Megan Busick's Portfolio Page
I am a 3rd grade teacher at Lacy Elementary in Raleigh, North Carolina. My husband and I have two teenage daughters, Avery and Mia, and a trio of terrier pups. I am looking forward to exploring and stretching my comfort zone by experiencing different cultures, customs, and traditions in the Czech Republic, Germany, and Austria. I am excited about returning with a broader network of professionals to connect, support, and learn from both here in North Carolina and abroad in Europe. I can't wait to tell my students, colleagues, friends, and family all about our adventures!
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PROJECTS:
Cultural Connections Project 1: Two Travel Writing Pieces
Experience-Based Travel Writing Piece: Czech Dumplings Experience-Based Writing
On a cool Bohemian night we caught the #231 bus up the hill to Teresa’s airy flat overlooking Prague where we would learn to make traditional Czech Dumplings in her modern kitchen. To avoid being late we arrived early and discovered a Jewish cemetery filled with vines and protected by a friendly cat. After visiting the cemetery in the Jewish Quarter, this smaller one appeared to have been the burial grounds after the other closed in 1787. Walking back to her simple four-story apartment complex, Tereza greeted us at the door and led us up several flights to her flat where we removed or shoes and wore simple guest slippers. Tereza had purchased a couple beautifully designed open-faced sandwiches, a Czech staple, decorated with ham, peppers, cucumber, pickles, mayonnaise, and herbs. She shared a slideshow of different types of Czech dumplings from savory to sweet describing each one, when they are eaten, and where we could find them. We then explored the ingredients for our dumplings: strawberries, apricots or other fruit, soft flour, baking powder, farmers cheese, egg, milk, and a pinch of salt. The initial awkward “don’t know you” atmosphere quickly became more comfortable as Tereza assigned us cooking duties. The methodical work of cleaning fruit and kneading dough naturally led to an at-home familiarity. We discussed our experiences thus far and asked questions about cultural norms, routines, and customs. We caught a glimpse of the generational divide between her parents that lived through communism and the younger generation traveling the world but working three jobs to pay the higher living expenses. Tereza retold the now-familiar story of Airbnb taking over the Old Town city center and locals being forced out. The irony of the Czech freedom after the Velvet Revolution collided with the reality of 21st century capitalism. After extensively working our dough and wrapping the fruit our dumplings were bathing in a pot of boiling water. We then shared a meal of fruity pillows covered in melted butter, sour cream, and powdered sugar. At twilight, thoroughly stuffed, we said our goodbyes and began the hike down a long stairwell back to our hotel in Andel with a warm package of homemade Czech dumplings. It was a lovely experience.
On a cool Bohemian night we caught the #231 bus up the hill to Teresa’s airy flat overlooking Prague where we would learn to make traditional Czech Dumplings in her modern kitchen. To avoid being late we arrived early and discovered a Jewish cemetery filled with vines and protected by a friendly cat. After visiting the cemetery in the Jewish Quarter, this smaller one appeared to have been the burial grounds after the other closed in 1787. Walking back to her simple four-story apartment complex, Tereza greeted us at the door and led us up several flights to her flat where we removed or shoes and wore simple guest slippers. Tereza had purchased a couple beautifully designed open-faced sandwiches, a Czech staple, decorated with ham, peppers, cucumber, pickles, mayonnaise, and herbs. She shared a slideshow of different types of Czech dumplings from savory to sweet describing each one, when they are eaten, and where we could find them. We then explored the ingredients for our dumplings: strawberries, apricots or other fruit, soft flour, baking powder, farmers cheese, egg, milk, and a pinch of salt. The initial awkward “don’t know you” atmosphere quickly became more comfortable as Tereza assigned us cooking duties. The methodical work of cleaning fruit and kneading dough naturally led to an at-home familiarity. We discussed our experiences thus far and asked questions about cultural norms, routines, and customs. We caught a glimpse of the generational divide between her parents that lived through communism and the younger generation traveling the world but working three jobs to pay the higher living expenses. Tereza retold the now-familiar story of Airbnb taking over the Old Town city center and locals being forced out. The irony of the Czech freedom after the Velvet Revolution collided with the reality of 21st century capitalism. After extensively working our dough and wrapping the fruit our dumplings were bathing in a pot of boiling water. We then shared a meal of fruity pillows covered in melted butter, sour cream, and powdered sugar. At twilight, thoroughly stuffed, we said our goodbyes and began the hike down a long stairwell back to our hotel in Andel with a warm package of homemade Czech dumplings. It was a lovely experience.
