GSB Unit Brochure

Upper School Spring Unit OFFERINGS

2016

Contents Lend a Hand Head Start. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Save the World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Receiving in the Giving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Houses to Homes - Guatemala. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Far and Away Discover South Africa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Canada Wilderness. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Berlin to Poland, WWII. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Adventure and Discovery The Adirondacks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Desert Wonders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Coming About – Harnessing the Wind. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Santa Fe, NM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Yoga and Wellness – Cambria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Freedom Tour.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 The Great Outdoors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Disney Educated. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Greener Pastures Farm to Table. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Fields, Farms and Food. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Eye on the Arts Paper, Books and Prints. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Bijoux, Baubles and Beads. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Glass Half Full, Glasswork. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Reclaim, Restore, Repurpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 In the Spotlight LOL – Comedy.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Dance Diversions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Magic and Mirth.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Talk Like TED. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

All the World’s a Stage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Sports Broadcasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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Ideas and Exploration The Writing Life.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Is Winning the Only Thing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Not Your Mother’s Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Religions of the World. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

We the People . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A Little Bit of France. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Cultured Pearls – the Nature of Culture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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*The safety of our students is of utmost importance. Unit offerings are subject to change based on current travel restrictions, advisories and other concerns. *Unit offerings are subject to change based on student interest and final approval by the Gill St. Bernard’s School administration.

OVERVIEW The Unit: The World Is Our Classroom For more than 40 years, the Unit has enabled students to expand their knowledge and skills by applying them in new ways and through new experiences. Whether regionally or internationally, students discover connections to new environments and between their own lives and the lives of others. An essential part of GSB’s curriculum, the Unit challenges students to think critically, to offer the best of themselves and to cooperate with others in learning and doing. The Unit celebrates the educated imagination and the capacity in each person to see endless possibilities in the shared world.

Reflecting the school’s motto,“The World Is Our Classroom,” the Unit offers experiential learning opportunities locally, throughout the US and internationally. Held each May, the two-week program encourages students to explore projects outside the school’s regular academic curriculum. Although the programs vary from year to year in response to student interests and world events, every Unit program is: • Designed and led by GSB faculty • Project-based • Cooperative • Cross-disciplinary • Socially and environmentally responsible Unit offering costs are the responsibility of the student/family. Costs vary based on the unit selected and can range from $400 to $4,500, depending on materials and travel required.

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LEND A HAND HEAD START “Education is the most powerful weapon which you can use to change the world.” – Nelson Mandela Ever thought about what it would be like to be a teacher? For many years, you have known how it is to be a student. This is your opportunity to step into a teacher’s shoes.

In 1964, President Lyndon B. Johnson declared the War on Poverty. As part of his strategy, he supported federal funding of the program, Head Start, which promotes the school readiness of children from birth to five years old from lowincome families by enhancing their cognitive, social and emotional development. Head Start schools are established in all 50 states and to date, nearly 30 million low-income children and their families have benefitted from the services Head Start programs provide.

In this unit, students will work together to plan classroom lessons and activities (suitable for early-childhood learning: ages three to five), raise funds to help purchase school supplies and other learning materials to be donated, and visit various Head Start locations in the area to help make a positive impact in the children’s lives. Students participating in this unit will have the opportunity to assume the role of teacher. Students will have to demonstrate strong leadership skills in order to help run classroom lessons, use their creativity to create interesting and engaging classroom activities, and actively participate as team members to help plan, organize and promote fundraising events.

Having the opportunity to help put a smile on a child’s face while making a positive impact on his or her life is a priceless experience.

Several areas of student work will be evaluated throughout this unit program. Students will be expected to keep a journal, writing entries daily to document their reactions and experiences in this unit.

Additionally, students will have to work collaboratively to create and plan exciting and engaging lesson and activities to complete in the classroom. They will also be evaluated on their participation, cooperation, enthusiasm and attitude.

SAVE THE WORLD The focus of this unit is to do your part to save the world.

Students will focus on people, animals and the environment. All students will be trained in adult and child CPR, AED, First Aid and EpiPen use to become responsible citizens in case of a medical emergency. Students will work together to provide support for a homeless shelter, perhaps by donating time or making food. The goal will be to help those less fortunate than ourselves. Students will travel to the Raptor Trust in Millington, N.J., and will assist with some general upkeep of the facility. In this way, students will support a program that helps many birds to survive injury and either be released back into the wild or used for educational purposes. Students will participate in a local stream cleanup to help the ecosystem of a stream thrive. They will do some serious recycling, hopefully holding a recycling extravaganza that will allow community members and GSB families to clean out their basements, have some of their goods re-used, get papers shredded, and reduce landfill waste.

Upper School Spring Unit – Lend a Hand

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THE RECEIVING IN THE GIVING For children who are blind, their fingers are their eyes. That means that their world is limited to what they can touch.

That is all they can see. They need more tactile (touching) experiences than other children need because every new feeling creates a new image in the mind’s eye. Create a texture book, a book filled with various shapes, like a snake, sun or tree, which are made from various materials like velvet, grass, yarn and seashells and then labeled using the Braille alphabet, then deliver it to a facility for the blind and spend time with the children.

Everyone loves to see a bright, cheerful centerpiece on a table. But, at nursing homes and senior centers, sometimes the only things they see are the salt and pepper containers. Brighten their day by making centerpieces and delivering them before a meal. Stay for lunch to talk with the residents; the elderly cherish the company of young people.

Children with cancer and other serious illnesses often spend long periods of time in hospitals away from home.

Sometimes their parents can’t even be with them. It can be very frightening to be sick and away from home and family.

Nurses try to make the children as comfortable as they can but they can’t be with the children every minute. Make a snuggly pillow buddy that will stay near the child all the time. Deliver your pillow to a nearby hospital and help make a child’s hospital stay less scary.

Animal shelters are often in need of simple but costly items such as dog and cat food, blankets, toys and cleaning products. Design a flyer to be distributed at a local pet store asking for donations of these items. Help collect these gifts, bring them to a shelter, get a tour of the shelter and visit with the animals.

These are just a few of the projects that students can be involved in over the course of this unit. Spend time engaged in extremely enjoyable and rewarding experiences. All participants learn through planning their own service project, scheduling and contacting agencies, and finally, implementing their project with the help of their peers. Readings provide instruction on community health and service, as well as what it means to be altruistic. Speakers who work as volunteers or paid staff in such service activities introduce students to the life of service to others.

