Issuu

M A RY M O U N T I N T E R N AT I O N A L S C H O O L R O M E

May

Marymount M

arymount is an international school, as many of the activities featured in this month’s issue of the newsletter clearly illustrate. Just in the past few months we welcomed students from Marymount schools on three continents to participate in the 10th annual RSHM Network of Schools Sports Festival; our Elementary students celebrated the more than 40 mothertongue languages spoken by our students during Mother Language Day; students in Grade 3 learned about the traditions associated with the Iranian New Year; and our high school students participated in Model United Nations events in Haarlem and The Hague. These opportunities, which allow our students to learn and grow in an international environment, greatly enrich their understanding of the world C O N T I N U E D O N PA G E 2

INSIDE THIS ISSUE

Iranian New Year / 4

The Joy of Giving / 7

Grade 7 Advertising / 8

‘Lord of the Flies’ Trial / 12 Above: Fr. Steve Bossi celebrates Mass during the opening of the RSHM Network Sports Festival in March. Read the full story on page 5. (Photo: P. Silobrcic.)

Mother Language Day / 2

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Celebrating Mother Language Day The Elementary School Stages an International Fashion Parade he children in the Elementary School celebrated International Mother Language Day on March 14. International Mother Language Day is important because it encourages us to recognize and celebrate all the many different languages that are spoken around the world. Languages not only help us communicate, but they also tell us who we are as people. Our language is a part of our cultural identity.

International Mother Language day is especially important at Marymount because we have students and staff from over 63 countries. At any moment in the day, as you walk around our beautiful campus you can hear up to 44 different languages spoken! Marymount is a truly multi-cultural and multilingual school.

Left: Elementary School students wait their turn participating in the International Fashion Parade held in March to mark International Mother Language Day. Right: Bulelani M., representing South Africa, introduces himself.

Part of our work at Marymount is to encourage our students to be proud of their cultural heritage. Celebrating Mother Language Day is one way we do this. To mark the occasion, the children participated in an

From the H e a d o f S c h o o l and its people, which is fundamental to the goals and criteria of the RSHM schools. I should mention that our school community will demonstrate yet another facet of its international nature on May 24 during the PTO’s ever-popular International Food Day.

International Fashion Show, during which they wore traditional outfits representing their own nationalities.

Ms. Laura Lo Bianco Elementary School ESL

(Continued from Page 1)

Marymount is also a Catholic school, and this month we look forward to celebrating two important occasions in the spiritual lives of many of our students: First Holy Communion and Confirmation. Since last fall, students have been preparing for these

sacraments with the help of religion teachers Ann Haring and Marie-Catherine Letendre, as well as Sr. Rosaleen Sheridan.

One group for whom the month of May is especially significant is our Senior class. Most Seniors will begin the month by taking the IB exams, the culmination of countless hours of classroom work and individual study in six subject areas. They will end the month by processing in their caps and gowns and receiving their diplomas at the Graduation ceremony on May 31. Along the way, they will also enjoy the Prom, the Sports Banquet, and

felt happy about the International Fashion parade. It is very important to speak my mother language because if I don’t I won’t know where I come from. I’m proud to be Spanish! – Irene H.-R., 1 (Spain)

other annual traditions that precede the conclusion of the academic year.

It is always with mixed emotions that we say goodbye to the graduates. We will miss seeing them each day on our campus, but we also know that they are well prepared to meet the opportunities and challenges that arise during their next chapter in their lives, and we wish them every success. Ms. Maria Castelluccio Head of School

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.” – Nelson Mandela

Students participating in the International Fashion Parade included (l-r): Robel and Leah T.A. (Eritrea/Italy/USA), Ana S. and Marianna M. (Portugal), Kevin W. (China), Dasha and Fedor G. (Russia), and Monica J. (Guatemala).

anguages are very important. If we forget our mother language we won’t understand what our relatives are saying. – Alia Al Z., 2 (United Arab Emirates)

rom the dress they could see if the country was poor or rich. My country is not poor and it’s not rich, it’s medium. The fashion parade was fun. – Lola C., 3 (Iran/Italy/USA)

liked how all the costumes were very colorful and the everyone represented their country with pride. – Nicholas M., 4 (England/Germany)

was proud when I spoke in Danish in front of everyone, it didn’t matter if they didn’t understand what I was saying because I was just proud to show who I am. – Alba G., 5 (Denmark)

Breakfast with our Fathers O

Visiting the classroom is not always an opportunity the fathers have, and hosting the breakfast on this special day is a wonderful experience for both the children and their parents as it gives our little students the opportunity to

show their classroom and talk about their day in school.

The children were looking forward to this event, especially because they had made a special trophy cup for their fathers. The teachers would like to thank the dads for coming to the breakfast since this often means an adjustment to their already busy schedules.

The EC1 Team

PHOTO BY EC1

ne of EC1’s annual traditions is the Father’s Day breakfast, which is celebrated on March 19. This year, the children offered toast, jam, biscuits, coffee, tea, and juice to the fathers who joined them for breakfast.

EC1 students and their fathers enjoy breakfast together on Father’s Day.

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Grade 3 students learn about the Iranian New Year

Aydet Mobarak We celebrate and share our diverse cultures and national traditions to enhance international understanding.

