Lake Central High School - Quiver Yearbook (St. John, IN)

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4 Foreign Language Christ¬ mas cards give us students a chance to really experience the holidays with an interna¬ tional flavor,} stated Mindy Sikora, 12. Foreign Language Cards To arouse more interest in foreign languages, students were challenged to create a Christmas card in their foreign language being taken. Creativity was a plus in getting a good grade; teachers were not looking for a stick Santa Claus. Ranging from all types and sizes, these cards decorat¬ ed the foreign language rooms through¬ out the holiday season. An Egg Baby Boom Hits 136 Students at LC In one week, a major baby boom hit LC. To each of the 136 new parents, a very fragile and precious new¬ born was given to their possession. Mr. Pollen’s soci¬ ology classes learned the different responsibilities that have to be taken when being a parent. “Having a baby changes your whole lifestyle. I never knew how careful one has to be when caring for something so fragile,” stated Tracey Drake, 12. Considering the amount of population, the survival rate was fairly successful. But to every rule, there is always an exception. Meredith Rastovski, 11, stated, “On my second day of parenthood, I was sitting in French class when my baby fell from her basket and onto the floor. Great depression filled the room and a small funeral was then held within the class. I definitely learned how much responsibility and supervision is needed to care for a baby.” All in all, everyone had a good time; especially, students outside the sociology class. Snatching babies and making parents pay ransoms were the highlights of the week. 4AII I kept thinking was that if I smashed my little egg, my girlfriend would kill me,} said Bil¬ ly Bednar, 12. Hours of Study Pay Off The coffee is strong, but it is just what LC students wanted during Finals Week. Many sacrifices were made starting with sleep and a so¬ cial life. The LC student went home, let out a sigh, and started cracking the books. One week of pure hyste¬ ria. The weekend before was not full of parties and dances, but of group study sessions. Monday rolled around, and it was back to LC teachers beginning reviews, and stu¬ dents dreaded what came next. Monday night and lights were on un¬ til wee hours of the morning. On Tuesday students looked as if they were on their last leg; the day dragged on. That night was the first real cram night; tomorrow finals in first and third hours. Wednesday the first relief came, only four finals were left. That night the studying became more difficult, not a decent nights sleep in four days; the words in the textbooks just blend together. When was it to end? On Thursday finals in second and fifth hours were taken. Now the last surge of studying took place. It was the last all-nighter for many stu¬ dents, but not to be one soon forgot¬ ten. On Friday students walk in as if death had swarmed over. Finals in fourth and sixth hours seemed to drag on, but only half a day. The bell rang after sixth hour, and students rushed to their cars. When arriving home, they crashed awhile. A few hours of sleep later, the LC party animals were ready for a happening weekend. 4Since this is my last semes¬ ter finals at LC; I am ex¬ erting myself one last week for high marks,} stat¬ ed Brent Par¬ is, 12. 4Finals are the hardest tests so, you have to study more,} said Brian Aspan, 1 1 . 14 Outrageous!

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Teepeeing Bandits Strike Teepeeing is one of the more popu¬ lar pastimes of LC students. When darkness sets in, students plan their strategy Stealthily, they wrap mail¬ boxes. cars, and decorate trees with roll after roll of toilet paper. As tradition. Varsity cheerleaders teepeed the houses of senior football players on the eve of the homecoming game as a sign of good luck. “Teepee¬ ing is a great tradition, and it really raises the players’ spirit for the game,” stated Elli Reichelt, 11. Another night found many teepeers, the evening of the powder puff game. Seniors and juniors on the teams found it fun to bring the rivalry out in teepee ¬ ing. INDIAN f ITS HOT! At football games the fans went wild. Maybe the main reason was only to stay warm, but they sure stayed hot at the Burial Grounds throughout the season. Every game they yelled louder and louder and appeared to be totally psyched-up when the Indian team started winning. As usual, the fans decided flying objects were the key to being noticed. At the end of a football game, it looked as if it had snowed in the bleachers from all of the shredded paper. At the end of the third quarter, JV and Varsity cheerleaders tossed candy into the stands. Every student became wild and act¬ ed hyper trying to catch the candy. Many times the tossing of candy resulted in candy wars, and no one was safe from being hit in the head with a piece of Pals gum. But it was all in fun. What can one expect when a group of high school students get together. Football season dwindled away, and the waiting for basketball season to start began. The first basketball game was against Gary West Side and as LC fans entered the wig¬ wam, they wanted to see lots of jams and dunks. A good performance was shown and resulted in hooking the fans into coming back again and again. By the second game, the LC fans were back in the spirit groove. As the juniors claimed the top rows of bleachers at the west end of the court, they decided to rate the game. Anyone who jammed, either friend or foe, would receive a perfect score of 10, but miss an easy lay up and the player would receive a low score The Candy Toss Major league baseball games contain a seventh inning stretch, but LC football games contain some¬ thing a little different; the third quarter candy toss. As the cheerleaders grab the bags of candy and warm up their arms, some of the lazier football players on the sideline gather round, and students get ready to jump and scream and catch the flying candy. Students jumped and stretched in attempt to catch the flying candy. Kevin Graham, 9, said, “It got pretty wild in the stands when the cheerleaders started throwing the candy. I think some students just come to the game to freeload some gun.” It lasted for only a few minutes, but the excitement in the stands endured for the rest of the game. Tracey Lopez, 12, added, “It really seemed to get the students pumped up and excited. After that they were wild and crazy. When the toss ended, fans were hyped up to watch the battle on the field. of 2. John Britton, 11, commented, “It was our way of taking part in the game. We want the teams to know we are there and that we are watching their performances.” The sophomores discovered that they needed a new image. So, a group of radical sophs donned animal noses to show their spirit. Well, they sure dared to be different. Then of course there were the togas and bermuda short wearers. It did not seem to affect the Indian fans that the temperature outside was hovering around freezing. They were hot and ready for that Indian beat of defeat. But there always had to be some¬ thing to throw. Groups of seniors dominated this field by the traditional mini-marshmal¬ low wars. They were sneaky and indiscreet because it would not have been fun if they had gotten caught. As the different sport seasons came and went, the spirit of the Indian fans remained hot. They were wild and crazy at home games and at away games. The LC fans were psyched throughout the different sport seasons, and the only word to de¬ scribe those Indian fans was “Outrageous! “Outrageous” was the only word to de¬ scribe LC fans throughout the different sport seasons. As the players were on the field or court, the fans began psyching up. Not only were their chants and yells catchy, but also their actions triggered much excitement. As usual, the first few games of the seasons the freshmen tried to establish themselves as free spirits. They learned quickly that they were not top ba¬ nana and had to cater to their superiors. “It was totally different from being in eighth grade; now we were high school students. It’s like we are tough, even though only freshmen,” commented Scott Schwartz, 9, about himself and his friends. The sophomores found that they were no longer the low men on the Indian totem pole. With their newly found status, they acted crazier than ever. They still knew, though, that they were not upperclassmen. Margot Govert, 10, stated, “We’re not freshmen anymore, but we are still not the top of the school. It’s like we are lost in the middle.’ And the newest batch of upperclassmen, the Class of ’89, discovered that they were quickly moving up that class ladder. As the wild bunch, they let their maturity escape them at the games and acted wilder than ever. “We’re moving up that class ladder. This year has been great, but I can’t wait for next year, said Anne Kozanda, 11. But who can forget the actions of the seniors? They have waited three, very long years to rule the school, and now it was their time. They were 1 in their eyes and want¬ ed everyone to know. This was their year to turn this school upside down, and that is what they did. Ed Welch, 12, said, “We are wild and crazy! Everyone better watch out because we are on a roll, and nothing s go¬ ing to stop us now.” by Jennifer Palko Ou ragp4fr8r 13