From Houses to Homes in Guatemala In cooperation with the non-profit organization From Houses to Homes, students in this unit will work with disadvantaged families living in the poorest areas of highland Guatemala. Students will assists in building 13 x 19 foot homes made of concrete blocks, cement, metal roofs and metal doors. This unit will not only provide a once-in-a-lifetime opportunity, but will also transform the lives of Guatemalan families in need living in the outskirts of Antigua. The mission of the nonprofit organization is “to strengthen community harmony in Guatemala’s rural highlands by building lasting, sturdy homes, improving access to healthcare and education and inspiring participation between the poor and civil society.”

In addition to building the homes, students will visit the medical clinic and the school founded by the organization.

Students will spend two mornings at the school working with children, teachers and staff in the classroom.

Prior to departure to Guatemala, students will engage in fundraising activities to collect items needed for the workers and families in and surrounding Antigua. They will also research the history of the country and culture. Upon arriving in Guatemala, students and chaperons will stay at a local hotel for the entire duration of the trip. Students will have an opportunity to participate in several cultural activities to allow students to get acclimated to the area. Cultural activities may include an informative and historic walking tour of the city, a hike to one of the three volcanoes surrounding the city, salsa lessons, soccer games and a tour of a premier coffee plant with a zip-line trip through the tree line.

If you believe in giving back to humanity, enjoy intercultural experiences, can adjust to change well, like working hard, and want to make a difference in the world, then this unit is for you.

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Upper School Spring Unit – Lend a Hand

FAR AND AWAY Discover South Africa The history of apartheid and the development of a unified South Africa continues to impact communities and neighborhoods throughout the country and the world. The end of apartheid may have spelled the end of institutionalized segregation, but the effects of those long-standing policies are still felt by thousands who live there. As part of this unit, students will learn about the history of apartheid, make observations about modern South Africa in its communities and neighborhoods, and make comparisons to the United States and the impact of the Civil Rights Movement.

Members of this unit will participate in a walking tour of Cape Town, visit Kalk Bay, take a bike tour of Masiphumelele, visit Green Market Square (one of the oldest markets in Cape Town), go on a game drive at the Aquila Private Game Reserve in 4x4 safari vehicles with local guides and visit the Animal Rescue Center. One day will be dedicated to visiting Robben Island where Nelson Mandela was imprisoned for 18 of the 27 years he spent behind bars. On the visit to Masiphumelele, a Xhosa township, a local woman will prepare an authentic barbecue lunch. Here, students will learn more about the native language and traditions of the Xhosa.

Participants will stay at the Chartfield Guesthouse where all breakfasts and some dinners will take place. The Chartfield Guesthouse is in a seaside village overlooking Kalk Bay in Cape Town. All lunches are provided, but vary between being boxed lunches or in restaurants along the daily route.

Two days of the itinerary have been dedicated to a service learning project. Service projects may include teaching English to students, painting or improving community centers, improving infrastructure at a local library, building a playground or creating gardens. Students may have input as to what type of project they would like, but the group is limited to choosing projects that are available in certain communities.

Canada Wilderness Find Your Path World renowned Algonquin Provincial Park in Ontario covers almost 3,000 square miles of rare Canadian Shield topography with transitional southern/northern forest that includes both deciduous and boreal species and their accompanying host of flora and fauna. Home to over 2,500 lakes and the headwaters of five major river systems, Algonquin is a lacework of canoe waterways for wilderness trips. On one of those lakes, Source Lake, students will find Pathfinder Island and Camp Pathfinder, established in 1914.

Camp Pathfinder will be the starting point for an amazing backcountry canoe trip, where students will learn about canoeing, low-impact camping, Canadian history, art and literature, teamwork, and themselves. At the start of the trip, students will spend two nights at Camp Pathfinder, trip training and outfitting. Students will take advantage of the high ropes challenge course. Students will then head out for a five-day, four-night back-country canoe trip accompanied by Pathfinder’s professional guides, who will be with us for every stroke of the paddle and stride of the portage. Each night, students will take time to reflect on the day’s experience in a journal, enjoy an amazing view of the stars in this region with zero light pollution, and hang out around campsite fires shared by loggers, explorers, traders and native peoples for 9,000 years. Upon their return to Pathfinder Island, students will spend a final night with a celebration banquet, and depart the next morning after playing the camp’s traditional farewell game, “The Message to Garcia.” Freshman are allowed to register for this program.

Upper School Spring Unit – Far and Away

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WORLD WAR II Berlin to Poland The two world wars of the 20th century had a devastating impact around the globe. Millions died in combat, millions of non-combatants were exterminated or enslaved, national borders were redrawn, centuries-old cities were destroyed, weapons of mass destruction were developed and deployed.

Students will travel to a small region of Europe (Berlin and Poland) that played a pivotal role during these wars. While there, students will visit places and explore the history that was significant before, during, and after these wars.

Students will begin their trip in Berlin. During their time there, they will visit the Brandenburg Gate (a place where citizens literally pulled down the Berlin Wall in 1989), the Reichstag (home to the German parliament), Hitler’s bunker, the Holocaust Memorial, and Checkpoint Charlie. During these visits, students will learn about Hitler’s last moments and hear miraculous stories of East Berlin from the time the city was still divided.

After Berlin, students will travel to Poland. Here they will visit three cities: Warsaw, Krakow, and Auschwitz.

In Warsaw, students will explore Old Town (painstakingly rebuilt after World War II), the historic Jewish ghetto, and the Warsaw Rising Museum. While visiting the Jewish Ghetto, students will hear the harrowing stories of life there and see the Um Schlagplatz Monument, which marks the site where thousands were sent to extermination camps. The students’ visit to the Warsaw Rising Museum will focus on the Jewish uprising of 1944. This event epitomizes the bravery of Jews living in Warsaw during World War II. In Krakow, students will delve into Jewish heritage. They will visit Kasimierz (the best preserved Jewish quarter in Europe), the 15th century Old Synagogue and Remuh Synagogue to learn about the centuries-old Jewish population before the Holocaust began. They will also visit Oscar Schindler’s factory to learn more about this unlikely hero who saved at least 1,200 Jews by employing them in his factory.