Aydet Mobarak means Happy New Year in Farsi! oday we celebrated our Iranian new year with our mom in Third Grade. We shared some of our traditions and ate some sweets called nokhadchi. Mom brought in things from our ceremonial table. All the items begin with the letter ‘S’.

from the Goals & Criteria for the RSHM Schools

We share an apple (seeb) to represent health and beauty. Coins (sekeh) represent prosperity. Berries (somaq) represent the color of the sunrise. Garlic (seer) represents medicine, and sprouts (sabzeh) represent rebirth.

It was so much fun to bring our handwriting books and show our friends how to write from right to left. We love to wear our traditional clothes and scarves for the holiday. Did you know that when we fly to Iran as you enter Iranian airspace all the women cover their head with scarves as a sign of respect?

We also each had our own candle and even brought in a live fish that represents life. We made a small video to send to our grandparents in Iran. We were so proud of our mommy!

Lola and Nika C. Grade 3 Students

Clockwise from top: Grade 3 students learn about the items that symbolize significant elements of the Iranian New Year. Teacher Mersedeh C. leads the discussion with the help of her two daughters. The students sample a traditional sweet called nokhadchi.

Symbols of the New Year

1. Decorated eggs represent fertility. There is one for each member of the family.

2. The fragrant hyacinth indicates the approach of spring.

3. The apple represents health and beauty. 4. The sprouts symbolize rebirth.

5. The sumac berry represents the color of the sunrise.

6. The coins represent prosperity and wealth.

7. Vinegar symbolizes age and patience.

8. Candles represent enlightenment and happiness. One is lit for each child in the family.

9. Garlic symbolizes medicine.

RSHM Network Sports Festival

arymount International School Rome and the Istituto Marymount were proud to host the 10th annual RSHM Network of Schools Sports Festival this year.

From March 23 to 27, students from 11 network schools competed in team sports, enjoyed a chance to socialize with one another, and experienced a few of the sites, sounds, and tastes of Rome.

The sports competition got underway the following day at the Stella Azzurra club and continued over three days. Girls and boys teams competed in basketball, volleyball, and soccer, and while the competition was always friendly, the teams took pride in advancing to the next rounds.

While each of the schools demonstrated their own strengths in particular sports, the girls from Bogotà and the boys from Nomentana took the overall top spots at the end of the competition.

Off the courts and playing fields, the participating students got to know one another better during a sightseeing excursion in Rome, a pizza dinner, and an evening dance. The students also received medals during the Closing Ceremony held at Istituto Marymount.

Top row: Students and teachers participating in the festival arrive at our school, and Head of School Maria Castelluccio addresses the students at the Opening Ceremony. Middle row: The students competed in friendly matches of basketball, soccer, and volleyball. Bottom row: The participants enjoy gathering at a local pizza restaurant and at the Closing Ceremony, which took place at the Istituto Marymount on Via Nomentana.

PARTICIPATING SCHOOLS

Colégio de Nossa Senhora do Rosário Porto Colegio Marymount Cuernavaca Colegio Marymount Medellin Colegio Sagrado Coraҫăo de Maria Fatima Colegio Sagrado Coraҫăo de Maria Lisbon Istituto Marymount Rome Marymount International School Kingston upon Thames Marymount International School Rome Marymount School Bogotà Marymount School Neuilly sur Seine Marymount School New York

MORE INFO

For more on the festival,

including complete photo coverage, visit:

http://sport.marymount.it

PHOTOS: P. SILOBRCIC

The festival began with an Opening Ceremony and Mass held at our school, during which student representatives from each school carried their national flag and lit symbolic candles. A dinner for the participants followed.

Following a science lesson taught by Grade 7 students, Grade 5 students fill in a worksheet to demonstrate what they learned.

from the Goals & Criteria for the RSHM Schools

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Students as Teachers

o demonstrate their knowledge of science, students and Grades 6 and 7 prepared short video clips and posters this semester to explain chemistry topics to students in Grades 4 and 5.

We cultivate growth in self-knowledge and self-esteem

These topics included separation techniques, such as chromatography and evaporation, states of matter, and crystallization, which they explained to Frouth Grade students. The Grade 7 students explained work,

power, energy types, and energy conversions to Fifth Grade students.

All the students also made a short worksheet to see if they presented their information in such a way that the visiting Elementary School students understood and learned something new. Later they reflected on their performance individually and as a class, looking at both what worked well and what could be improved for the next time.

T. GERBER

The Middle School students were very excited to explain their chosen topics to the younger students and were very pleased with how the visit went. Thank you to Helen Davico, Geraldine Tyrrell, and Lisa Csicsila for bringing their classes to visit!

Ms. Tanja Gerber Secondary School Science

We can make a difference Ian B.P., Nat N., and Matteo M. (pictured at right) are very active members of the Pamoja Club. Pamoja means “together” in Swahili, and the aim of the club is to raise funds for Marymount’s partnership with the RSHM mission in Zambia. As part of their involvement with the club, these three boys have given up two lunch times each week to help with fundraising projects. They are pictured here with scented geraniums, which they planted in the autumn and now are now selling within the Marymount community. They plan to have more plants to sell later this semester or early next school year. Our thanks to teachers Tanja Gerber and Valerie Hocker, who helped to look after the plants.

