Living vs. Nonliving!

In this lab, students were split into groups and were given microscopes along with various materials. Some of these materials included; lettuce, zucchini slices, apple slices, Q-tips, tissue, hair, minerals in addition to a few other objects. Students were asked to analyze the given materials in a couple of different ways. First, observations were made with their unaided eye. Some descriptions included the color of the object, any imperfections (holes, dents, bends), and anything else that stuck out to the students. Next, all of these materials were examined underneath the microscopes using each magnification setting (x4, x10 and x40). Students were again asked to make observations for each object under each different magnification setting. Some of this data included the color of the objects, the presence or absence of cells along with anything else the students found interesting. It was evident that the lettuce leaf was the easiest specimen to see the cells in. By the end of this lab, students were able to categorize the objects as living or nonliving based on whether cells were observed or not.

Affirming One Another

Students got to write and share how they felt about their community members. In our community, we want to ensure that we not only affirm each other but make an authentic effort to see each other’s value and make it known to the person. Growing up can have many uncertainties, and at times we can get caught up in competing, but we want to encourage our scholars to celebrate each other and learn that through observing others, we truly will become able to value ourselves. One student reflected, “I liked feeling appreciated and cared for.” As we approach Thanksgiving, this fantastic activity that promotes gratitude, could not have served as a better reminder to pay attention enough to recognize each other’s gifts.

Art, Thought and Community: Voices of Change 2020

This is the third year that Unquowa students have explored issues that matter to them, examined areas of injustice, delved into topics usually reserved for contemplation and debate by adults, and created works of art to reflect it.

The depth of thought, the care and diligence of the research, and the resulting concepts that ask you to consider your views on a topic without telling you what to think are indicative of the true and lasting learning that these students gained from participating in this project. These are the issues that matter to them, this is what is on their minds, and this is what they seek to change about their world. To say that young people do not have the ability to enact change is myopic, to assume they can not have opinions on controversial issues is naive; they see problems and they seek solutions, sometimes without the preconceptions of the adult world. The vision of our youth offers a fresh and real perspective.

Open VIRTUAL EXHIBIT Here

Listen to CONVERSATION WITH THE ARTISTS Here

Voices of Change

For the second year, the Voices of Change art show, featuring a selection of seventh and eighth-grade students’ artwork, was on display for the public, both as a one-night “pop-up” at Robert Valle Designs and for two weeks at Blends Gallery in Bridgeport. Their art was the result of a trimester-long collaboration between the humanities and art departments.

The students traveled to the Aldrich Contemporary Art Museum in Ridgefield and to the Walsh Gallery at Fairfield University to learn about how to decipher meaning from works of art. Then, they were tasked with identifying a part of the world they want to change, thoroughly researched that topic, developed their own opinions and synthesized a meaningful way to display it. Unabashed and sophisticated, their pieces focused on a wide range of issues, from gun violence to income inequality, and took on a variety of forms, such as installation, performance, and embroidery.

Voices of Change was a celebration of our seventh and eighth-graders’ intellectual capacity, maturity, and global knowledge. It was a message of hope, for the world cannot solve these problems without awareness, humanity, and a desire for a change. Wise beyond their years, our students once again reminded us of why the future is so bright, and we could not be more proud of them, the leaders of tomorrow.

A Black Woman’s Strength During Civil Rights

The 5^th grade social studies class has continued to approach American History with a deliberate interest in understanding the depth of events in order to enrich our understanding of modern society. At the beginning of Women’s History month and the ending of Black History month, the class had an opportunity to listen to Mrs. Nina Sells’ experience during the Civil Rights period. Mrs. Sells spoke candidly to scholars about growing up in the South during segregation and the effects of Jim Crow laws.

Students found inspiration in her conviction that love and compassion truly is the hallmark to ending discrimination. Mrs. Nina and her college friends were inspired and mentored by comedian and civil rights activist, Dick Gregory.

Ezra shared his thoughts on the event, “It was educational and usually we read about events in history from textbooks but this time we got to hear it and speak to someone who actually experienced it. It offered new depth. It allowed us to understand that actual people had experienced this, people you might know. In this case, a classmate’s grandmother.”

Marianela stated, “I found it very powerful, and it was important for her to tell her story and she was comfortable with our questions and honest.” This was an invaluable experience for all!

Unquowa Featured in New London Day

Our 5th grade Social Studies class was recently featured in Connecticut Family, a special publication magazine within the New London Day. We were featured in the magazine for our collaborative learning and teaching experience of the history of Native Americans in New England. We worked with educator and historian Chris Newell, who is a Pequot Museum educator, and co-founder of Akomawt Educational Initiative.

Our 5th grade scholars made an impression with their knowledge of the Native American experience and colonization. Such an impression that Chris asked to include us in the article, adding:

“Akomawt’s approach is to create new learning paths to include Native perspective in these stories so that American students learn a fully rounded history of this country. We teach not just the parts we love to celebrate, but the parts of history that were not so great. By working with 5th graders, with this level of honesty about history (telling the good, the bad and the ugly) the idea is not to induce guilt, but rather to learn from the mistakes of history. Akomawt believes very strongly in experiential learning and my time with the students at Unquowa was well spent as I saw the light in their eyes open up and we changed their direction to a more informed one going into the future. Unquowa’s choice to involve this learning approach is apparent. Using good sources is so important. These students will go on to their high schools and question why Native perspective is left out of the history they’re being taught there and be the leaders at making the change. It’s a double-strategy. A bottom-up approach, working with students directly to change the system through education like our work at Unquowa, but we also employ a top-down approach and work with teachers and the systems that teach teachers to show them the value in what we do and give them a path to follow that is informative and culturally competent. There are lofty goals for what we do and Unquowa is now part of the story of how we get there.”

I personally want to thank 5th grade scholars for their contribution in these efforts, please give them a hand!

Click Here for the online issue, the article, Stories Untold is on page 16-18.