{"@context":"http://iiif.io/api/presentation/3/context.json","id":"https://lapl.aviaryplatform.com/iiif/3j39021883/manifest","type":"Manifest","label":{"en":["Lost \u0026 found: Ed Sugden"]},"logo":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/200/original/lapl_logo.png?1628076950","metadata":[{"label":{"en":["Agent"]},"value":{"en":["Ed Sugden","Palisades Charter High School teacher"]}},{"label":{"en":["Date"]},"value":{"en":["2025-12-15"]}},{"label":{"en":["Format"]},"value":{"en":["MPEG-4"]}},{"label":{"en":["Type"]},"value":{"en":["TheirStory"]}}],"provider":[{"id":"https://lapl.aviaryplatform.com/aboutus","type":"Agent","label":{"en":["Los Angeles Public Library"]},"homepage":[{"id":"https://lapl.aviaryplatform.com/","type":"Text","label":{"en":["Los Angeles Public Library"]},"format":"text/html"}],"logo":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/organizations/logo_images/000/000/200/original/lapl_logo.png?1628076950","type":"Image"}]}],"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/299/722/small/Screenshot_2026-01-09_at_11-58-28_Story_Hub_-_TheirStory.png?1767988720","type":"Image","format":"image/png"}],"items":[{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722","type":"Canvas","label":{"en":["Media File 1 of 1 - open-uri20260108-2656257-oyaj6v.mp4"]},"duration":507.34933,"width":640,"height":360,"thumbnail":[{"id":"https://d9jk7wjtjpu5g.cloudfront.net/collection_resource_files/thumbnails/000/299/722/small/Screenshot_2026-01-09_at_11-58-28_Story_Hub_-_TheirStory.png?1767988720","type":"Image","format":"image/png"}],"items":[{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/content/1","type":"AnnotationPage","items":[{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/content/1/annotation/1","type":"Annotation","motivation":"painting","body":{"id":"https://aviary-p-lapl.s3.wasabisys.com/collection_resource_files/resource_files/000/299/722/original/open-uri20260108-2656257-oyaj6v.mp4?1767898249","type":"Video","format":"video/mp4","duration":507.34933,"width":640,"height":360},"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722","metadata":[]}]}],"annotations":[{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/transcript/88223","type":"AnnotationPage","label":{"en":["TheirStory Transcript (Paragraphs with Speakers) [Transcript]"]},"items":[{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/transcript/88223/annotation/1","type":"Annotation","motivation":"transcribing","body":{"type":"TextualBody","value":"\u003cstrong\u003eSPEAKER_S1:\u003c/strong\u003e Sure. Yeah. Um, two years ago, I became a history teacher at Pauley. And that was after 28 years teaching at different schools, mostly in LA, but in very different communities than the Palisades. So, um, it's kind of the privilege of a lifetime to get a job there and kind of like end my career as a Pauley teacher. And then this fire happened. So, um, this is kind of created a whole other kind of necessity as an educator for what the students there need from us as, as adults. And then, you know, how we can support each other as we rebuild the community. The good news is that the physical plant of Pauley is intact. So we're going to be back at some point in this coming school year. Still unclear exactly when, but, um, my favorite thing about being at Paulie besides the student, the mix of students who are there, which is an amazing, rare, unique mix, was just the topography of Pacific Palisades, where my classroom is and was. So on the second floor of the building, and it's kind of on the end, right above the quad. So at any time during the day, I could, like, go outside of my room and instantly get hit by an ocean breeze and look up to the left and see the kind of the western edge of the Santa Monica mountains right there. And then look down to the right over the football field, down toward the ocean, which you could almost see through the mist. Um, yeah. So just the physical beauty of the Palisades was a daily, like appreciation. Yeah. I actually think the students are going to lead it because as adults, I think a lot of us coming back on zoom was tough because of the Covid experience of zoom. That was not easy. And then we went back to this temporary place at the old Sears store in Santa Monica. And I think the adults were really struggling. But over the weeks that we were there, the last six weeks or so, we saw the students just kind of like take possession of the place and kind of take over the little nooks and crannies of this old kind of abandoned department store turned school. And I instantly realized, it's like, yeah, teenagers are resilient. Like, you guys can bounce back, like, through everything. And even, like these difficult circumstances of, like, this climate disaster and this natural disaster. Um, I just kind of, like, got strength from the students. So I feel like as the community literally rebuilds, it's going to be the young people becoming students there and getting back into the rec center and doing all the things. It's such a like kid, family friendly area that I think it's going to be the young people who are going to lead the way. However that takes shape. Yeah. Yeah. So that's a kind of a dance, right? Because we want to always be mindful of how students are experiencing this fire and its aftermath, and especially at Pauley, because there's such a mix of experiences, there's students who are right in the fire zone, and then many who are evacuated but are back, um, because their homes are still intact and others, like more than half of Paulie, is outside of the immediate vicinity of the Pacific Palisades. So