Tuesday, December 6, 2016

Ethics Bowl: Civil Civic Discourse

A rookie team of Upper School students competed impressively in the regional Ethics Bowl, advancing to the quarterfinals of the competition among students from Delaware, New Jersey and Pennsylvania.

The National High School Ethics Bowl NHSEB competition focuses on 16 case studies, released in September, which the students can research and consider. However, they are not permitted to have any notes during the actual competition and they don’t know in advance which case will come into play in any particular round. As examples, one of the case studies dealt with virtual and augmented reality and another dealt with white privilege.  

The students gathered at Villanova University on Saturday, Nov. 19, and Penn Charter went 2-1 in the morning competition, losing to Radnor but victorious over Wilmington Friends and Camden Catholic High School. Those two wins put PC in the quarterfinals, and Penn Charter finished seventh overall of 18 teams. A great job for the first time out! 

Upper School social studies teacher Ed Marks is the faculty advisor and coach of the team, and he also was a first-timer at the Ethics Bowl. “We were the only rookie team,” Marks said. “I felt a bit like the blind leading the blind. Fortunately, the Penn Charter kids took ownership of the day and totally distinguished themselves.”

The (NHSEB) promotes respectful, supportive, and rigorous discussion of ethics among high school students nationwide. “It was gratifying to see high school students engage in civil discourse around ethical dilemmas,” Marks said. “There’s hope for the future!"

Advancing critical thinking skills, one of the goals of our Strategic Vision, is at the heart of this new activity. The Ethics Bowl competition enhances learning and leadership opportunities for Penn Charter students and also syncs with Goal 1 of our Strategic Vision, which calls on us to "model and teach integrity, truth-telling, conflict resolution and ethical choices.”

Marks said it also advances excellence in teaching, Goal 3 of that Strategic Vision. "I do consider myself a life-long learner and this activity helped me to scratch that itch and also collaborate with students."

Wednesday, November 30, 2016

A New Stop on the Washington D.C. Field Trip

This year, the eighth grade added an exciting stop to its annual trip to Washington, D.C., stepping through the doors of the brand-new National Museum of African American History and Culture.

The museum had been open to the public for only four days when Penn Charter entered to tour its unrivaled documentation of African American life, history and culture. Early critics have praised not only its collection but the architecture of the bronze-colored structure – wrapped with lattice work that pays homage to ironwork crafted by enslaved African Americans – and the symbolic importance of its position on the National Mall, between the White House and the Washington Monument.

“The biggest takeaway for our students,” social studies teacher Josh Oberfield said, “was understanding the importance of being recognized as a major influence, a building block – literally builders – of this country, and appreciating that.”

PC eighth graders visit Washington, D.C. each year, touring tour the U.S. Capitol, Library of Congress, Supreme Court, various monuments and assorted Smithsonian Museums. They have light-hearted fun, too, including a trip to the bowling alley.

Back in the summer, when she began planning this year’s trip, Middle School mathematics teacher and eighth grade advisor Jen Ketler wanted her PC students to be among the first to visit the new museum. Combining patience and persistence, Ketler visited the museum website daily so she could swoop in at just the right moment to secure tickets for all 84 eighth graders.

Imana Legette, PC director of diversity and inclusion and a Middle School social studies teacher, said adult visitors complemented the PC students for their attentiveness and respect.

“They really took to heart what they were seeing. No matter the race and ethnicity of the student, they felt the power of the museum,” Legette said. “Adult strangers commented that they were so glad young people were there and taking it so seriously, because they had lived it.”

The Nation, in a story about the import of the new museum, explains how the it has been added to the itinerary of the traditional field trip to the nation's capitol for many schools – and highlights the PC students' visit to make the case. 

Another meaningful addition to the trip included, on the first night, service work with PC Overseer Mark Hecker OPC ’99 for On the Same Page UNITED; the project supports juveniles incarcerated in adult prisons by sharing their poetry and short stories with individuals outside prison. PC students read and then added – writing in colorful ink on the page – praise, encouragement and contextual comments for the incarcerated boys.

