FOCUS Issue #3 (Nov. 23, 2022)

When culture and curriculum collide: p. 13

Minority students face tough roads: p. 10-11

Athlete of the Issue: p. 8

No ISS v 2 UE 3, 3 20 21

2021-22 STAFF Madison Leonard Synthia Davis Bawi Zing Anna Blackburn Audrey Cochran Tyler Corbin Tanisha Downer Elly Kimbual Zoë Krebs Ian Miles Nicole Ni Izzy Potter Ciera Street Van Thim Kert Boedicker Daniel Schoch

Co-Managing Editor Co-Managing Editor Staff Reporter Staff Reporter Staff Reporter Staff Reporter Staff Reporter Staff Reporter Staff Reporter Staff Reporter Staff Reporter Staff Reporter Staff Reporter Staff Reporter Principal Adviser

TWEET OF THE ISSUE

CONNEC T WITH US

@pmhs.focus

@pmhsfocus

falconsfocus.org

A LETTER FROM THE EDITORS Leaves falling. Cold mornings. Holiday breaks. The end of the first semester can bring a whirlwind of emotions, between the stress of final exams and the joy of spending time with close friends and family for the holidays.

As we drearily move towards Thanksgiving break, there is a dull atmosphere in the halls.

Unmotivated students tread from period to period without much motivation to participate in class; missing work starts to pile up; and it seems that assignments are never ending.

The rush of excitement built up from the first quarter has exited the building, and you begin to feel like a lump on a log.

But as we approach the final four weeks of the semester, and exams, projects and tests loom on the horizon, school should feel like the top priority. It is important to stay up to date with what is happening both in the build-

ing and within our community.

Let’s remember that the Spooktacular Riley Drive Thru was a huge success, along with the canned food drive.

And from learning about teaching restrictions, both at PMHS and nationwide, to gaining insight on how to seek financial help through the FAFSA, there are many noteworthy stories contained in the pages to come to bring you some hope in these chilly times.

Whatever you may be doing this season, look at the brighter side and remember there is still light at the end of the tunnel.

Cozy up, drink a mug of hot cocoa, and enjoy this year´s third issue of the FOCUS. --Madison Leonard & Synthia Davis, managing editors

October Students of the Month

FRESHMAN: RICHARD HARRINGTON

SOPHOMORE: LUCY RICHARDSON

JUNIOR: MAYA MUNDY

SENIOR: BAWI SUNG

C-9 Students of the Month

PICTURED FROM LEFT TO RIGHT: Jessica Tello-Xique, Jacob Heid, Hannah Walkosak, Michael Mendizabal and Kaden Sherlock

November Students of the Month

FRESHMAN: ASHLEY DOADES

SOPHOMORE:

JUNIOR:

KYLE CORBIN

AUDREY NASH

SENIOR: KENDALL RICHCREEK (NO PHOTO AVAILABLE)

4 | NEWS

Boedicker highlights Student Principal Advisory Committee Izzy Potter Staff Reporter

Every school year brings new opportunities, but with that comes new conflicts and obstacles.

The Principal Student Advisory Committee at PMHS brings the principal and student representatives together to offer new ideas to improve the student experience.

“It really kind of describes it in the title,” principal Kert Boedicker says. “I think it’s really important to listen to our students and to get a student perspective on things that impact our school.”

Boedicker has initiated a committee like this at every school since becoming an administrator in the early 2000s.

The group meets once every quarter to discuss issues that impact students.

“I think too often in many schools, students feel like they don’t have a voice,” Boedicker says. “I want a good cross section of students in my committee so their voices are heard.”

At each first meeting, the group discusses topics or problems through the SWOT acronym--“Strengths, Weaknesses, Opportunities, Threats”-and brainstorms strategies to work toward a solution. They have even talked about putting together subcommittees to explore different ideas from each category in the acronym.

They recently initiated

the idea of opening up lockers to students, which was quickly put into action. There has also been conversation on bathroom concerns, crowded hallways and students not wearing their masks.

“This is a solution driven group of students, and we are coming to the table to provide solutions and results,” he says.

