curiosity

You Think School is Hard Work?

By 10th grader Eric

On Wednesday, October 10, the Division 3 students went on a field trip to Lowell Mills in Lowell, Massachusetts. As part of the Industrial Revolution unit, students learn about how 19th century factories worked, and what life was like for the workers both before and during the revolution. My experience going to Lowell Mills was very different from what I had expected. I had expected to walk through museum galleries for hours, looking at photographs, documents, and scaled-down models. The experience was much more than just a museum. For the first part of the day, we experienced the “Workers on a Line” program. This program was designed to simulate a 19th century factory. We dressed up in aprons and clocked in. Each of us was assigned a position on an assembly line, making “tea towels.” It was very difficult and stressful work, containing faulty machinery, low pay (we were paid in “Boott Bucks,” named after mill owner Kirk Boott), and a very strict boss! In the end, we formed a union and negotiated better working conditions. I am a strong believer that the best learning comes from experience, and the simulation certainly supplied that.

After having lunch, we walked through a museum for about 15 minutes. The museum was nothing like I was expecting. There were full-scale machines that had been in industrial factories, as well as plenty of hands-on activities, so visitors could try their hand at the type of work that was done in the factories. One of the final parts was what really did it for me. Before we left, we passed through a functional factory floor. The first thing that hit me was the noise. There were about a hundred machines in the room, and there were only about 15 running, but it sounded to me like all 100 were running! I can’t imagine what the sound must have been like when the factory was fully operational. What also fascinated me was the complexity of the machines. Each machine was a huge mass of belts, gears, and metal. Although the machinery was entirely automated, just seeing the machines made me imagine what it would be like working there, with constant noise, cramped workspaces, and dangerous complex machines. Overall, the experience of being at the mills helped me gain insight about workers during the industrial revolution, much more so than learning about the same concepts from a textbook or in a quiet classroom. Lowell is something you have to see – and hear – to believe.  

Stringing, Carting, and Churning: Division II Gets Hands-On with Colonial New England

By 8th graders Grace and Zayna

Have you ever wanted to churn butter? Well, we did…and we got the chance to do just that on a recent field trip to Deerfield, Massachusetts. Throughout this trimester, Division 2  has been learning about how and why people organize themselves in society. We began by reading Lord of The Flies and discussing how human nature affects our behavior in groups. We then moved on to how people have organized themselves in the past. To do this, we investigated and analyzed many aspects of colonial America. We examined passages from various sources, such as These Truths by historian Jill Lepore. These Truths digs into the background of colonial America and how writing shapes our history. When someone has the ability to write, they also have the ability to write history and shape perceptions of the past. One of the specific events we zoomed in on was the Deerfield Raid. Learning about this raid gave us an opportunity to look at the history of colonial America from many different perspectives, giving our class a more complete image of life in this time period. However, we did not only read about colonial America – we experienced it. With our knowledge of the Deerfield Raid, we boarded a van and headed off to Deerfield to live like colonists for a day.

The first thing we did when we arrived at Deerfield was climb Mt. Sugarloaf. When we reached the summit and looked out onto the land below, we were given perspective on the area around us. We then hiked back down and made the final leg of our journey to Deerfield. We had a little bit of time to explore the area prior to starting our colonial experience, which meant wandering in spooky graveyards in the October chill, which was definitely a lot of fun. Before we began working, we dressed up in period clothing to embody the persona of the colonist. Seeing everyone in their heavy layers of clothing – vests, skirts, knickers, and bonnets – was one of the most fun aspects of the trip. After we all got decked out, we began some traditional chores. Half of us prepared dinner while the other half were taught chores such as carting wool, stringing pumpkins, and, yes…churning butter. Halfway through these tasks, we switched so everyone could experience each activity. As we learned, cooking on a colonial stove is trickier than it looks! But in the end, eating by candlelight in true colonial fashion and laughing around the table made it all worth it.

When nighttime rolled around, we were told a narrative by our group leader. The story was from the perspective of a colonist captive during the Raid. In the candlelit room, with the wind seeping in, the narrative was only enhanced by the somewhat eerie atmosphere. The next morning, we were told the same story from a new perspective: that of a Native American. At the very end of the day, our group was given one last task: to tell stories ourselves. We acted out tales using our bodies and voices to change the mood of the story. The next morning, we talked to David Brule, a Native American history researcher, and learned about other perspectives during the Deerfield Raid. When we returned, we got to work on our own stories and decided which we will research and tell. We were all very tired from such an exciting trip, but it was truly an experience we will never forget!  

