Category Archives: PLP 11

Liars in the Midst of Friends

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Shakespeare has been something that people study in school for, well, a long time. The 1950’s are a very interesting part of history, full of threats and standoffs. So why not combine the two into a project?

For this project, we’ve been studying Macbeth, the Shakespeare play, and the world post WW2, and the Cold War. While learning about these topics, we’ve been assigned something called This Week I Learned posts, or TWIL posts. Each week, with our teachers lectures and our study of Macbeth, we have to find a connection between Macbeth and the 50’s. This week, I’ll be focusing on secrets, and the impact they have.

The Potsdam Conference, which took place July 17-August 2nd, 1945, was the last time The Big Three met. The Big Three were the leaders of some of the biggest players in WW2; Harry Truman, president of the United States who just replaced FD Roosevelt, Winston Churchill, British prime minister who was replaced halfway through the conference by Clement Attlee due to an election, and Soviet leader Joseph Stalin. The Potsdam Conference was where they, among others, discussed post-war Europe. During this conference, Truman got the phone call that told him the Trinity test was successful. Now, Truman had this huge power, and didn’t really want to tell those at the conference, chiefly among them Stalin. He did tell Churchill the news, creating a ‘two against one’ dynamic.

In Macbeth, after fighting many great battles, Macbeth returns home to his Lady Macbeth with strange news. While returning from battle, he was visited by three witches, who declared he would be king. Macbeth has great ambition, so with the spurring on from the witches and his wife, they hatch a plan to kill the king, Duncan. One fortunate part of their timing is that King Duncan is coming to stay at their home for one night. These three big players, the killers and the killee, creating a ‘two against one’ dynamic.

In both cases, Macbeth and Truman know the repercussions their actions can have. In Truman’s case, the superpower that man has discovered can create mass destruction. in Macbeth’s case, he knows the death of the king will have a devastating impact on their kingdom. That doesn’t stop either of them, though. Two of the three are in on the secret as well, but in both cases Macbeth and Truman aren’t super great at keeping the secret. Macbeth has a moral struggle, and cannot act the part of ‘the innocent flower’. Truman mentions to Stalin that they have a weapon, not hiding it as well as maybe he should.

Both Macbeth and Truman are in the midst of a Shakespearean ‘fair is foul, foul is fair’. Macbeth can become king, but only by killing King Duncan, his kinsman and honoured guest. Truman can end WW2, one of the worst wars in history, but only by murdering tens of thousands of innocent people. There is no good decision for either of them.

Improving 1% at a Time

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In our PGP course, we try to better ourselves, make ourselves more efficient, and ready for the real world. Last year, we read a couple self-help books. This years book, Atomic Habits by James Clear, is probably the best one we’ve read. It is again a self help book, but it focuses more on why it works. Also the other ones we read were very teen-focused, which I found a little odd. This one was for all ages, and it focuses on the little things, the atomic things.

Law #1: Make It Obvious

The first ‘law’ of the book, Make It Obvious, focuses on just that, making it obvious. Each thing we do, each little habit, has different cues. For old habits, these cues can be invisible, unnoticeable. Until we can recognize the habits, and the cues that trigger them, we can’t change them. 

One thing the book says to do to help you with this is the habits scorecard. The habit scorecard makes you write down everything you do in a day, and mark it as positive, negative, or neutral. Doing this helps you become fully aware of what you do each day, each habit that your brain does automatically.

I decided to only look at the mornings and nights for these, because they are usually constant, while my after school activities are constantly changing. Once I had all of these written down, I could see what needed to be changed. Each of these things I do automatically, which is not necessarily a bad thing, but cues in the environment impact each of these things. For example, waking up and going on my phone right away is not necessarily a good thing, but I can see it is triggered by my alarm going off. By changing what my alarm is in the mornings I can stop myself from going on my phone. 

One thing I have been trying to do this year is read more. Using the implementation intentions from the book, and the habit stacking, I can do just that. 

Implementation intentions are a kind of command system for what you plan to do. They are structured in a way that makes them very clear and to the point. I will [BEHAVIOR] at [TIME] in [LOCATION]. By having them set out in a very specific way, you can’t really escape them. For my reading goal, I have created an implementation intention.

 

The next part of the process is habit stacking. Again, structured in a very clear way so as to make life easier. Habit stacking uses another habit that you do already, and makes that a cue for your new habit. After [CURRENT HABIT], I will [NEW HABIT]. The old habit that you do automatically sets you up for your new habit.

