The Trojan Times The Student News Site of American School of The Hague Fri, 06 Mar 2020 10:24:17 +0000 en-US hourly 1 A Night to Remember Fri, 06 Mar 2020 10:24:17 +0000    On Feb. 8, students with different talents performed on ASH’s theater stage. From singers to dancers, all performers shared a little bit of their passion.

   The show was organized by seniors Lisa D., Assaf O. and Daniel M. and they began planning auditions as early as late October. They also created a technical team of 15 people, who supervised the entire creation of the show.  The leaders’ role entails running auditions, designing promotional materials and running the show. Daniel M. additionally served as a technical manager, overseeing all the technical aspects of the show, such as lighting, sound and projection. 

   “I am so happy that the performers were able to show their many talents while also raising money for Oceana. It always feels good when you can use your talents for the greater good. I am proud because this production was entirely student-run and there weren’t many technical problems. I am also proud of all the eleventh graders who really stepped up and got the show into running order,” Daniel M. said.

The set and lighting before the performers took the stage.

   The final total collected for Oceana is still awaiting but it is believed that the show made around 1500 euros. All these funds will be sent directly to Oceana to help fund initiatives that protect and preserve the world’s oceans.

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Student Senate Winter Update Tue, 25 Feb 2020 15:15:23 +0000 9 December 2019

Happy Holidays!

The Senate is wrapping this year up today. Spirit week discussions are on their way. Make sure to get those grade level T-Shirt designs into your Senators before the first week of school in 2020. Remember it’s everyone’s job to earn those points for your grade. Ask your Senators about what you can do to help. Maybe you want to help with the Spirit board, making the chant, participate in the rally, or theater sports or the annual dodgeball tournament.


13 January 2020

Happy New Year and Welcome Back!

Spirit Week is coming soon. T-Shirt designs are due as soon as possible to your Senators. Remember they need your help. The shirt will be your grades’ color with either black or white design. New this year will be the addition of Sustainability Week. SustainASH is organizing a sustainability oriented competition between the four grades. The winners of this competition will gain a head start for their grades’ spirit week points.


27 January 2020

This week the Senate is reviewing the Dress Code and equality relating to it. Currently the ASH Admin is creating a committee to help implement the new Mission and Vision Statements, and will include a select number of Senators. The Middle School will have a meeting with our Co-Presidents about possibly including Middle School in Spirit Week. Speaking of Spirit Week, a survey will come out soon to vote on the theme of each day. Also start thinking about creating a chant for the Spirit Rally and designs for your grade’s bulletin board. Remember Spirit Week includes everyone. Talk to a senator about how you can help your grade win. 

In other news, each senator must submit a proposal by March 6th. If you have an idea please contact your senator. 


3 February 2020

Big announcement! The days for Spirit Week are decided. The results of the Survey are:

Monday – PJ Day – Roll into school in your comfiest clothes 

Tuesday – Suit Up Day – Are you heading to a wedding or are you just looking sharp?

Wednesday – Sports Day – Show off your team spirit!

Thursday – Twin Day – Dress the same as one or more of your friends

Friday – Color Day – Show your spirit for your grade on the final day of Spirit Week!

Everyday to get the maximum amount of points for your grade, before school or during morning break, wear THREE pieces of theme related clothing. On Color Day wearing your ordered grade shirt counts as all three points!

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How India is pushing an Islamophobic agenda, and what it means for the rest of the world Sun, 19 Jan 2020 20:13:10 +0000    My Muslim grandfather emigrated out of India in 1947, moving across a new border to what became a country called Pakistan. He was just a toddler. Many Muslim families were split over whether to leave for this imagined separate homeland or to remain in India, where, despite the brutality of partition, the secular Indian Prime Minister Nehru reassured them that they had a home. He articulated his ideal of a composite Indian citizen, who was enriched and shaped by all the heritages that flowed through the world’s most diverse society. 

   Fast forward 73 years, and Nehru’s concept of a secular and diverse India has completely disintegrated. The current Prime Minister, Narendra Modi, has generated a culture of media censorship, online harassment and mob violence that has made life increasingly volatile for minorities, particularly Muslims. My Indian friends assured me that the rise of the Hindu-nationalist right was a passing storm. But now, it has only grown worse. 

