Olden Time Photo Shoot

All throughout our project, the children were fascinated with the old photos we would see. They frequently commented about how serious everyone looked and theorized about why parts of some pictures were blurred out. Was it edited like the children see on TV? We realized that a single photo could communicate so much about the times in which it was taken. So one day, towards the end of our project, the children dressed up at their characters and set out to take "historical photos" that communicated information about the times in which the characters lived. Anna brought her camera and served as our photographer. With Anna's help,the children tried very hard to have their photos be as accurate as possible by making them grainy and black and white. They removed modern objects that would not have been present. They tried to match their clothes to the times and even chose books to read that would have been published in the days of their characters. Classmates stood in as family members or friends as needed. They often had to take pictures several times to get the serious faces they had seen in photos from the past (we're so used to giving a grin when we get our picture snapped). 

Nina Watson reads A Little Princess to her daughter, Moses, at bedtime.
The story was a popular one of the time. 

The Snyder family from Germany.
They look quite serious. No smiling in picture back then!

Joan Adwent hosts a tea party with new friends from America.

Bernard Bunnell poses with his copy of 20,000 Leagues Under The Sea.
The story was a hit in his day and so good that it remains well known today.

Rosa Maria De Rosa sleeping in her tenement building.

Kirsten Johnson sews her mothers ripped bonnet.

A Peek Into Our History Project

Our People: A look into history through the stories of our ancestors from Sabot at Stony Point on Vimeo.
A class of third graders learned about ancestors who immigrated to America. They did historical research to fill in unknown details. The truth about their ancestors, mixed with their research, helped form new characters. While their stories are part fact and part fiction, it may surprise you which parts are true (one child's ancestor did actually get captured by Algerian pirates and another's ancestor was split up from his brother when their ship sank and they were rescued by different boats passing by). There are other pieces that are completely fictional, like the characters' stories intersecting, because obviously our ancestors didn't know each other ... or did they? While individual stories may be hard to follow, I hope this video can be a glimpse into the knowledge and understanding the children gained and the power of taking on a character for the purpose of learning



A few teacher reflections on the project this year

• Taking on a character: There is something magical about becoming someone else for a moment. It is the natural way that children make sense of things and try the world out. We think about this a lot in very young children, but it is still very alive as the children grow older. Making room for that way of learning to be part of the official classroom work and not just saved for the playground has been important. We harnessed the power of their natural way of thinking to help accomplish the goal of learning how to do historical research. I heard one student, new to Sabot, stop to think about how much the playfulness of our project helped her to learn. While all previous years lead to strong investigations about immigration, the years in which the children created characters have been more compelling. The children are just that much more invested in their work when the development of their character depends on it.
• What they know vs. what they show: I've noticed over the years that there is often a large gap between the level of conversation and discourse during class and what ends up on the pages of something like the scrapbooks we made this year. When looking at the books alone it can be underwhelming. I know how much the children have learned. I see how far they have come in both their understanding of periods in history and in research skills. One of our ongoing goals is to help the children communicate what they know more effectively. That is a major part of an education. I also continue to ponder how to help reveal all that I've seen and trust about the work for others to marvel and enjoy with me. I suppose that is the Reggio way, to try to unlock the process, the thinking, and share it with the world. I'd been thinking about how to share more about this project when Cat (our math specialist) came for a visit. Listening to the children talk to her about the story of their characters revealed the depth of ownership and understanding. That conversation inspired this video as a supplement to the scrapbooks-- a window into just how well the children have come to know the character and their context.

Guidance: Empower Tools

Practicing Empower Tools from Andrea Pierotti on Vimeo.

After this session, the teacher gives some feedback.

“The good things about that was that you said that strong statement and then [snapping her fingers] you walked away.”

The child responds with a sense of self. She is beginning to know how she reacts in these tense situations and chooses to react based on knoweldge of herself.

“Because I won’t let you say anything more because I can get very sensitive, so I just like to walk away.”

One of the highlights of our week is when our guidance counselor comes to class for a guidance lesson. Ann works with each teacher to address the social and emotional needs of the class. Our class seems particularly engaged when role play is involved.

Currently Ann is practicing tools that the children can use when someone is saying unkind things to them. In a perfect world everyone would only ever say kind things, but here we are in reality where children need to know how to stick up for themselves.

Along with these tools, Ann teaches the children to be as assertive as possible, make eye contact with the person, to stay calm and not get really reactive (since the perpetrator is often trying to get a reaction from the target) and to get the help of an adult as needed. Ann also discusses the role of the bystander in helping with these situations.

Here is the current list of tools. They are designed to distract, deflect or catch the perpetrator off guard. Ask your child for more information and perhaps a demonstration of these tools in use. That could make for some interesting dinner conversations, right?

Empower Tools

· Tell the other child to stop

· Throw them off by asking why? Why? Why?

· Walk away

· Reply with phrases like "so," "whatever," "huh," "who cares?"

· Change the subject

· Act silly or goofy

· Turn an insult into a compliment

· Agree

Ann includes a special disclaimer.

* If a tool doesn't work, don't keep using it. And if you don't feel comfortable or safe using any of the tools, don't use them!

