Last month, MMFS middle and upper school students, faculty, and staff com-memorated the life of Martin Luther King Jr. by attending a special screen-ing of the movie Selma. The elementary school students and staff and those MS students who didn’t attend the screen-ing watched Selma, Lord, Selma, a simi-lar, more age-appropriate film.

For those of you who don’t know, both movies portray the events leading up to the passage of the Voting Rights Act in 1965. The Voting Rights Act is a federal law that prohibits racial discrimination in voting. Prior to its passage, voter registration boards in the South used poll taxes, literacy tests, moral character tests, property ownership requirements, and a variety of other means to prevent blacks from

registering to vote. Harassment, intimidation, and physical violence at the hands of white citizens also kept blacks away from the polls. Both tactics worked brilliantly: in 1940 only 3% of voting-age African-Americans in the South were registered to vote. As a result they held no elected offices, had no control over the courts or schools, and had no voice in how much their taxes were or what laws would be passed.

Eliminating voter restrictions was one of the primary goals of the civil rights movement. In the late 50s and early 60s activists staged non-violent protests throughout the South to raise public awareness of their cause and put pressure on the federal government to enact legislation that would protect the

Debbie’s Note 1Alumni Spotlight 3From the Development Director 4PA News 5PA Grant Report 6Student News 7College Guidance Corner 7Get to Know Our Faculty 8Dear Myrtle Column 9Save-the-Date for Gala 9Tuition Deposit Reminder 9News From the Divisions 10Costa Rica Trip Photos 13Student Responses to Selma 14

MMFS News is published the first Friday of each month by Mary McDowell Friends School, a K-12 college prep Quaker school for students with learning disabilities.

Mary McDowell Friends School20 Bergen StreetBrooklyn, NY 11201 718-625-3939www.marymcdowell.org

FEBRUARY 2015

In This Issue

DEBBIE’S NOTE

news

A Monthly Newsletter for Parents

NEW - College Guidance Corner on page 7

Continued on page 2Panel discussion at the middle school following screening of the movie Selma

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voting rights of blacks and other minorities. These efforts came to a head in 1965 in Selma, Alabama. In late February, a black activist named Jimmy Lee Jackson was murdered by a white police officer while participating in a peaceful voting rights demonstration in nearby Marion. To protest his death and continue to push for voter’s rights, about 600 people began a peaceful march from Selma to Montgomery on Sunday, March 7th. Just outside of Selma, at the end of the Edmund Pettus Bridge, they were brutally attacked by Alabama state troopers, local policemen, and others. The attack, known as “Bloody Sunday,” made headlines across the country. National interest in the activists’ demands began to rise. Two days later Martin Luther King Jr. led a second, largely symbolic march across the bridge, again in support of voter’s rights. That night, a group of white men beat and murdered James Reeb, a white Unitarian Universalist minister who had come to Selma along with other clergy and sympathizers to participate in the second march. The violence of “Bloody Sunday” and Reeb’s death led to a public outcry. On March 15th President Lyndon B. Johnson, who had been working on voting rights legislation, asked Congress for a comprehensive bill that would eliminate discriminatory election practices. A third and joyous march took place on March 21st, when Martin Luther King led 25,000 demonstrators from Selma to the steps of the state capitol in Montgomery. The Voting Rights Act of 1965, described as “the single most effective piece of civil rights legislation ever passed by Congress,” was signed into law that August.

After the movies, members of our community who traveled to Selma on the MMFS Civil Rights Trip last year shared some of their memories and answered questions in panel discussions in all three buildings. They talked about walking across the Edmund Pettus Bridge and standing in the exact place where the protesters had been attacked almost forty-nine years ago to the day. They described what Selma is like now—the struggling economy, the proud community, the warm and gracious people. And they especially talked about Joanne Bland, who marched as a child across the Bridge on Bloody Sunday and in one of the other marches. Panelists passed along her message about how important ordinary citizens were to the movement and the responsibility of young people to continue the work her generation had begun.

I understand concerns have been raised about the historical accuracy of the film, particularly in regards to its portrayal of Lyndon B. Johnson. Mary McDowell Friends School has always been careful to teach history from multiple perspectives. Our teachers use pictures, films, books, interviews, newspapers and other sources to help students see all sides of a story. In regards to Selma, classes discussed the parts that were historically accurate, the parts that weren’t, and some of the controversies surrounding the movie. Particular time

was spent discussing the film’s very human portrait of Martin Luther King Jr. Students talked about his successes, failures, and vulnerabilities and both his good and bad decisions as shown in the films. Many illuminating and fruitful discussions emerged as a result.

The film screenings and discussions are part of MMFS’s ongoing commitment to equality, social justice, and the peaceful resolution of conflict. We feel it’s important for our students to understand this country’s history of racism, oppression, and resistance and to think about how they might contribute to the ongoing fight for human rights. Such reflection is especially important in light of the living history we are in the midst of today, unfolding in Ferguson, New York City, and other places around the nation. A thorough understanding of the past can help us see all sides of the current debate about race in this country with clarity and compassion, and can guide our actions in the future.

In addition to special events such as Selma, Mary McDowell exposes students to civil rights history in the middle and upper school as part of the social studies curriculum. We invite speakers like Bayard Rustin’s partner Walter Naegle and Freedom Rider Lew Zuchman to share their experiences with students. And we send teachers, administrators, parents, and students down South to visit some of the most important sites of the movement. We do this by organizing our own family and faculty trip and by sending teachers to participate in the legendary civil rights activist Julian Bond’s week long seminar.

The next MMFS Family and Faculty Civil Rights trip will take place in the 2015-16 year. It’s a spectacular opportunity to learn more about our country’s history and to bond with other members of the MMFS community. An informational meeting for those who are interested will take place later this year, details to follow.

Some of our students’ responses to the movie Selma can be read on page 14. These are either reflections written by the students themselves or transcribed verbal com-ments from classroom discussions. None are formal classroom writing assignments, so they have not been edited as is usually done. Instead we want to showcase the profound understanding and learning that emerged from the movies and subsequent discussions. We think you’ll find them as moving as we did.

