I am a fan of Wicked because of the story of Elphaba, an outsider just trying to fit in and finally fits in, finally accepted by her peers, just to be an outsider again is something I relate to as a Bisexual immigrant with a speech impediment who has moved around a lot, quite a bit. Each new place I’ve lived has been a chance to start fresh, to fit in, to feel seen, but just when I’ve begun to settle, something shifts, and I’m reminded that I don’t quite fit the mold. The story of Elphaba gives me comfort as we're both seen as different, her with her green skin, while I, it's usually because I'm too "German" for them or because of biphobia or because they never met someone with a speech impediment, particularly mine, even if they won't say it out loud. Even if no one says anything out loud, I feel it in the glances, in the way conversations falter, in the subtle distance that grows. Acceptance comes, but always with an edge of conditionality, leaving me feeling like I will never fully fit the mold. I know that many of us share these feelings of being outsiders, whether due to our identities, our pasts, or simply because we do not fit into societal norms. Acknowledging this shared experience helps us find strength in each other and in the understanding that we are not alone in our journeys. What I love about Wicked is how it takes that experience of being "too different" and reframes it as powerful, even magical. Elphaba’s journey makes me feel less alone; it shows me that there’s strength in standing apart, even when it hurts. This story encourages me to embrace my own uniqueness. It invites each one of us to reflect on the strengths that come from being different. By seeing the value in our distinctive traits, we can empower ourselves and those around us. Let us appreciate the diverse paths we all walk and recognize the power each individual carries. For me, Elphaba’s story is a reminder that being different doesn’t mean being lesser. It means carrying a kind of power that others may not understand, but that is mine to embrace.

Adapting to change has always been a fundamental part of my life. From an early age, I was immersed in a world of constant movement, shifting between languages and cultures while struggling with a speech impediment. These experiences, combined with the challenges of overcoming a speech impediment and finding my place in unfamiliar environments, have shaped my determination and fueled my passion for connecting with others. I have proven myself successful in times of adversity by as a kid, I moved constantly, adapting to new environments and cultures. When my family immigrated to the US at age 6, I faced language barriers and the challenge of fitting in with my peers, especially after I transferred from a dual language school to an all-English-speaking school. At age 1, I also lived in the Netherlands for nine months, which exposed me to yet another culture before returning to my home country. Throughout my childhood, I navigated life with a speech impediment from age 3 through high school, which often left me feeling overlooked and isolated. Despite these challenges, I went to speech therapy for 14 years in order to learn how to speak clearly while moving from place to place with different accents and different ways of speaking the same language. However my determination paid off with speech therapy and getting rid of my speech impediment or at least most gone, when I ultimately earned the Seal of Biliteracy in high school, transforming a source of insecurity of not being able to speak clearly into a point of pride of being able to speak three languages fluently. These experiences have inspired me to work in education where communication, understanding, and cultural awareness are valued, and I can encourage. This experience of my speech impediment taught me patience, persistence, and the value of small victories that build into lasting confidence. Which I hope will help me in my career in early education. Besides dealing with my own challenges, I also spent a lot of time volunteering in high school. Over four years, I ended up with more than 200 hours, which still surprises me when I think about it. Some of that was helping classmates with homework or tutoring them in my native language, and I also worked on projects like transcribing notebooks online for Star Notes on Zooniverse. Volunteering was a way for me to connect with others and give back, and it helped me feel like I was part of something bigger.

I became friends with my best friend back in 5th grade when we ended up in the same class. At first, we recognized each other from the ESL program, and honestly, we started talking because we didn’t really have anyone else to talk to in that class. What I noticed right away was that even though I’m a German immigrant and she’s a Venezuelan immigrant, we actually had a lot in common. We both moved to the US at around the same age, which made it easy to relate to each other’s experiences of adapting to a new country. It was rare to meet someone else who had immigrated at that age, so we quickly formed a close bond. English isn’t our first language, and both of us care deeply about our cultures and backgrounds. Neither of us would want to give up our original citizenship, so if we were to become American citizens, it would only be as dual citizens. We both really like languages, and later on, we realized we both love learning them, so we took French together during our sophomore year, even though by then I had moved to a different state. We would call each other on the phone to help with homework and practice speaking French or Spanish together. This ongoing support made a big difference for both of us at school. We helped each other with homework and practiced languages together, which made things a lot easier. This friendship means a lot to me because it was the first time I found someone who could actually relate to what I’ve gone through since moving to America. With her, I didn’t have to explain what it feels like to miss home, to juggle two cultures, or to sometimes feel out of place. Even though she can’t relate to everything, like being a bisexual immigrant or having a speech impediment, just having someone who understands some of it made a big difference. It made me feel less alone. Our friendship has also shaped my ambitions. For example, when I helped her in class or taught her some German. Having a friend who shares some of the same struggles encouraged me to be more open about my identity and to use my experiences to help others. This relationship gave me more than just a friend, it helped me grow and made me want to keep learning and moving forward.