Site-Based Travel Writing Piece: St. Cyril and Methodius Church -Last stand from Operation Anthropoid
On June 18, 1942, St. Cyril and Methodius Church was the site of the last stand for seven Czech and Slovak paratroopers who assassinated SS-Obergruppenführer Reinhard Heydrich. During World War II, Operation Anthropoid was the only successful assassination of a top Nazi officer. Heydrich, nicknamed the Butcher of Prague, was the mastermind behind "The Final Solution" or liquidation of all Jews. Hitler referred to Heydrich as "the man with the iron heart". An officer of the Czechoslovak Military Intelligence, Frantisek Moravec, and Winston Churchill's British Special Operations Executive proposed an assassination of the top Nazi official.
On October 28, 1941 two men were selected out of 2,000 exiled in Britain and Jozef Gabcik and Jan Kubis dropped from a plane intended for Pilsen but accidentally landing in Nehvizdy. From that point on there were numerous obstacles for the operation to overcome. The consequences of an assassination attempt were expected to be severe and disastrous for many in Czechia. Months later on May 27th, Gabcik and Kubis enacted Operation Anthropoid by intercepting Heydrich's car on a sharp curve in the road. Dramatically as Gabcik stepped into the road, his gun jammed. Kubis, seeing the failed attempt, threw a grenade into the back of the car that caught him in the explosion as well. Both soldiers fled and managed to escape. Certain that their assassination attempt had failed, the men were unaware that shrapnel from the blast had been driven into Hedrich. The Nazi leader suffered from a collapsed lung, a fractured rib, torn diaphragm, and a ruptured spleen and died several days later due to sepsis.
As Hitler learned of Heydrich's death, he retaliated by annihilating the small town of Lidice and murdering thousands. The Germans made it clear they would continue the extreme punishment of Czechs until the assassins were found.
The resistance fighters remained hidden in the crypt of the St. Cyril and Methodius church for three weeks but were eventually betrayed by an associate of the resistance. The orthodox church still bares the signs of the fierce battle complete with gunshot marks and a preserved crypt in tribute to the patriots. Jan Kubiš and Josef Gabčík as well as five other soldiers fought over 700 Nazi soldiers. Eventually after hours of gunfire, teargas, hand grenades, and even an attempt to flood the men out of the crypt, all of the paratroopers died from gunshot wounds or suicide to prevent being taken hostage by the Nazis. St. Cyril and Methodius Church is now open to the public complete with access to the crypt below and a detailed display of historical artifacts.
On June 18, 1942, St. Cyril and Methodius Church was the site of the last stand for seven Czech and Slovak paratroopers who assassinated SS-Obergruppenführer Reinhard Heydrich. During World War II, Operation Anthropoid was the only successful assassination of a top Nazi officer. Heydrich, nicknamed the Butcher of Prague, was the mastermind behind "The Final Solution" or liquidation of all Jews. Hitler referred to Heydrich as "the man with the iron heart". An officer of the Czechoslovak Military Intelligence, Frantisek Moravec, and Winston Churchill's British Special Operations Executive proposed an assassination of the top Nazi official.
On October 28, 1941 two men were selected out of 2,000 exiled in Britain and Jozef Gabcik and Jan Kubis dropped from a plane intended for Pilsen but accidentally landing in Nehvizdy. From that point on there were numerous obstacles for the operation to overcome. The consequences of an assassination attempt were expected to be severe and disastrous for many in Czechia. Months later on May 27th, Gabcik and Kubis enacted Operation Anthropoid by intercepting Heydrich's car on a sharp curve in the road. Dramatically as Gabcik stepped into the road, his gun jammed. Kubis, seeing the failed attempt, threw a grenade into the back of the car that caught him in the explosion as well. Both soldiers fled and managed to escape. Certain that their assassination attempt had failed, the men were unaware that shrapnel from the blast had been driven into Hedrich. The Nazi leader suffered from a collapsed lung, a fractured rib, torn diaphragm, and a ruptured spleen and died several days later due to sepsis.