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Darkness Sweeps LC During Day The bell rings ending fifth hour, students rush to their sixth hour classes. All of a sudden, darkness sweeps over LC. Some students are in the halls, others are in classrooms. The school is in a state of mass confusion. Flashlights and lighters are the only sources of light in the darker parts of LC. “During the black out, I frantically searched for my lighter so I could see where I was going and what I was doing. After quite a while of having the class sitting in the light emitted from the lighters, they moved our class to the gym and told us to put away our lighters. We had a great time while it lasted, though,” said Marianne Swanson, 11. The minutes elapse and still no word about the power outage. Principals and teachers roam the halls; students in classrooms without windows are instructed to go to the fieldhouse. Their path is illuminated by floodlights. Once inside the fieldhouse, students complained that they felt caged in and claustrophobic. Doors were blocked by faculty members. Teasing among groups on the gym floor started under the dark cover, and chanting began. “The students began to revolt be¬ cause they felt as if they were caged in. It was like being a hostage that was under strict supervision. Most of us gathered by the doors hoping to catch a glimpse of the world beyond the fieldhouse; it was such an awful feeling of being locked in. I think I realize how terrible it would be to be imprisoned. I never want to feel this way again,” said Shelley Fear, 11. After twenty minutes of ‘captivity’ ”, the wild sa¬ vages are set free. There is a stampede by the doors. Students rush to get to their lockers and on their way home. The hour of darkness helped brighten the first day of the semester finals. HOMEWORK: A Drag! Homework: oh, how students dread the word. Six hours of school followed by usually two hours of studying certainly does not appeal to most students. Michael Gaura, 11, said, “Some¬ times it’s like the day is never going to end; it’s just work, work, and more work.” There are ways, though, that students have found to combat homework wars. Food and music seem to be the most popular aids in study¬ ing. In a more relaxed environment, students find that they can cope with homework a little easier, but most would rather not have to cope with it at all. 4At first I thought it was just someone playing with the lights, but then my teacher yelled ‘the power is out, ' and I sat under one of the tables, said Lisa Pasko, 10. 4Homework is necessary. However, teachers should take into consider¬ ation that stu- dents get homework in most classes ,) said Jeff Jus- tak, 11. Pop Quizzes Fair? A surprise quiz or a ‘pop’ quiz, as it was called, was one of the things a student feared most before entering a classroom everyday. Lisa Yokubaitis, 9, said, “I think they are unfair because I don’t know what to expect.” Mr Robert Rarick, a science teacher, thought surprise quizzes were OK as long as the material covered was understandable to the students. How¬ ever, Ms. Marcy Stemp, a math teacher, stated, I don’t like them because a student might have tests in three other subjects and did not get time to study for my class.” Gillie Jones, 9, summed up the matter by saying, “Pop quizzes don’t really matter if you have been paying attention in class. A teacher is not going to give you a pop quiz over something not covered in class.” Students Experience History Snowballs flew through the air at an innocent British man. Mr. Tom Clark’s Honors U.S. History class portrayed a scene on the Boston Massacre. One un¬ suspecting student was sent on an er¬ rand, while the rest of the class pre¬ pared for the attack. Upon his return, the situation was explained; the class then awaited their cue. Soon, crumbled pieces of paper were tossed at the student. Students got the chance to re-enact history. 41 don ' t like pop quizzes. I think we have the right to know when we are supposed to have a test in a class ,) De¬ anna Csomo, 11. J Outrageous! 15