Tuesday, April 19, 2011

Finishing My Research Paper


The explosions seamed like they were coming from close by outside; the distance between us was marginally comforting. I look at the women around me, still concerned with mashed potatoes, pretending not to have noticed the disturbance. The constant flow of kids in the lunch line continues to move, letting nothing slow down the current. The students continue to file into the lunchroom and then sit with their waiting friends, unable to hear the noises over the roar of themselves.  I meet the worried look of Jay (9?), a custodian, just before he leaves to check out the sounds outside of our back doors.  Being married to a cop makes me continuously nervous, but that was nothing compared to the current sensation in my gut. Those of us that are serving food continue, doing our best to look calm and collected.
            “Get down! Under the tables! Everyone, hide!”
            I can hear Jay and two other male voices yelling in the room next to us. They keep telling the kids to hide. Hide from what? What is coming for them? Should I be hiding too? Suddenly, the line of kids contorts into a mob of frantic teenagers. Everyone moves in different directions, trying to escape the unknown horror. My hand is abruptly no longer holding a serving spoon but someone else’s hand. Karen pulls me from the steam tables to the back room.
            “Call Erik, see what’s going on.” She hisses at me. I can see fright in her eyes and I’m sure mine look very similar. I grab my purse and force my shaking fingers to search for my cell phone. I dial Erik and wait for the comfort of his voice, but all I get is his answering machine. I close my phone and wait for Karen to tell me what to do next but as she opens her mouth to speak, me both jump at the sounds of a blast. 
            A dozen kids run into the back room with us, the innocence gone from their eyes, only to be replaced with terror. They look at Karen and I like we have answers for them, but of course, we don’t. I tell them to huddle together as far from the doors as they can while Karen and I try to figure out what’s going on.
            “They are trying to kill us all!” a boy whispers just before he hides his face in his hands. I’m about to prod him for more information when I hear more gunfire. I fall to my hands and knees and start to crawl. Karen is beside me instantly and we both move from the back room through the kitchen serving area. I turn to tell the kids to get close together and hide but they have beat me too it. Their instincts have taken over as they cling to each other in fear. I see one of the boys pull out a phone and dial three digits before (10) I turn again to continue crawling.
            When we reach the entrance to the cafeteria, I pause for a moment to collect my shaking self.  I take a deep breath; at this point, I didn’t know if it would be my last.  I try to give Karen a reassuring smile but it comes out as more of a grimace. Then I slowly peaked my head around the doorframe, looking for any danger between me and the exit closer to my car. Smoke looms near the ceiling of the whole room, the remains from the explosion we heard earlier. I can hear more gunshots coming from the top of the stairs near by. Whoever it is is up near the library and the science wing (11). The shooting stops and I can hear feet coming down the stairs that lead right into the cafeteria. My heart skips a beat as I panic. I lay flat on the floor, hiding but still watching to see who it is and what they are capable of.
            Two high school boys, one in a black T-shirt and the other in white (12), travel down the stairs. They are heavily armed with guns, at least three a piece. The boy in white stops on the platform, just before the base of the stairs, and aims his gun at a duffle bag across the room (13).  He fires several shots but nothing happens.  The boy in black walks over to the target and starts messing with the bag. The other boy follows him. While across the room, they drink from water bottles that had been left on the tables by fleeing students. The sight makes me sick. They graciously quench their thirst with the water left by a student whose life they have threatened. I cover my mouth in an effort not to throw up.
            Karen tugs at my shirt and I slowly turn towards her. Questions flash across her face but I put my pointer finger up to my lips, signaling her to stay quiet. I whisper, not using any voice to stay as quiet as possible, and explain that there are two boys, armed and dangerous. We need to stay here and stay quiet. I rotate back towards the horrific scene of the cafeteria, looking for the shooters. I have lost sight of them but I can hear their voices. They are mumbling but suddenly one voice gets louder. I hear it say, “Today the world’s going to come to an end. Today’s the day we die (14).” All the nerves in my body freeze and I am numb, unable to feel the cold tile underneath my body or even turn to look at Karen. I look up in time to see the two boys walk back up the stairs towards the library again, still carrying their guns.
            Tears run down my cheeks, whether from relieve that I still had my life or fear for the people who still remained up stars. I rolled over and grabbed Karen’s face, her cheeks also wet with tears. “We have to get out of here,” I whispered, looking directly into her big brown eyes,  “now!” We crawl back to the room where we left the dozen plus kids. They all sat there silent and terrified. As we approach them, we tell them we have to leave with panicked, hurried whispers. One by one they get up and we lead them to the doors that go outside to the teacher parking lot behind the school. From there, they are met by officers and are able to run to the police cars that had arrived. Each time I come to the doors with a new student, I look for Erik. I don’t know if he is here but I secretly hope he isn’t.
            Just as we are sending the last two kids outside, we hear more gunshots from upstairs. I cringe at each explosion, who knew how many innocent kids were dead and how many more were wounded. More smoke had been created by the preceding gunshots; just enough to set off the smoke alarms and the sprinkler system in the cafeteria (15).  Karen and I are soaked as we run from the building to the safety of the ambulances and officers.
            Cold and terrified, I search for Erik. I asked around but people are rightfully distracted by the more pressing manner at hand. Shots are fired from inside the building and then more from the police that stand in front of me. Windows shatter as bullets go through their panes. I look up at the school I have worked at for the most recent part of my life; once, it was the nicest school on this side of the state, now it stands broken, covered in the blood of its students. The loud whirring of a helicopter is followed by gusts of wind as it comes into view. As I turn to look at the aircraft, I spot a familiar squad car on the other side of the parking lot. Erik is here. The nausea sets in again and I almost double over. To get to his car, I would have to walk for half a mile, without any protection or trees or cars or cops.
            I hear the radio from on of the police cars going through the various codes, some of which I know from Erik talking about them, but also announcing that the school needs to be evacuated (16). SWAT team members and officers over by Erik’s car act on this command by moving towards the school; the ones by me stay because they have a direct view of the library, where the gun shots can still be heard. The windows of the upstairs library are all gone and paramedics rescue three students from the second story (17). They are then rushed away to the hospital with bullet wounds. The world is quiet for a second. No more gunfire. All that is heard is the sirens of the police cruisers and the helicopter above us, small annoyances compared to what we all had just witnessed.
            I look over to where Erik’s car is parked, hoping to see him in one piece. Still, I can’t find him. I start to cry, all the possible tragedies playing in my head. As I look around I see other tear stained faces so I’m not embarrassed. I start to walk towards where Erik should be when I hear two final gunshots. I look back up at the library windows, anger consuming me. How could those two boys do all of this?! They have killed so many people and they might have even killed my husband, someone who wasn’t even supposed to have been here today! With the adrenaline of my fury puling through me, I run. When I get to his cop car, I look around me. I see students hiding behind the car, I see police everywhere, parents standing by the barricades thirty yards away by the street, but still no Erik.
            “June”
            I hear his voice behind me. I quickly turn to see his face, covered in soot, blood and fresh tears.  I run to him, my own face full of emotion as well.  I throw myself at him, pulling myself as close as I can. I ignore his uniform, torn and stained from going into the building and carrying students out, and kiss his face, anywhere I can get my lips to touch. He does the same until we both pull away and begin talking. Between the sobs, I give him the short version of what I just went through while he explains his side of the events. Never once do we let go of each other, even if its just holding hands.
            The event winds down as more and more students are rescued from the building. We hear from the radio that the two murderers committed suicide (18), signaling the end of the continuous gunshots.