Students will end the trip with a somber visit to Auschwitz-Birkenau. This vast Nazi concentration camp exterminated over one million people. The barracks and gas chambers are a stark reminder of a past that should never be forgotten.

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Upper School Spring Unit – Far and Away

ADVENTURE AND DISCOVERY The Adirondacks Ecology, Nature and Adventure How would you like to venture into the breathtaking Adirondacks, the largest wilderness area east of the Mississippi River?

The purpose of this unit is to foster an awareness, appreciation and respect for nature.

The majority of activities and lectures for this unit will be outdoors, led by professionals who will teach us about pond ecology, wildlife ecology, forest eco systems and the impact of climate change. Students will take many rigorous hikes, one to the top of Rattlesnake Mountain.

The view from Rattlesnake Mountain is one of the most stunning in the area, encompassing Lake Champlain, the Adirondack High Peaks, Burlington and the Green Mountains in Vermont. The steep trail to the top of Sugarloaf Mountain traverses several habitats: mixed deciduous coniferous that transition into mixed hickory and hophorn with small patches of fields, wetlands and hemlock groves before reaching the summit.

Students will stay at a 300-acre camp within the six million acre Adirondack Park, lodging in dormitory quarters with modern conveniences and facilities, including showers and bathrooms. The camp has docks on Long Pond; canoes and kayaks will be available as well as a climbing wall with safety harnesses. Conditions and weather permitting, other planned activities include: • A canoe trip down the AuSable River, terminating at Lake Champlain • Survival training and an overnight camping trip • An astronomy evening and campfire Before departing, students will hike on the Appalachian Trail to prepare for the more rigorous hikes in the Adirondacks; participate in nature programs at the Duke Estate and the Sherman Hoffman Wildlife Sanctuary; and perform a community service activity by planting coneflowers for bees, butterflies and goldfinches, as well as milkweed to “Save the Monarchs.”

Upper School Spring Unit – Adventure and Discovery

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Desert Wonders Bryce, Zion and the Grand Canyon “A man on foot, on horseback or on a bicycle will see more, feel more, enjoy more in one mile than the motorized tourists can in a hundred miles.” – Edward Abbey, Desert Solitaire The Desert Wonders unit will provide an extraordinary opportunity for students to experience the majesty of the Canyonlands of the desert Southwest over the course of ten days. Make no mistake: This is a foot-powered, pack-in and pack-out, physically demanding unit. Anyone searching for a “bus to buffet to bed” experience should look elsewhere.

Students (with experienced guides and all necessary gear) will see the “big three” canyons—Bryce, Zion and the Grand Canyon itself—the “right way,” with boots on the ground and eyes on the horizon for the next unimaginable vista to come into view.

The rationale for this unit is tied directly to Gill St. Bernard’s mission to educate the whole student—body, mind and spirit.

• Body: Each day will feature a challenging hike among knife-edge ridges and slot canyons to cinematic panoramas of hoodoos, mesas, spires and archways not visible from the interstate. Students will come back toned and tanned and chapped, but certainly happy…

• Mind: In this setting, teachable moments abound in ways impossible to match in 50-minute, subject-specific chunks in the classroom. Geology (How can these bizarre rock formations and moonscapes be explained?); Native Studies (Who are the Havasupai? What was the legacy of Manifest Destiny?); Wilderness Appreciation (Why bother setting aside wilderness? Why do people feel so strongly about preserving this part of America?); Biology (How have birds, reptiles, arthropods, fish, etc., adapted to life in the desert?)

• Spirit: Who can express the effects on a young person of red rocks against blue skies, peaceful nights under the stars and a campfire talk with good friends?

One of the highlights will be a hike to Havasu Falls which the New York Times describes as truly breathtaking. The Havasupai live in one of the most remote Native American reservations in the United States, all 500 members still speak their indigenous language.

This is the opportunity of a lifetime to visit the canyonlands and be forever changed.

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Upper School Spring Unit – Adventure and Discovery

Coming About!

Harnessing The Wind Discover the excitement and captivating adventure of sailing while earning your certificate from Mariner Sailing School at the Belle Haven Marina in Alexandria, Va. Across from the nation’s capital, Washington, D.C., students will master basic sailing skills and experience the thrill of head-to-head racing. They will learn a skill that will last a lifetime. No matter their age or ability, students will experience the freedom of effortlessly gliding through the water powered by nature in an 18-foot Flying Scot, built for speed, under the watchful eye of skilled, certified instructors.

Mark Twain said it best in this short paragraph: “Twenty years from now you will be more disappointed by things that you didn’t do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.”

During the seven-day, six-night program, students will room at a nearby college campus and enjoy all the recreational facilities provided in a college setting. Evening programs will include water safety instruction and group outings to local attractions.

SANTA FE, New Mexico Art and Adventure Santa Fe is one of the most beautiful places in the country. It is home to the famed Georgia O’Keeffe Museum and the incredible Santa Fe Artists Market. This trip will allow students to explore the beauty of the Southwest landscape while learning to express their own creative talents. Nothing inspires art more than adventure. Here are just a few of the activities planned for this trip: • Sketching and painting class outdoors (or in the studio). This class will focus on the beauty of the Southwest landscape, from canyon sunsets to adobe architecture; • Guided whitewater rafting trip down the famous Rio Grande River; • A visit to the Georgia O’Keeffe Museum; • Horseback trail ride through Ghost Ranch. Students will ride out to the area where Georgia O’Keeffe found her inspiration, completed several paintings and owned a home; • A trip to the sculpture garden at the University of Santa Fe; and • A day exploring the local art galleries in Taos as well as the Santa Fe Artists Market.

Upper School Spring Unit – Adventure and Discovery

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Yoga and Wellness On the California Coast The practice of yoga has the unique ability to teach us how to connect our mind with our bodies. This unit will explore ways to transform your body, mind and spirit through yoga, meditation, connection to nature and creative practice. The unit will be based at Camp Ocean Pines in Cambria along California’s Central Coast. This camp sits on 13 acres in the Monterey pine forest and nearly meets the ocean shore. Students will share “semi-private” cabins of 5-10 people with a private indoor bath.

