When I heard these words from an inspirational student at the beginning of the Lead and Learn DSEA conference, I knew that we were off to the right start.
In May, Kathy Dulis, asked, “DSEA is holding a two-day conference in July (July 29th and 30th) on the campus of the University of Delaware. Do you have any interest in facilitating a session on AI and the impact it has on academics?” I thought hmmm, I haven’t dabbled into AI details for a while, why not?
As I made my way of the morning of the 29th, up to the John M. Clayton Hall, (a great venue!), I wondered, what about AI could I, would I, be able to present that would not have to change minds about AI, but just open minds? I mused about how AI has swooped onto the scene in buzz, yet how it has been with us for quite awhile and how we, as educators, learners, ourselves, and mentors, as well as students, would grapple with the questions and fears many had.
(Josh, the IT Specialist on hand, by the way, was AWESOME. All that anyone needed for the conference, he was lightning! Thanks Josh!)
It might sound insignificant, but having a formal land dedication was the reminder of how so often, key people have been forgotten and need to be part of our Delaware story.
Hearing President Stephanie Ingram reinforce the need for us to grow stronger, better, and have more foresight as educators fell in line with what we all felt we were feeling with the tumultuous path we are setting on in the present day. I felt very at ease and no nervousness as I made it in the nick of time to snag breakfast, and settled down to friendly conversation with attending members. When the Delaware State teacher of the Year, Shelby Borst came to the stage. I liked her stories of collaboration and teamwork with her experience at NASA Space Camp and then, she shared the stage to have two of her students also be part of the key note. I LOVED THIS!
I always hoped to see more students be actively involved in conferences, legislation, advocacy, and more, and always have wanted to see this occur on a higher level. When Jael Avwomakpa and Drew Crute shared their heartfelt desires to be heard, to learn, to be taught in a way that inspired them, it inspired each of us. The attendees were hanging on their every word and I knew we were among the right group, these were our people. There are moments when students in leadership positions are nervous and sometimes it just feels like words. Other times, the words fly to your heart and make you realize the need and agreements that need to occur between educator and student, and this might not always be the way WE were taught. This was such a moment and set the tone for the day ten-fold.
In attending the first session, The Five Pitfalls, so much resonated and put the attendees into a space of ease. Tyler Hester, Co-founder and CEO of Educators Thriving,
presented an array of resources, strategies and tools that hit directly at the need for taking care of ourselves as educators, taking care of others, and implementing strategies that bring everyone together in the learning circle, but in a safe and comfortable space where there is so much chaos that surrounds educators and learners every day. The workshops that provide instant comfort, resonate with our experiences, provide tools that can be immediate and impactful AND improve out passions in and out of the classroom? They are ones that stay with us way past the conference itself. This was such a session.
In working through routine areas that can shorten our lifespans as educators,
(and learners) while finding the positive spins that impact us and can launch our day in a better direction, we grew tightly together as a workshop audience in a short amount of time. We listened to each other, we provided feedback to each other, and on top of that, learned how to build resilience in ourselves as well as those that surround us. This is what many needed, need, and desire as part of their career experience.
Heading to my session on AI, a twinge of nervousness occurred, but evaporated quickly with the conversations of curiosity that occurred before the session.
What I found through all the sessions I presented (and attended) was astounding. The stories of wanting to utilize AI for was to reach students, and other teachers, on a personal level seems like an oxymoron. Yet, the sharing and desires of all of us, being passed backed and forth, helping and suggesting each other through the process, enhanced the content I wanted to share. Making sure to let others see how students have interpreted the information, experiences, and provide insight into most of the information I had been obtaining was a cornerstone of what I had learned over the last three months. When students are the cornerstone of all learning, and part of the planning, implementation, and evaluating process of learning, amazing things begin to happen.
After my third presentation session, I had met some amazing educators, learned much more than I thought I knew coming into the session, and also had gathered alot of inquiries to follow us as a librarian. It seemed fitting as this what I strive to do and show what Library Media Specialists do on a diverse and intricate level. I was able to do this among some of the most interesting educators in Delaware!
Returning back to the closing of the day (HOW WAS THIS OVER ALREADY?) student Drew Crute’s poem reminded us there is a very thin separation between students and educators when it comes to the roles we can play in each other’s lives every day, especially when it becomes the style and format of educating each other. Obviously things need to change to support both educators and students for the long term, and today was an amazing microcosm of how this can occur, with students beside educators each step of the way.
If you have ever doubted the extensions that could exist beyond the immediate lessons of the Upward Bound program, look further!
Just today, the information that we have received regarding the population rise in Germany following the Holocaust, the changes occurring iat a higher level with the Naval Academy, as well as continued information/research that exists on Harriet Tubman, are a few news worthy followups to severa research-based excursions on the part of Upward Bound. What extensions of information will exist from today’s visit to the visit to the University of Pennsylvania today?
German Citizenship rising following Anti-Semitism Fears – When I first heard this article, I thought about the irony of this happening.
A focus on a new Superintendent at the Naval Academy as well as the Naval Academy’s Library has been interesting to see changes occurring due to a new administration.
“Defense Secretary Pete Hegseth’s recent focus on the U.S. Naval Academy has largely been limited to the institution’s on-campus library, and his desire to remove hundreds of books that the administration considers politically unacceptable.”
