During this period of early adolescence, we create opportunities through a prepared environment that allows students to learn about themselves, their communities, and how their unique self contributes to those communities. It’s about finding yourself, and your place in the world. It’s about calibrating your inner compass.
The 2023-24 school year promises to be full of new experiences and adventures. We have settled into our downtown campus at 101 Park St., our new homebase. From here we will launch our studies of geology, botany, freshwater ecology, elections and government, ancient civilizations, applied technology, and democratic movements. Throughout the year we will have opportunities to connect to our local community as well as travel as far north as the tip of the Keweenaw Peninsula, and as far south as Pigeon Key. Get ready, because here we go!
-Tree and Kristina
"The adolescent must never be treated as a child, for that is a stage of life that he has surpassed. It is better to treat an adolescent as if he had greater value than he actually shows than as if he had less and let him feel that his merits and self-respect are disregarded.” - Maria Montessori
Kristina Weidenfeller, Junior High Guide
Kristina@traversechildrenshouse.org
Treenen Sturman, Junior High Guide
Treenen@traversechildrenshouse.org
Tori Craig, Junior High Guide
Tori.craig@tchlearners.org
_
Room Parents
Carrie Goodreau
Renee Mittelstaedt
_
Quick Links
Classroom Highlights
November 11, 2024
Stories are dependent on perspective. Our perspectives are shaped by our culture, history, and life experiences. As long as there is more than one person present, there is more than one perspective. Throughout our past month, we have had the opportunity to see both Freshwater ecology and Democracy through multiple perspectives.
Freshwater ecology is our first official workshop of the year. Our activities and lessons include observational and creative writing, water quality testing, and various supporting outings such as visiting Fish Pass, touring the Wastewater treatment plant, and hiking out to Marl Springs.
In writing, students were asked to use 4 of their 5 senses (no tasting!!) to observe during our trip to Fern Lake at the Timbers as well as sitting along the Boardman/Ottaway River at Hannah Park. Learners worked to differentiate between objective and subjective observations and language. They were asked to decide: For which purposes do writers use objective language? For which purposes do writers use subjective language? How can you tell the difference between fact and opinion? From objective observational perspectives, students then created their own stories, beyond what they could see, hear, smell, and feel.
Also at Fern Lake, students collected water samples and tested for pH, dissolved oxygen, phosphorus, and nitrates. Students entered data into spreadsheets, and created bar graphs to analyze the results. Data may be objective, but depending on the aim of the inquiry, whether or not the results are favorable depends on what we are hoping to find. Are we looking for fish habitat? A swimming hole? Drinking water? A place to spend a lazy day on a pontoon boat?
Next we visited the Traverse City Wastewater Treatment plant. For a visitor, the smell is, well, BAD. We learned that what, from our perspective, was gross, was actually a natural process of using microorganisms to break down human waste, which is, GOOD! The process protects our waterways, and in turn, ourselves. What we may see as disgusting, a wastewater manager sees as cutting edge environmental protection.
In the wastewater treatment plant, the view of water was that of a resource for humans. We need water to survive, this is how we work to ensure we have safe water systems for drinking. During our trip out to a natural spring, Marl Springs, we learned about a perspective of water as a relation, as opposed to a resource. In our last meeting with Eric Hemenway, of LTBB, we hiked to the Marl Springs out along the National Parkshore. Eric spoke about the spring being a place for ceremony, clean drinking water, and meeting. In his storytelling, he made a point of referring to the natural spring as a “relation,” instead of a resource, stating that relations are cared for, while resources are used. By referring to the spring as a relation, it defines his perspective of how he interacts with water. How we choose to call things, define how we treat or respond to them- a resource is more commonly viewed to be used, a relation, cared for.