Viewed through the lens of the new Strategic Vision, both experiences advance the goal to deepen our identity and actions as a Friends school, and our students' understanding of Quaker values of equity and justice.

Friday, November 4, 2016

Inspiration, Intention for Our Quaker Practices

by Megan Kafer

As a birthright Quaker, I often have a hard time thinking of how I know about Quaker concepts. Growing up in and amongst Friends communities, Quaker ways were “caught” not necessarily “taught,” as goes the phrase. When Brooke Giles and I were granted two days this summer to work on a Worship Sharing Guide for Lower School, I was eager to dive into the history of Worship Sharing, as it was something I knew nothing about.

Rachel Davis DuBois
My research sent me down an unexpected path, leading to a figure in Quaker history I had never met before. It started with a 1969 article in the Friends Journal about Claremont (Calif.) Meeting’s experience testing out a new theory in building community. The group was inspired by an April 1963 Friends Journal article called “Quaker Dialoguing” written by Rachel Davis DuBois. Following the guidelines set by Dubois, Meeting members met once a week for six weeks to consider “how to raise the level of spirit in our meeting for worship.” The article raved about the increased feeling of togetherness and quality of relationship between members after the sessions ended. This idea of individuals sharing and noticing the differences and commonalities among experiences was the spark that led to the practice of Worship Sharing in Friends Meetings.

Once I finished researching the basics of Worship Sharing, my attention diverted to Rachel Davis DuBois. Intrigued by DuBois’ theories about community building through discussions about our differences, I began reading more about DuBois’ history. Who was this woman who seemed to be so ahead of her time? What was her background, education, religion? I found more articles, papers and pamphlets by DuBois, all of which were discussing exactly what the Lower School Quakerism Committee has been looking for in redesigning our Worship Sharing. How can a diverse community create a space for all (young and old) to have a voice that is encouraged, respected and reflected?

When she began her career in the 1930’s, DuBois had little to no example about how this could be done. She did, however, have her faith and practice as a Quaker. Counter to the philosophy of the time that promoted ethnic assimilation in schools, DuBois was among the few educators preaching that differences should be celebrated. Over a long and distinguished teaching career that included schools in New York City, Chicago and West Germany (on behalf of the U.S. State Department), as well as relationships with thinkers and leaders like Margaret Mead, Jane Addams, George Washington Carver and W.E.B. DuBois (no relation), DuBois developed a teaching technique called Group Conversations. This widely copied technique uses a common experience for people to learn about each other's customs. In the late 60s, DuBois adapted these “Conversations” for Friends and began touring the country sharing the technique.

Learning about DuBois as a Quaker, a woman, an educator and a pioneer in interfaith and interracial dialogue, I felt inspired to begin our work forming a Worship Sharing Guide for Lower School. Our hope is that the guide will act as a resource for faculty, who lead the monthly Worship Sharing Groups, and that as a Lower School community, we hold an intentional, sacred space for our voices to be heard, understood and treasured.

Megan Kafer teaches pre-kindergarten at Penn Charter.

Monday, October 31, 2016

Learning Experiences Beyond the Classroom

American Studies Academic Walks through West Philly


For students in Upper School American Studies, exploration of the novel Disgruntled by Asali Solomon broke free of the traditional classroom, expanding to the streets of West Philadelphia.  

For two years in a row, each class of American Studies students read Disgruntled during the summer and the author visited the class in the fall to participate in discussions of the book. Solomon, who grew up in West Philadelphia, “elevates West Philly to be a character in the novel,” said co-teacher Lee Payton. “We asked our students to explore their neighborhoods, to investigate it through writing, and their investigations are a springboard to discuss Disgruntled.”

This September, the class walked through sections of West Philadelphia to experience locations Solomon describes in the novel. They checked out Koch’s Deli and the Green Line CafĂ© at 44th and Locust, Henry Lea Elementary a few blocks west, and walked toward and away from the University of Pennsylvania campus to observe the physical, architectural and demographic changes as they walked. 

