Columbus North High School • 1400 25th Street, Columbus, IN, 47201 • Volume 101 Issue 5 • Mar. 4, 2022
EDUCATION REFORMED? H B 1 1 3 4 FA I LS , B UT S I M I L A R A M E N D M E NT S TO OTH E R B I L LS C O U L D B R I N G M A S S I VE C H A N G E TO E D U CATI O N
THE THE
TRIANGLE
EDITOR-IN-CHIEF Megan Allman Michaela Brown Tanya Iyer Anushka Nair CONTENT EDITOR Sanjana Penmathsa INDEPTH EDITOR Katharine Brunette
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COPY EDITOR Addy Rogers SECTION EDITORS Ananya Adur Ananya Ramanujapuram INDEPTH TEAM Kaitlyn Ayers Abinaya Ganesan Addy Rogers PHOTO EDITOR Jordan Brady ART DIRECTOR Annagail Fields OPINION COORDINATOR Lawrence Delano ASSISTANT CONTENT EDITOR Ryan Clulow STAFF Natalie Brown David Chen Carolina Davidson Samantha Dearing KJ Ely Carson Embree Emily Johns Abigail Lovins Kya McQueary Liam Milne Izabelle Munn Alexandra Osburn Bladen Petro Paula Ramos Perez Ajay Singireddy Abigail Smith Novah Ulm Deshna Venkatachalam Grace Wheatley Mia Wilson Jasmine Yang ADVISERS Roth Lovins Rachel McCarver
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21 EDITORIAL POLICY The Triangle is the designated forum for student expression at Columbus North High School. The student staff chooses all content. Signed columns published in The Triangle express the writer’s personal opinion and not the views of The Triangle, student body, BCSC, administration, board of trustees or faculty of Columbus North. The Triangle practices ethical journalism by providing balanced and fair coverage as determined by community standards. The Triangle strives to achieve 100 percent accuracy by checking sources, spelling, and quotes and attaining multiple sources. The Triangle encourages letters to the editor, but reserves the right to reject them for reasons including but not limited to lack of space, multiple letters of the same topic and personal attacks contained in the letter. The Triangle will not edit for content, but reserves the right to edit for grammar and length. Letters should be submitted to room 1507 or sent via e-mail to administrator@ cnhsmedia.com. All Letters much be signed by all persons involved in writing the letter, which the staff will check for validation. A letter sent via e-mail must be validated with a signature from the writer before The Triangle will publish it. If responding to a publication, letters must be turned in within one week of that
publication’s distribution. In the event of death, The Triangle will run a standard obituary. Pertaining to work submitted via social media sites (Facebook, Twitter, etc.), The Triangle will only accept written submissions from the original poster and owner and will only publish entries with the permission of the original poster and owner. The Triangle will not edit submissions for content and reserves the right not to publish them for reasons including but not limited to lack of space, multiple submissions of the same topic, vulgar or incendiary content. The Triangle will not publish photographs from Facebook. Posts on The Triangle’s social media pages by readers are owned by the readers and do not necessarily express the views or opinions of the staff. The Triangle is not responsible for their content and reserves the right to delete and report any inappropriate and unnecessary posts. By posting on The Triangle’s social media pages, the poster grants The Triangle permission to publish the contents of that post. In cases when a source’s information may bring ridicule or incrimination upon himself or herself, the editorial board reserves the right to cite the source as anonymous. The Triangle will never use composite sources and pass them off as anonymous sources.
14 INDEPTH
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NEWS BLACK HISTORY MONTH 5 TWO NEW COFFEE LOCATIONS OPEN IN COLUMBUS, INDIANA 6 PAPER CUTS 7
Education Reformed? HB 1134 fails, but similar amendments to other bills could bring massive change to education
INTRO TO NFTS
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9 STUDENT LIFE 9 CERTIFIED ON SAVING A LIFE 10 THINKN’ COLLEGE 11 MENTAL HEALTH MATTERS 12 DRAMA DAYS 13 LIP SYNC BATTLE
cover photo by Annagail Fields
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OPINION
18 2022 DRAFT 18 TEEN DRAMAS: FACT OR FICTION 19 HOT DOG DILEMMA 19 IS SOCIAL MEDIA TOO MUCH?
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20 WRESTLING WRAP-UP 21 STARTING OFF STRONG 22 SPRINGING INTO THE SEASON 23 RAPID ROBOTICS
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LEARNING SPACE S The environment a student learns in can affect their academic success in the classroom everal things can affect the way that teenagers learn. Whether learning in a classroom or virtually, students are affected both by the space they are in and their classmates around them. From lighting and noise to overall comfort, the environment a student is placed in can affect whether they succeed or fail in their academic endeavors. The Bulletin of Education and Research (BER) conducted a study on how a student’s learning environment affects their learning patterns and success in the classroom, finding that there are six overall factors of study spaces that can affect a student’s ability to learn. These factors include comfort, lighting, color, noise and clutter. Lecture hall seating specialists at Race Furniture concluded that the most important aspect of a learning environment is overall comfort, saying that “when you are comfortable, you will stay focused and motivated for longer, which will help you to absorb more information.” (BER) They also concluded that “The right type of seating can improve posture, encourage the use of movement, and reduce the risk of injury.” Making sure to have the right
seating should be a key consideration when considering a study space. When at home, a student can choose the place in their room or office that makes them feel the most comfortable, whether that be at a desk or a bed. In the classroom, if a student feels that they are uncomfortable in the seat that they have been assigned, they should ask the teacher if they can change their seating arrangement in order to assist in their learning experience. Not only is the comfort of a study space important, but the learning process is of vast importance to a student’s academic success. The BER concluded that “in classroom settings, elements of the teaching-learning process include: teacher, students, content, learning process and learning situation.” (BER) Furthermore, according to the study done by the BER, the learning situation includes two major components: the physical and the human components. The physical component encompasses the environment in which the learning takes place. That is the comfort, lighting, color, noise and clutter that can affect a student’s overall comfort in the classroom. The human component comprises the
individuals in the classroom. This includes the teachers and students in the classroom, as well as the nature of interactions between teachers and students, and the students with each other. For the human component, it is important that the students and teachers have similar goals, and are both invested in helping each other to reach those goals. The BER states that “Students and teachers work well in a school culture where academic success and the motivation to learn, is expected, respected and rewarded. Such an atmosphere where students learn to love learning for learning’s sake, results in better academic achievement, and is a chief characteristic of an effective school.” It is important for students to be interested in what they are learning and to be rewarded for the work that they put into their work. Making sure that students are motivated and excited to learn is the first step into making a student more successful in their learning environment. The overall comfort of a student’s study space and the interactions that they experience with their teachers and peers are essential to a student’s readiness to learn each day.