“It’s not a time where we just complain about things because complaining really doesn’t result in any action. It’s a time where other student voices are heard, honored, valued and respected, and it does help us make Perry Meridian High School a better place.”

often chances than not, none they will. However, instead of pulling people away or grabbing a teacher, they pull out their phones to record.

The question is why are so many students drawn to these fights, and why do students grab a phone to record rather than find help?

According to psychology teacher Julie Carey, there have been studies over the last 20 years that prove the “bystander effect,” which suggests that when people are in groups and help is needed, that help decreases as the size of the group increases.

Carey explains that there

are different reasons for these actions. One of them is called “diffusion of responsibility.” It is when there is only one person there, and they see someone who needs help and help them.

This usually would have not taken place if there was a group of people.

As crowds increase when fights break out, not only are students not looking for help or trying to stop the fight, but multiple phones come out and students are recording the fight.

“When it comes to fights at schools, it brings some sort of excitement that makes school a little bit more enjoyable,” senior Layla Thalley states.

Bystanders drawn to Falcon scuffles Tanisha Downer Staff Reporter

Imagine sitting in a classroom, and you start to hear screaming down the halls. Then an administrator races past the door.

Immediately, the situation grabs your attention away from what you were doing, and you need to know where the commotion is arising and why it is happening.

Recently, the frequency of fights in the halls has increased, and students feel compelled to serve as spectators to each new drama.

Whenever students have the opportunity to surround and view a fight, more

The final steps:

5 | NEWS

Seniors continue working after college acceptance Tyler Corbin Staff Reporter

A letter comes in the mail, addressed to a Perry senior. It’s the college of her dreams. Her mind begins racing as she opens the letter and reads on.

Dear Senior… Welcome to the Class of 2026.

Many seniors are receiving college acceptance letters, and this joyous and stressful time is a key factor in determining the outcome of these students’ lives. However, a college decision is not the last step a senior needs to take when preparing for college.

One of the most important things seniors need to do is file the Free Application for Federal Student Aid, or FAFSA. A federal and state program, the FAFSA gives students the opportunity to receive financial aid if they are eligible.

Given out based on need and the time of application, the FAFSA is a great way for seniors to receive government financial aid, and the timeline is of the essence.

“The due date for state aid is usually April 15,” College and Career Counselor Rebecca Shulll says, “and for federal aid is usually June [30].”

Other than due dates, seniors need to know what the FAFSA covers and what is needed to file it.

The FAFSA uses a student’s social security number, parents’ tax returns from the previous year, bank records as well as a Federal Student Aid ID. Seniors sign up online in order to verify their parents’ income from the year before.

Beyond the FAFSA, an important thing seniors still need to keep up with is schol-

arship applications.

Naviance, found in the student resource portal, is perhaps the best place to begin looking. With two spots to look, a scholarship list created by Ms. Shull and a national college search, it allows seniors easy access to scholarships.

Beyond Naviance, some great resources are fastweb.com, College Board, and big corporations, like Coca-Cola, Walmart and Target, as well as students’ parents’ employers and PMHS’s own scholarship opportunities offered in the spring.

Finally, a crucial part in the college application process is comparing options.

“For students who have applied to college, just stay on top of your email,” Shull says, “make sure colleges have all of your information and everything that they need to make a decision.”

“Take your applications, once you get your financial aid letters, and kind of look at your offers side by side,” she continues. “See which college is going to give you more bang for your buck.”

With the stress of college season pressuring seniors, the FAFSA, scholarships and college decisions can seem like a lot. But staying on top of email and information from colleges can greatly reduce that stress.

And, whether a senior has not begun filing their FAFSA, applied for scholarships and/ or even begun applying to colleges, Shull stresses that “It’s not too late.”

6 | COMMUNITY Julie Carey -- Army National Guard Gary Dant -- US Marine Corps Anne Davis -- US Navy Phil Glasser -- US Army Reserves Doug Hadley -- Air Force National Guard Michelle Houston -- US Army Kyle Jarman -- US Air Force Reserves; USAF Academy Matt Schoettle -- US Marine Corps / US Marine Corps Reserves Tim Foor -- US Marine Corps; US Army Special Forces; Ohio National Guard

Ian Miles

Staff Reporter

Falcons honor veteran staff and alumni As students were dismissed to the Veterans Day Program, the crowd grew and so did the noise. The loud chatter of students continued until Logan McCleese and Kira Arkins began the program with a short speech followed by the Pledge of Allegiance and National Anthem.