Division I Humanities: Weaving together layers of New England labor history

By 6th grader Ezra K.

In late September, during their field trips to Sturbridge Village and the Lowell Mills, Division I Humanities students asked questions and learned about labor in the 1840’s. To start off our unit, we read a historical fiction book called Lyddie, by Katherine Paterson. The story follows a young woman on her journey from the Vermont farm where she grew up to the Lowell Mills where she finds both challenges and opportunities. After we finished the book, we each choose a character we’d like to “interview” about their lives. We were divided into pairs and developed a series of questions for our characters, all the while anticipating our visits to Sturbridge Village and Lowell.

Our visit to Sturbridge Village began with a hands-on workshop on printmaking. Where we learned how to write with a quill and ink, and had the opportunity to create marbled paper. In addition, we each printed a picture at the printing press. After this, we started to explore Sturbridge Village. The students split into two groups depending on what kinds of information they hoped to find. My group was creating an interview with Diana Goss, a fictional worker activist in the mills. In our conversations with people at Sturbridge Village, we learned about why girls would leave the farms to work in the mills and their limited rights during this time period. It was instructive to roam from building to building, meeting the actors representing different people from the time period. Some of the more memorable buildings were the tavern, the law office, the print shop, the tin shop, the Quaker Meeting House, and the farm. I really enjoyed visiting Sturbridge Village and learning so much about the 1800’s in a fun and interactive way!

The following week, we visited the Lowell Mills to continue learning about labor in this time period. First, our guide brought us to an interactive mill room, where we experienced a range of jobs, along with worker responsibilities and mill conditions. We discussed the consequences of pay cuts and lack of representation, and finally the workers organized a strike. Next, we learned about child labor all around the world. It was shocking and disappointing to learn that child labor persists today. Next, we went to the weaving room where we heard and saw real powered looms in action. Then, we visited a boarding house where mill girls would have stayed at, and we answered a few more question there. Finally, we went downstairs in the boarding house and met two awesome park rangers who gave us time to ask any remaining questions. I had a fascinating time at Lowell, I learned many things about child labor, mill life, and strikes.

Overall, these two field trips where a productive start to our year and helped us learn how to report on people, ask good questions, and find out about daily life in the 1840’s. These intriguing field trips to Sturbridge Village and Lowell National Park have left their mark. History can be transmitted in many ways, and these field trips were exceptional experiences!

Late Night Politickin'

A guest post by 11th grader Madi.

***

Last weekend, seven high schools students attended Boston University’s 15th annual Model United Nations at the Park Plaza. There, we discussed and debated a wide variety of issues -- from the role of the  FBI in the Watergate Scandal to the merits of the Spanish Inquisition in the court of Queen Isabella I and King Ferdinand II in 1494. Some of us simulated the U.S. Congress and worked to build the framework for nuclear deals in Iran, some discussed peacekeeping operations in China, and others were assigned to the House Un-American Activities Committee, where they were made responsible for identifying and  jailing communists during the Red Scare.

While normal committee meetings are always fun and interesting, nothing was more exciting than the midnight committee sessions several of us experienced early Saturday morning. We worked until dawn to try and prevent Russia from expanding the Trans-Siberian Railroad closer to Japanese presence on the Korean peninsula while Russia worked to destroy Japan’s naval presence in Port Arthur. There was certainly a thrill in getting woken up and taken downstairs to deal with a crisis, much like in the real world where diplomats frequently have their sleep interrupted with pressing international issues.

We also spent the weekend eating delicious Vietnamese food and socializing with students from different schools. Our lovely science teacher Stephanie also popped in for a visit to cheer us on.
All in all, it was a lovely weekend with lots of foreign affairs and fun. Oh, and by the way, the Trans-Siberian Railroad was successfully restricted. All in a day (and late night)'s work.

 

Juniors Present Their Yearlong Projects

On May 29th, seven researchers presented their Junior Year Research Projects, the final element of a year's worth of research, writing, and interviews. Research topics included women's representation in comic books, the influence of social media on adolescents with depression, and a comparison between the civil rights protests of the 1960s to those occurring today. To showcase their work, students generated original documentaries, autobiographical graphic novels, and animated public service announcements. Check out some of their projects here. Excellent work, researchers!