The California Central Coast offers an impressive natural backdrop for the study of mind/body awareness. Activities will include daily yoga practice, kayaking in Morro Bay, guided hikes in the Monterey pine forest to learn about local flora and fauna, and standup paddleboarding in the Pacific. Students will attend workshops on meditation techniques, qi gong, and breathwork. There will be time for students to express themselves creatively and reflect, whether through visual art and/or writing and be inspired by nature. Students will learn about sustainability and take part in an organic cooking class.

Yoga, hiking, sustainable cooking, the unspoiled Central California nature and ecosystem, meditation, kayaking, standup paddleboarding; Yoga and Wellness offers the opportunity to learn ways to become more aware of mind and body, and how to impact others through exciting, experiential learning.

The Freedom Tour “The function of education is to teach one to think intensively and to think critically. Intelligence plus character; that is the true goal of education.” – Dr. Martin Luther King, Jr. Journey back to a time of revolution and solidarity in the heart of the civil rights movement. Taking a road trip through the cities at the heart of the civil rights movement offers a chance to feel the history in a way that no book, movie or song can provide.

Follow the path of the civil rights marches through Atlanta, Montgomery and Birmingham, as well as the town of Selma, Ala., where a peaceful protest erupted into what is now referred to as “Bloody Sunday.” This five-day bus tour will begin and end in Atlanta, Ga., the birthplace of the venerated Dr. Martin Luther King Jr., and will include stops at prominent sites in the history of the civil rights movement throughout Georgia and Alabama, retracing the steps of Dr. King and other civil rights heroes.

Highlights of the civil rights south itinerary include visiting the Ebenezer Baptist Church and King Center in Atlanta, Ga.; the Dexter Avenue King Memorial Baptist Church, Civil Rights Memorial & Museum and Rosa Parks Library & Museum in Montgomery; Edmund-Pettus Bridge, National Voting Rights Museum and Brown Chapel A.M.E. Church in Selma; and Birmingham Civil Rights Institute, Kelly Ingram Park and 16th Street Baptist Church in Birmingham.

In preparation for the trip, students will examine the civil rights movement through several films including Selma, Eyes on the Prize, and The Freedom Riders. Upon their return, students will have the opportunity to reflect on their experiences through classroom activities and presentations.

Students will better understand and appreciate the inspiring words of Dr. King as well as get to know the unsung heroes – ordinary men and women – who risked their lives for equal rights.

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Upper School Spring Unit – Adventure and Discovery

The Great Outdoors An Outdoor Education We do not have to travel far to take in the great outdoors. New Jersey provides outdoor enthusiasts an education outside the classroom with its many state parks, wilderness education programs and hands-on outdoor activities. If you are a student who enjoys the outdoors, learning about the wilderness and its animals, taking part in activities that build confidence, teambuilding, and outdoor life skills, then this unit may be for you.

Students participating in The Great Outdoors unit will experience the New Jersey wilderness. Students will be taking part in educational day trips to learn from expert guides. Students will travel to various locations to explore, learn and take part in activities in the wilderness. There will also be time spent on campus in which students will hear lectures from N.J. Division of Fish and Wildlife representatives to further their knowledge of the outdoors.

Delaware Water Gap and/or Allamuchy State Park: The Northeast Mountain Guiding Company will teach students in a wilderness survival and tracking course. Students will learn the four basic elements of survival, as well as build confidence when traveling in the wilderness.

“Know the Bear Facts” Program: The N.J. Division of Fish and Wildlife offers seminars in which participants learn about the natural history and biology of the state’s largest land mammal, as well as about black bear research.

Pequest Trout Hatchery: Students will be able to tour the hatchery where more than 700,000 trout are raised each year. The program includes a session on identification and biology and ends with a guided tour of the hatchery grounds.

Students will investigate shelter, oxygen, temperature, food and space, in rivers.

The Heritage Guild: Students will participate in beginning archery. Students will learn safety and the fundamentals of archery.

The Lakota Wolf Preserve: Students will learn about the species. The guides will provide information regarding the social structure of wolf packs, eating habits, interaction with man, etc.

Students will be required to keep a journal.

Disney Educated Learning can be fun and you can be part of the adventure when we visit Disney World and the Kennedy Space Center.

While based at Disney World, students will participate in a series of seminars and learning experiences. Each seminar is a three to four hour program led by trained facilitators in the following areas:

Arts and Humanities The American Story Production Arts & Science Photography Marine Science

Careers Emerging Leadership Leadership Excellence Veterinary Science Wildlife Management

Science Dynamics of Technology Energy & Waves Properties of Motion

Every student will participate in seven different seminars during their stay and spend a full day visiting the Kennedy Space Center. Students will also participate in a team-building exercise, attend evening shows and participate in a film/ book discussion.

During several afternoons and after dinner, students will be free to explore Disney World in small groups. “The Happiest Place on Earth” is sure to leave everyone smiling.

Upper School Spring Unit – Adventure and Discovery

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GREENER PASTURES FARM TO TABLE ISSUES Sustainability Do you like to eat great food? You should learn to prepare it yourself. Great food begins in the fields and pastures, dairy farms and vineyards. If you’re interested in connecting your eating experiences with their sources, understanding the food web and creating some delicious menus and eating fantastic meals, this may be the unit for you.

In this unit, students will learn how food is grown and raised and what conditions create the best possible ingredients and flavors. Students will consider the economic, philosophical and nutritional aspects of the production and presentation of all types of meals. By learning how ingredients are shaped by breeding, diet and environment, students will grasp how ecological and agricultural thinking become essential tools in the preparation of great food.

The first resource will be GSB’s unparalleled campus. From its garden to the new Home Winds Campus, students are blessed with opportunities to experience and develop meals based on local produce, herbs and livestock. Talk about locavore thinking! Students will augment this experience with trips to Natirar and its farm and collaborate, prepare and enjoy a fine meal. For more intense research and a deeper understanding of the farm-to-table experience, students will travel to Blue Hill and Stone Barns Center for Food and Agriculture in Tarrytown, N.Y. This trip, based on the food philosophy of internationally renowned chef Dan Barber, should be an inspirational example of the interaction of farming, food science and transcendent cooking. This unit is for those who want to cook, collaborate and understand how raw materials become food and to face the issues of sustainability that will challenge us and future generations.

