1968 Summer 2019
Edmund Burke School Magazine
The DC Issue DC 101 Sixth graders visit DC’s wards to learn about our city’s history
Where We Stand Student leaders spark change in the Nation’s Capital
The Museum of Modern Teaching How Burke teachers use DC institutions as a classroom
Loving Our Location Making the most of our 40,000 ft² urban plot
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A Letter from the Head of School Classroom Perspective: DC 101 Student Perspective: Where We Stand Faculty Perspective: The Museum of Modern Teaching Parent Perspective: Loving Our Location Burke’s 50th Anniversary Gala Winter Alumni Event Recap Class Notes
A View of Upton Street by Xiyao Di ‘22
\ FROM THE HEAD OF SCHOOL \
Dear Burke Community, It’s been a remarkable school year. From the first cupcake at September’s 50th Anniversary Block Party to the last toast at the 50th Gala in April we’ve celebrated and affirmed Burke’s commitment to critical thinking, creativity, and compassion. Our dedication to a progressive educational philosophy and our goal of graduating young people who are prepared to contribute to their communities remains as strong in 2018-2019 as it was in 1968-1969. Another aspect of Burke that has not changed over the years is our relationship with the city of Washington, DC. Although we have moved from a townhouse to a two-building campus, Burke has always been an urban school. Our faculty has made DC into an extended classroom, never hesitating to usher students onto the Metro and whisk them off to a play, concert, monument or museum. Burke graduates learn how to navigate paragraphs, math problems, research papers and city streets. Starting with our youngest students, the history and geography of Washington DC is woven into the curriculum. By the time they reach 12th grade, our students have volunteered in DC nonprofits, heard from DC notables in Assembly, spent hours in DC museums and have had the opportunity to participate in rallies on the National Mall. These experiences are a vital part of Burke.
“Burke graduates learn how to navigate paragraphs, math problems, research papers and city streets.”
I hope you enjoy reading about the ways that Burke is intertwined with Washington, DC and I encourage you, if you have not already done so, to contribute to our Stand with Burke Campaign. The funds raised will allow us to make the best possible use of our urban campus, honoring the legacy of Jean Mooskin and Dick Roth, who so wisely founded Burke in the nation’s capital.
With warm regards,
Damian R. Jones Head of School
Summer 2019
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DC 101 Understanding Our City
\ CLASSROOM PERSPECTIVE \
To be a Burke 6th grader is to immerse oneself in the rich culture of Washington, DC. The teachers on the fourth floor of Hobbes miss no opportunity to discuss DC’s history and to get the students out into the city, and a study of Washington, DC is built into Burke’s 6th grade interdisciplinary core curriculum. From the very beginning, Burke students learn that the city of Washington, DC is much more than just the federal government and monuments. Their experience in 6th grade is a foundation for the rest of their time at Burke, when they will revisit museums, go to plays, workshops and participate in service projects with DC nonprofits. While Burke graduates are incredibly knowledgeable about the nation’s capital, even a 6th grader here will impress you with all they know about the remarkable city that is Burke’s home. The Washington, DC of the Burke sixth grade is a prism of cultures and experiences that each student experiences as they conduct an in-depth study of the people and history of Washington DC, exploring vibrant neighborhoods in all eight wards of the city. Groups of students pick a Ward about which to prepare and present a DC project. The DC project begins on the steps of the Lincoln Memorial, and a study of what it means to be a part of a city and nation with high expectations for its citizens. From the base of Lincoln’s Chair students look across the Reflecting Pool to the Washington Monument and ask “Who Am I? as a citizen of the nation’s capital, the country, and eventually the world,” beginning their journey. No student emerges from the 6th grade without a visit to Ben’s Chili Bowl on U Street, the Big Chair in Anacostia and the Basilica of the National Shrine of the Immaculate Conception in Northeast. Using those and other cultural touchstones and landmarks, the stories and histories embedded in the people, and the stories they themselves create, students take their first steps to becoming thoughtful, dynamic citizens. //
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/ STUDENT PERSPECTIVE /
Burke’s location makes it easy for students to use museums and galleries as their classrooms. But the Smithsonian is not the only thing on the National Mall that contributes to a Burke education – the option of participating in rallies and protests is a natural part of every Burke student’s experience. Here are the experiences of two seniors who played big roles in student activism this year:
By Vera Walsh-Alker ‘19
Up for Women
