24
December
2006
Pictures of our project:
Annes desk that is in the memorial.
This is the railway tracks that people walk on in the memorial.
One of the walls in the memorial. This wall has facts about the war on it.
Another wall in the memorial. This wall has quotes from Annes diary.
This is the entrance of the memorial. It is ment to be like the gas chambers with the shower heads.
this is a top view of the memorial.
Eslrs that we achieved while doing the project on Anne Frank.
Effective communicator
Collaborate with others in appropriate learning situations to achieve group goal.Example:We all worked together to get all work done in school, in class, and out side of school. We did this for English but we made the model to improve our model building skills.Evaluation:Excellent
Demonstrate the skills of effective collaborationExample:We communicated after school to get more work done and reach our goal. We talked about our ideas, and got what we had to get done, done!Evaluation: Good
Self directed learner.
Demonstrate competency in goal setting, time management, and organizational skills.Example:We planned out a Blue print, and we organized a time to meet after school so we could get things done. We made sure t that we had a majority of the project done by Monday. We also organized who would do what when, so we new what every one had to do.Evaluation:Good
Academic achiever
Demonstrate the ability to work both independently and collaborativelyExample:We all took on our own responsibilities with the writing work, but we all worked together on the visual, and putting it together. Evaluation:Excellent
Critical thinker
Solve problems using a variety of strategiesExample:The Silver paint pen sank into the styrofoam, so then we decided to say that it was engraved like the Vietnam war memorial in
Washington D.C. Then for the other wall we changed pens. We had to do what we could!Evaluation:Good
We all worked together very well from the very beginning. We all pitched in ideas for our memorial, and we all helped assemble it in and out of school hours. Mitchell and Taylor brought all the things to make the model, and Laurent and brought the lap top and assembled the model with Taylor and Mitchell. We all put our heads together to get the model figured out. We had many ideas and great ones at that, so it was hard to know what to do. In the end we finally got some ideas down and all agreed on them. It was the little things that we all came up with, like
Taylor suggested we put down train tracks as you walk through the memorial. Laurent gave us all the idea to put in the gas chambers (showers) in as you walked in. Mitchell came up with the brilliant thing of putting in the desk, and actually making it stay up. Every one wrote something for the written part as well. We all had about 2 things to write about, so it was fair and no one person did all the work, because sometimes that does happen.We all worked really well and we all feel that as a team we were exceptionally strong.
When we first got the choice of the two different projects, our group thought almost straight away that we should do a memorial. In this spectacular memorial we have put many things all with different meanings that all just happen to have something to do with Anne Frank. To be able to create such an extravagant display we have used many things including tooth picks, Styrofoam, paint, paper, and even a laptop. After we had all the materials, it was time to get building. First we got the (already painted) floor and glued the (already painted) walls on it, next we made train tracks with toothpicks, then we made a desk, and finally we put shower heads up to represent the gas chambers.After all the craftsmanship was finished we decided to designate who would write what and who would do certain things over the weekend, for a paradigm we told Taylor to do the ESLR’s, Laurent to do the symbols, and Mitchell to do the summary/grade write up.Since we all (Taylor, Laurent and Mitchell) put such hard work in to this we would definitely give ourselves a good grade. We believe this because we did all the ESLR’s (at least one bullet from each) and put our hearts and souls into completing it. Overall on this project, because of the above reasons, we as a group definitely deserve an A- if not an A.
What it says on the walls:
Black wall:
Who would ever think that so much can go on in the soul of a young girl? I don’t think my opinions are stupid and others do; so it is better to keep them to myself.
I wonder whether you can tell me why it is important that people always try so hard to hide their real feelings?
White wall:
Approximately Six Million Jews were killed.About 220,000 Roma were murdered
Holocaust victims at 9 to 11 million, are just a rough approximate of the number killed
It is estimated that is
Berlin alone, 1600 Jews killed themselves rather then face the feared camps.