Organized by library media specialist Diane Turpen, the Veterans program has been going on for years.

“I have organized the event for about 11 years,” says Turpen. “I think it is important to recognize those who have served and get the student body involved.”

There are eight staff members currently working at the school that has served in the military. Two of the veterans are counselor Doug Hadley and psychology teacher Julie Carey.

Carey was a part of the Army National Guard and Hadley the Air Force National Guard.

Some of their favorite moments of the program come from performances by the

students. kindness.

“One of my favorite parts “Join the movement of selfof the Veterans Day Program less service,” McBride said. “Do is when each branch’s song is your part in leaving your mark played and veterans can stand on the world.” up to show pride for their Even though Veterans Day branch,” Carey says. has passed, the community “I would say that when the continues to acknowledge the branches' songs are played and sacrifices both veterans and veterans get to stand up to their their families make every day. branch is a really special mo“Throughout the year we ment,” Hadley says. should go up and thank them Following the performances, for their service,” says Hadley. an important part of the pro“Letting them know we apgram is when a guest speaker, a preciate their sacrifice is really veteran, will talk to the students important.” about their career and its opportunities.

This year’s speaker was 2011 PMHS alum, Chris McBride, brother of Cadyn and Caleb McBride.

“We are excited for this year's guest speaker,” Turpen says. “I feel like students will be able to connect more with him than in the past.”

In his speech, McBride emphasized for everyone to Logan McCleese gives opening speech for the prodo their part and help the gram. Kira Arkins awaiting her part of the speech. community by small acts of Photo By: Audrey Nash

T

Thanksgiving lunch feeds gratitude in students 7 | COMMUNITY Ciera Street Staff Reporter

Here at PMHS, Thanksgiving is celebrated in the cafeteria with the stereotypical American “dinner,” which includes chicken noodle soup, green beans and pumpkin pie. Even students who don’t normally eat lunch gather in the cafeteria for a day of thanks in which everyone comes together to commemorate what they’re thankful for.

However, not everyone indulges in these kinds of meals.

According to senior Van Mawi, her family doesn’t eat turkey.

“We eat beef, pork, and chicken,” she says, “made into a

variety of dishes, ranging from soup, fried, or curry style.” Also, her family has the oldest family member host Thanksgiving dinner.

Fortunately, students have the week off to spend time with their families and enjoy all types of cuisines made with love. Some serve turkey and mashed potatoes, while others dine vegetarian style with fried cauliflower and refried beans-traditionally, seated all together at the dinner table saying a prayer, if religious, to bless the food and name something or someone they’re thankful for.

There are slight differences in how different people celebrate Thanksgiving within PMHS, though the lunch stays “traditional.”

“I feel like the Thanksgiving lunch here is very American,” Mawi says, “but I don’t really mind.”

Even though some students have different styles of dinner for Thanksgiving, they are still able to enjoy a day of thanks.

Township offers food for families in need Madison Leonard Co-managing Editor

All children should have access to affordable meals.

However, the reality is that not all families are financially stable enough to put three meals a day on the table for their children.

According to a 2018 study by Feedingamerica.org, the child food insecurity rate in Marion county was 19.7%, which means approximately 46,110 children in Marion county were unable to obtain nutritious foods.

Food insecurity is defined as not having reliable access to a sufficient amount of affordable, nutritious food.

Considering the high food insecurity rate in Marion County, citizens should be aware of what resources are available for them to reach out to if they are in need.

One resource available for Perry township families is the Gleaner’s School Based Pantry at Southport High School. The pantry is open to the community on Wednesday from 11 a.m. to 1 p.m. People who go will fill out a list based on what the family needs and the order will then be taken and delivered to their car.

Another resource for Per-

ry township families is the Impact Center, located at 381 N. Bluff Rd. in Greenwood. The Impact Center is part of Mt. Pleasant Christian Church and donates food and clothing to families in need once per month. It has helped serve over 300 southside families who are in need of nutritious food.

Every child should have access to a meal on the table three times a day. Thanks to these resources, the long fight with child hunger and food insecurity in our community can lessen with each family they help.

