{"monthlySchoolDonationEnabled":true,"callToActionDisplayName":"Clyde A Erwin High School","outOfStateSupporters":46.5,"allowSchoolLevelGiving":true,"hasFundedProjects":true,"projectGratitudeData":[{"teacherId":10175708,"projectId":10425893,"letterContent":"Thank you so much for providing my students with a class set of Tim O'Brien's The Things They Carried! These books have given us the opportunity to explore not only an important period in American history, but also the incredible power that language, perspective, and storytelling have in shaping the way we understand an experience.\r\n\r\nAs we read The Things They Carried, students examine O'Brien's writing through a rhetorical lens. We look closely at ethos, pathos, logos, rhetorical choices, tone, imagery, repetition, structure, and author's purpose. Students consider why O'Brien tells certain stories the way he does and how his choices affect us as readers. The book also leads us into conversations about memory, truth, guilt, fear, courage, grief, and the emotional weight people carry long after an experience has ended.\r\n\r\nOne of the most interesting ideas students encounter is O'Brien's complicated relationship with truth and storytelling. We discuss the difference between something being factually true and a story communicating an emotional truth. Students quickly discover that this is not a book where they can simply ask, \"Did this really happen?\" Instead, they have to ask much more complicated questions: Why did the author tell us this? Why did he tell it this way? What does he want his audience to feel, understand, or question? Those conversations push students beyond basic comprehension and into the kind of critical thinking I want them practicing in my classroom.\r\n\r\nReading in our classroom is very discussion-based. We annotate passages, examine rhetorical choices, write responses, ask questions, and spend a lot of time talking through the uncomfortable or complicated ideas a text presents. Having a class set means that every student has the same text in front of them. We can immediately turn to a passage, examine a particular word or sentence, and discuss how O'Brien constructed it and why it matters.\r\n\r\nI have especially enjoyed watching students realize just how much there is to analyze in seemingly simple passages. The opening chapter, for example, begins with literal objects carried by soldiers but gradually reveals the invisible things they carry as well. Students begin noticing patterns on their own and recognizing that authors make deliberate choices—even something as simple as repeating a phrase can completely change the effect a passage has on its audience.\r\n\r\nFor students who may not immediately consider themselves readers, the book's interconnected stories also provide manageable entry points. Rather than approaching one enormous narrative, students can focus on individual stories while gradually discovering how characters, ideas, memories, and themes connect across the entire work.\r\n\r\nYour donation has given my students more than a class set of books. You have given them a text that challenges them to question what makes a story powerful, how language influences an audience, and how we use storytelling to make sense of experiences that are sometimes incredibly difficult to explain. Thank you for helping my students become stronger readers, writers, and critical thinkers—and for giving us the opportunity to carry these stories together!","fullyFundedDate":1787174339246,"projectUrl":"project/the-things-they-carried-class-set/10425893/","projectTitle":"The Things They Carried Class Set","teacherDisplayName":"Ms. Hull","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10175708_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1755134870926","teacherClassroomUrl":"classroom/10175708"},{"teacherId":10175708,"projectId":10329332,"letterContent":"Thank you so much for providing composition notebooks for my students! These notebooks have become much more than a place to take notes—they serve as interactive notebooks that students build throughout the semester, creating a personalized resource that grows alongside everything we read, write, and learn.\r\n\r\nEach student has their own notebook that we organize by unit. Inside, students keep important background information, literary and rhetorical concepts, vocabulary, annotations, theme trackers, graphic organizers, reflections, and activities connected to our texts. Instead of receiving information on a worksheet and forgetting about it once the assignment is finished, students are creating a resource they can continuously return to. When we encounter a concept we studied weeks earlier, students know exactly where they can find it.\r\n\r\nThe \"interactive\" part is especially important. These notebooks aren't pages and pages of copied notes! Students fold, cut, glue, color-code, draw, organize, annotate, and respond as they learn. Some pages might contain a foldable explaining a literary concept, while others ask students to track a theme throughout an entire novel or reflect on how their understanding has changed. This gives students opportunities to process information in different ways and take ownership of how their learning is organized.\r\n\r\nOur notebooks are also an important part of reading in our classroom. As we work through challenging texts, students use them to keep track of characters, record important quotations, make predictions, examine themes, and respond to discussion questions. They become a record of the thinking that happens around a book, not simply a collection of assignments about it.