You may or may not have heard of Upward Bound aka the TRIO Program. When I lived in Mexico, I was a staunch supporter of Outward Bound, close in words but relying on the outdoor experience to ground you in the life we live from day to day. This was my absolute favorite approach to experiencing life around us. I learned so many deep seeded aspects of life I took for granted.
In Upward Bound, the same occurs but in many facets. It is one thing to provide experiences and stepping stones to students who may not ever have the opportunity to go to college, visit colleges or institutions post high school, offer classes all year long and in the summer to bolster their academic preparedness, teach peer social interaction communication, and leadership skills, as well as help grow the qualities of cultural awareness due to field trips and licensed experts in various fields.
YET, above and beyond all of the above that the TRIO program provides- what you do to extend and incorporate the knowledge gained from the above opportunities, how you make these experiences substantial and internal, makes a difference after they occur.
One specific example is when students attended the Holocaust Museum. I have been in over 6 professional summer and off summer institutes, seminars, training, and professional development sessions for over 20 + years, and I found even now, walking through the Holocaust Museum, I still am at a loss of words, but much I learn and my emotions STILL run over with every subsequent visit.
In choosing the graphic novel adaptation of Anne Frank for this year’s Math & Science focus- was part and partial in trying to connect the importance of the overall theme and connect to the original diary, as well as the events that bring out the value in this study.
Students designed parchment paper to mount the best photo they came away with that connects the theme of the Diary of Anne Frank to the Holocaust in their mind, compared the Diary of Anne Frank to sections of the graphic novel, pulled vocabulary and discussed examples of that vocabulary in the graphic novel, listened to memoirs of survivors and highlighted key points that aligned with what they knew about the Holocaust, and that was just the beginning, all in six weeks.
FIRST, on the way to the Holocaust Museum, students were given a series of questions that were created by a colleague, Ms. Fisher years ago. That these questions were still relevant today is important. These can be found HERE– and take into consideration, not all the answers you will see reflect a complete knowledge of the Holocaust on purpose. ALL answers were recorded and listed, and many occurred before and during the visit to the museum. It was important to know and preserve the questions in their original state, and seeing so many of the same, some not exactly correct and just rereading the answers given, created a feeling I cannot explain about this experience.
Second, again before the Holocaust Museum visit, students were given smal file cards that said,
“I’m Curious” and also “About Me”. I asked students, that had been in my Diary of Anne Frank graphic novel English class and those that had not as well, to fill these out based on what they were curious about in the Holocaust and then from THEIR perspective, (for the About Me part), list why they thought the Holocaust was a relevant topic for today.
The idea from these smaller index cards was an idea I saw at the Dr. Martin Luther King Jr. Memorial Library in D.C., where when you walked in, you see these cards left behind from visitors and you can read through them, just like a former card catalog, and get a gauge of the visitor’s perspectives on various topics in the museum. Those cards and the student’s inquiries followed up with answers and links to valuable resources than enhance their questions, can be found HERE.
In a time where Upward Bound is being considered to be defunded,
I hope this glimpse into one small aspect of how experiences are brought to the forefront, helps show you how connected and vital this program is for so many people, and is connected to so many aspects of our community like the Humanities. The Upward Bound Program when implemented, enriches both adults and students alike in ways that escape words and is worthy of the existence it provides for so many.
I. Questions listed below that were given before and during Holocaust trip
The planned killing of a group because of their identity.
The mass destruction of ethnic groups (Answer repeated twice).
To destroy racial groups.
Mass destruction of an ethnic group.
People killing a whole group.
Genocide is when a certain group of people are mass murdered.
Genocide is the killing of a. certain race.
Genocide is when a group of people is purposely harmed, attacked, or even wiped out because of their race, religion, ethnicity, or nationality. It’s not just random violence, it’s planned and targeted, with the goal of destroying that minority group of people completely.
The mass extermination of a specific race.
A person killing a group of people.
Genocide is the systematic killing of a group of people.
Killings of people – race, religion.
Genocide (to wipe out) destroy and kill deliberately an entire group based off their religion, ethnicity, and nationality.
Killing of a large group of people.
To destroy religious groups.
When we refer to the “holocaust”, what time period are we talking about?
1933- 1945.
Usually around 1933-1945.
Mid 1900’s.
1935-1945.
1941-1945.
When we refer to the holocaust, we are usually talking about the time period from 1941 to 1945, during WWII, when Nazi Germany under Adolf Hitler, carried out the systematic genocide of German Jews, along with millions of others- including Gypsies, disabled individuals, Poles, prisoners of war and other groups. Some historians also consider the broader period from 1933 to 1945 starting when Hitler came in power when anti Jewish Laws, discrimination, and persecution began. But most killings were from 1941 to 1945.
What levels of German society were most drawn to Hitler and the Nazi Party?
The unemployed and middle class were most drawn to Hitler and the Nazi’s.
Mostly middle and lower class.
Lower and middle classes (Also unemployed people).
Middle Class, WW vets, unemployed, business men, and rural laborers.
Middle class, unemployed, war vets, etc..
The level most drawn to Hitler and their Nazi party, was middle Class, unemployed workers, rural populations, youth and uni students, industrialists, and Business.
People in need of financial stuff and power.
Medium class- kids, working people.
The Nazi Party gained the most support from lower/middle class, rural farms, and struggling workers who were hit hard by economic instability and feared communism. Many young people and nationalists were drawn to Hitler’s promise of restoring German pride, order, and jobs.