D. HARKINS

Together

Marymount students enjoy an opportunity to help others

e Joy of Giving “Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me.” – Matthew 25

D. HARKINS

“Real generosity is doing something nice for someone who will never find out” – Frank A. Clark

Students deliver food that was collected during Marymount’s recent food drive to the Sant’Egidio community, who will distribute it to those in need.

n March 19, together with a few other students from Marymount, I went to bring the food we collected to a community known as Sant’Egidio. It is a Catholic community founded in 1968 by a young man at the age of 18. The community’s main aim is to address the needs of the poor and homeless. When we went, our whole group was impressed by the old military barrack that evolved into a storage room for thousands of toys, kitchen supplies, and even furniture, all of which would later be distributed to those in need.

After a short tour of the small area we learned that several industrial containers were parked outside and filled with all sorts of food, drinks, medical supplies, and even clothes. As a group we loaded our collected food onto trolleys and brought it towards one of

the containers. There we worked for about an hour, sorting food, unpacking and repacking boxes, until eventually we were all exhausted. Once all the work was complete we were offered a cola each (originating from a container filled with 1 ton of cola) and taught about the origins of this community.

Though beginning very small and founded by a small group of high school students, this Catholic community has worked its way to the top and is now helping and delivering to over 100 different communities and organizations, all with the aim to aid those in need. It works together with organizations ranging from soup kitchens to homes for the elderly and even to NGO’s in Mozambique and Syria. As a whole, we were all very impressed by the extraordinary achievements and the effort

that these young people have shown to help the community they live in. – Yasmin B., 10

very time I have the opportunity to help others, I take it and grab on to it. On March 19, Mr. Harkins, Jamsin B., a couple of elementary students, and I volunteered to help distribute, and store the food we’ve gathered from our latest food drive.

As I was approaching the bus, I was overwhelmed with the massive amount of boxes filled with food donations that we were going take to the storage. While we were heading to the food storage center, I was feeling happy. Happy to give. Happy to share. Happy to care. Happy to help. Twenty minutes later we arrived at what was called a military base. It took us around

an hour to empty, sort out, and re-pack all the boxes. There was every single type of food you could imagine: sugar, cheese, beans, pasta, rice, milk, and even powdered milk. It seems that donators enjoyed “Washy Wednesday™” since there was an overwhelming amount of soap and shampoo.

After all of this, we had merely filled up one container, and I hope that the other containers were filled, or going to be filled. The ride going back to school was filled with joy, happiness, and gratitude in each one of our hearts. That night I slept feeling fulfilled, proactive, and satisfied. If only everyone would lend a hand to people in need, the world would definitely be better place. As Anne Frank once said “No one has ever become poor by giving…” – Genny C., 8

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Responding to The Needs of Others Students reflect on their experiences at a soup kitchen have always liked helping others and working with others from as long as I can remember. When I saw the opportunity to serve at the “Caritas at Colle Oppio” soup kitchen near Termini station in Rome, I felt destined to try it.

Each month, approximately 1215 Marymount students volunteer on Saturdays from 10am-2:30pm at the soup kitchen under the supervision of Ms. Olaco or Mr. Harkins. We clean trays, refill water jugs, clean tables and chairs in the lunch area when someone leaves, serve fruits, record names, and take signatures at the counter. Sometimes halfway through we switch jobs to work at other places.

After everyone finishes eating, we sweep and mop the floor, clean the chairs and tables, finish cleaning the trays, and clean the kitchen and counter areas. This, though still working, is the lighthearted part where the volunteers joke around or reflect on something that struck them while working together and helping each other (mop better).

Going to the Caritas soup kitchen made me realize how much I have and how I take too much for granted. Something that I will never forget is a conversation that I once had with a man who was always

The Soup Kitchen (1859) by Ferdinand Georg Waldmüller. Austrian Gallery Belvedere.

waiting for a friend who never came and didn't know where to find him; thinking about it now makes me think as if he was waiting for someone to come into his life and share the burden of words and feelings he carried on his mind and heart. There are so many of us in the world, and we could definitely lend our shoulder for someone to cry on for a while and try to end their loneliness. It only costs us a few minutes and is the least we can do.

Furthermore, just one experience at the soup kitchen can make us realize so much about the world we live in. There is poverty, and homelessness, but most of all there a lack of concern on the part of people who can

contribute to make life better for the less fortunate. I have more than enough food and shelter. Instead, so many of the people I saw and talked to at Caritas are homeless, did not have suitable seasonal clothes, and did not have enough food either. This made me realize how important it is to share and to contribute something to make someone else’s life better.

It is very important to provide others the basic necessities of life. The experience at Colle Oppio has made me understand the importance of our common humanity. – Tahira A., 12

olunteering at the soup kitchen in Rome was an eye-opening experience for me. To be confronted by real

poverty firsthand, on my own doorstep, was life-changing for me. I met various types of people from numerous walks of life, who each had their own struggles and battles. Helping them, even just serving them some hot food, made me feel like I was improving their lives to some extent.

