“Fun. Exhilarating. Curious. Learning experience.” e, but y uniqu l at r e v s I “ a o norm like als e time?” the sam
“It’s a place where you can be yourself and be accepted by not only kids but teachers too.” “Unpredictable, challenging, social, competitive, different.”
“A Place to make changes.” “We’re all connected, everyone knows each other somehow. Munster is a small town in itself, but the fact that you can go to different people for different situations and know that they’ll have an answer to help you out.”
“This isn’t High School Musical.”
april 22, 2022 issue 9 volume 58 munster high school 8808 columbia ave.
“MHS gives you the opportunity to have more friends and to have a family bond with your friend group.”
“You may feel you are worlds away from the person sitting right next to you in class. I’m here to tell you that attending the same building, at the same time, listening to the same adults talk at you for hours, brings teenagers together like nothing else can.” “I’d make it more equal. I’ve still noticed a lot of racism, transphobia and homophobia. We are improving, but there’s still some issues that need to be worked out.”
Others around me have pushed me to like, go and do better and like it’s challenging. It’s the way that you try to compete with other students at Munster
ely “Extrem but l, stressfu me.” ed prepar
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EDITORIAL munster high school — april 22, 2022
Why Crier published this special issue A
s of this school year, MHS has a student population of a little over 1,600. This does not include teachers, administrators, guidance counselors, secretaries and faculty that make up the unique identity of MHS. More important than sheer numbers, however, are the ties that bind us together throughout our four years. With this series, Crier seeks to highlight and answer various questions about the high school experience through your voices: How are we different? How are we alike? What makes a MHS student unique? What are the experiences that define us?
second-most represented group (Hispanic) is over 26%. Social and racial groups comprise only a part of our identity, though. In a Crier survey of 290 students, 54.5% of students participate in a sport, 58.3% are in a performing arts club or class, 64.8% are in an academic club and 67.2% are in a cultural club. Though it sometimes does not feel that way, MHS is becoming a microcosm of society at large, with a growing number of students from various backgrounds. As members of this microcosm, it is our responsibility to learn how to recognize, reconcile and accept the differences among us.
How are we alike? What makes a MHS student unique?
How are we different? It may seem impossible to catch every student voice, and it certainly is a daunting task. Instead, it is much easier for us to highlight the growing number of diverse groups (and, therefore, perspectives and voices) in our school. According to the Indiana Department of Education, MHS was comprised of 19.5% economically disadvantaged students, 8.4% disabled students and 1.7% English learners in the 2020-2021 school year. The IDOE also reports white, Hispanic, Black, Asian and Native American students all being represented at MHS, though the difference between the most represented group (white) and
CRIER
Crier, Munster High School’s official student newspaper, may be reached via mail at 8808 Columbia Ave, Munster, IN 46321; via phone at 219-836-3200, ext. 3443; or via fax at 219-836-3202. Crier is published through the Honors Newspaper Advanced Writing and Editing classes and extra-curricular involvement. Crier’s official website is accessible at www.mhsnews.net. •The newspaper serves as a public forum and two-way communication for the school and community. •Crier is a source of information, entertainment, advertising and opinion for the student body, faculty, administration and community •Published material will stress objective reporting except on the editorial page where opinion writing will be featured. All published material will stress accuracy, integrity, honesty, responsibility, objectivity, fairness and independence. Corrections, when necessary, will be published on page 2. •Opinions expressed in the newspaper do not
As we try to understand the differences among ourselves, it is also important to remember what we have in common—those shared experiences as we cheer on our student athletes at their sporting events, and the impact our favorite teachers have had on us. With every intercom announcement from Mr. Bob Snyder, guidance, we all can expect his signature “Have a Mustang Day” at the end. It is these moments, small and large, that begin to form the ties that connect us together.
What are the experiences that define us? High school is a uniquely adolescent experience, one that is often glamorized in movies as the coming of age moment that’ll leave us never the same as before. The movies (exaggerated as they are) may have it somewhat right, though. From first-day jitters, to the inevitable process of losing old friends and making new ones, the (at times) painful process that is high school is something we all can relate to, and something Everyone has that contributes to our an important growth.
OUR TAKE
story to tell, and it’s Crier’s job to amplify your voices.
Earlier we said it is nearly impossible to highlight every student voice. Unfortunately, with this 12-page issue, we didn’t. Despite this, Crier values every story each student and teacher contributed, whether through interviews or submitted columns. We hope that with this issue, we can not only take a moment to appreciate the art of storytelling and using one’s voice, but begin to recognize the growing diversity at MHS. CARTOON BY KRISTEN BAURAIN SOURCE: GOOGLE FORMS SURVEY OF 291 RESPONSES APR. 11-20
necessarily reflect those of the School Town of Munster, faculty or administration. •Letters to the editor and reader suggestions are welcomed, but should be limited to 250 words. All letters must be signed and should be either emailed to the editor (tahlee20@gmail.com), given directly to any staff member or delivered to the Publications room, N155, one week prior to publication. Letters must not contain personal attacks against an individual. Editors reserve the right to edit for length, clarity, and grammatical errors. Crier will accept letters from anyone, provided that the content pertains to school or school issues. Feedback may also be submitted on Twitter @munstermedia.
