Social Justice Champions

In recent months Mount Madonna School students have been learning a lot about many individuals working for social justice.

“Cultural awareness is an important tradition in the lower school where our students delve deep into exploring and learning about different cultures widening their awareness of the world beyond their horizon,” said Director of Lower School Kami Pacheco.

Because of the pandemic, students shared what they learned online with a Zoom recording instead of giving in-person presentations.

For preschool and kindergarten students, the focus is on people who have worked to preserve the Indigenous Hawaiian culture and traditions.

“Preschool students built volcanoes and danced hula,” said teacher Danielle Barr. “We read a lot of books about traditional stories of Hawaii. The students explored with hands-on lessons on land and water formations, including islands and waterfalls. We discussed geography and the geologic activity by which the islands were formed, Hawaiian food, habitat and traditions.”

“The Hawaiian culture renaissance that started in the 1970s and continues today is definitely a success story in the preservation of Native American culture,”said teacher Hema Walker. “The children are learning about some of the champions who have worked hard to conserve the Hawaiian language and culture, including the last Princess of Hawaii, Princess Ka’iulani, who advocated for Hawaii’s independence in the 19th century; Edith Kanaka’ole and Mary Kawena Puku’I, two “Kumus” or hula teachers who worked with children to pass on this Hawaiian dance tradition.”

Kindergartners created “kapa” cloth using traditional colors, sewed traditional Hawaiian clothing for their clothespin dolls, and painted portraits of Hawaiian animals. Students created “leis” using real flowers, leaves and tissue paper flowers. They baked and sampled “Haupia” coconut pudding squares, “poi” bread and rolls sweetened with pineapple juice.

“We welcomed special guest (and former MMS dance teacher), Kumu Lorraine Kinnamon,” said Walker. “She sang in the Hawaiian language, read students a story about different Hawaiian musical instruments and demonstrated how each one is played. She shared that even shells and rocks can be musical instruments used in hula. The children were introduced to the ancient “Kahiko” style of hula, which I performed as Kumu Lorraine played along with a dried out gourd instrument called the

Marlowe Yen’s presentation on Daisy Bates ipu. The children enjoyed dancing along to some Hawaiian songs, and later the children took this experience deeper by reflecting on it in their drawing journals.”

“My favorite thing was the hula,” said kindergartner Harper Sebok. “The hardest part was to try to follow along. There’s so many ways to do hula!”

“We got to do hula and I love it!” agreed classmate Luka LeClair-Bonacich. “We also made Hawaiian Butter Mochi and all kinds of cool stuff to eat.”

In first grade the focus is Native American values.

Each student selected a specific type of Native American dwelling, sharing information about the tribe, its traditions, weather in the region inhabited by the tribe, and its struggles past and present.

“We have so much to learn from one another,” said teacher Cassia Laffin.

“What I learned is that Chief Seattle loved this land and he loved animals like I do,” said first grader Rhiannon Aron-May.

“I liked learning about Chief Seattle because I might be part Native American too,” said classmate Orion Wolfe.”

In second grade, the focus is advocacy for farm workers.

“We are learning about the peaceful protests of farm workers led by César Chávez and Dolores Huerta,” said teacher Prema Gammons. “Throughout the school year students have studied farms and food that grows in our local area and together we are connecting those lessons to the work of the United Farm Workers organization, which continues to advocate for the rights of farm workers.” “I learned that some farmworkers did not have enough money to buy food, medicine or shoes for themselves or their children,” said student Dahlia Bell. “César Chávez started a march for farm workers to be equal and he had to be brave,” said classmate Oceana Harris. In third grade the focus is on physician and astronaut Mae C. Jemison – the first African American woman in space. “On June 4, 1987, Mae Jemison became the first African American woman to be admitted into NASA’s astronaut training program,” said teacher Natalie Turner. “On Sept. 12, 1992, Jemison finally flew into space with six other astronauts aboard the Endeavour on mission STS47, becoming the first African American woman in space. In recognition of her accomplishments, Jemison has received several awards and honorary doctorates. ”I think it’s interesting that Mae Jemison decided to share her story by writing a book,” said student Jacquelyn Piccardo. “She is an inspiration for kids to do something that you love and that it’s okay to follow your dreams.” “It’s fun to learn about other people,” said classmate Narayan Aron-May. “As you think about your future, it helps you to feel inspired.” Fourth graders studied the late Supreme Court Justice Ruth Bader Ginsburg. “Ruth Bader Ginsburg has not only been a champion for social justice and equality for women, she has also been a powerful and outspoken member of the Supreme Court,” said teacher Nick Cabassa. “With her recent passing and the circumstances surrounding her replacement on the Court, I felt that this was a great opportunity to have my class learn more about her. Through reading, watching documentaries, and researching her quotes, students have gained a better understanding of who she really was and what she stood for.”

Each fifth grader chose a social justice leader to study.

“I chose Malala Yousafzi because she likes school and I like school,” said Sera Krawetz. “She helps a lot of girls around the world which I think is pretty cool.”

Classmate Jade McReynolds chose Stacy Abrams because of her work fighting for voting rights.

“I chose Allie Young because she is Native American and you don’t hear about them as leaders,” said Sophia Krawetz. “I realized that she’s really connected to her heritage and fighting for voting so that her ancestors’ fight in the past is honored and her people are listened to.”

Trip Woodrow chose Xiuhtezcatl Martinez, a young activist and hip hop artist, at his teacher’s suggestion. “After researching him I was shocked to learn that he started being an activist when he was six years old,” said Woodrow. “He has done so much at such a young age!”

Aiden Powers chose Daryl Davis. “I started to look up leaders and found a video about Davis and his fight to change the minds of people who are members of the Ku Klux Klan. From him I learned that words are more powerful than people realize. I also emailed him for information about my report and he replied. He was so humbled that I thought he was a social justice leader.”

Marlowe Yen said she picked the late Daisy Bates because of her own interest in racial equality and civil rights. “I read Stella by Starlight by Sharon M. Draper, and it mentions the Little Rock Nine. This guided my research and I found out that Daisy Bates organized a lot of that. She was pretty brave leading the Little Rock Nine.”

“Through this experience students were able to learn about various issues that others are passionate about and have worked or are working hard to create positive change,” said teacher Jessica Cambell. “In writing their monologues, students had to utilize their research papers to try and determine what they thought their leader would say was the most important thing to communicate — what were they fighting for? Why were they passionate about it? Why should we care? Through the research and oral Cultural Awareness presentations, students were able to learn about some of the ways others are working to improve people’s lives and make the world a better place.” n