“The walks are a physical manifestation of what we do in the classroom,” Payton said. “Seeing the neighborhoods, what is there versus not there in each one, helps us discuss different perspectives, what [our late colleague] Cheryl Irving and I termed ‘conflicting realities.’”

“It’s important for students to have academic experiences beyond the classroom,” Payton said.

Co-teacher Shahidah Kalam Id-In said exploring a neighborhood can be a learning experience just as valuable as a classroom lesson. “We want our students to experience learning uncoupled from that," she said.

American Studies is an exercise in interdisciplinary teaching and learning. English texts support the history and current events taught as part of social studies, and classroom discussions of those texts center around their cultural influences and implications. 

“The focus of the course is to examine American culture through the lens of literature and history,” Kalam Id-In said. “Using critical inquiry methods from both disciplines allows us to develop a ‘reading’ of the world that impacts the intellectual and personal lives of our students.”

Monday, October 3, 2016

A VITAL, New Ninth Grade Seminar Series

svg.jpg
Ninth grade vector designs that were laser cut in the PC IdeaLab
Karen Campbell, Judith Hill, Michael Moulton and Debbie White worked this summer with funding from VITAL to create the new first-quarter ninth grade seminar series that combines disciplines to help all ninth graders become super savvy with learning skills, wellness topics, research ability and technology use.


Tech Savvy
Working on their technology skills, students have moved from setting up their school laptop for wireless and printing, to accessing the PC Hub, to creating increasingly more complex schoolwork documents in a cloud-based document system. Their latest work included collaborating online to create scalable vector graphics (SVG) files to send to the PC IdeaLab’s new laser cutter.


Wellness Savvy


A lesson on Stress Management begins with a high-pressure/low-stake, single-elimination tournament of Slap-Jack. This icebreaking activity does a great job getting students to experience some of the physiological signs of stress (shaky hands, rapid heartbeat, sweaty palms…). The discussions continue with why we experience stress, identifying signs and positive healthy ways to cope with stressful situations. "Slap Jack Video"


Kelly McGonigal’s TED Talk  “How to Make Stress Your Friend” challenges students to view stress as a good thing and to trust themselves that they can handle life’s challenges.


Learning Skill Savvy
IMG_2948.JPG
Students planning a week in the life of a PC ninth grader.
The foundation to this portion of the class is understanding how we learn using the latest research on adolescent development and 21st century learning. Using surveys, reflection and critical research, each of the students will have a clear sense of who they are as a learner and what they need in order to maximize their potential in school. Once students have this information, we move on to practical tools and habits for success. Sessions on planning, organization tools and tricks (tech and no-tech) and goal-setting start the quarter and we will round out our time with note-taking strategies and effective studying. In each meeting there is time for planning as well as questions on anything from navigating the Hub to managing positive teacher/student relationships.


Research Savvy
In October, students will explore the library and build research skills that will come into play in their coursework in late fall. They will participate in a library scavenger hunt where they will physically and virtually explore our library resources (people, as well as materials) and learn how to utilize the library and explore resources beyond the library walls. Students will conduct research on the topics they are learning about in the health and wellness component of the class, learn how to take good notes in the NoodleTools research app, and how to properly cite ideas and images that are not their own. Students will familiarize themselves with library-curated material that is authoritative, current and non-biased, as well as learn how to evaluate the material they turn up in their favorite research tool of choice, Google! They will utilize the database Teen Health and Wellness, a new library resource written specifically for the teenage audience, which was added for this course, and for student use throughout their time at PC.

Monday, September 12, 2016

Creating Music: Theory and Practice

We collaborated this summer to create musical instruments from basic materials to study the construction and acoustical properties of these instruments, an initial step in studying with our students the physics of sound. Our work was funded by a grant from VITAL – a program created as part of our Strategic Vision that is designed to provide resources for teachers to work cross-curricularly over the summer to pursue areas about which they are passionate

We are passionate about science and music, and this work was a chance to look at the relationship between math, science and music by using PVC, wood, electronics, 3D printers and other materials to construct electric guitars, ukuleles, flutes, djembes and a trombone. These instruments were made with traditional and nontraditional methods in part to take advantage of the tools in the IdeaLab (also a outgrowth of the Strategic Vision) and develop techniques that students can use in the IdeaLab to safely create instruments of their own.