Thursday, April 14, 2011

Foot Notes

Im FINALLY getting my foot notes done for my paper. Here are some of them.

1.   1.  (Sun Valley, Colorado) Sun Valley, Co is located twenty-three min north of Littleton, Co, the site of the Columbine Massacre.
“Sun Valley, Colorado.” Map. Google Maps. Google, 2011. Web. 14 April 2011.

2.    2. (Columbine High School) A large school located in Littleton, Colorado. This school was the site for the Columbine school shootings in 1999.
“Columbine High School, Littleton, Colorado.” Map. Google Maps. Google, 2011.       Web. 14 April 2011.

3.    3. (April 20, 1999) April 20, 1999 was the day the Columbine shootings took place. Two high school boys, Eric Harris and Dylan Klebold, killed twelve students and one teacher. Many more were wounded.
Coleman, Doriane Lambelet. "Introduction." Fixing Columbine: the      challenge to American liberalism. Durham, N.C.: Carolina Academic      Press, 2002. 3. Print.

4.     4. (Trying to Fit In)Reports of the social latter within Columbine have been recognized as very specific and hard to work with. Students were intimidated by implied standards. It is these standards that are thought to have contributed to pushing Dylan Klebold and Eric Harris over the edge.
Cite Web Site

5.     5. (Jocks Rule The School) It has been noted that there was favoritism for the athletes at Columbine High School. Many accounts have been recorded and made available for the public to dispute. The worst part is that many teachers at the school simply looked the other way while students were tormented daily.


TFoot notes are a pain but they can be very helpful when writing a paper like we are. I'm really glad I'm getting a chance to pretend to be someone else. It is kinda fun to put on a mask and act like you were at the scene of a crime that happened over ten years ago. I also am enjoying how creative we get to be. I've gotten three pages done of my paper and I'm not even to the action part. It's gonna be a long paper! yikes!

