teachers

By Lilly Steele, Sports Editor

T

eachers need help. A teacher’s workload can be immense, but who’s there to help? A cadet teacher can be one source of relief for teachers.

Thirty-six cadet students help out every day during first and second period before going to the high school. They provide an extra set of hands for teachers in various grades.

According to English teacher Ann Bender, who has led the Cadet program for almost 20 years, the program is important because it’s one of the few programs that allows students to see if they want to be educators and get experience while in school.

The program also has its perks for students who aren’t interested in teaching.

“They’ll [students] always have a chance to see what it’s like on the other side of the desk,” Bender said. “They’ll be advocates for education as a parent and as a community member.”

Students get accustomed to the program throughout the years as they see cadets in their classrooms and hear good things about the program. The class has recently become dual credit through Butler but applies to most schools in Indiana.

“We have a very healthy, very robust curriculum that prepares them before they go in and helps support them while they’re in,” Bender said.

Senior Ashlynn Forebush is a part of the cadet program, working at Boone Meadow Elementary School in a kindergarten classroom.

However, she doesn‘t want to be a teacher in the future.

“It’s cool to work in a school environment because there are so many things that you can do with kids and it’s just really cool to see them learning at such a young age,” Forebush said.

For those that want to become a teacher, this experience is priceless. Senior Colin Wyttenbach wants to be a teacher and joined the program because his mom was a teacher.

According to Wyttenbach, the program helped him realize he wanted to teach elementary education instead of high school.

Matching students and teachers is a skill Bender has to use every year.

“I’ve gotten good at identifying pitfalls before they become a problem,” Bender said.

Angela Bourff, a second grade teacher at Stonegate Elementary, said she has had many

cadets throughout her time as a teacher. Her intelligent kids are,” Forebush said. “I do cadet this year is senior Maggie Moore. kindergarten, so it’s a lot at times, but they’re “They are an extra pair of eyes, ears, and really smart and they’re very motivated to hands to work with students that need it,” keep working.”

Bourff said.

Throughout the year, relationships are Bourff plays into each cadet’s strengths built between the cadet and the students. when deciding what they will do. If a student “These little kids, they count on you, they is very organized she asks for help with filing, look forward to seeing you,” Bourff said. if they are artistic they help create visuals.

This class teaches a lot of soft skills like “I’ve even had a cadet that did bathroom patience, dealing with unpredictability and duty after recess and she was very excited responsibility. There are also hard skills like and proud of that duty, which is wonderful,” learning to work with machines such as copiBourff said. ers and laminators.

Some students have goals for the things “You have to be there by a certain time, it’s they want to do each year. Wyttenbach has like showing up to work, there are many the goal of providing a safe space for all people relying on you,” Bender said. “It’s not students. about grades, it’s about real life responsibil“I just want to be that support system for ity.” [students],” Wyttenbach said.

Cadets spend lots of time in the classroom Forebush has made connections with and are able to gain confidence in a new many students. environment as they learn the rhythm of the “They always want to give me hugs and class. they’ll ask me to read to them during their Cadet students are much more than an free time instead of playing games with their extra set of eyes, they also help to support friends,” Forebush said. students emotionally.

In this class you not only learn about Not only does this program benefit youngteaching, but other life skills. er students, but also the cadet.

“For those that want to be in education or “This gives them that sense of belonging, aren’t sure, it’s very eye-opening to be able to that sense of, ‘there’s a reason I have to show see what it is,” Bourff said. “It’s still a class, up for school, these kids look forward to you’re still learning, you’re still developing seeing me, I have value’,” Bourff said. “They people and personal skills; how to talk to need to hear it, even if it’s from a 5-year-old. people, how to talk to children, how to talk We think high schoolers, well, ‘they’re indeto other adults.” pendent, they can do their own thing,’… They For those that do want to be in education, can, but they still need to hear those words.” you can learn about tools like PowerSchool and grading.

Wyttenbach said he learns about lesson planning and gets to see the behind the scenes of teaching.

“It helps you prepare for that [profession] and see the teacher’s perspective,” Wyttenbach said.