Our Staff
Photography Schedulers, Trainers & Equipment Managers Anthony Young, EJ Boersma Visual Editor Henry Hofferth Story Editor Reena Alsakaji Photography Expert & Source Manager Anna Evilsizor Business Manager Josephine Mittelberger Design Chief Alexis Perez Page Editors Lauren Hoogeveen, Sofia Sanchez
Editor-in-Chief Atarah Israel
Cartoonist & Photographer Kristen Baurain
Deadline Manager Alison Lee
Adviser Ms. Sarah-Anne Lanman
STAFF NARRATIVES munster high school — april 22, 2022
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TRANSFERRING TO PUBLIC SCHOOL MADE M NDIGESTIBLE EVEN TO MYSELF—I WAS TOO SHY Past tense story by
“I didn’t understand it was a privilege to have these things.”
editor in chief
column by deadline manager
I have lived in Munster practically my entire life. Sometimes I resented the fact that I have lived in the same place for nearly 15 years. I wanted to run away. But now that I am leaving, I have realized how much Munster has provided me, despite its flaws. I first began to realize when an adult told me, “You’re lucky to go to Munster. Other families would love to go here.” I laughed uncomfortably, not really understanding. But it made me curious. I met a kid who transfered from a neighboring school. They said, “I’m so happy I get to go here. They teach a lot better here.” I was confused, because I thought all teaching is mostly the same. But it was when I was talking to another girl about my extracurriculars, she said, “I wish we had all those clubs.” Shocked, I asked her why she didn’t have clubs. She shrugged, saying, “No one wants to sponsor them. But also money. Money’s a huge factor.”
OCKED
As obvious as it seemed, I took for granted the money it takes to fund club and field trip fees. I knew it was a privilege, but I didn’t understand the scope of it. Parent donations, fundraisers, money from the township, the Booster Club, teachers sponsoring clubs—all are given for the students, and quite literally make trips and clubs possible. It is also the reason why I was able to attend DECA ICDC, because the Booster Club gave a donation that allowed us to cut our costs by nearly half. Internationals has been online for the past two years, so being able to go in-person truly makes me grateful, as not everyone gets to have these things.
I first learned the difference between past and present tense in second grade. I found great joy in identifying the “ed’s” attached to the end of each word I could find. As I continued to age, I found myself yearning to hide in the past, finding comfort in the known. In eighth grade— the year I transferred to WWMS after five years of being homeschooled—I would spend my lunch hours analyzing the small tasks I completed days prior, ignoring the sometimes woefully empty seats next to me. My thirteen year-old mind desperately questioned why I struggled so much to connect with others. I would be reminded of awkward Jim Crow discussions from second grade—was it because I was one of the few Black students at school? Each day I was made painfully aware of my difference through jokes about the “n-word pass” and remarks about my “Cheeto-like” hair. However, the microaggressions I faced did not explain why I had to make frequent trips to the bathroom to calm my shaking hands and racing heart. Transferring to public school made me indigestible even to myself—I was too shy, always awkwardly off-beat and often lost in the rhythm of conversations among my peers. My close Black friends outside of school began to taunt me for being too “privileged” at my predominantly white institution. At home, it felt taboo to bring up mental health issues like anxiety or depression. My only solution, I believed, was living in the past. I found myself consumed with replaying past moments over and over. It was impossible for my defeated line of reasoning to last, though. I turned to journaling—first as tiny notes in the margins of my notebooks, and soon writing full pages with lines squeezed to the very edge. Like reading, I wrote with a desperate obsession. In high school, I joined the newspaper: now, as a senior, I am the editor-in-chief of Crier. I fought for my life through writing, and succeeded. Though sometimes I may still find myself at odds with my eighth grade self, I can truthfully write this: I was afraid to live in my skin (past). Now, I believe life is worth living (present).
SHOCK HOCKED, I ASKED ER WHY SHE DIDN’T AVE CLUBS. SHE “I never let go of my critical eye.” story by
graphics chief
Most of my formative years did not come from Munster. As a result, I tend to see the faults in the schools, the local government and the culture as a whole. Although overall Munster is a decent town to live and grow up in, my main issue is with the way certain people look down upon the less fortunate. I want to disclose that as a straight, white, cis male, with a comfortable upbringing I can never truly experience discrimination. In general, Munster residents have disdain for helping people “beneath us.” This culture is deep rooted and will take a completely new generation of mindful individuals to change that. I think it is caused by and perpetuated by bad parenting. I think students will show their thinly veiled racism with vocabulary they picked up from their parents. They often use the term “Illinois kids” when referring to students of color or students who are less fortunate. In addition, towns like Hammond or East Chicago are often likened to dangerous landscapes where you could be mugged and shot at any second, further isolating the students that go to school in Munster whose family can’t afford to live in Munster. I think Munster has the potential to be an inclusive town. But a drastic culture shift will need to take place. A possible solution would be teaching students about racism’s history with accurate portrayals of marginalized groups.
Visit mhsnews.net to read all of the staff columns.
What is your five word memoir describing life at Munster?
“
All seven stages of grief.” Alyx Salamanca, junior
“
This isn’t High School Musical.”
Kameryn Hubbard, sophomore
“
Full of challenges and hardships.”
Charlie Ilijevski, freshman
“
Difficult, challenging, rewarding, worth it.” Brandon Trilli, junior
“
Being pushed into positive growth.” Evvy Kikkert, freshman
“
Place to make changes.” Leira Alvarez, senior
“
Unpredictable, challenging, social, competitive, different.”
Miranda Fisher, sophomore
the teacher
4
ALUMNI
munster high school — april 22, 2022
The student becomes
MHS staff alumni reflect on high school, changes over the years and becoming a teacher
“ “ “ “HONESTLY IT WAS VERY HARD ADJUSTING AS A TEACHER, because I got hired so quickly. Almost all my teachers, were still here, and they kind of viewed me as a student. I actually have a brother that is seven years younger than me, so he was a sophomore when I got hired here. That was a little tough because his friends grew up around me. It was a fine line of ‘well, they do call me by my first name, but they can’t here.’ It was hard.”