I met some very nice people there whom I will always remember, in particular, a sweet elderly gentleman who used to sing to me. He really brightened my day. I urge my fellow students to volunteer in their community to make a contribution to their society and to become model citizens. It is truly beneficial. – Martina L., 12

We welcome and respect the diverse religions of the world.

D. HARKINS

from the Goals & Criteria for the RSHM Schools

Left: The Great Synagogue of Rome. Above: Sr. Rosaleen Sheridan and Grade 9 students during their visit to the Museo Ebraico.

Exploring the Jewish Faith

Grade 9 students visit Rome’s Museo Ebraico for their study of world religions

n April 4, Grade 9 went on a trip to the Museo Ebraico in Rome. I had already been to the museum three times, but what always impresses me is the story of a real Jewish person. How could one be mistreated for practicing a different belief, and why would they keep them in such a horrible place or force them to practice a certain branch of Judaism? What is Orthodox Judaism?

One thing that really impressed me was how much influence Christianity and Italian art had on the main synagogue here in Rome. When we visited the part of the museum dedicated to the Nazi captivity, I was shocked and felt almost guilty for what had happened to the people who were captured and

brought to the concentration camps. The Nazis did very cruel things to these people. It almost kills me to hear what brutal things Jewish families had to go through. In the end I am glad that period of time is over for everyone’s sake. – Briana L., 9

hen I entered in the museum my first thought about the trip was negative; I thought that the trip would be boring, but after a while I realized that it wasn't. We all learned a lot about Judaism, such their sacred book, the Torah, which they cannot touch. The guide brought us into a small synagogue that was a typically Jewish synagogue. Then she bought us into one in an Italian style, and it was so beautiful and full

of decoration. I really liked this trip because it was full of small particular interesting things. – Andrea B., 9

he most interesting that I didn’t know about the Jewish religion is that they cannot touch the Torah since it’s a sacred book. They also read it from the end of the page to the top. I also found out that men cannot enter a sacred place without a kippah. I really found it very interesting also when the women who showed us around explained how the fact that men and women are positioned in the synagogue is reflective of segregation. I personally think that nobody is different, and I think that both men and women should sit in the same place.

In conclusion I really found this trip instructional and very interesting in knowing all the aspects of a different religion. – Riccardo S., 9

learned so many things about the Jewish religion that I never knew before! Our guide was very good as well, as she explained in depth all the ancient items. Overall I think that this trip really helped us with the work we are doing in religion and helped us understand the Jewish religion better. This trip also helped us relax a bit from the schoolwork, and I think everyone really enjoyed it as well. I would like to thank Mr. Harkins and Sr. Rosaleen, who organized this trip and made it possible. – Renato A., 9

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ADSEVEN THE TASK:

Big Company Ltd. is looking for exciting and innovative products to produce and sell. You have the chance to persuade their panel that they want to produce your product! They will want to know why your product will sell and how you will advertise it. Prepare a presentation to persuade the company to produce and sell your product. Design two adverts (diverse but obviously related) for every product to show how it is versatile and appealing to two different target audiences. Think about your presentational features: images, fonts, colors, logo, and slogan, as well as decide on the best ways to get your product noticed. Prepare your presentation and deliver to a real live audience (at the Middle School assembly).

Fiona Marshall Secondary School English

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Grade 7 enters the big world of advertising

THE RESULTS:

Allegra M., Vittoria del B. di P., and Arna M. produced the ads above for the iTeen Glass targeting girls on the left and boys on the right. Top photo: The students present their ads at a Middle School assembly.

THE PITCH:

TechnoStyle

MORE RESULTS: Kento Y. and Eiade El W. created the ads below for Gamiaide, a low-calorie energy drink. The ads are designed to appeal to two different markets, which in this case are students and adults.

hen it was my group’s turn to present, I was a little nervous and scared because I had never spoken in front of the whole Middle School, but I had my partner presenting with me, which made me feel better. It was also a great experience for me, and it will help in the future when speaking in front of big audiences.

For this presentation we had to make two advertisements, and we had to use different persuasive features. My

PHOTOS: F. MARSHALL

Grade 7 students Andrea R. and Kristen O. present their advertising campaign during a Middle School assembly in March.

partner, Andrea, and I had to use the imperative and make catchphrases and slogans and even use puns. Also, we had to make our advertisement eyecatching and colorful and make people stop and look, convincing them that they can’t live without our product. It was also a fun experience because I got to work with my friend, and we worked well together and created two eye-catching advertisements. – Kristen O., 7

One product with two ads for two target markets:

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Diplomatic Resolution

PHOTOS: E. WILBERDING

Marymount delegation excels at the Model United Nations in Haarlem

rom April 3-6, eight lucky students from Marymount International School, accompanied by Dr. Wilberding and Sr. Michaeline O’Dwyer, had the opportunity to attend the annual conference of the Model United Nations at the Stedelijk Gymnasium in the large town of Haarlem, just a twenty-minute bus ride from Amsterdam. This conference, which has nearly 600 participants, is basically a simulation of the United Nations.

This page: Marymount students make their way through Haarlem where they participated in a Model United Nations. Opposite page (clockwise from top left: A session in progress during the simulation. Students ran the entire event. The Marymount delegation.