What was Hitler’s term for the “master race”? Describe this type of person.
Aryan
Blonde and blue-eyed.
Aryan race- light skin, blonde, blue eyes, hard working Superior, German, or Nordic.
An Aryan was pure blooded.
Hitler caled the so-called master race the “Arynad Race” which he believed included people of pure German or Northern Eurpean descent. He described them as tall, strong, with blonde hair and blue eyes to all races.
The term in “Aryan master race”. Blond hair, blue eyes, tall stature.
Blonde
Blond hair, non Jewish, not gypsy.
White, blonde, blue eyes.
Aryan, light skin, blonde hair, blue eyes, hard working.
Blonde hair, blue eyes.
Blonde hair and blue eyes.
Northern European.
Aryan race, light skin, blonde, blue eyes, hard working.
What types of German citizens were victims of the Nazi Party?
Included Jews, Roma, disabled people, and others labeled “undesirable.”
Jews, Romani, Black, homosexuals, disabled, political opponents.
Jewish people, gypsies, disabled people and those deemed undesirable.
Anyone who doesn’t match the description of the “ideal German: (Roma, Jews, anyone of color).
Victims of the Nazi Party included Jewish people (Gypsies), Roma, disabled individuals, homosexuals, political opponents, and anyone who didn’t fit their idea of the “Aryan Race.” Many were prosecuted, imprisoned, or killed simply for who they were of what they believed.
People who were victims of the Nazi party were Jewish people, people with disabilities, Roma (Gypsies), Gay men, Black people and Jehovah Witnesses.
Jews were considered their #1 enemy.
People who were old and helped the Jews.
Jews, disabled.
Jews, gays, disabled.
Homosexuals, disabled, political, dissidents.
Included Jews, Roma, homosexuals, people with disabilities.
Anti seimitism is hostility prejudice or discrimination against Jewish people simply because they’re Jewish.
Hostility to or prejudice against Jewish people.
The hatred and racism against Jews and basically anyone who was Semitic.
Hatred/hostility towards Jews.
Hating Jews.
Bad treatment of Jews (Stated twice).
A perception of Jews.
Discrimination against Jews.
Hostility against Jews.
When did it begin?
Ancient times.
19th century
1800’s – 1900’s
Originating in the late 19th Century
19th Century but it also began a long time before.
Antisemitism always existed, but became worse after WWI.
5th-15th Century
Antisemitism began centuries before the Holocaust, dating back to ancient times, but it became especially widespread in medieval Europe and grew most in. the 19th and 120th Century.
1930
1800-1900’s
1930
Middle Ages
During Nazi Era
1800-1900’s
Late 1930’s, early 1940’s.
What other nations treated Jews as scapegoats (blamed them for some trouble)?
Russia, France, and other European countries blamed Jews
European counties like Russia, Poland, etc..
Russia, Poland, and most of Europe.
Europe, mostly France, Poland, Italy, Spain, Portugal, etc. (Axis Nations).
The Roman Empire, Spain, Russia, France, England and the world.
Poland, France, Russia.
Through the Holocaust, besides Germany, some allied occupied nations segregated, scapegoated, and prosecuted Jews such as Hungary, Romania, Ukraine, where local authorities often supported or carried out anti – Jewish actions. In some off these countries, they blamed Jews for social and economic troubles and collaborated with Nazi policies.
Nazi Germany, Russia. (repeated twice).
Russia, Poland, France.
Spain, France, and Russia.
Various nations have scapegoated Jews throughout history.
According to the Nuremberg Laws of 1935, how did the German government decide if someone was Jewish?
How many grandparents they had.
The N.L defined Jews by having Jewish grandparents.
Ancestry (repeated twice).
If they weren’t blonde with blue eyes, race not religion.
Regardless of religion, if you had Jew” blood
If they had Jewish ancestry.
According to the Nuremberg laws, the Nazi Government decided if someone was Jewish based on their country, not their religion, and personal beliefs. Ex: 2-3 Jewish grandparents, part married to someone of a Jewish community.
Exclusion from public life.
If they had at least one Jewish relative.
How many grandparents they had (repeated twice).
A person with three or more Jewish grandparents = full Jew. 2- Jewish Grand parent- first degree mischlinge- mixed blood. 1 Jewish grandparent- second degree, mischlinge.
By looking into their eyes.
Jewish ancestry.
Based on their ancestry and Jewish affiliation.
According to the Nuremburg laws, the Nazi Government decided if someone was Jewish based on their ancestry, not their religion/personal beliefs.
Ancestry
Regardless of religion, if you had “Jew” blood.
What did the German government require of Jews in German society?
Wear the Star of David, loss of citizenship, banned from, many public places.
Banned from many public places.
Had to register, carry ID, and wear the Star of David.
Were banned from many jobs/places and losing their rights.
To wear armbands with the Star of David.
Grandparents had to register, carry ID, and wear the Yellow Star of David.
Can’t marry Non Jews.
Stripping them of citizenship.
Curfew.
Stripping citizenship, prohibition of marriage and relationships, economic restrictions.
Forced labor, identity requirements, no marriage, stripped of citizenship.
Yellow star.
Follow the rules that were set (repeated twice).
The Yellow star.
To wear ID badges.
To register, wear identifying marks, and excluded from many aspects of society.