Forebush’s favorite thing about the cadet program is seeing the kids learn.

“I’m really surprised at how Cadet Maggie Moore observes silent reading time on Dec. 12. Photo by Lilly Steele

Feature 11

Slither into the New Year A look at how Zionsville students celebrate an often overlooked holiday

By Sammie Kulwicki, Assistant Social Media Editor and Abby Keck, Staff

R

ed and gold shining lanterns are strung above the streets, people flock to the parades in time to see the 100-foot-long dragons dance through the streets, booming fireworks explode in the night sky.

The Chinese New Year, also known as the Lunar New Year or the Spring Festival, will occur on Jan. 29. It follows the lunar calendar, meaning the date changes every year.

Many traditions surround the Chinese New Year including parties, family gatherings, and parades. Accompanying decorated floats and marching bands in the parades are dancing teams dressed as dragons and lions. The massive costumes used by the dancing teams require several people to operate, with some being hundreds of feet long and requiring over 100 operators. Parades take place in large cities all over the world, with the San Francisco parade being the largest outside of Asia.

“In Taiwan and China they have big parties and big gatherings for it, but around here it’s mostly within your family,” senior Julie Chae said. “It’s a little difficult to celebrate Chinese New Year in Zionsville because there’s not a big community for it.”

Depending on where you are in the world, how the holiday is celebrated can change. In China, there are large fireworks shows and parades, but in smaller towns in the United States that may not have as many people that celebrate, celebrations are more familial and local according to Britannica.

The ZCHS National Chinese Honor Society holds a local celebration every year in the high

Photo by Ellie Vanderbur

12 Feature

school, and this year it will be on Feb. 8 from 1-3 p.m. in the Eagle Commons. It features student performances as well as free food, and it’s free for students and community members to attend. The Indianapolis Chinese Community Center will also be holding a celebration in Carmel at the Palladium on Feb. 2 at 3:30 p.m., with tickets costing $25.

Each family has their traditions during the holiday, but one common tradition is handing out red envelopes to the children, which are usually filled with money.

“My mom used to tell me that when she was a kid, she would go to these Chinese New Year parties with her aunts and uncles and other people who gave her red envelopes. Now my mom gives me and my sister red envelopes, but it’s not as big of a community here,” Chae said.

Paper burning isn’t as common of a tradition, but it’s a highlight of senior Yoki Zhao’s Chinese New Year celebration.

“We burn paper outside and prepare food on the table, but mostly we just burn paper and pray for good luck,” Zhao said. “My parents say burning the paper represents our good wishes, so we can have a great year.”

Another common tradition is cleaning the house, symbolically moving on from the old and welcoming the new year, as well as preparing for family members to come over.

“When I was in Taiwan, usually there would be two or three weeks off of school because I was a student,” Chinese teacher Shu-Chun Tseng said. “On New Year’s Eve, we cleaned our houses and put up a red couplet with lucky Chinese expressions. We’d have a reunion dinner, and after the dinner,

Graphic by Srinithya Basireddy

parents would give kids red envelopes with money in them.”

“When my grandparents come over, they normally celebrate with us by cooking us something, and bringing oranges because they are a symbol of luck,” Zhao said.

Red is an important color during Chinese celebrations, especially during the Chinese New Year. It symbolizes good fortune and prosperity. Red can be seen in many of the decorations and clothing used during the week of celebrations, especially the days before and after the official start of the new year.

“On the new year, we’d dress up in red colors if possible, then go visit family,” Tseng said.

One of many legends associated with this holiday is the Chinese zodiac.

Each year has an animal associated with it based on the Chinese zodiac, and this year is the year of the snake.

Each animal represents a set of characteristics that people born in that year will possess and can also be associated with luck and what the year will bring.

People born in the year of the snake are rational, calm, and thoughtful according to the Timothy S.Y. Lam Museum of Anthropology.

Additionally, each year has an element that is connected to it. This year’s element is Earth, so 2025 will be the year of the Earth Snake. Earth represents stability, security and nurturement.