Miss Kristen Szafasz, social studies teacher Class of 2005
“IT’S REALLY HARD TO NAME ONE EXPERIENCE THAT I WILL NEVER FORGET. I could look back almost every single year and name something, but if I’m going to categorize things, sports achievements. I really liked athletics a lot here. It was everything I did. Athletically, I’ll never forget spirit weeks, and it wasn’t just for seniors. Everybody participated and it was almost a competition within your grade who had the best spirit outfit. That was always fun.”
Mrs. Brianne Sabaitis, science teacher Class of 2009
“OTHER THINGS THAT HAVE CHANGED. I think we’ve lost a lot of school spirit. We didn’t have cell phones, we didn’t have computers. We didn’t have social media and things that would take away from some of the experience, because you had to find things to do and attend all of the things that high school offered. I don’t know if that’s because of the rigor that the school expects or what parents have put on their kids. I would love to see that come back. I would love to see kids just enjoy being teens.” Mrs. Kathleen LaPorte, social studies teacher Class of 1998
How has being a student at MHS changed you as a person?
“
It’s helped me to grow as a person, I’ve definitely learned and changed so much since I was younger.” Briana Martinez, junior
“
Others around me have pushed me to do better.” Austin Beetson, junior
“
I become a lot more confident socially and a little more of myself.”
Miranda Fisher, sophomore
“
It’s taught me how to how to approach certain situations in a mature way.” Tyra Wheaton, junior
ALUMNI
munster high school — april 22, 2022
Ms. Hannah Fus, ASL Class of 2012 “I think that Munster is special. There’s a lot of pride here. That has kind of stayed consistent throughout the years.”
Ms. Alexia Pitsas, school counsler Class of 2017 “My older teammates in Volleyball took me in like a little sister and supported me like family.”
Mrs. Jennifer Dettlo, Spanish Class of 1987
“Things were definitely different in the 80s. I had a physics teacher who duct taped me to my desk when I fell asleep during a viewing of ‘Back to the Future.’”
Mr. Mark Dye, social studies Mr. Jordan Mayer, Class of 2009 English “I’m happy to maintain a Class of 1998
relationship with people who had a major impact on my life.”
“I really enjoy teaching in the community that raised me since I have deep roots in our town.”
Mrs. Beth Gibbs, student services Class of 1976
“I wore a dress up until my freshman year every day. We weren’t allowed to wear jeans for a long time and it was a big deal when they let us.”
Mrs. Lisa Wilson, attendance Class of 1986
“Being a multi-sport athlete was a great experience.”
“My entire senior year football season when we went 10-2 is probably my fondest memory.”
“Students are more accepting and inclusive of all students. Not to say that kids can still be cruel on occasion, it just feels like attitudes have improved.”
Mr. Mark Knight, math Class of 2008 Ms. Sarah“MHS offers a feeling of being ‘home’ that I Anne Lanman, didn’t get at the other publications high school where I Class of 2005
“The best memory was the float that everyone worked.” made. It was the best because you really got to bond with your classmates.”
Mrs. Katie Harris, math Mr. Ryan Popa, Class of 1999 business “I will never forget on senior prank day, Class of 1994 someone brought in chickens and let them loose in the Commons. That was wild!”
Mr. Jason Grunewald, PE Class of 2004
Mr. Thomas Barnes, English Class of 2003
5
Mr. Dillon Pierie, math Class of 2015
“The idea of giving back to future generations of Munster students really appealed to me.”
Mr. Dillon Thompson, science Class of 2011
“I’ll never forget our dual meet against Chesterton in 2010. The old pool was filled to capacity, and we had a loud student section. Intense competition and close races made it a great atmosphere.”
“I never thought that I would teach here. My plan was always to move far, far away.”
Mr. Zach Slosser, Mr. Matt athletics Kalwasinski, Mrs. Bridget Class of 2014 social studies Speranza, orchestra “Some memories I Class of 1995 Class of 2007 have from MHS are “To me, high school being part of the wrestling team, group bonds with people I still hangout with and camping out for parking passes.”
“I will never forget my time as being both a varsity cheerleader and in band. It was so fun to have the cheerleaders cheer me on during halftime, and the band cheer me on during the games.”
was just four years of my life, but teaching is my career. This pushes me to be the best that I can.”
What is one thing you would change about MHS?
“
I’m definitely more social. In middle school I just (did) not want to get out there as much.”
Kameryn Hubbard, sophomore
“
It’s sort of built me into like an adult.” Anna Babus, senior
“
Some attitudes towards students who are coming to teachers, staff, or administrators with a problem.”
Kameryn Hubbard, sophomore
“
More supportive teachers who are willing to recognize the flaws in our system, and stick up for people who are marginalized.” Alyx Salamanca, junior
“
I would educate students on more open-minded topics and open their eyes to different possibilities and point of views.” Charlie Ilijevski, freshman
“
The way we handle disciplining students in some of the policies.” Tyra Wheaton, junior
6
THEN...
munster high school — april 22, 2022
And the rest was history
“People are m advanced, I gue there’s more op in education job they just have a life here compa Botswana
—Danish Akbar
F P
Students come face-to-face with Munster’s long history with every school day.