I believe that growing up and attending school in Washington, DC gives students a unique sense of civic duty and political awareness. Students who attend Burke are encouraged to engage in social and political activism. My peers and I can speak at length about all the positive experiences we’ve had learning activism both in and out of class. I am one of the co-leaders of FemCo, Burke’s Feminist Co-Operation club. Our mission is to “provide a safe space for female-identifying students and conscientious allies to explore the influence of patriarchy on the lives of all individuals on the gender spectrum.” We work on enlightening and empowering the Burke community regarding gender issues. In October of 2018, when the country was grappling with the nomination and eventual confirmation of Supreme Court Justice Brett Kavanaugh, FemCo sought to address the plight of sexual assault survivors with a student-organized walkout, supported by the administration. In conjunction with the Young Democrats Club and Students of Color, we led hundreds to the sidewalk outside of Burke, holding signs and chanting. The steps that I and my fellow club leaders took to make this protest a reality embody the values that Burke instills in its students. After discussion and debate about the Kavanaugh hearings in FemCo, we decided that action was required and that our voices should be heard, particularly as students in a college preparatory school with some of the same characteristics as Kavanaugh’s alma mater. Along with other club leaders, I sat down with the Dean of Students, Vanessa Aird, and talked about how to mobilize the students who were also concerned about the way sexual assault is addressed. Vanessa was very supportive and helped us devise a plan that was mindful of student safety and respectful of Burke’s academic schedule, as well as those with opposing viewpoints. This walkout experience was overwhelmingly positive. It showed Burke’s emphasis on character and the strong connections between the student body and the faculty and staff. Through its focus on social justice in the curriculum and its support of student activism Burke helps young people understand the power of their voices. This can’t just be chalked up to Burke’s location in Upper Northwest - it’s the quality of educators and sense of purpose engrained in the mission of our school. //
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1968 Edmund Burke School Magazine
Against Gun Violence
By Will Kubzansky ‘19
My initiation into the “school shooting generation” began on December 14, 2012, the day of the Newtown shooting. My age group is part of a cohort of young people who, in the words of The Atlantic’s Ashley Fetters, “don’t remember a time when school gun violence wasn’t a widely feared threat to young people.” The first day back at school after Newtown, I can still picture our sixth grade classroom as we discussed the tragedy, all of us assuming the adults in charge would prevent something so tragic from ever occurring again. Then the thoughts and prayers sent towards Newtown melded into thoughts and prayers sent towards Orlando, Las Vegas, San Bernardino, even neighborhoods inside DC, where a senior at Thurgood Marshall Academy died as a result of gun violence. I shed my illusions: these shootings were unavoidable. Then, in the middle of my junior year, the discourse changed with the shooting at Marjory Stoneman Douglas High in Parkland, Florida. Parkland’s students—also members of the school shooting generation—immediately took action. As Emma Gonzalez and Cameron Kasky began organizing, we followed. The school shooting generation would have to lead this charge. Anxious to get involved, the Young Democrats Club heard that a local student group, Montgomery County for Change, was organizing students from around the area to walk out of school on the one-month anniversary of the Parkland shooting. The plan was to stand in silence for 17 minutes before gathering at the Capitol. Without hesitation, I marched into the Dean of Students’ office to discuss how Burke students could participate. In my experience, Burke has consistently supported students’ first amendment rights, and this situation was no different. After a few compromises, meetings, and many emails, texts, flyers and announcements, we were ready to walk out. The protest went off without a hitch: a city block’s worth of students left class at 10:00 AM to stand on Connecticut Avenue in silence as cars passed by, honking in solidarity. At 10:17, we walked towards the Metro, arriving at the Capitol soon afterwards. There we heard from Nancy Pelosi, Chuck Schumer, Bernie Sanders and countless activists, all before making it back in time for fifth period. Since then, we’ve taken part in the March for Our Lives and other rallies. These events are difficult and chaotic — but we owe it to ourselves, our country and the students who come after us to continue to demand action. Because in just four years, Burke will welcome its first students born after Newtown. I hope that by then the movement begun by the Parkland survivors will have led to positive changes, but I know that regardless, Burke will continue to support students’ participation in protests and rallies in Washington, DC. //
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The Museum of Modern Teaching By Maureen Minard
History Teacher
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1968 Edmund Burke School Magazine
\ FACULTY PERSPECTIVE \
