UG Expeditionary Thursday Update
October 10, 2019
Big History 1 - Origins
In the Big History Project, students zoom all the way out to a cosmic time scale. They consider timeless questions such as “Where did everything come from?” “Where are we heading?”
To explore these questions, students rotated through 4 rooms in the American Museum of Natural History: Universe, Earth, Dinosaurs, Human origins. In these rooms they looked for evidence of how changing scales in time and space help us better understand our place in the Universe.
Ask your child how long humans have roamed the earth. How do they think the world will change by the year 2100?
Big History 2 - Early Homo Sapiens
In the second year of the Big History Project, students are learning about early humans, connection to primates, and collective learning. This fieldwork provides students with the opportunity to use the American Museum of Natural History as a research resource. Students will complete their fieldwork journal and use it to help further their understanding of early humans prior to starting Investigation 6.
Ask your child to describe the similarities and differences between early humans and modern humans. In what ways have we changed? In what ways have we stayed the same?
US History - Historical Perspectives
Our juniors are asking themselves, “Whose story do we tell?” by recognizing different perspectives within narratives of US History. Students filmed at local locations and did post-production editing in classrooms. They finished their Hamilton Video projects in preparation for the Red Carpet event after school last Friday, October 11. Check out the photos below of students working on their films and our award-winning teams!
This was be their major assessment for Unit 1 of US History. It also leads up to the Hamilton Field Trip / performance on Wednesday, October 16.
Ask your child what new perspectives they've taken this year. Whose stories are they interested in learning more about?
Participation in Government - Political Art
Our seniors are investigating how does visual art reflect political will? After hearing candidate Adem Bunkeddeko speak, students visited art museums and studied political art, plus meet the curator of those exhibits to ask about the political nature of the work. Depending on their group, students went to the Guggenheim Museum, AMNH, Bronx Museum of the Arts, or the Brooklyn Museum.
Ask your child what types of political art they've seen around New York City. Does graffiti count? What issues does your child think are the most important ones for our politicians to focus on?