{"id":12388,"date":"2021-04-09T10:52:38","date_gmt":"2021-04-09T15:52:38","guid":{"rendered":"https:\/\/caddomagnet.net\/?post_type=news&p=12388"},"modified":"2026-06-23T12:40:31","modified_gmt":"2026-06-23T17:40:31","slug":"cmhs-students-win-awards-in-holocaust-remembrance-service-contests","status":"publish","type":"post","link":"https:\/\/caddomagnet.net\/magnet\/cmhs-students-win-awards-in-holocaust-remembrance-service-contests\/","title":{"rendered":"CMHS Students Win Awards In Holocaust Remembrance Service Contest"},"content":{"rendered":"

Congratulations to the following students for placing in the Holocaust Remembrance Service of Northwest Louisiana’s 38th annual literary competition.\u00a0 More information on this program and service may be found at\u00a0 https:\/\/holocaustremembranceservice.org\/\u00a0<\/a><\/p>\n

High School Art<\/strong>
\n<\/span>1<\/span>st <\/span><\/strong>Place<\/strong>
\n<\/span>Title: <\/span>Pink Temple
\n<\/span>Student: <\/span>Charlotte White<\/strong>
\n<\/span>Grade: <\/span>11
\n<\/span>School: <\/span>Caddo Magnet High
\n<\/span>Teacher: <\/span>Deborah Morehead
\n<\/span>Statement:
\n<\/span>Before the Nazi regime dominated Germany, there was a bustling and lively gay community in
\nBerlin. It seemed, at the time, that liberation and equality was just around the next corner for
\nmany. However, in what seemed like a matter of months, the community was crushed under the
\nheel of Nazi Germany’s strict anti-sodomy laws. Hundreds of thousands were arrested and
\nimprisoned prisoned before the Holocaust, and during it, 10-15,000 gay men were reportedly
\nkilled. They were forced to wear inverted pink triangles to mark them as homosexual, and
\nendured some of the worst conditions man has faced. The Nazis decimated what little power
\nthe community had gained, and it took years for them to build themselves back up and find
\ncommunity again after World War II. In the gay liberation movements of the 1970s and 80s, the
\ncommunity began to wear the pink triangle insignia that the gay men in the Holocaust were
\nforced to wear, as a way of showing solidarity and reclaiming their history. Today, the symbol
\nstill carries so much meaning to the members of the LGBTQ+ community, representing the
\nimportance of our history and the solidarity we share with each other. Through remembering the
\npast, we can strive to create a better future and achieve full liberation.
\n<\/span><\/p>\n

2<\/span>nd <\/span><\/strong>Place<\/strong>
\n<\/span>Title: <\/span>Heroes of the Holocaust
\n<\/span>Student: <\/span>Nhi Dao<\/strong>
\n<\/span>Grade: <\/span>10
\n<\/span>School: <\/span>Caddo Magnet High
\n<\/span>Teacher: <\/span>Andrew Medlin
\n<\/span>Statement:
\n<\/span>My artwork honors the memories of seven notable figures from the Holocaust. I chose these
\npeople because they all had played a significant role in the preservation of Holocaust history.
\nSome were protectors who risked their lives to save thousands of Jews, while others shared
\ntheir experiences of the Holocaust through writings that continue to be read to this day. It is
\nimportant to remember the Holocaust through the eyes of these heroes who had demonstrated
\nsuch bravery and generosity. Overall, I hope my drawing inspires the viewer to learn more about
\ntheir stories and the importance of their actions.
\n<\/span><\/p>\n

3<\/span>rd <\/span><\/strong>Place<\/strong>
\n<\/span>Title: <\/span>Peace in Memory
\n<\/span>Student: <\/span>Laurence Harrison<\/strong>
\n<\/span>Grade: <\/span>10
\n<\/span>School: <\/span>Caddo Magnet High
\n<\/span>Teacher: <\/span>Deborah Morehead
\n<\/span>Statement:
\n<\/span>The scene set forth juxtaposes a struggle, history, and outcome which is humanity at its darkest
\nwith the strength and resiliency of remembrance to transcend future atrocity. A grandfather, and
\nHolocaust survivor, is depicted with a grandchild. Through this exchange, a rich culture is
\nrecalled as those who were lost are remembered and their spirits honored. The cemetery and
\nheadstones recall the people whose warmth, spirit, and contributions to the fabric of a culture
\nare honored and missed. The grandfather and granddaughter represent the passing of
\nknowledge, culture, and experience from one generation to the next.
\n<\/span><\/p>\n

