Thank You!

Dear TTS Family, Friends, and Supporters,

Thank you. Thank for sending your daughters on this incredible adventure.  We have grown individually and as a group. I learned countless lessons from these amazing young women. I learned that age does not matter and that we can all dance and giggle along a river in the rainforest of Guatemala.  I learned to live in the moment and appreciate the present.  No matter where we were we had each other.  For that I am immensely grateful.  To the beautiful women of TTS25, thank you for inspiring me to continue teaching and for being a friend through it all. Thank you to my teacher team.  Sarah, Maya, Vickie, and Laurel: you taught me new lessons everyday, thank you for your dedication to this job, and your passion for life. You will continue to inspire me for years to come. Gracias to the people of Central America who hosted our group these past 3.5 months.  Twenty women, moving together as one, is truly a sight to see.  We are brave, we are passionate, we are travelers, and may we never stop discovering new cultures and asking questions about the world around us.

~Meredith Bannon

Seatbelts click closed, florescent cabin lights glow, and I can feel that enormous airplane engine humming - ready to take our TTS25 family back to our scattered homes.  While it's hard to let something beautiful end, one of the most amazing parts of this job is recognizing that each girl is now carrying something new into the world - I see confidence to take on seemingly insurmountable obstacles, appreciation, and a strong sisterhood.  The overwhelming emotion this transition brings forth is a profound sense of gratitude to all of the people who made what feels like a surreal dream into reality.

To the students of TTS25: thank you for being so brave, for letting me into your lives, for opening yourselves to the unknown, and for making me laugh every day for 104 days straight!  I have learned something important from each one of you, and that is why I love being a teacher.

To my teacher team: thank you for being the most immediate support network, for always doing what it takes to function as a unit, and inspiring me to think in new ways.  You are among the most intelligent and beautiful women I know!

To Jennifer, Aunge, Price and Leah:  Thank you for sharing a beautiful vision, and for trusting me to interpret it hundreds of miles away from you.  Thank you for the well-timed words of wisdom and encouragement, for being role models, and for giving me this invaluable opportunity.

To the families:  Firstly, thank you for bringing such wonderful daughters into the world!  And thank you for taking the leap to trust us. You made this experience possible for all of us, and I cannot thank you enough for that.

To everyone we met along the way, including TTS alums, strangers, and each person who shared their story with us:  YOU are why we travel.

To everyone else who made TTS25 possible: Thank you, thank you, thank you...

~Maya von Wodtke

I am currently sitting on the airplane in Panama City after a tear-filled hug session. We have 3 hours left together until the next phase of The Traveling School - when students become alumnae. Last night a beautiful graduation ceremony occurred as the sun set over the city. The sky turned purple, then pink. We looked at the sky, and then each other, loving the final moments of our semester.

Thank you family members who showed great trust in our school to allow your daughters to grow wings over the past 15 weeks. I thank you for allowing me time with these special young women, and smile when I think of the stories they will be brimming with when they return home to you. 

Thank you to the students who allowed me to be your teacher and learn alongside you. Thanks to members of the Board who are always present and caring when the teacher team is in Bozeman. Thank you to everyone who has allowed us to open the hearts and minds of young women to issues of the world. 

It has been an honor to be a teacher at The Traveling School, and has been an amazing run. After teaching four consecutive semesters at TTS I am attempting to live in one place (come visit me in San Francisco!) I want to thank Jennifer, Aunge, Price, and Leah who have supported me for the past few years. Thank you for trusting me in the field in one of the craziest jobs around, and thank you for always listening.

"The teacher is of course an artist, but being an artist does not mean that he or she can make the profile, can shape the students. What the educator does in teaching is to make it possible for the students to become themselves". - Paulo Freire

~Sarah White

Thank you so much for entrusting all of us with your daughters these last fifteen weeks. It has gone by too fast! I feel incredibly lucky to be part of their journey. They amazed me when I first met them and I leave inspired. They bring a thirst to learning and adventure, which continuously revitalizes my own curiosity and passion for exploration. They are a joy to laugh with, to live with and to examine this complex world with. Enjoy your daughter’s stories and energy. Although they may be exhausted when you first see them, get them talking and I’m sure it will be hard for them to stop. Thank you to all who made this semester possible for each of these fifteen phenomenal young ladies!