The German government required Jews to wear identifying badges, follow strict segregation laws, and give up their rights as citizens. They were banned from many jobs, schools, and public places, and their property was often taken away.
Wear a yellow star of David, were banned from many jobs/places, and losing their rights.
Stripped of citizenship, no marriage, identity requirements, forced labor.
11. What happened on November 9, 1938? What caused the violence?
On November 9, 1938, The Night of the Broken Glass happened because Polish shot a German diplomat.
On November 9, 1938, Kristallnacht / The Night of the Broken Glass / took place when Nazis attacked Jewish homes, businesses, and synagogues across Germany. The violence sparked by the assassination if a German diplomat by a Jewish teenager in Paris, France.
Nazis attacked Jewish homes, businesses and synagogues. (Kristallnacht).
Nazis attacked Jewish places (e.g. homes, businesses etc.). due to a Jewish teen shooting a German diplomat (twice).
Destroyed Jewish homes, shops, etc..
Kristallnacht – a response to assassination of German diplomat.
Jews homes and shops got destroyed.
The assassination of a German diplomat by a Jewish person.
Kristallnacht was a response to the assassination of a German diplomat.
Kristallnach occurred, the violence was incited by Nazi officials.
Kristallnacht/ Night of the Broken Glass, Antisemitism caused destruction.
The night of the Broken Glass was when a bunch of Nazis destroyed Jewish businesses and synagogues. It was a coordinated Nazi attack.
12. Many Jews escaped Germany during this time. What countries accepted the most Jewish refugees?
The United States, Switzerland, Great Britain, and Palestine were countries who accepted most Jewish refugees.
During this time, the countries that accepted the most Jewish refugees were the U.S., Britain, and Palestine (British). Some also fled to France, the Soviet Union, and Latin America- Argentina and Brazil.
Most Jewish refugees were accepted by the U.S., U.K., and Palestine.
The U.S., Britain & Palestine (thrice).
USA, France, and Palestine.
Palestine/United States.
The U.S., U.K., and France.
The U.S and Soviet Union.
Palestine, West Europe, Switzerland, Britain, Central/South America, The U.S.A.
13. Why did the US not allow entrance to more refugees before WWII?
The US did not allow entrance before WWII because of economic anxieties, antisemitism, public opinion, and isolationism.
The U.S did not allow more Jewish refugees before WW2 mainly due to strict immigration laws, widespread antisemitism, and fears of economic burden during the Great Depression. Many Americans also worried that refugees could be Nazi spies.
The U.S. limited refugees due to strict quotas and antisemitism.
They feared economic problems could arise, so they refused entry of Jews.
They feared economic problems, antisemitism, and national security threats.
Had too many people/ Great Depression.
Economic and antisemitism.
Because of the Great Depression.
Strict immigration quotas and the Great Depression.
Economic anxieties / anti-semitism.
Economic anxieties.
Economic anxieties, (the Great Depression), prejudice, security, immigration laws.
15. How many ghettos existed in German occupied territories?
About 1000 ghettos.
Over 1000 ghettos established.
Over 1000 ghettos were established in German-occupied territories during the holocaust.
Over 1000 ghettos
Over 1000
1000+
Over 1k
Just about 1000.
11o0
1000
Hundred existed and varied in size.
16. Describe the largest ghetto.
Warsaw Ghetto severe overcrowding, starvation, and diseases.
The largest ghetto in was in the Warsaw Ghetto in Poland, which held over 400 k Jews packed in small, overcrowded areas. Conditions were horrific, with extreme hunger, disease, and brutal Nazi control.
Warsaw was the center of Jewish life in Poland. When German conquered it, Jews were forced to wear armbands. Life conditions went down, 575,000 Jews.
Warsaw Ghetto
Warsaw Ghetto, Poland. It held 400,000 Jews in extremely poor conditions. (twice)
Very crowded, poor.
Warsaw, Poland. Very crowded and a lot of rules. (twice).
They did heavy physical labor, digging tunnels, carrying stone.
Most workers in forced labor camps, forced brutal conditions, including long hours, starvation, disease, and physical abuse. Many were worked to death and died from the harsh environmental mistreatment.
Most forced laborers died from harsh conditions.
Starved, beaten, and worked to death.
They were starved, beaten, and walked to death.
Treated badly, starved.
They had to do a lot of forced work and alot died from it.
To punish the Jews.
Starving.
Starvation, exhaustion, and execution.
They had to do a lot of forced work and that’s a reason many people died.
Were either worked to death or murdered.
They did work until they died.
Those subjected to labor were worked to death, dehumanized, or killed right away.
21. Why were people forced to go on “death marches”?
To prevent allied forces from liberating prisoners. They wanted to destroy evidence of their war crimes and to prevent survivors from sharing their stories to the world.
People were forced on death marches to move prisoners away from the advancing allied forces, often under brutal conditions meant to cause death or exhaustion.
They moved prisoners to hide Nazi crimes.
Prisoners were forced to leave camp and march so that they Nazis could hide evidence and prevent their liberation, whenever the Allied forces were closing in.
To hide evidence and prevent liberation.
So they wouldn’t be freed by allies.
To prevent them from having freedom and to torture them. (twice)
So they couldn’t run away.
To prevent liberation by advancing allied forces and to eliminate evidence.
Prevent liberation by allied forces as the Nazi regime collapsed.
To prevent getting caught by allied forces. I remember when I read Night they left the camps and ran in the snow as like a stampede because the Allies started closing in on them. – Rachel.