1.5 million Children were exterminated in the holocaust.
Posted: Anne Frank, WWII
24
December
2006
Taylor Fifield and Adrian Lin Drama 8 November 15th 2006
2nd Draft of Anger ScriptEmotion: Anger
Erica: Knows who Isobel’s love of her life likes but wont tell her. Eventually gets angry thinking Isobel is using her. Outgoing, popular.
Isobel: Wants to know who the love of her life likes, and Erica won’t tell her. She knows that Erica knows who the love of her life likes. Eventually gets angry because Erica won’t tell her. Shy, quiet.
Setting: Fitness Room
Time and Date: a nice sunny afternoon in a cool small fitness room, on the 26th of July 2005.- Isobel and Erica walking in -
Erica: He’s from out of town. He says that he and his family just move from one place to another every few months. They’re trying to find the “perfect” place to live.
Isobel: Oh, that’s too bad. He seems really nice
Erica: Yeah, but look on the bright side. We’re here doing yoga and I’ve been looking forward to this all week! (Laying down yoga mat)
Isobel: I know what you mean. I have been having such a stressful week and yoga is just what I need. (Laying down yoga mat)- Erica’s mobile phone rings and she picks it up –
Erica: Hello, Erica speaking. (Pause). Really? That’s great. Thanks for the update.- Erica hangs up her mobile phone –
Isobel: What is it? What’s great?
Erica: Lilly just called me and guess what? She said that he and his family are gonna stay here. Yeah I know. How lucky are we? So, what’s up?
Isobel: Nothing much really. I’ve just been doing school work. Oh, before we start can you just tell me who he likes and then I can stop asking you.
Erica: I am not going to tell you even if I knew. Plus, you’ve already asked him a million times. Do you like him or something?
Isobel: What, no. Don’t be silly. I just asked. I’m just curious. And, I haven’t asked that many times…
Erica: Yes you have. Remember at lunch you asked me 6 times, and each time I didn’t tell you. Then you went over to Stacie and asked her 6 times too. Let’s just forget about all this and continue with the stretching. You can lead today.
Isobel: Fine. Okay now bend down. (Hold) to the left (hold) to the right (hold) and slowly go up.- Pause -
Isobel: Erica, do you think he might like Melissa? She is really pretty and soooooo nice. What is not to like about her? Plus all the guys say she has got it going on. Whatever that means.
Erica: I don’t know. She is nice and all but not really his type. Jessica seems more his type.
Isobel: Jessica? Ya could be. Stacie is totally his type.
Erica: Actually you are right she does seem to be his type. He doesn’t like her though.
Isobel: Hmmmm… What is his type anyway?
Erica: Sweet… Innocent… Kind… Everything your not.
Isobel: What? I’m sweet and kind.
Erica: (slow laugh) Haha. You are totally not those things little one.
Isobel: I am so not little I have grown like 2 inches since last year! And hello, remember when I did all those after school tutoring classes for disabled students? (Stops stretching)
- silence -
Erica: Hey, so how’s life? Mine is like so super fantastic!
Isobel: Nothing’s really happening, just doing homework. Have you done the “How to be popular” video yet? It’s so hard.
Erica: What? It’s probably been the easiest homework I’ve gotten all year. Just get a camera and explain how to be popular, and I already am, so it’s so simple.
Isobel: Well I have no idea how to do it. Every time I get in front of the camera I get so nervous and I can’t even think of what to…
Erica: Oh Shoot. I think a broke a nail. I hate this yoga position. It broke my nail, and I just got a manicure yesterday. It even messed up my hair. Look at it.
Isobel: Well, it doesn’t matter that much, it’s just a nail, and I’m sure you can just comb your hair.
Erica: Uh, it does so matter. My nails are so beautiful and so is my hair. Without them, I’d look just like an average person.
Isobel: So who does? ummmm. He like? Is it Jessica?
