Witch wellness stones, also known as witch stones or witch balls, are objects that have been used for centuries in various witchcraft and healing practices. These stones are typically smooth and round, and they are believed to possess special energies and properties that can aid in spiritual and physical well-being. Each witch wellness stone is thought to have a unique energy that is aligned with specific intentions or goals. For example, rose quartz is commonly used for promoting love and harmony, while amethyst is believed to enhance spiritual growth and intuition. These stones are often used in meditation, rituals, and spellwork to amplify intentions and enhance the desired outcome. In addition to their spiritual uses, witch wellness stones can also be used for physical healing purposes.

The Meaning Behind Our Mascot- “The Spartan”

Chipmunks! Chipmu nks! Chip- wait, Chipmunks? That’s right. Up until 1964, our school mascot was a Chipmunk, and yes, you can reread that if you would like. The name chipmunks connected us greatly with the meaning of our school.

After Westminster and Ashburnham agreed and approved the school in 1957-1958, they started building in 1959. However, when they did, there was a lone oak tree, which had made our school name- Oakmont Regional High School, which finally opened its doors to ambitious students in 1960. What better way than to come up with a mascot than find a connection to the school? The oak tree was connected to the acorns, and the acorns connected to the chipmunk.

Now, you’re probably wondering… why was the mascot changed? Mr. Uminski mentioned that in 1964 the first football team finally came together and the coach said; “We are not going on that field as the Fightin’ Chipmunks!”

According to the 1964-1965 yearbook, the student council immediately started working on planning the “Name-the-Oakmont-Teams” contest just before the first season of our football team. Thanks to winner Mike Francis, we were and still are called the “Oakmont Spartans.”

Betsy Hannula, a former student of Oakmont who graduated in 1963, mentioned that our school colors, back before the Spartans, were brown and green, resembling the colors of the oak tree. However, she was also on the first cheer team and said that the cheer uniforms were green and white.

Louise Janhunen, who graduated in 1965, was also a cheerleader, “ The uniforms were green & white–initially as cheerleaders we had a green/brown plaid skirt but not for very long. Green & white took over.” She stated in an email.

The colors green and white don’t represent the colors of the actual Spartans, instead, their colors were actually maroon and black. Louise says; “ As far as maroon & black I never heard or would have considered it. Many of us were country kids and the location of Oakmont lent itself very well to the respectful green and white.”

Changing the school mascot did not need town approval; the change is not recorded in the Ashburnham annual reports. Many schools do need town approval to do just about anything, but because our school is a regional school, approval is rarely required.

The Spartan name is made to intimidate which ultimately made sense; this is why.

Just as we learn in history class, in Ancient Greece the citizens of Sparta were known as warriors – in contrast to the intellectual philosophers. The Spartans were ruthless, and since they had been trained their whole life, they had a high militaristic skill level. As soon as they could walk, they were trained to their full potential, and at seven-years-old, they would release them into the wild with nothing but the little clothes they were wearing. The ones that survived came back, and they continued to train. The strongest trained together and learned to fight in sync. They were powerful and unstoppable. They were always ready for war, always ready to fight back. They never lost their energy and always kept going.

Based on the movie 300, King Leonidas, who was a Spartan warrior, led 300 men into battle with the Persian King, Xerxes, who brought more than 300,000 of his men. The 300 men that King Leonidas led were full-blood Spartan warriors. Those men were the ones who have trained their whole life, and despite being outnumbered, the Spartans killed thousands of men, only losing a few during the battle.

Like our mascot and symbol, the Spartans fought in the war with headgear that presented the mohawk-like structure on the top of the helmet. The helmet represents strength, courage, loyalty, and power. You see, not only did the Spartans possess a unique and high skill fighting technique, one of their greatest strengths wa s having each other’s back. Their defense was fantastic, instead of protecting themselves, they would move their shield to protect the person next to them, which created this defense wall and it was almost impossible to break.

Just like sports represent our school greatly, war was looked highly upon in Sparta, Greece. One of the most popular quotes from them is “come back with your shield, or come back on it,”

which means; either win the battle or die and be carried back home on your shield. Strive to win and strive for greatness, don’t lose. Unfortunately, in the end, they ended up losing, and all were killed- except for one. He later led more Sp artans into war years later to get his revenge on the Persians.

So, even if you do lose, come back with a greater plan with a stronger mindset. The “Spartan” was an amazing mascot choice, especially with the meanings behind it.

Big thank you to Betsy Hannula, Louise Janhunen, and Mr. Uminski for helping me navigate my way through the history of Oakmont. Thanks for giving a feel for what Oakmont used to be like when it was first built; it’s fascinating to be able to handle Oakmonitors and annual reports that were made in the 1960s. Also, I want to add in this story from Louise Janhunen:

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Hollywood or History? : An Inquiry-Based Strategy for Using Film to Teach World History

The challenges of teaching history are acute where we consider the world history classroom. Generalized world history courses are a part of many, if not most, K-12 curricular frameworks in the United States. While United States history tends to dominate the scholarship and conversation, there are an equally wide number of middle-level and secondary students and teachers engaged in the study of world history in our public schools. And the challenges are real. In the first place, if we are to mark content coverage as a curricular obstacle in the history classroom, generally, then we must underscore that concern in the world history classroom and for obvious reasons. The curricular terrain to choose from is immense and forever expanding, dealing with the development of numerous civilizations over millennia and across a wide geographic expanse. In addition to curricular concerns, world historical topics are inherently farther away from most students’ lives, not just temporally, but often geographically and culturally. Thus the rationale for the present text, Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach World History. The reviews of the first volume Hollywood or History? An Inquiry-Based Strategy for Using Film to Teach Untied States History strategy have been overwhelmingly positive, especially as it pertains to the application of the strategy for practitioner. Classroom utility and teacher practice have remained our primary objectives in developing the Hollywood or History? strategy and we are encouraged by the possibilities of Volume II and the capacity of this most recent text to impact teaching and learning in world history. We believe that students’ connection to film, along with teachers’ ability to use film in an effective manner, will help alleviate some of the challenges of teaching world history. The book provides 30 secondary lesson plans (grades 6-12) that address nine eras in world history.

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In addition to their spiritual uses, witch wellness stones can also be used for physical healing purposes. Many believe that these stones have the ability to absorb negative energy and promote a sense of balance and harmony in the body. They are often used in crystal healing practices to alleviate physical ailments and promote overall well-being.

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It is important to note that the effectiveness and power of witch wellness stones can vary between individuals and practitioners. Some people believe strongly in the energy and healing properties of these stones, while others may be more skeptical. Ultimately, the use of witch wellness stones is a personal choice and should be approached with an open mind and an understanding of one's own belief system. To incorporate witch wellness stones into your practice, it is recommended to first cleanse and charge the stones to remove any residual energy and imbue them with your own intentions. This can be done through various methods such as burying them in the earth, leaving them in sunlight or moonlight, or using other cleansing rituals such as smudging with sage or incense. Once the stones are cleansed and charged, they can be used in a variety of ways. Some practitioners like to carry them in a pouch or pocket for daily protection and healing energy, while others prefer to place them on altars or meditation spaces. They can also be incorporated into jewelry or placed in specific areas of the home or workplace to promote positive energy and intention. In conclusion, witch wellness stones are an ancient tool used in witchcraft and healing practices. These stones are believed to possess specific energies and properties that can aid in spiritual and physical well-being. They can be used in a variety of ways to amplify intentions, promote healing, and enhance overall well-being..

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Unlocking Psychic Abilities: How Witch Wellness Stones Can Enhance Your Divination Practice