22. When the Soviet soldiers liberated Auschwitz Death Camp, how many shoes did they find? Why is this a significant fact?
In January 27, 1945 the Soviet Soldiers found about 43000 pairs of shoes. This was a significant fact because it shows the scale of extermination.
More than 40,000 pairs of shoes. This is a significant fact because it highlights the mass murder of innocent people.
It represented the life of the person who was killed not long after their arrival of the death camp.
When Soviet soldiers liberated Auschwitz in 1945, they found tons of thousands left behind by victims. This is significant because the huge # shows the massive scale of the loves lost and the horrible reality of the Holocaust.
44,000 pairs of shoes showing the brutality of these camps.
They found over 40,000 pairs of shoes. This shows the huge number of victims, and the scale of destruction the Holocaust caused.
Over 40,000 shoes found showing the number of victims.
Over 40, 000 pairs of shows were found; it sheds light on the amount of gruesome deaths that occurred.
40k due to killings.
About 5 tons of shoes. It is a significant fact because it shows how many people actually got killed. (twice).
40, 000
700,000 This marks human loss and serves as a reminder of the suffering victims.
Thousands (a lot). It shows how many people were tortured and killed. The laborers in these camps were dehumanized and subjected to the worst things possible and the allies were horrified when they saw it.
Importance of teaching about the Holocaust
23. If you were going to teach others about the importance of studying the Holocaust, what would you include?
I would include how we are leaving now compared to how they were leaving back then.
Teaching someone the Holocaust is complicated. There were lives taken, families were torn apart, and most of all, the loves of people were impacted. I would mostly include a video of a survivor as they experienced the suffering. I would also include images and artifacts for the people to see.
That Jews were treated as outcasts only because the wrong person has too much power
I would include the gas chambers.
If I were to teach someone about the Holocaust I would include how different it was for them to stay alive because they had hard labor and sometimes were starved. These families were torn apart. I would include some of the things that were said by the people in the camps.
Everything in the above questions.
I would tell them about how the Holocaust is one of the best examples of what happens when hatred, racism, injustice, and silence is allowed to grow. And also, how this is a great example of how too much power and trust for one person can ruin lives of people. It’s important to learn about the cruelty that those victims were going through and how the world responded to this. It shows how cruel the human mind can be. The Holocaust serves a reminder to make sure that something like that should never happen again. Its also important to see the signs of a genocide and to help fight against the signs. It also shows how a group of people, and their opinions can influence a whole population. (MAGA).
I would include how the Nazi party was successful in their indoctrination and propaganda. It’s important to be educate; learning about history is incredibly important so that we are not doomed to repeat it. Being silent and ignorant is just as bad as killing and oppressing an ethnic group; because, by acting ignorant, you’re letting the cycle of oppression continue. Basic human rights are an inherent right we should all possess – we cannot allow anyone to take them away.
Warns against hatred and prejudice
Highlights the importance of human rights
Shows the dangers of propaganda
Reminds us to think critically
Honor victims and survivors
Helps prevent future injustices
The fact that anyone who wasn’t the “The Ideal German” or “superior” would be subjected to the large-scale violence that happened during the Holocaust.
The Holocaust is something that has happened, therefore, anything that happened, can happen again.
I would make a point to prevent this from happening again. We need to learn about it so humanity doesn’t go down that path again.
If I were to teach others about the importance of studying the Holocaust, I would include how it shows the dangers of hatred, racism, and intolerance. The consequences of
_______, government power, and the need to protect human rights to prevent such atrocities from happening again.
Sop that it never happens again. (However, many Muslim and Brown people are going through it with no help. Ex: Palestine, Kashmir, Sudan, Yemen, Uyghurs, etc..)
II. Answers provided to the I’m Curious and the About Me: mini file cards given to students:
“I’m Curious” And “About me”
I’m curious about what this generation of Jews feel about the Holocaust.
What can the Holocaust teach someone from a minority about the dangers of silence and the importance of speaking out? Against prejudice? Against racism, etc.?
Did Anne’s parents know she was documenting everything or was is secret? Why was her diary named Kitty? Is it true that it was named kitty?
““I knew that Anne wrote a diary,” he said in a later interview. “But I must say I was very much surprised about the deep thoughts Anne had. It was quite a different Anne than I had known as my daughter. My conclusion is… that most parents don’t know, really, their children.”
“Although Kitty is best known for Anne’s diaries, Anne did not invent the character herself. Originally, Kitty was a character in the popular Joop ter Heul series, written by Cissy van Marxveldt.
These books for girls revolved around the adventures of Joop ter Heul and her friends. Kitty Francken – Anne wrote Franken (!) – was one of those friends. She was cheerful and humorous, as well as naughty and cheeky. There was this time when Cissy van Marxveldt’s Kitty smuggled a children’s piano into the classroom and played on it during class. She was expelled for a week.
Anne had started reading the Joop ter Heul books before going into hiding and finished the whole series in the Secret Annex. Some of the books were written in the form of letters, which may have inspired Anne to use the same format for her diary.”
About me (What I feel is the value of learning about the Holocaust today).
To see how it still effects them.
To know the importance of history.
To make sure the Holocaust doesn’t happen again in the world.
Understanding the Holocaust will help us better understand the Jews.
I was raised by two hard working immigrant parents who left their homes to give me a better future. So Trump doing all this is personal to me.