In MUN, students come together having researched and written a draft resolution on a specific topic, and then they “lobby” by meeting people who have worked on their same issue and combining

solutions to put together a resolution. The resolutions are then debated and amended, and finally the committee votes as a whole to have the resolution passed or not. The whole conference is entirely run by students, the chairmen being people in their junior or senior year who have participated in up to 15 of these conferences. We arrived in the early afternoon on Thursday and therefore had time to comfortably settle into our hotel rooms before heading out to explore Haarlem. There we found all sorts of fascinating things, from sushi shops and toy stores that sold One Direction dolls to the fascinating Gothic Cathedral

and the river that traversed the city. The city was large, but it was hard for even those with the worst sense of direction to get lost as everything revolved around the imposing and majestic cathedral, which was only a moment’s walk from our hotel.

The air was crisp and clean, the atmosphere peaceful and serene, the only danger being that of being run over by a bike. This day allowed us to spend time together, to get to know each other better and even discover different sides to the friends we see every day in school. Waking up in the morning and walking into the local school made me wonder why on earth

as “future delegates of the United Nations” but also as people because of the skills discovered and fostered at this experience, such as debating, asking critical questions, and collaborating to find the best possible solution. These skills are applicable to so many things in life.

I had come here convinced that I would be missing two days of school only to find myself in a classroom. It soon became apparent, though, that this was in no way similar to a regular school day at Marymount. In fact, on the first day we were pretty much left to our own devices, and it was our job to get into groups with other people who had researched our same issue and work together to come up with a resolution. It was rather daunting at first as some of the people had attended as many as 15 MUN’s and were very familiar with the procedure. Luckily, there were also lots of beginners, which made this conference a comfortable launching pad for

inexperienced people like the majority of us (except Yasmin) who were attending a conference for the first time. It cannot be denied, though, that prior to this I was as nervous as my first day of school, but then I said to myself that I had come here to participate. I would also never be able to forgive myself if I went and never said anything, so I decided to be assertive and cooperate with the rest of the group.

It was slightly nerve-wracking at first, but once I got into my stride, with some of the more senior delegates serving as examples, I was able to get my ideas across to the other members of my group and contribute to the writing of the

resolution. I was even able to take part in the debate of the resolutions, and fortunately our resolution was passed. Other Marymount students had similar experiences, and all of our resolutions passed. Amanda and Avi, who were in different committees, were main co-submitters of successful resolutions. Anna Gegelia, who was attending her very first conference, was voted best female delegate in her committee.

verall, Haarlem was a fantastic experience, and I am sure that all of the people who came along with me would fully agree. We would undoubtedly go again given the opportunity. This experience made us all grow

I personally took a course at the beginning of the year, not coincidentally called MUN, and am currently taking debate, and I strongly advise other students to take these classes if you wish to attend a conference like ours. It is a valuable experience not just because of the conference, but also because it’s a wonderful opportunity to meet people and get to know others better. It also gives you the chance to eat at several amazing restaurants and participate in events such as a dance held by the delegates.

I would like to thank the chaperones as well as the students who participated and made the experience more enjoyable for me and for everyone at the conference. The students are: AnneSophie P., Davide C., Amanda W., Ruben U., Anna G., Avi T., and Yasmin B.

I recommend all of you to come next year as it was a lifechanging experience and made me eager for more, and I am sure to continue attending similar conferences during the remainder of my time at school and perhaps in my life beyond. Simone F. Grade 10 Student

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We integrate social justice and human rights issues into the curriculum. from the Goals & Criteria for the RSHM Schools

Students enjoy an opportunity to visit the International Court of Justice

Above: Grade 12 students Madeleine C. and Carla F. in front of the Peace Palace, seat of International Court of Justice in The Hague.

Witness to History “I do not accept this satanic court!” yelled General Ratko Mladić, a key witness for the prosecution in the International Criminal Tribunal of the former Yugoslavia trial of Radovan Karadžić in The Hague. The tribunal is directly across the square from the World Forum, where Model United Nations is held each year. We were on the delegation that Marymount sent to The Hague this year, and so on January 28 we had the unique opportunity to witness General Mladić’s dramatic appearance in court. It was unforgettable. General Mladić appeared disgruntled and clearly had no respect for the International

Criminal Tribunal, nor for the presiding judges. After a last attempt by his attorney to dismiss the general as a witness by asking for further investigation into the general’s medical condition, the court denied the request and asked the general to take his oath. At this point General Mladić simply shook his head and refused to stand up. The presiding judge had to ask repeatedly for him to stand and be sworn in, but he refused to do so. The general then declared that he had written a seven page document articulating his actions during the War in Bosnia and he asked to read the document aloud. The

judges denied the request and this resulted in an outburst of insults to The Hague Tribunal and the judges. It was only after the judges reminded the general that he could be imprisoned for up to 7 years for refusing to testify did he reluctantly agree to give his oath. Acting as his own lawyer, Mr. Karadžić carried out his direct examination with five questions, all of which the general responded to with the exact same answer, invoking his right to avoid selfincrimination and thereby rendering the direct examination useless and a cross examination pointless. In fact, General Mladić is also on

trial for counts of war crimes, genocide, and crimes against humanity. Any answer to the questions on direct examination could be used as an admission of guilt in the general’s own trial.