Ot En
THEN AND NOW Arriving from the Netherlands in July of 1885, Jacob Monster, along with his father and younger brother, became some of the first settlers of what is now Lake County. He opened up the first general store and U.S. post office on Ridge Road in 1870, and Munster eventually became a town in 1907. Influenced by the townspeople, Jacob changed his surname to “Munster,” giving the town its name. At the construction cost of $16.00, the first schoolhouse was built in 1852 at Greenwood Ave and Ridge Road. Originally holding lessons at their own home, Chauncy Wilson, and his wife, Julia Ann, taught the first students in Munster. As population grew, Jacob Munster decided to build Munster School on the corner of Calumet Ave and Ridge Road, which would eventually become the town hall, and then demolished in 1920. Teaching continued at what is now The Center for Visual Performing Arts until Elliott and Eads Elementary School were built in 1949 and 1953.
Since around 500 Munster residents were attending high school in Hammond or Griffith, the town decided to build Munster High School in 1966. Throughout the 1970s, the school’s classrooms, offices, fieldhouse, science labs and art and music facilities were renovated. This tradition of change continues until this day, with some of the newest improvements this year being the new Fabrication Lab and new paint and flooring on the north side of the school. Although the school has gone through many physical changes over the years, there has also been changes in demographics. In 2005, 78% of MHS students were white while this school year it is 56.4%. This downward trend reflects the increase in other races being represented at MHS, but it only tells a part of the school’s story with growing diversity. Specifically, transfer students reflect the unique process of adjusting to MHS culture. Whether hailing from South Africa or Hammond, students looking from the outside in often share similar experiences.
“I feel safe here, basically.” Born in Chicago, Kam’Ron Hawkins, senior, moved to Louisville, Kentucky. He lived there until he was 17. He briefly moved to Texas, then started his senior year in a new place: Munster, Indiana. He joined after the school year had already started, and while it was difficult, he
“IT
Showing a business class that has changed within the last fifty four years Before
After
EVOLVING ROOM Compared to the MHS busine classroom in 1968, this year’s incubator lab shows t rapid increase in technology over the years. This ye MHS has seen numerous construction projects, wi the most recent being the anticipated renovat media center for next year.
says the transition was relatively easy. Now, a few months later, Kam’Ron explains that he has adjusted well into the Munster community. “It was different,” Kam’Ron said. “The way things worked (like) the phone policy and the rules. I just shrugged my shoulders. This is my last year anyway. I won’t have to deal with it next year.” Kam’Ron found that while Munster was different from the places he lived before, he said it was not hard to follow the new rules and policies. While Munster places higher emphasis on rules such as phones, he was able to smoothly transition, and now has many friends and fun memories here at Munster. “(Munster is) quiet. It’s a nice place to live. It’s very peaceful and a nice community,” Kam’Ron said. “The people out here are nice. It’s a great community to live in with a good environment. I feel safe here.”
really “ofYou the opp
when yo have some
—L
E WAS H DIFFERENT. T
AND NOW munster high school — april 22, 2022
more ess and ptions bs. And a better ared to a.”
From: Mexico First language: Spanish
r
From: Batswana, South Africa First language: Pashto
Other languages: English
ther languages: nglish and Urdu
“Moving to MHS gave me the ability to adjust to new environments.
No place like home
—Arantxa Rivera
Transfer students discuss their experience adjusting to life at MHS
From: Mato Grosso do Sul, Brazil First language: Portuguese Other languages: English and Spanish
ess the ear ith ted
“It’s different. I want to say it’s like a weird culture. I feel like people sometimes are more energetic sometimes in Brazil.” —Sergio Barbosa
y notice all portunities ou didn’t e before.
”
Y A W
Leira Alvarez, senior
E
7
H T
O R W K E D S . ” G IN
“It’s a place to make changes.” Having lived in Chicago up until her freshman year, Leira Alvarez, senior, was not anticipating the surprise her dad had informed her of—that they would move solely to further Leira’s education. Education has always been important to Leira, and she was excited at the prospect of moving to what her dad described as a good neighborhood. She had a passion for learning that was never fully cultivated until her arrival freshman year. But through the lens of someone who experienced what it was like to live in a neighborhood with less of an emphasis on education and opportunity, Leira has also noticed that students at MHS take certain privileges for granted. “(Students) didn’t grow up in a different environment to actually see a difference. You really notice all of the opportunities when you didn’t have some before,” Leira said. “If you always have the ability to
have things like internships or scholarships, then you don’t realize that when you’re in a place that doesn’t have that, how competitive it could be anywhere else.” Growing up in an environment unlike Munster allowed Leira to take note of certain issues, along with the excellent benefits. For Leira, the biggest adjustments regarding her move were not solely making new friends and adjusting to the curriculum, but adjusting to the lack of diversity. This was especially true in regards to Leira’s previous school–growing up with many Hispanic students to being in an environment with only a few. “I think teachers I’ve connected to have been people I feel like I could relate to. I grew up with mostly Hispanic teachers,” Leira said. “When you grow up similarly, you’re able to have the same values and morals and I feel like a lot of teachers are just very different from how I’ve grown up and that’s applied in how they teach and how they speak.”