\r\n\r\nOne of my favorite parts has been seeing how differently students make the notebooks their own. Some students love the artistic elements and carefully color-code everything, while others fill their pages with observations and connections from our discussions. Students who sometimes struggle to remember concepts from earlier in the semester have a resource they created themselves that they can flip back through for support.\r\n\r\nThese notebooks will also become incredibly valuable as we prepare for assessments and end-of-course testing. Rather than handing students a giant review packet, we can return to months of their own work and see how much they have learned and grown.\r\n\r\nYour donation gave every student a place to collect their ideas, track their growth, and create something that truly belongs to them. Thank you for helping turn our learning into something students can hold in their hands, revisit throughout the year, and be proud of!","fullyFundedDate":1787585111046,"projectUrl":"project/interactive-notebooks/10329332/","projectTitle":"Interactive Notebooks","teacherDisplayName":"Ms. Hull","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10175708_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1755134870926","teacherClassroomUrl":"classroom/10175708"},{"teacherId":10175708,"projectId":10323270,"letterContent":"Thank you so much for providing my students with class sets of both William Shakespeare's Hamlet and a graphic novel adaptation of the play! Having both versions has completely changed the way I am able to introduce Shakespeare and has made a text that can initially feel intimidating much more accessible to all of my students.\r\n\r\nHamlet gives us the opportunity to develop so many important reading and critical-thinking skills. As we work through the play, students analyze character motivation, figurative language, dramatic irony, symbolism, conflict, and themes such as revenge, appearance versus reality, madness, mortality, corruption, and loyalty. We also spend time learning about Elizabethan theater, revenge tragedy, and the historical context that influenced Shakespeare's writing. Most importantly, students learn that understanding Shakespeare is less about translating every single word and more about using context, characterization, and patterns to figure out what is happening and why it matters.\r\n\r\nThe graphic novels have been especially valuable because they give students another way into the story. Shakespeare can be challenging for even confident readers, and the illustrations provide visual context for characters, settings, emotions, and actions that might otherwise be difficult to picture. We can read a scene from the original play and then examine how the graphic novel artist interpreted that same moment. Students can compare the two versions, consider what was included or omitted, and discuss how visual choices affect tone, mood, characterization, and meaning. The graphic novel is not a replacement for Shakespeare—it has become another tool for helping students understand and analyze him.\r\n\r\nReading Hamlet in our classroom is also anything but silent! Students take on character roles and read scenes aloud, annotate important passages, track themes and characters, discuss Hamlet's increasingly complicated decisions, and occasionally stop to collectively ask, \"What is this man DOING?\" Those moments of confusion, laughter, frustration, and discovery are some of my favorite parts of teaching the play because students begin to realize that a story written more than 400 years ago can still feel surprisingly dramatic and familiar.\r\n\r\nI have particularly loved watching students who initially insisted that they were \"bad at Shakespeare\" begin contributing to our conversations. The combination of the traditional text and graphic novel gives students different ways to access the same story, which means struggling readers can receive additional support without being separated from what the rest of the class is studying. At the same time, stronger readers can dig deeper into Shakespeare's language and evaluate how different versions interpret the original.\r\n\r\nHaving complete class sets also means that every student can have the text directly in front of them. We can flip back to earlier scenes, compare passages, annotate together, and actually experience the play as a class rather than simply reading about it.\r\n\r\nThank you for helping make Shakespeare something my students can interact with rather than something they are expected to fear! You gave us more than books—you gave every student an accessible entry point into a challenging classic and the opportunity to discover that they really can read, understand, question, and even enjoy Shakespeare. I am incredibly grateful for your support of our classroom!","fullyFundedDate":1787584833937,"projectUrl":"project/hamlet-class-sets/10323270/","projectTitle":"Hamlet Class Sets!","teacherDisplayName":"Ms. Hull","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10175708_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1755134870926","teacherClassroomUrl":"classroom/10175708"},{"teacherId":10175708,"projectId":10052689,"letterContent":"Thank you so much for providing my students with a class set of Never Fall Down by Patricia McCormick! These books have given us the opportunity to explore an important piece of history while also strengthening the reading, writing, and critical-thinking skills that students will carry with them far beyond our classroom.