High School Music<\/strong>
\n<\/span>1<\/span>st <\/span><\/strong>Place<\/strong>
\n<\/span>Title: <\/span>Night
\n<\/span>Student: <\/span>Caleb Joseph<\/strong>
\n<\/span>Grade: <\/span>10
\n<\/span>School: <\/span>Caddo Magnet High
\n<\/span>Teacher: <\/span>Deborah Morehead
\n<\/span>Statement:
\n<\/span>My piece, based on Elie Wiesel\u2019s Night, addresses the first theme, remembrance. The opening
\nis joyful, as the Jews were. The next, darker phrase represents Moishe\u2019s warnings of the coming
\nhorrors. But the Jews disregarded him, so the joyful music returns. The minor chord symbolizes
\nElie\u2019s family being taken, and the chord splits into individual notes reflecting his family being
\nseparated. The following section feels harrowing, mirroring Elie\u2019s experiences. The progressively
\nfaster notes represent the Death March, ending with a major chord: liberation. Finally, there are
\nsomber echoes of the opening theme, ending unresolved – he is free, but forever changed.
\n<\/span><\/p>\n

2<\/span>nd <\/span><\/strong>Place Tie<\/strong>
\n<\/span>Title: <\/span>Reflections
\n<\/span>Student: <\/span>Hannah Hobson<\/strong>
\n<\/span>Grade: <\/span>12
\n<\/span>School: <\/span>Caddo Magnet High
\n<\/span>Teacher: <\/span>Deborah Morehead
\n<\/span>Statement:
\n<\/span>Through deliberate silences and reverent melodic and harmonic lines, the lyrics and
\ninstrumentation of this piece encourage an introspective contemplation on the importance of
\n<\/span>keeping history alive as a lesson for ourselves and future generations. The instrumentation and
\nvoicing consists of a female voice, oboe, and piano. These components are the currents of the
\nmeditative tone, and they allow motion within the piece as the theme of the lyrics progresses.
\nThe key change in the second half represents the potential for a hopeful reality in which history
\nis audibly memorialized and learned from.
\n<\/span><\/p>\n

2<\/span>nd <\/span><\/strong>Place Tie<\/strong>
\n<\/span>Title: <\/span>The Danger of Silence
\n<\/span>Student: <\/span>Emma Elkins<\/strong>
\n<\/span>Grade: <\/span>10
\n<\/span>School: <\/span>Caddo Magnet High
\n<\/span>Teacher: <\/span>Deborah Morehead
\n<\/span>Statement:
\n<\/span>Stringed instruments express the Danger of Silence because of the nature of multiple. The
\nsound swells and creates a powerful force. The harp represents the victims whose soft and light
\nvoices are easily overtaken by the violin, viola, and cello. The timpani create a building sense of
\ndanger as the harp becomes less audible. There are parts where the harp breaks through again,
\nsimilar to a light in the darkness, that is again quickly suppressed. In the end, the harp is joined
\nwith the strings so that the harp may sing its song, without being silenced.
\n<\/span><\/p>\n

High School Poetry<\/strong>
\n<\/span>1<\/span>st <\/span><\/strong>Place<\/strong>
\n<\/span>Title: <\/span>Silence, Aftereffect
\n<\/span>Student: <\/span>Lilah Estes<\/strong>
\n<\/span>Grade: <\/span>12
\n<\/span>School: <\/span>Caddo Magnet High
\n<\/span>Teacher: <\/span>Deborah Morehead
\n<\/span>Statement:
\n<\/span>It\u2019s hard to understand silence\u2014 to comprehend the complete absence of something and the
\nincredible oppression that this absence brings. This void breeds only more absence, as the
\nsilence of indifference leads to the silence of death. The two become indistinguishable; silence
\nis the cause and the effect. In this poem I try to explore the relationship between the two and
\nthe feeling of loss that is left when they become inseparable. It\u2019s an incomprehensible feeling
\nthat I cannot put into coherent words; the poem is fractured and unsteady like my attempts to
\nunderstand this feeling.
\n<\/span><\/p>\n