The Chinese New Year is a more obscure holiday in Zionsville, but also one with a lot of legend and symbolism surrounding it. If someone is interested in this holiday, maybe they can join the NCHS celebration in February, or ask a friend who is celebrating if there are ways they can join them in their celebration.

A Problem For Future Me Students react after news of possible schedule change

By Luke Kouns, News Editor

W

hen approximately 90 percent of a surveyed high school population has heard about a rumor, it’s fair to say that rumor is widespread. When almost 30 percent of that same population heard that rumor from a teacher, it’s fair to say that rumor has weight. So what exactly is this weighty, widespread rumor? And why did Zionsville students care enough about it to spread it faster than the bubonic plague?

The change to a full-block schedule.

“As a staff, we have been exploring what different schedules might look like [at Zionsville],” first-year principal Karen McDaniel said. “We have been talking about [full] block. We’ve been talking about straight up seven periods. We’ve been talking about staying on the current modified version. And right now, we’re kind of staying put.”

This inaction, however, hasn’t prevented the student body from voicing their concerns about the change, with a specific distaste for block schedule. Freshman Eli Baker believes that the all block schedule would be very slow and confusing.

“Right now it’s a good mix, on block days, we can take time on our homework and go over material,” freshman Jessica Johnson said. “However, all block days would be bad because the [seven period days] are nice to have and feel less long.”

Block days aim to provide more time for classes, allowing for lessons and activities

that would take longer than the standard 50 minute period. Based on her experience working with both block and seven period schedules, Biology and Genetics teacher Jessica Showalter believes this is a major advantage.

“I think all schedules have their pros and cons, it works better for some teachers and subjects versus others,” Showalter said. “For me, teaching science, we often will do labs on block days because we have more time, that’s what I like about block days.”

But not every class day has a lab that requires a 90 minute block. When it comes to the note taking and lecture days that many classes consist of, sophomore Claire Sifferlen worries she would lack motivation.

“Some teachers just aren’t accustomed to trying to manage a 90 minute period. You can’t just lecture for 90 minutes,” Showalter said. “All of us have a period of time where we can focus, and then we kind of check out, and so we would have to accommodate for that.”

To the relief of the student body, these concerns are not being ignored by McDaniel and the school administration. A

key part of the decision to wait a year was McDaniel’s intention of “doing it well and doing it right,” by listening to the student body and teachers.

“We may need to slow down and make sure that our instructional strategies are where we want them to be if we were to go to full block,” Mcdaniel said. “We want to make sure we know how to engage for 90 minutes every period, every day.”

And even though the survey results currently seem to indicate that students would overwhelmingly prefer for the current schedule to remain, it is important to remember only that Zionsville students were surveyed.

The result might differ from schools like Showalter’s former school, Traders Point Christian, where “[block schedule] was what the students knew.”

“We all get too comfortable, and then we become afraid of the unknown,” Showalter said. “Comfort sometimes will limit progress and change. Everybody can be scared to change; I don’t think that’s an insult, I just think that’s reality.”

“As a staff, we have been exploring what different schedules might look like [at Zionsville].”

- Karen McDaniel, principal

What do Students Prefer?

“I like our current schedule because it allows us to do longer labs and other things that require more time. At the same time, the other days are normal so it balances out the stress and tiredness from block days.”

- Anonymous “[Block days] would have more class time and homework time.”

- Landry Grey Survey of 188 students

“Because it works well. I don’t mind all 7 period days, but I do like having more time in classes some days like we do with the hybrid schedule.”

-Broderick Cornell “I’ve had the current schedule the whole time I’ve been here and it does the job.

Some schools with all block days have to do a really weird layout to make it work.”

-Audrey Mast

Perspectives 13

Fighting Winter Blues

Defining and countering seasonal sadness

By Brody Brown, Copy Editor

T

here’s a lethargy that comes with the despair, guilt or worthlessness and sleeping cold. The paralyzing chill and long for longer than normal. nights become the backdrop of life. “[Symptoms of seasonal affective disThat time of seasonal sadness has hit. order] are the same as what you would see Seasonal sadness or depression are terms in the diagnostic criteria for depression,” used to describe the state of sadness felt Pennell said. when fall and winter creep up on us.