Growing up in a multilingual household that was constantly on the move, I quickly learned that language is more than just words, but rather a bridge that connects people from different worlds. My experiences from translating for my mother to learning new languages whenever I’ve moved have not only shaped my identity but also fueled my passion for helping others. These experiences also continue to inspire my dream of becoming a teacher dedicated to fostering inclusion and understanding in every classroom. Growing up in multiple communities caused by moving around, I’ve learned my community is often my family and the other ESL kids and immigrants, and I’ve ended up helping in my community by translating for friends and families who don’t really share a common language, or at least not well enough to understand each other, so I end up being the go-between. One vivid memory was at my IED meeting, where my mom and I went, and my mother’s English isn’t as good as her German or Russian, so anything she didn’t understand, I would translate or vice versa. I also volunteered a lot during high school and now in college too, and by the time I finished high school, I had done at least 200 hours of volunteer work, but honestly, it’s probably more since I stopped keeping track after a while. Some places didn’t even track the hours for me, so I just lost count, but now that I’m in college, I’m trying to start tracking again since it feels like a new chapter. I wanted to continue with community service, but with my own tracking because we were required to do 40 hours at my first high school, I realized that I really enjoyed helping others, not just taking care of and helping young children, which further solidified my dream of becoming a teacher. What I hope future students will gain from having me as a teacher, beyond academic knowledge, is a sense of belonging, regardless of their background and identity. I plan to have discussions where all students have a chance to voice their thoughts if they so choose and feel comfortable. I also plan to include a multilingual reading corner where there will be books in different languages for students whose native language isn’t the community language, and they don’t feel shamed that, during quiet reading, they’re reading more slowly or struggling because they’re just learning the community language and can choose to read in whatever language they’re most comfortable in or if they want to challenge themselves then I would have small book groups where they would read in the community language. My goal is to teach kindergartners because I believe that is a really good time to do it. After all, they’re coming from diverse backgrounds already, and I can create an environment that is inclusive to all of them while encouraging them to listen to others from different backgrounds and identities. In reflecting on my journey, I am reminded of the power that understanding and compassion hold in shaping lives. And I dream of fostering an environment where students can embrace their identities and learn from one another, just as I have throughout my life. By becoming a teacher, I hope to share the lessons of empathy, respect, and resilience with my future students.

Imagine sitting with a grandparent or neighbor, listening to the stories that have deeply shaped their lives as you enjoy a sunset or sit by the fireplace. Consider the idea of transforming these stories into a personal storybook or picture book for someone special. Welcome to the Life Story Workshop, a class designed for students to explore their personal histories and establish meaningful connections through creativity. In this class, kids will embark on a journey of discovery, finding out where they're from and who their family is much like Percy Jackson in Percy Jackson and the Lightning Thief but unlike Percy, students’ “monsters” might just be confusing old photo albums and their quest might just be uncovering family stories to solving a mystery or following clues. The students will interview their grandparents, parents, or neighbors, and then turn their stories into creative projects such as children's books about where their family is from or anything else that their minds can think of. Warning: Interviews with grandparents often include lengthy tangents. You might hear stories about how gas used to cost 25 cents, how music isn't made like it used to be, and, of course, the exact recipe for the cookies grandma always makes, even when it wasn't asked for. There will be different units, of course, one to learn about their families, one about their neighborhood, or if they moved, they can do the neighborhood they moved from. If the student is taking the course in high school, they can reconnect with old friends or acquaintances through phone calls, texts, or social media. The impact it will have is that they can learn empathy, such as listening to others, asking thoughtful follow-up questions, and understanding why people made certain choices from people's stories from those they interview and other people in their class, through presentations. They will learn their overall personal history, and those who don't see a point in history can possibly learn that they might not enjoy history, but it's at least partly relevant to their lives. As well as to help and develop their storytelling skills if they're younger, such as in a K through 5 class. The Life Story Workshop aims to create a legacy of understanding and appreciation for individual experiences. Through storytelling, students will carry forward the lessons learned and share the importance of history in their own lives and communities, and their families' stories passed down like a torch.