   In addition to marginalizing religious minorities, Modi’s party, the Bharatiya Janata Party (BJP),  is erasing Nehru’s secular vision. They have crafted an alternative national narrative that recasts the country’s Hindu majority as victims, and India’s era of Muslim empires as one of loss and shame. Party leaders consistently use xenophobic language in political rallies and speeches and have erected new statues to Hindu nationalism’s modern and mythical icons. Bollywood has shifted into a new mode of nationalist propaganda, churning out films about attacks on Pakistan, Islamic kingdoms’ invasions of Hindu ones and terrorist radicalization that play on the trope of the suspect Muslim. As the economy continues to falter, reports of lynchings and attacks, and the censorship of Muslim voices, have only grown.

   Now, the narrative of Hindu victimhood and Muslim enemies of the state is being legislated into a permanent political form. India’s parliament has passed a bill which offers amnesty to illegal immigrants from three neighboring countries, on the condition that they are non-Muslim. Muslims who have lived in India for years will now be asked to provide papers certifying their Indianness. 

   More than 70 years ago, Indian Muslims were forced to make an impossible choice between home and a safer life elsewhere. Those who decided to remain, despite the dangers of majoritarianism and discrimination, had a fundamental belief in India’s promise. The Hindu right’s platform is turning the argument for partition — the need for a Muslim homeland — into a self-fulfilling prophecy.

   How exactly did Modi’s India become so nationalistic, so different from the country’s peaceful origins? 

   After Modi imposed new laws that cut taxes for corporations, many ordinary Indians were plunged into an economic nightmare. India hit its highest rate of unemployment in 45 years. A massive student and farmers movement grew, and Modi’s government retaliated. Students and professors were falsely arrested, the press was muzzled, and members of the opposition were charged with corruption. One journalist, two writers, and a dissenting judge were killed.

   To justify the state terror, Modi turned to Islamophobia, with disastrous consequences across society. Mobs marched into private residences in search of young people in interfaith relationships, terrorizing Muslim and Dalit youth for befriending Hindu girls and detained hundreds of young men from minority groups. In June, a mob in Kashmir beat a police officer to death after an altercation. Vigilantes raped Dalit, Muslim, and Adivasi girls without punishment. The lawyer representing the family of an 8-year-old Muslim girl, who was allegedly raped by the caretaker of a Hindu temple, was forced to withdraw after repeated threats and intimidation by party leaders. The father of a 17-year-old Dalit girl who says a party leader raped her was arrested on false charges and died mysteriously in a police station.

   Islamophobia is not a fringe problem: It is embedded in much of Western society. In some way, Modi’s rise to power and lack of condemnation by world leaders has normalized far-right policies and Islamophobic agendas worldwide. Right-wing nationalism, which was once an electoral liability, has slowly become a political asset to appeal to the disgruntled silent majorities. Prime Minister Modi and President Donald Trump are united in their Islamophobia. Both have turned it into authoritarian policies, criticized by the international community but popular among their respective bases – from Trump’s so-called “Muslim ban” to Modi’s lockdown of the Muslim-majority state of Kashmir. 

   The strangest moment for me was on Sept. 22, 2019. It was the “Howdy, Modi” event at NRG stadium in Houston, Texas, my home town: a cheesy, glorified Trump rally, filled with a sea of screaming and jeering Indian faces instead of a sea of screaming and jeering white faces. About 50,000 Indian Americans attended. The crowd chanted “Modi! Modi! Modi!” as he took the stage to introduce Trump as “[his] friend, a friend of India, a great American president.” Watching the event through my mom’s friends’ Facebook posts, news articles, and TV news coverage, I was completely jarred by how nationalistic sentiment transcended country boundaries, how minorities were so quick to rally behind Trump when Modi condoned it, how two world leaders from completely different backgrounds were able to come together in the context of racist and Islamophobic sentiment. 

   The waves of nationalism and anti-Muslim sentiment aren’t just limited to the US and India. Following Modi’s first election in 2014, China began secretively placing its Uyghur Muslim population in internment camps, where they are “re-educated,” or, more explicitly, tortured. In 2017, Austria banned the burqa, a face-covering garment worn by conservative Muslim women. In France, the adoption and normalization of Islamophobic language by French politicians has been linked to violent consequences – the Collectif Contre l’Islamophobie en France (CCIF) recorded a 10 percent increase in Islamophobic acts between 2013-14 and a further 19 percent rise in 2015.