Erica: Oh my gosh! Could you stop talking about him? And, I don’t even know if he likes Jessica because I don’t know who he likes. Are you sure you aren’t interested in him, coz people who ask this many times have got to be more than curious.
Isobel: So what if I am interested? So what if I am curious? What is it to you?
Erica: Well, it’s just that I wanna know if you like him or not.
Isobel: Okay, I won’t lie to you. I do like him, but no one will tell me who he likes. No one. Not a single person.
Erica: There is a reason for every thing Isobel.
Isobel: Okay, whatever. Why can’t you just tell me who he likes so I will stop asking you and annoying you all the time. - Stop doing yoga -
Erica: I can’t. I don’t even know who he likes.
Isobel: Remember that time in eighth grade when you liked that *ugly* Spanish guy? I told you who he liked the second you asked me.
Erica: Yeah, but you were wrong. You told me that he liked me, so I totally went for him. I did stuff that I never thought that I would do to impress him, but when I finally asked him if he’d go on a date with me, he turned me down. I looked like total fool.
Isobel: sorry, but it’s the thought that counts.
Erica: Sure, but it doesn’t count as you helping me since you didn’t and I made myself look really stupid. In fact, it should actually be like a negative and you owe me on now.
Isobel: C’mon just tell me who he likes. I know that you know and you’re just keeping the information.
Erica: You know what? Everything’s becoming clear now. You’re just using me. You don’t actually want to be my friend. You know that I know, and I do know. All you want is for me to tell you who the love of your life likes. Once you have that you’ll forget all about me and hang out with your other friends.
Isobel: That’s not true! You are my friend and I just want to know who he likes.
Erica: Oh yeah? Then how do you explain the fact that just last Sunday you left me waiting at the new mall they just built? You know how much I was waiting to go shopping with you there. They have all the popular brands and the latest fashions there. How could you forget to come? If you had at least forgotten and stayed at home, then it wouldn’t have been so bad, but instead you’re at the opening of that stupid bookstore while I was walking around alone at the mall.
Isobel: I’m sorry. I’ve already said it thousand times. I know I should have come and I know how much you were looking forward to shopping there. Please forgive me. It was just that one time.
Erica: But the thing is you went with him! Who would wanna go with you anyway?
Isobel: Well he wanted to! So what is it to you?
Erica: Well, nothing. My point is that you’d rather spend time with him than me.
Isobel: What? That’s soooooo not true. I spend time with you. Like right now I’m here at the fitness center with you. (making eyes roll and widen)- pause look at each nothing awkwardly -
Erica: See, you are just using me to find out who he likes, but please. I just want to spend more time with him.
Isobel: What?! What did you say?
Erica: Nothing, I meant I wanna spend more time with you…. (soft) And your annoyingness
Isobel: Something strange is going on here. And its not just you!
Erica: Uuugghh! No. Nothing’s going on. I just said the wrong name that’s all. No big deal.
Isobel: You sound like you like him too. Before you were upset that I went with him to the bookstore probably coz he wasn’t spending time with you. And then you just happened to say the wrong name when you were saying you wanted to spend more time with me. You like him too don’t you?
Erica: Fine, you got me. I do like him, but that’s why I can’t tell you who he likes.
Isobel: So now you have a crush on the guy that I like, and you still won’t tell me who he likes. So what if you like him? That has nothing to do with you telling me.
Erica: Yes it does. If I tell you, then you’ll get mad at me or there’ll be some sortta conflict between us
Isobel: Wait, are you saying that he likes you?
- END -
Posted: Uncategorized
13
December
2006
Mixed emotions, torn apart, forever more you see
She never believed in real life until she really began to see
It was time for her to go.
Time for her to make the right choice.
She was thinking about one thing, but everyone thought of something else for her.
She couldn’t seem to find her way through the darkened halls and ivy walls.
Impossible she said.
So she laid down her head and cried for a while.
They all came down and sat beside her.
The memories that flowed within her veins, they sat there for a while.