I am interested in pursuing a career in teaching because something deep inside me recognizes the power of becoming the adult a person needed when they were younger. Having traversed continents and cultures by the age of one, beginning with my moving from Germany to the Netherlands, I have felt what it is like not to be fully understood, especially in my voice and my speech. Constantly moving and struggling with my speech has given me firsthand experiences of the feelings of exclusion and the quest to find a sense of belonging. For example, a girl I thought was my friend would avoid me some days during our Walking for Fitness class. She’d run off as soon as she saw me, even though I was nowhere near catching up to her, leaving me behind without a word. She wasn’t like that with any of our friends or anyone else, as far as I could tell. I have felt the ache of longing for belonging. And now? I want to see the kids who might not be seen normally and ensure they have a place where they feel seen and valued for their experiences. I have lived in multiple cities across Europe and the U.S. before I was even in middle school, from Germany to the Netherlands to Texas to Washington, and now California. Constantly being the “new kid” gave me firsthand experience of what it feels like not to belong immediately. To having to find my people over and over again. The in-between feeling and the longing to be anchored made me deeply empathetic to kids who feel lost in the shuffle. I know what it’s like to need an anchor. Now I want to offer one. An anchor of stability, welcoming, and warm. Due to my speech impediment and the constant need to decode cultural nuances, there were moments when I felt like my voice was not heard, either because of my speech or because I am an immigrant. I want to be the teacher who tunes into the kids who struggle to communicate, who may not speak the loudest, but still have so much to say. I know I can’t rewrite my childhood, not that I want to, because it made me who I am. However, I can shape my classroom into the environment I always dreamed of. Where being different isn’t just tolerated but embraced. Where the kid who struggles to speak up, the one who’s new or just figuring out who they are, knows they belong. My own experiences with not being fully understood made me fiercely protective of kids whose voices might otherwise go unnoticed.

I am a German Immigrant who moved to the US when I was six. I was diagnosed with a speech impediment when I was about 3 or 4 years old. My first language is German. After high school, I plan to go to college to study Education. I will use my language skills to connect better with my students. My most meaningful extracurricular commitment is learning new languages. This passion has helped me connect with others and made making friends easier whenever I move to a new place. For instance, while living in Texas, I joined an ESL program where I met my best friend, whom we'll call Emily for privacy reasons, from Venezuela. I would help her with her English and in School when her English wasn't as good and she would help me with Spanish. For example, we would tell each other what certain words or phrases are in English and Spanish, and sometimes I would do it in German. I saw some benefits, such as translating for my mother, whose English isn't as good. Also, I noticed that I could pick up French and Dutch more easily because I already learned a second language. It also helped that Dutch was similar enough to English and German. However, learning Dutch was a such breeze—until I realized I was mixing up German and English so much that I accidentally invented my own language. Something I do with all my languages for some reason. I guess that could be considered a disadvantage when I accidentally do that when I'm tired and the other person doesn't speak the other language or languages. I was also able to engage more easily in cultural events. Last year, during my junior year in Washington, I was enrolled in the new Arabic program. Our class hosted an Arabic language and cultural night where everyone had the option to wear their cultural outfits. One disadvantage I noticed is how to balance the languages I speak. However, I have developed a system that works for me. I track the languages I know and am learning in a spreadsheet, including the amount of time I spend each day on various activities. I'm not doing this for German or English, as those are the languages I use most frequently. By focusing on the other languages, I can more effectively monitor my progress and ensure I'm allocating enough time to improve my skills without feeling overwhelmed. This structured approach has helped me maintain a balanced and organized language learning experience.