The term seasonal depression gets taken When the coldness has begun, the days lightly nowadays and has become synonystart to get shorter and nights get darker, mous with the idea of winter blues. mental health can often slow“Does that always “It’s important to ly deteriorate. necessarily mean that there acknowledge if you’re should be a diagnosis? No,” Seasonal sadness is feeling that way, rooted in Seasonal Affective Pennell said. “Sometimes it it’s probably accurate can be just how that person Disorder, a type of depresthat someone else sion that’s related to changes functions, maybe they need might be, too.” in seasons-beginning and to adjust things in their life.”

- Molly Pennell, ending at about the same This mitigation of seasonsocial worker time every year, according to al affective disorder to mere Mayo Clinic. seasonal sadness would lead Seasonal sadness affects many people, some to believe it isn’t affecting them. especially students in varying degrees of According to the World Health Orgaseverity, which makes identifying the disease nization, barriers to effective care include tricky at times. According to the Nationa lack of investment in mental health care al Library of Medicine, 6% of the U.S. and social stigma associated with mental population, primarily in northern climates, disorders when it comes to the treatment of is affected by seasonal affective disorder in depression disorders. its most marked form. Another 14% of the At ZCHS, the club Bring Change to adult U.S. population suffers from a lesser Mind, focuses on mental health awareness form of seasonal mood changes. and made presentations on seasonal affec“There’s a clinical diagnosis of [seasonal tive disorder last winter. affective disorder], but also there may be “The whole club got together, people whose emotional and mental health researched and learned ways to combat may just shift throughout the year,” ZCHS it,” Pennell said. “What we learned social worker Molly Pennell said. from that was one of the big things But why do people have this experience around this time of year is giving all around the same time of year? Seasonal yourself grace.” sadness can occur during any season, but is Mental health in general associated with winter for a few reasons. is often viewed through two It is thought that shorter days and less extremes, between needing sedaylight may set off a chemical change in rious help or disregarding any the brain leading to symptoms of deprespresent issue. sion, according to John Hopkins Medicine.

“It’s weird because even Symptoms of seasonal affective disorder when we’re having an off can include: a persistent low mood, loss of day, we still have to perinterest in everyday activities, feelings of form,” Pennell said. “We

14 Perspectives

still have to go to school, we still have to see everyone, so I think being able to recognize and give yourself that slack a little is a way to help.”

Mental health is fluid and doesn’t only rest on one end of severity or another. For a lot of people they could be at a point where it needs to be addressed, but because the issue isn’t terribly serious, it gets swept under the rug.

“When you reach out for help [as a teen] I feel like it’s pretty overwhelming,” Pennell said. “It opens a big can of worms.”

There’s a fine line between destigmatizing mental health and normalizing those problems. Understanding that something is wrong but maintaining that it is okay to have these issues is important to having a healthy mental state.

“It’s important to acknowledge if you’re feeling that way, it’s probably accurate that someone else might be too,” Pennell said. “I highly encourage our students here to take care of themselves, to take care of each other.”

Photos

by Josie Bracket

The Final Scroll

The TikTok ban threatens a hub for creativity, community in the digital age

By Marissa Villarrubia, Co Editor-in-Chief

W

ith eight hours of my average screen time in a week, it’s safe to say TikTok holds significance in my life. Around three of those hours are spent scrolling through my For You page and TikTok shop, or finding the perfect funny video to send to my sister during MAP. When I heard that ByteDance, TikTok’s parent company, lost its appeal against the TikTok ban, I was concerned. Tik Tok is more than a place to mindlessly scroll, it’s a platform that offers a way to connect, laugh and learn. So at what point do we give up our freedom of expression and access to information in the digital age we are living in?

The federal appeals court denied an appeal to the TikTok ban on Dec. 6, 2024 deciding that TikTok will be removed from U.S. app stores unless they are able to find a government-approved buyer to manage TikTok in replacement of ByteDance. The concern for America’s national security stems from accusations that TikTok is sharing user information with the Chinese government in order to influence public opinion, political sentiments and social discourse in America.

