Seniors “Document The World”

By: Ernestine Heldring
Upper School English Teacher

The culminating project of the senior English class, “Documenting the World,” was to create short documentaries. This is the first year students have made documentaries rather than write final papers. Our students worked in groups of six for several months on these projects: figuring out what essential questions they wanted to ask, shooting interviews, finding and recording B-roll and then weeks of post-production and editing. We’re really happy to have partnered with the wonderful non-profit, Reel Works, on this project – they taught us so much about filmmaking!
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Sails and Street Names Come Together in a 4th Grade Field Trip

By: Becky Blumenthal
Lower School Science Teacher

While students in other schools are often presented with classes that divide the world into distinct disciplines such “science,” “social studies,” and “math,” the Lower School, like all of Berkeley Carroll, unites these disciplines to reflect the interwoven nature of our world. Sometimes we plan tirelessly to make this happen, and sometimes a day in the field reveals this naturally.

Throughout fourth grade, science and social studies cross paths. In the fall, students learn in social studies about the native people who lived in this area before European contact, focusing on how their environment influenced their lifestyle. Simultaneously in science, we study the Hudson River watershed, examining at the geology and ecology that shaped the lives of the same groups of people.

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The Value of Hard Work: Girls Varsity Softball Closes Season On A Roll

By: Dick McGrath
Athletic Director 

A very young, but determined, Girls Varsity Softball team embodied the value of hard work during this year’s spring season.

After several key players graduated last May, the team entered the season without no seniors on the roster. Most of the players were sophomores and freshmen, still learning to play softball at the high school level. This inexperience showed at the start of the season, with the team dropping four of its first five games. But despite the early setbacks, the team never let up. Instead, led by Dani C. ’16 and Lily M. ’16, the team redoubled its efforts, practicing through the cold and strengthening its hitting and fielding. The hard work paid off, as the girls won their final four games to post a winning record of 6-5 on the season.
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6th Grade Humanities Talks Dignity, Local Community & Current Events

By: Megan Saxelby
Middle School Humanities Teacher

Sometimes when you teach, there are moments where it feels like the whole world is trying to get involved in your curriculum. Every day there is a headline that connects to your studies, and kids who come in eager to discuss something they heard about or read, particularly when the central theme for our Humanities class this year is the idea of dignity, defined as the fundamental value of every individual, and the theme guiding this current unit is tolerance.

We’ve been analyzing how/why people violate dignity through the study of history and literature, and how these conflicts might be avoided by spreading open-mindedness and empathy. Continue reading…

Start a Conversation: Nepal

By Ana K.
Upper School Student

I made this short film to start a conversation about what is happening in Nepal. Its purpose is to promote thinking about how we can help people when we live far away. I hope that by watching this short video, you feel inspired to donate. If you’d like to donate money through the Berkeley Carroll community please contact Ms. Heldring and Ms. Matthews in the Upper School. If you are unable to donate, having discussions among your co-workers and peers is just as valuable.

And here are some ways we can help:

– Buy “Nibbles for Nepal!” (Bake sales will happen almost daily until we reach our goal of $3,000.)
– Donate to our “Bucks for Nepal” bucket! (located at the front desk)
– Think of a teacher challenge! (What would you pay to see your teacher do —  for example, cartwheel down the hall!)

First Graders Discover: My Matisse

By: Phaedra Mastrocola
Lower School Visual Arts

This year, first graders had the wonderful opportunity to visit Matisse: The Cut-Outs—the largest and most extensive presentation of the cut-outs ever mounted—at the Museum of Modern Art. The trip provided the impetus for an extended unit of study that encompassed the entire first grade art curriculum.

Students improved their cutting skills as they discovered the differences between organic and geometric shapes and positive and negative space. They learned to work both collaboratively and individually as they learned about composition, large and small, with a focus on size, placement, overlapping, and color. And they made color choices based on temperature and visual impact. Finally, they used their fine motor skills to strategically thumb tack their collages together, much like Matisse, adding an element of dimensionality to their final pieces.

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Upper School Debuts BC Talks

The Upper School took part in the first BC Talks (formerly known as “Diversity Day”) this week. To prepare, students, faculty and staff participated in an all-school write-in, responding to what the hashtags #blacklivesmatter and #icantbreathe mean to them. Anonymous excerpts from those responses are currently posted around the school.

The day’s highlights included presentations & group discussions about these themes, and concluded with an activity in the gym where every student and faculty member was given the identity of someone else in the school on a slip of paper (as reported in an online survey) and asked to stand when part of that identity (religion, sexuality, class, etc.) was called out.

Here is the transcript of the opening remarks of the event from Upper School Director Jane Moore:
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Spring Intensives Report: Neuropsychology

This year, the Upper School’s popular Spring Intensives program featured 18 courses on three continents. The Journalism Spring Intensive was tasked with reporting on some of the different Spring Intensives going on around the school. Here’s the articles from 3 students reporting on the Designing A Musical: Godspell Spring Intensive.

Tacos, My Brain, and Myself
By Mia Gates

The steady thumps of a drum circle, mixed with the steady beat of students saying “I like tacos” over and over again, radiate through the hallway. But this isn’t Prospect Park on a Sunday afternoon, nor is it a school cafeteria on taco day. This is the Spring Intensive Neuropsychology: My Brain/Myself.

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Spring Intensives Student Report: Designing A Musical

This year, the Upper School’s popular Spring Intensives program featured 18 courses on three continents. The Journalism Spring Intensive was tasked with reporting on some of the different Spring Intensives going on around the school. Here’s the articles from 3 students reporting on the Designing A Musical: Godspell Spring Intensive.

Lively Yet Vigorous: Spring Intensive
By Grace Chong

Music, dancing, laughter, and screw guns? The Spring Intensive Designing a Musical: Godspell features a set building crew of productive Berkeley Carroll students led byJim Kent, Technical Builder, who are also learning how to write their own scripts with Justin Indovina, Choir Director and Theater Chair. What should you expect to see and hear as you enter the Performance Space?

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Spring Intensives Student Report: Robotics

This year, the Upper School’s popular Spring Intensives program featured 18 courses on three continents. The Journalism Spring Intensive was tasked with reporting on some of the different Spring Intensives going on around the school. Here’s the articles from 3 students reporting on the Robotics Spring Intensive.

Run, Robot, Run!: Introduction to Robotics Spring Intensive
By Sara Tobias

Ceesh, Tango, Kelp, and Groady. Who are they? No, they’re not people, they’re robots. Small, metal, four-wheeled robots with green claws extending from their fronts.
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