STUDY PREFERENCES Studies have found that students learning in naturally lit environments typically achieve grades that are 25% higher than those in dimly lit classrooms.
Research has found that some low-level background noise can encourage creativity and help you relax while studying.
No matter where you choose to study, be it your bedroom, a local coffee shop, or your university library, it is vital that you’re comfortable www.ucas.com
BLACK HISTORY MONTH by Kendal Ely design by David Chen
“I think that Black History Month is very important to learn in school. We should stay educated about the past so we are sure we do not repeat the same mistakes in the future.” junior John Merritt Students discuss the new club created by senior Jaxson Scruggs, which focuses on valuing cultures around the world; specifically, Black History during the month of February.
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ebruary is a month dedicated to remembering our country’s past involving AfricanAmerican History. During this month, the goal is to remember the triumphs and struggles that many African- Americans faced. The Multicultural Student Club is a group of students that is heavily invested in reaching this goal. Senior Jaxson Scruggs created this club in hopes of making people more aware of cultural differences and respecting them. With over 20 attendees at each meeting, the club used the month of February to focus primarily on Black History Month. “In the club meetings we usually have a slide show about a specific topic and we talk about it, For example, one of our last topics was about Black History Month, and that topic will be carried on for our next three meetings in February,” Scruggs said. The club has collaborated with
community organizations to educate students at Central Middle School. “The Multicultural Student Club is collaborating with the Paths to Success for a Black History Month program for students at Central Middle School. Our team will present different scenarios that reflect day-to-day situations regarding race,” Scruggs said. Many students have taken advantage of the opportunity to educate themselves and have taken significant roles in the club. Junior Tyler Blythe is the Treasurer of the club and has assisted Scruggs in the creation of his club. “I decided to join in because I see the problem in our society with racial problems and it needs to be fixed,” Blythe said. “The significance of educating people about multiple cultures is that people need to see the similarities between different cultures and races.”
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NEW COFFEE SPOTS OPEN Students discuss Dunkin’ Donuts and the new openings by Deshna Venkatachalam design by Sanjana Penmathsa
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he smell of coffee and doughnuts fill the air of the tiny building right at 5 a.m. each day. A franchise known as Dunkin’ Donuts has recently made its debut in town. Senior Annabel Freeman explains why she applied to be one of the first employees at Dunkin’ on the west side of Columbus. “I wanted to apply to Dunkin’ because I had just quit my job and someone in my class told me they were hiring at $13 an hour. That’s pretty good starting pay considering that’s what I was making at my old job after being there for a year,” Freeman said. Freeman has enjoyed working at Dunkin’ because of its other workers as well as the experience. “Working at Dunkin is really fun. Everyone I work with are people that are also seniors at North, so I know them all really well. We’re pretty slow at night so it’s honestly just a lot of cleaning and joking around.” Freeman said. Discounts and perks come with being an employee. Senior Jeffery Hess, another worker at Dunkin’, explains these perks. “Luckily we do get to take home free doughnuts at the end of the night. I’m sure you’ve seen the videos of them throwing away all those doughnuts. We get first picks before that, so anything that we have extra we can
take home,” Hess said. “I think one night I took home 16. We also get free coffee and all that good stuff.” Hess explains that in his recent shifts, he’s seen positive attitudes of the customers. “Most people seem pretty happy whenever they come in, and it seems pretty positive so far,” Hess said. Junior Roberto Cantu, a frequent customer can agree with this, as he goes there often with his friends after diving practice. “With my friends that I’ve gone with a couple of times, they really like Dunkin’ because it’s so affordable. Where we can get like doughnuts for everyone, and pay less than $10 for them.” Cantu said. Cantu explains that along with the affordability, he also enjoys the atmosphere of the building itself. “I feel like it’s a cool, new place to socially interact, for friends to hang out and the tables there and everything,” Cantu said. Hess explains that more people have been drinking coffee since the opening and he’s not sure if it’s a good or bad thing. Nonetheless, one thing he does know is that doughnuts and coffee make people happy. “You know, you can’t go wrong with coffee and doughnuts,” Hess said.
ALTERNATIVE COFFEE STORES Starbucks (Four Locations) 1585 N National RD Columbus, IN 47201 2355 W Jonathan Moore Pike Columbus, IN 47201 Lucabe (Two Locations) 310 4th St, Columbus, IN 47201 2531 Eastbrook Plz Columbus, IN 47201 Gramz (One Location) 409 Washington St, Columbus, IN 47201 Donuts N Coffee (One Location) 2222 State St, Columbus, IN 47201 Donut Central (One Location) 1504 Central Ave, Columbus, IN 47201
KEY MOMENTS IN DUNKINS’ HISTORY Founded by William Rosenberg in Massachusetts and originally named Open Kettle
1948
Changed its name to Dunkin’ Donuts
1950 The chain was bought by BaskinRobin’s holding company
1990
Has over 12,600 stores restaurants worldwide
TODAY
PAPER CUTS
by Mia Wilson design by Ananya Ramanujapuram
Students, staff discuss learning adjustments due to paper shortage
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[has] thus led to higher prices for consumers.” The paper shortage has prevented some students from learning the best way possible, but other students flourish with a keyboard as opposed to a pen. Despite being more efficient with her laptop, junior Bhuvi Kadakia recognizes the challenges the paper shortage presents to other students. “Not all students have Internet access at home so they need paper,” Kadakia said. “Also, some assignments such as some labs take longer online than they do on paper.” Today, paper is made mainly from trees. In the United States, paper accounts for 40 percent of our waste, which accumulates to 71.6 million tons annually. Furthermore, the US consumes more than 30 percent of all paper products globally, despite being only 5 percent of the world’s population. Senior Tiffany Fu, president of Columbus North’s environmental club, expresses her opinion on the effect online learning has on the environment. “Online learning eliminates the overuse of paper saving trees. Electronic learning and communication has also reduced the need for transportation,” Fu said. “We can use less paper, plant more trees and fight against deforestation. It is vital to protect our trees because they are so important for our environment in regards to biodiversity and helping us fight climate change.”
caseyprinting.com
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Trees are cut down and shipped to the factory.