In Friendship,

Continued from page 1 (Debbie’s Note)

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Ramsey Haddad moved on from the Mary McDowell Friends School in 2009 and is now a sophomore studying business management at Tulane University in New Orleans. Ramsey attended Mary McDowell Friends School for eight years, leaving after the eighth grade for high school at Xavier in Chelsea. High school was an adjustment after all those years at MMFS. “It was hard and a lot of work, but I had a good time any-way,” Ramsey said, adding that “Mary McDowell set me up for high school.”

Ramsey has ADHD and trouble focusing, but says that his learning disability isn’t as severe as others. “Mostly I need to take a break and focus and defi-nitely check over my work. I had to learn how to skim and scan, and I’m a pro at memorizing,” Ramsey commented. He doesn’t really have any academic accommodations, but is trying to get extra time for testing.

Ramsey is enjoying his time in his new home town: “New Orleans is a good city to be in, it has a lot of character.” Boston was another possibility during the college hunt, but Ramsey took a road trip and decided that it was too cold. He had “a lot of fun” on his visit to New Orleans, and that was that. Two years later, Ramsey notes that everything is going well. “I’m getting a good education, and I have a B average.”

Over the years, Ramsey’s outside interests have included chess club, Greek club, and juggling (“I started juggling while I was at Mary McDowell.”) He’s also worked at a restaurant in Forest Hills. I found the job on Craigslist. The place had a good

reputation, and I’ve learned a lot about running a restaurant,” he said, commenting that his ultimate career goal is to own a restaurant or sports bar in New York City or San Francisco.

It’s been a few years since Brooklyn, but Ramsey remembers his time at Mary McDowell Friends School fondly: “Tell everyone at Mary McDowell ‘Hi’ ... and to keep up the good work!”

Kris HallamMother of Andrew Corby, Alumnus 1999

RAMSEY HADDAD

Our eleventh annual Read-A-Thon is underway! It began on Monday, February 2nd and will end on Friday, February 27th. This month-long event brings together students, family, and friends to promote literacy and raise money for several worthy causes, including middle school PE Teacher Earl Hall’s youth development organization Red Hook Rise.

Participants may read on their own, in class, or with family and friends. Listening to someone else read, or reading to someone else also counts toward total minutes your child will need to read. Please support our readers!

Read-A-Thon

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Asking for money AGAIN?

Without a strong fundraising program, MMFS would not be the outstanding school that it is today. There are three major components of our fundraising efforts: the Mary McDowell Friends School Fund (MMFS Fund), our annual benefit Gala, and restricted gifts. Each of these is critically important in the success of our school.

The MMFS Fund is our annual fund, made up of the dollars that are raised and spent during the current fis-cal year (July 1, 2014 to June 30, 2015) for operating expenses. This year’s goal is $430,000 and 100% parent participation. You may have received a call during this week’s Phonathon from another parent, asking you to make a gift to the Fund this year. Last year only 46% of MMFS parents made an annual fund gift to the school; we know that we can do much better than that. As Nuno Fernandes, parent, Board member, and annual fund chair said this week, “We won’t have a culture of giving at MMFS unless we establish a culture of asking.”

If you were not available to speak to a caller this week and have not yet made your MMFS Fund gift, please do so today. Everyone’s gift is important and valued. You can make a secure credit card gift on our website, or you can mail a check to my attention at Sidney Place (please include MMFS Fund on the memo line of your check). If

you want to pledge a gift and have a reminder sent to you at the date of your choice, please send me an email with the details at patriciaw@mmfsnyc.org.

You will hear much more about the 2015 Gala in the weeks ahead. The event on May 7th at City Winery will celebrate 30 years of revealing brilliance in every stu-dent. There are many opportunities to volunteer for our auction or with the event in general. I hope you will be there; if you are new to MMFS, you are in for a real treat at this special event! The fundraising goal for the Gala is $200,000.

Finally, restricted gifts are important for meeting specif-ic needs of the school over the course of the year or sev-eral years. Last year’s senior class of 2014 and their par-ents gave the dollars that paid for courtyard furniture at the upper school. This is just one example of a restricted gift. If you have an idea for a gift of your own that may fill a particular need, don’t hesitate to reach out to me. I am always happy to hear from you.

To all of you who have made a financial gift to MMFS this year, THANK YOU! And to those who will be doing so soon, many thanks from all of us. Our students are the beneficiaries of your generosity.

The Powers of 10: Upper School Fields Studies DayField Studies on February 4th focused on The Powers of 10. We spent the day examining how a change in size can give us a new perspective on the world. We explored the universe with a mobile plane-tarium, we explored microbes with a micro-lab, explored the scales of the uni-verse well beyond that of normal human comprehension, and explored the length of time that it took for the earth to be formed. We all had a great day of learning!

From the Development Director

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Hello Mary McDowell Friends School Families!Wishing Everyone a Warm and Safe February!

FEBRUARY NEWS

What’s happening from the MMFS PA Council

Winter Holiday Fund Gifts for Teachers: Families ROCKED IT with 277 families contributing over $26,000 to the Winter Holiday Gift Fund in just three weeks! Many thank you notes have been received from the teachers and staff who were very appreciative. Special thanks to Faith Rose whose calligraphy talents graced every card, and, to Rob Fasano, Bridget Elias, Gigi Sharp, Tania Bruestle-Kumra, Molly Hoagland and Holly Kilpatrick for getting the checks and cards out by December 19th.

Keep on Spreading the Love with Chocolate Valentines from Equal Exchange: You can order a bag of yummy organic dark chocolate hearts, a variety of chocolate bars, coffees, teas, and other treats like trail mix from Equal Exchange and support the PA! Just go to the Equal Exchange Link: http://fundraiser.equalexchange.coop/?fundraiser=MARY031W and order some for your sweeties.

UPCOMING Parent Association Sponsored EVENTS for Families!

Elementary Movie Night is Friday, February 20th at 6:30 pm, 23 Sidney Place (the roomy upper school auditorium). Join your Bergen Street buddies to watch classic “Schoolhouse Rock” animated shorts, followed by the original “Muppet Movie” on the big screen! $Free!$

Siblings welcome! Bring sleepover stuff: pillows, p.j.’s, sleeping bags, blankets. Milk and cookies for the children and tempting adult noshes.Note: A parent or guardian must remain in the building during the event. For RSVP form, please click here.