After a long time.
They finally spoke.
They said.
Just go. Away. For a while. Clear your head. Let your hair down. Just go…. away…. for us. Your passion crying “go for us”… We are here dying away and you are just sitting here watching. Here we are. Telling you to, just go.
Think.Then speak, don’t just say it, believe it. Now.
Just go. Don’t wait. Climb it. Don’t hesitate.
By:Taylor - for a reason beyond any of us. (This picture is my own. I took it when I was in one of those moods and I thought to use it for this. It is an escalator in a shopping center)
Posted: Songs, Free Writing.., Poetry
12
December
2006
Team Members: Before you begin, you must understand the interests and focus of your team members. This means you need to be able to analyze the information by taking the role of all of these specialists. Define and describe the following:
Anthropologist – a person who studies the origin, the behavior, and the physical, social, and cultural development of humans.
Archeologist- a person who studies the historic or prehistoric peoples and their cultures by analysis of their artifacts, inscriptions, monuments, and other such remains, esp. those that have been excavated.
Economist- some one who studies the science that deals with the production, distribution, and consumption of goods and services, or the material welfare of humankind.
Historian- an expert in history; authority on history. (history is the branch of knowledge dealing with past events.)
Linguist- some one who studies the science of language, including phonetics, phonology, morphology, syntax, semantics, pragmatics, and historical linguistics.
Theologian- a person who studies and analysis that treats of God and of God’s attributes and relations to the universe; study of divine things or religious truth; divinity.
Step 1: Journey to a New Land
Where did the Aztecs originally live? What prompted them to relocate? Where did they end up and why? Chose an artifact, which you feel best, represents this event. Support your choice.
Atzlan – in the north west Mexico. They went there because there was a person in their land that had a vision that said they had to go to this place. This person that saw the vision was Tenoch.
Step 2: Tenochtitlan
The Aztecs ended up in the middle of a lake and built their new capital Tenochtitlan. What were the pros and cons of settling in the middle of a lake? Describe the lay of the land and chose an image for your exhibit.
This land was a wet, marshy land that was a large lake. The Aztecs would fill up some of the parts of this land with plants and black sticky mud, so they could build things on the lake. This was called Chinampas. This was very effective and they made this land wonderful.
Pros- They had a lot of food that came from all the snakes, and rats. They were able to build on the land when Chinampas were formed.
Cons- It was all marshy and it was snake infested.
Step 3:Polytheism
Which gods were worshiped? The pyramids were built for what purpose?
Tezcatlipoca this is the god the god of the Great Bear constellation and of the night sky.
Quetzalcoatl - was the god of morning and the evening star
Tlaloc - was the eighth ruler of the days and the ninth lord of the nights.
Chalchiunhetlice – he was the god of the fourth Sun, Chalchuitlicu, had been a water goddess, copper-coloured and dressed in emerald green.
Huitzilopochtli – was the god of war, one of the most important gods.
Xipe – Toltec
They would build temples for different types of worshiping for the gods.
Step 4: Social Order
Who are the different members of Aztec society? What are their roles? Choose an artifact that represents the social order of Aztec society.
There were slaves, commoners and nobility.
The slaves were very poor and they could possibly buy their freedom. These were very poor people, and treated with little respect.
The commoners were in the social group called Macehualtin. They traded and were had more money than many slaves, but less than the nobles.
The nobles were born noble or earned it. Warriors and priests were noble as well. artisans, physicians, and wise teachers were considered noble as well.
Step 5: Communication
The Aztecs have a spoken language. What was it called? Did they use any other forms of communication? Include an example of either written or visual language of the Aztecs.
They spoke Nahuatl. This language belongs to a group of different languages in the Indian group. Today this language is still spoken in some remote parts of Mexico were these cultures are still living today. They didn’t use words as a a form of writing they used pictographs as a form of writing, and communication. Pictographs are pictures “represent words, ideas, or groups of words or ideas by means of elements that visually portray their associated meanings”
Step 6: Economy
How did the Aztecs grow food and what was their main crop? Did they trade and with whom? Did they have a currency (money)? Find an image for your exhibit about making a living Aztec style.
