Lincoln freed the slaves
Martin Luther King, Jr. spoke for his people
And showed us his dream
J. F. Kennedy brought our schools together
And respected the rights of all people
Each of these have a chapter they wrote with their actions
Now the book of time is open to your chapter
In its pages, what words and sentences will you carve
What history will you write for yourself
What history will you write for our children
- Margot
Age 12
1/22/09
Students Write Letters to President Obama
During the week leading up to President Obama's inauguration, students thought about what they most hope he will address as president and each composed a letter to him. These were shared at an all-school gathering on the morning of the inauguration. The school then watched the inauguration at the home of one of the teachers.
Dear President Obama,
My name is Margot ______. I live in Vermont. I am 12 years old and I go to the Red Cedar School.
I am interested in hearing what you plan to do about global warming.
I think America should not drill for oil off our great shores, or in Alaska. We should reduce our dependence on oil and electricity. But we as a country do need some energy. I propose that it comes from solar and wind technology. I do not like reservoirs as they are bad for the trout population, I don’t think “clean coal” is really as clean as it sounds, and I don’t like nuclear power. I think it’s too dangerous.
Wind and solar may not support our energy needs at the present, but we use too much energy in my opinion, so we should cut down on our energy use, whether or not we only use wind and solar. I think our country should reduce our dependence on consumption. We use more than our fair share of energy and resources. You may already know, but America has 5% of the world’s population and we use 20% of the world’s resources.
I think we should use the economic crisis to our advantage, as a chance to rebuild our economy into something new, an economy not based on consumption, an environmentally friendly economy, an efficient and sustainable economy, and an economy that respects the needs and dream of the American people, especially those who can’t even pay to be checked by a dentist or afford an apartment.
I know it would not be fair to think that you can fix all the problems America and the world face; but you won’t be alone. Perhaps together we can save ourselves.
Thanks.
From, Margot
Dear President Obama,
My name is Charlie ______. I am ten years old. I live in Jericho, Vermont, and I go to Red Cedar School.
I hope you help to get China out of Darfur. My family helps the Sudanese refugees here in Vermont. I hope you will help the Sudanese people now in the camps in Kenya get things like homes and food and give hope to them.
Keep rockin!
Charlie ______
Dear President Obama,
My name is Samuel _______ _______. Please send food to poor people and good luck with the responsibilities. I am 6 years old.
Sincerely,
Samuel
These are a few of the letters that students wrote.
Dear President Obama,
My name is Margot ______. I live in Vermont. I am 12 years old and I go to the Red Cedar School.
I am interested in hearing what you plan to do about global warming.
I think America should not drill for oil off our great shores, or in Alaska. We should reduce our dependence on oil and electricity. But we as a country do need some energy. I propose that it comes from solar and wind technology. I do not like reservoirs as they are bad for the trout population, I don’t think “clean coal” is really as clean as it sounds, and I don’t like nuclear power. I think it’s too dangerous.
Wind and solar may not support our energy needs at the present, but we use too much energy in my opinion, so we should cut down on our energy use, whether or not we only use wind and solar. I think our country should reduce our dependence on consumption. We use more than our fair share of energy and resources. You may already know, but America has 5% of the world’s population and we use 20% of the world’s resources.
I think we should use the economic crisis to our advantage, as a chance to rebuild our economy into something new, an economy not based on consumption, an environmentally friendly economy, an efficient and sustainable economy, and an economy that respects the needs and dream of the American people, especially those who can’t even pay to be checked by a dentist or afford an apartment.
I know it would not be fair to think that you can fix all the problems America and the world face; but you won’t be alone. Perhaps together we can save ourselves.
Thanks.
From, Margot
Dear President Obama,
My name is Charlie ______. I am ten years old. I live in Jericho, Vermont, and I go to Red Cedar School.
I hope you help to get China out of Darfur. My family helps the Sudanese refugees here in Vermont. I hope you will help the Sudanese people now in the camps in Kenya get things like homes and food and give hope to them.
Keep rockin!
Charlie ______
Dear President Obama,
My name is Samuel _______ _______. Please send food to poor people and good luck with the responsibilities. I am 6 years old.
Sincerely,
Samuel
To President Barack H. Obama
My name is Parker ______ _______. I am a middle school student from Jericho, Vermont. Having watched, supported and contributed to your campaign, I leaped at the opportunity when my social studies teacher instructed that we (my classmates and I) write a letter to you.
I was wondering what your stance is on animal rights. The despicable, inhumane conditions in slaughter houses, many homes, some farms, test laboratories and other venues of cruelty are not improving noticeably. Is not animal cruelty, in essence, just another form of racism? And, if humans are, as some argue, superior beings, do not we then have a responsibility to protect the other creatures of this planet? Has not our society/civilization advanced to a point that this oppression of our equals, our fellow citizens, is no longer necessary? And while some will complain about “needing meat” -between synthetics and tofu, a similar taste can, no doubt, be achieved (I am guilty as charged, a lifelong vegetarian).