The Intersection of Adoption and Learning Disabilities on Wednesday March 4th: The first collaboration with Spence Chapin’s Modern Family Center and the MMFS PA to take place at the Spence Chapin facility on the upper east side. For RSVP form, please click here.

NYU Child Mind Center Speaker on Medication: stay tuned for the spring date.

PA Sponsored Events for Teachers And Students

Pep Rally: The PA sponsored a PEP Bus to transport MMFS Basketball fans to the big game at Basketball City on February 3rd.

Teacher Appreciation Luncheon: The Annual Luncheon is scheduled for the second day of Parent/Teacher conferences, Thursday March 5th. The teachers LOVE IT!

Social Justice Trip: The PA is very excited to sponsor for the first time, one or two upper school students on a 22 day Social Justice Trip in the summer of 2015. The trip is organized by Billy Planer, who led the very successful MMFS Family and Faculty Civil Rights Journey in 2014. Shawn Wilson and Beth Schneider will introduce the trip to the students and a selection committee is being formed.

The PA Council met on February 9th. The next PA Council meeting is scheduled for Friday, March 6th at 8:30 am at 20 Bergen Street, and open to ALL MMFS PARENTS!

We welcome new and returning members to meetings, which take place the first Friday of every month at 8:30 am.

Warm regards,

Danielle CaminitiPA Council Co-Secretarydannieesq@gmail.com

Holly KilpatrickPA Council Co-Secretaryhollyjanekilpatrick@gmail.com

PA News

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Last summer, I had the privilege of attending a weeklong Childhood Trauma Practitioner’s Conference, run by the National Institute for Trauma and Loss in Children (TLC), in Lansing, Michigan. This conference brought together prac-titioners from all over the United States and Canada, where I had the opportunity to collaborate with social workers, psy-chologists, art therapists, foster care and adoption agency directors, and experts in the field of childhood trauma.

I was initially drawn to the conference by the keynote speak-er, Robin Karr-Morse, author of Ghosts from the Nursery. During graduate school, I was assigned an excerpt from her book, and this excerpt is what solidified my drive to work with children. However, the confer-ence also offered a chance to immerse myself in interactive activities and lectures that greatly enhanced my understanding of working with all of our students.

The conference offered a series of sessions for practitioners who work in school settings, so after an initial overview of trauma-informed practice, we dove into several days of focused workshops that covered a range of school-relevant topics. We exam-ined childhood trauma from an experiential perspective, discussed the differences between grief and trauma reac-tions and the importance of a child’s perception of the experience, and talked about the importance of not mak-ing assumptions when listening to children talk about their experiences.

Many of the workshops pro-vided detailed information on brain development and the impact that a traumatic experi-ence can have on one’s brain. We learned about the “sen-sory brain” and how trauma is truly a sensory experience rather than a cognitive one. This particular discussion really informed my work with our students and reaffirmed that even for students who struggle

with language, we don’t need to rely on a student’s ability to explain a situation to us – there are many other ways to approach students to help them process and work through a difficult situation. We learned and practiced different techniques to reduce a child’s arousal level (many of which I am glad to say we already use at MMFS!) and discussed the importance of body awareness and helping students con-nect feelings to specific bodily sensations, which is essential for regulation.

The third day focused on structured sensory interventions, where we were introduced to activities such as “If My Body Could Talk,” “Road Map from the Past/to the Future,” “This is Me,” and “Lighthouse,” that provided visual aides aimed at help-ing students identify resources and articulate their concerns in a safe way.

Day Four’s workshop, “Trauma-Informed, Brain-Based Class-rooms,” covered the

brain/body chemistry of fear and stress and how we, as educators, can create classrooms that help students feel safe and that engage students in a combination of calm and active energy activities that help students remain regulated throughout the school day. The workshop offered a multi-tude of strategies and tools for our teachers to use in the classroom, and I am excited to share them with our faculty.

Thank you to the MMFS Parents Association for affording me this enriching opportunity!

Healing Trauma, Promoting Resilience

PA Grant ReportMonica Kaplan Upper School Psychologist

My Inspiration CardPaper Bag Journals

Keynote Presentation by Robin Karr-Morse

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MMFS Senior Liv Hoffman Receives NYC Scholastic Art Awards

Senior Liv Hoffman received four Golden Keys, two Silver Keys, and three Honorable Mentions in the NYC Scholastic Art competition for her photography. The 2015 NYC Scholastic Art Awards Exhibition, featuring Gold Key artwork, will be held at The Metropolitan Museum of Art in the Uris Center of Education from March 16th to May 17th! Everyone is welcome to attend the Opening Reception on Friday, March 20th from 5pm-7pm.

Liv will find out if any of her Golden Key artwork has been selected to receive a national medal by March 16th.

Congratulations Liv on her very impressive achievement.

Caitlin Clifford, upper school art teacher received the notification email from NYC Scholastic Awards. You can read it here.

We love to hear about what our students are up to outside of school hours. If you have student news that you would like to share with the school community in this column, please contact Orla Dunstan,orlad@mmfsnyc.org or 718-855-0141, ext. 4104.

