Islamic Geometry and Mural Project

Sixth Grade Pen Pal and Mural Project

Leila Huff, Grade 6 Homeroom and Language Arts Teacher

Stevie Olson, Grade 6 Homeroom and Social Studies Teacher

Berhane Zerom, Grade 6 Homeroom and Math Teacher

With support from the Urban Connections Grant, Berhane Zerom developed and lead a team of sixth grade students on exploration in Math class. For centuries, Islamic geometrical patterns have been used as decorations on walls, textiles, doors, and domes. The four basic shapes from which the more complex patterns are created include circles and interlaced circles, squares, stars, and polygons. These four forms are usually present in any given design in more than one category.

Sixth grade students spent about two weeks studying the techniques used in Islamic geometry and made designs of their own. They used simple mathematical tools as compass, straight edge ruler, and pencils and used these images to discuss the history, discoveries, and stereotypes about certain groups of people or religions. Some of the students chose to make similar images to represent them in the mural project’s self-portrait section.

The sixth grade was proud to present the final mural at their promotion ceremony on June 7th.

BB&N Students Reflect

Sixth Grade Pen Pal and Mural Project

Leila Huff, Grade 6 Homeroom and Language Arts Teacher

Stevie Olson, Grade 6 Homeroom and Social Studies Teacher

Berhane Zerom, Grade 6 Homeroom and Math Teacher

Sixth grade students culminated their partnership with Al-Noor Academy with two visits: Al-Noor visited BB&N on Tuesday, May 16th and BB&N visited Al-Noor Academy in Mansfield on Monday, May 22nd.

During each visit, students worked on their mural that they had been discussing via pen pal correspondence this year. In addition to completing the mural, students participated in a variety of activities including a found poetry exercise and a calligraphy workshop. The relationships the students fostered demonstrated their honest and deep consideration of the topic “How should we strive to communicate as global citizens?”

The students reflected on what they learned from their experiences both as hosts and guests to Al-Noor Academy below:

I learned that we should not judge people by their differences and just because people dress differently and have different practices doesn't mean we should look at them differently. I learned that the Al-Noor kids are just like us and we share a lot in common even though we have very different lives. I think that this experience brought me much closer to my pen-pal because we were able to develop a good friendship and we made important connections. –Tasha

I personally grew from the visit to Al- Noor in many ways. Coming into this relationship I held lots of stereotypes and ignorances that the kids at Al-Noor would be much different than us. But it turned out that this was not the case. My pen pal whose name is Karim, is exactly like me! He plays Roblox, he has an PS4, He likes the same foods as me, everything! But usually because of people’s beliefs, religion, and race, people are viewed differently than they actually should be viewed. For me, none of this matters. As long as someone has a good personality then that is all that matters. –Marcel

I grew a lot from our partnership with Al-Noor Academy because we were able to interact with and send and receive letters from people that we wouldn't usually talk to or hang out with. I think that this experience has been educational for everyone from both schools because it is something that 6th graders at BB&N and Al-Noor participate in every year and I think we have this partnership so that BB&N students can step a little outside of their comfort zone. I know that before I met my pen pal, Leena, I definitely wouldn't have been as comfortable around kids wearing headscarves and stuff simply because they were "different," but after having multiple conversations with her and her friends at Al-Noor I realized that they actually aren't as different from me than I thought, so that was a really healthy realization because it will aid me in not making assumptions about people before I really get to know them. –Madison B

At Al-Noor I grew and learned because I got to experience someone else's religion and way of life which helped me empathize and also connect with the students there. Before the trip to Al-Noor, I didn't know any Muslims, but now I have experienced how they go about their day which I think was a great learning experience. I also learned that although my pen pal was different than me, she was very kind and alike me in many ways that I didn't expect. I think that the connections and friendships I developed with my pen pal at Al-Noor was very important because she was a different race and religion than me, but to be able to connect with her really helped show me that everyone can be friends and connect no matter how different we are. This is also one of the first times I have befriended someone of her race, so I think it was a good lesson to learn that I shouldn't be afraid to do that more. –Madera

It was so fun hanging out with my Al Noor buddy! At first when I heard that about the Al Noor partnership, I was a little scared about meeting the other kids because of all the stories I have heard about Muslim terrorists on the news. When I first saw the girls coming out of the Al Noor bus wearing the hijabs, I thought that they were different and odd. When the boys starting walking out, I realized that they wore the same things as us and were also anxious to meet us. After getting to know everyone, I realized that I was wrong. They are the same as us, and I should not have thought that I was superior in anyway. –Ryan

The Al-Noor partnership has made me realize and become aware of all the biases I thought I never had against their community. It has  shown me how much people in this world could accomplish if we actually did strive to communicate as global citizens. –Saanika

I grew from the Al-Noor partnership by overcoming some personal ignorances about people who are different from me. Before meeting Fariha face to face and sending letters to her I thought that she would be really different. I believed that she wouldn't like the same things as me or acted different. But after meeting Fariha, I realized that we aren't so different after all, she likes to play outside and hang out with friends just like I do, she doesn't like sitting in school all day long just like I do, and she likes and appreciates science just like I do. The partnership really helped me understand that although people may look different, they are similar to you. I think that the connections were very valuable. It was very fun to make a new friend and learn about her through letters and in person and it helped me become a less ignorant person and a better global citizen by getting to know someone who I thought was "different". –Gabi

How should we strive to communicate as global citizens?