8 | SPORTS

Athlete of The Issue: Luca Arboneaux It’s official: Fall sports have ended, with multiple teams finding triumphant individual or team successes. While many athletes proved worthy of recognition for exhibiting their talents, the success this cross country runner has brought to his team and himself has earned him the title he deserves.

Senior Luca Arboneaux has been running since his freshman year and has been a varsity runner for three out of those four years. Much of the success of the 104-40 cross country team can be linked to Arboneaux, a leader for the team.

Of his four years as a cross country runner, Arboneaux has been at peak performance when it matters most.

“My best race came this

season at Shelbyville, the semistate course,” Arboneaux says.

He ran a personal best time of 16:55, finishing 79th overall in one of the hardest semi-states.

As most runners will agree, some courses are faster and more fun to run than others. Even with his best race coming on the Shelbyville course, his favorite to run comes nearly 70 miles away from Shelbyville.

“Brown County has always been my favorite course to run,” he says. “It is a fast course with soft grass and is always exciting.”

Arboneaux continues running as he prepares for his final track season and looks towards his future in running.

Hard work and dedication have

This year the PMHS girls basketball team has a new coach on the rise. Coach Amanda Davidson grew up in Indiana, and boys head coach Mark James was one of her early influences.

“He really taught me how to become a better person, not only on the court, but as a person,” Davidson states.

Her love for basketball began at a very young age, and ended up playing for four years at UIndy. Continuing her success, she played professionally in Germany for 10 years, followed by four years of coaching professionally.

“I loved the competitive

nature of the sport, and was very good at it,” she says. “I ended up pushing myself to get better and better at it.”

At PMHS, Davidson wants to bring more moativation to the basketball program and pushes for hard work. She also strides for getting more youth players involved with basketball.

“I'm going to be doing camps for the first grade students for basketball and work all the way up to the high school level,” she says. “I'm very excited to see what I can bring for the PMHS women's basketball team.”

By Ian Miles

Arboneaux runs at Ben Davis in the Regionals for XC. Photo by Tyler Corbin

gotten him to where he is today.

Luca Arbonuaex has earned the title Athlete of the Issue.

Davidson looks to lead girls basketball into new era

Tanisha Downer

Coach Davidson encourages senior Ella Scaringe at practice.

Photo by Elly Kimbual

Fall sports sectional recap Audrey Cochran

Boys Cross Country

The girls placed third of nine teams in their sectional, beating Southport by 35 strokes and advancing to regionals. The Falcons’ journey ended with a good performance at regionals, placing 7th of 18 teams. Their lowest scorer that day was a senior, Tanisha Downer, with an impressive 82. The girls showed improvement through sectionals and regionals by gaining on Center Grove’s score, and they had an impressive end to their season.

The boys Cross Country team had one of the most impressive runs of all the fall sport teams. They placed second in their sectional race with a 7th place finish by sophomore Luke Haggerty.

In regionals, the team finished third and advanced to semi-state. Out of 22 teams, the Falcons placed 11th. Everyone ran impressively, but the standout athlete, earning Athlete of the Issue, is senior Luca Arboneaux, who ran a personal best that day at 16:55.

Boys Varsity Tennis The boys tennis team won their sectional championship with ease, earning impressive victories against Southport 4-1 and Decatur Central 5-0. Last issue’s Athlete of the Issue, senior Isaac Lian, was selected as All-District and as a Senior All-Star because of his impressive performance. In regionals, the team fell to Center Grove but performed well and were proud to bring home the sectional trophy.

B oys Va rs i t y S o c c e r

Girls Varsity Volleyball

Girls Cross Country

The girls ran hard and placed 3rd in the sectional race to advance. They had six runners in the top 30 and beat Herron and three other teams.

The team did not advance past regionals, but sophomore Vanessa Newhouse moved on individually to semi-state by placing 27th and running 21:12. In the semi-state race, she cut her time to 20:49.

Girls Varsity Golf

The Falcons started the sectional strong by “mercy-ruling” the Greenwood Woodmen 9-0, which built energy for their next games. “A leader for our team, Victor Thang, gained confidence that spread throughout the team to play a major role in our success,” head coach Yerasimos Magdalinos said. The boys went on to avenge their past performance by beating Roncalli in the second round 4-1. The Falcons lost in the championship game 1-0 to Southport in an intense matchup of worthy opponents.