Sterling College is a small, progressive college that emphasizes environmental stewardship and the liberal arts. Located on 130 acres in northern Vermont, Sterling offers undergraduate degrees in ecology, environmental humanities, sustainable agriculture, sustainable food systems, and outdoor education. Its education model of study, work, and community combines theory-based and experiential learning. Sterling requires all students, regardless of financial need, to work on campus, thus earning a minimum of $1650 towards their tuition. In addition, students are required to complete a 10-week, off-campus internship.http://www.sterlingcollege.edu/

The New York Institute of Technology’s VIP Program is a transition program for students with learning disabilities in Central Islip, NY. The program focuses on academics, independent living, social skills development, and vocational exploration and training. Students pursue one of three tracks: a certificate program in six vocational majors, a supported associate degree program in

Communications Arts or Accounting, or a pre-degree program which prepares students for coursework in one of the Institute’s 39 undergraduate majors. Students in all three tracks receive specialized support from academic, vocational, and social counselors and financial advisors.http://www.nyit.edu/vip/

Haverford College is a leading liberal arts school just outside of Philadelphia in Haverford, PA. It was founded in 1833 by members of the Philadelphia Yearly Meeting of the Religious Society of Friends. Although it is no longer affiliated with the Quakers, the influence of Quaker philosophy can still be felt in the Honor Code, which articulates a philosophy of trust, concern, and respect that guides the entire community. Haverford offers undergraduate degrees in dozens of majors. Students are required to take coursework in the humanities, social sciences, and natural sciences and complete a senior thesis in order to graduate.http://www.haverford.edu/

COLLEGE GUIDANCE CORNERwith Amy Salomon-KohnDirector of College Guidance

This new column highlights post-secondary options that students and their families may want to consider.

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What attracted you to working at MMFS? The school consisted of only two classes at Schermerhorn Street when I applied for an assistant teacher position. I observed the teachers and was very impressed by their motivation, the way they interacted with the students, and how they inspired learning in children who clearly struggled. It was phenomenal. This was very exciting for me – the prospect of going to work every day to something I loved. I was also excited to be in a Quaker environment.

How many years have you been at MMFS? This is my 21st years of a 29 year teaching career.

What is your most memorable experience from your first year? There was no one experience that stands out, but the feeling of finding my niche.

How has working at MMFS informed your life? The MMFS philosophy and Quaker values inform my professional and personal lives. There have been two interruptions during my tenure at MMFS; after my first 11 years I moved to England; I returned to MMFS for three years, and then moved to Florida. Each time I have taken the MMFS philosophy with me, and I integrated our school’s approach into my teaching in other schools with standardized curricula; treating students and adults with respect, and paying attention to and harnessing each person’s particular style. My students in other schools responded very well. Quaker values have also guided me at home with my own children and with other adults in my life.

What are some of the changes that have happened in your time here? Many changes have taken place as the school has grown from two classes to a K-12 school. I’ve seen programs develop and take off. Particularly close to my heart is the growth of the middle school dance, music, and theater programs. We are becoming a school that is strong in the arts. Many of our students, while they struggle academically, flourish in the arts. It’s nice to see them have those successes.

What is your proudest accomplishment? Seeing the plays and musicals take to the stage is very gratifying. When I proposed a student performance my first year at MMFS, a parent asked doubtfully, “are you sure they can do it?” I said, “Of course”, no question.” The students were six-seven year olds. A younger group did “Snowy Day” and the older group performed a number from the musical “Cats.” Each year, we did more and more. I find it very satisfying to take a student who has motor difficulties, and break down the moves,

teaching him or her to dance in the same way that I teach a child to read. This year, the middle school is offering dance electives. Of the nine students in the first trimester class, six have returned. Students who would never dance otherwise are enjoying dance class!

What is the best part of the school day? First thing in the morning as I prep for the day. As I set everything up, I get excited as I envision the upcoming activities.

What was your favorite subject in school? English. I loved to read. Devouring books, I immersed myself in getting into the characters and figuring out where an author was taking a theme or plot.

Which living person do you most admire? Hands down my mother; she is my greatest inspiration. She has been a teacher for over 30 years. I remember many happy times sitting at the kitchen table helping her create graphics for bulletin boards or helping to correct her students’ spelling tests, and I loved to go to her classroom. Likewise, my children love spending time with me here at MMFS.

What do you do to treat yourself? I love to dance, and I am usually taking a dance class. Right now it’s a hip hop class. I also enjoy film. I try to see foreign films when I can, and go to Broadway shows.

If you had a superpower, what would it be? Mental telepathy.

Do you have a hidden talent? I write. I have written a few children’s books, and I’m currently working on a novel. I also have an ease with poetry.

What talent would you like to have? I would like to be a painter. I do lots of crafts, but I’ve never felt comfortable putting paint to canvas.

Do you have any words that you live by? “You are what you think.” Buddha

As MMFS celebrates it 30th anniversary, we thought you would like to get to know more about our extraordinary faculty members. Over 20 staff members have been at the

school for 10 or more years! This is the second monthly interview with a faculty member who has been with MMFS as it has grown into the school it is today.

SUZANNE LEAKE

GET TO KNOW OUR FACULTY

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Dear Friends,I am on a much-needed vacation in the sun. See you soon!Your Friend,Myrtle the Turtle

For more than two decades, Myrtle the Turtle has been a part of the MMFS community. By the way, Myrtle is actually a male. He is now a 24-hour resident in the elementary school, where his lobby aquarium allows him to observe the excitement of education in action. Myrtle is also quite pleased to have the new lobby video screen over his tank, and has requested that we livestream “Animal Planet” whenever pos-sible.

Myrtle is ready to answer YOUR question next month. Please send or give questions to either Andy (andrewy@mmfsnyc.org) or Leslyn (leslynr@mmfsnyc.org). Either one will be happy to deliver your inquiry to Myrtle. A Column for Our Students

All signed enrollment contracts and deposits are due to the Business Office by no later than Friday, February 27, 2015. The Business Office is located at 23 Sid-ney Place, Brooklyn, NY 11201.

For any questions, contact the Business Office at 718-855-0141.

Reminder for Tuition Deposit

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Elementary SchoolWe hope everyone had a restful and joyful holiday break and new year! We are back in full swing in the elementa-ry school! Since the start of the school year the Chapman and Whittier rooms have been participating in a daily yoga program called Get Ready to Learn Yoga developed by occupational therapist, Ann Buckley-Reen, OTR, RYT. The Chapman Room practices daily each morning, with an additional afternoon session once a week, while the Whittier Room modifies the frequency of sessions each week to fit the class schedule.

This exciting program was introduced to us by Alyssa Fagan, one of the elementary school occupational thera-pists. After receiving training over the summer, we felt it would an exceptional tool for our students and decided to pilot the program in both the Chapman and Whittier rooms. The program is designed to address four goals: improve attention, increase self-regulation, improve the ability to transition, and develop a student’s receptive and expressive language.