As any tourist knows, it’s a challenge to spend time in Washington, DC without setting foot in a museum. The Smithsonian Institution alone is comprised of 19 museums and galleries, and then there’s the Phillips Collection, the Hillwood Estate, the National Museum of Women in the Arts – you get the idea. Schools in DC are lucky to have this bounty in their backyard. Burke is especially fortunate, as its location, its philosophy and its schedule are ideally suited to incorporate museum visits into the curriculum. >>>
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Six years ago, a group of Burke students petitioned the head of school for an AP Art History course. My major in Art History made me the logical choice to teach the class. I quickly realized that field trips were a crucial part of this course. There was a shift in excitement, retention and critical thinking abilities once students saw the pieces we were discussing up close, and in a carefully designed setting. I realized that museums are a great place to stimulate interdisciplinary inquiry. I developed an AP Art History curriculum that relies on museum trips, making extensive use of the double periods that are built into Burke’s schedule. But because Burke classes are already highly engaging and creative, the standard museum opportunities currently available to teachers can be a bit underwhelming for our students, who need more of a challenge than is offered by a typical docent. Our students navigate museums with unusually sophisticated perspectives. As I refined my Art History trips, I began to think of ways to help teachers in other classes. I attended over two dozen professional development workshops, met with museum educators and talked with Burke teachers about their field trips. I applied for a Combustion Engine Grant (Burke’s internal fund to support classroom innovation) to research ways to make it easier for teachers in all disciplines to make use of DC museums. Over one summer, I created an online museum visit guide with sample lessons. In a faculty meeting, I presented ideas for field trips, and I mentored individual teachers who were looking for specific resources in the city. Over the course of the year, I worked with history, English, math and science teachers to enhance their curricula with activities in museums.
BURKE IS ESPECIALLY FORTUNATE, AS ITS LOCATION, ITS PHILOSOPHY, AND ITS SCHEDULE ARE IDEALLY SUITED TO INCORPORATE MUSEUM VISITS INTO THE CURRICULUM.
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1968 Edmund Burke School Magazine
When the 10th grade English students began their study of the Romantic poets, Alexis Martina approached me, and we were able to develop a lesson at the National Gallery, making connections between the poetry and works in the galleries. In Brandy Menzel’s precalculus class, students explored exhibits in the National Museum of Natural History through the lens of statistical epidemiology. Our students no longer run through museums, but slow down and observe and learn from objects. Not only does this enhance classroom lessons, but it teaches students how to continue a lifetime of learning beyond school. The connections that I and other teachers have developed with the National Gallery and the Smithsonian’s American Art and African Art museums have resulted in strong relationships between Burke and the education departments at these institutions. These connections enhance our field trips, and also provide contacts for internships and senior projects. Burke has a great reputation in DC’s museum world because of this continuing dialogue, as well as our effort to use museums in creative ways, our commitment to diverse voices and the importance we place on our urban location. //
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Loving Our Location Traveling north up Connecticut Avenue, drivers pass by numerous apartment buildings, stores, offices, restaurants and one independent college-prep school. Burke’s location is truly unique, and it is not an accident. It is the result of many carefully considered decisions that weighed the challenges and benefits of teaching in an urban environment.
After an initial enrollment of 17 adolescents in 1968, Burke was up to 65 students in the fall of 1972. It became increasingly obvious that it was outgrowing its townhouse on Wyoming Avenue. With the assistance of some generous parents, the school was able to purchase 2955 Upton Street, the unused science building belonging to Dumbarton College. Burke continued adding students over the next decade, and in 1983 the need to expand again became critical. One of Burke’s founders, Dick Roth, recounts that: “Jean [Mooskin] and I thought about the suburbs. Construction and land could be less expensive, but we had a good relationship with the nuns from Dumbarton, and I think
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1968 Edmund Burke School Magazine
that they liked the idea of a school replacing their college. Another plus was the Metro and the bus lines. We were easy to get to by public transportation, and certainly being on a main artery was a help to people driving downtown. We saw ourselves as an urban school with access to theater and galleries, and our population was against a move. If we moved to Silver Spring or Bethesda, we would lose those from Capitol Hill and the central city. Jean and I gave it a great deal of thought but the decision to stay put turned out to be obvious.” So Burke remained on Upton Street, and built an addition that included an atrium, library, computer lab and new classrooms.