If you want more insightful information from Ann, check our her blog.

http://schoolcounselorfocus.blogspot.com/

Launching Into Space

Dear General X,

We have completed our science boot camp. We are ready to launch on our expedition to Earth. We need to plan our route to get there. Can you help us? We have all the tools we will need to understand how the Earth changes.

Please Write Back,
The 3rd Grade X-lings



Dear X-lings,

Well done! I have received reports that your science boot camp was a success. Hopefully your observation skills are primed and ready to go. We are expediting your launch. Your launch will be moved forward to today at 11:30

Safe Travels,
General X

Science tools packed.

Load the ship

Space suites on.

Prepare the ship.

Study the map of our route.

Blast off!

Investigating Earth for the first time. And trying on our role of scientists.

Predictions about what might change on this foreign planet called Earth?

• Grass- might change colors, go away, start growing again
• temperature of water
• water will change into something hard
• land changes to adapt to water
• dark spots on the ground
• things poking out of the ground with frilly things we will call leaves
• temperature of the air
• water- evaporates, gets dirty, gets clean
• some invisible force was sometimes blowing on me and sometimes not blowing on me

Science Boot Camp

Later this month, the children will launch from their home land of Planet X through space to visit the foreign planet called Earth. They have been given orders from General X to investigate changes on Earth in order to anticipate what x-lings might encounter if they ever moved to Earth. This mission is vital but also very expensive. As a result, General X is not willing to launch the space explorers until she is sure that their scientific observation skills are sharp and ready to go.  

 

 

In order to help the children prepare, Dan Dan the Science Man came to help the children run a science boot camp. They practiced using their senses to observe various objects and substances. Making detailed observation is harder than it initially seems.

Their discussions about their observations have also helped the class to develop the beginning of a packing list for the trip.
We will need a camera, paper, notebooks, pencils and colored pencils in order to make accurate observations.



"This object is very heavy."

"It smells strange... kind if minty."

 

"I can bend this rod."

Thinking For Jessie

We have been investigating immigration. We have been using music and drama to think about one of our guiding questions.

"What might it feel like to immigrate?"

Helping the children to be able to take this perspective was really high on my list of intentions for this history topic because it develops empathy. I wanted them to be able to put themselves in the shoes of an immigrant in order to connect to their own family history. These stories are not just about random people way back in history. These people were our parents and grandparents and great grandparents. Their journey is why we are here now at this place, in this culture, at this time. They were the life blood of America. But playing that role was not easy. I guess I hope they find respect and appreciation for those who have gone before.

And if they can empathize with their ancestors, then I think that perspective will help them to look at people in our day and see the faces of their ancestors. I hope that perspective guides their interactions with people who might be new to a place under any circumstance.

The most amazing part of working this way is that I cannot take the children there without also going there myself. I feel inspired by the stories I hear. I find greater and greater respect for the courage, determination and hope in the face of so much unknown with each immigration story I come across.

We have spent a great deal of time with one single picture book called When Jessie Came Across the Sea written by Amy Hest and illustrated by P.J. Lynch. After hearing the book several times, the children stepped into the shoes of Jessie as she left her home in a small village to travel to America.

The children then became the voice of Jessie to share her hopes, dreams and fears along the way.

Here are a few of the scenes accompanied by the children's words.

The village rabbi announces that he has a ticket to America and
that he will choose someone from the village to go in his place.

 "I feel hopeful that we can go to America."

 “Wow! America! I want to go but what if Grandma can’t handle herself without me?”

“Who is going to get chosen to go to America?

“I am sad that his brother is out of this world but I am also excited that there is another ticket open for America for a new life for me.”

“What if he picks me? I don’t want to go. It is far away from Grandma."

The rabbi arrives to announce to Jessie and her grandmother
that he has chosen Jessie to go to America.

“What if he picks me? I don’t want to go. I need to teach Grandma.”

“Me!?! Why me?”

“I’m mad because the Rabbi picked me and I am going to have to leave Grandma. I am determined because I can’t just give up and start crying all over the place and I have to go to America. And I am nervous because I am worried that I might not see Grandma again.”

                    “No! Don’t pick me! Pick Grandma instead … but then I wouldn’t be with Grandma either!”

“I can’t go without Grandmother but I can’t just give up! I don’t want to leave Grandmother.”

Grandmother waves goodbye as Jessie's ship departs for America.

“I am really nervous on the ship without Grandma. I don’t know any of these people. How will I know what to do or say?”

“Grandma! No I want to stay. It will be all different and strange. Grandma!!!! Don’t leave me!!!!”

“Please don’t do this. I very badly want to stay with you. You are my only relative. My worries are that you might die while I am gone. I couldn’t bear that in my heart. My heart would drop and shatter.”

“I am lonely already.”

“I am determined to finish this but I am very lonely and sad and afraid of all of these new people. I don’t know about them. But I am excited to go to the “promised land” and excited to learn a new language, but I am still REALLY sad about Grandma.”

 

“I am really excited that I am going to America. I want to have freedom and I want to earn money and sew lace in a shop and be happy there.”