This fall we will study the physics of the sound from the instruments we made to help show students how the instruments create their unique tones. Students in the Small Band will have the opportunity to create their own instruments and to study the sound that they produce.

We also are working on a course proposal for a future semester-long course to explore in depth the physics of music, music theory and instrument design.  The combination of science, music and technology in a project-based course fits nicely with the Strategic Vision goals for continued growth of academic opportunities for students.

Along with the benefits we hope this provides for our students and the school, it was also just plain fun to spend time together building instruments.  We had our share of “failures” with instruments we created that didn’t do what we intended, but we learned as much from these results as from the instruments that worked as envisioned. 

We hope to pass some of the fun we had along to our students as well as other students and adults in the community who love music as much as we do.

Brad Ford, Upper School Band and Performing Arts

Tim Clarke, Upper School Physics and Robotics

Friday, June 10, 2016

Using All the Angles in Ninth Grade Geometry


The geometry balloon project described in this video was an exciting task that drew upon at least five core curriculum areas: surface area, volume, right triangle trigonometry, polygons and proportion.

The project certainly involved some 21st century technologies, as students used the multiple award-winning Geometer's Sketchpad software, and then transferred data to Inkscape, an illustration tool that can be used with our laser cutter. Students used the laser cutter to cut out all the polygonal panels to exact sizes.

The students then constructed the projects in the IdeaLab, and sometimes in the Upper School art room. This final step makes this a good example of the Strategic Vision goal to rethink space, as students divided their time between their regular classroom, the IdeaLab and the art room.

We encountered challenges along the way, but these enthusiastic ninth graders persevered to success.

Also, in this topic we again talked about the multicultural roots and examples of geometric art and architecture throughout the world, with particular mention of Islamic art, which focuses on geometric shapes with spectacular results, as in the Alhambra, in Granada, Spain.

Bruce MacCullough
Upper School Mathematics

Thursday, May 26, 2016

Beowulf Production Becomes a Literary Event



by Christine Pearsall

When I learned that the Middle School play for the spring of 2016 would be Sort of Beowulf: A Sort of Comedy, a parody of the famous English epic hero story, I immediately envisioned an opportunity to draw from my experiences as an English and theater teacher and link our divisional theatrical project to the Middle School English classroom.  Early in the process I teamed up with Eva Kay Noone, the production’s director, to share my ideas about how we could make this a literary event for the entire Middle School.

Together we worked with the Middle School English department to devise a curricular unit for grades 6-8 that would help students learn the story of Beowulf and prepare them to see the production. Students read an abbreviated version of the story and then sampled some of the epic verse. Some classes even listened to a portion of the story in Old English, gaining a sense of the language in its earliest form and an overall scope of how the language has evolved.  Each grade also completed an artistic extension in response to their study of the tale. For example, eighth graders used a menu of knight heraldry symbols to create personal coats of arms, which they designed to look like Viking shields. Seventh graders examined a graphic novel of the epic tale and then worked in partners to illustrate comic book sequences inspired by the great battle between Beowulf and the monster Grendel. Sixth graders created and colored murals of the action scenes from the adventure story.

While our cast and crew delved the most deeply into the story and play-making process during their weeks of rehearsal, many other students joined the experience the week of the show by helping display the dramaturgical work of the English classes in the Middle School lobby and Kurtz Center for the Performing Arts and by volunteering to usher for the show.  In an effort to give all Middle School students an opportunity to “see” the story they had been studying and to support their peers who were performing, we sponsored a pizza dinner for students on opening night, so they could stay at school and attend the performance. Over 35 students came to our pre-show event, with many others joining us in the Kurtz Center that evening with their families.