~Laurel Major

Muchisimas gracias a tod@s! A heartfelt thank you to the phenomenal young women who so wholeheartedly poured their all into TTS25.  Your friendship, your questions, your awesome humor, and your willingness to delve deep into the issues of Central America were inspiring.  It was an honor to learn along with and from you.  I hope you will keep in touch.  I am excited to see all that you will accomplish in the near future.  To the fellow teachers, your hard work and commitment made it an honor to be part of your team; thank you.  To the parents, family members, friends, and donors, thank your support and sacrifice.  You gave the students a great gift this semester.  To the TTS administration, who log countless hours to keep everything running smoothly, thank you for your steadfast commitment to the powerful mission of TTS.  To the TTS board thank you for believing in the school's vision.  And, to the people of Guatemala, Nicaragua, Costa Rica, and Panama, thank you for opening your homes and hearts to us.  Les agredezco!

~Victoria Cavanaugh

A few pics

Beach handstands

Last Day Schedule

Painting Workshop in Portobelo

transitioning from the field

Hello TTS25 supporters~

As students are knee-deep in final projects, presentations and exams, teachers are planning transition activities. How can we best prepare them for transference, weaving all they have studied, experienced, and learned into their lives in their home communities?

This weekend the group heads to San Blas, beautiful islands owned by the Kuna people, an indigenous group of Panama. The islands are a comarca (reservation), and we will need our passports to enter, as the Kuna rose against Panama to gain their independence. We will have the opportunity to experience how an indigenous group is utilizing their autonomy. We will continue thinking about the term ethnotourism, using one's ethnicity with outsiders to make a living. San Blas will also be the staging point for our transition activities. With the sun and the sand as our backdrop, we will begin discussing hopes and fears on returning home. This talk will lead into a workshop giving student practical tools to use when speaking about the past four months of their lives.

The weekend will provide the time for hammering out Global Presentations- the speech, activity, or class students will facilitate upon their return home to share each TTS experience. Mentors will give feedback on student presentation outlines, and then students will orally rehearse presentations in front of their mentor group, getting over any butterflies they may feel in anticipation of the event.

TTS25 is also currently brainstorming their class project, the Zenith Project. The Zenith is an opportunity for the class to work together to plan and implement a project from start to finish once the semester ends. The final week allows students to meet as a class and work through the plan, deciding roles before they all split up across the U.S. The goal of the Zenith Project is for students to remain engaged with a place they visited this semester and help create change. 

full planning mode

TTS life is full to the brim, which is why San Blas will also be a space of contemplation. Each student will spread along the beach for some solo time. Students may journal, sit, lie down, close their eyes, think, not think, be, but all in silence, soaking in the experience of being alive.

The final week is a mix of detail nuts and bolts and group appreciation time. We'll celebrate Annie's birthday on Monday, explore historic parts of Panama City and gift shop on Tuesday and continually focus on friendship and internal contemplation. We will also have students complete final feedback forms for teachers, pack their bags, and prepare for their individual flights home from Houston.

Wednesday will be full of together time, visioning exercises, and appreciations. The focus will be on writing warm and fuzzies, a long-time TTS tradition. First we will each draw a name and create a beautiful envelope dedicated to that person. Then each person writes a note, words of love and appreciation, to every other person in the group. The evening graduation ceremony will revolve around each person presenting the envelope she created to its intended person. Once the ceremony is over, and we celebrate with a delicious graduation dinner, the envelope-stuffing will commence. Each TTS25er will have a personalized envelope filled with letters from classmates and teachers. The one rule is that no one is allowed to read the letters until she is away from the group. Some may choose to read them all on their connecting flight home. Others may choose to ration them out, reading one letter per week post-semester. Still others may save them for a rainy day when they need an extra amount of encouragement. No matter how each person does it, warm and fuzzies are a fun way to share our thoughts in a meaningful way.

Throughout the week we will integrate more transition ideas - whether it is how to address the huge question, "So, how was Central America?," waltz back into friendships or seek new friendships. We'll appreciate one another and reflect back to those first days when we were all nervous about how to talk with one another. 