An excellent guideline text, The Third Plate: Field Notes on the Future of Food, will provide a focus for discussions and experiments: “A groundbreaking chef at one of Manhattan’s first farm-to-table restaurants, Barber shares his vision of good food’s future. Cooking per se doesn’t constitute this chef ’s passion. He cares about where foods come from, how they’re grown, and whether they can be harvested into the future. To learn about soil’s role, he visits an organic farm in upstate New York, where an insightful, dedicated farmer diversifies crops and grows for quality and not solely for quantity. A Spanish farmer teaches Barber about producing foie gras without force-feeding. He investigates fisheries. All this leaves Barber with some innovative ideas about how people ought to be eating—a third plate of grains, vegetables, and some meat or fish, all grown with ecological awareness and commitment to sustainability. Such a change from current ideas about dining fast and cheap calls for retraining the public palate away from blandness and uniformity and encouraging eaters to demand unique and distinctive flavors.”

–The Third Plate: Field Notes on the Future of Food

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Upper School Spring Unit – Greener Pastures

Fields, Farms and Food Food is crucial to our physical and psychic well-being. Bright, well-stocked supermarkets make it easy to purchase delicious food from every corner of the world. However, they also make it easy to forget our connection to the land and our utter reliance on it.

The Home Winds Campus provides unprecedented opportunities for students to gain an appreciation and understanding of both the traditions of farming and exciting new trends. The goal of Fields, Farms and Food is to have students create a proposal for maximizing the educational opportunities of the new campus.

Students will learn about traditional farming by visiting local farms that raise crops as well as sheep and cattle. Students may also visit the Rutgers School of Agriculture. New trends in raising food will be explored – aquaculture, rooftop gardens and warehouse gardens. It is now possible to stack plant beds up to 15 layers high in warehouses, with each layer receiving just the right amount of tuned light from super-efficient LEDs. No weeds, no pests, and sometimes no soil.

Genetic engineering also provides unprecedented opportunities and challenges. Genetically modified crops that are drought and pest resistant have already delivered huge gains in productivity, but raise new questions about ethics and safety.

Students will use the beautiful and productive fields and garden on the east side of campus to learn about the crops that are grown and routinely served in the dining hall. Getting their hands dirty in the garden reminds students of their connection to the land.

All these experiences will culminate in students producing a proposal, perhaps in the form of a short video suitable for presentation to the Gill community. Everyone at GSB is challenged to use the Home Winds Campus wisely and well.

This challenge will not be met in just one season, but a great start will be made when students are engaged in the process.

Upper School Spring Unit – Greener Pastures

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EYE ON THE ARTS Paper, Books and Prints The Printmaking Center of New Jersey Mason Gross School of the Arts, Rutgers University Pace Prints, New York City Printmaking is an art form consisting of the production of images, usually on paper, but occasionally on fabric, parchment, plastic, or other support, by various techniques of multiplication, under the direct supervision of or by the hand of the artist. Such fine prints, as they are known collectively, are considered original works of art, even though they can exist in multiples.

Artists’ books are works of art that utilize the form of the book. They are often published in small editions, though they are sometimes produced as one-of-a-kind objects.

Artists’ books have employed a wide range of forms, including scrolls, fold-outs, concertinas or loose items contained in a box. Artists have been active in printing and book production for centuries, but the artist’s book is primarily a late 20thcentury form with roots in earlier avant-garde movements.

In papermaking, a dilute suspension of fibers in water is drained through a screen, so that a mat of randomly interwoven fibers is laid down. Water is removed from this mat of fibers by pressing and drying to make paper.

Students will spend a weeklong residency at The Printmaking Center of New Jersey learning how to make handmade paper, produce hand-bound books and explore printmaking techniques.

Students will make handmade paper, learn how to bind hard and softbound books and create original screen-prints.

Students will visit the Rutgers University Mason Gross School of the Arts to tour the print studio and view the permanent collection of prints.

A gallery walk is planned in New York City to Pace Prints and other galleries in Chelsea, where students will view contemporary printmaking, book arts and more.

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Upper School Spring Unit – Eye on the Arts

Bijoux, Baubles and Beads African beads from ostrich egg shells circa 10,000 BCE, Egyptian glass beads circa 1365 BCE, Venetian beads circa 1225 AD, beads as money, beads as decoration—man (and woman!) kind has been making and wearing beads for centuries. Beads can be made from plants, bone, minerals, seeds, wood, clay, pottery, glass and a myriad of other substances. Beads have been used for prayer, for meditation or relaxation, to signify wealth or power, for decoration, currency, and gaming.

A visit to the Metropolitan Museum of Art to see beading across cultures and centuries will spark exploration of the rich traditions of beading. As bead makers, students will fashion their own clay beads and visit a glass fusing center to learn how to form glass beads. As bead workers, they will take one basic and two advanced classes in jewelry making, using different types of beads. Students will also host a sale of beads from an African women’s consortium to raise money to aid families and African villages in need.

GLASS HALF FULL Glasswork in a Modern World Are you intrigued by GLASS? Do you wonder about containers? How about stained glass or stylish windows? Do you wonder what it might be like to create things out of glass and, specifically, blown glass? Are you intrigued by a finely sculpted bottle or a tall slender vase, perhaps? Or maybe you’re just looking to craft a one-of-a-kind heirloom lamp?

There was a time when many of our utilitarian containers were made from glass, though today much has been replaced by plastic. The glassworker, or glazier, a craftsman whom we once relied on so heavily to produce glass goods, has receded to some extent. Yet we encounter finely crafted glass in kitchen, bath, garden and household stores and catalogues. We have items shaped from glass throughout our homes and businesses. Though many of these items are made by machines today, luckily, this rich tradition of craftsmanship and hard work hasn’t died out altogether.

This unit aims to explore the world of working with glass, and specifically the role of the glazier in today’s automated and plasticized world. Students will visit galleries featuring the work of glaziers. They will meet glaziers, learn about their trade and art form, and become amateur glaziers. They will learn the basics of glasswork from professionals, learn how to fire a glass forge or kiln, sculpt shapes and decorative twists, glaze and finish the final product, and ultimately, create pieces of which they can be proud.

This unit will be locally based. Students will take day trips to glass studios and work through the unit weeks studying and learning about glass as an art form and trade. Students will likely visit glass shows and/or museums as well.

