PROJECTS:
Cultural Connections Project 1: Two Travel Writing Pieces
Experience-Based Travel Writing Piece:
“You’ve got this” said a voice from below, as I crawled up the ladder, one step at a time. Knees shaking, thoughts of self-doubt run through my head: Why did I think this was a good idea? What am I trying to prove? Did I just hear the guide say that he just “discovered” this jump last week? What if the water really isn’t deep enough? Oh God, there’s a lot of spider webs on this ladder. What if a bug crawls on me and I jump back, fall off the ladder, land on my paddleboard, and get knocked out?? Pushing away panic, I force my body to move up the ladder, rung by rung, step by step, one breath at a time. I reach the top. This is the worst part. Holding tight to the railing, I slowly scoot my feet over the uneven concrete and blocks that line the Vltava River. “Are you ready?” I say, speaking more to myself than anyone else. In a hurry to get it over with, I leap from the side. One, two, three, shouldn’t I have hit the water by now?, SPLASH. I hurry to swim up to the top, gasping for air and smiling when I finally do. Feeling the rush of adrenaline begin to fade, I climb back on my paddleboard to soak in the sun on the unusually warm Prague afternoon. Proud of myself, I paddle my way back to the shore, taking in the extraordinary views of old homes and restaurants along the river. Our guide, Finbar, points out his favorite place to enjoy a drink and as an aspiring architect himself, talks to us about the different architectural styles we are seeing: cubism, Renaissance, Art Nouveau, etc. We pull our paddleboards onto the dock and Finbar treats our group to a bottle of Czech beer and we all spend a while relaxing and chatting together. We say “see you later” to Finbar and walk home, already reminiscing about our afternoon spent with new friends on the water, a July 4th experience so similar, yet so different, from any I’ve ever had. |
Site-Based Travel Writing Piece:
Located about an hour drive away from Prague is the fortress town of Terezin. Built between 1780 and 1780, the fortress and town were originally designed to protect the north side of the Czech Inland; however, this area was converted into both a ghetto and concentration camp during WWII. Approximately 155,000 people passed through the camp between the years of 1940 and 1945 . Of the 155,000 people, 35,000 died at the camp, mostly due to extremely horrible, overcrowded, and unsanitary living conditions. While mass extermination did not occur at Terazin, many innocent victoms died as a result of torture and murder. Another 83,000 people that passed through the camp were sent to be murdered at extermination camps such as Auchiwitz. Terezin was publicized as a “retirement community” and was used to create propaganda videos that glamorized ghetto and camp life helped hide from the Western world the tragedies that were occurring. At Terezin, visitors are able to view and tour the Ghetto Museum; the concentration camp, also known as The Small Fortress; the National Cemetery; the Memorial on the bank of Ohre River; the Park of the Terezin Children; the former Megdeburg Barracks; The Jewish Prayer Room; Railway siding; the Columbarium; the Ceremonial Halls and the Central Morgue of the Ghetto; The Jewish Cemetery and Crematorium; and the Cemetery of Soviet soldiers. Most of these sites are self guided; however, in order to fully grasp the history and horror that occurred within The Small Fortress, I recommend walking through with a tour guide. The guide explains the details of the daily camp life- hundreds of Jews crammed into one room with little food, no bathrooms, only a sliver of light, and no beds; all while the German army leaders and their families lived in an elaborate home, complete with a swimming pool and movie theater. Today the town of Terizen is eerily quiet and desolate. I saw a few run-down shops and local residents meandering around the town square; however the majority of the town is dedicated to preserving a record of the atrocities that occurred within its limits while simultaneously honoring the strength, bravery, and humanity of the men, women, and children who were imprisoned at Terezin. The duty of understanding and remembering belongs to all who visit. |
Cultural Connections Project 2: Scripted Duologue (PowtoonAnimation)
Cultural Collections Project 1: Mapping Cultural Themes (Clio)
The Žižkov Television Tower is a giant, looming tower that was originally built during the 1980s for the purpose of both broadcasting communist television to Czechoslovakia and blocking Western broadcasts from the people of Czechoslovakia, according to locals. Rising over 216 meters, or 708 feet, tall, the tower is an unsightly reminder of the communist era and was referred to by locals as "Jakes' Finger," after Milos Jakes who was the final communist leader of Czechoslovakia. Although the tower was not finished until after the Velvet Revolution and the fall of communism, the building still elicits negative feelings from some Prague citizens because it stands as a reminder of the country's tumultuous past and the oppression faced during communism. When discussing his distaste for the tower and if there was resistance against the tower being built in the first place, Prague architect Vaclav Aulicky says that "there wasn't such a big debate about it because it was in a time when no debates were taking place."