Thursday, April 7, 2011

First part of my research paper...


My name is June Litovchick and I am in my mid thirties.  I made it through high school without getting pregnant, a miracle in my family, but decided college wasn’t for me. I spent a few years after school being young and crazy, but when I met Erik, I knew it was time to settle down. Together, we bought a house in Marion, Ohio, my hometown, and had our first child, Shane. We lived there for several years but before long, we needed a change of pace. When our family moved to Sun Valley, Colorado, we didn’t come for the weather or the mountains, but for the jobs. Erik joined the squad as a Cop and I used the only skill I had to earn some cash: cooking.
            Every day, I kiss my husband before I head out the door to my car. In the garage sits my Ford Focus; it takes me to and from my job at the high school a couple towns away. I take out a cigarette after dropping Shane off at the middle school, my tool for relaxation before a long day of loud kids and hot ovens. I can hear my mother in my head, telling me I should quit before the cancer sets in. Maybe next week. My drive isn’t too bad, a quick twenty minutes down Highway 85 then a two rights and a left to get to Columbine High School. Not my favorite place to be, but it will do. As I park in the employee lot, I notice what a nice day it is outside. The sky seams almost too nice, like the eerie calm before the storm. Normally spring brings rain to Colorado, but not today. Its April 20, 1999(1), just another Tuesday. I'm at the school before most of the students so that the girls and I can get out the breakfast food. We have a menu of everything from Pop-tarts to Orange Juice, all stocked by the other "Lunch Ladies" and myself. 
          At Seven, the kids start to pour through the double doors on their way to various classes. Working in a big school like Columbine has its ups and downs. I never see the same faces twice, but I'm always looking. I see the boys that come in every shape and size and think, "What will my Shane look like when he gets to this age?" Then I see the girls, each one trying so hard to fit in. They layer on the make up and the accessories, trying to get the attention of someone, anyone. I also see the cliques. This school is full of categories to put people in. Everyone has a label to where they fit in, like shelves at a grocery store. When someone tries to break out of their shelf, there is always someone to pick them up and shove them back where they belong. And just like in every other high school in America, the jocks rule the school (2). Their arrogance was irritating if you let it get under your skin, but I tended to ignore it. I wasn't the principal or even a teacher so my efforts to keep people in line was useless. On occasion, I would witness the torment of a smaller student being pushed around by a group of hulking boys. To me it was wrong, I wanted to stop them or at least let someone in charge know. But my coworkers would tell me to let it go, "It's just high school," they would say .

Tuesday, April 5, 2011

Bibliography


Four sources to use for my research paper:

Coleman, Doriane Lambelet. Fixing Columbine: the Challenge to American Lliberalism. Durham, N.C.: Carolina Academic Press, 2002. Print.
Though this book is dense with information and big words, it is also full of helpful information. Once you get passed the opinions of the author, the pages give way to facts about kids and their negative tendencies. This non-fiction books acts as a reference work for the Columbine Shootings. The facts and the outcomes can be found here if you scan with a fine tooth comb.

Cornell, Dewey G.. School Violence: Fears Versus Facts. Mahwah, N.J.: Lawrence Erlbaum Associates, 2006. Print.
This hardcover shows readers strictly what is wrong with our school systems. It goes into detail about the programs implemented to help stop violence in kids, while also telling us which ones work and which ones don’t. The book provides insight on where our money is going and where it should be going to help keep our kids alive and safe. This encyclopedia about violence will help me describe the events of Columbine. I will be able to look at the facts from other books and analyze them using this book. It’s always better to know the reason behind something before you judge it.

Strasser, Todd. Give a Boy a Gun . New York: Simon & Schuster Books for Young Readers, 2000. Print.
This book is a compilation of many people’s different sides of one common story. In recounting of Middletown’s middle school shooting, the author takes account of the different voices that were involved. This in depth look at how others were effected by school shootings will help me write my own account of the Columbine event. The emotion conveyed by these witnesses is heart wrenching but inspiring.

Webber, Julie A.. Failure to Hold: the Politics of School Violence. Lanham: Rowan & Littlefield, 2003. Print.
Failure to Hold provides readers with information on schools in general, not just columbine, and how violence is spreading and “poisoning the water” all over the US. This book goes into detail about other schools that endured similar horrors to that of Columbine; Students that loose control and take themselves and others down with a gun in their hand. This work will help me compare Columbine to other similar instances. By giving me comparisons, I can better understand the situation I will be writing about.