Law #2: Make It Attractive

The second law of the book, Make It Attractive, focuses on, well, making the habit attractive. The opposite also applies. If you want to break a habit, make it unattractive. There are a few ways to do this. One of the ones that stood out to me was using temptation bundling.

Temptation bundling works for me because like habit stacking and implementation intentions, there is a formula laid out for you. In this case, the formula is: After [CURRENT HABIT], I will [HABIT I NEED]. After [HABIT I NEED], I will [HABIT I WANT]. This works because it again applies to a current habit. This anticipation of something you want coming after the habit you’re building can make you more likely to do it. This temptation bundling really has worked for my reading goal, because sometimes all I want to do is go to bed, but I know I should read.

Law #3: Make It Easy

The third law makes a lot of sense, and has made the habits I am trying to master a whole lot easier, hence the name, Make It Easy. This law focuses on reducing the friction of your habits, or increasing them in some cases. 

For the case of the habit I want to start, the reading one, I’ve tried to decrease the friction in a few different ways. First, my book is on my bed, right beside my pillow, so when I get into bed I don’t have to get up to get the book. This also gets rid of my excuses of ‘being to cold to get the book’. I’ve also used the two minute rule, which makes the habit seem like less of a chore sometimes. Basically, what you do is make the habit into something you can do in two minutes. So even if I only read for two minutes, I have read. Sometimes I’ll start with that intention, the  end up reading for the whole 15 minutes.

For the opposite side, creating more friction, I’ve been working on going on my phone less. Using the screen time features that Apple has, I set a timer for 1 hour on social media. There is no password, so I can ignore for 15 minutes, but it still creates that friction that says ‘instead of going on your phone, maybe do something else’. It doesn’t always work, but these things take time.

Law #4: Make It Satisfying

The fourth law, Make It Satisfying, has really helped with my reading goal. Using the idea of a habit tracker, I’ve been keeping up with my reading, which has been fun and rewarding.

My habit tracker is a reading planner I got for Christmas. It has monthly reading goals, a place to review books, and a bunch of other cool things. The thing I have found the most useful out of it is the weekly planner. Each day, it asks you to write down how many pages you read. Having a chain that doesn’t end is so satisfying, and at the end of the week, when you add up how much you’ve read, it really does add up!

The other part of the fourth law I’ve found helpful is a habit contract. The habit contract makes sure you do what you are supposed to do by making you report to a designated person. So now, I’m not only letting myself down if I don’t do the habit, I’m also letting someone else down.

Overall, this book was super helpful. I really like the concept of breaking things down to the ‘atomic level’, and sorting them out from there. It makes things look more achievable!

 

Mos Eisley Cantina; The Poetry Club

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Star Wars is a huge franchise. With over 10 movies, multiple television series, and more merch than anyone can comprehend, Star Wars is a huge part of pop culture today. To make something like these movies, it you create another universe, full with food, culture, and religion. For this year’s winter exhibition, we pulled upon this amazing world to create a Star Wars Exhibition!

Now, if you’ve followed my blog for a while, or PLP in general, you will note that this is the second time our class has done a Star Wars exhibition. Being that as it was, we couldn’t just do the same project again. Also, in the past we have done the Star Wars exhibition in our Maker class. This year however, we do not have that class, and so we had to connect Star Wars to something we would learn about in regular class. And so our teachers did.

How can we use poetry to reflect our perspectives on people, places, issues, and beliefs?

Yay, poetry. Poetry, but with a historical context.

In the 1950’s, a wave of disgruntled writers started a movement we now know as Beat Poetry. They used their experiences, being put down by the world, the after effects of World War 2, and many others as inspiration for their work. It was performed in poetry clubs, often accompanied by jazz. This is where we found our connection to Star Wars.

https://youtu.be/g6PDcBhODqo

The ambiance of the Catina on Tatooine was similar to that of a poetry club in the 1950’s, and so our project was formed. On the night of the exhibition, we were to create the Cantina and present poetry! But to do this properly, we first had to learn more about Beat Poetry, and the Beat Poets themselves.

For this part, we were each assigned a beat poet to research. I was assigned ruth weiss. Her story is extremely influenced by the Second World War, and she continues to inspire us today. You can read more about her in the document I’ve attached.