It is an adventurous week, and we haven't finalized every transition activity, but we'll help these incredible women get ready to get off that plane and run into your arms back home. 

Thanks for a great semester!

Sarah, Vickie, Meredith, Maya and Laurel

Spanish 2 Final

final academic moments

Hello all~

Welcome to the final edition of TTS25 academics - we are finishing an incredible fifteen weeks through Guatemala, Nicaragua, Costa Rica and Panama. Throughout the semester these ladies have had classes in the shade of avocado trees, on mountain tops, next to rumbling rivers and high in the jungle. They learned there are no boundaries to education; each experience is a new space to learn, question and think about the how's and why's that form the current setting. They brought an activist to tears with their insight and revelations about global communities. These ladies are wrapping up finals - some formal tests and many demonstrations of knowledge gained throughout this unique opportunity. They understand learning doesn't have to happen in the confines of four walls, instead it is an ongoing interdisciplinary investigation that continues throughout all spheres. Thank you for following the saga of TTS25 as it roamed through Central America.  

There are photos to accompany this blog, but I am having trouble uploading the images and want to share these final moments before it is too late. The next week will be ripe with blog posts as we prepare to re-form TTS25 into a powerful group of alumnae dispersed throughout the states.

Enjoy!
Aunge




Algebra II
In Costa Rica and Panama, we dove head first into solving rational equations.  We are currently working our way through equations involving roots of varied indexes. Cube roots, fourth roots, fifth roots, oh my! Up ahead for the final, the students are creating a story book based on a word problem of the ever useful velocity time distance formula. On the island of Coiba, we solved:  "our boat travels at a speed of 30 miles an hour in still water.  If it took us 2 hours to get to Coiba, traveling against the current, and it is projected to take us 1.5 hours to get back to the mainland, how fast is the current and how far away is Coiba from the mainland?"

Ash solving some math problems

Our Precalculus text book studies are wrapping up. Now finishing chapter 10, students are experts at sequences and series. We learned how to solve infinite geometric series and used that knowledge to study the intricacies of tax rebates. For the final project, students are researching the golden ratio and the Fibonacci sequence. Part of the project includes measuring their peers and teachers. All of TTS is interested to see the final results of who has the most golden body proportions!











Below are a few excerpts from students' final weekly Global Studies RRR essays.  They write a response to a recent event or realization in the form of three paragraphs: a Reaction – a glimpse into what happened; Reflection – how did it affect me? And why? ; and Response – what am I going to do with it? What’s next? 

These responses are glimpses into new thoughts and realizations that emerge as we wrap up academics with finals and the girls begin to think of how they will take all they have absorbed this semester into their transition home.

Sharleen, Junior, California:
My hands trembled. My legs felt weak. My voice felt foreign. The sounds of the rapids behind me roared. I never would have thought that one day I would be sharing my life story, in the middle of a jungle, to fourteen other girls and five amazing women who over a couple months have become more than teachers and friend to me. 

“When I was one, I crossed the border,” my whole body shook and I had no control. I had recited this out loud before, why was it that this time in front of everyone it was more difficult? Something inside me changed as I looked at the faces of my sisters. Un-raveling, shifted, vulnerable.


Bella, Junior, Montana:
….Our host mother spoke to us with force. “Chicas, chicas!” she would shout out. She was petite and energetic. She moved around quickly while cleaning her house. At the end of the night she would lie on the couch and her lower eyelids would droop down with fatigue. We spent many hours rocking on the four red, framed by brown, floral rocking chairs. We sat across from our host father, Luis, and our host siblings, Roberto and Veronica. We talked about politics, beauty, and our homes in the U.S. We often ended our conversations with a tired good bye after minutes of laughing. We tried to learn about typical lives of people our age. This ritual on the porch made me feel at home even though I had not experienced this form of community with my own birth family…

…I went into the homestay week feeling homesick. My tummy would clench up every time I looked at the pictures of my mom, dad, and sister. As I sat on the porch in Gigante, I began to feel more and more in the moment and though less about Bozeman. I also wondered why I missed my family so much when I never spend time just talking to them. At home I am often doing homework or watching T.V. in the evenings. I don’t come home and chat with my parents. Also my family members eat at different times so we never talk about our days together. Talking to my host family made me feel like I had been missing out on time with my loved ones at home. It gave me a feeling of sadness knowing I will not always be around my parents and I don’t take advantage of my time with them now. I don’t often make efforts to talk to the people around me. The Traveling School encourages me to engage with the people in the places we travel. I now believe it is important to learn from other people’s experiences, stories and philosophies.