Upper School Spring Unit – Eye on the Arts

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Reclaim, Restore, Repurpose (a.k.a. Welding, Wiring, and Working With Wood) If you have ever been to a junkyard or architectural salvage yard, you know the excitement of all the hidden possibilities among the forgotten objects. People make lucrative businesses of reclaiming, restoring, and repurposing “junk” to make magnificent pieces of furniture, decor and art, while at the same time saving these objects from landfills.

In this unit, students will learn welding, electrical and carpentry skills as part of the process of restoring and repurposing old objects. Students will seek inspiration from field trips to antique shops and repurposed furniture stores, advice from professionals in the field, individual research, and even television shows like Junkyard Wars and Flea Market Flip.

Other field trips will include excavation excursions to flea markets and large architectural salvage yards in N.J. and Pa. where students will be given a budget allowance to scavenge for junk and building materials for the projects they will create back on campus. Each student will create three individual projects using new skills and reclaimed objects: • Welding Project - Metal Sculpture: Students will learn welding techniques from an experienced welder, then put these skills to use by making unique sculptures from scrap metal (auto parts, old machinery, architectural salvage, etc.).

• Electrical Project - Lamp or Lighting Fixture: Students will learn about basic electrical wiring from an experienced electrician, then create lamps, chandeliers, sconces or other lighting fixtures from unusual objects found on excavation excursions.

• Carpentry and/or Restoration Project: Students will be taught refinishing techniques and basic carpentry skills and will have a choice of restoring a reclaimed item to its original beauty or repurposing an item into a unique new piece. Given enough time and materials, students can try both.

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Upper School Spring Unit – Eye on the Arts

IN THE SPOTLIGHT LOL! For Those Who Love Comedy and the Art of Making Laughter In this unit, you will laugh out loud! Moreover, you will gain professional instruction and experience in the art of comedy.

Intensive workshops will vastly improve students’ comedic skills and prepare you for a performance on a stage, possibly in New York City! No kidding! You will actually learn how to deliver a zinger or how to improvise a funny sketch, all in front of a live audience.

Students will gain experience in comedic writing and will have the opportunity to research virtually any form of comedy including slapstick, vaudeville, physical comedy and more. Students will analyze the work of famous comedians from various eras, including Abbott and Costello, the Three Stooges, the Marx Brothers, Lucille Ball, Carol Burnett, Robin Williams, Richard Pryor and many contemporary comedians. Students will also be able to see at least one comedy show.

Students will have the opportunity to collaborate with Jim Breuer, professional comedian and GSB Parent. Jim is one of today’s best-known comics. His And Laughter for All and Comic Frenzy are currently the top stand-up comedy specials on Netflix. His documentary More than Me has changed the view of care taking for the elderly. Jim is a 25-year veteran of stand-up comedy; he will bring some of that vast experience to students.

The service component of this unit will include a special comedy show performance at a local home for the elderly. And of course, students will be able to put something funny together for the final unit presentation.

Dance Diversions “We should consider every day lost on which we have not danced at least once.” – Friedrich Nietzsche Dance Diversions introduces students to a variety of dance genres through a range of activities designed to increase the students’ knowledge, understanding and appreciation of what dance is around the world. Students will experience dance through an assortment of roles including dancer, choreographer, critic and producer/administrator.

Students of all abilities, with or without previous dance experience, will have the opportunity to take classes from master teachers in a variety of styles, including ballet, modern, musical theater, hip hop, ballroom, or tap. Cultural forms of dance will also be explored including, but not limited to, Irish Caeli, African, salsa, flamenco, classical Indian and Bollywood.

Participants will study, perform, watch, critique and create dance. Through trips to performances in New York City and New Jersey, outings to theaters and studios throughout the state, visits from guest artists – including dancers, choreographers, presenters, and critics working professionally in the field – students will have a diverse dance experience.

Screenings of movies, historical dance clips and classes on campus will complement the outings.

Upper School Spring Unit – In the Spotlight

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Magic and Mirth Come learn the art of entertainment and magic from a professional magician who has been in the business for more than 30 years. This unit will feature a wide variety of magic: sleight-of-hand, strolling, stage, mentalism and illusion. Students will be involved with these magical experiences not only as observers at shows and venues, but as magicians themselves as they get a behind-the-scenes look at how magic tricks and illusions work.

This unit will give each student the opportunity to learn, practice, perfect, and perform several magic effects of their own. Armed with the art of magic and the practice of entertainment, students will take what they have learned to local children’s hospitals and perhaps even GSB’s own Lower School classrooms.

Magic and Mirth is an on-campus unit that will include several days trips during regular school hours. Activities could include: • Live magic show(s) • Behind-the-scenes look at tricks and illusions • Expert and personal training by a professional • Learning how to perform magic tricks • Creating a ‘bag of tricks’ to wow friends, family, and audiences • Taking a GSB magic show to local children’s hospitals • Visiting the Houdini Museum in New York City

Talk Like TED “Ideas are the currency of the 21st century. Some people are exceptionally good at presenting their ideas. Their skill elevates their stature and influence in today’s society.” – Carmen Gallo, Talk Like TED: The 9 Public-Speaking Secrets of the World’s Top Minds This will be an informative, fun unit where students learn the useful skill of public speaking. Storytelling, humor and confidence are three of the characteristics that help deliver effective presentations. In order to reach this goal, students will hear from a broadcaster, a comedian and other professionals who make a living speaking publicly. Students will also partake in confidence-building activities such as rock-climbing and ropes courses. Each student will be expected to give presentations, calling on the experience they have acquired during the unit.

Another component to this unit will be exploring numerous TED talks. These speakers who are so influential in the technology, entertainment and design sectors have captivated audiences worldwide. One defining characteristic about TED is that everything is recorded and archived. A filming component will give students the chance to learn this technology and review their presentations.

Whatever your future entails, whether being a doctor, an educator, or an entrepreneur, being able to speak publicly is essential. If you are interested in learning how to communicate your ideas effectively, this unit is for you.

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Upper School Spring Unit – In the Spotlight

All the World’s a Stage All the world’s a stage, And all the men and women merely players; They have their exits and their entrances, And one man in his time plays many parts…

While today we are used to seeing the plays of William Shakespeare in book form, a complete whole on paper to be digested over several months, the actors in Shakespeare’s Globe Theater rarely encountered the complete works. The environment the actors performed in was raucous, with noisy and easily distracted crowds packed in tightly. And beyond the theater walls was all the entertainment London could offer. Because of this, Shakespeare’s actors needed to constantly mix up their routine, often changing their plays daily. How could they possibly prepare and perform these complex plays so rapidly? The answer lies in the exciting and intense nature of their rehearsal format, and the art of the cue-script.