The next big part of the project was writing the poetry. We had to learn about different poetic devices. This was not the first time we did this, we had a poetry unit a few years ago. This project was more free form, and we went deeper into a specific form of poetry. Beat poetry is often free form poetry, without rhyme or structure.

It was really cool to have this freedom within writing our poems. Our only limitations was our driving question, How can we use poetry to reflect our perspectives on people, places, issues, and beliefs? Writing poetry in this way was honesty kinda fun. One thing I friend to keep with the vibe of beat poetry was a little bit of aggression. Many of my poems were argumentative, challenging the social norms and such.

Now comes to the Star Wars bit. For the smoothest operation of this, we were divided into groups. I was in food and beverage. The idea of dividing us into groups was a really smart idea, I think. It made sure we all did our part, and that no department got forgotten about. Food and beverage was actually super fun. Our group was Jesse, Maggie and I, so we worked really well together.

The food we made was really good, and took a lot of time, with regards to research, and the actual making of the food. We wanted to make the food authentic, so we did quite a bit of research about food on Tatooine. We had Ahrisa, which were small multigrain bread rolls we made, hubba gourd, which was cut-up cantaloupe, and dustcrepes, which were spanakopita rolls that again we made. Finding the recipes and making the food took a considerable amount of time, but it was really worth it.

On the night of the exhibition, Jesse, Maggie and I were working behind the bar. Setting up the bar took a considerable amount of time, but in the end we were able to actually have people order drinks from the bar and serve them. All the drinks we served, while non-alcoholic, were based on ones from Tatooine. We had a bit of an issue with ice, but other than that, it went really well.

One of the cool parts about doing a Star Wars exhibition is the day after. Once we have put all this intense effort into this project, we get to go see the new Star Wars movie, in this case The Rise of Star Wars. It was a really fun time, and it was very rewarding to see finally what we were working towards. PLP is such an amazing program, and I don’t think there’s anything quite like it!

Now finally to the nitty gritty stuff; assessment. For this project, we were focusing on two curricular competencies.

Historical Perspective: Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, world views, and beliefs.

Create: What literacy skills am I using to write, speak, and represent in the texts I create?

I did touch on these a bit in the post, but I’ll discuss them a bit more here. With regards to the historical perspectives competency, when looking into the 1950’s, we had to do just this. The beatniks had first hand experiences in this world, and we learned about it through them. To get another perspective on this idea, I also talked to my grandpa, who was in his 20’s during the 50’s. It was an interesting perspective to look at, the Canadian perspective.

For the creating competency, we had to learn a lot about poetry, and literary devices in creating the poetry. Things like allusions and cacophonies helped our poems come to life, and I learned how language impacts us in all sorts of ways.

This project was very informative. I had a very fun time baking, some of which I had never done before. This was probably one on my favourite exhibitions! I also learned a lot about communication, with other groups and my own. Also communicating to an audience. It was definitely a time!

Beelzebub on a Stick

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Leadership is tricky. Power is a balance. And every human is capable of ‘sharpening a stick on both ends’. Welcome to Lord of the Flies.

For this project, we had to read, you might have guessed, Lord of the Flies by William Golding. This book, though old, relates on a very deep level to our society, and how pretty much tribalism runs our society. Now, tribe is a kind of loaded word. You may be thinking of ancient man, but the actual definition of a tribe is “a social division in a traditional society consisting of families or communities linked by social, economic, religious, or blood ties, with a common culture and dialect, typically having a recognized leader.” So you can see how this definition of a tribe can actually apply to our society. The driving question for this project is actually 

What is the Role of Tribalism in Society?

Before we get to that, I’m going to talk about, well, the book. 

THIS PORTION OF THE POST CONTAINS SPOILERS. IF YOU HAVE NOT READ LORD OF THE FLIES, SKIP OVER THE BOOK SECTION.


William Golding’s Lord of the Flies was written to sort of make a point. He is quoted as saying “Wouldn’t it be a good idea if I wrote a book about children on an island, children who behave in the way children really would behave?”. This quote is directly attacking R. M. Ballantyne’s The Coral Island. In this book three English boys, Jack, Ralph and Peterkin, are the only survivors of a shipwreck. In the book, they quickly decide on Jack as the leader, and have many great adventures with inhabitants of the surrounding islands and themselves.

 

Golding didn’t think that was realistic. He wrote the Lord of the Flies to show how, when unbounded by the rules of society, people will resort to savagery. In the book, it was boys who lost society, but the idea applies to all humans. He just used children because they would lose their civility sooner. 