The Aztecs have a lot of corn, chili, peppers, squash, tomatoes, beans, and some other kind of foods. Pochteca, the traders traded with different people around Mexico. The Aztecs use cacao beans as a form of currency.
Step 7: Arrival of the Spanish
Discuss the Impact of Spanish Contact 1519 from both the Aztec point of view and the Spanish point of view. Find an image depicting this event.
When the Spanish first arrived at the land of the Aztec empire was at its peak. The Aztec believed that Hernán Cortés was one of the gods Quetzalcoatl. A woman named Dona Maria helped Hernen Cotes. They worshiped him in the start but then the Spanish wanted to rule over the Aztec so the Spanish began to kill people and many emperors were killed. The Spanish then left to go subjugate the rest of Mexico.
Step 8: Fall of the Empire
Discuss La Malinche or Dona Marina. Debate her positive/negative impact on Mexico past and present. What does the term Mestizo refer to? What influences remain today from Aztec culture of the past?
Dona Marina was the daughter of a noble Aztec family, when Cortes came she ha no choice but to go with him, she had no say in the matter.
Posted: Uncategorized
3
December
2006
You should seen us, after that night that we spent with you, crying we were, endless to be.
We couldn’t get it through our systems, that you were going, we just couldn’t believe it.
You have done so much to help us.
You’ve been there when we called gor you, in darkness or in the light.
You would hever guess what we all said in our hearts, in our hearts, we didn’t speak a word.
No one could smile.
No one could laugh, at all.
We acted happy all day, but inside we cried.
No one could say your name with out a sheading a tear.
No one could pass another with out saying “did you hear, about her, leaving us here.”
By now your on that plane, you’ve gotten off, and gone home, were you thinking of us, when said good bye to this place
We will never forget your smile.
No one could ever bring back your laughter ,that filled that halls.
No one will smile, again, for a while, you see.
Because right now we’re crying, our lives fulled with sorrow, this is for you, when you are gone.
No could, and never will smile fully with out you……
By: Taylor - for all those you have just lost Paula as a friend. Smile please. It hurts all of us.
Posted: Free Writing.., Friends, Poetry
3
December
2006
Article…
Aesih Irawan was drinking iced tea at a friend’s house near the beach in Pangandaran, a resort town on the Indonesian island of Java, when the ocean crashed through the living room. The 27-year-old housewife was seized by the churning water and carried hundreds of meters down the beach before she became tangled in cable, which prevented her being swept out to sea. Irawan survived, but almost 700 people were killed, nearly 1,000 injured and some 20,000 families left homeless by the July 17 tsunami that hit a 177-km stretch of Java. Triggered by a magnitude-7.7 undersea earthquake about 200 km offshore, the 2-m waves that slammed ashore were a frightening flashback to the December 2004 tsunami that claimed the lives of 230,000 around the Indian Ocean. Now, as then, the victims were taken by surprise. “There was no warning,” Irawan says. “We didn’t even feel the earthquake.”
It wasn’t supposed to be a surprise this time. Soon after the 2004 disaster, the international community began work on a regional tsunami-alert system for the Indian Ocean similar to the one already operating in the Pacific Ocean. Germany, Japan, the U.S. and others helped to upgrade the region’s shore-based tide-gauge stations, which can measure the sea-level changes caused by a tsunami, and planned to install sophisticated deep-ocean buoys off Indonesia to detect tsunamis when they’re still out to sea. By last month, the United Nations Education, Scientific and Cultural Organization (UNESCO), the U.N. body leading the international effort, declared that an interim alert system was up and running. Warnings would be relayed to Indian Ocean nations from existing tsunami-monitoring centers in Hawaii and Japan.