Tuesday, March 29, 2011

Choir Takes Over

Tomorrow, I will be getting on a bus and leaving Kalamazoo. The choir program here at Western is going on tour! The only problem with this trip is that I don't know where we are going. Our choir teacher is a lovely women but she has a lot on her plate. As the week progresses, her brain gets more and more frazzled. Needless to say, no one in our group is sure of were we will end up tomorrow night. Each one of us will have our bags packed and be on the bus by 8 a.m. Wednesday morning. We will be traveling to different high schools around Michigan to recruit kids to come to Western. I'm excited to be going on this tour, but again, I'm unsure of where we are going. We are meeting today for rehearsal and I plan on grilling my teacher for the details of our voyage. I like to be prepared and right now, I don't feel that way at all. So anyways, we will be gone from Wednesday until Friday, singing our hearts out every day. 

Thursday, March 24, 2011

Topic Proposal

For our next project: Research Paper



            Our group will be researching the Columbine massacre that happened on April 20, 1999. That day will never be forgotten because of the tragedy that took place. Twelve students were murdered and one teacher was taken with them. Twenty-three other students were wounded but not killed. That day, bullying reached a new level of fright. Two boys, Eric Harris and Dyland Klebold decided they had had enough of the torture. They were smart kids that had been picked on because they were “nerds” and imperfect. On April 20, they brought guns to school and spoke out to their peers by shooting the people they hated the most. Horrified and shocked, Jefferson County of Colorado witnessed a tragedy like none before.
            I chose to be a lunch lady at Columbine high school during the gruesome shootings of 1999. “My name is Nancy Snyder and I am in my mid thirties.  Every day, I kiss my husband before I head out the door to my car. A beat up Chevy truck takes me to and from my job at the local high school. When Jack and I moved to Columbine, we didn’t come for the weather or the mountains, but for the jobs. Jack picked up a steady post at the factory and I used the only skill I had to earn some cash: cooking. I had heard through the gossip of the teenagers that some people were liked more than others at this school. I never paid much attention because I had done my time in high school; I was done with that drama. But on April 20, I witnessed the most frightening moment of my life. ”
            I already know who the kids were that brought the guns to school and what their motivation was for doing so. Being bullied is a terrible thing and to have put up with it for so long is impressive. How they dealt with their anger, however, was horrifying and left many people dead or wounded. To be so upset and not receiving any help from family or friends must have been a losing battle. I would like to know if the two boys who brought the guns to school had any mental issues. Were they unstable or did they just snap? I also wonder why no one tried to help them. Where were their parents? Didn’t they notice that their kids were up set? And where did they get the guns? Did a sales clerk really sell to guns to two under aged and emotionally unstable boys? Or were the guns already in their houses? The research my group and I will be conducting during the next few weeks will hopefully be able to answer these questions.

Tuesday, March 22, 2011

My Second Lesson Plan



Baby Beluga

Objectives:
·      Students will use the song “Baby Beluga” to explore the world of underwater sea creatures.

Materials:
·      Picture books: Sea creature themed, can be found at www.amazon.com
§  The Snail and The Whale by Julia Donaldson
§  Face to Face With Whales by Flip Nicklin
·      Raffi songbook and CD that includes the song “Baby Beluga”.
§  CD and sheet music can be found at www.amazon.com but lyrics are on the next page

Procedure:
·      Open class by calling on kids and having them say their favorite sea creature
·      Introduce the class to the world of whales by reading “A snail and a whale”
·      Discuss how the two characters helped each other
·      Read “Face to Face with Whales” for a more realistic look at whales
·      Introduce the song “Baby Beluga”
·      The first time it plays, everyone just listens
·      Play the song again while the teacher sings along with the recording by themselves
·      Play the song a third time and as the students to join in
·      This time, when the song plays, introduce the hand motion of a whale jumping through waves (put your two hands together and wave them up and down)
·      Finish with a round of applause for each other

Assessment:
·      The students should be focused and putting in effort to understand the singing the correct words for the song. Everyone should be waving their hands when the action is introduced during the final sing through.

Lyrics for “Baby Beluga”
           
Baby Beluga in the deep blue sea,
Swim so wild and you swim so free.
Heaven above, and the sea below,
And a little white whale on the go.

Baby beluga, baby Beluga, is the water warm?
Is your mama home with you, so happy.

Way down yonder where the dolphins play,
Where they dive and splash all day,
The waves roll in and the waves roll out,
See the water squirting out of your spout.

Baby beluga, baby Beluga, sing your little song,
Sing for all your friends, we like to hear you.

When it's dark, you're home and fed,
Curl up snug in your water bed.
Moon is shining and the stars are out,
Good night, little whale, goodnight.

Baby beluga, baby Beluga, with tomorrow's sun,
Another day's begun, you'll soon be waking.

Baby Beluga in the deep blue sea,
Swim so wild and you swim so free.
Heaven above and the sea below,
And a little white whale on the go.
You're just a little white whale on the go.