just kind of being mindful of how students are going to be experiencing that, um, over time. And then, um, I don't know, I think giving students the space to either talk about things or not, and to know that I'm a history teacher and not a counselor or social worker. So to lean into the human resources we have on campus of people who are professionally trained and can support students, and to make sure students are knowledgeable about that and who to go to, I think is really important. And then I think for me personally, just being really empathetic and graceful towards students about all the stressors of being a teenager now, but also particularly after this natural disaster, like what that means for them in terms of their workload, in terms of their emotional kind of space that they're in, and just to always be sensitive and mindful of that, um, especially now. So I don't think there's one answer for every student. But just to kind of be mindful, purposeful, be a listener, um, not try to make false comparisons because I think that's not beneficial for anybody, but also just be there for them and just kind of be like a source of strength for them as we rebuild. Um, one of the things I noticed in the fall is that I had a student who I taught the year previous who would come and visit a particular class. He obviously had friends in that class, and I, you know, I could see this student and say hi to him. And he had gone through some difficulties in his personal life. He had lost a friend to suicide. Um. His family had immigrated to the United States. So he was going through a lot and he was really open with me. So we had made this connection. And then after the fire, um, I looked online to see where students lived. I wanted to see, like, for myself, which students lived in the fire zone and which ones lived elsewhere. And I pieced together that this student lived across the street from these students that he was visiting. So he had like basically grown up, at least from elementary, middle school age with these students. So they were his friends, but also his neighbors. And through that connection, I was able to reach out to those students and make sure everybody was okay, because I was really concerned for this one student in particular, but also for all of them. They happened to live on a block that escaped the fire, but the fire had reached all around them. So just one of these terrible, tragic circumstances of the fire just kind of being really fickle and like taking out this house or this block, but not this block. And they happen to live on one of those blocks that was still there. Um, so for me, it was really powerful to reconnect with them. And sure enough, they all were taking care of each other. They were all seeing each other all the time and living in different parts of LA because they, you know, moved back in, in different times. They had to kind of clean up their house. But, um, that was really powerful to see their experience kind of taking care of each other. Well, I'd want students to know that they're not alone, that they have each other, that they their strength comes from their connection to each other, that they've been through this terrible circumstance together, and they're going to get through it together. Um, and also to know that they're not alone. Unfortunately, they're not alone societally or globally, because we are seeing these circumstances, these natural disasters just reach into more communities. I mean, we're seeing floods just this summer in different parts of the United States. Um, and all of it is connected to this climate crisis that we're experiencing together and that we're seeing government not address in the way that they need to. And your generation is going to have to step up. And this is going to be, from a teacher perspective, something that we focus on more, uh, in our curriculum, but also that the young generation needs to be leaders in terms of making public policy, environmental policy to kind of reverse, as best we can, these environmental effects that are causing these disasters, and that it's going to have to be an all in approach that my generation has failed on. And I'm hopeful, cautiously optimistic, that your generation is going to understand that this needs to be addressed and can't be ignored. I think all I have is like an appreciation for your role in recording this as a history teacher. Um, it's really important that we have like, a stamp on this moment and allow people to give voice to what they've experienced and their vision for the future. So the two of you being part of this process is really powerful to me and important. And just to have this historical record, um, so that, um, we can build communities together, but also be able to look back and not lose track of what this community has gone through together. So thank you.","format":"text/plain"},"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=3.2,502.06"}]},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480","type":"AnnotationPage","label":{"en":["Auto-generated Index (2025-12-15 23:17:54) [Index]"]},"items":[{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/2","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Joining Pauley and First Impressions","format":"text/plain","label":{"en":["Title"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=0.0,102.0"},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/3","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"The speaker describes their transition to becoming a history teacher at Pauley after nearly three decades of teaching in various Los Angeles