Sadie, Senior, Colorado:
Throughout the semester, I have noticed a continuous change in the way I view my life in the U.S. At home, I sometimes spend twenty dollars a day on dining out and other luxuries. Here, twenty dollars is more than I spend in a month. Without my dad handing me cash every time I leave the house, I have been able to better comprehend how fortunate I really am and just how precious money is. How will I remain conscious of this and other realizations I’ve had once money continues to be thrust into my pockets?

My biggest fear surrounding my transition home is that of cognitive dissonance. I am afraid that I won’t be able to keep my experiences relevant if I cease to be slapped in the face with real life scenarios every day. I know that transitioning back home will be difficult, but I know that talking about my experiences and educating people in my community about the issues in Central America will make it easier.


Katy, Junior, Illinois:
Chickens crowed as the moon slid its way into the perfect spot in the warm night sky. My host mother Maria Magdelena’s rocking chair slowed as she nervously looked behind her shoulders at the dimly lit houses around her, searching for an eavesdropping neighbor. Finally, she spoke. “I don’t like the Sandanistas I never have.” The red and black colors of the FSLN flag flew boldly, lit by orange lamplight, in front of the house across the street. In my slow and broken Spanish I questioned, “did you like Somoza?” Maria’s rocking chair stopped entirely as she pondered. “I don’t know enough to say. My family liked Somoza. I think I agree.” 

When I left the comfort of my Chicago apartment, I knew the blacks and whites I had in my mind would be twisted, wrung out until history was every shade of grey imaginable. Throughout the months I’ve traveled through Central America, those shades of grey have become increasingly muddled, but it wasn’t until Maria’s perspective that I realized history isn’t 1,000 shades of grey, it’s the whole color spectrum. The more I dug into the history of Nicaragua, the more roots and sediment I dug up. I got no answers, only questions, questions, questions. 

Beginning Spanish students are hard at work on their culminating projects, writing and illustrating childrens' books to represent a cultural theme, and apply grammatical concepts we have learned throughout the semester.  For example, Izzy's story explores the interplay between poetry and politics in Nicaragua, and Madeline's is a reflection on overcoming differences through finding common ground (told through the story of two monsters).  Each student is employing the help of native speakers to correct their grammar and bounce off ideas for their stories.  This has been especially exciting to observe, and proved to be a great conversation starter with our guides on the Pacuare River, who helped Maddy and Hannah to edit their stories. 

Recently, class time has been filled with highly competitive games, such as the preterite vs. imperfect gameshow, as we are reviewing grammar to be included in stories as well as the final oral exam.  It has been incredibly rewarding to see these girls sitting down with host families, river guides, and rangers on Coiba Island to have conversations in Spanish, and apply all that we are learning in class.  Each student has taken initiative to apply their spanish skills in daily life here in Central America, even if that means stepping out of their comfort zones.  ¡Buen trabajo, Izzy, Maddy, Madeline y Hannah!

Intermediate Spanish - Kaitlyn, Sarah Jane, Leila, Katy, Ash, Sadie

The students of Intermediate Spanish have been delving into some thought-provoking songs, beginning with "Desaparecido," by Manu Chao, and culminating as they write their own song based off of Calle 13's "Latinoamérica."  This recent emphasis on music has catalyzed relevant discussions on expression, translating art, and has inspired students to draw interdisciplinary connections as the lyrics bring up themes such as immigration and the legacy of Western influence in Latin America.