In 1998 the school was once again on the lookout for new property. According to Walter Ailes, who served as Assistant Head for Finance from 1998 - 2005: “By the summer of 2001 the school had purchased two properties across the alley. This was accomplished with the ‘can do’ spirit and smarts of past parent and trustee Dave Sislen. David Shapiro was our head of school
by this time and a committee had been formed to manage the process of designing, permitting, and overseeing the architectural and building process. It did not take long for the neighborhood energy to flow. In the end, we went in front of the Board of Zoning Adjustment (BZA) with our plans and were rejected. We had to step back and ask: was this location essential to the Burke experience or not?
“We worked with a real estate consultant to explore what was available in and around the city that would not only give us program space inside, but would address the need for an athletic field. (Kudos to Burke’s Athletic Directors for running a great program without a dedicated field.) I think the more we looked, and the further out we went, the more the present location began to pull us back. The Metro relationship, being in this part of the city and the nature of the students and parents who were attracted to the school all began to shift our efforts toward getting the next iteration of the plan right. We started over with a new architect and the body of
\ PARENT PERSPECTIVE \
knowledge from our first effort and finally got approval from the BZA for the expansion.” Even with BZA approval, the challenges continued. Sislen and fellow past parent and trustee Ernie Marcus remembered that several big compromises had to be made: the drive-through lane is one example. Requested by the neighbors, it ate up a big piece of the first floor of the new building. Because of the proximity to the Metro a special “dirt contractor” had to be used to dig the foundation, and this caused three or four months of delays.
A mistake by another contractor meant that three quarters of an inch of Burke’s building ended up on a neighbor’s property, costing an extra $150,000, which was fortunately paid by the contractor. Although the process was painful, both Dave and Ernie agreed that “it was worth it to stay in DC.” The new building was dedicated in 2006 – now the middle school had a home, and Burke’s program was enhanced by a theater, music rooms and an art studio.
Another decade passed, and in 2016, as part of the most recent Strategic Plan process, the Board of Trustees took a look again at Burke’s campus and location. They asked themselves: is the current campus serving the school’s mission? Should our plans for the future include a move?
Current Burke Board president Janine Goodman remembers the discussion: “Unlike many of its peer institutions, Burke is truly a city school, on busy Connecticut Avenue, crowded with college students from UDC, retirees and young families alike, restaurants, local store owners, food trucks and the Metro, which serves as a gateway to all that DC has to offer. Nearly every week it seems, a class is visiting a museum or gallery, or volunteering with and learning from a local community service organization. Our students march for gun control and LGBTQ rights along Pennsylvania Avenue and rally in front of the White House on climate change and the rights of DREAMers. Our students are integrated into their surroundings, learning what it means to be citizens of not
just a school, but of a neighborhood, a ward, a city. As trustees we believed strongly that our city home was a key factor in what sets Burke apart, what makes what we do here special, and what makes Burke, Burke.”