However, the questions themselves revealed some of the atrocities the general allegedly committed. The general is suspected of ordering his troops to carry out an execution of civilians, of sniping and shelling a town to intimidate the civilians, and of expelling Muslims from Serbian controlled areas. These are, of course, not all of the acts general is suspected of. Some of his other indictments include genocide, extermination, murder, and taking hostages.

After the prosecution chose not to cross examine, the general was dismissed from court. As he was escorted out by the bailiffs, he turned to the public and smiled, waving briefly. Though in the end, nothing was gained by the general’s testimony, as there was no testimony, there was no denying that the general did not want to speak about his actions. He did state one thing very unambiguously… that his “conscience is clear.” Already the experience of Model United Nations is unlike any other. Not only did we get the chance to see the whole process of debate, but we got to meet and work with people from all around the world. The experience of witnessing an international trial of such importance was unexpected and amazing. This is one experience we will never forget.

Madeleine C. and Carla F. Grade 12 Students

FACULTY

NEWS

A trial at the International Court of Justice in The Hague

Global Unity at THIMUN

Congratulations to Secondary School English and Italian teacher Marianna D'Ezio, whose essay titled "Eighteenth-century British women writers and the Arabian Nights’ Entertainments: Transmigration of a genre, creation of new literary paths" was published by Peeters Publishers in a new book called Narrations genrées. Ecrivaines dans l’histoire européenne jusqu’au début du XXe siècle.

hen I first entered the World Forum Center Theatre I was awestruck. This was the place that a month later would be the venue of the Nuclear Security Summit. This was the building literally 50 meters from the International Court of Justice. This building was part of the headquarters of the Organization for the Prohibition of Chemical Weapons. It’s difficult to describe what I felt in that moment. With its thousands of people that made you feel like you really did not amount to anything, with all of its logistic problems, with its absurdly repellent free lunches, THIMUN is the closest I have ever been to thinking that I was making some kind of a difference. In MUN, the individual is, for the first time in my case, presented to the incomprehensible and inconceivable fact that the world is incredibly vast and is the home of billions of different people and that he is just one of many.

Now, when faced with this humbling reality, the “MUNer” can either be caught in a destructive mentality of utter helplessness and cynicism or realize that this astonishing array of diversity represents an opportunity for humanity to aspire to a form of global unity and harmony characterized by a triumph of all cultures in the world. This mentality of hope is what the several delegates that traveled with me and I suddenly discovered, and this is why I believe that Model UN is such a formative experience for an aware and receptive mind. – Matteo R., 11

You can read short stories by Secondary School Italian teacher Giovanna Iorio on the website Roma&Roma in the "Romani" section. Each story, whether romantic, noir, or surreal, is set in a neighborhood of Rome. Additionally, her collection of poems titled "Le dodici pietre," inspired by the myth of Niobe, is included in a new anthology of international women poets called Ifigenia siamo noi published by Scuderi Edtrice.

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Going by the Book Grade 9 English students stage a trial based on ‘Lord of the Flies’ n March 20, our English 9 Advanced class took part in a mock trial about the deaths of two key characters in the novel, Lord of the Flies. As we studied the novel, we learned about the characters’ difficult time on the island and how author William Golding relates the elements of the story to society as a whole and the problems within it.

Our teacher, Ms. Nace, taught us about literary symbols and themes, which in this case encompassed global issues of leadership. As we discussed the novel, we were expected to provide evidence from the book for any statement we made about the book. The purpose of the trial last month was to try the people responsible for the murders of the characters Simon and Piggy. As a class, we elected people to represent witnesses who would then testify for or against the suspects. The witnesses included the

Above: A witness takes the stand during a trial based on the novel Lord of the Flies. Below: Grade 9 students served as teams of lawyers for the prosecution and defense.

characters Ralph, Jack, Samneric, the soldier, and Roger. Also, some students acted as prosecuting and defense lawyers who tried to convince a student jury that the defendant was guilty or vice versa.

We examined the deaths of Piggy and Simon in two trials held in the Auditorium. All arguments had to be supported by specific textual evidence (including quotations) from the novel. The trial began with an introduction by Ms. Nace, who explained her objectives in organizing this project. An

explanation of the context of the trial followed. Then the coroner(s) described the cause(s) of death.

Each witness then took the stand and explained the situation from his or her character’s perspective. The prosecution team presented their opening statement, announcing they were trying to convict Jack Merridew for the murder and calling to the witness stand their first witness. The defense team then was allowed to cross examine the witnesses and call their own witnesses. After

many convincing arguments from both sides, the jury declared Jack as not guilty on any charges. The second trial ended with Roger being found guilty for the murder of Simon.

The two trials were conducted very well. The argumentative and thought provoking sequences created an exciting atmosphere for the viewers. We learned a lot about in-depth literary analysis and had fun demonstrating what we learned.

Miles C. Grade 9 Student

Congratulations to the Class of 2014!