Also, I hope you intend to create a more environmentally sustainable energy policy including, but not limited to; creating solar power plants in sunny areas, restricting oil drilling, crafting a mutual US/Canadian tide energy plant in the Bay of Fundy, and supporting wind farming across the country. Also I hope you will ensure that places like the Wildlife Preservation in Alaska are protected from drilling.
I would also like to applaud you for your diplomatic, no pre-conditions agenda. It has been proven throughout the eons that respectful conversation and negotiation are the only way to resolve conflicts with mutually beneficial, peaceful results.
Congratulations on your recent election. This election means so much to the people of the United States, the people of Vermont, and the people of the world, as well as to myself. Good luck in your upcoming term of office.
Sincerely,
Parker _______ _________
Red Cedar School, Bristol, VT.
My name is Parker ______ _______. I am a middle school student from Jericho, Vermont. Having watched, supported and contributed to your campaign, I leaped at the opportunity when my social studies teacher instructed that we (my classmates and I) write a letter to you.
I was wondering what your stance is on animal rights. The despicable, inhumane conditions in slaughter houses, many homes, some farms, test laboratories and other venues of cruelty are not improving noticeably. Is not animal cruelty, in essence, just another form of racism? And, if humans are, as some argue, superior beings, do not we then have a responsibility to protect the other creatures of this planet? Has not our society/civilization advanced to a point that this oppression of our equals, our fellow citizens, is no longer necessary? And while some will complain about “needing meat” -between synthetics and tofu, a similar taste can, no doubt, be achieved (I am guilty as charged, a lifelong vegetarian).
Also, I hope you intend to create a more environmentally sustainable energy policy including, but not limited to; creating solar power plants in sunny areas, restricting oil drilling, crafting a mutual US/Canadian tide energy plant in the Bay of Fundy, and supporting wind farming across the country. Also I hope you will ensure that places like the Wildlife Preservation in Alaska are protected from drilling.
I would also like to applaud you for your diplomatic, no pre-conditions agenda. It has been proven throughout the eons that respectful conversation and negotiation are the only way to resolve conflicts with mutually beneficial, peaceful results.
Congratulations on your recent election. This election means so much to the people of the United States, the people of Vermont, and the people of the world, as well as to myself. Good luck in your upcoming term of office.
Sincerely,
Parker _______ _________
Red Cedar School, Bristol, VT.
1/20/09
Red Cedar Celebrates Martin Luther King Day
Students and staff spent the afternoon of Martin Luther King Day focusing on the major developments in the history of freedom and equality in the United States. Middle school students helped to create a timeline noting significant dates and events, and read excerpts from historic speeches. The afternoon culminated with our annual tradition of watching Martin Luther King, Jr.'s I Have a Dream speech.
The group sings We Shall Overcome.
The group sings We Shall Overcome.
Harrison and Adrian lead on trumpet and guitar.
1/13/09
Happiness
Happiness
Is a virtue
The essence of a hippy
The happy in birthday
The guitar to a guitarist
A masterpiece to an artist
The good music in an iPod
The suspense before Christmas
The protective peel of a banana
Happiness is the glint in our eyes
The stuff that makes us who we are
The rarity that makes something special
The words that put themselves in your mouth
To make someone’s day
– Kellen
Age 13
1/11/09
Evening
Pooling the late light reflections of the sky god’s eye
The moon rises
Weighted with entanglements
She offers mother words of containment and comfort
She lets me lie my head upon her
Knowing I would rather this dispossessed light
Than the warm pebble yearning for the had to be
And yet to come
– Nimaya
Age 10
The moon rises
Weighted with entanglements
She offers mother words of containment and comfort
She lets me lie my head upon her
Knowing I would rather this dispossessed light
Than the warm pebble yearning for the had to be
And yet to come
– Nimaya
Age 10
12/23/08
Red Cedar Students Share Learning with School Community
Students from all of the classes shared their learning from the late fall with each other and parents on Friday, December 19th.
The primary group does a puppet show/reader's theater performance of The Three Billy Goats Gruff.
Upper elementary students perform two stories from the northeast Native American oral tradition: The Chenoo and Keewahkwee. Charlie performs the role of Chenoo.
Upper elementary students share drawings and writing they have done in their study of pre-contact local Native Americans.
Middle school students make recommendations to the school community about how Red Cedar can become more energy efficient. They give oral and power-point presentations they have prepared.
This group talks about vermiculture and describes how a compost system could be set up in the school's basement.
Amanda works on the puppet theater set.
Upper elementary students each recently wrote 'how-to' pieces carefully describing how to do something they knew. These were collected into a book which they gave to the primary students. Xavia is reading one of her pieces to the group.
Gabe listens and reads along as an older student reads a 'how-to' piece aloud.
The primary group does a puppet show/reader's theater performance of The Three Billy Goats Gruff.
Upper elementary students perform two stories from the northeast Native American oral tradition: The Chenoo and Keewahkwee. Charlie performs the role of Chenoo.
Upper elementary students share drawings and writing they have done in their study of pre-contact local Native Americans.
Middle school students make recommendations to the school community about how Red Cedar can become more energy efficient. They give oral and power-point presentations they have prepared.This group talks about vermiculture and describes how a compost system could be set up in the school's basement. Amanda works on the puppet theater set.