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The logs are put through a wood chipper and turned into wood chips.
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The wood chips are turned into pulp by mixing it with water.
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HOW IS PAPER MADE?
ore than 2,000 years ago the Chinese brought paper into existence, revolutionizing the way we live, think and learn. However, as shipping delays and supply chain issues arise, paper has become scarce, forcing teachers and students to rely heavily on technology. Adjusting her lessons, English Department Chair Katie Chaplin expresses her frustration while still managing a positive outlook on the situation. “I don’t like telling my teachers to avoid making hard copies, and I don’t like limiting my students’ options,’’ Chaplin said. “However, I try to maintain a positive attitude and focus on things that are within my control.” Unfortunately, the supply chain is not within the average high school teacher’s control. Business teacher Andrew Dunn explains what caused the paper shortage, going all the way back to the beginning of the pandemic. “Virtually all paper products are in short supply, from copy paper, to wedding invitations, to cereal boxes. The pandemic is causing worker shortages, so there really isn’t much you can do to prevent the shortages until we get a better handle on COVID and how to keep workers in the workplace,” Dunn said. “The supply chain shortage has forced some employers to raise wages to acquire workers, and
The pulp is laid out to dry. Then, it is cut it into sheets, packaged and shipped out to destinations.
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CELEBRITIES
Many celebrities have gotten involved in the NFT marketplace. However, some celebrities are not very fortunate when it comes to experiences with NFTs. Justin Bieber decided to buy an NFT from Bored Ape Yacht Club, but ended up buying it for almost 300 percent of its original value.
“Economically you would call them Veblen goods. Veblen goods are things that the more they’re worth, the more people want them,” Hadley said. “But, because they are so valued, people want them. The problem with NFTs is that they’re Veblen goods, but nobody actually agrees on how much they’re wanted.”
INTRO TO
NFTS
By Jasmine Yang Design by Ajay Singireddy photos by Grace Wheatley
WHAT ARE THEY? NFT stands for non-fungible token, which means that different NFTs hold different values than each other, rather than the values being seen as equal. NFTs can represent basically anything, ranging from artwork to memes. However, rather than being a physical representation, they are digital representations. When an NFT is bought, it is recorded who the new owner is and who gained the right to it in a blockchain.
English teacher Robert Hadley
THE PROBLEM
NFTs can cause numerous problems, with the main one being the waste of energy it ends up using. Lots of energy goes into mining for the cryptocurrency used, and that ends up being damaging to the environment. Besides damage to the environment, there can also be scams done. Whether that is through sending a fake link, or hiding a virus in a link, many transactions can end in scams for the buyer. Overall, there are several problems with NFTs.
Information as to what NFTs are and how students can be involved.
“What you do when you buy it, is that it’s recorded that you have the right to it and the thing is you’re not actually buying the thing itself that it represents, you’re just getting a receipt in your name that tags you as the owner,” Sophomore Henry Thomas
IN SYNC
design by Jordan Brady photos by Novah Ulm and Grace Wheatley
Students participate in Olivia Pittman’s senior project to fundraise money. 1. Junior Junior Garrido and sophomore Austin Clark (right) lip sync during last week’s Lip Sync Battle 2. Senior Morgan Allen sings “BO$$” by Fifth Harmony. The Lip Sync Battle was a part of Olivia Pittman’s senior project and took place in the Auditorium. 3. Sophomore Hannah Michel lip syncs and dances. Participants of the project signed up and audience members paid $5 to attend and vote. The proceeds went to Columbus North Choir Program. 4. Sophomore Alaney Parker and freshman Olive Mantooth prepare to lip sync their mashup. 5. Freshman Kate Franklin, sophomore Alaney Parker and sophomore Colby Lovins perform. 6. Junior Catherine Miller poses like she’s taking a selfie during her performance.
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CERTIFIED ON SAVING A LIFE
Senior Aditya Banerjee covers his process of completing his senior project, where he educates students on becoming CPR certified
efforts of completing his project. “Due to the recent omicron variant, rising cases and concerns with having over 300 students, I was told I would not be able he to hold my CPR training camp at ley as originally planned,” Banerjee said. As this hindered Banerjee’s project significantly, he had to make adjustments to still meet his goal. As opposed to the live instructional CPR training, students can now gather information at home and still meet the requirements to gain certification. “My new idea for my project is to just have the students watch the instructional videos at home that we would have shown them in the gym and then have them complete the skills check section of the certification process during their bio-med class period sometime this quarter if everything works out. (Students who wish to get an AHA certification will still get one with my new idea)” Banerjee said. Banerjee was able to accomplish c ra yG photo b
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enior projects are a necessary step each senior must complete in anticipation of graduating high school. Senior Aditya Banerjee has begun the process of finishing this assignment in hopes of educating peers on important medical topics. “My senior project’s goal is to help teach students about the importance of CPR and to get them certified through the American Heart Association (AHA) in CPR.” Banerjee said. With such a huge goal in sight, many students are taking advantage of the opportunity. “Perhaps the best part of knowing CPR is that you have a tool that will last you a lifelong: you can spread it to those you love, and it can really mean the difference that allows someone to keep living today,” senior Matthew Liu said. With a large number of expected attendees to the event, COVID brought an extra amount of pressure on completing his project. Banerjee has faced these setbacks and challenged the repercussions in his
Senior Aditya Banerjee teaches people how to do CPR for his senior project. All seniors must present a senior project to graduate high school. “I believe that it is a skill that everyone should know. That’s why I wanted to make this my senior project.”
this all by using support from peers and mentors who assisted him during this process. Biomedical Sciences Teacher Mrs. Horn describes the benefits of the project for her students. “Our Biomed students are the future of the healthcare system and this will also provide them with extra exposure and knowledge to the field.” Horn said. Banerjee encourages anyone interested to become CPR certified, as it can necessary in some situations.; “CPR is an essential skill that everyone in the medical field is required to know and is an overall life-saving procedure.”