C ollege Acceptances Our Senior class will graduate at Marymountâ€™s traditional commencement ceremony on May 31. The Marymount community is proud of these students for their exceptional academic accomplishments and their embodiment of the Marymount mission. Below is a list of college and university acceptances to date for the class of 2014. The United States

Alfred University American University Berklee College of Music Bryant University Carroll University Clark University Drexel University Florida Institute of Technology Fort Lewis College Georgia Institute of Technology Illinois Institute of Technology Lehigh University Marist College Marymount Manhattan Marymount University Arlington Pennsylvania State University The University of Texas at Austin University of California - Los Angeles University of California - Davis University of Colorado, Colorado Springs University of Illinois at UrbanaChampaign University of Southern California University of Washington Wheaton College

The United Kingdom AA School of Architecture Brunel University Cardiff University Canterbury Christ Church University City University Coventry University Durham University

European Business School, London Goldsmiths College (University of London) Hartpury College King's College London (University of London) Kingston University Lancaster University Loughborough University Oxford Brookes University Plymouth University Queen Mary (University of London) Regent's University London Richmond, the American International University Royal Holloway (University of London) Swansea University Teesside University University of Bath University of Birmingham University of Brighton University of Buckingham University College London University College for the Creative Arts University of East Anglia University of Edinburgh University of Essex University of Exeter University of Glasgow University of Greenwich University of Hertfordshire University of Kent University of Leicester University of Liverpool University of Portsmouth University of Reading University of St. Andrews University of Surrey

University of Sussex University of The Arts London University of Warwick University of Westminster University of the Winchester

Italy

Bocconi University Luiss

Other Countries & US Universities Abroad American University of Rome American University of Paris Erasmus University of Rotterdam European University of Valencia IE University John Cabot University Suffolk University Madrid The University of British Columbia University of Navarra Utrecht University

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At right: Works by Jinia T. at the 2014 IB Art Vernissage. Below: A photograph by Jacopo C.

Pictures at an Exhibition IB Art Vernissage feartures works by three talented students Congratulations to this year’s IB Visual Arts exam candidates whose work was on display for the Marymount community to appreciate and enjoy at the annual IB Art Vernissage. The exhibition took place on April 3 and highlighted the creativity of 3 talented seniors. The works of art on view ranged from drawing and painting to photography and sculpture and included figurative as well as abstract forms. During the exhibition, the students were available to explain their ideas and answer questions. Meanwhile, a group of students musicians lent their own artistry to the Vernissage, and several times during the event another group of students presented a work of well-choreographed performance art.

Caterina Caterina

Jinia Jinia Jacopo Anthony Jacopo

Left: Students, parents, teachers, alumni, and friends visited the Vernissage. Top right: Student musicians added a splash of musical color to the exhibition. Bottom right: This year’s Vernissage incorporated a work of performance art.

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Blood Brothers Secondary School offers a stirring tale of superstition and fate

Above: The opening scene of the spring musical “Blood Brothers” foreshadows the tragic events yet to come. Right: Mrs. Lyons (Sabrina J.-R.) convinces Mrs. Johnston (Azzurra M.) to give her one of her twin babies.

et’s face it, raising children can be a lot of work. Just ask Mrs. Johnston, she’s already struggling to support seven of them when she discovers that she is pregnant with twins. In a moment of desperation, she agrees to give one of the babies away and just as quickly comes to regret this decision. Her apprehension is well founded as we later learn during the course of “Blood Brothers,” a musical by Willy Russell presented in April by the Marymount Players.

Despite growing up in wildly different environments, although conveniently not very far away from each other, the two twin boys at the center of this story, Mickey Johnston and Edward Lyons (played by Noah L.M. and Ramzi S.,

PHOTOS: P. ZINZI

The Marymount Players Present

respectively), meet as children in a chance encounter and inevitably become close friends. So close, in fact, that they declare themselves “blood brothers.” Get it?

This rather complicates matters for the boys’ mothers, played by Azzurra M. (Mrs. Johnston) and Sabrina J.-R. (Mrs. Lyons), who had vowed to keep the boys’ true relationship a secret; Mrs. Lyons going as far as convincing Mrs. Johnston that "if twins separated at birth learn that they were once one of a pair, they will both immediately die." This can’t end well... and it doesn’t.

Despite their best efforts to keep the boys apart, Mrs. Johnston and Mrs. Lyons are working against fate, which

seems to have other plans for the boys. While time passes and both families relocate, Mickey and Eddie meet by chance yet again as adolescents and resume their friendship. As so often happens in the lives of teenage boys, a girl enters the picture and a new dynamic ensues. The girl in

this case, named Linda and played by Joyce W., is devoted to Mickey and tries to stick by him despite his many tribulations, including unemployment, jail, and drug addiction.

Turning at one point to Eddie for help, Linda somewhat innocently sets off a chain of events that ultimately leads to a gun-fueled confrontation between the Mickey and Eddie, which, of course, ends in the two brothers dead on the floor, coincidentally just after learning about their true identities as twin brothers. While “Blood Brothers” became one of the longest running musicals in London’s West End, it was originally conceived as a school play, and the talented students of the

Secondary School did the show justice in the Marymount Players’ production. Other students in major roles included Alya J. as the Narrator, Rolando M. as Eddie’s ne’er-do-well brother Sammy, and Matteo R. as Mr. Lyons. Drama teacher Gina Ferrarin directed the production, which featured an

orchestra of student and professional musicians directed by Rocco Sbardella. Everyone involved in the spring musical, from the cast to the crew, deserves a standing ovation for delivering such a stirring and enjoyable production for the Marymount community to enjoy.