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NARRATIVES munster high school — april 22, 2022
Where are all the women? column by
My timeline and my thank yous column by
W
Seven. The amount of women in the 40-member Munster Horsepower Robotics team. At our competitions, there are few girls at the stands, and none in the pit, where we work on our robots between matches. Technology is the future, from robots helping children with their social skills to billionaires starting commercial space travel. Yet, I question— why are there few girls in the field? I believe that we must increase efforts to introduce engineering to females at a younger age in order for more participation in STEM clubs and the field itself. Going down the toy aisles at stores like Target, I’ve noticed more and more STEM related toys on the shelves, something I wished I had when I was younger. However, the types of toys are not equal. The toys marketed for girls include binary bracelets as opposed to the boys’ make-your-own robotic car. While I would love to rock some zeros
hen I was just a freshman at MHS, I was terrified. The school seemed like a maze no matter where I went. Eventually, though, I got used to it. I was already in a bowling league at the Stardust in Dyer when Casey Knor’s dad, who was a coach, asked if I wanted to join the school bowling tea. My dad and I were excited, and I joined immediately. Sadly, I was the only girl my whole freshman year. It was odd, going to these competitions where teams would have at least five girls, while I was the only female member for MHS. The first team I competed against was Morton, I remember it so clearly. I was scared and worried I’d be judged, but my dad was behind me and said I could do it. I did, and I also met a lifelong friend. They thought I was on their team and invited me to their practice. Their name was Kaydence. They are my best friend to this day. I’m a junior now, with a full team of girls. I couldn’t be more proud of them and how much they have grown in just a year. A lot of them started out not even knowing how to bowl, but the coach taught them and I helped in any column by way I could. This school, and the experiences I’ve had, have turned me into who I am today. In middle school, I was this touchy, Gifted and talented. Back annoying little girl, who not many people in the third grade I was laenjoyed being around. Now I’m a bit more beled with this title for the tolerable, at least I think. I’m a part of yearfirst time, and that three book and I couldn’t be more proud of myself. word phrase has shaped my I have struggled with severe anxiety and personality for the entirety moderate depression for the last four years of of my life. While I am exmy life. I do not wish for pity, or to be sorrowed, ceedingly grateful for the I just want to be me. I know my seventh or eighth grade self would have been proud to see me even amazing education I have make it to junior year. I know I can keep going received throughout the thanks to those around me. I want to say a thank Munster school district, considering you to Atalissa Montague for always being there especially and cheering me up when I needed it. Thank you that many girls do not to senior Riley Ramirez for always pushing me to have access to an educado better, and being so supportive through my bad tion, the way in which times. Lastly, I want to thank those who have ever some of my education been in my life—you have changed me in either a has been structured has impacted me negatively. good or bad way, but you taught me something. So The entire concept of thank you.
The price of pride
and ones on my wrist, it does not give girls an accurate idea of what the discipline is. The toy industry has its own separate issues; however, this gender neutral topic should be marketed equally through packaging and toys produced overall. Girls can be daunted by the male dominated field, but if we can create open communities for women, they can be more comfortable to the idea of being in the field. This past summer, I had the opportunity to be a part of an all-women engineering program. The empowerment I felt was like no other. Having girls participate in more female engineering camps can assure girls that they have a place and that they belong. In addition, guiding females to take STEM electives at school can also increase interest. As an engineering major this fall, I hope that I can give back to young girls and inspire them to love engineering as much as I do. Through joining organizations like the Society of Women Engineers, I hope to connect and show these girls they have people in the field that look like them.
“I crave to be perceived as intelligent, well-read, high achieving. Without this, I feel like I have no self-worth.” —isidora pavlic, junior having a “gifted and talented” group of kids that are repeatedly told that they are the smartest in their grade is not looked into enough. Hearing these things from a young age caused problems in my coming-of-age. First off, the honors program creates an army of egotistical third graders—no wonder the stereotypical Munster student is an overachieving, stressedout Honors kid. Repeatedly being told that you are smarter than your peers gives you a false sense of superiority because it is the product of one test that you were placed into the program. When I was finally old enough to realize this, it made me feel like a fraud. My self-worth was based on the idea that I was “gifted” compared to my peers, when in reality I just performed well on a standardized test. The Honors program has made me too reliant on academic validation for my self-worth. Ever since I was in elementary school, I have strived to receive compliments from my teachers and recognition for my academics. This has caused me to push myself more and more, in hopes of becoming a “perfect student”—which is something I still have to learn does
not exist. It is so difficult to go through school, life and adolescence with this expectation from teachers, peers and most importantly yourself. I crave to be perceived as intelligent, well-read and high-achieving. Without this, I feel like I have no value as an individual. These over-the-top expectations have led me to be reluctant to ask for help in situations when I need it. In middle school I had this math teacher who blatantly told us “You guys are Honors kids, you don’t need to ask questions.” When she told this to me, it made me believe that if I asked for help, I was not trying hard enough. I still struggle with asking my teachers for help because I feel like I am not smart enough when I do; however, there was nothing I could do as this is the program that I have been raised in. The negatives of programs such as the Honors program are often overlooked, and instead, the quality education and expansive knowledge is focused on; despite this, I think it is important to acknowledge how these can have a negative impact on mental health. As I have gotten older, I have started to realize my worth beyond academics.
I WAS TERRIFIED —lita cleary, junior
NARRATIVES
munster high school — april 22, 2022
9
“Even to this day, I still struggle.” —alyssa sangueza, senior
Caught in the middle column by
I
Solace in sound
was born on June 21, 2005. Depending on what website you use, some say I’m a Cancer and others say I’m a Gemini. In fact, I sit on the very edge of the Gemini time period; if I was born just two hours later I would have been a Cancer. This may seem insignificant, but it represents a bigger pattern I’ve noticed in my life: I have always been caught in the middle of identities, and my place in the world has been defined by a give and take system of belonging. Whether it is as minute as my astrological sign, or as grand as the two contrasting cultures I grew up with, I have always found myself in between social
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Mental health has always been the biggest concern for me for as long as I could remember. Ever since I was little, I’ve struggled with my self worth and how I act around others. Throughout high school, I’ve been trying to learn to have more self-confidence and make time for myself, but one of the few things that makes me forget about everything for at least a class period is Choir. Music has always been one of my few escapes in my life. My sophomore and junior year, I was overworking myself to the point that I could not sleep because of how many things I had to think about. Even to this day, I still struggle. But even through the most difficult times, music has always been the thing that got me to get my emotions out. It’s one of the few reasons why I joined Band in middle school and Choir in high school. I’ve been in Choir since my freshman year. I had tried Orchestra and Band, but they didn’t really seem to fit. Even though I did Band in middle school, I just never saw myself playing my instrument in the future. While in Choir, I’ve made so many friends and we all work together to put on something amazing. I’ve made so many friends through choir that it makes it enjoyable to be in class. Plus, our Choir director has always been a big supporter of all of us and wants us to succeed in that class. The connections that I’ve made in Choir alone have been some of the best of my life. Some of my closest friends are or were in Choir and some have been more than just friends. Choir is the only place where I can let go and be myself. It’s made me feel like I’ve been at home. From the connections to the environment, I always felt like I could do anything and pour my emotions into whatever we sing.