CPR STEP BY STEP
89% of those who experience cardiac arrest die because people neglect to give them CPR 54% of Americans believe they know how to give CPR
Source: VeryWellHealth.com
By KJ Ely Design by Alex Osburn
Survival rate decreases by 10% for every minute that passes during cardiac arrest without CPR
100,000 to 200,000 lives could be saved each year if CPR was performed when needed
THINKIN’
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CNHS seniors think about colleges and majors by Mia Wilson design by Liam Milne
“In college, there is a lot more free time between classes. The workload will also be more but the connection with professors will be more personal and helpful. Consider the environment of the college, also go on a visit and consider the attitude of the professors. If you are going for a sport, also consider the coaching staff and how they make you feel.” senior Matthew Hager Taylor University
photo by Novah Ulm
“College is important because it is the next step in your young-adult life. It allows you to take on more responsibilities and become more independent. I think that when deciding on a college, majors, environment, location, and safety all play an important role in your decision making process.”
senior Jenna Lang University of Michigan
“College is important because of the innumerable opportunities for networking and the huge amount of resources for academics and career searching in the future. My advice is to make friends and meet people. Connections are truly your biggest ally and are a gateway to opportunities.”
senior Zane Glick Yale University
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MENTAL HEALTH MATTERS
Student mental health is very important, and so is knowing what the resources are if you need them
by Izzy Munn design by Carson Embree
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tudents may struggle with having trouble only need to ask for a find a professional, I would say to get the problem of having poor referral and can be seen by mental solid friends and a good inner circle. mental health, and most may health professionals in school or in You have a lot of acquaintances at not know how or where to get offices in the community.” Schafstall school and a lot of class friends, but help. Between the pandemic said. find friends that you know are going and every year high school stresses, While finding a professional to to be there for you, and help you with students are looking for resources. help us as students is one route of everything outside of the classroom North has a lot of resources that can treatment, finding yourself a good because I know that has helped me a help students who may be struggling. group of friends that will support you ton,” Brooks said. Health and physical education is another great way to help cope teacher Erin Miller speaks on different according to senior Zacaria Brooks. resources available to students. “Other than, if it gets bad enough, “We are fortunate to be a part of a school that takes mental health issues seriously and with care. Columbus North has many Only of resources to help students deal depressed teens are with mental health issues,” Miller being treated for it. of high school said. “Columbus North is full of adults, teachers, administrators, students say that their mental counselors, deans, support staff, health has “significantly and coaches, who are here to help worsened” in the students when they are struggling.” past two years Along with the group of adults and teachers that can help students struggling with mental health issues, CNHS also has resources of that partner with outside resources children aged to help students. 3-17 years have “We have a BCSC Counseling diagnosed anxiety Counts Student Support Line in partnership with United Way. This is a great resource that provides support for our student body. It is also good to know that our community provides many resources for students and families in need of mental health support,” of children aged Miller said. 3-17 years have Along with Erin Miller, another diagnosed resource North students have depression available to them is the school mental health counselor, Heather Schafstall. “Columbus North has very good resources for students, I believe many students don’t know how to get help. The staff at Columbus in kids North are very supportive and want to help students however they can. ages 13-17 receive The stigma that surrounds mental treatment for health may keep people from depression reaching out. Students that are
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discoverymood.com
M A A R D DA YS Showcase highlights the talented voices of drama
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photo by Novah Ulm Junior Paige Rice, performs as a monkey during the Showcase event in the bright lights of the Columbus North auditorium.
S T C A F FILM igh orth H rium N s u b Colum Erne Audito 4 l’s 195 Schoo shed in li b a t s was e
howcase is a longstanding tradition at Columbus North, with a collection of student-driven features. John Johnson, who usually directs for North Drama, was excited about this year’s showcase. “Showcase is an opportunity to develop acting skills, and feature those who normally don’t get to be featured in shows,” Johnson said. “They direct, they tech it, they do all the things to make the show happen. It gives an opportunity to develop acting skills. I often ask the kids if their first major role was at showcase, and almost half of them say yes.” Junior Ben Richards was featured in the showcase and described his role as something that gives him an interesting change in perspective, It was his first opportunity to watch what he helped to make. “I’ve never directed something before and it is an interesting change in perspective. It’s called ‘Words, Words, Words,’ and it follows three chimps in a lab experiment trying to type Shakespeare’s ‘Hamlet.’ One of them has a more conformist attitude, one of them has a very socialist attitude, and one is shyer and peacekeeping,” Richards said. Senior Jaime Garcia
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by Natalie Brown design by Ananya Adur was also featured in this year’s showcase, and looked forward to following in the footsteps of upperclassmen before him. “I wrote my own monologue, and I’m very excited about it. I’ve wanted to do one since freshman year because I’ve seen all the upperclassmen do it before me.” This showcase is another shining star in a line of theater productions Garcia has been involved in, starting with a play in fourth grade. “In this play called ‘Bed Bugs’ in the fourth grade, I played the bed bug. I thought it was just really fun. And from a little kid, it just kind of made sense, because at one point he gets two of his legs torn off, and I got to explore how he was a little afraid and a little confused, and I remember thinking that it was fun to think about how the character thinks,” Garcia said. Like in his bed bug role, Garcia enjoys connecting with the character that he is playing, “Acting is a uniquely human experience, it allows us to compare ourselves to the characters that we play and I try to find the similarities and the differences that we have, be introspective,” Garcia said.