Students who take part in this eye-opening unit will delve into the hectic life of a Shakespearian actor. In the short window of this unit, students will workshop, rehearse and perform one of the Bard’s classic plays. To the extent possible, they will perform in the open air, as his actors often did, improvising props and sets as they go. The players will work from cue-scripts – scripts that include only their line and the line that comes before it – to explore the play live as it happens around them. Each time that students adventure through the script, they will learn a little more about the story and develop their understanding of it to refine the performance. Along the way, students will study some of the most innovative performances of Shakespeare’s works, both on the big screen and the stage, and work with experts in Shakespearian performances from the Shakespeare Theatre of New Jersey.

The pace will be fast, the energy level high; students will roam the campus finding the perfect locations for both rehearsals and performances. They will experience these 400 year old plays as living, breathing works of art. All participants will gain something from this adventure, improving their grasp of English, gaining new insights into the history of the period and growing in theatrical confidence.

This unit is open to veteran actors and those unsure of their theatrical chops. All are welcome to bring something to the crew. Some will take on a central leading role, others will find ways to play the many side characters that populate the stage. Everyone will contribute to the vision and feel of the performance. This unit will take place on campus.

Upper School Spring Unit – In the Spotlight

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Sports Broadcasting How great would it be to do a job that you absolutely love? Bruce Beck loves what he does and he’s eager to share his passion for this exciting and challenging profession with you.

With the explosion of cable TV, the Internet, live webcasts and social media, there are more opportunities than ever for men and women to find careers in sports broadcasting. Whether you dream of being in front of the camera or working behind the scenes on the production side, this unit will give you fascinating insight into the world of television and radio.

This on-campus unit provides students hands-on opportunities to learn the fundamentals of broadcasting from one of New Jersey’s own, WNBC lead sports anchor Bruce Beck. The former Livingston resident has won eight New York Emmy Awards and has been named New York State Sports Broadcaster of the Year seven times in the last eight years.

Beck and his team have developed an exciting program that will enable students to meet some of the best announcers in the New York metropolitan area and gain valuable insight into every facet of the field.

Students will learn how to write for television and radio broadcasts, read off a teleprompter, co-host a sports-talk radio segment, be a public address announcer and even interview a professional athlete at Gill.

This is an interactive program. Students will not be sitting around watching tapes; they will be making them, and, if they wish, their work will be posted on the Internet.

This unit was offered four years ago and it was a huge hit. So if you want to get in on the action, this unit is for you. It will be the experience of a lifetime.

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Upper School Spring Unit – In the Spotlight

IDEAS AND EXPLORATION The Writing Life “The writer writes to serve—hopelessly he writes in the hope that he might serve—not himself and not others, but that great cold elemental grace that knows us.” – Joy Williams Many writers have written essays and even books about what it means to be a writer, how to write and the importance of writing in a society. This unit will allow students to indulge in their own written expression, as it attempts to answer larger questions about reading and writing in our culture.

Students will look closely at the lives and careers of several well-known writers, visiting literary “hotspots.” They will trace their actual footsteps in places like New York cafes, and hike and camp in their favorite camping spots in the Adirondack and Catskill Mountains. Students may visit streets they strolled in Baltimore, Concord or Paterson and tour their houses in places like the Berkshire Mountains. The goal of retracing these steps is to inspire students to write and also to come away with an understanding of what it means to be a producer of culture and to find a place in their lives for written expression. As part of the experience, students will examine their journals and their own thoughts about their craft.

Students will produce their own writing as part of the course and keep a journal for reflection. They will submit a portfolio of their original work by the end of the unit. The amount and genre of writing students complete will be determined and shaped through discussion with instructors on the first day of the course. The act of writing, regardless of the portfolio, will occur on a daily basis; students will be given blocks of time on or off campus to devote themselves to their own written expression.

Overnight travel is part of the unit. Students will be off campus for a minimum of three nights. One night will be a camping trip. No overnights are planned for the Memorial Day weekend.

Is Winning the Only Thing?

Sports has become a major, if not dominant, component of American culture. From early childhood to old age, Americans of all races, genders and classes participate in, follow and spend vast amounts of time and money on a wide variety of athletic pursuits. It was not always this way. Over the last 50 years (since Super Bowl I in 1967) the nature of sports itself has also experienced great change.

Sometimes what is most common is least noticed or considered. After this course, students will still enjoy sports, but will have a better understanding of what they are all about. This class will explore the role of sports in society today and how that role has evolved throughout American history.

Students will explore sports through a variety of media. Each student will be expected to read one book about a favorite athlete or team, with an eye to understanding how the experiences of that athlete or team reflect changes in the sport.

The course will also include films about a variety of sports, from Chariots of Fire to Rocky to Unbroken. The class will attend several sporting events, most notably the NCAA Lacrosse Championships over Memorial Day weekend.

Projected costs include the cost of a book (approx. $25), movie costs (approx. $25), transportation to Philadelphia and other venues (approx. $100), and tickets to sporting events (approx. $125)

Upper School Spring Unit – Ideas and Exploration

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Not Your Mother’s Library: 3-D printing, Legos, Crafting and More!

What are some words that come to mind when you think of a library? Makerspace? Tinkering? 3D Printing? Crafting?

STEAM? Sewing? Button making? Knitting? Collaboration? Creation? No? Well then you haven’t seen some of the amazing 21st century libraries that are being reimagined around the world and in our own backyard. Of course libraries still provide many of the services that they have always provided: access to books and magazines, help with research, children’s programming, author visits, and more, but these traditional services are now sharing the library with new technology and new ideas.

In this unit, students will visit many local libraries to see what they have to offer. Students will visit Mediatech, part of the Flemington Public Library, to check out the collection of video games. Another stop will be at the MiY Makerspace at the Piscataway Public Library where students will use their high tech tools to create something of their own. For more of a low-tech day, students will visit the Handcrafting Makerspace at the New Brunswick Free Public Library to make crafts or jewelry. Students will also check out the new Middle School Makerspace here at GSB and might even make their own human hamster wheels! In addition to these new spaces within libraries, students will also visit some more traditional libraries to see how they are reinventing their services to meet the needs of patrons in the 21st century. For example, the New York Public Library takes its role as a community center seriously, offering over 67,000 programs across its 92 branches last year. Finally, we will visit some freestanding Makerspaces like the Staten Island Makerspace whose motto is Dream - Create - Make.