“The questions I have regarding my identity, inadvertently caused me to suppress or exaggerate different parts of myself.” — hiba fatima, junior
read more student and staff narratives at “It was a mixture of all those things, and my realization of how beautiful the natural world is, something that just never phased me.” —Josh Korwek, junior
“Moving out of Munster, there is a part of me that cannot help but to feel relieved at the change of environment.” —Sofia Sanchez, sophomore
“I struggled with mental health
and family complications but Mrs. Brook Lemon and Mrs. Crotty helped me so
much with their support.”
—Julie Alvarez, junior
groups. Ever since I moved to the US when I was four, I sensed that I was not quite the same as other kids. I was, and still am, at the crossroads between Pakistani and Western culture. Though I was never fully rejected, I constantly feel as though there is not a space for me. I watched others find comfort in their culture, and wondered why I could not do the same. This pattern repeated itself in my friendships throughout high school. I usually tailored my behavior around which of my friends I was around, being hypersensitive to which parts of myself I shared. Fear of rejection became so burdening that I locked parts of myself away from certain crowds. I envied those who remained stable in their presentation to others, and I longed for a sense of consistency. Each of my friend groups became a different aspect of me, and it seemed as if they could not converge. This process slowly began to make its way into my being, my behavior, even when I was by myself. I noticed that the questions I have regarding my identity inadvertently caused me to suppress or exaggerate different parts of myself. Consequently, I began to feel inauthentic, as though I was trying on different archetypes and hoping one sticks. For a majority of my life, I have created an acceptable image rather than allowing myself leeway. Thus, my identity so far has become one of constant fluctuation. But without a stratified character, I have had to truly understand what I prioritize and slowly develop myself in the process. But as this cannot be done without scrutiny, it requires a balance of self-compassion and critical thinking.
“These may be normal things to do, but because of my anxiety, I freeze up, feel sick and experience many other symptoms. —Gabriella Van Horne, freshman
“But despite the fluctuating periods of confidence, I’ve always felt a looming fear that my accomplishments were not the accumulation of my efforts but an outcome of chance.” —Reena Alsakaji, junior
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NARRATIVES munster high school — april 22, 2022
THAT is where I belong. It is very freeing.
F
or some, what motivates them to get through the day is the club they are in. This is especially true for Charlie Ilijevski, freshman, who attributes his reason for getting through the day to Munster Theatre Company. “It’s important in my life, because before I had it, I didn’t really have a place where I could be myself,” Charlie said. “It’s a place where I can just be myself and be with friends that I love, people that accept me for who I am. It’s a very cozy part of the day, it relaxes my brain and let’s me have a clear head.” Not only is Theater a place to express himself, but an escape from reality. This escape begins to form the few hours before performing; then Charlie indulges in preshow nerves. The anxiety begins to form as performers and techies run about making sure what they worked for comes to fruition. “Once we get our makeup on and our costumes on and we’re all in the makeup room together, that is really freeing,” he said. “That’s where I belong, it’s what makes me happy. Then the moment you step on stage and start saying one of your lines, you just mold into the storyline. It’s not necessarily like you’re onstage performing anymore, you’re telling a story to the audience, and that’s really magical. Once the show’s over, you just feel an immense amount of pride.” Something that Charlie was able to experience was the State competition that Theatre participates in. There, theatre students from all across
Indiana come together to take part in workshops, Thespy competitions and get to learn from other theatre troupes. “It felt like I belonged there,” he said. “I was with my fellow theatre friends, we were walking around the campus and it felt like I wasn’t out of place. I was where I was supposed to be in the world.” One of the most rewarding aspects of being in Theater for Charlie might be the memories he wouldn’t have made otherwise. A memorable moment was his first performance of “Harvey” in the fall. A week before the opening night, Charlie broke the growth plate in his tibia and had to perform in a wheelchair. However, this didn’t stop his performance because of his commitment to the play. So he went onstage with an assistant stage manager wheeling him around on and off the stage. Though it was a challenge to play a tough character while bound to a wheelchair, he faced other obstacles off the stage as well. With the wheelchair being very bulky, the crew tried to clear large enough paths in the back to navigate Charlie through, but they were still very narrow and probably difficult to move through. “In the back we were rushing to get to the other side (of the stage) and she was pushing me in a wheelchair. We bumped into absolutely everything in the back there, and that made my day because it was really funny,” Charlie said. “I can’t wait to make more memories like that.”