Without civilization, humans resort to savagery.

All power needs to be balanced by a shared responsibility.

Innocent people have the ability to become evil when removed from civilization.

When no longer bound by the confines of societal consequences, humans feel free to act upon their initial instincts and detach themselves from civil society.

In the absence of societal structure, humans fall back on their violent and destructive nature. A primordial instinct is released.

The book is full of symbolism. Each of the boys represent a different part of society, and the different styles of leadership. One of my favourite pieces of symbolism in the book is that of the fire. The fire, the thing Ralph clings to for most of the book, represents their ties to society, their ties to civilization. At the beginning of the book, the ties are still there, and the fire burns well. The first time the fire goes out, when they killed their first pig, they lost a part of themselves. They killed a living thing, and that took something from them. As the book goes on, the fires continue to die, until at last, there is no society left. The final fire, the one that ravages the island, has no ties to civilization. It is just destruction, chaos, and everything the boys become.

The book was very interesting. Honestly, the ending was more traumatizing than I thought it would be. There was so much more death than I thought. Also, Rodger is a total psycho. I can forgive him for the Piggy thing, but wanted to behead Ralph and mount his head on a stick is a totally different issue. Children are psycho. 

As I mentioned before, the project was on tribalism, like the tribes in Lord of the Flies. Tribes run our society, groups of people brought together by common ideals. In this project, we were studying some of these tribes. Some examples of these are self help groups, gangs, fan bases, but the tribe our group decided to study was the Royal Canadian Mounted Police!


The RCMP is a very interesting tribe, and a vital one in our society. They have a recognized leader, common values, and have a great sense of pride in their identity. We were actually able to interview a retired RCMP officer, Mr. Bob Bell.

Emily- What is the identity of the RCMP? What is their image, their values, what are they trying to preserve? 

Mr. Bell- The RCMP has a proud history. Formed in 1873 by the government of PM John A McDonald as the North West Mounted Police (NWMP) the objective was to protect the huge empty territory between the new provinces of Manitoba and British Columbia. There had been a massacre at Cypress Hills there was fear of US military intervention, violence against the indigenous people by whisky traders. 300 NWMP officers marched west on July 8th 1874 to protect all of those issues which they did very quickly. The NWMP became the Royal North West Mounted Police (RNWMP) in 1904 and the Royal Canadian Mounted Police (RCMP) in 1920. When the Headquarters moved from Regina to Ottawa. My last posting before I retired was in Regina and my office was that of the Commissioner of the RNWMP. Cadets are taught and immersed in that proud history, taught those values and taught to preserve the image and values of the proud history of the RCMP.

Emily- How do you think having an identity benefits the RCMP (perhaps focuses missions, gives the public role models, etc.)?

Mr. Bell- The RCMP have a world wide reputation. The iconoclastic uniform is known everywhere. With Liaison Officers at embassies around the globe the RCMP Foreign Service  have  contacts with police officers and investigative agencies, for two examples, the FBI in the USA and the Australian Federal Police in Australia. ( I was a liaison officer in London, England and Washington DC at different times in my career. ) So the identity of the RCMP and its members gives the public a role model in towns and villages across Canada as well as helping the RCMP in their mission worldwide.

Logan- How would you des ride the community inside the police force?

Mr. Bell-  All cadet training is carried out at the RCMP Training Academy, Depot Division at Regina, Saskatchewan. Every cadet must live in the barracks. Even if your home is in Regina you have to live in. Troops are formed 32 at a time. Cadets come from every corner of Canada and the course lasts for six months. So in terms of group dynamics, each cadet troop forms an identity, comradeship, an esprit de corps and friendships which last a lifetime. I graduated more than sixty years ago and I am still in touch with troop members although the numbers get less every year. Every year there are Troop Reunions, often held at the Training Academy, fifty, forty thirty years, after graduation they get together to swop stories and compare notes about their careers. For those who have retired from the RCMP there is the RCMP Veteran’s Association across Canada one in Victoria and another further north on the Island. So that tells you about the community inside the RCMP. I ended my career as the Commanding Officer of the Training Academy and Depot Division in Regina.

Alivia- Why did you join the RCMP? Did you always know that you wanted to be a RCMP officer?