A consistent environment is created each morning by playing a prescribed soundtrack and turning off the lights, thus cuing both students and teachers stop talking and begin to transition. A sign is placed on the door

to alert visitors not to disturb and please come back later. The students are asked to push aside the chairs, take off their shoes, and set up their yoga mat facing the Mimio board. A video is played with Ann Buckley-Reen dem-onstrating each pose and the sequence of poses. These physical movements help prepare muscles and students’ minds for activities. The exercises help with body aware-ness, coordination, and stamina while completing tasks. The students are able to watch Ann and listen to her narrating the sequence in a calm voice. Simultaneously, one teacher is at the front of the room mirroring Ann, while the other assists students as needed. The students are encouraged to follow along, stay on their mats, and do as much as they can. The teachers use nonverbal cues to guide the students to their mat, to stop, or to change positions. The final pose is deep relaxation which helps students release any stress and allows their brains to shift into a receptive state for new learning.

At the end of the sequence, students and teachers par-ticipate in a Circle of Song. This is a call-and-response led by the teachers using different curricular words in a rhythmic exchange of sounds and patterns. The Circle of Song is intended to encourage communication, regulate breathing, improve endurance, and develop a sense of community within the class. After which the prescribed soundtrack is played again which alerts the students to transition to the next activity. Quietly, the students roll up their yoga mats, return the desks to their correct places, and finally the lights are turned on.

The students in the Chapman and Whittier rooms seem to enjoy this daily or weekly practice and have demon-strated their ability to follow the routine. With each day, students are developing their ability to complete and sus-tain each pose for extended periods of time and manage more independently in the classroom.

Hannah Wiltshire, Elementary School Directorand Franziska Laskaris, Elementary School Assistant Director

Middle SchoolMiddle school students are involved in several exciting educational and fun activities. Music Night on Tuesday, January 20th showcased the variety of musical classes we have available in the middle school. There were pop/rock selections, jazz and bluegrass bands, a classical ensemble, the drumming group, and our talented chamber chorus. From beginners to experts, everybody shone. It was a great evening. A very enthusiastic crowd cheered

everybody on. Thanks to all the parents, students, and faculty who attended, we had a full house.

Our basketball teams are continuing the success of our soccer team. Both the boys and girls basketball teams are tops in the league thus far. There are still plenty of games left, and the more fans we have at the games the more fun it is. See you at the next game?

Compiled from posts on the Mary McDowell Friends School website

News From the Divisions

Continued on page 11

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Upper School Social Studies One particularly engaging and challenging aspects of studying history and social studies is the opportunity to learn from a wide variety of sources. Upper school stu-dents learn to use primary and secondary sources, such as written narratives, photographic records, and to listen to first-hand accounts in person. This month, the social stud-ies faculty provided brief examples of the ways students access such resources.

In 20th-Century World History, ninth graders conduct a variety of activities to expand their understanding of key topics. We have had ‘silent’ conversations about sources,

where students will free-write on poster paper around the room. We also have a number of activities that help stu-dents analyze, deconstruct, and interpret forms of visual media. In addition, students play verbal communication games, so they practice listening to and responding to other perspectives. Finally, students express their personal opinions about contemporary and historical issues through kinesthetic exercises. Practicing and mastering key social studies skills will help these students in their future.

Sue Turner, Head Teacher of History, and Barbara von Salis, Teacher of Social Studies and Quaker History and Practice Teacher

The Read-A-Thon has begun. Each year the middle school (along with the elementary and upper schools) raises money for worthy causes by asking students to read books and get sponsors. The books have been selected by the literacy teachers. All students are required to read at least one book (many students read multiple books), and time is allotted in school and at home to complete the reading. Getting sponsors is the tricky part. At school, we talk about strategies for success and teachers model a mock ‘ask.’ Students often need help from parents to iden-tify possible donors and practice communication skills. The amount of the sponsorship is secondary but we really want every student to have the experience of getting a sponsor.

Eighth graders will soon return from their week of Spanish immersion classes in Costa Rica. After a morn-ing walk on the beach and Spanish classes, students engage in a variety of Costa Rican experiences. There is Latin dancing, zip lining, surfing, snorkeling, and lots and lots of bird watching. More on this trip is forth-coming in the next newslet-ter.

Fresh off the success of the poetry recitation contest is our second annual Get-tysburg Address competi-tion. Students taking part will practice over the next several weeks in prepara-tion for our MMFS contest. The winner will represent our school in the national competition against other schools for students with learn-ing disabilities.

Two other exciting events on our calendar are Spirit

Week and our Museum Days. Spirit Week will take place in the last week of February. Homerooms compete to see which homeroom in each grade has the most spirit. Each day has its own theme, and wackiness ensues. Teachers definitely get into the act. Two weeks later will be our Museum Days. Each grade has the opportunity to share what they have learned in their social studies classes with family members and other middle school students and faculty. Egypt, colonial America, and the evolution of African American rights will figure prominently. We hope to see you there. Look for more information about these events in coming weeks.

Mark Doty and Courtney JiménezMiddle School Co-Directors

Continued from page 10 (News From the Divisions)

Continued on page 12

Click here to see more photos of music night and the Costa Rica trip on Flickr.

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Sophomores in US History have been working to un-cover the perspectives of various political and cultural groups through the use of primary source documents. By reading the Mayflower Compact, Declaration of Independence, and US Constitution, students have bro-ken down complex language and discovered the roots of self-government in America. Additionally, students read letters from the Oneida and Mohawk tribes to dis-sect how colonial politics affected Patriots and Loyalists during the Revolutionary War. Looking ahead, tenth graders will deepen their understanding of civil rights by learning more about the realities and injustices of slavery through the words of abolitionists and modern day civil rights leaders.