It is clear that alumni, parents, students, faculty and staff see Burke’s location as integral to its spirit and its mission. We are more committed than ever to our home on the corner of Upton and Connecticut, as evidenced by the goal of our Stand with Burke campaign. We plan to stay in our current footprint, making the most of our space with some creative renovating. Thanks to very generous support from Burke’s friends and families, we are well on our way to thriving in DC for decades to come. //
Learn more about the Stand with Burke Campaign at www.burkeschool.org/stand
Summer 2019
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On Saturday, April 13, 2019, nearly 700 members of the Burke community gathered in Washington, DC at the Andrew W. Mellon Auditorium to celebrate five decades of Edmund Burke at the school’s 50th Anniversary Gala. The celebration brought historic numbers of alumni as well as current and past families and friends back to the city where it all started in 1968, with just 17 students in a row house. How far we have come! The evening reflected the best of our school: talent, eloquence, inclusion, dedication, joy and, of course, humor. We were honored by our evening’s speakers: Judy Woodruff and Jeffrey Hunt ‘01; Susan Willens; Kenny McCombs ‘91; Janine Goodman; Ellie Robb ‘12 and Jeffrey Robb ‘10; Charlene Drew Jarvis; David Plotz; founders Dick Roth and Jean Mooskin; former Head of School David Shapiro and Scott Kenison; and current Head of School, Damian Jones. The celebration raised a record-breaking $550,000 in support of financial aid for Burke students! To those who raised their paddle at the Gala or have donated to Burke through our online auction, Annual Fund, or the Stand with Burke Campaign, you have helped make it possible for Burke to graduate the next 50 years of young people who speak clearly, think critically and act compassionately. The world needs what Burke students can do, and your support continues to make this possible. Thank you, and cheers to another 50 years!
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E V E N T S ! A L U M N I J A N U A R Y B U R K E ’ S T O
Alumni Holiday Party Our 2019 alumni festivities kicked off at neighborhood favorite Cactus Cantina here in DC on January 2, as over 50 grads from near and far gathered to reconnect, see favorite faculty members and raise a glass to Burke!
Alumni Art Show On January 11, 2019, alumni, families, faculty and friends gathered at Burke for the opening reception of the special 50th Anniversary Alumni Art Show, featuring the work of several alumni and past faculty artists from around the country. The reception was followed by a concert by Takoma Jazz, featuring Burke’s own John Howard, Stacy Smith and Eugenio Ibarz.
Burke Takes Broadway Burke traveled to NYC on January 12, 2019 for a busy afternoon on Broadway. Burke alumni, family and friends enjoyed a matinee performance of Kinky Boots, followed by a happy hour at Sardi’s.
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/ CLASS NOTES /
1970s
Chris Dutro ‘73 is retiring after a 25-year teaching career in Connecticut, “one I owe, in large part, to Dick and Jean.” Chris has been married to his wife Joanne, an art teacher, for 37 years and has two children, Erin and Kevin. Chris has served as a National Education Association delegate and a Connecticut Education Association delegate and legislative commissioner. He helped write, and get passed into law, the “Act Concerning Student Data Privacy” in 2016. He is looking forward to learning how to better outsmart a trout and playing more golf with his unwitting mentor, Mr. Richard Roth. After graduating from Burke, Marian Moore ‘73 worked the first 20 years of her career producing TV and music. For the past 15 years she has been convening, supporting, and coaching people with excess financial capital to reimagine what’s possible through shedding conventional and limiting assumptions while integrating investment, philanthropy, land and leadership toward social and environmental change. Of her time at Burke she says, “Burke provided a community where I felt like I belonged and it supported my confidence to follow my own non-conforming thread! That has served me well.”
1980s
Kadidia Thiero ‘89 has been chosen to lead University Corporation for Atmospheric Research’s SOARS Program (Significant Opportunities in Atmospheric Research and Science), following a nationwide search. Kadidia previously worked at Howard University as the outreach administrator for the NOAA Center for Atmospheric Sciences (NCAS). She also managed and supported NCAS K-12 programs, external science activities and community science demonstrations at DC-area secondary schools.
2000s
JP Coakley ‘00 recently opened Two Birds, the first company to provide fully-licensed childcare alongside a coworking space, in Tenleytown. The company is transforming how parenthood is integrated into today’s work culture and addressing the issue of new parents, particularly women, leaving the workforce. Coakley co-founded Two Birds with a classmate from Georgetown’s McDonough School of Business.
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1968 Edmund Burke School Magazine
Megan Timmerman ‘00 would like to share the birth of her first child, Fiona Carol Timmerman. Will Stovall ‘02 completed his PhD in German Literature at Yale University in May 2018. His dissertation was on the subject of the institutional imagination of German philosopher Jürgen Habermas. Cecilia D’Anastasio ‘09 received the Writer’s Guild of America award in digital news for her 2018 article “Inside The Culture Of Sexism At Riot Games,” which exposed a toxic, sexist culture at the studio.