“It’s been a place that makes me feel like I belong.” OVER THE COURSE OF HIS SCHOOLING, Kyle Farnell, sophomore, found his identity in helping others. He had never quite thought about his place in MHS before—but by making it his mission to volunteer and aid others in the Munster community, Kyle discovered a place for himself. Beginning with advocacy in Munster Theatre Company and extending to working with events such as National Night Out, Kyle has dedicated time to spreading awareness and inclusivity. “I started what I’m doing probably (in) seventh grade and moving forward. Before I didn’t have any real idea, but I just realized that I need to do something–I want to do something good for the community, for the people,” Kyle said. “(Volunteering) taught me that when you volunteer and help peo-
Under construction AS A 5’6” 15- YEAR-OLD, I spent most of my freshman year running around the hallways, bothering upperclassmen (as well as annoying my peers) and studying in the media center during lunch periods. For those of you who know me today, a lot has changed (maybe not the annoying peers part). Aside from more obvious physical changes, my perspectives, values and ideologies have also changed. How did I get here? Well, it took some time, some growing and some rebuilding. Before I came to high school, the school put in a new hardwood gym floor. The whole gym experienced a makeover of sorts. Similarly, I decided that I needed to make some changes to my lifestyle, adjusting for the next four years as the school was adjusting for the next forty. Installing air conditioning was another major step. It allowed students to run around as well as parents to sit through boring speeches without fainting. Around the time the air conditioning was installed, I was beginning to take my classes seriously, trying to grow out of my “annoying” phase, believe it or not. My ego began to cool off, along with the school. Painting the school was a sign that indicated time had passed, washing away the old yellowed stone and replacing it with a crisp white and popping red. Around this time, I decided I should learn to mature a little bit, taking more responsibility outside of the classroom. I began to decorate and clean up my high school resume as the school began to clean up its floors and walls. It seems fitting that the final piece of construction I will experience as a student of MHS is the remodeling of the LGI and media center, places I had become so comfortable with. For the next four years I will not have a built-in study hall, forcing me to build time management and independence.
ple you’re not doing it because you feel you are vowed to, but you are doing it because it is the right thing to do.” Volunteering is something that Kyle does on the side in addition to his time at school–for example, he dedicated part of his summer to working with St. Thomas More. But being an MHS student has changed Kyle beyond a furthering sense of community work—it has also contributed to his desire for more inclusive groups within Munster. One of the most important aspects of Munster for Kyle was finding a sense of community, and he hopes others will get to share that experience. Having lived in Munster for most of his life, Kyle has come to know the town as one of belonging– one that will always hold value for him. “My time in Munster has been a place that makes me feel like I belong and that there will always be people who value who I am and what I do,” Kyle said. “The people in Munster are nice people and they seem to like people that are different.”
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NARRATIVES munster high school — april 22, 2022
Education outside the lines
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ALISON LEE
Going into their sophomore year scheduling session, Alyx Salamanca, junior, never could have predicted the change that was going to occur
“I think it’s important to
help people who excel in other things, find what they excel in.”
in this together
in their school life. After showing interest in cosmetology, their school counselor suggested going to the Area Career Center. “I wanted to have a creative job,” Alyx said. “I wanted to work with my hands, help other people feel the best they can, and help other people express themselves.” After alternating between MHS and ACC for their junior year, Alyx has come out with a new perspective on learning. They have found ACC to be a more positive place when it comes to learning because of its hands-on approach. “I don’t talk at school; there are times where I go weeks without saying a single word in class and I don’t think anything of it. But every day at ACC I am able to voice my opinions and express myself,” they said. “That definitely helped me because it’s an environment where I know what I’m doing and talking about. Versus here where it’s like ‘I’m going to raise my hand knowing everyone’s going to think I’m stupid.’” By going to ACC, Alyx’s day looks very different from other MHS students. Arriving at ACC at 11:30 a.m. each day, they go into the locker room, change into their uniform and set up their station. Afterwards, Alyx goes through teaching similar to MHS—lessons over anatomy, sanitation, bacteriology—and taking an occasional test. After, Alyx is free to work on their own according to a list of requirements. “In a traditional high school, there’s no room for creativity,” Alyx said. “I have always struggled in school and I think it’s really important to help people who excel in other things find what they excel in. Because it can be extremely discouraging to be in school all day feeling like you are less than everybody else.”
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As a freshman, entering this big scary building for the first time, I was desperate to find friends and a place where I belonged. I tried a lot of activities, ranging from Theater to Choir to Spanish Club (and I was really bad at Spanish). What I found through this search was the community of MHS as a whole. We gravitate to people that share our common interests, but taking myself out of my comfort zone helped widen my circle and find a better understanding of myself in the process. My advice to anyone wanting more out of their high school experience: try something you’d never picture yourself doing (even if it means just attending a callout!). I had a huge fear of public speaking and decided to join Speech anyways. This decision led to me traveling all around the country, performing for anyone and everyone who sat themselves in front of me. Auditioning for the musical “Hairspray!” led to a whole lot of dancing and one single line insinuating that I was pregnant. This advice
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why we need ads Crier is a public forum newspaper, meaning the students on staff are given full jurisdiction over their paper, without prior review or restraint. Prior review means the students can publish without the administration reviewing it beforehand, and prior restraint means there cannot be a school newspaper. This also means, however, Crier runs fully independently, including for funds. The school does not give money, instead we raise money through advertisements and other means. Please consider donating or purchasing an ad from Crier to allow us to continue amplifying student voices.