\r\n\r\nThrough Arn Chorn-Pond's story of surviving the Cambodian genocide under the Khmer Rouge, students are learning about a historical event that many of them knew very little about before opening this book. The novel allows us to discuss survival, resilience, identity, dehumanization, injustice, and the importance of remembering and sharing stories. It also gives students an opportunity to consider how literature can preserve individual experiences that might otherwise be reduced to dates and statistics in a history book.\r\n\r\nAs we read, students are practicing skills such as analyzing characterization, tracing themes across a text, making inferences, examining an author's choices, and supporting their ideas with textual evidence. Because the novel is based on Arn Chorn-Pond's real experiences but written as a work of historical fiction, we can also have valuable conversations about perspective, voice, historical context, and the choices writers make when telling someone else's story.\r\n\r\nReading in our classroom is an active experience. We stop frequently to annotate, ask questions, make predictions, write responses, and discuss what we have read. Some of our most meaningful moments happen when a student notices something that others missed or asks a question that completely changes the direction of our discussion. Never Fall Down provides so many opportunities for those moments because students are constantly being asked to think about the choices people make in extraordinary circumstances.\r\n\r\nI have especially enjoyed seeing students become invested in Arn as a person rather than simply viewing his experiences as another historical event they are expected to learn about. Students who may be reluctant to participate in discussions often have something to say about his decisions, relationships, and determination to survive. The accessible writing style also allows students with different reading abilities to enter the story while still providing plenty of complexity for deeper analysis.\r\n\r\nHaving a complete class set is particularly important because every student gets to hold the book, annotate alongside our lessons, return to important passages, and experience the story with their classmates. No student has to wait for a copy or miss part of our learning because there are not enough books.\r\n\r\nThank you for giving my students more than a class set of novels. You have given them an opportunity to encounter a history they may never have learned otherwise, to hear a survivor's story, and to think deeply about resilience, humanity, and why stories like Arn's deserve to be remembered. I am incredibly grateful that you helped make this experience possible for my students!","fullyFundedDate":1770923589680,"projectUrl":"project/never-fall-down/10052689/","projectTitle":"Never Fall Down","teacherDisplayName":"Ms. Hull","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10175708_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1755134870926","teacherClassroomUrl":"classroom/10175708"},{"teacherId":10175708,"projectId":10026803,"letterContent":"Thank you so much for helping put a copy of Trevor Noah's Born a Crime into the hands of each of my students! Having a full class set means that we can experience the book together, discuss it together, and give every student equal access to a text that opens the door to conversations about identity, culture, language, family, power, inequality, and resilience.\r\n\r\nWhile reading Born a Crime, students are strengthening the skills we practice throughout English class: analyzing an author's purpose, examining how tone and word choice shape a message, making inferences, citing textual evidence, and considering how historical and cultural context affects a text. Because Noah tells his story through a combination of humor, reflection, and sometimes incredibly difficult experiences, students can also examine how a writer uses storytelling and voice to communicate serious ideas to an audience. The memoir gives us an opportunity to learn about apartheid in South Africa while also asking students to consider larger questions about belonging, prejudice, opportunity, and the ways our environments shape who we become.\r\n\r\nReading in my classroom is rarely just sitting silently with a book. We annotate, stop to ask questions, discuss surprising moments, make connections, write responses, and sometimes disagree about what a passage means. Born a Crime is especially wonderful for this because there is so much for students to react to. One moment can make the room laugh, while the next leads us into a much deeper conversation about the world Noah grew up in and why his experiences mattered.\r\n\r\nI have especially loved seeing students who are sometimes hesitant about reading become interested in this book. Noah's conversational writing style makes the memoir approachable, while the complexity of his experiences gives my stronger readers plenty to analyze. Students who might initially see reading as simply another assignment have opportunities to discover that nonfiction can be funny, shocking, frustrating, and meaningful all at once. Having an individual copy for every student also means they can annotate, revisit passages, and participate in discussions without having to share or wait for access to the text.