User:Dmullins677/Sandbox

History
Amelia Callicott was born in Vancouver, British Columbia, Canada in 1996 She grew up like any other muggle in Canada, going to school, doing homework, and playing with kids in her neighborhood. Her parents were both muggles, and with no knowledge of magic. The family moved to York, England shortly after Amelia's 9th birthday, due to a job opening for her father, Johnathan Callicott. Shortly after Amelia's 11th birthday, she got her letter, accepting her into Hogwarts. Her parents were astonished, especially her father. He saw her as growing up, marrying, and becoming a teacher for a muggle school, or something along those lines. He didn't want her getting involved with the magic commotion. One night, Johnathan and Marry, Amelia's mother, had a long talk about how this was best for Amelia. "She will be with people like her..." Marry said. That sentence may have been what won Johnathan over to the idea, as he did love his daughter, and did want her to be happy. Amelia left for Hogwarts that September.

Hogwarts was great! Amelia was sorted into Hufflepuff, and found that she fit in better with wizards and witches, than the people back in her muggle neighborhood. Amelia was perfectly happy. Her years at Hogwarts came and went. When she graduated, she went to work in a little wizarding cafe in Diagon Alley. She liked her job, and was pretty good at it. But an the outbreak of one war would change her life forever. She was working at the cafe like normal, just doing her evening chores, ready to get off work, when I boy dressed in Military clothing walked in. He appeared to be around her age, but she wasn't sure. He sat down at one of the tables Amelia managed, so she quickly got his order, and got to work on it. When she went to deliver the food, she smiled. The boy was obviously shy, but the smile seemed to break the ice. "Would you mind sitting down and talking to me for awhile? I'm feeling a little low." said the man, dressed in his army green uniform. "I'm off in an hour, and I know where we can go to talk." said Amelia, feeling bad for the poor soldier. An hour passed, and she took the boy down to the peer overlooking a beautiful lake. As they sat down, the boy spoke. "I'm Nathan." he said. "Amelia." she replied. They talked for a few minutes, just getting to know each other. After about an hour of talking, Nathan finally said: "I bet you got a boyfriend, but I don't care, I have no one to send a letter to... Would you mind if I sent one back here to you?" he said, looking up at Amelia. She wanted to cry right then and there. "This boy, not 2 days after his 18th birthday is being shipped off to war, and the only person he can send a letter to is me, a girl he just met an hour ago." she thought. She nodded and said: "I will be looking out for them." Amelia gave her address to the boy, and left to go home. When she got home, she cried her eyes out. She felt that she already cared strongly about Nathan.

The first of the letters came from an army camp in California. They spoke of the hard training and hard work that he was going through. The letters were quite consistent, with about 1-2 a week. Then, they began coming from Alaska and eventually Russia. They became less consistent, and eventually, she stopped getting letters at all. After about 2 weeks of no letters, she finally received one. Nathan spoke of his love for her, and his fear of the conflict he was in-He was so scared. "When it gets rough over here, I think of that day sitting down at the peer, and I close my eyes, and see your pretty smile." he wrote. Amelia found herself crying harder than when he left. The letter ended with: "Don't worry but I won't be able to write for awhile." Amelia sobbed and sobbed, waiting for the love of her travelin' soldier.

One day, after about a month since Nathan's last letter, she received one. It was from a Captain Joseph Scott. "Ms. Callicott" it said. "Nathan is coming home." Amelia broke out into tears again, falling to the ground and dropping the letter, for she knew, her travelin' soldier was dead. "Never going to hold the hand of another guy!" she thought. "Our love will never end, and I'll never be alone."

Coping with Nathan's death wasn't easy, in fact, she was never the same again. She lost her job, her home, everything. She moved back in with her parents, mostly laying in bed for hours on end, taking turns crying and sleeping. When her parents were away, she would occasionally go to Hyde Park. This became the place for her to think, though anytime she thought of Nathan, she cried. She needed a way to make up with the world. She knew she could never love again, as Nathan was her only true love. She would go to visit his gravestone in London occasionally. She would talk to him, and beg for him to reach out and speak to her, though nothing every came. Amelia was broken, beyond repair.

Personality
Amelia was always a very quiet girl, not wanting much to do with anyone. She was a very calm person, and never spoke up for herself or others. She wen't from very imaginative, to completely broken. Instead of drawing or reading a book, she would cry about Nathan. Instead of going to work, or being active with her friends, she would sleep all day, trying to get her thoughts about Nathan to go away.