As students are visiting the various libraries, they will keep a journal tracking their observations of what works well. Their final project will be creating a proposal to incorporate aspects of what they see into the libraries at Gill.

Religions of the World In this unit, students will explore a variety of religious traditions, from the East and the West. They will examine the central tenets of these traditions and visit several places of worship in the area to meet members of these religious communities, and learn more about their practices and beliefs. They will also invite several speakers to share their insights or their own experiences practicing these religions. Discussions will center on questions concerning the nature of God, doctrinal teachings about the afterlife, and the relationship of religion to society. Students should also become more aware of the depth and breadth of religious belief in the world and its implications on global affairs.

The students will read and discuss a small selection of readings from the major texts of several religious traditions, including the Bhagavad Gita, Torah, and The Dhammapada. Each discussion will be followed by a day trip intended to enhance students’ understanding of their reading. These trips will include visits to places like a Hindu temple, a Benedictine monastery, a synagogue or a Buddhist temple. Students will also take a trip to the Metropolitan Museum of Art, where students will examine artwork inspired by these ancient beliefs throughout the centuries.

There are several goals to this unit: to expand the students’ awareness of the variety of religious experience throughout the world, introduce them to some traditions and increase their understanding of others. Students will better their understanding of what practices and beliefs make each of these traditions distinctive and the commonalities of religious experience across traditions. Students should come away with a sense of the implications religion has for politics and world affairs, both in the present and throughout history.

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Upper School Spring Unit – Ideas and Exploration

We the People The framers of the United States wrote in the Constitution: “We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.” Some, however, realized that the Constitution might create a government that did not protect individual liberty so the Bill of Rights was approved. The Bill of Rights is a list that limits the power of government. This unit will focus on the Bill of Rights and the court cases, both recent and historical, that have focused on those first 10 amendments to the Constitution.

While some of the amendments seem dated (quartering soldiers during war), others are quite timely. The rights to freedom of speech, to bear arms, to religious freedom, to protection from illegal search and seizure are all very relevant today. Questions arise when talking about our rights. Can a government employee refuse to do his or her job based on his or her own religious beliefs? Can a student write an article expressing a controversial position in the school newspaper? What process is due for a minor disciplinary infraction? Can the school use postings on Facebook as a part of the disciplinary process? Can a police officer search the trunk of a car during a routine traffic stop?

Through films, visits with lawyers, visits to courts, reading court cases and discussion, students will gain a better understanding of the legal profession and the rights of individuals today.

Students will attend field trips to meet with lawyers and judges. All students will be asked to participate in discussions and to find and report on a collection of court cases that are linked to the Bill of Rights.

A Little Bit of France (Here at Home!)

This unit is a focus on French culture that is alive all around us. Students will take a few day or evening trips into New York City, Philadelphia or to local venues in New Jersey to discover art, music, food, history, culinary skills and more that are influenced by French culture. Depending on scheduling, students may enjoy a Broadway show, attend a Classical concert, visit the Alliance Francaise, see French works of art in a museum, tour the United Nations and/or participate in a French culinary class.

Students will experience French cuisine by having lunch or dinner in various French restaurants at local New Jersey, New York, or Philadelphia French restaurants and in the ambiance of the classroom.

During the course of the unit, a French book (in English) will be read independently by all participants. The book discussion will be held at the same time as “cheese sampling day,” when an assortment of cheeses from France will be presented by the group.

After experiencing these activities, students will discuss how the French culture has or has not influenced the American culture and vice versa. While on campus, students will continue to immerse themselves in French art and culture by watching French movies and preparing a few more delicious French recipes.

At the end of the unit, students will have been immersed in French culture and will be able to discuss their opinions on the French literature, music, art and cuisine they experienced.

Knowledge of the French language is preferred but not necessary.

Upper School Spring Unit – Ideas and Exploration

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CULTURED PEARLS The Nature of Culture “Without culture, and the relative freedom it implies, society, even when perfect, is but a jungle. This is why any authentic creation is a gift to the future.” – Albert Camus In this unit, students will study “culture”—the interactions of ideas and conventions that shape society—through an exploration of popular and fine art, advertising, social media and more traditional media outlets. The term “culture” is a mutable concept with many implications. It may refer to collective behaviors, shared perceptions, even stages of development. In a series of field trips, students will meet with artists, clothing designers, media consultants, and marketing professionals. In addition, students will visit museums, galleries and sculpture gardens. They will learn to view the dynamic nature of culture through the lens of messaging, advertising and aesthetics.

To what extent is “style” a reflection of changing cultural norms, as opposed to an artful manipulation by designers and marketing experts? What is fine art? Does it reflect culture or shape it? And to what extent is social media (Facebook, Instagram, Twitter) a motivating force behind the constant shifting of ideas and behaviors? Indeed, are individuals the product of culture, or rather its progenitors? These are questions students will explore through research, discussions and field trips. They will visit Lincoln Center and the Museum of Modern Art. They will meet with a New York City street artist, observe street art in Chelsea and SOHO and then tour more traditional galleries there. Students will also visit the Apple Store and consider the cultural dynamics of Times Square, with all of its electronic messages, its street commerce and its throngs of pedestrians and performers.

Is art, as Marshall McLuhan claims, “at its most significant a DEW line, a Distant Early Warning system that can always be relied upon to tell the old culture what is beginning to happen to it”? Or is culture, as Malcolm Gladwell posits, “a series of memes…ideas, behaving like viruses that move through a population, taking hold in each person who becomes infected”?

These are not simply academic questions; their consideration reveals much about who we are and where we are headed.

In this unit, students will be surprised with what they discover. Is cultural enrichment worthwhile? Are museums and symphony halls needed by society? How has Facebook changed the way that we see and interact with the world? While few firm conclusions are anticipated, the experience will certainly contribute to students’ appreciation of art, artifice and the culture we often take for granted.

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Upper School Spring Unit – Ideas and Exploration

Gill St. Bernard’s School P.O. Box 604 St. Bernard’s Road Gladstone, NJ 07934