“I am excited about America but I wonder if I can do it. I wonder if I can sew good enough. Will I be able to make enough money? Will it be hard in America or will it be easy?

Jessie is sad, lonely and sick during the stormy first half of her journey.

“Uhhhhhhhg, I feel really sick and sad. Why did the Rabbi choose me?”

“I hope I have a good life in America. I hope nothing happens to this ship.”

“I feel so uncertain about this journey. I don’t know if I should feel happy or sad. Sad because I miss Grandma and my home but happy that I am going to America. It is the land of opportunity and the streets are paved with gold. But I don’t know if I am going to be able to do it”

 “I am so afraid of these people and nervous about what I am going to do.”

After the storm, the passangers cheer up and begin to interact.
Maybe things won'd be so bad in the new land.

                                                 

                 

"I can’t wait for America but I’m going to miss Grandma. I am probably going to think of a way to bring her to America."

"The sun is coming out and I am happy now.”

“I am so happy that now we can have a little bit of fun, at least, because it wasn’t fun when we were all sad."

“Yay! The sun is coming out. Everyone is playing cards and being happy."

" I have a piece of Grandmother with me—her lace-- so I am going to sew with her lace. I still miss her but I am still happy that the sun came out.”

“What is it going to be like in America?"

                                     

"We are almost there."

"I am scared and happy and sad.”

“Hi! Would you like me to sew some lace for you? I could make you a handkerchief or fancy up your jacket.”

“I wonder what it is going to be like in America, where the streets are paved with gold."

                          

"Would you like me to sew something for you? I know how to sew.”

The whole ship gathers in silence to witness their first sights of America.

“Wow! Look at all of those tall buildings. I’ve never seen the Statue of Liberty before. In my old town there wasn’t a statue at all.”

“Yay! I am so happy that I get to be in America instead of this ship.”

“Whoa, is that really America? It is so… big!”

“America? America? FINALLY! It took so long and I made it. At last!!”

“This is so nice being on the ship with my new friends but there is America. Now I am going to have to leave my new friends and I might not ever see them again. "

I am going to get Grandma here and I am going to have the time of my life here.”

“What happens if by the time I have enough money for the ticket, Grandmother has already passed away? Or what if she has grown too old and she won’t be able to take care of herself?”

“What if I don’t get past Ellis Island? What if I have to go all the way back?And if I do get in, where will I go? Will I be able to make money? 

“What if the person that takes care of me dies and I am all alone?"

"What if I won’t be able to get enough money to get food?”

“Ellis Island! I really hope that we don’t have to fill out papers and sit for the longest time and ugh… Everyone says it is kind of nerve wracking.”

“What if I can’t understand anybody in America? I don’t speak English? Will I be able to get by with just my Russian? Will I be able to learn English? How long will it take me?"

Jessie is questioned at Ellis Island.

 “In Russia there are a bunch of trees and everything but in this place there are hardly any trees and it is so so crowded. It is like there are too many people here!”

“I am not used to this many people. I can hardly even see around. I can’t even see a centimeter in front of me there are so many people.”

“Where can I go to find the person that is going to take care of me?”

“I’ve never seen so many people and so many buildings. This place is so advanced that it is a bit scary. What happens if I don’t fit in? What happens if other people tease me and call me names? Will I fit in?”

“I can’t even find the right door. Is that it? No. Is that it? No. I am so confused right now!”

America? Ellis Island? I am here. I am proud of myself but it is BIG and I could get lost and there are so many people. Why did I come to America in the first place? 

“This place is… I’m confused because there are so many things. I have never seen this much stuff in my whole entire life. All I have seen are trees and a few houses until this day.”

"Will where I live be good or will it stink?”

“But wait, this place is gigantic. There are about 100 doors. Which one do I go in? There are so many people in these amazing uniforms but where am I going? What is this place? What do we do here?”

“I wonder if I am going to make it. Do I have all of the medical stuff? Can I run that far? [referencing the medical exam fitness test sometimes given] I hope I make it.

Years later, Jessie and a boy from the ship are reunited in New York.
Eventually he asks her to marry him, but Jessie wants to wait until Grandma can be there.



“I never thought I would see him again. I thought he would only be in my life one time."

“Lou! I remember him and he brings back good memories.”

“Oh my goodness, I haven’t seen him in year but I really like him because he is nice and kind. We have a lot in common. I make lace and he makes shoes and that is pretty in common. I can’t wait to hang out every single day.”

“I am so happy to see Lou. I want to date him because he is from Russia, just like me. He is my kind and we can speak Russian together and we are not just SOOO different. But if I dated this guy from Italy is would be like, “What?!?” And I know Lou, I know him really well. He makes me laugh and he’s so kind and joyful. He makes me happy.”

“Wait a few months or so. Give me a few months and then sure. I want Grandma to come and I almost have the amount of money that I would need to get her here.”

“Soon! I want to bring Grandma here so that she can see me all grown up and happy.”

“I want Grandma to come and see me get married and see how much I have grown and that I can speak English.”

“Maybe in a while, Lou. First I want my grandma to come and we can get to know each other better since we last met.”