   You may be thinking that the Netherlands, a nation so renowned for its acceptance of all people, remains impervious to these waves of Islamophobia; however, the government has quietly been enacting a series of laws that have increased discrimination against Muslims and the violation of their rights. In 2018, the Netherlands brought into force a ban on burqas in public institutions. The same year, the Dutch parliament introduced a bill for the second time to ban ritual slaughter of animals, which would prohibit the methods of humane slaughter followed by Muslim and Jewish communities. In addition to these restrictions, Dutch Education Minister Arie Slob ordered a review of all schools providing Islamic education.

   When my grandfather was immigrating to Pakistan, looking for a new life, he could never have dreamed that the world would turn so hate-filled, belligerent, and divisive. He left an India that was tolerant, welcoming, and united. That was Nehru’s India. Now, he probably wouldn’t even be granted a visa for a vacation to Modi’s India.

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High School Reviews: Top Movies of 2019 Wed, 11 Dec 2019 09:03:40 +0000    Did you finish watching all the movies you wanted to? Are you out of inspiration as to what movie you should watch next? This is what you were looking for: a ton of ideas!

   Two weeks ago, a survey was sent to high school students to know what movies they enjoyed watching. The results were rather stereotypical, yet very diverse and interesting.

   A lot of girls seem to enjoy the genres of comedy and romance whereas boys are more into action but also comedy. Opinions vary but there is a common theme in those responses; entertainment and emotions. Movies trigger emotions and keep people entertained in so many different ways.

   “I think comedy movies are a good way to keep everyone entertained; no matter their preferences everyone can come together. With dramas, they are often really emotional and powerful and make me cry,” said a senior girl.

   “I personally get the most entertainment form the exciting aspects of action movies as well as the funny, entertainment aspect of comedy movies,” said a junior boy.

   A couple students also enjoy science fiction due to the reality that is reflected through them but also because of the fact that you are transported to a completely different world and thus, can forget about reality. 

   “Scientific fiction and fiction/fantasy in general stirs my imagination. I love being transported to a different world. When you are in a different world you tend to forget the troubles and stress you have in the real world,” said a sophomore girl.

    “Science Fiction is very fun to watch and there is some connections based on science, which makes it more real,” said a sophomore girl.

   A couple students enjoy watching movies because of the questions they raise and the fact that they can be relatable to a lot of us.  

   “I like comedy because it’s something that is enjoyable throughout the movie, and I like the drama because it (at least in high quality movies) often discusses and reflects upon complex and relatable ideas that make you think,” said a sophomore girl.

   “I like movies that raise questions of morals/humanity but could hang back and enjoy some good action/excitement too,” said a senior boy.

   Now, the moment you have all been waiting for: movie ideas! There were a lot of movies that have been mentioned but the most repeated ones were: Interstellar, The Notebook, Forrest Gump, Gladiator and Zodiac. These are classics but worth watching!

   If you are interested in short sagas, the most popular movie series were: Divergent, Mamma Mia, The Matrix, Lord of the Rings and John Wick.

   Finally, if you are more into long series, you should watch these classics: Harry Potter, Star Wars, Jurassic Park, Avengers, Twilight, Fast and Furious and Pirates of Caribbean.

   You may have seen all these movies and if it your case, they are definitely worth watching again and shared with friends and family. Have fun!

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Student Senate November Update Wed, 13 Nov 2019 09:52:55 +0000 November 4th 2019

Hello Students,

I am excited to announce that the Trojan Times will be starting a weekly Senate collum. We will have a writer sitting in on all Student Senate meetings.

The week of Nov. 4, the Senate passed two proposals, both to install feminine product dispensers in  bathrooms in the cafeteria and in the middle school. The fact that students can no longer see their GPA’s on Powerschool also came up. The school believes that the live-updating of GPA’s is an inaccurate way to measure your grades and is a large stressor for many students. Universities will recalculate GPA’s anyway. Then, what we’ve all been waiting for: the Winter Formal is coming on Saturday, Nov. 23. Tickets are going on sale latest by next week. They will be sold in the cafeteria. The dance will be held at ASH and the Student Senate is going all out on the decorations and catering. The ticket prices are still undecided. Note that the Senate is not aiming to make any profit off this dance. There is talk of making this a charity event. If tickets are 10 euros, 20% of all proceeds will go to a charity. Buying tickets may also earn your grade spirit points! Much of this is still up in the air. Please go to your senators with opinions and ideas! 

Have a wonderful week!


November 11, 2019

The Student Senate is working on a few projects right now. There is forward movement on the proposal for sanitary products in the middle school and cafeteria bathrooms. Keep your eye out for a survey about the dress code. Senators are collecting information about your dress code experiences so further improve the rules and the process of “getting dress coded”. Also, bike pumps have been placed in the bike shed for your convenience. 