On the evening of Jan. 18, the popular social media app went dark for 14 hours to conform to the government ban. In those short 14 hours TikTok users migrated to other platforms such as Rednote, a Chinese social media app, and Instagram reels.

For many creators TikTok has become more than just a social media platform; it’s now their livelihood. Videos of influencers crying and dramatically saying goodbye to the app flooded users’ for you pages the day before the ban as they linked their instagram and Youtube accounts in a last ditch effort to keep their followers.

One particularly viral video of Alix Earle

crying in bed shared, “I can’t sleep, I’m so freaked out by this,” Earle said. “All the memories just going away.” Some users resonated with this vulnerability while others believed it to be an overly dramatic reaction.

Personally, I understand being upset by the loss of income for some, but the reality is that by quitting their other jobs and switching to content creation they acknowledged the risk of losing it all in a moment’s notice. The grip this app has held on us for six years has transferred to an oversaturation of media and overconsumption habits. Hopefully the hours without the app shocked enough people into regaining a little bit of originality in their lives.

Prior to the ban some creators took the opportunity to come clean about their online personas. Influencer @babydumplingg admitted to falsely vlogging enormous portions of food for her “What I eat in a day” videos along with multiple other accounts admitting to not doing the workouts they posted. When the app came back online many people criticized the confessions and are wondering if the fake content will persist. While I believe everything online

should be taken with a grain of salt, the confessions feel spurred on by the fear of losing their platform and with it, their credibility.

With influencers crying and having emotional breakdowns the enduring legacy of TikTok in digital culture becomes more prevalent. Over the six years I’ve had TikTok, it has taught me a lot, ranging from interview tips for my first job to new ways to study and retain information that work for me.

Most importantly, TikTok offers a way for people who would never talk to each other, a way to communicate 68.7K and share information in one place.

Despite the app coming back online it remains unavailable in the app store for updates or new down2.3K loads as the ban is technically still active, just not being enforced. Part of this is credited to President Donald Trump as he agreed to work with TikTok on a solution to the ban.

While TikTok’s blackout 17.2K lasted a short 14 hours, its impact was far-reaching as it revealed the emotional and economic stakes tied to a single app and gave us a look into the strange world of digital fame.

5,684 This temporary vanishing act proved one thing; the platform is more than just an app, it’s a lifeline for millions and its absence left gaping holes in people’s daily lives that won’t be forgotten.

Graphics by Marissa Villarrubia

Perspectives 15

Harb Highlights Headline Scramble Unscramble the headlines, follow and DM the @zchsharb Instagram with your answers to win a prize, winner announced on 1/31!

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Above: Attempting to make a shot, sophomore gaurd Kenzie Chapman plays against Pike on Jan. 11. Photo by Lilly Steele

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Right: Joel Janak’s U.S. History class, juniors Max Seach, Eliott Brown, and Noah Taylor complete a worksheet on Jan. 16.

Photo by Josie Brackett

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Girls/Boys Event Jan. JVBasketball Expert 30

VS. Brownsburg When: 6/7:30 p.m.

Where: Varsity Gym

Guard and Sophomore Evey Hurry “People should come [to the game] because there is a different playing style between men’s and women’s basketball and it’s interesting to see the differences. You can bring your friends and get concessions and be loud.”

What’s What’s next? next?

Dates, times, and locations are subject to change.

Jan.

29

Feb.

1

Feb.

6

V/JV Boys Wrestling

Jan.

Co-ed Swim and Dive Meet

Feb.

When: 6 p.m.

Where: ZCHS

When: 9 a.m.

Where: Hamilton Southeastern

Competitive Cheer Nationals Where: ESPN Wide World of Sports Complex, Orlando, Florida

31

1

Feb.

8

V Boys/Girls Basketball

VS. Brownsburg When: 6/7:30 p.m.

Where: Brownsburg

JV/V Boys Basketball

VS. Pike When: 2/3:30 p.m.

Where: Varsity Gym

Lunar New Year Celebration

When: 11 a.m.

Where: Eagle Commons