Clockwise from top left: The twin brothers at the center of the musical, Mickey (Noah L.M.) and Eddie (Ramzi S.). Mrs. Johnston during happier times. Mrs. Lyons sings about having a child. The Narrator (Alya J.) comments on the action of the play. Sammy (Rolando M.) and the chorus gang up on Mickey. Mr. Lyons (Matteo R.) remains unaware of his wife’s machinations. Below left: Linda (Joyce W.) is the girl that inadvertently comes between Mickey and Eddie.

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The Secondary Music Department

Spring Concert The Secondary School rounded out its spring arts season with a jubiliant concert on April 16 featuring a variety of instrumental and vocal ensembles, including the Royal Winds and the Royal Voices. The capacity audience enjoyed a program spanning the centuries from classical works for strings to Pharell Williams’ pop hit “Happy,” and much in between.

Setting the stage for each work with a short, scripted narrative, Grade 12 students Noah L.M. and Rolando M. served as co-presenters during the concert. A number of students took center stage as soloists for various works, further demonstrating the significant level of musical talent that exists here at Marymount. Bravi!

Top row (l-r): Noah L.M. and Rolando M. served as co-presenters for the concert. The chorus sings an upbeat Venezuelan work. Grade 10 student Azzurra M. performs a solo. Middle row: The concert featured student ensembles playing brass, strings, and woodwinds. Bottom row (l-r): Sofia B., Maria G., and Mariam H. sing as a trio. Jalil S.J.B. is a featured soloist. Middle School students raise their voices in song.

The PTO Spring Gala P

arents, faculty, and staff enjoyed a lively evening on March 22 during the 2014 Parent-Teacher Organization Spring Gala. Guests sipped on green apple "martinis", prosecco, and pineapple punch as they assembled in the Auditorium, which had been transformed for the evening with Tiffanyblue and white table settings, a special art exhibition, and a disco ball. Dinner was served buffet-style and included a tasty and tasteful selection of primi, secondi, and contorni. An even more decadent dessert buffet followed. After dinner, TV personality Rudy Zerbi conducted a raffle with the help of Sr. Rosaleen

Sheridan, and Fr. Greg Apparcel led a live auction with prizes ranging from weekend getaways to signed soccer jerseys. The evening concluded with the guests stepping out onto the dance floor while a DJ provided musical motivation.

A big THANK YOU to the PTO for organizing the event, particularly Flavia Balini, who led the effort, as well as to everyone who participated and supported this fun and festive fundraising event.

Clockwise from top:â€ˆGala guests enjoy a delicious buffet supper. Fr. Greg Apparcel lead a live auction with prizes ranging from weekend getaways to signed soccer jerseys. TV personality Rudy Zerbi conducted a raffle with the help of Sr. Rosaleen Sheridan.

international food day

the marymount parent-teacher organization

Saturday, May 24 at 11am

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Join

TEAM USA - MARYMOUNT MARYMOUNT

INTERNATIONAL SCHOOL ROME Via di Villa Lauchli, 180 00191 Rome, Italy (+39) 06 362 9101

www.marymountrome.org For the past 14 years Marymount has been proud to enter a team in the Race for the Cure, a 3-day event dedicated to health, sports, and wellness that culminates with a 5k run or 2k fitness walk. The event, dedicated to women’s health and their families, will take place this year at Circo Massimo on May 16, 17, and 18. This year our team is joining forces with many other institutions to be part of Team USA. We are hoping to be the largest team in this very special race – the 15th Roman Race for the Cure! Please consider signing up to be part of Team USA – Marymount. In return for your registration, you will receive a t-shirt, bib

number, and goodie-bag filled with gadgets from the race sponsors. Signing up with us also means that your bag and shirt will be collected for you and delivered to the school.

You can register online at www.raceroma.it. Enter the code USAMRM when asked, which will automatically register you as part of Team USA – Marymount. If you would like the school to pick up your bag on your behalf, please forward the confirmation email you receive to Sally Cameron at scameron@marymountrome.it. Please sign up with us and help us in the fight against breast cancer. You do not have to do the walk or run – just signing up is enough!

Marymount

Summer Camp an English language camp for kids in Rome

New This Year:

This newsletter is published monthly by the Development Office for the Marymount community. Designed and edited by J. Dunn Photography by J. Dunn unless noted otherwise. This paper is 100% derived from well-managed forests. PLEASE RECYCLE

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girls and boys ages 5 to 14

June 23-July 11, 2014 Monday-Friday, 9:00am-4:00pm

u English Language Classes taught by a teacher from the British School Group! u Swimming Lessons in our on-site pool!

u Basketball Lessons led by a coach from the Stella Azzurra academy! u Soccer lessons!

Plus:

u Drama classes and performances in English!

u Art classes and exhibitions! English classes offered in association with

... and more!

www.marymountrome.org/summercamp Via di Villa Lauchli, 180 00191 Rome Tel. 06 36 29 101