On to the Winter formal: The Senate has confirmed that there will be a photo booth, lights, smoke machine and a sound system at the dance. Tickets are being sold in the cafeteria for 10 euros, but remember, 25% of that will go to charity.

Have a wonderful week! And don’t forget to buy your dance tickets!


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Motivational speaker Mike Smith visits ASH Tue, 15 Oct 2019 18:32:27 +0000    On Sept. 16, the American School of The Hague welcomed the “professional teenager” and motivational speaker, Mike Smith. Mike grew up in the Midwest of the United States in a small town in Nebraska. 


   During his high school career Mike, like many of us, did not have the slightest idea what he wanted to do with the rest of his life. Maybe this is what kept ASH’s high school in captivated in his story for the hour. 


   He knew by the end of his senior year that whatever it was he wanted to help people. He was moved by the idea that “helping people happens when no one else is looking”. He now is a founder of numerous non-profit organizations and has traveled to 49 of 50 of the United States speaking to and influencing students like us. 


   Luckily we got the chance to sit down with Mike later and found out that he started speaking to high schools by looking up principal’s emails on the internet and sent sample DVDs. We talked about how can high school students possibly find their way and forge the path into doing what we want to do. 


   “So much of what you want to do is important, like what you want to do with your life is important and what everyone here wants to do with their life is important but in reality you guys are going to change jobs and careers a ton because that’s just the way it works today,” Mike said.


   “The one [career] forever isn’t actually the true narrative anymore but the one thing you take with you is what kind of a person you are. If you’re a good, accepting, loving, tolerant, compassionate, driven human wherever you go you’re going to be fine because those skills translate whether you are an artist or an author or an architect or an engineer. Those skills go with you,” he said.


   “Chasing what you love is such a big thing but being a great human while you chase what you love. That’s the part that I think people aren’t hearing enough. Being an amazing person along the way and you’ll make an even bigger impact and that’s what I hope people really get from today,” he said.


   “I think a lot of young people are like ‘I want to travel for a living’. If you want to travel for a living, you have to have a skill worth paying for to get you to travel for a living. Whether that photography, building something, speaking, entertaining, whatever it is. A lot of young people have the I want to travel part dialed now they got to do the what’s my skill that’s going to put me on the road,” he said/


   Mike spoke a lot about following our dreams and listening to the voice inside our head, but how can we make that jump? 


   “There is no one size fits all for how we get there… For some people going to university is going to be the most important season of your life because you are going to figure out what you hate and what you love and who you don’t want to be around and the kind of people do want to be around and you learn a lot about yourself in those years,” he said.

Franne Van der Keilen
Mike Smith addresses the high school students in an assembly.

   “At some point, you have to learn to be the loudest voice in your head. I think for a lot of people the loudest voice in their head is somebody else, like a parent saying no or a person at the school who said something hurtful to you or the crowd you’re scared of judging you,” he said.


   “A good gauge to know if you are the loudest voice in your head is if when you shower it’s like 5% washing, 5% singing and 90% winning fake arguments with people you don’t like, then you are not the loudest voice in your head. For a lot of us, there’s somebody else in our head who is taking us space and they’re taking up time and they’re taking up energy. The result of that is we act accordingly,” he said.

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New school year brings new senators Tue, 15 Oct 2019 17:41:41 +0000    Student Senate is the student democracy at the American School of The Hague. Each year, students from each grade give a speech to explain what they plan on doing and why and their peers elect four of them. Senators are here  to make ASH a better place. They listen to their classmates, go to weekly meetings and try to make improvements. 

   Matthew W. has been at the American School of The Hague for eleven years and is currently a freshman. He has had some experience of student senate during middle school because of color house. 

   “I would like to find an alternative to paper straws because they become soggy and taste bad. Furthermore, I could answer any questions students have about what is going on in Student Senate,” said Matthew.

I am a firm believer that we, as students, should know what things happen at our school and why”

— sophomore Viasco C.

   Vasco C. has been at the American School of The Hague for 12 years and just started tenth grade. It is his first time being part of Student Senate although he was a student representative back in seventh grade. 

   “I would like to bring high school through things like the newspaper and giving more advisory time, so that it may better our communication and the way the school interacts with students. I am a firm believer that we, as students, should know what things happen at our school and why,” said Vasco.