Upper elementary students each recently wrote 'how-to' pieces carefully describing how to do something they knew. These were collected into a book which they gave to the primary students. Xavia is reading one of her pieces to the group.
Gabe listens and reads along as an older student reads a 'how-to' piece aloud.
11/2/08
Red Cedar Students Take on Role of Citizen Scientists
The upper elementary group took on the role of citizen scientists this fall in a study of local butterflies. The third, fourth and fifth grade students captured and tagged butterflies, recorded their observations, and shared their findings with Monarch Watch at the University of Kansas as well as Journeys North. Through participation in this project students learned about the importance of conserving habitats critical to the survival of the monarch butterfly and its magnificent migrations.
The students looked for butterflies in the alfalfa hay field behind the school and a small pasture of grass and milkweed nearby along Hardscrabble Road. After finding and catching a butterfly using a butterfly net, the students would carefully hold the butterfly with insect forceps, and, with a partner, take a photo with a digital camera and record information such as the species, gender and habitat preference of the butterfly. The students would then tag the butterfly in order to assist in the tracking of the insect.
Jez and Lena share their learning with other students.
Charlie answers questions.
The students looked for butterflies in the alfalfa hay field behind the school and a small pasture of grass and milkweed nearby along Hardscrabble Road. After finding and catching a butterfly using a butterfly net, the students would carefully hold the butterfly with insect forceps, and, with a partner, take a photo with a digital camera and record information such as the species, gender and habitat preference of the butterfly. The students would then tag the butterfly in order to assist in the tracking of the insect.
Isaiah with a butterfly in the net.
Quinn with Schuyler who holds a Clouded Sulphur butterfly with insect forceps.
Lena records observations.
A Monarch is tagged.
Lena, Nadine and Xzavia watch a monarch butterfly emerge from its chrysalis in the classroom.
A butterfly emerges.
The class contacted students in the central mountainous region of Mexico, the area to which Monarch butterflies migrate for the winter. The Red Cedar students sent symbolic Monarchs and letters of appreciation to students in the Michoacan region, thanking them for protecting the remaining twelve Monarch sanctuaries. The symbolic Monarchs represent a tremendous international effort to support Monarch butterfly conservation.
At the end of the project, the students shared their learning with the rest of the school and their parents, presenting their findings through tables with recorded data, writing, photographs and oral presentation
Jez and Lena share their learning with other students.
Charlie answers questions.
Bo shares his display on the life cycle of a butterfly.
Isaiah presents his information.
An Orange Sulphur
A female Sulphur
Mourning Cloak butterfly
Data collected by students
The class with teacher Brendan Collins
10/14/08
Red Cedar Middle School Spends 3 Days in Pharoah Lake Wilderness in the Adirondacks
The middle school group and the core staff set out on the morning of September 24 for three days of backpacking in the Adirondacks.
Fishing in the evening
Patrick
Dawn fishing
Then spent much of the day hiking Pharoah Mountain
We hiked into Pharoah Lake on the first day.
C and Evan
Margot and Nimaya set up camp
Fishing in the evening
Kellen cutting firewood
Making s'mores by the campfire
Patrick
We rose at dawn
Loon in the Mist
I sit on some rocks at the lake's edge.
It is early morning and the cool water mixes with the warm air.
A layer of mist blankets the lake and I can't see the other side.
The sun barely peeks above the nearby mountains.
All is calm.
A solemn and solitary loon drifts across the lake.
Its head is black and its body white.
It skims the silver water in search of food.
The low mist looks like grey fire. It is beautiful.
The water is pure and calm.
The loon dives underwater.
When it comes up it has a brown speckled fish in its beak.
He swallows it and continues foraging.
After a while, it swims off and dives under again.
It has disappeared into the mist.
—Eliot
Dawn fishing
We had a morning meeting after breakfast
Then spent much of the day hiking Pharoah Mountain
On the summit
We saw a lot of large white pines
Fresh fish for dinner!
On Friday morning, we broke camp and packed out
Back to the cars, just as it started to rain
9/20/08
UE Performs Reader's Theater
The upper elementary group did their first Reader's Theater performance on Friday. They voice -acted a script, and performed for the primary group.
Jez, Xzavia and Nadine
Charlie and Schuyler
Bo, Lena and Isaiah
Older Younger Partners Begins
On Friday, older-younger partners were announced. Every older student in the school is paired with a younger student. The partners meet weekly to read, work on projects, and play games together. 'Mentors' is a long-standing tradition in the school, and the announcement of partners for the year is a big moment.
Brendan introduces the first session. The partners will interview each other about their interests. Next week, each pair will create a frame–for a photo of the two of them–that will show their interests in a border of drawings.
Brendan introduces the first session. The partners will interview each other about their interests. Next week, each pair will create a frame–for a photo of the two of them–that will show their interests in a border of drawings.
Gabe and Nimaya
Amanda and Jezriel
Quinn and Eliot
John and Bo
Louis and Margot
Lena and Miranda
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