Girls Varsity Soccer

The girls soccer team beat Southport in the first round of sectionals, 1-0.

These rivals tied during the regular season which made this an intense game for the Falcons. Freshman Sophia Terrell scored a goal in double overtime with 1:08 on the clock. “Our defense and goal-keeping have improved a lot together lately,” sophomore Kiran Towers said. It showed in the shutout game, though the team went on to lose to Franklin Central.

9 | SPORTS

The girls advanced to the sectional championship, beating Ben Davis and Pike in impressive sets. These two victories fired up the team for the championship. Unfortunately they lost to Roncalli, but the closeness of the team was more valuable than anything. “Even though we didn’t win, it was a great last game because we got to play together,” senior volleyball captain Campbell Clark stated .

B oys Va rs i t y Fo o t b a l l

The Falcons played a hard-fought sectional game against Arsenal Tech in the first round but lost 20-25. Head coach Brett Cooper said that the defense had a great game, and both teams had difficulty executing under the tough weather conditions. “We made a lot of strides forward this year, so I’m proud of them,” he said. Cooper was grateful for the dedication that the seniors gave this year. “I’m excited to watch the foundation they laid grow over the next few years,” he said.

Boys and girl running at Semi-State.

Photo provided by Vincent Corbin.

Special Recognition to...

Coach Magdalinos of Boys Soccer for Mid-State Conference Coach of the Year.

Coach Corbin of Boys Cross Country for Mid-State Conference Coach of the Year.

Isaac Lian for All-District & All-Star.

Bawi Ting Lian was selected Top Team Player.

Philip Kegbeh was named 1st team All District for District 4.

Joseph Bawi was named 2nd team All District .

Sophia Mayo made the All-County team. Honorable mentions were Sara Gomperts and Dakota Elliott.

Sofi Terrell Terrell for Mid-State Conference and All-County. Kiran Towers had honorable mention.

Landon Egan made 1st team for allconference.

Vanessa Newhouse placed a new record for PMHS in the Mid-State Conference, getting 6th.

Academic All-State Honors: Boys Soccer- David Hre, Jabez Hre,

Cung Hmung, Joseph Bawi, and Chanza Lian.

Boys XC-Dagan Knight and Luca Arboneaux Girls Soccer- Audrey Cochran, Emily McCleese, Synthia Davis, Lana Mack, Lily Smith, Bawi Vuang Tu, Annabelle Cloyd, Kidist Shebeshi, Grace Hichez, Bella Salemi, and Madison Merder Girls Volleyball- Campbell Clark, Ally Sitzman, Halei Epperheimer and Sara Gomperts

(not all teams’ awards have been released yet)

10 | FEATURE

HEAR THEIR VOICES:

Z

FALCON MINORITY STUDENTS FACE ADDITIONAL ADVERSITY

By Bawi Len Zing & Van Sui Growing up in a predominantly white society was not easy. She felt the need to fit in the “white culture.” She would straighten her hair and never bring food from home in case the other girls called it gross.

“Now I’m proud to say that I am African and that I am from Kenya,” senior Ruth Gakunga states. “I am proud of where I came from, and nothing is going to destroy my confidence.”

Senior Maya Shebeshi shared that in all aspects of her life, she had to exert more effort.

Shebeshi has dreams of getting into medical school and becoming a physician but shares that that vision is difficult to hold on to because of people that she makes interac tions with.

“Oftentimes it feels like if you don’t fight to meet ends set your own goals, society is constantly trying to talk you out of it, especially as a Black woman,” Shebashi states. “POC women are always held to a higher standard but have the lowest expectations from society.”

Adding on to Iang’s frustrations, sophomore Simon Hmung further establishes the additional hardships that have arisen as a result of his race. Hmung and Iang both share similar cultural values and perspectives as they are both a part of the Chin community.

Self-worth, racism, microaggressions, fetishizing, lack of representation and mental and emotional health are all issues that Shebeshi has felt due to her position as a colored woman. She believes it has made key implications on her experiences.