Mary DeLouise, Head Teacher of Social Studies and American Sign Language and Rebecca Pryor, Teacher of History and Science

In Global Studies, students supplemented their course-work with firsthand experiences. After a month-long examination of religions, the class spent a day visiting three houses of worship: a mosque, a Buddhist zendo, and a Hindu temple. Over the course of the day, stu-dents asked our hosts questions about their beliefs and practices, heard an imam sing verses from the Koran, experienced seated meditation (zazen), and tried various yoga poses. Later in the semester, students were invited to listen to a social justice educator teach about the Sikh religion and discuss the rise in Islamophobia and rac-ism since 9/11. The subsequent unit centered on Latin America and included a mini-unit on unauthorized immigration from Latin America to the US. An immi-gration lawyer who represents undocumented, unac-companied immigrant youth spoke to the class about his clients’ reasons for leaving their home countries, their journey to the US, and their experiences in the US once apprehended.

Beverly Wind, Head Teacher of Social Studies and Gabriela Gómez Cárcamo, Teacher of Social Studies and Spanish

Seniors do not take a single social studies class. Rather, they choose from an array of classes. One option in the first semester was Introduction to Economics. While much of the course focused on classical examination of demand and supply, all semester long students read various news sources such as The New York Times, Financial Times, Bloomberg, and the BBC. Students then wrote reflection pieces on each article’s content, its con-nection to topics studied in class, and their own personal opinion of the topic they chose. Students independently sought out and chose an impressive array of challenging and stimulating articles. Topics ranged from govern-ment statistics on metropolitan area costs of living to the marketing strategy spurring the upcoming $400 million renovation of the Macy’s flagship store. By familiarizing themselves with leading financial news sources and ap-plying concepts examined in class, economics students

deepened their knowledge and strengthened their writ-ing skills on analytic subjects.

Kirk Smothers, Upper School Director and Teacher of Social Studies

College GuidanceIt was a busy fall for the MMFS College Guidance office. Seniors worked on and submitted applications, brain-stormed and wrote college essays, took SATs and ACTs, visited colleges, took tours, and had interviews both on campuses and here in the city. Many seniors and even some juniors took advantage of meeting with nearly 30 college admissions representatives who visited the MMFS upper school in the fall. To date, our seniors have already been accepted to over 20 colleges, universities, and transition programs and earned over $1.5 million dollars in merit scholarships! Merit scholarships are typically awarded on the basis of academic, athletic or artistic merit, in addition to special interests. Thus far, Clark University leads the MMFS list of 2015 college acceptances, having accepted four students; Guilford and McDaniel Colleges follow with three acceptances each; and Savannah College of Art and Design (SCAD) and Marymount Manhattan College round out the top, each having accepted two of our seniors. We are eagerly awaiting decisions from nearly 90 more colleges, univer-sities, and transition programs.

The seniors have not been the only group immersed in the college process. Juniors started their own searches this fall, beginning with taking College Seminar 11 with me (Amy Solomon-Kohn, Director of College Guidance). In that class, students began exploring post-secondary options and learning how to research those programs. Over the next few months, students will be encouraged to think carefully about what they are looking for in a school and begin to visit campuses. On January 20th, juniors and their parents attended College Night for Juniors. This event was an opportunity for families to get a sense of the college process timeline and a deeper understanding of the nuances of the college search pro-cess, in particular, the unique elements that are involved for students with learning disabilities. Throughout the rest of the winter and early spring, students and parents will meet with me individually to shape their college search. In April, the juniors will also be attending the Brooklyn/Staten Island Independent School College Fair with juniors from Poly Prep, Packer Collegiate, Berkeley Carroll, St. Ann’s. Brooklyn Friends School, and Staten Island Academy.

An introduction to the MMFS college guidance program and links to many resources can be found on the MMFS College Guidance page, and you can see where some of our alumni were accepted here.

Amy Salomon-Kohn, Director of College Guidance

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costa rica

See more photos of the eighth grade trip to Costa Rica in the flickr galleries on the MMFS website.

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These are either reflections written by the students themselves or transcribed verbal comments from class-room discussions. They are not formal classroom writing assignments, so they have not been edited as is usually done. Instead we want to showcase the profound under-standing and learning that emerged from the movies and subsequent discussions.

Some Upper School Students’ Reponses to the movie SelmaThe movie Selma had a profound impact on me. When we went to the south we heard about all of the amaz-ing things that had happened there, but seeing it done, even if it was just by actors, made it that much more real for me. I feel like I understood the movie better because of the trip to the south and I feel like the movie was an accurate portrayal of what happened. I am glad to have watched the movie Selma and I am glad that I live in an environment that makes learning about the civil rights and voting movement such a big priority. – Olivia

Responses to the question: “What was the most powerful part of the movie?”

If I were going to march, I’ll march for all handicapped people to have the same equality. For all sidewalks to have ramps, not have people judge us, make others re-spect and understand.– Sarah

I thought the most powerful part of the movie was when the man was killed and MLK made a speech about it. This was powerful because it showed how much every-one in the movement cared about each other.– Duncan

Were there any black people that disagreed with MLK?– Carlo

I thought the most powerful speech was when MLK, Jr. was saying “who killed Jimmy” at Jimmy’s funeral, because he said that whoever didn’t help the Civil Rights Movement had a part in Jimmy’s death.– Cole

One of MLK’s most powerful speeches was when he mo-tivated all those people to march after the death of Jimmy Lee Jackson. You could really hear the pain and suffering in his voice. I also thought that last speech in the movie was very motivating and enlightening.– Rio

The most powerful scene in the movie was during the first march as the marchers were attacked and ran away. Then a family ran inside a diner and tried to blend in until they were attacked and the son was shot and killed.– Zachary

The scene where Jimmy Lee Jackson got shot in the restaurant stood out to me because he saw MLK Jr. as an idol to him. Everything that he saw and met in his life perished because of the white cop. MLK respected him after his death.– Matthew

To me, the most powerful scene was when Martin Luther King and his wife were marching to the courthouse at the end of the movie, because nobody was stopping them and other people, not just black but white people joined them. That scene was the most powerful to me.– Jack

The most powerful part for me was when the man was shot in the restaurant. – William___________________________

Some Middle School Students’ Reponses to the movie Selma

JONES HOUSE

Reported by John SeifertHead Teacher, Jones House

Students in Jones House absolutely loved the film and had amazing reactions to it. Jenny conducted an entire 30 minutes of discussion as a homeroom after the movie. Here are the takeaways from that discussion.