Those centers, which rapidly interpret earthquake data sent in by seismic observatories around the world, detected last week’s Java tsunami. But due to gaps in the way a tsunami alert is broadcast to the public, no warnings reached the people on the Javanese beaches?underscoring just how difficult it still is to protect the most vulnerable countries from killer tidal waves. “Let’s not kid ourselves and think we solved the warning problem because we can detect a tsunami and say, ‘It’s coming,’” says Laura Kong, head of the International Tsunami Information Center in Honolulu. “We have to make sure that the information gets out to the last person, and that they know what to do. We’re not there yet.”
What went wrong? Patricio Bernal, executive secretary of UNESCO’s Intergovernmental Oceanographic Committee, says the response to the Java tsunami actually represented a success for the interim warning system?and in a sense, he’s right. Just 17 minutes after the earthquake struck off the coast of Java, scientists at the Pacific Tsunami Warning Center (PTWC) in Hawaii crunched the seismological data and sent a bulletin to colleagues in Jakarta, warning of the possibility of a local tsunami for land within 100 km of the temblor’s epicenter. In the 2004 tsunami, those simple lines of communication did not exist. But that’s the easy part. “The initial system did work,” says Bernal. “From then on, it is the responsibility of the Indonesian system.”
What came next was a failure to communicate. About 20 minutes after the quake, the Indonesian Meteorology and Geophysics Agency’s technical department for tsunamis received the e-mail bulletin from PTWC in Honolulu that included a warning about the risk of a local tsunami, according to Fauzi, the department’s chief. Fauzi told Time his agency subsequently relayed text messages warning of the quake to about 400 Indonesian officials in disaster management, but there was little they could do: there were no alarm bells to ring on the beach, no emergency broadcasts to transmit over the radio or TV, no way to warn the people on the coast. The Ministry of Research and Technology, which heads the development of Indonesia’s tsunami-warning system, came under criticism for failing to raise a clear alert, but officials point out correctly that the interim system is still far from complete. And because the quake occurred so close to shore, even a flawless system would have been hard-pressed to disseminate a warning in the roughly 30 minutes it took the tsunami to reach the beach. “It’s not enough just to tell people,” says Fauzi. “If they are not prepared and don’t know what to do, you could create even more confusion and panic.”
That last mile is the hardest one, and even rich countries can be caught off-guard?witness Hurricane Katrina. Indonesia, with its 54,716 km of often densely populated and earthquake-prone coastline, is particularly exposed to the threat of local tsunamis. “There need to be sirens or SMS messages on cell phones or even Internet warnings,” says Arthur Lerner-Lam, director of the Center for Hazards and Risk Research at Columbia University. “The public has to be aware of what to do, and that’s education.” In Indonesia, such educational programs are only in place on Sumatra, which bore the brunt of the 2004 tsunami, and even there, only pockets of the island would be prepared if a wave hit tomorrow. “The rest of the country is still very vulnerable,” says Pariatmono, coordinator for the development of the tsunami-warning system.
The level of readiness also varies among other nations around the Indian Ocean. Thailand, which lost 8,000 people in the 2004 tsunami, has worked hard to improve local warnings, erecting 62 sirens on towers along beaches in six provinces, each capable of alerting people as far as 2 km inland. Those alerts are issued by the government’s National Disaster Warning Center, the first such command post opened in the region after the 2004 tsunami. Sri Lanka, too, has earned plaudits for coordinating with UNESCO’s regional efforts, and developing a strong system for disseminating warnings from the capital, utilizing churches and temples to help sound the alarm.
Too often, however, politics have trumped practicalities. Initially the Indian Ocean warning system was supposed to be truly regional, with a single center processing and sending out alerts to endangered countries. But that plan collapsed as various nations balked at sharing data and responsibility; instead they competed to host the headquarters. The result is a net of national tsunami centers, hopefully sharing data but currently less integrated than the system in the Pacific. India has decided to go it virtually alone, investing $30 million to create a detection system that will in many ways mirror UNESCO’s. Unlike the Pacific, “this is not a region that has a history of cooperation,” says David McKinnie, coordinator for the U.S. National Oceanographic and Atmospheric Administration’s Indian Ocean Tsunami Warning System Project.