After we finished translating "Latinoamèrica," at the edge of the roaring Pacuare River, Sarah Jane led the charge, exclaiming, "it would be fun if we wrote our own song!" Little did they know, I had been scheming this very project, and assigned it in the moment.  The class has since been hard at work writing their own verses, which demonstrate what they have learned this semester.  They collaborated to write the chorus, which in true TTS fashion is a series of questions including, ¿Qué es desarollo? (What is development?) and ¿Qué es un Americano? (What is an American?).  As part of the revision process requires seeking help from native spanish speakers, the content has sparked interesting conversations with people we've met in Panama.

On Coiba Island, the boat captains and rangers were disappointed that the class wasn't ready to perform the entire song.  The next step is to begin rehearsing!  The students of Intermediate Spanish have done an excellent job applying what they've learned in class to this project, and continue to practice their spoken and written Spanish, especially as they help each other prepare for their final exam!


Since midterms, Physical Education class has been entirely student-driven, and has incorporated a wide variety of activities. Sarah M. took us running in the La Sabana park in San Jose, Bella led a circuit workout in the soccer field, and most recently Kaitlyn taught a dance class in the beautiful yoga studio in Santa Catalina, which ended with a stretching session and of course striking a "fabulous pose."


Students of Literature and Composition performed in a poetry slam, facing their fears of oral recitation. Just before sunset students projected their voices over the roar of the Pacuare River to share their poems on the concept of humans moving across borders (immigration). The final assignment is a formal essay. As we head into the final stretch of the semester each student will write a persuasive essay utilizing the technique of counterclaims on U.S. immigration policy.

History & Government class is culminating in a final map project. Students will create a map of Central America that simultaneously shows their geographic route and historical events learned overlaid with their personal journey. While focusing inward on creating a beautiful product and keepsake, students will continue to ask questions of those we encounter during the last two weeks of the program, learning about the history, government, and politics of the region.

What is one thing you learned this semester in Science class?

Science Class

Beach time (a bit overdue)

This is week has been filled with sun and sand.  Everyone is learning to surf on the Pacific coast of Nicaragua. A few days ago we broke up into four groups along the beach, each group with an instructor.  Then one by one each student tried their hand at surfing.  Many of the girls stood up on their second try!  Last week on the island of Ometepe, TTS visited a permaculture farm during the campus visit. The students learned about the importance of worms to farming and that banana trees are actually grass! Also on Ometepe, the group excitedly took pictures of howler monkeys hanging from trees while the sun set over Lake Nicaragua. Coming up next, everyone is looking forward to exploring the canopies of the Central American rainforest and Panama.

The Giggles Never End

By: Leila, Sophomore, New York

Their laughter and interested faces was how the girls from Casa Hogar greeted us. We headed towards the basketball court to play games. One girl had a week old kitten that’s scrawny legs roamed around the circle we made, searching for milk. A worker found the rugged kitten on the side of the road. The first game we played was pato, pato, ganzo (duck, duck, goose). Giggles, skids of shoes and screams filled the court. The slapping of hands and the singing of quack a dillioso quack, quack, quack filled every ones ears, it took a few tries to get it started. The girls from Casa Hogar showed us hand games in Spanish and we played basketball. One girl always had the ball and would occasionally pass it to her teammates, animosity ruled the court. Most of the girls, ages six to eighteen are at Casa Hogar because they come from abusive homes. Even with an unwanted past these girls never looked sad. As we kept playing we could see their past come out, but their impressive shots distracted everyone. Laughter never left my ears as we walked back to our school.

Games at the Hogar

By: Hannah, Junior, Maine

                Casa Juventud is located in Managua, Nicaragua. This place is a supporter of many programs that help the youth of the area. One in particular, Casa Hogar, is for girls from (around) ages 9 to 18 who might not have access to education and who have unstable lives at home. Casa Hogar provides a new place for girls who are not safe at home or who have been abandoned by their families. Currently there are 40 girls that are supported by this program. TTS went and got a tour of their facility and afterwards got to play games with the girls who were having recess. They were timid at first, staying in their comfort zones, gathered in the corners of the basketball court. Conversations started to spring up between the girls and TTS students. Eventually the question was asked if they wanted to play a game. “Queres jugar un juego?” “!Si!” One girl in particular responded excitedly and the afternoon of games began with basketball. Only a few girls joined in, but as time went by they joined into groups with TTS students. Everyone was involved in a game, learning new ones or teaching old ones. An interesting combination of soccer, basketball and volleyball kept some entertained for quite a while. Hand games sent the circles of students off into bubbling and then exploding fits of laughter. The awkward conversations and nervous body language disappeared and were replaced with a level of comfort one wouldn’t think was possible to achieve in just a few hours. Lunch time had passed and TTS still did not want to leave, but with smiles and final goodbyes the two groups of schoolgirls parted to continue on with their days in high spirits.