\r\n\r\nMost importantly, this class set gives us the opportunity to use literature to learn about lives and experiences beyond our own. You did not simply give my students books—you gave us a shared experience that encourages them to read critically, ask difficult questions, listen to different perspectives, and better understand the world around them.\r\n\r\nThank you for making that possible for my students and for helping us continue to grow as readers, writers, thinkers, and people!","fullyFundedDate":1769097804302,"projectUrl":"project/born-a-crime-class-set/10026803/","projectTitle":"Born A Crime Class Set","teacherDisplayName":"Ms. Hull","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10175708_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1755134870926","teacherClassroomUrl":"classroom/10175708"},{"teacherId":10175708,"projectId":9994962,"letterContent":"Thank you so much for supporting my students and helping us create a classroom where students have the materials, organization, and resources they need to be successful! These supplies may seem simple, but they have made a huge difference in our day-to-day learning.\r\n\r\nThe paper, pencils, and pens ensure that students can participate regardless of what they are able to bring with them to class. In an English classroom, we are constantly writing—annotating texts, responding to bell ringers, brainstorming, taking notes, analyzing passages, and drafting essays. Having these supplies readily available means that when a student says, \"I don't have a pencil,\" the conversation can immediately become, \"Here you go—let's get started!\" Students can focus on learning rather than worrying about whether they have the right supplies.\r\n\r\nThe colored pencils have also allowed us to make reading and writing more visual and interactive. Students can color-code annotations, track different literary or rhetorical elements, create visual representations of their understanding, and organize information in ways that work for them. This is especially helpful when we are working with complicated texts because students can literally see how different ideas, themes, characters, and pieces of evidence connect.\r\n\r\nThe chair pockets have helped tremendously with classroom organization. Students have easier access to the materials they use regularly, and we can spend less class time passing out, collecting, and searching for supplies. That extra organization may only save a few minutes at a time, but those minutes quickly add up to more time spent actually reading, writing, discussing, and learning.\r\n\r\nThe Teachers Pay Teachers gift card has given me another incredibly valuable resource: time and flexibility. It allows me to find supplemental activities and resources that meet the specific needs of my students rather than relying on a one-size-fits-all curriculum. I can provide additional practice when students struggle with a skill, find engaging ways to reinforce concepts, and adapt lessons for students who may need additional support or an extra challenge.\r\n\r\nMost importantly, these resources help create a classroom where students are prepared to participate from the moment they walk through the door. I have students with a wide variety of abilities, interests, and needs, but every student deserves access to the tools that allow them to learn. Your donation has helped remove small barriers that can become big obstacles during a school day.\r\n\r\nThank you for investing in my classroom and my students. Because of you, we have more opportunities to write, create, organize, practice, and learn—and I am so grateful that my students can simply focus on being students!","fullyFundedDate":1776947401744,"projectUrl":"project/stocking-our-classroom-for-success/9994962/","projectTitle":"Stocking Our Classroom for Success","teacherDisplayName":"Ms. Hull","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10175708_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1755134870926","teacherClassroomUrl":"classroom/10175708"},{"teacherId":10175708,"projectId":9591972,"letterContent":"Thank you so much for helping make our classroom a place where students have the materials they need to learn, participate, and feel supported! These supplies have already made such a difference in both the way I am able to teach and the way my students are able to engage with our lessons.\r\n\r\nOne of the most important additions was our copies of Night by Elie Wiesel. As we read this memoir, students are learning much more than the events of the Holocaust. We are examining how authors use language to communicate experiences that are difficult to put into words, analyzing themes such as hope, resilience, memory, injustice, and the dangers of remaining silent, and discussing why firsthand accounts are so important to our understanding of history. Students are also practicing skills like citing textual evidence, making inferences, analyzing an author's choices, and connecting a text to its historical and cultural context.\r\n\r\nReading in our classroom is very interactive. We certainly spend time reading independently and together, but reading rarely ends when we close the book. Students discuss, annotate, write, debate, answer questions, and make connections to the world around them. Our new individual whiteboards and dry erase markers have been especially helpful because they allow every student to participate at the same time. Even students who may be hesitant to raise their hand can write an answer, make a prediction, or analyze a passage and hold up their response. It gives me an immediate picture of what students understand and where we need to spend more time.