Thanks to our collaborative and willing English, visual arts and theater faculty, Sort of Beowulf: A Sort of Comedy truly became a literary event for all Middle School learners.  I am always delighted by how theatre can enliven the classroom, and how this particular art-form’s magic can bring to life important stories.

Part of the Content goal of Penn Charter’s Strategic Vision charges us to continue to teach canonical works like Shakespeare and Beowulf, but to find new ways to have our students access these age-old classics. The Beowulf project that the cast, crew and entire Middle School community engaged in is an example of how we designed an innovative and age-appropriate experience to enhance student learning. Projects of this nature are an example of how Penn Charter affords educators the opportunity to design and deliver innovative learning experiences and to “collaborate with students in a process of continuing revelation and joyful learning.”

Christine Pearsall is a Middle School English teacher. She has served as assistant director to Middle, Upper and all-school productions, and she is head coach of the Middle School girls soccer team.


Friday, May 13, 2016

Wellness: Mind, Body, Soul



Wellness: Mind, Body and Soul


Student wellness was one of the topics presented at Vision Forward NOW, a student-teacher showcase of initiatives undertaken since PC announced the new Strategic Vision in 2013.

In a live presentation at the event on May 5, Director of Middle School Wilson Felter explained his division's new advisory curriculum, which is designed to promote character, decision making, healthy choices, and more. Above, the video captures some highlights.

In a short video presentation, Lower School Counselor Lisa Reedich explained the power of mindfulness, showing how she coaches both students and teachers to practice mindfulness. During the Vision Forward NOW event, Reedich came on stage after the video and led the entire audience in a one-minute mindfulness exercise. Even with 300+ people in attendance, silence filled the Kurtz Center for the Performing Arts.

While both the advisory and mindfulness presentations touched on neuroscience and social-emotional well-being, the third element of the wellness segment focused on the brain in a very different way, highlighting Penn Charter's concussion management program.

Friday, April 8, 2016

Educating Fifth Graders about Social Justice



DSC_1987.jpg

By Naveena Bembry, Fifth Grade Teacher

As a teacher in a Quaker school, I seek ways to empower students to have a voice and give meaning to the Quaker principle, “Let your life speak.” 

In fifth grade, we have actively explored Goal 1 of our Strategic Vision -- which calls upon us to deepen our identity as a Quaker school -- by nurturing Quaker values through the lens of social justice. In that process, we are building the kind of consciousness that will prepare students to fulfill our ultimate goal to educate students "to live lives that make a difference."

Inspired by the “I too am Harvard” campaign and similar movements on college campuses around the country and beyond, it struck me that the voices of young people are powerful and should be lifted up. With our fifth graders, we began the process of finding our voices by having conversations about social justice issues.

We analyzed texts and images that sparked conversations about social justice issues connected to ideas of power imbalances, layers of identity, socioeconomic status, gender roles, environmental stewardship and inequality. Our classroom provided a safe space for us to talk about diverse perspectives, microaggressions, stereotypes and the critical role that language plays in our interactions with each other. 

I shared images from the “I too am Harvard” style campaigns that have spread to many college campuses, and we analyzed the experiences that might have sparked a student to write a particular message like the one above: "Intelligence is not determined by race."

What do you stand for?

I was drawn to the simplicity of using a white board and a dry erase marker to write a deeply rooted belief or a profound message about an experience and so, we embarked on a journey to lift up the voices of fifth graders, asking each: What do you stand for? Each one of their messages was captured in a photo and the photos were displayed together for all to see.