Similar to the struggles faced by Shebeshi, sophomore Fam Tha Iang has been impacted as a woman of color.

“There were a lot of times when being a woman of color in my predominantly white, male classes where I felt my voice and my opinions were not being heard and taken into consideration,” she says. “Multiple encounters like this have left me discouraged.”

“M as P

photo provided by: Sophomore Simon Hmung as he arrives home from his local community church ICBC.

“As an Asian-American, people sometimes stereotype us as nerds and expect us to be intelligent,” he says. “It can be a lot of pressure because it makes us feel as if we’re not good enough at times.”

Photo Provided by Senior Tu Chin Sung Senior Maya Shebashi poses for a cultural spread in the yearbook

Perry grad returns to halls for intern experience Perry graduate Ngun Don Sung is back at PMHS, interning as a social worker. She graduated from PMHS in 2017, earned her bachelor’s degree from IUPUI in 2021, and is working towards her master’s, which she plans on getting in 2022.

She first went into nursing but realized it was not for her, so she took an intro class in social work and she fell in love with it. Her biggest inspiration is her mom and wants to help other people like she has been helped She notices that there are a lot of minorities at PMHS but a lack of representatives of the minority population at PMHS. Staff members try their best, but they can only do so much. She wants to help everyone, especially the minorities who feel like they have no one.

While interning at PMHS, she notices the generation gap and realized how much parents need help. Students are advancing and moving forward while parents are stuck, and she would like to help parents catch up to their kids.

“ t c n

s t P a t

R te 8t ia R

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Zing Thluai Meng

“Miss Zing” provides valuable services as a translator at PMHS. Photo provided by Zing Meng

Similar to Sung, Zing Tluai Meng, “Miss Zing,” has also reentered Perry after graduating in 2017 as a translator. Meng is currently attending Indiana University and is planning on graduating at the end of this year.

“I wanted to be a resource that I did not have in high school and wanted to act as a liaison for teachers, students, and parents and really just wanted to help give back to the community,” states Meng when asked why she chose to come to PMHS. Meng throughout her experiences in the work field and in school states that there have been instances where she has felt microaggressions from her male counterparts and sometimes feel as though women as a whole, do have to work harder to progress especially to make it further.

“I would see some hate crimes targeted towards the Hispanic community and I didn’t want to be next,” senior Rolando Jorge says.

Being in such a diverse student body at PMHS is something he is very proud of. “I think Perry has done a really good job accommodating and respecting their diverse set of students.”

Rolando Jorge with family at his sister’s, now sophomore Dayanara Jorge, 8th grade graduation at Perry Meridian Middle School. Photo provided by Rolando Jorge.

“After you look at the negative implications that come with being a woman, or anyone, of color, you often find yourself asking, ‘Is it even worth it?’ And the answer to that is ‘yes.’

You are leading the path for the next generation.”

- Maya Shebashi

11 | FEATURE SOCIAL WORKERS AT PMHS : WHAT DO THEY DO? “Many students do not know there are social workers that are here to help with mental health or problems at home or with friends,” social worker intern Ngun Don Sung states.

“We are always here to help.”

A goal of Sung’s is to also reach out to parents who may need help, but she can’t do it alone. If you, a friend, or a parent needs help, please reach out to the social workers at PMHS. They handle a wide variations of issues that you, your family, or your friends may be facing. Mrs. Kappel and Miss Sung are the people to contact.

CONTACT INFORMATION Tracey Kappel tkappel@perryschools.org 317-789-4436 Ngun Don Sung nsung@perryschools.org

12 | FEATURE

Freshman novels refreshed:

As “TKAM” moves to juniors, “The Hate U Give” is introduced to 9th grade.

By Nicole Ni

Hey, freshman! How do this book, we will have students you like your new book? that are more engaged in it, and In years past, freshman we can keep developing the skills English classes all read Harper to tackle texts that are more diffiLee’s classic, “To Kill a Mockcult to process,” freshman English ingbird” (“TKAM”). This year, teacher Dana McNulty says. however, the department took The switch also makes steps to move the book up to the sense because “TKAM” requires junior level and add “The Hate historical context, without which U Give,” by Angie Thomas, to the students may not understand as freshman curriculum. quickly.