The tower was built at the location of an old Jewish cemetery. Established in 1680, the cemetery held the remains of Jewish people who during that era, mostly due to the plague. Around 40,000 people were buried at the cemetery, many of which were prominent rabbis and businessmen. During and after WWII, the cemetery was unkempt and deteriorated. In the 1960s, the decision was made to preserve only the oldest part of the cemetery and to turn the other areas into a park. This small section of the cemetery is now managed by the Prague Jewish Museum and is a protected historical monument. It wasn't until 1985 that construction on the Žižkov Tower began. It is a common misconception that the Jewish cemetery was ruined specifically to build the tower; however, the land was already empty because a park had been created twenty years earlier. Today, some negative attitudes toward the Tower have shifted slightly. Many people now view the structure as weird and unique versus ugly and depressing. In 2000, Czech sculptor David Černý attached ten statues of six foot babies crawling up and down the tower. These disturbing babies have bar codes instead of faces. Some believe that the statues represent that modern children are being raised by television and computers instead of being raised by their parents. Others believe the statues are more of a political statement about a country whose democracy is still in infancy. Whatever their meaning, the sculptures have been embraced by the public are now on permanent display at the towers. To add to the positive feelings associated with Žižkov TV Tower, the tower now has a viewing area that boasts one of the best views in the city, a bar and restaurant, and a one bedroom luxury hotel. Surrounded by a complicated past, Žižkov Tower has become a tourist attraction for tourists. |
Cultural Collections Project 2: Curating Cultural Themes (Padlet)
Cultural Collections Project 3: Neighborhood Analysis (Weebly Slide Show)
For my neighborhood analysis, I visited Prague District 2, specifically Prague's Vinohrady neighborhood. Because this area is adjacent to Old Town, the aesthetic of most the buildings are fairly similar to those found in Old Town and many of the businesses still seemed to cater towards tourists, despite being slightly off the beaten path. For example, the coffee shop that we visited had a Trip Advisor sticker in the window. Unlike Old Town, however, some shops were more upscale and featured name brand clothing and other merchandise. In the area, I saw hotels, shops, a Casino, cafes, international restaurants such as Indian and Asian fusion, a consignment store, and a grocery store. I also noticed that there were several business names that I recognized from the United States, such as Remax Reality and Starbucks. The main street was extremely busy with a mixture of tourists and locals the hustle and bustle typically found in an urban environment. I did not see many children who were old enough to walk, but I did see several young mothers pushing babies in chic, name brand strollers.
While in the neighborhood, we stopped to get a coffee from a restaurant called Caffe Espresso. The cafe was modern and cute, with a retro twist. The menu for the restaurant was in English but the woman working the coffee bar spoke Czech and only a little bit of English. We asked her for directions and when she was struggling to answer, another customer stepped in to help us with directions. The customer spoke Czech with the cafe employee, but was also fluent in English. She was very helpful and accommodating. Most people in the neighborhood appeared to be worldly, well educated, and affluent. I noticed that there were several cranes towering over the buildings working to either building new infrastructure or refurbish old buildings. Usually new construction means that an area is doing well economically, which I think is probably the case in Prague 2.
While in the neighborhood, we stopped to get a coffee from a restaurant called Caffe Espresso. The cafe was modern and cute, with a retro twist. The menu for the restaurant was in English but the woman working the coffee bar spoke Czech and only a little bit of English. We asked her for directions and when she was struggling to answer, another customer stepped in to help us with directions. The customer spoke Czech with the cafe employee, but was also fluent in English. She was very helpful and accommodating. Most people in the neighborhood appeared to be worldly, well educated, and affluent. I noticed that there were several cranes towering over the buildings working to either building new infrastructure or refurbish old buildings. Usually new construction means that an area is doing well economically, which I think is probably the case in Prague 2.