2<\/span>nd <\/span><\/strong>Place<\/strong>
\n<\/span>Title: <\/span>The Lost Hero
\n<\/span>Student: <\/span>Aidan Welch<\/strong>
\n<\/span>Grade: <\/span>10
\n<\/span>School: <\/span>Caddo Magnet High
\n<\/span>Teacher: <\/span>Deborah Morehead
\n<\/span>Statement:
\n<\/span>I wrote this poem to tell a story, a story that few have ever heard, and everyone needs to know.
\nThe tale of a volunteer, a soldier, a hero from a forgotten struggle. Witold Pilecki volunteered to
\nbe captured and taken to the Auschwitz concentration camp to gather intel, for none knew
\nwhat truly went on inside. He suffered for two long years, escaped the camp, fought in the
\nWarsaw uprising, and was eventually captured and killed by the Soviets in 1948. His story was
\nhidden for decades, an inspiring story of bravery and sacrifice that must not be forgotten.
\n<\/span>
\n3<\/span>rd <\/span><\/strong>Place<\/strong>
\n<\/span>Title: <\/span>I Know Why The Reaper Carries a Scythe
\n<\/span>Student: <\/span>Emma Dong<\/strong>
\n<\/span>Grade: <\/span>12
\n<\/span>School: <\/span>Caddo Magnet High
\n<\/span>Teacher: <\/span>Deborah Morehead
\n<\/span>Statement:
\n<\/span>My poem reflects Jerzy Bielecki\u2019s story. While marching to the concentration camps, they
\npassed through a town full of people who hid inside their houses. Nobody spoke up until
\nsomebody threw roses from a window. The flowers were immediately trampled. That moment
\ncaptures how silence can be a form of oppression. Although it is difficult to relate to the
\natrocities that people endured during the holocaust, most have experienced a moment where
\nthey had a chance to speak up in the face of injustice. I hope my poem encourages people to
\nrealize the importance of speaking and consequences of indifference.
\n<\/span><\/p>\n

Honorable Mention:<\/strong>
\n<\/span>Title: <\/span>The Garden of Life: For Joseph Sher
\n<\/span>Student: <\/span>Damon Johnston<\/strong>
\n<\/span>Grade: <\/span>12
\n<\/span>School: <\/span>Caddo Magnet High
\n<\/span>Teacher: <\/span>Morgan Farmer
\n<\/span>Statement:
\n<\/span>Joseph Sher went through a lot in his life. He was conscripted into a labor camp, but was freed
\nby two friends, and was one of the only three survivors. He later survived typhus and another
\nslave labor camp. My poem is meant to illustrate that hope and despair are a part of life, and
\nhow both of the flowers in my poem show how despair and hope are interconnected. It shows
\nhow Joseph Sher went through life facing hope and despair. How his life was filled with despair
\nand gained hope, and how he faced both of them continuously.
\n<\/span><\/p>\n

High School Prose<\/strong>
\n<\/span>1<\/span>st <\/span><\/strong>Place<\/strong>
\n<\/span>Title: <\/span>You Don\u2019t Apologize
\n<\/span>Student: <\/span>Arwen Haynes<\/strong>
\n<\/span>Grade: <\/span>12
\n<\/span>School: <\/span>Caddo Magnet High
\n<\/span>Teacher: <\/span>Kimberly Handrop
\n<\/span>Statement:
\n<\/span>This piece addresses how dangerous incitement to genocide can be by showing how simple
\ngrievances could turn darker with the right push. I tried to show how easy it could be for inane
\ndifferences to become what divides us if properly weaponized. My first contact with the
\nRwandan Genocide was reading “An Ordinary Man” by Paul Rusesabagina my
\nfreshman year, and I have been haunted by this story and the genocide since. In writing this, I
\naimed to highlight the dangers of propaganda and put some sort of face to the unease I feel for
\ncurrent events.
\n<\/span><\/p>\n

2<\/span>nd <\/span><\/strong>Place<\/strong>
\n<\/span>Title: <\/span>Leading by Example, Hand in Hand
\n<\/span>Student: <\/span>Cal Alexander<\/strong>
\n<\/span>Grade: <\/span>10
\n<\/span>School: <\/span>Caddo Magnet High<\/span>
\nTeacher: <\/span>Andrew Medlin
\n<\/span>Statement:
\n<\/span>My piece recognizes the influence of a leader\u2019s actions on their people. I was not very familiar
\nwith specific instances of state-sanctioned hatred prior to this essay, and I believed others may
\nbe in the dark as well. I have strong feelings toward the treatment of genocide, and I feel that
\nmuch more action needs to be taken toward present issues of genocide, particular with the
\nUighur Muslims in Xinjiang. Ultimately, I want to stress the importance of unity to combat cases
\nof genocide through emphasizing how history can shape our thoughts, reactions, and methods
\nof prevention of these conflicts<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"

Congratulations to the following students for placing in the Holocaust Remembrance Service of Northwest Louisiana’s 38th annual literary competition.\u00a0 More information on this program and…<\/p>\n","protected":false},"author":27,"featured_media":285,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":"","_links_to":"","_links_to_target":""},"categories":[],"tags":[],"class_list":["post-12388","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry"],"yoast_head":"\nCMHS Students Win Awards In Holocaust Remembrance Service Contest - Caddo Parish Magnet High School<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/caddomagnet.net\/magnet\/cmhs-students-win-awards-in-holocaust-remembrance-service-contests\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"CMHS Students Win Awards In Holocaust Remembrance Service Contest - 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