Concord, Michael, John Brown discussed on Vrain Waves: Teaching Conversations with Minds Shaping Education

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Well, I card by you know what happened in the midterm elections. Because more young people came out to vote than before, there, were long line waiting for the voting more women got into public office. The average. Age of the congress dropped by decade from this midterm election. So I think you know, there's something about different generations that depending on what's happening at the time. They're more active or not. I sometimes wish that, you know, my could have lived in the sixties 'cause that's what dick was writing about, as Michael quoting that was a decade when people's private lives were merged with their public law when they really cared fundamentally about what was happening to the country, and then you go to other decades. Maybe the seventies eighties nineties, when it seems less, though and ironically, now I think because of the situation that we're facing in the political turmoil. That's their politics has become something that younger generation realize, because of climate control because of what's happening in Washington that they do seem to have greater interest now than maybe even ten twenty years ago. So I think there's hoping that he I think part of what happens is, you know, it's so incredibly oath Rome. Amount of news, that students are exposed to all those two Brickley, a lot of what we're exposed to that come comes into, you know, whether whether do our own searches are just come through us over our phones, alert a lot that pretty negative news and paint the picture of a real dire dire world. And that being said, of course, the lock going on that, that needs a lot of attention a lot of work, but we're not often in the family show in a lot of sort of the pockets of, of beauty, the ways in which communities are really working support, one, another thing dot can sometimes create paralysis to try to really get our student cited to go do something about poverty about climate change without first giving them the tools to actually create change on a more local level. And so I think that, that, that the key is really undeterred of a micro scale, how just in the community in which you live. How can you help support a project in certain certain? Work that's going on to better that local community. If you don't have those tool, and don't learn how to do it him. You know while you're being tended to in your local school unity. It's hard to imagine going out into the world and affecting broader came. I feel like we wanna lead so quickly from some from zero to one hundred without taking necessary stuff that having the patient together, gradually teaching students than to about their capacity. Let you let you spoke about was your five is it's not question capacity. It's a question of well and you know, giving them macaroni or release how do you do that? Michael to your program rivers evolutions. I heard a little bit about it, and its interdisciplinary nature, and I'm curious about that building capacity within also, how do you balance in a world that seems a little bit obsessed with stem and technology and artificial intelligence and invest advancement, which isn't bad? I'm not saying that, but how do we also incorporate arts history and research into that as well? How do you do that through your program couple of things that I think, you know, just program. Here river revolution. And we're now going into our your operates, essentially as school within a school differ. The local high school conquer Carlisle high school now work with other schools around, if that were the create similar models of, but essentially, it's almost like going abroad per semester. So we take fifty students they leave the main curriculum in its entirety and they come in there with us, and they're getting cut it in literature history, math science and art. But instead of those being, discreet subject that they travel around over the course of the debate, they're all intertwined. So we study one medic eighth unit at a time rivers revolution there fire love. So we're studying rivers. We are using mathematics to calculate deployed of the river, trigonometry to measure the distance across the river. We're looking at the change in flora in front of upstream and downstream. Looking at the original contact period between the settlers and the native Americans right on the Bank of the river here reading. Lankans us describing the blow of one of the widen his Benzes, deep like the water in a river looking at what artists tried to capture the current so that interdisciplinary approach, I think with that does going back to your question. Capacity to affect change. Is that it helps to really create a much more holistic way of looking at the world any of these large problems, working fronting? You don't holistic problem that require holistic solution. And so we are so trained in our schools to see the world broken up and fragmented into all different disciplines and ways of looking at the world and become so specialized when we lose capacity to sort of have that more holistic way of looking at the world, it doesn't position as well to then resolve the problems that we base, but we're interested in the field as much as we're in the classroom. So we're actually out there, Hutchings Duckworth talking about at the moment when we're looking at the confluence of the native Americans and the settlers, we are there. On the riverbanks disagreeing after bet merged poem, the concord river at the space, where there was a sacred native American Cam and on one side and on the other side where English first grade their lives. And with that, of course, doesn't it allows the story to come to and then become part of it? Like I was talking about earlier becoming part of that tradition. You're literally becoming physically part of that tradition as well. So if semester that, that really aims