I am a German immigrant who immigrated to the US when I was six. Up until I was 16, I went to speech therapy for the sound speech impediment that I was diagnosed with when I was three or four. I plan to use the lessons from history to help avoid making the same mistakes of the past, viewing this as a way to understand a culture's evolution and progress. I view this as a way to understand a culture's evolution. I would also like to learn about how or why certain things happen. For instance, why do we have so many pieces of literature from Greece, particularly well-known pieces, but not from places or empires like the Aztecs? This raises questions for me about cultural preservation and the factors that contribute to a legacy being remembered or forgotten. I am fascinated by the complexities of ancient civilizations, such as the Roman Empire. I am fascinated by how Cleopatra's rule over Egypt challenged traditional narratives about ancient women in power, as well as the fall of empires, such as the Mongolian Empire. I'm particularly interested in how humans experience conflict, as the strategies employed reveal resilience and shortcomings in humanity. I believe that by learning from past mistakes, people can identify what not to do as a society, a person, or a leader. My interest in history was shaped by influential figures rather than a specific moment. My dad had many history books and would talk to me quite a lot about history with me when I was younger. My grandmother’s stories of her childhood in post-World War II Germany also played a significant role in sparking my curiosity about history. Lastly, it includes the stories of my mom in East Germany before the Berlin Wall fell. I plan to use my education and interests to contribute to society, beyond just understanding history by becoming a teacher and plan to teach history. I envision a space where students can explore and engage with the past, fostering a sense of curiosity about it. I want to teach about modern world history, examining the events that have shaped our current society. I also aim to educate about specific cultures and countries, such as European history. To bring history to life in the classroom, I envision projects like historical reenactment days. Students will research a historical figure individually or with a partner and dress up as that figure. Then either write an essay about the historical figure or give a presentation about them and some of the historical events that include them. Whatever is more comfortable for them. Another idea I had was for them to create or look through interactive timelines, to dive deeper into what happened in, for example, certain days/battles in a war. As a teacher, I will focus on critical historical events and their outcomes to illustrate the importance of learning from the past. I will include lessons on the causes and consequences of conflicts, economic downturns, or social movements to emphasize the importance of informed decision-making and avoiding previous mistakes.

Seated into the window seat at the newly turned age of six, I felt like a fairy as I watched us fly through the fluffy white cotton candy clouds. An overwhelming rush of exhilarating butterflies filled my stomach at the thought of moving again. I would also live far away from my family and friends. However, being on a plane calmed my mind as it soared through the clouds. I was nervous about living in a new country so far from my own country. However, the butterflies flew away when the thought of not needing to worry about attending speech therapy sessions crossed my mind, as I had achieved my speech goals before moving to Texas. However, little did I know that my speech impediment would affect me in English and not just German. Later in the year, I found out that I did need to go to speech therapy as it was affecting my English when I was going to a tiny German and English-speaking school where everyone knew everyone. My stomach was knotted up in nervous reaction about the situation because I was not aware of the duration of time I would be required to go to speech therapy. While living in Texas at the age of eight or nine, I was paired with a partner, whom I'll call Louis, for speech therapy. We shared similar struggles and quickly bonded during our twice-a-week speech therapy sessions. Over the years, feelings of discouragement appeared around going to speech therapy. It seemed to me as if my progress with my speech was not improving as quickly as I had originally hoped, leaving me with feelings of frustration and disappointment. When I left Texas at fourteen, I had almost completed my speech therapy. However, when I moved to Washington, my sessions increased from once a month to twice a week. My speech impediment sometimes made it hard for people to understand me, and I also found it challenging to understand new accents in the places I moved to. I sometimes felt like a linguistic chameleon, attempting to blend into the local accent ecosystem, though the transition was not as seamless as I would have liked. It didn't happen because a small voice at the back of my head stopped me. It made me afraid to talk to people for fear of not being understood due to my speech impediment and English proficiency compared to my native English-speaking peers. Despite the challenges, I slowly developed friendships while navigating the social and linguistic jungle. Initially, I connected with other immigrants, people with speech impediments, or those for whom English was a second language. After a few weeks, I expanded my social circle to include friends from diverse backgrounds. These friendships and experiences develop deeper empathy with myself and others. Through the climates of the different worlds of people on Earth, I learned the skill of adaptability by learning to adjust to new surroundings during moves to new and foreign places. I also learned to be patient when I encountered situations where I felt like I didn't quite fit in. These experiences have taught me to understand others better and to build connections that are as essential as oxygen and as deep as the oceans, with people from all walks of life. Through my journey, I've learned to be more empathetic toward those who share similar struggles and more adaptable when adjusting to new places. Through these experiences and the lessons learned, I aim to create a more empathic community, even if it's a small one and not a huge impact on the world.