I have two immigrant parents and with everything happening today- many people compare today to back then.
That you know what happened and who it happened to.
Interested in feelings and thoughts of Anne and those affected.
It is important to learn so we can learn from their mistake. And to show how bad they treated the Jews.
So events don’t repeat themselves and people are aware of why it was so impactful.
I think it is important to continue to review the Holocaust as it was a terrible event that should not be forgotten. We need to learn from the past and grow- we can’t do that if we ignore mistakes made. Also, the Holocaust continued to effect people today.
Today, the Holocaust should be a topic that can still be talked about because somethings are still happening today and feel like people should know about it.
As someone who comes from a minority group, Hispanic, immigrant parents, and Asian student, I think it matters to ask this question because prejudice/racism and hate crimes still exist in this time and we should be aware of when it comes to a certain point, where minority comments can speak up and revolt.
This is still very relevant to today because its important to learn about the past and see how far we’ve come and appreciate others more.
This event can be related with what is happening in the world right now.
I think the Holocaust should be talked about today to remember the lives lost and what they went through.
I feel sad because seeing families being separated and being killed.
I am mad that someone had to be killed for their religion.
The rush of the final weeks is upon us. No matter what high school you find yourself, the rush of the end of the year does not get any easier. And yet, there should be moments where reflection on where we have come and where we are headed add to these moments.
Without a doubt the pockets of success and capability are a blessing at Woodbridge High School. Irene and Kayleigh as DIAA scholar athlete s well as the Woodbridge School Board student representative are one such example – the moving and deep seeded speech at Baccalaureate from Madison, the amazing strides so many students have made in representing student voices at legislative halls and leadership conferences with our Senators, Congresswomen, State Representatives, our school library circulation of resources this year nearing 3800 total from a mere 1100 ish last year, 7 total published young authors in 2024-2025, receiving over 350 new books this year from grants and applied-to programs, holding a state library Professional Development from the library as well as a state Festival of Words with over 13 amazing authors ( in our community and as far away as Washington D.C, New Jersey, etc.), WHS students combining with two other schools for legislative day at legislative Hall, fulfilling a tough schedule of over 20 podcasts with school board candidates authors, sponsors and more to come, students presenting their workshops at the Festival of Words, students from the Girls Who Code presenting at Festival of words, the only students presenting at the DLA/MLA Conference and that is just a FEW things that occurred after December 2024- there are SO many possibilities our students can have based on their talents.
One thing I continue to learn on a daily basis, is the power, motivation, and drive that may or might not be evident in the Class of 2025 graduates. This is the case in any school up and down our state. The very student you might think would be a challenge to accept or manipulate a leadership position in school, in the community, in sports, in academics, in areas you would not think, often those individuals ARE capable but definitely need to be reminded that they are quite capable of more than they know!
Celebrate these amazing pieces directed by Ms. Jones and Ms. Workman:
I absolutely, even though not done, HAD to get the amazing information and experience we had from this pre session tour. You will see why this is so connected and amazing to all disciplies!
Wednesday, May 7, 2025. BCMLA (Black Caucus of the Maryland Library Association (BCMLA)) on a Cultural tour of nearby Berlin, MD.
Some say hindsight is 20/20, but what about foresight? The Upward Bound program at Del Tech in Georgetown did just that with exploring the film on the Six Triple Eight on February 8th.
In February, students and myself, as well as others, delved into some amazing questions about this amazing piece of history that I never learned about, EVER, and was the first time I had been exposed to this piece of history.
THAT folks is why programs that delve into pieces of history that have missed so many are necessary to be exposed. How lucky is the program of Upward Bound (UBMS, Classic, and Talent Search) and able to bring such a topic to so many students, and then being now aware, see the connection occur a few months later and able to latch onto this connection? Organizations and groups that are able to inform, enlighten, and educate students where traditional curriculums miss whole sections of history, that impact and influence all races, all aspects of individuals that make up the United States are more important, now more than ever.
Names such as Charity Adams should have surfaced right along the names of Betsy Ross when I was growing up, but it is never too late to dig, not settle for a history that is traditional and go beyond traditional and inquire about the stories that often get buried, but need to resurface. It is exciting to revisit this topic that we encountered and were exposed to in February of this year, It is even more exciting to be historical archaeologists in discovering, publicizing, and representing histories that become new to us, even today. Sometimes the most overlooked moments in history are some of the most important, just waiting for us to discover, examine, and contemplate. To not have the opportunity to discover these actual moments in history that often get overlooked by the more traditional elements of history we have grown up with, is to miss whole histories that define us as Americans.
It is inspiring to know the Trio Program elevates students in higher thinking not just of themselves, and others, but about histories that define us as Americans. In an age where voices of youth are the voices that need to be heard to protect literacy, our histories, our differences, and our heritage, giving youth a place at the table of discovery is essential in defining who we are as Americans.
Just as in the classic tale of Cinderella had until midnight out of fear to have her true self revealed- could I possibly wrap up how the amazing first show of Cinderella impacted so many, before midnight?
I’m up for a challenge – it’s 10:46 PM – let’s get down to the plain truth and do this.
First, if you miss the next two days of this Cinderella production, you will never know how much value you missed.