There was quite a buzz when the photos went up, and one student remarked, “Wow, I never knew that my classmates had all of these opinions. These messages tell us so much about who we all are.” In that moment, it was clear to me that this class project provided a window for students to grow from their peers’ perspectives, convictions and personal experiences. With each message, we gained valuable insight into our fifth grade community.                                        


The simplicity of student voices

A sampling of student responses appears below.The beauty of this experience was the way that the simplicity of sharing student voices ignited our learning and expanded our thinking in so many powerful directions.


photo 2.JPG
photo 1.JPG
photo.JPG
photo 2.JPG
photo.JPG
photo 4.JPG
photo 2.JPG
photo.JPG
photo 1.JPG


Monday, February 29, 2016

Invisible Man: English Department Collaborates on eBook
by Erin Hughes, English Department Chair
Shahidah Kalam-Id DinSara MosesLisa Turner and I will be serving on a teacher advisory board for Adam Bradley, English professor at University of Colorado-Boulder and director of the Laboratory for Race and Popular Culture. 
Bradley is a leading scholar on Ralph Ellison, and Ellison's longtime publisher, Random House, has asked Bradley to edit an "enhanced ebook of Ellison's Invisible Man.
Here's where we come in: PC teaches the book in eleventh grade. Having taught Invisible Man many times and knowing both the value and challenges of teaching the novel, we are working closely with Bradley to develop a mutual understanding of how best to share Ellison's work with high school students. It's an exciting collaboration, complete with discussions of Ellison's manuscripts, newspaper articles he used as the basis of vignettes in the book, editing decisions and more.

Students Lead Diversity Work

by Imana Legette, Director of Diversity and Inclusion
Student leadership is a key component of a Penn Charter education and enhancing learning and leadership opportunities for students is one of the strategies in Goal 2 of our Strategic Vision
We encourage students to take on leadership roles in all areas of their experiences. The students who attended the People of Color Conference/Student Diversity Leadership Conferences (SDLC) in Tampa this year have done just that.
The SDLC leaders created mini-workshops for Lower, Middle and Upper School faculty and led them during the division faculty meetings. Each workshop consisted of a silent movement activity. The faculty was asked to stand when they identified with a question posed by the student leaders. Each question was related to one of the eight core cultural identifiers: ability, age, ethnicity, gender, race, religion, sexual orientation and socioeconomic status (class). 
The second portion of the workshop consisted of an exercise called a “fishbowl” activity (pictured above with Lower School faculty, and below with Middle School). The SDLC students created questions that they would answer inside the “fishbowl,” and faculty had the opportunity to ask questions after listening to the conversation.
The students expressed that it is hard for the majority to understand what is like being a person of color and having to adjust/code-switch throughout the day. More specifically, one student said, “I can’t walk into the school and leave my culture and experiences at home. I need you to recognize my differences and allow for conversations that may be uncomfortable for you. That allows me to trust you and feel safe in your classroom. I have to deal with race every day, most white people don’t have to think about their race if they don’t want too. I don’t have that option.” The conversation was engaging and enlightening for both the students and faculty. 
This year we also introduced three new affinity groups designed and led by students: SALSA (Spanish and Latin Student Association), ASA (Asian Student Association) and the Social Justice Club. Each group presents issues to the student body that matter to them. 
  • During Hispanic Month this fall, SALSA led an assembly and advisory activity on the various cultures within the Spanish and Latino/a populations. They discussed the stereotypes associated with each group and demystified several characteristics associated with the group. 
  • The Asian Students Association will lead the Movies that Matter series in May. The movie Vincent Who? is based on the true story of an Asian American killed in 1982 in Detroit for allegedly “taking jobs away from Americans.” The murder ignited the Asian American civil rights movements. 
  • The Social Justice Club is a forum for students interested in putting action to issues that are currently in the news. They have discussed and supported the #BlackLivesMatter movement as well as issues around the environment, including what is currently happening in Flint, Mich. 
Many other groups such as SAGA (Straight and Gay Alliance) and BSU (Black Student Union) have led activities that cross over to other divisions. SAGA will lead the Day of Silence on April 22. BSU led a Black History Month assembly for the Middle School during their morning assembly that introduced the song and history of the Black National Anthem, “Lift Every Voice and Sing.” In the spring, students from all groups will lead workshops in the Middle School as part of the Middle School Day of Service/Diversity. Each grade level will focus on identity development, bullying and the social identifiers. The workshops are completely run and designed by students.
Issues of equity and justice are not just for teachers and parents. Students have a desire to lead and participate in the work and conversations that will make Penn Charter and our global communities more inclusive community.