tures ter fea a e ,201 h t The s and 1 e u t a t s eats. grand rand s b y s s Stu
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EDUCATION REFORMED? HB 1134 fails, but similar amendments to other bills could bring massive change to education by Kaitlyn Ayers and Addy Rogers design by Katharine Brunette and Abinaya Ganesan
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he classroom has become a factory. Lesson plans are posted online for examination each June. Teachers stick to each plan. For this, textbooks and worksheets have become a trend. Each class is the same. No questions steer the course of class discussion, books that talk about social issues are not being studied. Finals arrive, and stress runs high, but many are left with only the emotional guidance of the school counselors. The only option is to try to forget what used to be and focus on the planned worksheet. This was the Indiana education under proposed House Bill 1134. Many observers considered HB 1134 to be the latest in a wave of bills against Critical Race Theory, a college-level academic concept, according to the Brookings Institution. “CRT does not attribute racism to white people as individuals or even to entire groups of people. Simply put, critical race theory states that U.S. social institutions are laced with racism embedded in laws, regulations, rules, and procedures that lead to differential outcomes by race,” an article by the Institution said. A significant number of parents are concerned that their children are learning CRT in school, to the extent where state legislatures are taking action. “These fears have spurred school boards and state legislatures from Tennessee to Idaho to ban teachings about racism in classrooms,” the article said. Specifically, Indiana’s HB 1134 planned to ban content that might make students feel “discomfort, guilt, anguish, or any other form of psychological distress on account of the individual’s sex, race [or] ethnicity.” HB 1134 required the creation of a parent curricular advisory
board in each school to make recommendations, students to have parental permission to receive mental health counseling, the placement of limits on social-emotional learning, restriction of books that are “harmful to minors” and that teachers must post lesson plans on a public website so that they may be reviewed ahead of time. Parents would have been given the ability to opt their child out of lessons at their discretion.
“It only makes jobs for teachers harder,...jobs for administrators harder,... cause financial issues and time issues for school corporations” science teacher Victoria Shireman In an interview in the Hamilton County Reporter, the bill’s author, Representative Anthony Cook, explained his motivations for writing it. “We are trying to require transparency and really reinvigorate a curriculum advisory committee, which I operated under as a teacher,” Cook said. “Until about 2010, we had curriculum advisory committees that were required. The statute moved to a ‘may,’ and when it moved to ‘may,’ not all school corporations are doing that at all.” If passed as it was originally proposed on Jan. 4, HB 1134 would have had significant effects on both teachers and the students who could
find their curriculum altered. This bill had the potential to affect how teachers work and teach their students. It puts restrictions on material and has to be open for other people such as parents to view at all times. A biology teacher, Victoria Shireman, shared her concerns over the bill. “It’s really going to put really big barriers on what we can and can’t do,” Shireman said. “A lot of teachers try to find out what students are interested in and sort of apply that with what’s going on in the world and current culture, but that’s not going to be able to be a thing.” It is acknowledged that this bill could have been helpful in some areas or schools. “There might be schools somewhere in our nation that have this issue, but this is not a problem in our school, it’s not a problem in our corporation, it’s not a problem that I am aware of in any of our surrounding corporations,” Shireman said. “They are trying to create a solution for a problem that’s not there.” Another concern was that fewer students could decide to go into education, leading to a decrease in teachers. This could also limit the amount of courses for future students, according to education professions teacher Amanda Godwin. “It looks like teachers will be spending a lot of free time preparing for a curriculum that needs to be finished by ‘x’ date,” Godwin said. “I know I spend my current prep time planning, keeping up on email, disciplining, grading, making copies, in professional development, updating itsLearning, working with students, and a few other things I’m sure I’m missing.” Student needs are the focus for most educators.
PAST PROPOSALS
Senate Bill 167
Forms a parent curriculum review board; requires that teachers publish all curricular materials for parents; parents can opt their children in or out of specific lessons; students may not receive mental health counseling without parental permission; students should not feel guilt due to their race, sex, religion, gender, or political affiliation.
JAN. 14
The bill was killed in the Senate on Jan. 14, 2022 and is currently being rewritten by the authors.
House Bill 1134
Same provisions as SB 167, but allows teachers to go through cultural competency training. Curriculum review board must be 60% parents of children who attend the school. Specifies values that must be taught in civics education. The bill was passed in the House of Representatives by a vote of 60 to 37. The bill was killed in the Senate on Monday, Feb. 28 .
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“Based on how students are reacting, and how quickly or slowly they’re gaining certain concepts, is going to determine activities and pacing,” Shireman said. “With HB 1134, that’s going to eliminate that. “ Other teachers share some of the same opinions and have the same concerns and worries including AP government teacher, Dan Marsh, uses examples to explain his views on the bill. “The one example I use is that in my AP Government class, last year Ruth Bader Ginsberg passed away and it allowed me to kind of go, ‘Hey, here’s the politics behind judicial selection.’ So we were able to take a current event that actually happened right then and there instead of having to wait until the spring semester, when we would actually be talking about the Supreme Court,” Marsh said. “That’s not good teaching. The whole point about the curriculum and the impact of it is that it would be very restrictive for us to address current events, to address student struggles, to really hit the importance of our job as educators.” Some teachers worry that it would only have made material harder to teach and harder to learn. “The majority of us as teachers don’t want it. We want parent involvement -- that’s 100 percent the case. But this bill is not going to provide that,” Marsh said. “All it’s going to do is [create] more division between teachers and parents in the big picture. From my perspective, what we’re seeing here with this legislation is a small group of
“Our job sa a rachet si to dnspoer to oury arnigle. If u’oy er truglins with this , vityac ew ned to spend rtheano yda achingte it. The elwho tinpo tabou the curilm and het individuals timpac fo ti is tha it ouldw in the state getting riled be ryev evtircs rfo su to up and the seadr tnecur ts,nev state legislators
addressing that, not the big picture.” The bill would have affected not only teachers and parents but also would have been impactful on students. Junior Ishna Kesti shares her opinions on certain aspects of the bill. “I don’t think that parents should have too much of a role in selecting class materials. The teachers have certain topics they have to get through that teach the students about various things,” Ketsi said. “If the parents didn’t allow their child to learn about some topics, the student wouldn’t be as educated, and it wouldn’t be as beneficial to go to that class.” Originally, a provision of HB 1134 was that material such as books and textbooks could be restricted or banned, but amendments edited that concept along with others out of the bill. Kesti sees both sides of the argument to ban books. “I think that schools should be able to ban books to some extent. If the books teach or promote harmful
to seadr tnudes s,trugle to yaler hit the anceimport fo our job sa s.”rtoaeduc social studies things teacher or Dan ideas, they should Marsh be banned,”
Kesti said. “However, if books are educational, and they teach us about history, they should not be banned.” Although Kesti hasn’t found a book she believes should be banned, many people debate whether certain books are too offensive or inappropriate for certain groups of students.
READING RESTRICTIONS
A list of books that have been banned from US schools. Harry Potter - Nashville, TN Banned for complaints that the series was anti-family, violent and Satanic.