“Try something you’d never picture yourself doing.” even applies to the classes you choose. I had always struggled in science, but I decided to take AP Environmental Science my junior year regardless. Now, I am planning on majoring in Natural Resources and Environmental Science at Purdue—a passion I never would have discovered without taking that risk. The most important part of this time in our lives, though, are the connections we make with those around us. You may feel you are worlds away from the person sitting next to you in class. I’m here to tell you that attending the same building, at the same time, listening to the same adults talk at you for hours, brings teenagers together like nothing else can. Admittedly, high schoolers can be very intimidating with our tired, dead eyes and caffeine addictions. What I failed to realize is that I had those too! Of course everyone is an individual with unique traits and talents. But MHS forces us into one large community. I hope everyone can learn to take advantage of the similarities we share and make the lasting connections those high school movies are always talking about, for we are truly and undeniably “all in this together.”
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SPORTS
munster high school — april 22, 2022
Breaking ground
Brandon Trilli, junior, and Hannah Robbins, senior, reflect on the moments that paved their way as MHS athletes
Prom Court
BACKTALK King and queen will be crowned at the dance
Charlie Mason
Q: Describe your MHS experience in six words. A: “The sunburn kid in Suburban America.”
Jonathan Bryson-Harvey Q: If you ruled the school for a day, what would you change? A: “Longer MRTs, less wasted time in classes.”
Q: If you ruled the school for a day, what would you change? A: “Everyone would have to sit in one of Mr. (Michael) Gordon’s lectures.”
Kate Krawczyk Q: Describe your MHS experience in six words. A: “Confusing. New. Changing. Adapt. Perseverance. Growth.”
Paris Marshall Mara Trivunovic
Q: If you ruled the school for a day, what would you change? A: “No school Wednesday cause that’s just excessive.”
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S
page editor
tudents packed shoulder-to-shoulder in the bleachers. The thundering roar of the crowd bursting with chants and cheers. The thrilling nerves of the uncertainty of the game’s outcome. As he observed his surroundings, Brandon Trilli, junior, felt electrified by the exhilarating atmosphere. The night Boys’ Basketball won Sectionals was undoubtedly imprinted in his memory. “It was a weird feeling. I understood how big (Sectionals) were, but it wasn’t to this degree in Arizona, so I never realized it was actually a big deal,” Trilli said. “It didn’t really sink in until the game was over that we were Sectional champions. It feels satisfying when you work so hard for something and you’re finally able to compete. Once you practice and it finally pays off, you just feel satisfied and happy. There’s really nothing else that beats winning.” When Trilli transferred to MHS from Arizona, he never expected the variety of opportunities that would open up to him. According to Trilli, receiving his first college offer was an unimaginable feat that might not have occurred had he not moved to Munster. With an average of 7.6 rebounds per game, 2.1 assists per game and breaking MHS’s scoring record with an average of 21.6 points per game, one of his goals is to be recognized for the amount of time and work he puts into basketball. On April 4, Trilli became one of 18 players from Indiana to be selected to the 2022 Indiana Junior All-Stars team. “We’re so far away from Indianapolis, so to be from Northwest Indiana and compete against the senior All-Stars ( June 8) is an amazing accomplishment,” Trilli said. “Now that I got it, I’m just happy because all the hard work that I’ve put in is finally paying off. (I look forward to) being able to compete against the best competition out in Indiana and hopefully playing in front of some college coaches, but more importantly being able to compete with the top (players) in Indiana to see where I compare.” For Hannah Robbins, senior, running served as an outlet to escape from the dayto-day hardships she faced. As a member of
Track, Cross Country and Girls’ Swim, Robbins felt more than disheartened when she tore her labrum last year in March, which led to ongoing complications with a bulging disc in her back. The injury to her labrum barred her from competing for the remainder of the season. “This is going to sound really dramatic but in my brain, that was like the end of the world for me,” Robbins said. “I thought I’d never be able to do sports ever again. I just used (sports) as an escape, but when that got taken away, I didn’t really know what to do with myself. But, I feel like it grew me as being able to learn hat not everything may go your way. I grew from that as a person and who I am today.” Robbins’ journey started in fourth grade when she ran in her first Girls on the Run race at Eads Elementary School. Her newfound passion for running spurred her on to continue in high school, and while her injury cut her season short as a junior, running has not ceased to make an impression on her life. “Even though I was only able to do Cross Country for two full seasons my freshman and sophomore year, it had the most impact on me because it grew me into the athlete that I am today because I was dealing with the injuries,” Robbins said. “My freshman and sophomore year for Cross Country, I went to State and it was a really good experience. Junior and senior year taught me how to handle the injuries and grow mentally and physically.” Even though Robbins and Trilli are high school students, that does not hinder them from setting aspirations for the future. As stated by Trilli, the first steps towards achieving those goals start at MHS, where he strives to win Regionals and pick up his first Division I offer. For Robbins, who will be running on IUPUI’s Cross Country team next year, running at the Division I level was an unexpected result of her dedication. “I’m super excited, because even though I’ve done swimming the longest, running tested me the most and put me in positions that I haven’t ever had to go through with swimming,” Robbins said. “It’s been my dream since fourth and fifth grade to run at the collegiate level and I’m finally able to do that. I’m really excited for it.”
Q: Describe your MHS experience in six words. A: “This is much different from homeschool.”
Atarah Israel Deondre Fuller
Q: If you ruled the school for a day, what would you change? A: “One rule is to make sure every person feels involved.”
Q: If you ruled the school for a day, what would you change? A: “Unlimited excused absences provided that a minimum GPA is maintained.”
Nick Stephan
Emma Miles
Q: Describe your MHS experience in six words. A: “School lunch ain’t that bad.”
Q: Describe your MHS experience in six words. A: “Come together for a better future.”
Eddie Minniefield Q: If you ruled the school for a day, what would you change? A: “7 hour passing periods.”
Mateo Bedolla Sara Rivera
Q: Describe your MHS experience in six words. A: “New year, new chapter, new life.”