History
The Society for the Promotion of Elfish Welfare, or S.P.E.W was created first in 1994. Hermione Granger wen't to the 1994 Quidditch World Cup and there, saw how House-Elf's were treated. The 1994 school year was the beginning of S.P.E.W, though accomplished very little. The society really only had 1 member, Hermione. Although Harry Potter and Ron Weasley were on the roster, they never actually did anything to help the society. Hermione originally wanted to call the organisation: Stop the Outrageous Abuse of Our Fellow Magical Creatures and Campaign for a Change in Their Legal Status. Because this name wouldn't fit on the badges she was making to give to members, she chose the current name.

The first S.P.E.W campaigns were very small ones. Hermione would hand out badges to people in Hogwarts, recruiting anyone she could, and knitting socks and hats to leave around the school for Elf's. With very little support from her fellow students at Hogwarts, Hermione was pretty much on her own. She continued S.P.E.W in 1995, though again, without much success. When the struggle against Lord Voldemort hit it's height at the end of 1996, Hermione didn't return to the school, thus S.P.E.W being forgotten. Over the years their have been small groups fighting for elf rights, especially when Hermione Granger was head of The Department for the Regulation and Control of Magic Creatures, but nothing extensive.

In 2020, Theodore Knight was on his 4th year of Hogwarts. He began reading about House Elf's when he saw 2 House-elf's being abused in Diagon Alley. He also began reading about Hermione's struggle for Elf rights, and was fascinated. He started S.P.E.W that year, but like the previous S.P.E.W, there was little interest around the school. Members came and went, but no one seemed to be truly dedicated like Theodore was. In 2021 things were a bit different. There were many students that joined and participated in the activities. It was hard for Theodore at first to come up with stuff for S.P.E.W to do, as they were only kids. But S.P.E.W held many fundraisers, knitted clothing to give to house-elf's, made and handed out S.P.E.W badges, and made many petitions for Elfish welfare. Though S.P.E.W wasn't doing half bad in Hogwarts, every attempt they made to get their word out to people outside of Hogwarts seemed to be failing. Even the Daily Prophet ignored their owls. Over the summer of 2021, S.P.E.W members worked hard to get funds for the club through a summer, donation based, fundraiser so they could kick off S.P.E.W the following term with money for supplies.

Intro
The Society for the Promotion of Elfish Welfare will be putting on a play titled:_______________________. All attendance funds and tips will go to getting the House-Elf's here at Hogwarts an end of the year Bonus! Thank you to all that have participated and helped with this project, and we look forward to a great production.

Organization
(Be sure to make a sign up list, some users may not think their character is best in this department.)

Script/Rehearsal Department - Theodore Knight, Dareth Knoxon

Costume/Production Department - Sadie Grey, Jenna Nordskov, Katie Grantham, Arthur Williams

Effects/Acting Department - Charity Bagman, Heliel Arcanus, Skylar Stravos, Maria Young, Clarisse Perkins

Others to get involved (Possible - Optional)
(Remember to ask these individuals if they would be interested in helping)
 * ~Clarke (Acting)
 * ~Abigail Cassidy (Helping with Script to make it more Historically accurate)
 * ~Madam Camille Antoinette (Helping with Costumes)
 * MORE TO ADD (Mostly need more actors)

Team 1: Freedom Fighters (Students)

 * Chaser: Niall Mason
 * Chaser: Kea Willow
 * Chaser: Savannah Morpheus
 * Beater: Orion Tulen
 * Beater: Thomas Bagman
 * Keeper: Niele Jusmaite
 * Seeker: Kimi November

Team 2: Salvis Species (Alumni)

 * Chaser:
 * Chaser:
 * Chaser:
 * Beater: Johnathan Tulen
 * Beater: Emilee Stanton
 * Keeper: Rose Gilcrease
 * Seeker: Karith Black

Team 3: Lightning Liberators (Students)

 * Chaser: Anton Meyers
 * Chaser:
 * Chaser:
 * Beater:
 * Beater:
 * Keeper:
 * Seeker:

Team 4: Liberty Leprechauns (Alumni)

 * Chaser: Lily Elizabeth Smith
 * Chaser:
 * Chaser:
 * Beater:
 * Beater:
 * Keeper:
 * Seeker

S.P.E.W. not playing - helping out/jobs

 * 1) Theodore Knight
 * 2) Charity Bagman

Name Etymology

 * Annabeth: "He has favored me"
 * Pyral: "Fire"


 * Anton: "Priceless"
 * Meyers: "Superior"


 * Charles: "Free man"
 * Burbadge: "The fortified Place"


 * Christian: "Follower of God"


 * Clyde: "One who washes"
 * Shaw: "Thichet"


 * Devin: "Poet"


 * Drake: "Dragon"
 * Irvine: "Friend"


 * Isabelle: "Gods Perfection"


 * Mathew: "Gift of God"
 * Starnes: "Severe"


 * Padmé: "Jewel"
 * Parker: "Gamekeeper"