English Department “It fits better because, in Chair Jessica junior year, they Hunter feels deal with Ameriboth books can lit, so they are unique talk about what and rich, with happened in the important ’50s,” English information. teacher Jeremiah And, because Robinson states.

“TKAM” is a “It is a very complex complicated text book, younger for a freshman to students may have their head not fully unwrapped around derstand the because of the Freshman Sophie Terrell reads The Hate U Give themes. theme and reladuring Natalie Friar’s fifth period English class.

“In tion to history.”

Harper Lee’s Freshman stuliterature, there is a richness and dents also connect to “The Hate intensity to that text that requires U Give” because current events that maturity,” Hunter states, align with its content. For ex“and so having said that, we can ample, the narrator is around the address similar themes, build age of a freshman student, which similar skills, but delve into a helps with the connection to depth of analysis in “TKAM” at themes. the eleventh-grade level better “As soon as the students than we could have at the ninthjumped into the book, they were grade level.” hooked,” freshman English teachAdditionally, “The Hate U er Sandy Powell states. “They Give” is written in a more conver- look forward to reading it every sational tone, potentially making day. They’re interested in the it more accessible. By reading the controversial topics that it brings novel, students will gain tools to up sometimes or the harder conhelp prepare them for more comversations that we have to talk plex books in the future, such as about.”

“TKAM.” “The hope is, by choosing

• • •

• •

•

Written from the point-ofview of Scout, a white girl, ranging from ages 6 - 9.

Composed in the 1960s and based during the Great Depression.

A book with much complexity, focusing on symbolism and metaphors.

Written in the point-of-view of Staar, a 16-yearold Black girl.

Based in a prodimently Black neighborhood and focuses on the struggles and realities of racism.

Written and based in 2017, offering relevance to students.

of . k n

-

TO TEACH OR NOT TO TEACH:

13 | FEATURE

State standards, College Board and controversy direct instruction in classrooms.

By Synthia Davis

Pasted along the walls around the classroom, the Indiana state standards for social studies, which regulate what is required to teach within each course, glare at the teacher behind the desk.

USH.1.3: “Identify and tell the significance of controversies pertaining to slavery, abolitionism, and social reform movements.”

This United States history standard is one of many that dictates what topics social studies teachers are required to cover. But standards like these have become embroiled in national controversy recently due to debates about how race and conflict are intertwined in the nation’s past.

U.S. history courses, for instance, excluding AP U.S History (APUSH) and Early College, spiral through standards within the year, beginning with the aftermath of the Civil War and leading to the 21st century.

APUSH teacher Joseph Cunningham indicates, however, that as time progresses, more content is added to the course, causing curriculum to be cut.

Also, because Advanced Placement courses are governed by Collegeboard and dual credit courses are governed by Vincennes University, there is less wiggle room for teachers to determine what curriculum to teach.

Social studies teachers like Early College U.S. History Andrea Hagenmaier recognize the importance of understanding that all students bill introduced into legislature

derive from different backgrounds.

“A lot of the things we talk about in U.S. history is slanted into another perspective, and history books are known to be written that way, with the slant.”

Additionally, over 22 states have either proposed or passed bills that limit the teaching of Critical Race Theory (CRT) within school curriculum.

According to the Poynter Institute for Media Studies, Critical Race Theory is “a broad set of ideas about systemic bias and privilege that might have its roots in legal academia, but [it] is fast becoming one of the more explosive flashpoints in America’s state legislatures.”

The term first appeared in the 1970s but made a controversial resurgence over the summer, especially across social media platforms and cable news.

Although CRT has been predominantly studied at the collegiate level, there have been many debates raised about it entering the K-12 schooling domain.

According to a definition found in the state of Michigan’s recently proposed Senate Bill 460, which advocates abolishing CRT within Michigan state schools, “‘Critical race theory’ means antiAmerican and racist theories, reading guides, lesson plans, activities, guided discussions, and other resources that promote that the United States is a fundamentally racist nation, that the United States Constitution is a fundamenbill passed and signed into law tally racist document, and that certain races are fundamentally oppressive or oppressed.”

If passed, the bill could impact teaching of slavery, segregation of people of color, and fundamental movements that were created on the basis of continuing segregation.