   Maja M. has been at the American School of The Hague for almost four years and is now a junior. She decided to sign up for Student Senate because, according to her, it is a great experience and she wants to be apart of changing the school for the better. Some of her ideas for this year include making the American School of The Hague more inclusive and open up advisory time.

   “I want to make our school more environmentally aware by creating a news outlet on the bulletin so people can become educated on the current crisis. I would like to create some sort of study zone for the juniors (similar to the seniors) as we are also starting the IB, AP and/or ASH courses that are challenging and stressful and I think it is only fair that we also have a place to relieve some of that stress,” said Maja.

   Marc B. has been at ASH for one year and he just started his senior year. He has been on the disciplinary committee at his previous school. 

   “I want to add a weekly optional wellness activity that anyone in High School can join as I feel like the one week of wellness is not enough. In addition, if anyone comes to me with an issue or proposal, I’d listen,” said Marc.

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Seniors travel to Texel, conduct field experiments Tue, 15 Oct 2019 17:28:54 +0000

   For most students, a Wednesday morning consists of preparing for the school day ahead. For ASH seniors who take an IB Science class, waking up last Wednesday morning entailed mental preparation for three days of muddy boots, wet lab notebooks, cold fingertips and constant fatigue. 

   At 7:00 in the morning on Sept. 25, two buses filled with 59 seniors departed from the ASH parking lot, headed to the Dutch island of Texel. “The bus ride was definitely the highlight of the trip,” senior Ella K. said.

   Students were placed into groups, each with a representative of one of the IB Science courses: Computer Science, Physics, Environmental Systems & Societies, Chemistry and Biology. Due to the overabundance of Biology students, there was a separate representative for Higher Level and Standard Level Biology in some groups. 

   Students spent the first day exploring the mudflats with the help of scientists from the Ecomare Lab. The researchers taught students about the local wildlife of the region, which included crabs, cockles, mollusks, oysters and various plant species. “We go to a different location every year,” said Biology teacher Timothy Gurney, who has served as the leader of the trip for the past eight years. “This was the first time in four years that we went to the mudflats. I like this ecosystem a lot because it’s full of animal life.”

   Other ecosystems that seniors have visited in previous years include salt marshes and sand dunes. In addition to Gurney, other teachers on the trip included Jade Gardner, Andrew Alfano and Ineke Luxemburg. In total, nine teachers accompanied the students for the entire duration of the trip. “I like everything about the trip, except for the sleep deprivation!” said Gurney.

   During days two and three of the Texel trip, the students were required to design their own overarching question that applied to all the scientific disciplines. Within this umbrella question, each student came up with their own research questions specific to their particular science. The students then collected data in the field and experimented in the labs to answer their questions.

   “One of the most stressful parts was definitely coming up with a question,” senior Wout S. said. “Also, figuring out what you were supposed to do in the lab was hard. I was working with a potassium testing kit, which was something I had never done before. It had instructions and all the materials were right there, but it took some getting used to.”

   “My experience was totally different,” Ella K. said. “My group came up with a research question super quickly. The lab wasn’t stressful. For me personally, the struggle came with getting all the data I needed in the given amount of time.”

   On the final morning, students presented their work to their classmates and teachers before heading back to ASH. Overall, the students gained experience and knowledge that they could not have obtained by just sitting in a classroom.

   “One thing I think should change about the Texel trip would be the number of laptops, so that each group member can work on their data processing at the same time,” Ella K. said.

    “I would also extend the length of the trip to maybe a week to provide more time for data collection. Three days wasn’t really enough to fully develop the skills that we need for our IA’s,” senior Dineo K. said. “The trip could become a better teaching experience.”


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Theater I class performs for ECC, receives praise Mon, 10 Jun 2019 15:22:39 +0000    On May 16, the class of Theatre 1, taught by Mr. Cunningham, performed in front of the Early Childhood Center. The play was about four TV shows coming into the real world and getting stuck there. An explorer, who has been left alone in the TV, decides to become the King of the TV and all actors need to unite their strengths to convince their friend to let them back in. The performance ended with everyone dancing happily on stage.

   “I think the performance went great! Even though the majority of the audience were little children, I got nervous before the performance. I loved the children’s reaction after each scene and it was great to see that they were laughing all the time,” said freshman Angela K.

   “I think the performance went very well and everything went to plan, however I was a little bit nervous before performing. I enjoyed the scene where all of us were trying to convince Mauk to let us back in the TV and we all decided to perform a dance for Mauk since he loved dancing so much. I think the audience liked our performance because we got very good feedback after we had performed and many of the kids were laughing at our jokes,” said sophomore Andreas G.