 * Ryan: "King"
 * Bateson: "Son of Battle"


 * Scott: "From Scotland"


 * Stewart: "Steward"


 * Theodore: "Gods Gift"
 * Knight: "Soldier"

-First Years:
GLE 1. Students understand who Emeric the Evil is and his contributions to history

GLE 2. Students are able to match events to the perpetrator

GLE 3. Students understand vital information about Emeric the Evil

GLE 4. Students understand who Uric the Oddball is and his contributions to history

GLE 5. Students are able to write essays on the material covered in class

GLE 6. Students understand who Elfric the Eager is and his contributions to history

-Second Years:
GLE 1. Students understand what the Myth of the Chamber of Secret is and its effects on history

GLE 2. Students are able to identify key components to the Myth

GLE 3. Students understand vital information about the Four Founders of Hogwarts

GLE 4. Students are able to match key characteristics and traits to each founder

GLE 5. Students are able to write essays on the material covered in class

GLE 6. Students understand what the Medieval Assembly of Wizards is and its effects on history

-Third Years:
GLE 1. Students understand what the 1637 Werewolf Code of Conduct is and its effects on history

GLE 2. Students are able to list regulations and ensuing punishments for infractions

GLE 3. Students understand what the International Warlock Convientor of 1829 is and its effects on history

GLE 4. Students understand the cultures of ancient tribes

GLE 5. Students are able to write essays on the material covered in class

-Fourth Years:
GLE 1. Students are able to understand the major events of the First Wizarding World War

GLE 2. Students know who Harry Potter is and his contributions to history

GLE 3. Students know who Lord Voldemort is and his impact on history

GLE 4. Students are able to write insightful essays on the major events of the Second Wizarding World War

GLE 5. Students know the major battles of both wars
 * Students understand how the two Wizarding Wars affected history
 * Students understand how how the Wizarding Wars were different from other major wars in history.

-Fifth Years:
GLE 1. Students are able to recall the information from previous years

GLE 2. Students know who the past Ministers of Magic are

GLE 3. Students know how those Ministers were important and their contributions

GLE 4. Students are able to write insightful essays on the major events of each Minister's term
 * Students know what the War of Duxterra is.
 * Students understand how the Duxterran war impacted society, government, and economy.
 * Students know the departments, cabinet positions, and functions of governmental positions.

-Sixth Years:
GLE 1. Students are able to select an era in history and analyze it without the help of a teacher

GLE 2. Students are able to pinpoint important figures from said era

GLE 3. Students are able to collect and analyze information about said figures

GLE 4. Students are able to write insightful essays on the major events of said era

-Seventh Years:
GLE 1. Students are able to select an era in history and analyze it without the help of a teacher

GLE 2. Students are able to pinpoint important figures from said era

GLE 3. Students are able to collect and analyze information about said figures

GLE 4. Students are able to write an insightful Senior Thesis about the era they researched

Prophet Article
THREE PLAYERS DEAD AFTER PORTKEY ACCIDENT



Fans all across the world were excited to see the Fitchburg Finches of Massachusetts, the United States team who has won the U.S Quidditch League seven times, face off against the Moutohora Macaws in New Zealand last Saturday. To many fans dismay, the game was never played.

Thursday evening, The Fitchburg Finches arrived in New Zealand to prepare for their match. But they weren't welcomed with signs and a cheering crowd. Beater and captain of the Finchburg Finches, Stuart Hansen, decided it would be best to travel by portkey to avoid fans and signing autographs. Something went terribly wrong, ending in three player deaths, and major injuries.

The United States Democracy of Magic Congress is unaware of what caused the tragic accident and are funding a full investigation in New Zealand. Investigators at the crime scene strongly suspect that the point of arrival had somehow risen very high, and the team fell hard onto the ground below. The intended point of arrival was a dirt field roughly 2 miles away from the stadium they would play at. The team was unaware that there were rock slabs covering a section of the dirt field.

When the team fell from the sky, Adria Linton (chaser), Cole Sherman (chaser), and Bryana Turner (seeker), immediately died. Stuart Hansen, captain and beater for the team is paralyzed from the waist down, and suffering from a severe concussion. Samuel Hogan, the third chaser on the team, broke his ribs and left arm, and was unable to move or to help the others. Lilly Royston, a beater, suffered minor injuries, and was able to help the injured players, and call for help. She left the scene with bruised ribs and a concussion.

Perhaps the most tragic occurrence of the night was what happened to Arthur Romero, keeper for the Fitchburg Finches. Romero hit one of the rock slabs, breaking his shoulder, and then hitting his head hard on the ground. He suffers from broken limbs and severe brain damage. Officials say he will never be able to speak again. "The investigation is ongoing." said Detective Hugh Pound of the Accidents and Catastrophe's Organization in New Zealand. "We have a rough idea of what happened, though nothing is certain at this point." A sad day indeed for players and fans alike, as we grieve for the players and their families.

