Ashley Thompson's CIDRE Portfolio

About me:

For the past ten years, I have been teaching elementary school in Wake County. I have taught 1st, 2nd, 3rd, and 5th grade. I am currently teaching at Smith Magnet Elementary and I love it!

Outside of the classroom, I have many interests and hobbies. I am a certified yoga teacher and I sing in a competitive chorus. I enjoy spending time with my friends, family, and three pets. I love traveling and learning about new places and cultures.

Written Reflections:

Reflection on German Education System:

I was surpised to learn how different the German education system is from the American education system. I am curious to learn more about the criteria students must meet in order to attend Gymnasium versus the other routes. I found it very interesting that student's paths are decided at such a young age, but I like that they have a variety of paths that prepare them to be successful in society. Even though their path is determined at a young age, students can move between the different school types to best meet their needs. I was glad to hear this because I was concerned for the young children who did not have the opportunity to attend Gymnasium if they wanted, and that they can still work hard and get back on that path if they choose (or vice versa).

I wish the American school system had better routes for vocational training, like the German school system. American students have limited options as far as they paths they can take through their educational career, and this limits many students and creates the mindset that "college is the only way." I wish we could shift our thinking and adopt some of the mindsets and structures of the German system to better prepare all students for success.

Painting

The artifact I chose for my visual thinking analysis is a painting found in the Munich Residenz. On our visits to German castles, I saw many violent paintings. In this analysis, I describe why I believe this painting symbolizes power and is reflective of the darkness common within German art and literature.

The Tollwood Festival lasts 32 days in the summer from June 16th to July 17th. It is located on the south side of Olympia Park and admission is free. When you enter the festival you will find a vibrant scene filled with cultural shops and eclectic booths from around the world with the Olympic Tower on the skyline. Music, food, and drinks can be found around every corner. This festival has the goal of making Bavaria completely climate-neutral and sustainable.

The Tollwood Festival's motto is Klar Zur Wende (ready about). The goal of the festival is for Bavaria to be climate-neutral by 2040. This means financial independence from Russia and no more use of coal and oil. With the current war and political climate, this issue is even more pressing and important to Bavaria. The festival promotes hope that this goal is achievable, and promotes the use of renewable energy from the sun, wind, and geothermal energy.

The Tollwood Festival grounds are also called the Market of Ideas. This area is where visitors of Olympia Park can grab a delicious meal and enjoy the music and scenery. Theatrical performances and various events also occur throughout the 32-day festival. Local musicians, as well as international artists, perform and there is never a shortage of events and excitement.

There is also a winter version of the Tollwood Festival. The Market of Ideas is open with holiday festivities and handmade crafts. A tent is set up with information about various social and ecological topics. The winter festival takes place at Theresienwiese.

Four WhatsApp Text Reflections, Cultural Insights from Particular Days of Trip (include related images as appropriate):

According to a local, beer isn't thought of as alcohol. It is more equivalent to drinking soda. Kids as young as 14 are allowed to drink beer with an adult present.

Much of the old German art we have seen in the Residenz and Nymphenburg palace include images of animals. Most of these images are violent and show animals attacking other animals. Sometimes the animals are sitting peacefully on the laps of the royals. I found this difference in animal depictions to be very intriguing and I wonder why the animal violence is so prevalent.

I have noticed in every museum that the direction and order of the way you view exhibits and move through the building is very important. The staff will quickly correct you if you go the wrong way and insist you go in the intended direction.

Most of the escaltors around Munich, specifically in the u-bahn stations, are automatic and chance directions. They have sensors and shut off when no one is on them. They can either go up or down depending on which side travelers enter. This is another example of energy conservation and general efficiency we have experienced in Germany!

Four Projects on Designated Cultural Theme:

Mapped Representation of Culture

During this experience, I learned that Germans have made a conscious effort to educate elementary age children about the Holocaust, even though it is a dark period in their history. This finding inspired me to research children's literature about the Holocaust and map the settings of each story. In these stories, children learn of the many challenges people of the time had to face. They also learn about the far distances children had to travel, often without their families, to find safety.

Inquiry-Based Representation of Culture

Jella Lepman was the founder of the International Youth Library in Munich. Her life was filled with activism and a dedication to children's literacy. This project is a timeline of her inspirational life and she became the founder of the Youth Library.

Documentary Representation of Culture

During our visit to the International Youth Library in Munch, I had the opportunity to speak with our tour guide, Henning Schroedter-Albers. As he led us through the library, he shared knowledge about children's literature during the nazi regime. This video is a brief one-on-one discussion where Henning describes a children's book that was used as nazi propaganda and attempted to teach children that Jewish people were poisonous like bad fungi.

Children's Books as Propaganda

Written Representation of Culture

In this prezi, I show three examples of children's books that were used as propaganda during World War II. These books taught children that Jewish people were mean, evil, and even poisonous. They are powerful examples of how impactful children's literature can be on the way children learn to view the world and the people around them.

Lesson Plan:

North Carolina Social Studies Standard:

3.H.1.1 Explain how the experiences and achievements of women, indigenous, religious, and racial groups have contributed to the development of the local community.

Prior Knowledge

Begin with a discussion about people who have impacted communities. Have students share important figures they are aware of and what changes occurred because of that person. Example: Mae Jemison, the first black woman to go to space, opened up opportunities for other people of color to pursue careers as astronauts.
Keep track of students' contributions on an anchor chart. Add Jella Lepman. Ask students if they know about her.

Background Information

Introduce Jella Lepman by showing her photo and photos of the youth library.
Give a brief introduction but do not give all of the information. Allow them to discover some on their own in the next activity.

Partner Activity

Give partners time to explore the digital timeline.
Using flipgrid, students will record their reactions to Jella Lepman's life. Encourage them to reflect on how Jella's actions impacted the community. Use this to informally assess whether students understand how someone can make positive change in a community.

Partner or Independent

Give students a selection of people from diverse backgrounds who have made an impact on a community. Aim for lesser-known or local people.
Students research the person they chose and create their own timeline using Sutori.
Use their final product as an assessment to see if they were able to identify the impact a person has on a community.

Wrap up

Allow students the opportunity to present their timelines.

Page updated

Report abuse