2010s
Kristin Wallace ‘10 moved to Los Angeles at the beginning of 2019 to pursue a career in comedy. Before she left, she put on two comedy shows in DC with the help of fellow alums Holly Hertzfeld ‘13 and Hannah Bernhardt ‘14! Pablo Laguarda ‘18 and Daniel Markus ‘14 recently performed at Shapeshifter Lab in Brooklyn with the TIMARA (Technology In Music and Related Arts) department of Oberlin Conservatory. The show concluded the group’s week-long “Music Tech Tour” of New York City, which included visits to the Computer Music Center at Columbia University, WNYC Public Radio, Spotify headquarters and Harvest Works. Pablo then came to Burke to share his experience with John Howard’s Advanced Band class.
ALUMNI WEEKEND September 6-8
Welcoming all alumni and honoring reunion classes: 1969, 1974, 1979, 1984, 1989, 1994, 1999, 2004, 2009, 2014. Make sure we have your current email address so you don’t miss out on exciting event updates. www.burkeschool.org/update
Head of School Damian Jones
Board of Trustees 2018-2019
Janine Goodman, President Sharon Davis, Vice President Norman Dong, Treasurer Meredith Jason, Secretary Emily Alexander Susannah Baruch Sydney Bath Hadley Boyd Joe Clark Wendy Cividanes Lucinda Eng Garcia Richard Gersten
Suzanne Hudgens Angela Jaffee Nick Keenan Sue Keisler Morgan Landy Brian McMaster Ruta Puskorius Kira Swencki Monque Willard Damian Jones, Head of School Sarah Schriber, Faculty Representative
Burke Parent Association 2018-2019
Deirdre Brown Donesha Crews Kathleen Widnell
Nora Wehmeyer Kevin Willcutts
Office of Development and Alumni Affairs
Jennifer Kozak Rawlings, Director of Development and Alumni Affairs Susan Kay Jones, Assistant Director of Development, Advancement Services Kate Maskarinec, Assistant Director of Development, Special Events
Office of Communications
Alison Merow, Director of Communications and Marketing Maggie McVicar, Assistant Director of Communications
Our Mission
Burke consciously brings together students who are different from one another in many ways, actively engages them in their own education, holds them to high expectations, gives them power and responsibility, and supports and advances their growth as skilled and independent thinkers who step forward to make positive contributions to the world in which they live.
Equity and Inclusion at Burke
Burke respects the dignity and humanity of our students, faculty, staff, parents, alumni and trustees, as well as our broader community. We embrace a wide range of backgrounds and perspectives. We strive to cultivate understanding and appreciation of diversity that includes, but is not limited to, age, ability, ethnicity, family structure, gender, gender identity, political perspectives, race, religion, sexual orientation, and socioeconomic status. We acknowledge and encourage differences of opinions, ideas, and interests, and we expect thoughtful discussion and civil engagement. Burke affirms the individual worth of all community members, and we challenge behaviors that demean, marginalize, or exclude others. Our goal is to maintain a diverse school community that exemplifies these values and to fulfill our commitment to equity and inclusion consistently in all areas of school and community life.
Address
4101 Connecticut Avenue NW, Washington, DC 20008
Website
www.burkeschool.org
Phone
202-362-8882
Alumni Email
alumni@burkeschool.org 1968: Edmund Burke School Magazine is produced by the Office of Development and Alumni Affairs and the Office of Communications and Marketing for alumni, parents and friends of Burke. Letters and comments are welcome. The editors express their appreciation to all the writers and photographers who contributed to this issue of 1968.
4101 Connecticut Avenue NW Washington, DC 20008
STAND UP FOR WHAT BURKE STANDS FOR.
Now that Burke is 50 years old, it's time to ensure that we're here for another 50 years by updating our campus and strengthening our long-term financial outlook.
Support the Stand with Burke Campaign by JUNE 30 by donating to the Annual Fund. Use the enclosed envelope or go to www.burkeschool.org/stand. If you are interested in making a multi-year gift to the renovation project, please contact Jennifer Kozak Rawlings at jennifer.rawlings@burkeschool.org.