Mini Charidore's

 * Theodore and Charity get married. (Theo - 20... Charity - 19)
 * Theo - 22... Charity - 21 when Bryce is born. (2025) (October 9th)
 * Theo - 23... Charity - 22 when Warren is born (2026) (November 16th)
 * Theo - 24... Charity - 23 when Connor is born (2028) (January 30th)
 * Theo - 26... Charity - 25 when Bridget is born (2030) (May 21st)

Simultates Mendacii
Simultates Mendacii (Feud of Lies) refers to the and the Feud between Devin Mullins and Scott Mullins.

Prophet Article (2)
Blah blah blah



I had the amazing opportunity to go to Romania this week, but unfortunately it wasn't to learn about the rich culture and amazing geographical attractions. Instead I visited a Romanian Dragon Sanctuary to learn more about an accident that occurred on August 11th.

Core Classes

 * Defense Against the Dark Arts
 * History of Magic
 * Potions
 * Transfiguration

Electives

 * Care of Magical Creatures
 * Divination
 * Wizarding Law

Core Classes

 * Charms
 * Herbology
 * Potions

Electives

 * Healing

Core Classes

 * Charms
 * Defense Against the Dark Arts
 * Herbology
 * History of Magic
 * Potions
 * Transfiguration

Electives

 * Wizarding Law

Core Classes

 * Charms
 * Defense Against the Dark Arts
 * Herbology
 * History of Magic
 * Potions
 * Transfiguration

Electives

 * None

Fifth Years
Week 1: Ministry/Purpose, roles, and responsibilities

Week 2: Department of Magical Law Enforcement

Week 3: Auror Office + Activity

Week 4: Wizengamont

Week 5: Important Laws in History + Make your own Law Activity

Week 6: War of Duxterra/Ministerial Decree Number 38

Week 7: Grogan Stump/Importance as a Political Figure

Week 8: Artemisia Lufkin/Importance as a Political Figure

Week 9: Preparation for O.W.L's - Ministerial Decree Activity

Sixth Years
Week 1: Wizarding Governments around the world

Week 2: Wizards Council + Activity

Week 3: International Confederation of Wizards (ICW)

Week 4: Judicial System + Mock Trial

Week 5: Auror Office + Activity

Week 6: Ministerial Decrees and Legislation in History

Week 7: War of Duxterra/Department of Technological Advancement

Week 8: Important Laws in History + Make your own Law Activity

Week 9: Review + Finals Preparation

Seventh Years
Week 1: Wizarding Law + How a N.E.W.T in it will help your career

Week 2: Ministry of Magic/ Departments, corruption, and responsibilities

Week 3: Ministers Cabinet + Activity

Week 4: Auror Office/Auror training, tasks, and leadership roles

Week 5: International Confederation of Wizards (ICW) + Activity

Week 6: Important Laws in History + Make your own Law Activity

Week 7: Ministerial Developments over time

Week 8: From Past to Present + Project

Week 9: Review + N.E.W.T preparation

Auror Office Activity
'''After going over the Auror Office in class, students will be able to take on the roles of villains. The teacher will have selected 2 students to be Auror spies. The job of the Auror's (the two selected students) are to figure out what the villains plans are. The job of the villains (rest of class) is to uncover who the Auror's are.'''

Make your own Law Activity
'''After going over Important Law's in History, students will be able to dive into Law Making and create their very own law. With research on Wizarding world problems, Students can write their own law and attempt to get it approved by the Wizengamont (1 student from the class).'''

Wizards Council Activity
After studying the Wizards Council, Students will be able to become members of the Wizards Council and be able to vote on a chosen law.

Clause 3: Code of Wand Use
No non-human Creature permitted a magical wand!

Mock Trial Activity
'''Students will learn about the Judicial System in class, and then get the chance to act out a Wizarding Trial. Students can take on the roles of Judges, Attorneys, reporters, Juror's, witnesses, and more. At the end of class, the Jury will vote on whether the defendant is guilty or not guilty.'''

Ministers Cabinet Activity
'''After learning about the Cabinet Positions in the Ministry, students will become the Cabinet and act out the roles of the position they got. Students will learn the difficulty of being in the Ministers Cabinet.'''

ICW Activity
'''Students will choose a country to represent and will roleplay a Peace Summit. In the end, the actions taken by the students will determine whether the counties go to war, or stay at peace.'''

From Past to Present Project
'''Students will pick a topic that has changed drastically from the past to the present, and will research it. In class, we will go over each topic, and students will get to share their information they collected about the topic.'''