\r\n\r\nThe other supplies have made an equally meaningful difference. Having pencils, paper, pens, tissues, cleaning supplies, and even snacks available removes some of the small barriers that can prevent a student from fully participating. Instead of a student beginning class worried because they forgot a pencil or did not have paper, I can simply hand them what they need and we can get started. Our classroom library has also grown, giving students more opportunities to find books that genuinely interest them and encouraging reading beyond our required class texts.\r\n\r\nI have especially loved seeing students who do not initially consider themselves \"readers\" become invested in our books and discussions. Some of my quieter students have found their voice through the whiteboards and small-group conversations, while others have surprised themselves by becoming deeply interested in the questions our texts raise. Those moments—when a student makes a connection, asks a question we hadn't considered, or keeps talking about a book after class has ended—are exactly why these resources matter.\r\n\r\nYour generosity did not simply provide us with books and classroom supplies. You gave my students more ways to participate, more opportunities to read, and a classroom where having the right materials is never the thing standing between them and learning. I am incredibly grateful for your support of my students and our classroom. Thank you for helping us learn, read, question, discuss, and grow together!","fullyFundedDate":1759266094279,"projectUrl":"project/saving-the-world-one-essay-at-a-time/9591972/","projectTitle":"Saving the World, One Essay at a Time","teacherDisplayName":"Ms. Hull","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp10175708_orig.jpg?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1755134870926","teacherClassroomUrl":"classroom/10175708"},{"teacherId":7830889,"projectId":10134132,"letterContent":"Organizing a high school classroom is far more than an exercise in tidiness—it is a foundational strategy for fostering student autonomy and academic ownership. High school marks a critical developmental shift: students transition from heavily guided middle school environments to high school settings where they must navigate multiple subjects, complex assignments, and long-term deadlines. Introducing structured organizational materials, such as heavy-duty three-ring binders, multi-subject page dividers, plastic sleeves, and color-coded filing systems, serves as a bridge that moves teenagers from passive recipients of instruction to active managers of their own learning journey.\r\n\r\nWhen students enter a classroom equipped with a clear organizational framework, the cognitive load associated with lost papers and missed deadlines disappears. Binders function as personal archives for each student. Unlike digital files, which can easily become \"out of sight, out of mind,\" a physical binder forces students to visually interact with their coursework every single day. By utilizing section dividers labeled for specific units—such as Daily Warm-ups, Active Notes, Grades/Feedback, and Current Projects—students learn how to categorize incoming information logically. This act of categorization is an executive functioning skill that directly mirrors the habits required in higher education and modern workplaces.","fullyFundedDate":1779032788974,"projectUrl":"project/organization-materials-for-an-organized/10134132/","projectTitle":"Organization Materials for an Organized Classroom","teacherDisplayName":"Mrs. Gorman","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp7830889_orig.png?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1772735466666","teacherClassroomUrl":"classroom/7830889"},{"teacherId":7830889,"projectId":10206229,"letterContent":"Thank you so much for your generous donation of a class set of The Help by Kathryn Stockett. Having physical copies of this novel in our students' hands has transformed our classroom discussions, allowing them to engage deeply with literary themes and historic realities.\r\nStockett's novel offers students a unique and nuanced perspective on the American Dream, stripping away its romanticized ideal to reveal how systemic racial and economic barriers historically limited access to it. Through the intersecting lives of Aibileen, Minny, and Skeeter in 1960s Mississippi, students see that while the core promise of the American Dream centers on opportunity, dignity, and upward mobility through hard work, that promise was systematically denied to Black domestic workers. Examining the harsh realities these women faced forces students to evaluate the gap between the nation's ideals and the lived experiences of marginalized communities.\r\nAt the same time, the story underscores the power of courage, literacy, and agency in reshaping that dream. As Aibileen and Minny risk their livelihoods to share their personal stories, students learn that pursuing the American Dream isn't just about individual financial achievement—it is deeply tied to justice, voice, and the collective struggle to build a more equitable society. Your gift has provided our class with a powerful lens through which to examine American history, empathy, and social responsibility, and we are truly grateful for your support.","fullyFundedDate":1778158276777,"projectUrl":"project/voices-that-matter-perspectives-of-the/10206229/","projectTitle":"Voices That Matter: Perspectives of the American Dream","teacherDisplayName":"Mrs. Gorman","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp7830889_orig.png?crop=1:1,smart&width=272&height=272&fit=bounds&auto=webp&t=1772735466666","teacherClassroomUrl":"classroom/7830889"},{"teacherId":8399529,"projectId":10204570,"letterContent":"We are over the moon! Thank you so much for funding \"Tools to Focus, Reset, and Regulate.