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Cultural Collections Project 4: Museum Artifact Analysis (Voicethread)
Cultural Reflections Project 1: Czech Education System, "The Last Word" Discussion
When reading about the Czech education system, there were several differences between the Czech Republic and the United States that I was particularly struck by. The first difference that stood out to me was that during compulsory education, students and their families can pick which school they would like the child to go to. Without districts to designate who goes to what school, I wonder how the school system makes sure that schools are not overcrowded. Do parents try to avoid schools because they think that they are "bad?" On the other hand, is it common for families to travel long distances to attend the "good" school? Without allocating students to schools or limiting enrollment, I wonder how the government is able to designate resources to particular schools.
It also stood out to me that at the secondary level, students have the choice between general secondary school, technical school, and vocational school. I wonder how students decide which type of school to attend. How much do parents influence this decision? If a child's parents attended vocational school, are they more likely to also attend vocational school. Also, how much does this school choice affect the student's options after high school? If a child chooses to go to vocational school at age 15, but are they able to then later change their mind and pursue a university education (even without attending "general" secondary school)?
It also stood out to me that at the secondary level, students have the choice between general secondary school, technical school, and vocational school. I wonder how students decide which type of school to attend. How much do parents influence this decision? If a child's parents attended vocational school, are they more likely to also attend vocational school. Also, how much does this school choice affect the student's options after high school? If a child chooses to go to vocational school at age 15, but are they able to then later change their mind and pursue a university education (even without attending "general" secondary school)?
Cultural Reflections Project 2: Cultural Writing
Cultural Reflections Project 3: Czech Film Review
Malida is the true story of Malida Horáková, a Czech politician who opposed Nazi rule during WWII and the communist rule that fell over her country after the war. The film started off slow; especially with having no background knowledge on the movie or on Horáková's life, I was particularly bored and confused during the first part of the film. However, once the movie picked up steam and I connected the roles and relationships between each of the characters, I was intrigued through the end.
Malida's story begins in the 1930s when Horáková and her husband are imprisoned under Nazi rule. When WWII is over, Horáková and her husband are freed, but the country has been taken over by communist rule. A supporter of democracy, Horáková is vocal in her opposition to the communist party. At one point in the movie, Horáková expresses her hatred for the communist by saying that they are just as bad at the Nazis. Even when her own life and the lives of her families members are directly threatened, Horáková stands firms in her political and ethical beliefs. The movie ultimately is successful in depicting a the powerful contributions that Horáková made to the Czech people by paying the ultimate price for freedom. |
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Cultural Reflections Project 4: Czech Book Review
Someone named Eva by Joan M. Wolf is a children's novel that tells the story of an eleven year old Czechoslovakian girl, Milada, whose life and identity are forever altered by the events of World War II. Inspired by true historical events, the books gives readers insight into the often overlooked experiences of children who were kidnapped by Nazis. During Nazi attacks on her village, Milada's life is spared because she displays the physical characteristics of the "Aryan race;" however, in order to learn how to become "a good German girl," Milada is shipped away to Lebensborn training center. As part of her "training," Milada is given a new name, Eva, and is taught to embrace German culture and to erase her own memories. The story details Milada's struggle to remember her history, but also to survive in a tragic, harsh, and complicated environment that forced assimilation.
When reading the book, I initially found it improbable that a child could be brainwashed so much that they completely forget their previous life and even their original name. This seemed so horrible that it must be an exaggeration. The story resonated with me so much that I began researching the history behind the "training centers" (i.e. prisons) that were detailed in the book. To my horror, I discovered that Milada's fictional story lined up very closely to the real stories of many children who were kidnapped during the war. For any person, young or old, who wants a broader understanding of the horrors that occurred during the Holocaust, I highly recommend reading Someone Named Eva. |