communities. They express a sense of privilege in joining the school and reflect on the unique and diverse student body. The speaker also shares their appreciation for the physical beauty of the Pacific Palisades, highlighting the daily joy of their classroom's location and the surrounding natural scenery.","format":"text/plain","label":{"en":["Synopsis"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=0.0,102.0"},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/4","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Student Resilience After the Fire","format":"text/plain","label":{"en":["Title"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=102.0,173.0"},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/5","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"The speaker discusses the challenges faced by both students and staff in the aftermath of the fire, including the difficulties of returning to remote learning and then relocating to a temporary site. Despite these hardships, the speaker observes that students quickly adapted, taking ownership of their new environment and demonstrating remarkable resilience. The speaker draws strength from the students' ability to bounce back and believes that young people will play a leading role in rebuilding the community.","format":"text/plain","label":{"en":["Synopsis"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=102.0,173.0"},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/6","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Supporting Students Through Trauma and Change","format":"text/plain","label":{"en":["Title"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=173.0,274.0"},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/7","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"The speaker emphasizes the importance of recognizing the diverse experiences of students affected by the fire, noting that some were directly impacted while others were less so. They discuss the need to provide space for students to process their experiences, either by talking or remaining silent, and highlight the distinction between their role as a teacher and the roles of counselors or social workers. The speaker stresses the value of empathy, flexibility, and being a supportive presence for students as they navigate academic and emotional challenges in the wake of the disaster.","format":"text/plain","label":{"en":["Synopsis"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=173.0,274.0"},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/8","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"A Story of Student Connection and Mutual Support","format":"text/plain","label":{"en":["Title"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=274.0,389.0"},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/9","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"The speaker recounts a personal experience involving a student who had faced significant personal challenges, including the loss of a friend and the difficulties of immigration. After the fire, the speaker took steps to check on students living in the affected area and discovered that this student and his friends, who were also neighbors, were supporting each other through the crisis. The story illustrates the power of community and the ways in which students cared for one another during a time of upheaval.","format":"text/plain","label":{"en":["Synopsis"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=274.0,389.0"},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/10","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"Encouragement, Climate Crisis, and the Call for Youth Leadership","format":"text/plain","label":{"en":["Title"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=389.0,465.0"},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/11","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"The speaker offers words of encouragement to students, emphasizing the importance of mutual support and collective resilience. They connect the local experience of disaster to broader global trends, noting the increasing frequency of climate-related events and the inadequacy of governmental responses. The speaker calls on the younger generation to take leadership in addressing environmental challenges and shaping public policy, expressing hope that they will succeed where previous generations have not.","format":"text/plain","label":{"en":["Synopsis"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=389.0,465.0"},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/12","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"The Importance of Documenting Community History","format":"text/plain","label":{"en":["Title"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=465.0,507.34933"},{"id":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722/index/90480/annotation/13","type":"Annotation","motivation":"supplementing","body":[{"type":"TextualBody","value":"The speaker concludes by expressing gratitude for the effort to record and preserve the community's experiences during this challenging time. They highlight the significance of creating a historical record, both for future reflection and for fostering a sense of shared experience and resilience. The speaker values the role of students in this process and underscores the importance of remembering and learning from what the community has endured together.","format":"text/plain","label":{"en":["Synopsis"]}}],"target":"https://lapl.aviaryplatform.com/collections/3578/collection_resources/164613/file/299722#t=465.0,507.34933"}]}]}]}