As Hitler learned of Heydrich's death, he retaliated by annihilating the small town of Lidice and murdering thousands. The Germans made it clear they would continue the extreme punishment of Czechs until the assassins were found.
The resistance fighters remained hidden in the crypt of the St. Cyril and Methodius church for three weeks but were eventually betrayed by an associate of the resistance. The orthodox church still bares the signs of the fierce battle complete with gunshot marks and a preserved crypt in tribute to the patriots. Jan Kubiš and Josef Gabčík as well as five other soldiers fought over 700 Nazi soldiers. Eventually after hours of gunfire, teargas, hand grenades, and even an attempt to flood the men out of the crypt, all of the paratroopers died from gunshot wounds or suicide to prevent being taken hostage by the Nazis. St. Cyril and Methodius Church is now open to the public complete with access to the crypt below and a detailed display of historical artifacts.
)Cultural Connections Project 2: Scripted Duologue (Powtoons Animation): Domestic Cat
Cultural Collections Project 1: Mapping Cultural Themes (Clio)
Jan Palach (11 August 1948 – 19 January 1969) was a Czech student who sacrificed himself in protest against the invasion of Czechoslovakia by the Soviet Union. Palach set himself on fire in Wenceslas Square on the 16th of January 1969. Prague-born Palach was a student of history and political economy at Charles University and the most common belief is that he chose self-immolation to protest the end of the Prague Spring (the brief period of liberalization in Czechoslovakia under Alexander Dubček in 1968). Palach did not die from the burns until several days later. The burns specialist at the hospital claims that Palach stated he set himself on fire to protest against the “demoralization” of Czechoslovak citizens in response to the Soviet occupation. His funeral became a protest itself against the communist occupation. Following his self-immolation, there were several others in the same location in Wenceslas Square in the political center of Prague. A bronze cross was laid into the cobblestone at the location where Palach (and another martyr, Zajic) after the 1989 Velvet Revolution or liberalization of the Czech Republic. Several places throughout Europe have been named in tribute to him including Jan Palach Square.
Cultural Collections Project 2: Curating Cultural Themes (Padlet)
Cultural Collections Project 3: Neighborhood Analysis -Vysehrad -V'here are ve now?
Our neighborhood exploration started with Nichole, Jennifer, and I hopping on Tram #18 to Vysehrad in Prague 2 south of the Dancing House. The
relatively reserved Czechs were quiet during the 18 minute ride in stifling heat. After leaving the busy city center filled with tourists and Czechs filling the streets we found Vysehrad to be comparatively quiet as well. Beyond an active train track, a tram now and then, and the random car, the area where we left the tram was significantly residential in comparison. Hoping to explore the Vysehrad Fortress, we headed towards the hill (which is one of seven significant hills in Prague) walking through a cement tunnel beneath the train tracks. It was interesting to note the built-in ramp to allow for strollers, wheelchairs and others on the steps. On the other side we encountered a couple quiet streets sandwiched in by the tracks and the fortress as well as a neighborhood playground. The architecture while similar to the city center did not involve the same level or ornate detail and included a significant amount of graffitti. The colorful graffiti is spread throughout the city but definitely more prominent outside the main tourist areas. With advertised “graffiti tours” including the Lennon Wall (as a tribute to John Lennon) I have learned that the Czech culture highly values their freedom of expression after the rule of the Nazis immediately followed by the communists for 40 odd years. We noted two young boys wandering towards the grass to play that seemed surprised to see us taking pictures of the area. It was clear that this part of Vysehrad does not typically have tourists wandering through it.
We then began a steep climb up the hill hoping to round the fortress walls for a rewarding panorama of the city. Unfortunately, we were met with a tall gate reading “TC Vysehrad Nezavisly Tenisovy Klub” which translates literally to “TC Vysehrad Not a Tennis Club”. The club appeared in disrepair and inactive. The fortress wall however was beautifully encased in climbing trees that appeared to scale the tall brick wall. After observing several large birds and a narrowing, possibly poison ivy-infested, trail we decided to u-turn our way back to the street below.
