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"Looking Is Learning, and So Is Doing"

When second graders construct seasonal models of longhouses and wigwams, they imagine what life inside would be like, and how the real-life Lenape inhabitants would move from one to the other, when winter turned to spring. 

After examining primary and secondary sources about westward expansion, third graders "step into the shoes" of pioneers and participate in an Oregon Trail simulation. They gain an appreciation for the pioneer experience and will later imagine themselves as pioneers and write letters "home" to their families in the east.

These are but two examples of the boys' "looking and doing" learning experiences through Saint David's nearly 15-year partnership with The New York Historical, New York's first museum -- a leading cultural institution that records over 400 years of American history.

Our curricular collaboration with the museum spans the entire school year and is embedded in our program; each week a museum educator works with our teachers to co-teach engaging learning experiences that animate the study of history. The partnership provides the boys with access to the museum's trove of artifacts, documents, and art that helps deepen their understanding. "What does this artifact tell me about the past?" This simple question and the concentrated focus, attention and critical thinking it demands of the respondent drive much of the learning. 

In the course of the school year, second graders delve into the Lenape tribe of early Manhattan, Henry Hudson's explorations, the development of New Amsterdam, and New York's critical role during the American Revolution. In third grade, they explore the culture and practices of the Navajo people, westward expansion, and the push/pull challenges of immigration at the turn of the 20th century.

What begins with looking closely, asking questions, and discussing possible answers, often leads to the boys making something concrete - an artwork, a diorama, a print - that illustrates and demonstrates their understanding. 

In the spring, special events are held at the museum for each grade where boys showcase their learning. It's gratifying to watch as the boys present so confidently and knowledgeably in this remarkable historical institution. They take pride in teaching their parents what they've learned and sharing their insights. 

"This project is so impactful; he's been talking about it nonstop, really bringing it home," was one third grade parent's comment after her son's event. 

As their New York Historical educator so aptly put it when introducing the boys' work during the second-grade event, "When we observe, we observe from our individual perspectives. That's how we connect with other cultures...the boys make connections...Looking is learning and so is doing."



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