I can’t believe the events were not that long ago. What would have happened if Martin Luther King, Jr. did not do what he did?– Feiyan

How could white police officers in Selma feel so strongly about this that they could shoot people? How do people living in Selma today who were alive back then feel about the situation now?– Ona

I was shocked by how someone could hit someone with a club wrapped in barb wire.– Joseph

MMFS Students’ Reponses to Seeingthe Movies Selma or Selma, Lord, Selma

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Overall takeaways – Violence was everywhere in the south. Jones House could not imagine what the stress would be like. It took amazing bravery to stand up to that level of violence?******

PAUL HOUSE

Reported by Beth DuffyHead Teacher, Paul House

After seeing Selma, we came back to class and posed a question to the students, “Was it worth it?” The conver-sation was pretty amazing. Some of the conversation is transcribed here.

Was it worth it?

Student: Yes. Danielle (teacher?): Can you say why?Anonymous student: Miles (student). Miles is my reason. Danielle: You’re able to be friends with Miles and know him because of the struggles that all these people went through.

Ronnie: I think it was worth it because every time they would get marching they’d think, “ We can do this again. We can keep going until we’re completely free.”

Sarafina: Definitely yes, but also there is still segrega-tion and stuff like that happening now. Black people have freedom, but actually there are a lot of differ-ences still.

Sal: Something that I just thought of is how they [the government] could have just said this at the beginning so nobody had to die. But no, they had to go through all this just to do what? I think it’s good that they did it, but what makes me mad is the [president’s] decision to do it when he did and not before. He could have saved so many lives if he didn’t wait and just signed it, but no he wanted to do his own thing.

Amari: I was getting really upset when they showed the scenes of the president because he was basically saying, “I’m white, you’re black. You’re like some piece of gum on my shoe.” It was upsetting when MLK went there to convince him.

Sal: Something that I found really strange was that when the little girls got blown up they found the guy but that they didn’t charge him for murder, they charged him for having explosives. Cecily told me that. But what happens if they blew up a bunch of white people? You would charge them with murder, but here they just charged them with having explo-sives.

Here are a few quotes from students’ written responses.

I saw a lot of violence towards black people but I also saw a lot of peaceful marching and determination. – Maeve

I thought the movie was very touching and also heart-breaking. – Amari

I felt really sad and scared and shocked.– Alicia

I thought that they could have handled some situa-tions another way. I felt angry that people had to go through that. – Leila

I felt emotions that were mixed.– Anonymous student

As adults, Danielle, Jeff and I had a lot of different re-sponses. We were proud to work at a school that would take a chance and show students this movie. We were proud of our class for being really honest about their emotions, particularly how they all told everyone how many times they cried. We were proud of how much of the message they really absorbed and how they started using those messages to examine the world today. I was skeptical going in, but it was kind of a magical day for learning.******

ANDY Student in Stowe House

Martin Luther King’s History1/22/2015

Today I have learned so much more about Martin Luther King. My mom told me a lot about him. My school told me a lot of about him, but when I saw the movie I learned so much more about him and what he was capable of and how great a leader he was for not giving up for blacks, whites, even himself and his family. Yes, he may be popu-lar for his I Have A Dream speech, but his biggest gift is bringing the whites and blacks together as in the year 2015. He inspired a lot of people in life and he inspired me as well. I knew a lot about MLK when I was young, but I never cared or learned more about him than I did this year, at this time, and at this school. I know that he is dead now and I know that we are sad about it, but his history will still live on through his family and ances-tors. They will keep telling about how he led hundreds of blacks across the bridge to convince the president and other whites that blacks are not dangerous and to make a new law in the future to address how it used to be in the day. Whites used to kill blacks and blacks couldn’t do anything about it. And even

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black women couldn’t marry white men and black men couldn’t marry white women. When I saw MLK’s movie I thought it was going to be about his history, his life, and his speech. I was a little right about his history but not his speech. I thought that he was a great man, a great black man, and a great leader. He inspired me even to tell about his stories to my mom and to my kids when I get mar-ried. When I saw his movie, I cried about 3-4 times about how blacks used to be treated and I wanted to go into the movie and help them fight back, but I knew that we couldn’t fight back with violence because then we would just become white people’s enemies. From now on, every year I am going to celebrate his birthday especially for him. Every year I might bow down to God to let me talk to MLK for a second. Because when I told my speech in school today I felt his emotions inside me, his pain, his anger, and his trust. But the thing that made him a leader is that he had faith with him. And even though he got hurt a lot, faith would make him never give up. Martin Luther King will always be with us and if we are ever racist he will be beside us telling us to treat other people equally. There were a lot of other people who made great speeches and made great history, but I think that MLK will be one of the best black men to ever make history. Sometimes I was happy that I was not born in the 1900s, but now I wish I was born then or could go back in a time machine to actually meet him, see him, and maybe tell him something – something about him that made me so inspired about how much he has accomplished. I could still say so much more about MLK, but for now, I have enough knowledge that can help me tell a good story. Martin Luther King, Jr., I thank you for making me cry, inspiring me, and making me believe in you. But most importantly, thank you for making me have faith and have a good heart. Thank you, Martin Luther King. Your history will still be with me but there’s one more thing I have to say before I go: I love you.******

EMMAStudent in Crandall House

Over the years I have developed a kind of stash of little trinkets that are of sentimental value to me, but not so much to anyone else. Not all the trinkets are attached to something fundamentally special. However, on a school trip last year I added one memorable rock to my collec-tion.

Last year before spring break, I took a trip to Alabama with my family and some teachers and students from MMFS. The purpose of it was to give us a better under-standing of the Civil Rights Movement. I collected a small, rusty, old rock on that trip that became very spe-cial to me. It originated from the cement of the ‘Bloody Sunday’ bridge in Selma, and reminds me of the struggle our nation went through at that time.

I was given the rock by a Civil Rights marcher, who was present at ‘Bloody Sunday’ when she was a young girl. She told us stories about ‘Bloody Sunday’, and about the history that took place on the cement. Long ago the cement was broken, then put together, and somehow, I found a piece of it, for me. I believe it’s a once in a life-time trinket, because it represents a strenuous time for America.