A Beautiful Sight to See

By: Hannah, Junior, Maine

                People from all over flood into Leon for Semana Santa, or, Holy Week. The Cathedral square receives a steady rush of crowds during this time. The tiny jingle of the bells on the ice cream carts is always present. As the day goes by shops open and people enter the square with their food carts and souvenirs, hoping to entice passers-by. Figures can be seen on top of the Cathedral, ready to ring the bells. Their sound drowns out the countless conversations, the people advertising what they have to sell, and the jingling of the ice-cream bells that had sounded so loud before, but now seems quiet in  comparison. One cannot help but gaze up at the Cathedral during the ringing of its bells. The roof is a pristine white that gives way to paint that has been cracked and colored grey and black with time. The evidence of its age adds to its stunning beauty and presence.

                The fall of night allows the full moon to illuminate the Cathedral. A band starts to play and horns fill the square with their rich sounds. The band is following a procession slowly making its way around the Cathedral. The music fills the space and reaches beyond, entering the ears and mind of anyone in proximity. The music tells a story both sad and beautiful. People cloaked in red lead the procession along with people from the crowd. A figure on a platform rises above everyone, he is surrounded by four poles, each one hosting a bright flame. The figure holds his hands clasped in prayer as do many of the people in the procession. One who is experiencing this for the first time can be consumed with curious emotions. The sight and sounds of the procession can easily move someone to tears. What a beautiful sight to see, the events of Semana Santa in Leon.

Volcanic Rush

By: Sharleen, Junior, California

“Who’s ready to hike a volcano for school?!” Sarah’s voice rang in my head. The scorching heat and heavy winds surround me. I receive a neon green backpack with a jumpsuit and a wooden board. Volcanic rocks move under me and ash blows into my face. The turbulent wind sways me and my hat almost flies off. Each step into the black volcano results in a small landslide, so I lower myself on the ground to stay balanced. Suddenly a bee flies around me and I hear a buzz in my ear. As it flies away into the world I see the chain of volcanos and a shadow of a cloud slowly moving across the sky like a dandelion seed floating in the air. The size of the cloud above me and the volcano underneath me makes me feel small. Time slows down and I feel present. I am on the edge of my board on a volcano! I suddenly remember how important it is to be in nature and have adventures. Having a routine is mortal. Living should be about surprises and unknowing journeys. At the end of the day the volcanic rush also

reminded me of how I live and share the Earth with some of the smallest creatures as well as some of the largest natural creations who were existing way before any human being was.

A Day as a Smurf

By: Leila, Sophomore, New York

Bags of sawdust, children helping their parents, and chatter on how to start the alfombras filled the street.  Every few feet there was a rectangular box filled with sawdust.  Daddy’s and mommy’s little helpers were getting the bags of colored sawdust together.  Five young boys were discussing where to start and what Jesus’s hair color should be.  They decided on blue.  Swarms of people snapping pictures enclosed a circle around the boys’ work of art.  The boys’ hands changed from blue to green from adding yellow sawdust.  The oldest boy held the picture they wanted to recreate.  More and more locals from the community joined their friends and family.  Some locals on the sidewalk were standing next to coolers, selling soda in plastic bags.  A school group at the end of the street designed their alfombras themselves.  I asked if we could help, and that was the beginning of our smurf hands.  My hand dug into the plastic bag filled with soggy blue sawdust.  I squeezed the sawdust as if it was a sponge.  Then I patted it down on top of the base layer.  As I walked back to the beginning of the street, new colors were added to the alfombras.