Seriously. Hands down one of the best first night productions I have ever seen and I might have to say, my favorite production I have seen at Woodbridge High School. I heard this sentiment repeated many times in thew audience as I made my way out – do yourself a favor, bring your small friends, older friends, and newly made friends- all of you will walk away with a little bit of amazement in your step- 10000% worth it – and not overstating that fact.
I CANNOT tell you how many lines hit into the center of the heart in times today where so many are afraid to stand up for what they believe, live in fear of what others might think, are afraid of what their peers and family will think in disagreement, afraid of being true to themselves and true to being kind, and resisting being different over what is right. All that from this production of Cinderella? I never walked away with so much from this tale before, which makes this production ever more powerful.
Also, I have to admit, being School Library Week, and seeing so many of these cast members in the library space, sometimes at their very best and laughing, sometimes are some of their low points and crying and upset – it made me so proud to see them on stage but also to know they chose a space I was in as well to work out what they had going on at that time.
I have been to several schools the last few weeks where you walk into the library space and it is as plain and sterile as a operating room, and that says alot abut how much that space was intended for who- students? No. For adults who wanted a presentable space but not really to cater to the population intended for? – but I digress. It is amazing what the youth I saw on stage brought out in this production that can be applied to our lives. Another GREAT reason you should not miss this – personal and really powerful on a variety of levels. It means even more when I have been seeing the hours put in by so many – on this production, and assuming I knew what was coming with knowing it was Cinderella production and then REALIZING how different a message I received in watching it.
Phenomenal.
10:56 – Let’s break out some personalities.
Madison- All you need to see and hear is the emotion Madison is able to put forth and you think you are watching the second week run of this production. Whether you have seen Madison before, or the first time you have seen her in a production, her voice carries the very feeling she is assigned to portray on stage- and can carry you to the fairy tale at hand or to the reality of her presence on stage – but you will understand in seconds why she is Cinderella. I have had the advantage of hearing her laugh, (some true deep stomach aching laughs) and had the advantage of simply seeing her kindness and openness. It is refreshing to see someone as if you are seeing them for the first time on stage – but that is what makes Madison so talented- I could never see/hear enough of her on stage 🙂
Johnny- I would have to say years back I would not have expected Johnny to carry the roles he has carried, but carry them and lead them he does. His strength and boldness comes out full force on stage, and in the halls, you wouldn’t expect it just in seeing him in school. Yet, when you see him off stage and then on stage – it strengthens the image of what he is capable of even more. There certainly is strength in acting as well as conducting oneself in real life, and Johnny does both quite well. Very very refreshing to see such a talent in so many ways and see him shine in the way that he can do best.
Te’Neal – What can I say? Her boldness, outgoingness, and talent poured into this character make madame be exactly who you would want her to be as in a tale such as Cinderella. Coming off of JUST having her art piece as the cover if this year’s imazine presented the night before, and having her as a part of the student lobbying delegation to legislative hall this year with Madison and Carly, one realizes to take advantage of opportunity one must be willing to put yourself out there and not thing of consequences. Te’Neal does that in all she does, and hence, Madame is brought out past the stage due to the personality she brings to this production.
Cameron- Having seen Cameron before, he certainly can be the character you love to hate, dislike, and admire at the same time. Being able to bring emotions out from the audience to the person he is on stage is not as easy, not easy at all, as it sounds. Cameron normally, on a first night, would be just hedging that character role and yet, no. No “getting there but it is the first night” feeling, he brings the reality of Sebastian’s overbearing to light immediately and it pays off in the overall feeling he adds to this production.
Emerson – I have been lucky enough to have come to know Emerson and her family and having the pleasure of knowing her better and better gradually. The one thing I realized immediately on stage is that the power of her voice and talent when she is given the characters she has been given- matches the selflessness and quiet demeanor. But she will surprise you every time. Hands down she is one of those students that you pay yourself on the back and congratulate yourself for knowing and having had the chance to cross paths. Emerson is just overall a good hearted, talented individual and you can’t help but smile when you see her in costume (be it trick or treat, a production, or some other random reason). All you need to do is see her on stage once and you’ll understand – and her lines toward the end alongside her proclamation singing? – Amazing aspect of Cinderella.
Jaleya – Ever hear her sing at the sporting events? If not, well, YOU NEED to catch that! but it is hard to miss the enthusiasm she brings to this if you watch her from ball to crowd, to overall bustling among the community of cast- you get a sense of her being an active part of the production.
Rylee- Always ready to fool you into thinking she is a linger back kind of actor, she is not. When you hear the parts she contributes to and watch how she actively becomes a part of this production, it might seem subtle at first. Yet, watch her and listen to hr and you will pick up right away she brings much talent to any role she is placed in, and enhances the production quite easily when you see the parts she accents.
Robert- Part of realizing what a great contribution Robert plays is in knowing him. In talking with him and sensing his love of all things cooking, D & D and fantasy, writing, his creativity, all this just gained from the conversations we have had in the library- but in not having the luck of knowing that aspect of him, you still glean what part he plays. Watch his intensity and earnestness in every role you see him take on, dancing, part of the crowd, a merchant, and so many more – but he owns every role and brings them to life. It is exciting to see him being a part of this production, he adds ALOT of personality at every turn.
11:32 – I’ve got this because the cast is able to give me so much to say from their performance.
Onwards!