   After the students performed all the children wanted to high five the actors. The young audience members even made some cards for the theatre students to show how much they loved the performance.

   “I felt that the performance went well. We got good feedback and the kids seemed very enthusiastic about the show. Right before the performance, I felt quite calm. When the little kids started making their way into the gym it started to become more of a reality that we were actually performing for a audience of such a young age. They seemed so excited to simply see us which made me feel excited to perform and interact with them. I definitely enjoyed how the kids interacted with the performance the best. It was so cute to see how they interpreted certain aspects of the show. I’m sure the audience loved the show because we got very enthusiastic feedback and loads of high-fives,” said freshman Svea B.

Sujani Le Grand
Students bow following their performance.

   “The play went incredibly well! We’ve spent weeks developing this original show and the feedback from the ECC has been wonderful. The students loved and understood the performance. They laughed so much and we have received some wonderful notes and pictures from the students and their teachers. Some teachers wrote that after the performance their students wanted to talk about it all day,” said Mr. Cunningham, the Theatre I teacher.

   Each year this performance for the ECC happens since it is part of the curriculum for Theatre I. The class of Theatre I usually does two shows: one for the ECC and one for the Upper Elementary. It develops skills and self confidence for the students and builds bridges between the schools.

   “I am sure the students loved the show! You just had to look at the faces of the audience members. Thank-you to Ms. Townshend and Ms. Marantos for helping to organize our visit. I loved that one teacher shared that her students were amazed that “big students could take a class like this in high school,” said Mr. Cunningham.

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Freshmen explore Leiden, discover history and diversity Mon, 10 Jun 2019 15:14:52 +0000    The Museum Volkenkunde, the Siebold House, the Pieterskerk, the Van Valk Windmill and De Burcht. On May 3, all ninth graders had a social studies trip to Leiden, where they visited all these locations. The trip had been organized by the social studies teachers and the aim of the trip was to make students realize the connection between the units that had been studied throughout the year.

   “Overall, I think the trip went very well. This is based on the feedback I received from both the chaperones and the students. If the trip does happen next year, there are a few changes that I would like to make, such as having conversations about the venues instead of all the questions that were in the packet. I also would like to add that I think the timing was rather good because it helped solidify the units studied throughout the year and realize some connections between them,” said Ms. Yonkey.

   Something typical about Leiden is the poetry on the walls. There are more than 110 painted poems in different languages on walls throughout the town. The process began in 1992 with a poem in Russian by Marina Tsvetaeva and finished in 2005 with a Spanish poem by Federico García Lorca. This shows the diversity of the city and students enjoyed trying to find them.

   “The trip was interesting and I learned a lot about Leiden. I liked the fact that the visits to the places were quite fast paced because you could be interested in a venue but also not stay long enough to get bored. My favourite venue was the Van Valk Windmill because it was a different building than all the others we had been to, and it was a great opportunity to learn more about windmills and how they were used,” said freshman Victor E.

   “The trip was a great way to teach us more about the diversity and history of Leiden, but we got to learn in a firsthand way rather than reading a book. I learned a lot more than I normally would have in one day of school, while still having a lot of fun. It reinforced a lot of things that we learned in previous units, such as Imperialism in Asia. I wish we had more field trips like this in High School and for other classes like science,” said freshman Chloe S.

   In Leiden, there are six stone suitcases to commemorate the Jewish people of Leiden who were arrested by the Nazis during the Second World War. The suitcases were designed by Dutch/Israeli artist Ram Katzir in 2010. They are all placed in significant locations, such as the Jewish orphanage on the Roodenburgestraat.

   “I really enjoyed the trip and I liked the fact that we went straight after finishing to study the units. The trip helped me visualize everything we learned and gave me a better idea of culture. Personally, I liked the Volkenkunde Museum because it had different countries that we could see at the same time. Finally, I’d like to say thank you to all the teachers who worked for us and I also really want to say thank you to Ms. Yonkey who worked hard for this field trip!” said freshman Angela K.

   “I really enjoyed the trip because we got to see things we have been learning about all year and how past events could affect our lives today. My favorite location was the Siebold House because we got to hear about a specific person’s story who was living in Japan while its borders were closed to foreigners. I liked this because we got to learn about it more in depth than we had in class. The only thing I would change about the trip would be how much time we get at each venue. Sometimes we were really rushed and didn’t have enough time to absorb all the information. Other than that, it was a great experience,” said freshman Elizabeth T.

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