Sixth Grade Pen Pal and Mural Project

Leila Huff, Grade 6 Homeroom and Language Arts Teacher

Stevie Olson, Grade 6 Homeroom and Social Studies Teacher

Berhane Zerom, Grade 6 Homeroom and Math Teacher

In the first exchange of letters, BB&N students discussed the question: "How should we strive to communicate as global citizens?" To understand the question more deeply, the students broke it into two questions: "What is a global citizen?" and "How should we strive to communicate?"

Students reflected that being a global citizen meant respecting the people and world around you by being understanding. They thought that a global citizen has responsibilities to contribute to and participate in the well being of a community. He, she, or they must take action to improve the world and seek unity.  According to the students, a global citizen should strive to communicate with people around the world, empathize with them, and even meet them. A global citizen must listen and be in thoughtful while trying to connect to others. A global citizen must attempt to avoid bias that separates people while breaking down biases that already exist. A global citizen seeks to inform their own ignorance. A global citizen listens and seeks to apply what they learn.

Some students reflected on how they felt after receiving letters back from their pen pals:

“It made me feel good because our pen pal was so eager to learn about us and for us to learn about her. She was so careful to answer all of our questions and ask plenty too.” –Caroline

“If I had met them for the first time in person [instead of writing to them], I would hold biases because I would think we didn't have many similarities. However, after reading this letter, I realize that they're very similar to us, and there isn't a difference between us even though society often labels us as coming from different groups.” –Colin

“I thought our pen pals would be very different people with different personalities. But, after reading the first letters, my pen pal seems a lot like me, and someone I would want to be friends with.” –Tait

“After reading the first letter, I realized we enjoy the same things because many stereotypes I know reinforce our differences." –Dylan

“I thought our pen pals would be very formal and proper because I didn't know what they teach you in an Islamic school. When I received my letter, my pen pal wrote in ‘text language’ and spoke just like me. Even though we have different religions, we still can have so many other similarities" –Charlotte

"We have so many similarities with our pen pal. This is surprising because I thought he would be very different from us" –Beau

Art for Social Change Slideshow

BB&N MS Guerrilla Artists Meet Public Art in Cambridge

Sasha Bergmann, MS 3D Art Teacher

Visit the Art for Social Change slideshow presented to the Middle School faculty in March 2017.

https://docs.google.com/presentation/d/193c1tbMhQur9-SPoNOjAJhiuz89OXWtAYwrWZvIYv6I/edit#slide=id.p

How should people strive to communicate as global citizens?

Sixth Grade Pen Pal and Mural Project

Leila Huff, Grade 6 Homeroom and Language Arts Teacher

Stevie Olson, Grade 6 Homeroom and Social Studies Teacher

Berhane Zerom, Grade 6 Homeroom and Math Teacher

Sixth grade students have begun correspondence with their pen pals at Al-Noor Academy as the first step in our spring project. The students discussed in class how to write a thoughtful introductory letter in order to get to know someone and build initial bridges of communication.

To prepare, students searched Al-Noor Academy’s website to see what their community was like and learn about the school’s mission and values. They watched videos posted on the school’s home page, read about when the school was founded, and compared the two schools for similarities and differences in curriculum. Teachers then grouped the 55 sixth graders to write to their Pen Pal and engage in the collaborative writing and drafting process.

Their final letters were sent to Al-Noor, and the students are anxiously awaiting responses. Overall, students are excited and anticipating the correspondence and ultimately their meeting to create the mural together. Al-Noor students will write letters back to BB&N students initiating the conversation regarding this year’s theme: How should people strive to communicate as global citizens?

Urban Connections Grant Reflection

"I feel like receiving the Urban Grant demonstrates the school's commitment to support young people at BB&N as they grow towards the aspiration of being global citizens. In considering how to be a part of the vast and complicate world, local and personal connections are foundational to understanding what community is and how to build positive relationships. The hope is when these values are fostered throughout the student experience that young people will leave this community with the ability and desire to impact the world with positive change."

Stevie Olson

Urban Connections Grant Recipient

Grade 6 Homeroom and Social Studies Teacher

Visit to the Natural History Museum at Harvard University

Global Ecology Education: Creating a Path to Sustainability & Leadership

Karina Baum, Director of Global Education and US Science Teacher

Global Ecology program visit to the

Natural History Museum at Harvard University

At the start of a  three hour visit to the Museum, the students were given a two page challenge guidesheet titled “Wondering” around the Museum.  This was designed to have the students not only locate certain exhibits but use a science-based enquiring, curious approach and attitude.  

    

The students were set up in groups of four and allowed to explore for a time on their own with Drs. Baum and Zook periodically visiting/conversing with the groups at various exhibits.

Emphasis was placed on students making connections to ecology while observing and often marveling at the themes of evolution and comparative zoology. Visits to the tropical and temperate forest areas connected to previous times in the Program, wherein the importance of trees to the biosphere were prioritized.

Dr. Joe Martinez, who is a herpetologist, science educator, and curator at the Museum shared several specimens including passing around a crocodile jaw bone and a preserved specimen of a high altitude toad from central America now believed recently extinct, likely due in part to anthropogenic climate change.

    

Students also had opportunities to visit the rock/mineral area where the importance of stromatolites in the history of early life on earth was stressed.  The visit concluded with the students sharing their “wow” museum content moments during the visit while meeting together in the climate change-theme room of the Museum.