To Kill A Mockingbird Duluth, MN Banned for language and other words that promote racial hatred, racial division and racial separation. The Adventures of Huckleberry Finn Concord, MA Banned for language The Hate U Give and depiction of Katy, TX African Americans. Banned for the indoctrination of distrust of police.
“All of the books that I have read through English class or school have taught me about history or have been fun to read,” Kesti said. “They have also taught me about hardships that different people have to face around the world, they didn’t promote any harmful ideas.” Teachers and students are not the only groups who see potential flaws in the bill. Principal David Clark regularly attends online meetings with other school administrators and says that the concern is widespread. One of Clark’s chief concerns is the effect it would have on teacher flexibility. “This legislation says you can’t be spontaneous, you can’t have those ‘a-ha’moments, for fear of it taking the class or a student in a direction that might make them feel guilty or uncomfortable,” Clark said. “Or, you might be teaching something a parent doesn’t like.” He added that teachers must go
House Bill 1040 Jan 1, 2022
Senate Bill 288 Feb 1, 2021
Senate Act 132 Apr 9, 2019
Senate Bill 172 Mar 19, 2018
KEY INDIANA EDUCATION BILLS All schools will be required to offer at least one computer science course. It also provides funding to help train teachers in computer science to teach the classes. (passed) All public high schools must administer a civics exam to students in their U.S. government class that consists of the same material on the U.S. Civics Test. (passed) Schools and public libraries can be punished for sharing “harmful material” with minors. (was killed) Students must be taught that concepts like socialism, communism, Marxism, or similar political systems are incompatible with the concepts of freedom. (still in House)
back and update their online lesson plans if they deviate from them. Instruction could become more formulaic, as penalties are high for teachers found to be in violation. “If [teachers] don’t do what this bill says, they could potentially lose their teaching license. Hypothetically teachers would say ‘Here’s the textbook. Read the textbook, answer the questions at the end of section 1,’” Clark said. “As you’re going through lessons, you get questions, right? ‘I want to know more about that.’ And this process kind of stifles all of that creativity.” In addition, there is already a framework in place for parents to take an active role in schools’ curriculums. School boards already have an influence on this. At North, parents can already choose to opt their children out of certain lessons. “For example, if you don’t like a book in literature class, or your English class, there’s a way already in place that parents can complain about that or talk about that,” Clark said. “If your parent didn’t want you to read a particular book, we’ve given you another book to read.” Finally, HB 1134 would have damaged teachers’ ability to apply their knowledge of the learning process to their classes. “If [parents] want to come in and change something in the curriculum -- they’re not experts. They’re not sure where we’re going with this. We might set up something for a week from now, or three days from now. If we take that out, there’s no scaffolding to support what we’re doing later,” Clark said. “It’s just scary. Again, we’re professionals. I’ll go back to that. We know what we’re doing. We should be allowed to do that without having to be questioned at every turn. It’s insulting. “ The original draft of HB 1134 created significant outrage among educators and school
officials, several of whom went to the State House to testify and protest against it. After going to the Senate Education Committee, the bill was approved on Feb. 24 with significant amendments, before failing on Feb. 28. “The amendments that the Senate has proposed have taken a lot of the teeth out of the bill. The question is, what’s the purpose of this bill in general?” Marsh said. “The bill does absolutely, in my opinion, nothing from what the original of it is if it passes the way it currently is.” Though the bill failed before the Senate, an amendment or similar language could still be a possibility as of March 2. It seems to point to a deeper debate: the extent of the role parents should have in education. Cooperation between students and teachers, parents and community members, could be the key to bridging the gap. “Do I think we need to try to find ways to work with parents more? Yes, 100 percent. It is a team effort,” Marsh said. “We can’t do this alone as teachers, parents can’t do this alone as themselves as well. I think that as a society, as a whole, we have kind of forgotten that there is a role of the community in raising kids as well.”
“ ost M people get into teaching because they love students and they want to participate in lives, to motivate, inspire, and encourage, but this bill really would eliminate the ability to do that,” science teacher Victora Shireman
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IS SOCIAL MEDIA TOO MUCH? Guest columnist freshman Sierra Newell discusses the pitfalls of depending on social media by Sierra Newell
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ow often do you check your phone? Every couple minutes? Every hour? Or just a couple times a day? A recent study from reviews.org showed that on average, Americans pick up their phone 344 times a day. That’s once every 4 minutes. With new generations, comes new technology. The number of social media users had reached 4.2 billion in January of 2021. This number will only continue to grow. There’s either a new Post, Snap, or Tik Tok each and every day. Too much time on social media can have a toll on a teenager’s mental health, and how confident they are in themselves or their self-image. When I’m in class, especially resource or advisory, I find myself scrolling through social media rather than talking to my classmates. Sometimes this is exceptional if you don’t really know the person next to you. However, I feel that we should continue to make an effort to get to know new people. I feel that too much social media has even affected people’s social skills. We find it so easy to hold a conversation over
social media, but when it comes to in person, it’s a different story. Even if you and your best friend are hanging out, at one point you both wind up scrolling through social media. I believe that too much social media may have more negative effects than positive. If I had a chance to go back in time when there was no social media, I would. There would be less drama and not everyone would be in your business. Even though social media has its downs, it also can have positive effects. You can easily and quickly communicate with one another when you need to. Messaging through texts and phone calls is the one thing that I would accept keeping out of everything. I feel that too much time on social media has more negative effects than positive. It can create a mental toll on teenager’s mental health and how they feel about themselves. Texting and looking at funny videos is entertaining, but too much of it isn’t so funny anymore. I fear that in the future, more and more technology will take over. Sometimes it’s really good and can help our generation, but other times it may feel like you
2022 DRAFT
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forget what being a genuine person is like. This was a major struggle for everyone during the pandemic because we were all stuck at home. If you were asked to stay off your phone for just 24 hours, would you be able to?
he floor was covered in red and pink debris as tiny scissors in tiny hands shear away paper scraps from the edges of construction paper hearts. Sloppy crayon notes and sugarcoated sentiments, Valentine’s day is a staple of elementary school society, but also an unsuspecting bookend to eight years of ongoing armed conflict in eastern Europe. Beginning in February of 2014 the current graduating class has gone from fourth grade to senior year alongside the entirety of the Russo-Ukrainian war. Now, after a near decade of small-scale border conflict, the war has escalated to the global stage. The 2014 annexation of the Crimean peninsula kickstarted contemporary antagonism between Ukraine and Russia. Unmarked Russian troops were strategically placed throughout the south Ukrainian landmass, before
swiftly overthrowing the existing government. This Crimean invasion was the first of many ethically questionable movements made by Russia. Since then, Putin has continued to aggress against the sovereign (NATO affiliated) Ukraine by pressing the Eastern border and deploying miles of military coverage, mostly taking place in the very recent past, as Russia deploys its final medical units, completing their military front. Despite a wide held suspicion that this dispute is a stepping stone to the next world war, it’s incredibly unlikely it will directly lead to international warfare. Europe and the rest of the world will likely continue abiding by the preexisting doctrine of neglecting the needs of Eastern European countries. Unless the Kremlin enacts drastic military movements during this conflict, NATO intervention will be operating at the bare minimum.