There we wandered by mostly residential five-story buildings with signs predominantly in Czech with very limited English. As in other parts of the city we noted open windows despite the 90+ degree heat. There were several cable satellite dishes in stark contrast to the weathered exterior of the old buildings, a few dogs wandering here and there, and fewer restaurants and shops. We also noticed a large area for recycling that included at least 5 different sorting bins and a box from an electric lawn mower (which was interesting as we saw no private lawns or separate homes). On one yellow and rose-colored striped building we noted a plaque in honor of Otakar Batlicka, whom Wikipedia said was a Czech journalist and during WWII was a member of the Czech-based Nazi resistance group Obrana Naroda. The area appeared to be predominantly Czech with native-sounding last names on mailboxes. After our brief exploration, it was time to return to the Old Town to meet up with the group at the NCSU center. Hoping to return by a different route with another view, we were a bit disappointed to find that there was only one tram and no nearby Metro or alternate path. While heading back North, we did see a nearby area with more shops and restaurants that must clearly serve the people of Vysehrad. Our short adventure left me craving to explore more!
relatively reserved Czechs were quiet during the 18 minute ride in stifling heat. After leaving the busy city center filled with tourists and Czechs filling the streets we found Vysehrad to be comparatively quiet as well. Beyond an active train track, a tram now and then, and the random car, the area where we left the tram was significantly residential in comparison. Hoping to explore the Vysehrad Fortress, we headed towards the hill (which is one of seven significant hills in Prague) walking through a cement tunnel beneath the train tracks. It was interesting to note the built-in ramp to allow for strollers, wheelchairs and others on the steps. On the other side we encountered a couple quiet streets sandwiched in by the tracks and the fortress as well as a neighborhood playground. The architecture while similar to the city center did not involve the same level or ornate detail and included a significant amount of graffitti. The colorful graffiti is spread throughout the city but definitely more prominent outside the main tourist areas. With advertised “graffiti tours” including the Lennon Wall (as a tribute to John Lennon) I have learned that the Czech culture highly values their freedom of expression after the rule of the Nazis immediately followed by the communists for 40 odd years. We noted two young boys wandering towards the grass to play that seemed surprised to see us taking pictures of the area. It was clear that this part of Vysehrad does not typically have tourists wandering through it.
We then began a steep climb up the hill hoping to round the fortress walls for a rewarding panorama of the city. Unfortunately, we were met with a tall gate reading “TC Vysehrad Nezavisly Tenisovy Klub” which translates literally to “TC Vysehrad Not a Tennis Club”. The club appeared in disrepair and inactive. The fortress wall however was beautifully encased in climbing trees that appeared to scale the tall brick wall. After observing several large birds and a narrowing, possibly poison ivy-infested, trail we decided to u-turn our way back to the street below.
There we wandered by mostly residential five-story buildings with signs predominantly in Czech with very limited English. As in other parts of the city we noted open windows despite the 90+ degree heat. There were several cable satellite dishes in stark contrast to the weathered exterior of the old buildings, a few dogs wandering here and there, and fewer restaurants and shops. We also noticed a large area for recycling that included at least 5 different sorting bins and a box from an electric lawn mower (which was interesting as we saw no private lawns or separate homes). On one yellow and rose-colored striped building we noted a plaque in honor of Otakar Batlicka, whom Wikipedia said was a Czech journalist and during WWII was a member of the Czech-based Nazi resistance group Obrana Naroda. The area appeared to be predominantly Czech with native-sounding last names on mailboxes. After our brief exploration, it was time to return to the Old Town to meet up with the group at the NCSU center. Hoping to return by a different route with another view, we were a bit disappointed to find that there was only one tram and no nearby Metro or alternate path. While heading back North, we did see a nearby area with more shops and restaurants that must clearly serve the people of Vysehrad. Our short adventure left me craving to explore more!