\" Your generosity is providing my students with the sensory and focus tools they need to have a successful, calm, and productive school day. We've already seen a huge difference! The timers have been a game-changer for group work, helping the students manage their time and stay on task together. Additionally, the fidgets have been so helpful for students who need to divert extra energy so they can keep their minds locked into the lesson.\r\n\r\nThank you for making such a tangible difference in our classroom!","fullyFundedDate":1776947401826,"projectUrl":"project/tools-to-focus-reset-and-regulate/10204570/","projectTitle":"Tools to Focus, Reset, and Regulate","teacherDisplayName":"Ms. Galayda","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8399529_orig.jpg?crop=2316,2316,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1719018830451","teacherClassroomUrl":"classroom/8399529"},{"teacherId":8399529,"projectId":9980811,"letterContent":"Because of your support, my classroom is now a more organized, accessible, and student-centered space where all students can succeed.\r\n\r\nWith clear systems in place, students know exactly where to find materials, turn in work, and access resources they need—reducing confusion and increasing independence. The file folders help keep units organized and easily accessible, especially for students who are absent or need extra support.\r\n\r\nColor-coded materials have made a big difference for visual learners, English language learners, and students with accommodations by making expectations clearer and learning more manageable.\r\n\r\nThe paper tray system has created a consistent routine that encourages responsibility and helps students stay on track.\r\n\r\nBecause of you, my classroom feels calmer, more structured, and more equitable. Thank you for supporting my students and helping them feel confident in their learning.","fullyFundedDate":1770923590004,"projectUrl":"project/bright-supports-clear-systems-better-l/9980811/","projectTitle":"Bright Supports, Clear Systems, Better Learning Access","teacherDisplayName":"Ms. Galayda","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8399529_orig.jpg?crop=2316,2316,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1719018830451","teacherClassroomUrl":"classroom/8399529"},{"teacherId":8399529,"projectId":10026721,"letterContent":"Because of your generosity, my English II Honors students are experiencing history in a way that goes far beyond textbooks and timelines. Instead of seeing the past as something distant, they are engaging with it as something lived, remembered, and deeply human.\r\n\r\nWith access to Never Fall Down, students are able to extend their learning beyond Night and explore genocide through a modern, global lens. They are making powerful connections between different time periods and cultures, recognizing patterns of injustice, and understanding how history continues to shape lives today.\r\n\r\nIn our classroom, this has looked like meaningful discussions, thoughtful writing, and students asking deeper questions about identity, resilience, and the impact of trauma. More importantly, it has helped them grow in empathy. Students are not just analyzing texts—they are learning to listen to voices that history often overlooks and to carry those stories forward.\r\n\r\nYour support has created space for students to think critically, feel deeply, and engage with the world in a more compassionate and informed way. These are lessons that will stay with them far beyond this unit.\r\n\r\nThank you for helping bring these important stories into our classroom and for investing in both the academic and personal growth of my students.","fullyFundedDate":1770923589855,"projectUrl":"project/from-night-to-now-understanding-genocid/10026721/","projectTitle":"From Night to Now: Understanding Genocide Through Literature","teacherDisplayName":"Ms. Galayda","teacherPhotoUrl":"https://storage.donorschoose.net/dc_prod/images/teacher/profile/orig/tp8399529_orig.jpg?crop=2316,2316,x0,y0&width=272&height=272&fit=bounds&auto=webp&t=1719018830451","teacherClassroomUrl":"classroom/8399529"}],"pageName":"schoolpage_2334","usesDonorsChoose":true,"infoPageType":"school","demographicsInfo":{"numStudents":987,"numTeachers":88,"percentFrplEligible":95,"percentAsian":0,"percentBlack":9,"percentWhite":47,"percentIndigenous":0,"percentLatinx":35,"showFreeAndReducedPriceLunchInfo":true,"showDemographicsInfo":true,"sourceTooltipString":"the National Center for Education Statistics","percentHawaiianImputed":2,"percentMultiracialImputed":4,"gradesServed":"9 - 12","studentTeacherRatio":"11.2:1","demographicsDataSource":"MDR School","equityFocus":true,"titleOne":true,"metroType":"URBAN","ncesMetroType":"SUBURB_LARGE"},"inStateSupporters":53.5,"schoolId":2334,"financialInfo":null,"twitterShareText":"Learn more about Clyde A Erwin High School on @DonorsChoose:","schoolName":"Clyde A Erwin High School","canonicalPageUrl":"schools/north-carolina/buncombe-county-school-district/clyde-a-erwin-high-school/2334"}