Midwestern states, such as Iowa and Tennessee, have already passed bills regulating critical race theory and Kentucky, Ohio and Michigan have proposed bills. There has been no major movement within the state of Indiana, but if this trend continues, will we be next?

Based on data collected by nbcnews.com, these are states that have signed bills banning CRT in schools or are considering such bills.

14 | OPINION Lunch choices limited for those with restrictions

By Anna Blackburn Salad. Cheese pizza. Peanut butter and jelly.

These are some of the few options served at our cafeteria, and something needs to be done about how difficult it is for students with dietary restrictions to eat school lunches.

More than one-third of Americans follow some type of special diet, according to a survey by New Hope Network, making many high school students unable to eat school lunches.

Yet there are very few alternative lunch choices, those they do have being repetitive and plain.

How are students supposed to get the proper nutrition and stay healthy when dietary accommodations are flimsy salads and calorie-high pb&js?

“I don’t think their accommodations have everything you should have in a full meal, so they aren’t very healthy,” sophomore Aliza Soyster says. “As a vegetarian with a lot of allergies,

there’s nothing for me to eat.”

The COVID-19 pandemic has made it so that school lunches are currently free to all students.

According to Olmsted Falls Schools, a school district in Ohio, it can be nearly $5 every day to bring your own pre-made lunch to school.

“Bringing lunch from home is pretty expensive,” Soyster says. “Everyone else is getting their lunch for free, but since I’m vegetarian and the school doesn’t have good options for me, I have to spend money on my lunch every day.”

By offering healthier and more diverse alternative choices for students with dietary restrictions- whether that be personal choice, allergies, religious guidelines, or something else- many students would be much more happy and able to eat school lunches.

Yearbook name change permission a fair compromise

By Zoë Krebs

“Non-cisgendered students, would you like your name change to be reflected in the 21-22 yearbook?

If so, stop by your guidance counselor’s office for the consent form…Parents will be contacted to confirm the information.”

I look up in horror and quickly grab my phone.

“Parental consent?!

That’s the type of stuff that can get students into dangerous situations!” I type.

Coming into the 2021-22 school year, name changes in the yearbook are a new and welcoming revelation, minus the parental consent forms.

Why should something so terrifying as coming out be forced upon students

who simply want their correct name in the yearbook?

Enter the Doe v. MMSD complaint.

The Doe v. MMSD complaint was a 2020 court case in Wisconsin where parents sued a school for not telling them that their student used a different name in class and that the teachers would switch to the student’s birth name and associated pronouns in place of their preferred ones when talking to parents. The parents found that this interfered with their right to raise their child and choose how they are raised.

The yearbook name change permission slip was put in place to ensure that

students were respected, but also to ensure that everything was reliable and “on the up and up,” Art Department Chair and Yearbook Advisor Maria Delon says.

She also states that the students are in fact minors, and that she does not want parents demanding a change to the yearbooks or to accidentally force a student out of the closet.

While first reactions upon hearing this rule may be negative, upon understanding the actual reasoning behind the guidelines set in place, the parental permission forms seem like the best alternative to an unideal situation with no great middle ground.

Q & A with Ms. Delon How many students actually filled out the form for the yearbook?

We actually only had nine fill out the form this year to make the change.

Why do you think so few students filled it out?

With social media and all kinds of interactions kids have with their cell phones and their Chromebooks and things going on, it’s hard for announcements to rise above the noise and for kids to actually take the time to listen.

15 | ENTERTAINMENT

When Olivia Rodrigo said, “I got my driver’s license last week,” some of you felt that.

Another Tik Tok trend has made its way into our school. This time our bathrooms are safe. Our parking lot? Not so much. On Mon., Nov. 8, @perry.bad.parking made its debut on Instagram. In four days, the page amassed over 350 followers. The unidentified owner posts pictures submitted by fans, the majority of which are taken in the morning. These bad parking jobs are allegedly a result of students rushing to get to 1st period. “ I know it’s 7 a.m. but *censored* y’all suck at parking,” says @perry. bad.parking.

This Honda Civic driver seems to have forgotten that the goal is to park in between the lines.

A white sedan goes over the parking block. They’ve got the right idea. Wrong execution.

Photos taken from @perry.bad.parking

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