Another worry is that a heavy focus on detection technology for the entire region may be draining resources from the more critical problems of basic preparedness in those areas most threatened by tsunamis. “In western Sumatra, there is no emergency preparation beyond what would save 1% of the people here,” says Kerry Sieh, a geologist at the California Institute of Technology who has spent years studying Indonesia. Sieh fears that a tsunami far deadlier than the one on July 17 could strike the western coast of Sumatra or Java at any time, and warns that the international community first needs to devote itself to the unglamorous work of building up basic seismology and education within the country, to ensure that every Indonesian in harm’s way is ready to respond if the big one hits. “Otherwise, it’s a tragedy waiting to happen.”
The Tsunami… December 26th 2004… a massive wave… lives lost… this is what it was.
This is where the tsunami took place, Asia.
This is a picture of people running away from the massive waves that hit countries on December 26th in 2004.
This is what most places looked like after the Tsunami hit.
Posted: Social Studies Bk. F
3
December
2006
English… Anne’s Quote…
I don’t think my opinions are stupid and others do; so it is better to keep them to myself. (Page 102)
What are your thoughts about sharing opinions? Do you agree with Anne, that it is best to keep your opinions to yourself because no one will understand them, or is important to share them nonetheless? Read page 163 before starting this post.1. Write a letter to Anne explaining to her whether you agree or disagree with her. Please explain your answer.
1. Write a letter to Anne explaining to her whether you agree or disagree with her. Please explain your answer.
Dear Anne,
I know where you are, and what your situation is at the present moment, but it is not healthy to keep things locked up inside. I dont think it is the best thing to do right now, with all that you are going through. It is natural to be somewhat expressive and open.
You might stay awake at night thinking about different things that you just can’t get out of your mind. I know that you tell kitty these things most of the time but there are sometimes where you need feed back and kitty can’t give that to you. Some times I know that you want to keep things inside because you are scared about what other people might say, scared they might judge you. Not every one is going to agree or even listen to what you say; it’s just the way life goes sometimes. All you need to do is bring out your ideas and see how people react to them. Different people have different opinions on people’s ideas. Now I know you have tried this on may occasion and I hasn’t gone so well, but ever heard of trial and error?
I totally agree with what you said on Thursday, 2nd March, 1944. I mostly agree with “we aren’t allowed to have any opinions. People can tell you to keep your mouth shut, but it doesn’t stop you having your own opinion. Even if people are still very young, they shouldn’t be prevented from saying what they think.” I completely agree with this. A Lot of the time the ideas of the young population are different and original and could have use to people, so they should be shared. Some adults sometimes think that the opinions of the younger population are silly and don’t really mean anything, when in truth sometimes they do.
Keeping things inside and never sharing them has many different effects on people that can take place now or later in their lives. People who keep things might grow up to be very shy, quiet, and never contribute to the people around them. Another effect could be that they might never be able to really open up to friend, life partners, and close friend. They might think like you think now. “They will think that what I say is stupid” so it is better to start being a little more open now. I am not saying that you have to be completely open about your self and tell every one every single one of your ideas. Take a chance and just see the different reactions people give you, open up to them.
Now I know that you are living with only six other people and that is hard to just talk to certain people when there is no one like you. I feel that you want your mother, and the others to stop treating you like a small child and start treating you like a real person or young adult. Maybe if you make your ideas sound a little older then people might want to listen.
Just try to give your opinions, don’t shut yourself off completely its not good for you. Tell them to Kitty, but also tell them to other people around you, just try Anne, for me.
Yours truly,
Taylor
Posted: Anne Frank