TEEN DRAMAS: FACT OR FICTION Comparing teen drama to real life, columnist sophomore Izzy Munn outlines the differences by Izzy Munn
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e’ve all experienced the moment where you’re looking for a movie to watch and while scrolling you pass over about thirty “teen drama” movies. And some of us may have even stopped and read the description, possibly even watched the movie. But, do they really reflect the true high school experience? The basic outline for a “teen drama” movie will always include these things: “popular” kids that are meant to be the antagonists,“new” kids who are meant to be seen as protagonists, and a lot of other kids who look way too old for their age. With these three elements, you
HOT DOG DILEMMA Life’s true debate; is a hot dog a sandwich? by Ben Psota
already have the basic blueprint for a teen movie. Although those elements can make for a good movie sometimes, they don’t really reflect what real life high school is like. Real high school is nothing like what teen movies have portrayed. Even though there are similarities between the two, overall they are very different experiences. One is filled with lots of unrealistic drama and ordeals that would probably never happen in real life. The other is filled with actual problems and struggles and has students that act normal rather than being defined by a clique.
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magine the sweet bun, the salty middle, and the squirts of ketchup and mustard hitting your lips as the delightful combination slides down your throat, tempting you to take another bite. Hot dogs are a classic American treat that millions of people enjoy every day which the Merriam-Webster dictionary defines as “a frankfurter with a typically mild flavor that is heated and usually served in a long split roll.” Although this seems well defined on its own, this has sparked a debate with one main question in mind, is a hot dog a sandwich? In my opinion, a hot dog is most definitely a sandwich because it is an item of food between bread, but is that the only thing that defines a sandwich? The Merriam-Webster dictionary also defines a sandwich as, “two pieces of bread with something (such as meat, peanut butter, etc.) between them.” When you look at a hot dog you can see why it might or might not fit this definition. Although the bun that a hot dog sits in is technically one piece of bread, the section at the bottom is so thin that, in my opinion, it is as if there are two pieces of bread that are connected. It would be different if the bun was an even thickness all around, but since the bottom is so thin, it isn’t really a significant part of the bun.
An example of this outside of hot dogs is the sub sandwiches served at fast-food chains such as Subway and Jimmy John’s. If you watch the workers when they cut the bread, you would notice that they do not cut the bread all the way through, making it easier to keep all of the fillings inside the sandwich, so why should a hot dog be any different. The bottom of a hot dog bun is only there to keep the hot dog from falling out of the bun, so why is a sub sandwich a sandwich, but a hot dog isn’t, even though the bread they use is utilized the same way. An argument against a hot dog is a sandwich would be that it is a taco instead. This is because it is surrounded by grain on three of its sides, but that isn’t the technical definition of a taco. According to Merriam-Webster, a taco is, “a crispy or soft corn or wheat tortilla that is folded or rolled and stuffed with a mixture”. Although the hot dog itself is a mixture of different meats, there is a clear difference between a bun and a tortilla in my opinion. A tortilla can be made from just about any grain but the difference between a bun and a tortilla is that buns are meant to rise and get fluffy whereas a tortilla is meant to be flat. Therefore a hot dog has nothing to identify as other than a sandwich.
S C D T P A R ROBO S
by Jasmine Yang design by Ajay Singireddy
Students prepare for Robotics competition
tudents might not anticipate that in some sports, the work is not actually done during the competition One example is robotics, where students prepare for competitions, one of which is being hosted by Columbus North at Columbus East High School on March 18. Four different sub-teams make up the team with a programming team, a build team, a design team and an operations team. The day of the competition is packed with various mini competitions until they get to the main playoff event that they have been utilizing the first two months to work towards Senior Rishi Rao has done 1. Kickoff day: robotics all The FRC Game four years is released and it of high marks the start of school and the competition season
2. Build Season: The team begins analyzing the game, prototyping, and building the robot
3. Robot Reveal: The team invites the community to the shop to present the finished robot
describes what a typical practice looks like. “We show up to the shop and the whole team meets in one place so we can go over our goals for the practice. After we discuss the things that need to be done that day, we each split up into our own sub-teams,” Rao said. “After that, we each work on our part and communicate with each other as needed.” Senior Jiaxuan Wang has been involved in robotics for about three years and describes what the schedule usually looks like during the robotics season. “Typical meetings are three hours long. In the off season they’re only once or twice a week, and in the build season, it’s full throttle,” Wang said. “We do four out of five weekdays for three hours, plus six hours on Saturday.” No matter what activity students do, they usually have a favorite part that
6. FIRST Championships: Teams from 30 different countries compete to win the championship
4. District Competition: We go to two events in which we compete to qualify us for the State Championships
always makes participating worth it. Sophomore Keegan Harris describes his favorite part of robotics. “I’d say it’s the problem solving. It’s like a puzzle, you’re trying to solve a challenge and you have to think of creative solutions to go about solving them using basic logic and stuff like that,” Harris said. Wang’s favorite part strays away from the logistics behind robotics and is more about the end product. “My favorite part is being able to have this amazing finished robot that can play this game that’s fairly complex. Also, the competitions are extremely fun,” Wang said. “It’s almost like a football game. The crowd goes wild. Honestly just seeing the game play out there, it’s amazing, and the competitions are just a blast to be at.”
5. State Championships: Teams compete for a spot in the worldwide FIRST championship photo by Bladen Petro Students work on the competition robot during the 2022 build season. The competition will take place on March 18 at Columbus East High School.