As I was flying aboard the plane, I was excited about living in a new place. An overwhelming rush of exhilarating butterflies filled my stomach at the thought of moving again. I would also live far away from my family and friends. However, being on a plane calmed my mind as it soared through the clouds. I was nervous about living in a new country so far from my own country. However, the butterflies flew away when the thought of not needing to worry about attending speech therapy sessions crossed my mind, as I had achieved my speech goals before moving to Texas. However, little did I know that my speech impediment would affect me in English and not just German. Later in the year, I found out that I did need to go to speech therapy as it was affecting my English when I was going to a tiny German and English-speaking school where everyone knew everyone. My stomach was knotted up in nervous reaction about the situation because I was not aware of the duration of time I would be required to go to speech therapy. While living in Texas at the age of eight or nine, I was paired with a partner, whom I'll call Louis, for speech therapy. We shared similar struggles and quickly bonded during our twice-a-week speech therapy sessions. Over the years, feelings of discouragement appeared around going to speech therapy. It seemed to me as if my progress with my speech was not improving as quickly as I had originally hoped, leaving me with feelings of frustration and disappointment. When I left Texas at fourteen, I had almost completed my speech therapy. However, when I moved to Washington, my sessions increased from once a month to twice a week. My speech impediment sometimes made it hard for people to understand me, and I also found it challenging to understand new accents in the places I moved to. I sometimes felt like a linguistic chameleon, attempting to blend into the local accent ecosystem, though the transition was not as seamless as I would have liked. It didn't happen because a small voice at the back of my head stopped me. It made me afraid to talk to people for fear of not being understood due to my speech impediment and English proficiency compared to my native English-speaking peers. Despite the challenges, I slowly developed friendships while navigating the social and linguistic jungle. Initially, I connected with other immigrants, people with speech impediments, or those for whom English was a second language. After a few weeks, I expanded my social circle to include friends from diverse backgrounds. These friendships and experiences develop deeper empathy with myself and others. Through the climates of the different worlds of people on Earth, I learned the skill of adaptability by learning to adjust to new surroundings during moves to new and foreign places. I also learned to be patient when I encountered situations where I felt like I didn't quite fit in. These experiences have taught me to understand others better and to build connections that are as essential as oxygen and as deep as the oceans, with people from all walks of life. Through my journey, I've learned to be more empathetic toward those who share similar struggles and more adaptable when adjusting to new places. Through these experiences and the lessons learned, I aim to create a more empathic community, even if it's a small one and not a huge impact on the world.

I am interested in history because I can learn not to make the same mistakes as in the past. I view this as a way to understand a culture's evolution. I would also like to learn about how or why certain things happen. For instance, why do we have so many pieces of literature from Greece, particularly well-known pieces, but not from places or empires like the Aztecs? This raises questions for me about cultural preservation and the factors that contribute to a legacy being remembered or forgotten. I am fascinated by the complexities of ancient civilizations, such as the Roman Empire. I am fascinated with how Cleoptra's rule over Egypt challenged traditional narratives about ancient women in power. Also the fall of empires such as the fall of the Mongolian Empire. Along with the compelling stories of historic wars and the people involved. I'm particularly interested in how humans experience conflict, as the strategies employed reveal resilience and shortcomings in humanity. I believe that by learning from past mistakes, people can identify what not to do as a society, a person, or a leader. My interest in history was shaped by influential figures rather than a specific moment. My dad had a lot of history books and would talk to me quite a lot about history with me when I was younger. My grandmother’s stories of her childhood in post-World War II Germany also played a significant role in sparking my curiosity about history. Lastly, it includes the stories of my mom in East Germany before the Berlin Wall fell. I want to become a teacher and plan to teach history. I envision a space where students can explore and engage with the past, fostering a sense of curiosity about it. I want to teach about modern world history, examining the events that have shaped our current society. I also aim to educate about specific cultures and countries, such as European history. To bring history to life in the classroom, I envision projects like historical reenactment days. Students will research a historical figure individually or with a partner and dress up as that figure. Then either write an essay about the historical figure or give a presentation about them and some of the historical events that include them. Whatever is more comfortable for them. Another idea I had was for them to create or look through interactive timelines, to dive deeper into what happened in, for example, certain days/battles in a war.