Thursday, January 21, 2016

Laser Cutter Advances Physics Project

The addition of a laser cutter to the Penn Charter Idea Lab has allowed for a drastic change in an intro physics bridge project this year.

Over the last 20 years, my introductory physics classes have designed and built traditional truss bridges using wood sticks and glue. The students have worked in groups to design bridges and spent a couple of weeks building them before the bridges were "loaded to breaking" to find their strength. While students learned about forces and bridge strength this way, due to the time required to build the bridges they were unable to take this knowledge and use it to create an improved design.

The use of the laser cutter is an example of Goal 2 of our Strategic Vision and how the introduction of new technology can maximize student learning, engagement and success.

With the laser cutter, students spend ~20 minutes to take the bridge from design to final product instead of two weeks. The addition of the new technology has allowed the classes to build approximately four times as many bridges as they would have with the old technique, and they have had the opportunity to be far more creative with their designs. Less time with wood sticks and glue and more time to create designs, test them, and then create additional bridges based off the results.

This iterative process gives students a chance to explore different ideas. Some designs may “fail,” but this is where the real learning occurs. Looking at the “failures” of their own designs and those of other class members allows students to determine the critical factors for a reliable bridge. Observing and learning from the solutions of others is also a fundamental part of the engineering design process.

The addition of the new technology has allowed the classes to build approximately four times as many bridges as they would have with the old technique, and they have had the opportunity to be far more creative with their designs while still working towards making the strongest possible bridges.  As students have refined their designs some students have managed to double their original strength-to-weight ratios.  In the future students will be able to run multiple tests of the same design and to compare a bridge model using different materials to get a deeper understanding of variability and material properties.

Tim Clarke, Upper School Science 

Wednesday, January 13, 2016

The Travels of a T-Shirt: Understanding Our Global Economy




What could be interesting about an old t-shirt? Our seventh grade geography class set out to find answers! 

This year, my geography classes explored issues surrounding globalization by looking at the travels of a simple t-shirt, tracing the journey of this product we take for granted. This exploration of the origins of our clothing revealed to them an entire, and somewhat tangled, network. 

We looked at the cotton fields in Uzbekistan, the processing plants in China, the garment factories in Bangladesh, the cargo ships that travel between major ports, and finally the clothing stores in the United States. What emerged was the idea that a simple cotton t-shirt is anything but simple! During our lesson, we read and watched a powerful NPR segment that looked at global trade of a manufactured t-shirt. Here is the link to the segment that inspired us.

Knowing that questions are often more powerful than answers, we asked ourselves some sophisticated questions about the manufacturing industry: 
  • Do the many factories in Bangladesh (and other manufacturing hot spots) improve the quality of life for their citizens? 
  • How much influence do consumers have over the products they purchase? 
  • Are there examples of boycotts that have improved working conditions? 
  • And, how can we share this information with the larger Penn Charter community? 

Having never done this particular project before, my students and I developed a design plan. First, we collected gently used t-shirts. We learned that many second-hand shirts from the US end up in less developed countries’ open-air garment markets. 

As my students explored these questions and more, we decided to create a public display that explains each part of the manufacturing process -- from the cotton fields to The Gap. We strung the shirts on a clothesline in our hallway and researched information to display about the garment industry. The facts that accompany the clothing line reflect the complexities and global connection of our everyday products. They include: sweatshop labor statistics, factory worker images, and facts about the cost of shipping. 

On our hallway world map, we posed more questions about the global economy on Post-It notes and encouraged others to add more. The connections to our everyday products and the global economy are now part of our Middle School conversations.

This student-driven, interdisciplinary project is just one example of how we are fulfilling the call in our Strategic Vision to educate students about our complex and changing global community. It also illustrates how students, once armed with knowledge, can become change agents as well. A few students saw this as an opportunity for service as well, and they organized a clothing collection (including our t-shirt display) for the local organization My Closet on Martin Luther King Day.

Alice Bateman, Middle School Social Studies