Mr. Bell- I always had an interest in police work. I was bored with my office job as a cost accountant, living in Toronto, looked into joining the RCMP and had no interest in the Toronto City Police, I wanted adventure  and thought that the RCMP would be more adventurous by sending me somewhere across Canada. Got that right as the cadet from Toronto was sent to Prince Rupert as my first posting.

Our final product for this was a keynote presentation to the class. My group, which you may have been able to discern, was Logan, Emily and I. It was a very interesting group to work with, seeing as we are all leaders in our own way. But it was a successful though interesting ride, and I think our final presentation reflects that.

Overall, I think we done good. Though it was difficult at first, finding deeper messages within the text really helped me understand the book, and it’s ties to our world. I also learned a lot about the writing process. We had a lot of writing in this project, including a literary analysis test and journals, and all that writing really helps. Sometimes in projects we don’t do a lot of writing, other than the blog posts, but in this project we were able to practice our writing skills. Also, I had a lot of practice doing MLA’s, because I did all of ours for the project. I enjoyed this project because I was able to improve some of my skills that aren’t often used!

In the Middle of the Desert at 5am

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One thing I don’t think people talk about enough is the fact that there is a huge cultural difference between the different parts of the United States of America. It’s not that surprising, but actually experiencing it is a whole other thing. Before this trip, I had only been to the west coast of the United States, which is similar enough with culture to Canada’s west coast. This trip was something truly different.

First of all, I had no idea where New Mexico is. No idea. I knew it was kinda south, but I definitely couldn’t have pointed it out on a map.

 

The trip was the destination for this project, but before we went, we had to learn about where we were going. I can honestly tell you this is the most informed I’ve ever been on a trip.

This project kicked off in the middle of summer vacation, I kid you not. We were assigned summer readings. Our class had one book to read, and I quickly made the connection between the book and the New Mexico Field School. Knowing this, I was enticed to read the book, to get a head start on the new school year. It was difficult at times, because the book, Age of Radiance by Craig Nelson, had some very scientific knowledge that I did not have. At times it was hard to follow, but making notes helped a lot.

Reading the book, though confusing at times, was hugely helpful in understanding what we were going to be doing on the trip, and in the learning before hand. I had that insiders knowledge, and I think that made the trip, and the project, the success that it was. If I were to go back and do it again, I think I would try and do more research while I was reading the book, and have a better understanding of each thing they talked about.

The next ‘milestone’-ey thing that I thought was really helpful, or interesting, was the Manhattan Project Character Card. This is something that the teachers had very strict guidelines for. They were also not present while we were doing this milestone, which made things, well, interesting.

Us, as a class, had to pick the 16 most significant people to the Manhattan project, and each person in the class was assigned one of these people to make a ‘character card’. Except it wasn’t make, it was fill in a very restrictive template. Some people fought this more than others. I thought having a template pre-made would make things easier, but it didn’t. The template had a very small area for us to explain who the person was, what they did, and why they were significant. It’s that word again. Significant. This is what the entire project was on.

How did the development of the atomic bomb change the world in a historically significant way?

This milestone helped us have a better understanding of the driving question, stated above. Why were these people significant, and why were they more significant than someone else. My person, Klaus Fuchs, had a very interesting story, which you can read all about on the card!

Now, we come to the final product for the trip, our books. In grade 8, and grade 9, for field schools, our teachers made book templates in book creator for us to fill out during the trip. They had photos, videos, audio clips and text. Our job was to make a book that answers the driving question, using the trip to gather evidence.

At first, I thought I had a good idea. I was going to follow a theme inspired by —. It seemed like a good plan, and was commended by the teachers. Once I did it though, I was not pleased. I had all the content I wanted, the information was, I thought, pretty solid. I just HATED how it looked. It was awful.

It took me a while, but with help from my friends, I scrapped that entire theme and started again. I kept the content, which took a while to collect and I was very proud of, but I changed everything else. Also remember, this was during the trip, at the airport. I have a post all about how I used efficiently, but that’s not the point. I realized that I could do another theme, which I am very pleased with.

I’m very happy with my book. If I were to go back, I would definitely have done the newspaper theme the first go around, but it worked out just the same. I think the time I put into it really shows. Something about this really sparked my interest, so I wanted to do a good job. There were maybe more opportunities for long and well edited videos, but I did my best to capture everything I needed, and was flexible with my ideas.

And now, drumroll please,

This was probably the coolest field school I’ve ever been on. We had long days, jam packed with learning and other things, but it was amazing. I also got a lot of patches, which is some good I collect and am really happy about!