Checking in on classes

Homestays in Playa Gigante were full of games, routine power outages, shared meals, and of course many opportunities to practice communicating in Spanish!  Intermediate and beginning Spanish students shared some of their favorite memories in their weekly language journals:

Intermediate Spanish

"Mi memoria mas feliz con mi 'familia' fue cuando no había electricidad y Hannah y yo hicimos un luz con una lampara, linea, y duct tape.  Entonces, nuestras "hermanos" y nosotras coloramos en libros con plumas y crayones.  Yo escuché musica con los chicos y Rosita y yo bailamos.  Fue muy divertido y nosotros reimos mucho.  Tambien, Rosita le gusta sonreir en lugar de hablar.  Nosotras tuvimos muchos momentos de conocimiento.  En la noche, Hannah, Rosita y yo mirabamos "Hasta El Fin del Mundo." Juntos, nosotros nos conocimos muy bien y tuvimos un buen tiempo."

- Kaitlyn, Sophomore, Pennsylvania 

Translation:

"My happiest memory with my host family was when there was no electricity and Hannah and I made light with a flashlight, line, and duct tape.  The , or host brothers and we colored in books with markers and crayons.  I listened to music with the boys, and Rosita and I danced.  It was really fun and we laughed a lot.  Also, Rosita likes to smile instead of talking.  We had lots of bonding moments.  At night, Hannah, Rosita, and I watched 'Hasta el Fin del Mundo' (a telenovela). We got to know each other really well, and had a good time."

Beginning Spanish

"Un momento importante para mi fue cuando yo tuve una conversacion con mi 'madre.' El nombre de ella es Carla. Nosotros tuvimos muchas conversaciones, pero nosotros hablamos sobre mujeres y chicas en Nicaragua. Ella dijo que cuando una chica tiene quince años, ella esta lista para un bebe.  Muchas chicas estan embarasadas cuando ellas tienen 13, 14, 15 años.  Los padres de los bebes tienen 19 o 20 años en general.  Ella dijo que ella piensa que es muy triste porque las chicas son muy joven."

- Maddy, Sophomore, California 

Translation:

"An improtant moment for me was when I had a conversation with my host mother.  Her name is Carla.  We had lots of conversations, but this time, we talked about women and girls in Nicaragua.  She said that when a girl is fifteen years old, she is ready for a baby.  Many girls are pregnant when they are 13, 14, 15 years old.  The fathers of the babies are 19 or 20 years old in general.  She said that she thinks it is very sad because the girls are so young."

Literature:

My train is moving forward

and yet I am looking back

sunken eyes focused on the shrinking

horizon

As all the faces I know become fog

I am rolling

The lines on these maps become the

lines on my face

I am growing

like the tree that sits outside

my old window

My branches are reaching forward

but my roots are lingering back

What will happen if this train

keeps going?

What will happen when this

train stops?

I am rolling

If what waits for me, finds me

will I be home?

Poem by Katy, Junior, Illinois

Rap-master Madeline, Senior, Washington wrote this the other day:

Let's talk about immigration

Specifically into the United States

Nation

And I know this subject brings

Frustration

Especially with all the deportation

Families are experiencing separation

During their journey for liberation

And even at their working station

They may notice segregation

So what's with all the immigration?

And why to our unfair nation?

Everyone involved can't

escape the frustration

And there's a noticeable growth in

deportation

Our country's experiencing separation

And is losing liberation

So we'll buy our kid the new play station

So they won't notice the segregation

Creative math moments:

Hi! Just finished up a sweet global class...here's a tidbit

Our unit on immigration culminated with a mock conference on immigration policy in the U.S. in which students used their persuasive public speaking skills to argue various approaches to immigration reform.  Maddy, McKinley and Katy presented the subcommittee (Izzy, Sadie, and Sarah Jane) with this cartoon to support their argument that the U.S. should address root causes to make immigration unnecessary.

Happy earth day 🌎

Last week in History class, students interviewed hotel staff on the political systems, land disputes, and other interesting subjects to learn about Costa Rica. One of the more fascinating discussions was hearing Costa Rican perspectives on the San Juan River debate after listening to Nicaraguan views during the homestays. Up next students will explore why the nation has no military, what historical context surrounded that decision, and how it affects the country.