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RESTLING RAP-UP
by Deshna Venkatachalam design by Abby Smith photo by Bladen Petro
Members of the wrestling team talk the end of their season
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he team walks out onto the mat, getting ready to send their first player in. They watch as he pins the other to the ground… six points. And then another six, and another, and finally, North claims another victory. Assistant Coach Taylor Decker explains that this has been their best record since 2009. “The team is 14-5, which gives us the best winning percentage since the 2009 season,” Decker said. “We were also Conference and Sectional runnerup as a team. Overall, our performance is the best we have had here at North in about 10 years.” Freshman Kekoa Forbes agrees with this statement that their performance has been top notch this year. “Our whole varsity lineup had all very competitive and very good technique wrestlers,” Forbes said. Senior Bryce Abner explains that this year has been different, but better than last year, due to the spread of COVID-19 his junior year. “This season is definitely a lot better due to COVID stuff. Last season we had a lot of duels being canceled and everything. This season, we also have a better team than we usually do. So I think this year is just one of my better years,” Abner said. Abner has been wrestling since second grade, so his experience is not lacking. “Wrestling is a very demanding sport. It takes a lot of grit to get through,”
Corydon Central vs CNHS 24 to 52 Nov. 24, 2021 Guerin Catholic vs CNHS 18 to 83 Dec. 11, 2021
Abner said. Along with the physical aspect comes the social aspect of being a part of a team. Forbes explains what it’s been like, this being his first year on the team. “It’s definitely worth it. I’d say I feel very welcomed and appreciated on this team,” Forbes said. Along with the students, having good chemistry amongst coaches is important as well. “I have really enjoyed working together with our coaching staff. As a staff, we compliment each other very well which allows us to continue striving towards our team goals,” Decker said. Abner talks about what he enjoys about being a part of this team and some of his favorite memories. “We do a lot of far away wrestling meets and sometimes we have To get in a hotel and stuff like that. So that’s always fun to be able to be outside the wrestling room with your team and get the other of them,” Abner said The coaches enjoy watching the team bond and find pride in their team’s success. “We are very proud of how our guys have represented Columbus North and the sport of wrestling. Our athletes are young and ready to compete. This is a special group that will continue to grow,” Decker said.
Bloomington North vs CNHS 12 to 63 Dec. 11, 2021 Western Boone vs CNHS 24 to 52 Dec. 11, 2021
senior Bryce Abner
Madison vs CNHS 24 to 52 Jan. 8, 2022
MAJOR WINS Jennings County vs CNHS 33 to 45 Jan. 12, 2021
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TARTING OFF MAJOR TRONG EVENTS
Three North athletes share their expectations for the spring 2022 season
March
by Alex Osburn design by Abbi Lovins
eet pound against the track. Air rushes between the strings of a racket. A collective breath is released when the ball finally teeters into the cup. Among the many spring sports that are beginning to
senior Leah G e
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hold tryouts and practices at this exciting time of year are track and field, womens’ tennis, and mens’ golf. Many returning athletes have high hopes as they prepare for another season.
“My main goal this season is to improve my record from last year,” senior Leah George said. “We have a really strong team this year and our odds at winning state are pretty high.” George wants to reach her full potential this spring and end her tennis career on a high note. “I hope this season helps me become the best player I have ever been,” George said. “Since it is my last year playing tennis, I hope I finish out strong.”
ior Katherine R sen
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“My main goal would be to break 11 minutes in the 3200, and I would like to get close to five minutes in the 1600, but I really just want to have a good time and work hard with my team,” senior Katherine Rumsey said. This runner believes these goals for the upcoming season will also lead to development in the mental aspect of the sport. “I’m hoping to become a mentally tougher runner and learn to push through more pain so that I can achieve those faster times and grow as a person,” Rumsey said.
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“I hope to practice more, get more distance and accuracy with all my clubs, and hopefully have a better season this year and more performance this season,” junior Tyler Wilks said. He also points out the importance that mental resilience holds and how keeping the right mindset can improve performance. “Golf is probably the most mental game that there is,” Wilks said. “You have to stay focused and driven throughout every shot, and if you’re not then it can lead to more frustration and anger within the game. You have to keep yourself in a calm state of mind so you can play your best.”
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SPRINGING INTO THE SEASON S
Girls Gymnastics shares the behind the scenes of the ongoing season’s victories
by Paula Ramos design by Sam Dearing
weeping numerous victories a mere month into the season, Girls Gymnastics bring intense competition into the 2022 season. Senior and team manager Elizabeth Richards anticipates a triumphant outcome to the winter season. “There is a lot of talent on this year’s team,” Richards said. Behind the scenes, this talent is harvested through the team’s diligence, teamwork and effort shown in practices and individual attitudes. “In a typical practice the girls will run or do some type of cardio to start, then they stretch and do basics which is basically where they just warm up easier skills,” Richards said. After warming up, team members split up into groups and hone a specific event,” sophomore Alli Chambers. “We are next assigned to an event and told an assignment we are expected to complete, whether that is routines, drills, perfecting a certain skill, or working upgraded skills” Chambers said. Returning from a brief hiatus, Chambers looks forward to what
the remainder of the season will bring. “I’m really excited,” Chambers said.
GYMNASTICS MEDALS
“The team has put in a lot of hard work for this, and I’m excited to see how much improvement we can make in the next few weeks” Similarly,
“I missed the competitiveness you had with other teams, but mostly the competitiveness I had with myself.”
sophomore Alli Chambers
freshman Arwyn Tian has great hopes for her first gymnastics season. “I definitely want to improve on becoming more confident in myself in practice and competition,”
Tian said. “I’m most looking forward to the end of season when everything kind of wraps itself up. While competing is really fun, Off-season gives us a chance to work on newer and bigger skills”
North Gymnastics Team has won 3 golds, 1 silver, and 1 bronze medals for Beam since 2016. North Gymnastics Team has won 1 gold and 3 bronze medals for Bar since 2016. North Gymnastics Team has won 1 gold, 2 bronze, and 3 silver medals for AllAround since 2016.
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POP CULTURE 16. 1.
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CROSSWORD
By Anushka Nair
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NEED HELP? Scan this QR Code to access hints to help you solve the crossword and double check your answers!