Abby and Carly- SUPERB! Not knowing these young ladies, they define the hilarity, obnoxiousness, and character that the sisters of Cinderella shadow. Knowing them, wow. Both are such strong young ladies in ways such as theatre, singing, art and more, and I could not be more proud of them – as they brought these and so many more talents to this production. It is funny knowing these students and then seeing them on stage with their know personalities and only adding to them, which they did to such a high degree. Abigail, absolutely hysterical and great to see the humorous parts I do not get to see every day and the tenderness and kindness Carly brings to her role matches what I see and she is capable of every day.
Tanner – WOW. Just WOW. He broke out of the quiet shell you always see in the library and really became a center of personality and breaking out boldly here. Kudos to him on the highest level, it was so exciting to see him take this role and then push it to the boundaries of endearment, laughter, contemplation, and representing the move towards standing up for things many choose to ignore. He did a MAGNIFICENT job and seemed to get only stronger and bolder as the production advanced.
Olivia- Holy wow! There are so many opportunities that exist that you get to see the full potential of aa great voice and the personality she can have. Sometimes it is easy to overlook her potential as she is reserved and insular, but there are SO MANY opportunities that you get to see what Olivia is capable of. She has come SUCH A LONG WAY on stage as well as academically, personally, and seeing her find her way through all these challenges, on and off the stage- is bittersweet but is something you can celebrate with her as she helps others find their way too in this production.
I have to tell you, Serenity from the ensemble told me ahead of time I was going to love this, and I thought, Cinderella, I mean, I am sure I am going to love it for knowing the students in it more than anything. Wellllll, that is part of it but also, the themes and messages dealt out the way the cast was able to personalize so much of this production, I loved it for even more reasons. Serenity always takes on that which she might have doubts about, and she did not disappoint at all. Love her boldness and determination.
I have to tell you, I am super proud of Allison in this production. I have seen this young lady roll through the various trials and obstacles that would put most people out of a daily ability to cope and she has done this and ten times more. Her energy, optimism, and ability in this production are impossible to overlook and miss and I am SO INCREDIBLY PROUD of what she brought to Cinderella and epitomizes what is possible you know what is right and are determined to see it through.
Isabel as part of the ensemble as well as just full of character, personality, and expression. This is her on a regular basis anyway and yet, she easily supports the power of this production with her amazing voice and ability no matter what her character would be. She has and does bring the energy and enthusiasm to the stage and you see it every time you watch her in the roles she takes on, on stage.
Speaking from experience, Adria is one of the strongest, most talented, and capable young ladies that Woodbridge has ever met. She is determined, and always exciting to see her involved in WHS productions. She pretty much defines the power a Raider has and it is awesome to know she is the very heart of many messages Cinderella sends out.
Brooke, from experience, is a talented and quite capable addition to Cinderella. Having been a part of the podcast interview crew from Steve Inskeep when he visited, she is quite capable of anything and is never been known to back away from a challenge. One sees her putting herself right in the middle of any task at hand and yep, she will come through with all colors as a result.
Shayla, Zaleigh, Keaton, Maya, Leonel, Gabby, Arianna, and Ethan, if you watch each one of them, are similar to lead roles in the way the conduct themselves. That is why they are part of this production. Watch them closely and you will see how the define the roles, themes, and messages Cinderella sends out- and each one of them is able to do this through their actions. This does not happen by accident!
As if these were not enough, the young cast of Cinderella is the icing on the cake. Harper, Cambree, Jeri, Myles, Brooklyn, Gabriela, Maddy, Janessa, Will, Ryan, Ashton, Teagan, Rhyann, Stevie, and Emmy, you help define the very purpose of Cinderella. Kudos to the amazing talent you brought.
So much more to say, BUT, midnight tolls. Now your turn to see what makes this stick with you beyond midnight and into 2025.
In attending the Lower Shore Land Trust Stewardship Training at the Snow Hill Library, 307 N. Washington St., Snow Hill, MD – it was easy to walk away with some of the most important things most people that live on the planet need to know, but don’t.
Staff Jared Parks and Franke Deuter have been seen at many a RALLY Conference, and their educational reminder that
-easements are not movements to be anti-development
-easements help assess land’s best suitability
-easements protect that land based on the characteristics that the land itself already contains within it’s habitat (think land whisperers)
-showing how losing over 102 acres over 25 years redefines how people look at sea rise and the term climate change
-Defining and breaking down land monitoring (OBSERVING AND NOT ASSESSING!)
All paint the picture of the difference between people claiming supposed facts about the land, versus the people willing to be out there on and among aspects of the land, to be the actual painters of what is happening with lands we call home. Politics does not play a role in the reality of the lands we live, work, play, and recreate in at the end of the day.
There is MUCH to learn in how we, as residents of the Eastern and Lower eastern shore respect the very land we hold so dear to our hearts, but what really counts is the action we are willing to put forth, as well as the willingness to reserve the time to make room for putting ourselves in the middle of such actions, to best protect and preserve that very land. Organizations like the Lower Shore Landtrust, The Nanticoke Watershed Alliance, The Nanticoke River Watershed Conservancy, The Sussex County Land Trust,The Nature Conservancy,The Sussex County Preservation Coalition, all might sound the same to you. But it is worth your time to spend time to go to each group’s site meetings, and events, and differentiate and define how each play a unique role in the environment and our state, as our state grows.
That is what separates myths and hypotheticals to the boots on the ground you can have for priceless aspects of what makes Delaware unique to visitors and those that call Delaware home.
PAVEing a Blog 