Kurtz’s last words were too horrible to tell others. At least that is one thing that Marlow thought about his words. His last words had multiple meanings to Marlow, Kurtz, and had multiple effects on the book to the readers. To Marlow, the words mean the realization of what terrible things Kurtz and the Company have done in Africa. Marlow realized how greed and isolation could drive a person to madness. Marlow witnessed these horrors of the acts Kurtz had done because of the madness of being isolated in the jungle. The painting mentioned earlier also represents Kurtz's fiancee because she is blinded to who Kurtz was when he was alive. Marlow did not want to ruin how she thought of Kurtz. Since the last words were a depiction of how Kurtz finally realized that he was mad and evil and the horrors he had committed. He didn't want her haunted by the words like he was. It's shown when he is talking to her and Kurtz's fiancee asks what Kurtz's last words are. Before Marlow responds, he thinks about how he could hear the words all around them. Marlow also believes that these words meant the regret that Kurtz felt with how he treated the natives and his methods and how they affected those around them. Kurtz, with his methods of getting ivory by raiding villages and willing to kill others(as seen with the Russian) just for it, represents Europeans being the real savages while being in Africa and colonization even if in Europe, Europeans act “civilized”. This also represents how Europeans had acted like Africa was their own personal playground during colonization. By choosing what lands would be for what countries at the Berlin Conference, which was symbolized in part 1 where there was a map with different color strings and Marlow says he’s “going into the yellow.” Kurtz’s last words to him mean he realizes the horrors or brutality he has committed and witnessed while in the Congo. Such as depicting heads because they were “rebels” and raiding villages for ivory with the tribal men who had come to admire Kurtz. Kurtz does this, despite the original mission of civilizing the natives in the Congo. Also, he probably realized he viewed the natives as less valuable than things like ivory to Kurtz, the Company, and their greed. Which led Kurtz to manipulate the natives to worship him and raid villages. As well as just killing the ones he sees as rebels. Just like how the men in the Eldorado Expedition are less valuable than their donkeys. There was a painting of a woman blindfolded as a metaphor for Kurtz being blind to the horrors and the manipulation he had on the Natives he was committing till his last words and breath. The manipulation of Natives by Kurtz led to Kurtz having a cult-like following among the natives. It led him to be more power hungry than when he just wanted the manager’s job. Causing him to want everything and thinking that everything is his, and saying “My Intended, my ivory, my station, my river, my—”. With his cult-like following from the natives, he would go out raiding other villages. The natives wouldn’t attack unless Kurtz gave the word. Like the attack on the steamboat when Marlow first arrived. This combined with the words has the effect on Kurtz based on what he had witnessed in Africa due to his own actions. Marlow was entrusted with his last words because it was in writing that Marlow could not betray Kurtz and Marlow wasn't seen as one of the savages and was one of the closest friends to Kurtz. Marlow also wouldn't lie unless needed. Later, it is shown that Marlow lies to Kurtz's fiancee about what Kurtz's last words were because he didn't think she would be able to handle it. Marlow believes that words were so horrible because of the acts that Marlow associated with the words, such as manipulating the natives and raiding and taking over the villages for ivory, that he believed that he should protect others from the words. Marlow would turn to Kurtz for mental relief when he “had never breathed an atmosphere so vile”, and he still believes Kurtz is a remarkable man. Those words ruin the image of Marlow in the eyes of the manager. Despite Marlow, the words fully encompass the stark contrast between Marlow's expectations and the reality he encounters. Such as the heads that were stuck on the poles and hearing about how Kurtz threatened to shoot the Russian because the Russian had some ivory and Kurtz felt the need to have all the ivory. Before he heard about how Kurtz had the best ivory station in the Company and was just all about this remarkable person. As well, Kurtz entrusted his last words with Marlow because Marlow didn’t feel threatened by him and didn’t really want anything from him. While the manager dislikes Kurtz and feels threatened by him, as he thinks that Kurtz is trying to get his job. The manager was looking forward to Kurtz's downfall, so the manager would be able to keep his position in the Company. As well, Kurtz somehow, most likely, subconsciously thought that Marlow would not make the same mistakes he did. Because both Kurtz know that Marlow wouldn’t do the same things as Marlow learned from Kurtz’s