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.