Cultural Collections Project 4: Museum Artifact Analysis (Voicethread)
Cultural Reflections Project 1: Czech Education System, "The Last Word" Discussion
One of our first tasks for Czech CCR was to read a few documents that provided the basic framework for the Czech educational system and to utilize "The Last Word" protocol to discuss our findings. As could be expected, there are quite a few similarities and some striking differences between the educational system in the United States and the Czech Republic. One of the first things I noticed is the school calendar. According to the "Embassy of the Czech Republic in Dublin" article the school year begins on September 1st and ends on August 31st. While we have a smaller percentage of our schools in Wake County on a year-round schedule, it would be interesting to know more about the details of how this works as a national calendar. Do students get several long breaks throughout the year? Are all students on the same schedule? How many days comprise one school year? However, Wikipedia describes a more traditional calendar school year that includes a summer break in the Czech Republic. I'm curious to know which calendar is the norm. It was also interesting to learn that time is rather set for lessons or subjects. Lessons are 45 minutes long with 22-25 lessons a week in years 1-5 and increasing in lesson numbers in years 6-9. Compulsory education is from age 6 to 15 lasting 9 years. This leads to the significant difference in the educational systems for the upper-high school years.
As a group, we spent a good deal of time discussing the different levels of secondary education: general vs vocational/technical. We tried to comprehend the challenge of such a large life decision at a young age. We questioned the influence of parents on a child's future. Is there a lack of social mobility as students follow similar career paths vs taking risks to enter tertiary education? We did discuss the higher quality and equipment of vocational/technical schools in Europe and Asia as a whole in comparison with WCPSS where we have only one career/technical high school. In the last few decades, it has become expected that the greater majority students will go to college/university in the US despite the fact that this is not always the best route for all students. However, with only 50% of students being accepted into university or tertiary level of education in the Czech Republic, what are the options for students that desire further education but are denied university entrance? In a climate where we often question the push for US students to attend college and undervalue our alternative educational paths, there may be a lot for us to learn from the Czech Republic's secondary system.
Another interesting difference in our educational systems is the approach to learning disabled students and special education. We discussed SPED as a spectrum from separate setting to inclusivity/mainstreaming. While the Czech Republic is moving from separate special education schools with their own standards towards Individual Education Plans (IEPs) and inclusivity. Wake county is moving from IEP’s and least restrictive environment to further integration of self-contained children into regular education classrooms. We seem to be moving in opposite directions from each other. This naturally led to the discussion of best-practice, least restrictive environment vs. budget decisions that may not recognize the needs of the child and the teachers.
The last topic of interest is the Roma ethnic minority population (2-3% of total). The Roma are actually migrants from NW India who arrived between the 6th-11th centuries. They were originally called “Gypsies” as thought to be from Egypt. Several articles we read identified the social economic divide between the general population and the Roma people. The European Commission article referred to current reforms designed to decrease the discrepancy by improving individual support measures, including recruiting staff from the Roma community, and increasing early childhood participation in education.
The articles described a wave of changes that have been and are occurring in the Czech educational system. It will be interesting to learn more about the impact of these changes firsthand from the Czech people themselves!
As a group, we spent a good deal of time discussing the different levels of secondary education: general vs vocational/technical. We tried to comprehend the challenge of such a large life decision at a young age. We questioned the influence of parents on a child's future. Is there a lack of social mobility as students follow similar career paths vs taking risks to enter tertiary education? We did discuss the higher quality and equipment of vocational/technical schools in Europe and Asia as a whole in comparison with WCPSS where we have only one career/technical high school. In the last few decades, it has become expected that the greater majority students will go to college/university in the US despite the fact that this is not always the best route for all students. However, with only 50% of students being accepted into university or tertiary level of education in the Czech Republic, what are the options for students that desire further education but are denied university entrance? In a climate where we often question the push for US students to attend college and undervalue our alternative educational paths, there may be a lot for us to learn from the Czech Republic's secondary system.
Another interesting difference in our educational systems is the approach to learning disabled students and special education. We discussed SPED as a spectrum from separate setting to inclusivity/mainstreaming. While the Czech Republic is moving from separate special education schools with their own standards towards Individual Education Plans (IEPs) and inclusivity. Wake county is moving from IEP’s and least restrictive environment to further integration of self-contained children into regular education classrooms. We seem to be moving in opposite directions from each other. This naturally led to the discussion of best-practice, least restrictive environment vs. budget decisions that may not recognize the needs of the child and the teachers.