mistakes, and wouldn’t be doomed to repeat it. Just like if people don’t learn from history, they’re doomed to repeat it. To readers, these words mean a lack of awareness about one's actions till it is too late. Also, the words reflect on the consequences of greed. Not just on themselves but also on others. Such as when the manager in part 3, “Mr. Kurtz’s methods had ruined the district.” These words mean that Kurtz represents Id. As Kurtz would raid villages for ivory, went mad in isolation of the jungle, used the heads of rebels as decor at the station, and was just generally willing to kill for ivory and acting on his whims without anyone stopping him. When Kurtz said his last words, he most likely saw his life and the horrors he committed. Kurtz most likely realized what he did, did ruin the district and how he was just doing what he wanted. Just like Id. In general, these words to the overall work reveal how Kurtz changed in his time in the jungle. Originally, Kurtz wanted to civilize the Natives. Yet, his greed for ivory (the Company's original job for Kurtz) had taken over. Bringing him to go on to commit the horrors implied in his last words caused these changes. Kurtz would spend time isolated in the jungle, the two illnesses. Though it is rare, madness can be caused by being isolated like how Kurtz would do for long periods of time. As well, being sick can lead to brain fog where a person can’t think clearly. Which could have made Kurtz lead to madness sooner than later. The words also show how Europeans were real savages by Kurtz supposedly just being a voice. If Kurtz is just a voice and Marlow hears it, and is haunted by it then the other Europeans in the book would probably also hear Kurtz as a voice. As well as the horrors committed or thought of it, including the greed of getting the greed of ivory. As well as the effects of madness. Implying that they have the darkness in them as well. Also, it would only take them only some time alone in the jungle or getting some ivory over and over again. The question is will they act on it or not. Mythologically these words reveal about the work that it’s a metaphor for the story of Icarus in Greek mythology. As Daedalus was struck with horror about his son flying too close to the sun and there’s nothing he could do to save his son. Marlow was struck with horror at Kurtz's greed and methods to get ivory but there’s nothing much he could do. It’s also a metaphor for the Greek myth of Hades and Persephone. Where Persephone is represented by Marlow and Hades is represented by Kurtz. Persephone being tricked into eating the things that would keep her in the underworld for 6 months would be Marlow hearing these great things about Kurtz and going to see if that was true. It ends with Marlow keeping the reputation of Kurtz back in Europe because it is in writing that he could not betray Kurtz and he wouldn’t dream of betraying Kurtz. These words mean metaphorically, figures like Christopher Columbus. Where both Columbus and Kurtz’s reputations started off as a great explorer or a great ivory trader but now it’s talked if they were these great men due to the violence that came with how they did their job. Columbus would enslave Native Americans for labor, sex, and sale in Europe while Kurtz would use the natives to raid other villages for ivory. All though, Kurtz didn’t per se enslave the Natives, he did manupate them in order to raid villages for ivory. Kurtz also does horrors where he would decapitate people’s heads if they disobeyed and use it as decor around the station. While it has been said that Native Americans have been murdered because of Columbus, his men, or the diseases Columbus and other Europeans brought over. Essentially done similar things with a similar backstory/reasoning but on a different continent. These words paint the opposite of what the Company would most likely tell Europeans and what Marlow tells the Intended what Kurtz’s last words were. The effect this has on the book is the hypocrisy of Europeans during this time period. Because it symbolizes that they know what they’re doing is wrong with raiding villages and having the natives in Africa do work for them just like Kurtz did but wouldn’t tell the full extent to the citizens/people who weren’t working for the Company. Or what effect trying to get ivory and “civilize” the natives have on their own people and what horrors it led them to do. The effect it has on the readers is to question what they were told is the truth or through a biased view. As well, what are people willing to do if they are pushed far enough or enticed enough. For example, Kurtz was willing to kill and spread terror so he could have control over the natives because having more and more ivory had enticed Kurtz enough. Leading him to other horrors like depict heads. Which he most likely saw before he died and realized how terrible these acts were, causing him to say his last words. In the end Kurtz’s last words have multiple meanings and effects on the readers and the book. As well the psychology of Marlow and Kurtz that lead to their meaning or meanings.