to allow he connection between seemingly disparate things really develop their own voi-. They're very powered take over and run the program at a couple of St. point. And then we give them these opportunities to get out and do real work in an authentic work in the energy. And one example that I think speaks to developing on a more local level, we had some students who are working here with a with a local group that focuses on the African American history of concord and a lot of that story have been on told for quite some time. And it's really now just starting to be revealed on this really deep three here. So it during the nineteenth century with an abolitionist movement really at its peak. They're just really famous moment or Henry. David thorough goes to one of the local churches and delivered the speech, which depends John Brown. Right. And it's a navy moment where thorough who at the father disobedience, right, implemented king, and Gandhi. And he's up there, comparing John Brown to Jesus Christ. And there are people outside of the church who are just protested like not, how dare he got up at this murderer. And, and it really was this sort of pivotal moment, your locally in the mentally up to the war. That story is a story that is really well known. And so I had student part of their stewardship project and unity. We're trying to get a sign put up on the church commemorating that event, I was with one student in particular will never forget, this moment is really, I opening moment in educator, and he was sending an Email to the head of the church, eventually thing your ears. The story, we think is really important to be part of contradictory were wondering if we can get this. Sign put up outside the church member event and sat with this kid for three hours as he crafted a one paragraph Email to person. All right. So here's the thing he cared so much about this thing happening about this time going up that he's not there for separated over every comma. Right, every day, every period, all the summit struck me God, this is how you teach writing. Isn't some abstract, you're writing about metaphor in some book that might or might not care about this real. He's gonna gain. This is authentic difference in, in whether that period or common. They're not might make a difference, which we met or not signed goes up. So it's a really make the learning authentic means giving it some some real currency. Right. So central just be like practice, but you're actually able to do something with your time in school that, that, that you care about. That's amazing. I love that story. Love it through her back to me for Dortmund you were talking about like the layers of time in your community, and how uncovering those stories is so important to not only you and your students, but to the people that live that history and how we keep that alive and use it to inform our future. I'd love to hear a little bit from both of you about the power of what you think why you think storytelling so important. And how you learned about that power in your lives thing. I mean, I think I learned about it I often, but I think it's through from the day when I was only six years old. And my father taught me areas, art of keeping score while listening that ballgame. So I could record for him the at that afternoon's Brooklyn dodger game, though, that hit was only four or five hours old. He made me feel I was telling him a fabulous story by recreating the game and never told me that all of this is actually described in great detail in the sports pages of the of the next day, though, I think that was the original love of storytelling, but I think it's. Deeper than that. I think when I think about the human experience than you think of the old people before the written word was there sitting around to fire sharing the story from one generation to the other. It's what keeps life going Lincoln, still loved to tell stories and people for a long time. What do you tell stories all the time even when he gave his great speeches they would often be about the issue? And he would tell where we come why this problem in created where we were now and where we go together collectively and he answered he said, yes, I do tell a lot of stories, but people remember better than back facts and figures, stories have a beginning middle and an end and I think there's something hardwired in our brain that responds to stories. I mean, I know I can remember a story much better than I can remember a simple fact. I love back. I mean, that's an historian, I would not arguing people say, oh, they learned where fact you have to know what happened when. So you know what happens next? But if it's put in the context of story, then. Much easier to be absorbed in your system. So I think that's why I like narrative history. That's why remember reading when I was young a wonderful Barbara Tuchman men who became a mentor just from not even knowing. So I finally met much later but she talked about the fact that somehow there was something about a narrative story and the narrative history that could catch people's heart, well, as their mind that they could have absorbed, the person that they're hearing about, and then put the historical background into perspective, because they cared about the people that were going to particular time. I mean so much of that rings. True. And I think you know thinking about the your and being out in the field with students. You know, the difference between talking about sort of native American civilization in general of versus talking about the story of squawk Jim who is incredibly powerful, revered, and feared native American leader and her killer story, leading particular people. Here in concord badly changes their interaction with that the understanding of that story, right? I mean, just Jen sort of a general overview of what happens dick far, but as these kids are walking around the very same..

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