The last topic of interest is the Roma ethnic minority population (2-3% of total). The Roma are actually migrants from NW India who arrived between the 6th-11th centuries. They were originally called “Gypsies” as thought to be from Egypt. Several articles we read identified the social economic divide between the general population and the Roma people. The European Commission article referred to current reforms designed to decrease the discrepancy by improving individual support measures, including recruiting staff from the Roma community, and increasing early childhood participation in education.
The articles described a wave of changes that have been and are occurring in the Czech educational system. It will be interesting to learn more about the impact of these changes firsthand from the Czech people themselves!
Cultural Reflections Project 2: Cultural Writing
Cultural Reflections Project 3: Czech Film Review: Anthropoid
“Heydrich chokes the people of this city with a blanket of fear…” Anthropoid (2016) seeks to translate this level of anxiety and nail-biting tension into a suspenseful action-packed drama that tells the story of two Czech soldiers’ mission to assassinate Nazi officer Reinhard Heydrich. As the main architect of the “Final Solution” through mass-genocide of the Jews as well as the death of many others, General Heydrich earned the nickname, “The Butcher of Prague”. From the first scene when Jozef Gabcik (Cillian Murphy) and Jan Kubis (Jamie Dornan) parachute into Nazi occupied Czechoslovakia, the movie carries a level of high-intensity, nerve-racking suspense that the viewer can feel throughout the movie. Directed by Sean Ellis, initially a British fashion photographer, who previously received high accolades for the few movies that he had written and directed (Left Turn, Cashback, and Metro Manila). Filmed entirely in Prague, the movie has been praised for its historical accuracy and authenticity with backdrops such as Prague Castle and Charles Bridge. As only cinematography can manipulate time, Anthropoid condenses the WWII events that occurred over a half-a-year into just over 2 hours and 22 minutes. One common cinematic flaw is the inadequate portrayal of elapsed time that led up to the complex assault on May 27, 1942. With so much historical accuracy painstakingly sought, it’s interesting that one of the female leads, Anna Geislerova as Libena Fafkova, dies dramatically on the street while in reality she was executed months later at a concentration camp. The movie also leaves the audience wondering about another female lead, Charlotte Le Bon as Marie Kovarnikova, with no closure even in the footnotes as to her demise. Through stories of love and collaboration with these women and other characters, the movie was able to build the viewer’s empathy and understanding with more complex character development of Jozef and Jan. The cinematography, pace, and soundtrack of Anthropoid all contributed to the sense of fear and anxiety that overwhelmed the residents of occupied Prague.
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Cultural Reflections Project 4: Czech Book Review
Someone Named Eva by Joan M. Wolf
A lesser-known story of a strong eleven-year-old girl who is abducted by the Nazi’s and “rebranded” as a German girl named Eva to continue the Aryan race. On June 10, 1942, the inhabitants of the small town of Lidice, Czechoslovakia were the unfortunate recipients of Hitler’s wrath in response to the assassination of the creator of the “Final Solution”, Reinhard Heydrich. Based on historical facts with a fictional character, the book tells the story of Milada who is chosen amongst other blonde-hair, blue-eyed children with the right diameter forehead and nose, to be sent off to a Lebensborn center in Poland. There Milada receives the name Eva and spends two years learning the German language, culture, and essentially being brainwashed to forget her past. With other young girls, the story presents the different ways that each child handles the immense pressure to forget their past and be molded into a respectable German citizen. Milada’s attempt to save her Czech identity and maintain faith that family is waiting for her at home is admirable. She poignantly states, “The days belonged to Hitler, but the nights were mine. At night I could step inside my memories…” The stark contrast of how these new Aryan children are treated with fine china, plentiful food, and luxury linens versus the horrific living conditions of the concentration and extermination camps is shocking and repulsive. The book tells the tale of another side of the damage inflicted by the Nazis in a way that is almost unimaginable. Prior to reading “Someone Named Eva” I was unaware of the extreme measures to which the Nazis went to abduct and systematically indoctrinate young girls as future German wives to build the Aryan race. |