For me, the rock is not just a simple rock, it has a story to be told for everyone to hear. The rock has a story waiting to be cracked and read, to be presented to the world as a milestone for our nation’s amends. Our nation ended our apartheid with the unwavering courage and integrity of all the marchers, protesters, speakers, and so many more.

This rock also represents the racial injustice that was once common in our country. This issue has left the resi-due of prejudice over some parts of our nation. It is still a problem, however, the worst of it is over and we can work towards a better future in brotherhood with everyone.

Although many people will disagree with me, I believe that the rock could teach us a lot about endurance, and to continue working as hard as you can. This is one of my favorite little nothings because to me, it’s the world, and no one would know that from looking at the rock. Its like a disguise. I may have lots of trinkets, but by far, this one is the best.*******

SCOTTStudent in Crandall House

American history is much more disturbing and shock-ing than most young people realize. We often celebrate American history and focus on our progress and success yet at the same time we ignore the blemishes. We focus on America and its freedoms, yet overlook the discrimi-nation and hardship that Native Americans and African Americans endured. America’s early days are usually thought of for our successes instead of our blemishes. Slavery went beyond racism, it wasn’t as simple as free labor. African Americans were dehumanized and had to endure a great deal of pain on a daily basis. They had no basic rights and were treated like animals. Even after a long struggle to abolish slavery, African Americans still were unable to fully live their lives as the racism and atrocities endured, particularly in the southern states. Today, we watched the recently released film, Selma and MMFS had a panel of students and teachers from MMFS who actually visited Selma, Alabama last year and they shared their experience with the MMFS middle school. The panel today described chapters of American history that we should all be embarrassed by and ashamed of how we could have tolerated such indignation.

Selma taught me many things about Martin Luther King, Jr. and segregation in the south but most importantly it inspired me to never give up fighting for something you believe in and to never give up

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trying to accomplish a goal. I learned that no matter how high the wall is, there’s always room to jump over it even if you can’t see the top of it. In the mid 20th century, African-Africans living in Selma, Alabama lacked a basic human right of voting, were segregated and weren’t allowed in many restaurants simply due to the color of their skin. Many African Americans were also killed due to racism and most of the killers were never forced to serve time in jail because most jury members were from their own racist communities. Another thing that really inspired me was how brave all of the marchers were. It must have been much easier to move up north and leave Selma and the south than to march for their rights and be beaten and arrested. These heroes had true freedom for all as their goal and nothing stopped the protesters; not deaths, not denial of their civil rights, and not society holding them back. Also, white citizens took up the cause and traveled from all across the country to Selma and risked losing their jobs, being beaten and some people even died while fighting for others rights. Something I will support is protecting justice for all and being brave enough to act the right way. I also learned about a woman named Joanna Bland, a woman who was involved with the civil rights movement when she was 11 years old. She got arrested while marching but she still continued to march. I respect everyone involved in the civil rights movement including those who were white and gave up their jobs and lives as well as the brave African Ameri-cans themselves who weren’t famous – just victims, people like Joanna Bland. With our viewing of the film Selma, combined with the first hand experiences related to us from the MMFS trip to Selma, my eyes were opened to the racism and struggles in the south and the move-ments to protest for freedom. I’m inspired to promote equality and not be judgmental of others.

________________________

Elementary School Students’ Reponses to Selma, Lord, SelmaReported by Hannah WiltshireElementary School Director

As you know, every year the MMFS community does something as a school to remember, honor, and celebrate Dr. Martin Luther King, Jr. In the elementary school students watched the movie Selma, Lord, Selma, a Disney movie depicting the events in Selma surrounding the march from Selma to Montgomery and the Voting Rights Act.

Some families wondered what we had done in school to prepare their children for this difficult topic. Below is an excerpt from an email written by Tara Schneider and Melina Lamarche, teachers in the Fell Room:

As Debbie related, yesterday the elementary students, including the Fell students, watched a biographical movie produced by Disney titled Selma, Lord, Selma. Here is a link with more information about it: http://movies.disney.com/selma-lord-selma.

To prepare for the film, last week the students completed an MLK life events timeline (part of our Time Unit). This week, on Wednesday we discussed what types of images would be included in the film. We front-loaded knowledge through class discussion and we watched a 10-minute chil-dren’s video (we have also discussed MLK’s mission at other times during the year, too, especially during our Diversity Mini-Unit). We talked about this being a violent period in American history in which terrible things did happen, but that very significant improvements happened as a result. We further discussed what to expect in the film a bit more during our morning meeting on Thursday, again mention-ing specific changes that resulted from Civil Rights (like the election of America’s first black president).

Back in our classroom, we answered some preliminary post-screening questions during social studies. We incorporated the Selma march with our Time Unit and discussed how change and progress slowly take place over time (emancipa-tion proclamation to civil rights movement). Later, the stu-dents had a reflection where they sketched, quick outlined, and wrote questions for further discussion regarding the film. These questions are for class discussion today during our Social-Emotional period. (Some students did not com-plete that assignment yesterday during class and brought it home to complete as homework.)

The movie is about very difficult and upsetting times and events in our history. Students reactions were varied but overall they shared that viewing it was important, as they learned things they had not known. They also shared that watching it was emotional and parts were scary. After some time to share initial reactions, a few members of the community who had traveled to Selma last spring with the MMFS Civil Rights trip shared some of their experiences. This included Derrick Barnes (student in the Fox Room), his mother Esteen Barnes and grandmother Rosa Witsell. The entire student body sat in respectful silence as Rosa, full of emotion, shared her experience of growing up in the south during this time and how excit-ing it was for her when she could register to vote. She expressed her joy in Esteen registering to vote when she turned 18 and how she looks forward to the time when Derrick registers as well.

In the ten days leading up to watching the movie our query in Silent Meeting was about what voting means and why it is important. Understanding some of the history and hearing a personal story from a member of our community, of this hard fought civil right for black Americans is a reminder to never take voting for granted.

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