As I said, this trip was packed full of crazy stuff. So I’m just going to talk about a couple places we went to, the ones that I think best describe our trip.

Los Alamos Historic Sites Walking Tour

This was the first stop on our trip. And honestly? It really was a great first introduction to New Mexico, and The Manhattan Project. Our guide, Aimee Slaughter, was amazingly knowledgeable about, not just the Manhattan Project, but of the history of the area. She told us about the Pueblo people, the First Nations who lived in Los Alamos before the Manhattan project, and how they all tied together. She told us a really cool story about someone who lived on the land before, worked in the town, and has relatives there today. That story is in my book.

National Museum of Nuclear Science and History

One thing about learning about radiation is that it’s kinda scary. It’s this awesome power that can blow up cities, but it’s also everywhere. We did an amazing workshop with David Gibson about radioactivity. We got to use geiger counters and everything. I thought it was cool to know that radiation is everywhere, because atoms are constantly decaying and letting off radiation, but that doesn’t hurt you. It’s called background radiation!

Meow Wolf

There are no words for this. It’s like a trip of hallucinogenic drugs, but you are definitely not on drugs. There are secret passageways, slides through washing machines, portals with doors that open with hand prints, like honestly, you kinda have to go there. You could spend hours exploring that place.

Trinity

On July 16th, 1945, the first ever atomic bomb was dropped in the middle of the New Mexico desert. This one event completely changed the world, ushering in a new age of science, technology, warfare, and so much more. We got to go there. Where it all happened. It was so cool. Jesse and I spent a while conducting interviews of people, just regular people, to see why they were there. Everyone had their own reasons, but the core message was the same. This is where it happened. This is where the course of the war changed. This is where the world changed.

This was an amazing trip. We’re not that far away, and yet, there are so many differences between our culture, and the New Mexico culture. Though we have different food, and different ideas, there’s one thing we can all agree on. There was a time before the bomb was dropped, and a time after.

Improvise. Adapt. Overcome.

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PLP 11. Wow, I’m old. Since coming to this program in grade 8, I’ve learned so much about thinking flexibly, and on the recent Albuquerque, New Mexico trip, I did just that. It was 6 days of waking up ridiculously early, learning about bombs of all things, and collecting evidence.

For the Albuquerque trip instead of, as many of our field schools are, just collecting everything you can on the trip without knowing what the final product was, we did actually know what we needed. It was still a race to get information, but we knew specifically what we needed. See, for this project, we were making a book. I talk more about it in the Albuquerque trip post, but basically we had to use this book to prove that the atomic bomb was a kind of turning point for the world, that there was a time before the bomb was dropped, and a time after. Which it really is. The world has never been the same. But more on that in the other post.

For the trip, I knew a moderately vague outline of what I needed for my project. I had what goes where, all that, but I wanted to collect as much as possible so I would have it when making the book. The first thing I decided was to ask Emily if I could use her mic. PLP has lapel mic’s, but Emily’s you can just hook up to your phone, and record holding it. At first when I asked, she said she wouldn’t have room, but I said I could pack it. And I am so glad I brought it. It didn’t only help me, either. We did a lot of media sharing on this trip, between classmates. I think that decision was a huge help in all of our projects. Maybe if you didn’t get exactly what you needed, someone else did, and you could share.

Another thing that I think was a bit of a risk was talking to strangers. When we were actually at the Trinity Site, Jesse and I went around to people who had come to the site and ask them why they came. It was a risk because we didn’t know exactly how those interviews would work out. Originally, I was going to ask people about their opinions on nuclear power, but some people might not have answers. I had to adapt my book to what happened, and boy, did it pan out. I got some amazing interviews with people who came to the site. Most people wanted to come here because it changed the world, and that’s exactly what our books are about. How this one event changed the world forever.

Another thing that I did on the trip was to take advantage of time. The first draft of my book had the content I wanted, but the theme looked like literal garbage. I knew that due to the early mornings, I wouldn’t have tons of time at night to edit, because we needed as much sleep as we could get. So while driving, and even on the plane, I edited. I used the extra time, so I wouldn’t have as much work to do on the trip. Also, but constantly adding things to my book and editing it, I knew what I still needed to collect from the sites.

Overall, this was an amazing experience. Talking to so many people, it was amazing to hear how this still impacts people today. I learned so much, so much of it that I wouldn’t have been able to learn in a classroom.