Since the inception of the Junior High, we have been involved in various ways with the Boardman/Ottaway dam removal project. We have collected data, planted native species, as well as received multiple presentations from diverse stakeholders. After many years, we have finally arrived at the last dam on the river, the Union Street Dam. Leah Bagdon McCallum from the Great Lakes Fishery Commission met with our class to discuss the plans, and the hopes for the Fish Pass project. She shared the science and history of the many purposes and uses of the Boardman/Ottaway river. Food, transportation and exploration, spawning ground, lumbering, hydroelectric power, and most recently, recreation are all uses for the river that have existed. The river is and has been a sort of “giving tree” for those who live around it. In the past couple of decades, it became evident that the dams were aging, and needed repair. In deciding whether or not to allocate the funds for repair, many voices came together to share their desires for the future of the river, from their own perspectives. Fish Pass is an example of “real life group work.” For students to learn about the time, and work it took to get to a point where a decision was made to remove dams, open the river, and make a plan to manage invasives, amid so many diverse perspectives about our freshwater ecosystems, teaches that even though they may not agree fully with their classmates, as people we are faced with challenges that in order to solve, we may have to listen more, talk less, and find new ideas together in order to move forward.
Transitioning to our next workshop, our visit to the City Council and presentation from Ben Marentette proved to be a perfect fit. Ben demonstrated the same challenge of working with different perspectives through the structure of City Council. In a mock City Council, students ran for election, listened to community ideas about how to spend a grant, and then made and confirmed a proposal. Students had to listen to differing stakeholders, who were their friends, and still choose a solution that best met the diverse needs and wants of their community.
From this experience, we took a deep dive into the more specific workings of local, state, and federal government. Students examined ballot proposals, the State Board of Education, and the roles of US Congress, the President, and the Supreme Court. Our system of government is in constant flux, trying to balance the diverse voices of the people with the good of the whole. Who should decide? Who gets the final say? In a country of 50 states, is the state more important than the entire country, or vice versa? Elected officials versus direct Democracy-Electoral College vs Popular vote. After lessons and follow-up research, each group presented to the class, sharing what they learned about their level of government, the proposals and candidates on the ballot, and the possible implications of each proposal, or office.
There is no way around it, and 12-14 year olds are more than aware that the people in their lives, and the community around them, have strong opinions and emotions regarding more than one item on the ballot this year. They see and read the signs, they see the TV ads between their favorite shows, and filling their mailboxes. They wonder, and on the cusp of adulthood, they want to know. And, in the words of Bowie, “They are quite aware of what they are going through.” To support them, as they work with their peers, now and into the future, we learned about the work of a group named, “Braver Angels.” Braver Angels works to model civil discourse around politics. They designed a format, and set of agreements in order to allow for honest, respectful discussions that support understanding, and working to find common ground from which to work together to move forward. Democracy is tough work, but as citizens, it is our responsibility.
But wait! That’s not all! What is our why? Our why connects to the important work of the third plan of development, the “social newborn.” Interpersonal relationships are the “big work.” When we watch and analyze the adult work of finding solutions to community challenges, it allows us the opportunity to apply those observations to the work within our classroom. What works? What doesn’t? Friends or enemies? What makes a friend? What if a friend makes a mistake in the relationship, are they still a friend or are they now an enemy? Is there something in between? How do we work together, if we aren’t “friends?” Through conflict resolution, students are practicing listening, speaking to be heard, and finding agreements. It is messy, and slow- but that’s how learning hard things is.
Whatever the topic may be, water, government, or friendship, there is a lot more gray than black and white. We work to hold space to allow for learners to examine multiple perspectives, stories from different viewpoints, and then analyze those in order to form their own understanding. We are not teaching what to think, we are providing opportunities to practice how to think.
From the Blog:
Detroit trip 2024
by Compass Junior High Students
On Tuesday, October 22nd our class took our annual trip to Detroit. We stayed in Hostel Detroit for the week. The first day consisted of visiting The Detroit Institute of Arts and getting groceries at Meijer. The Detroit Institute of Arts came with many cool experiences. We split into van groups to tour the museum with our guides. Continue Reading...
.jpg "Compass Junior High Students in Harbor Springs")
Harbor Springs Trip
by Compass Junior High Students
Our class traveled to Harbor Springs to learn about the Anishinaabe and their incredible and inspiring history. Eric Hemenway was kind enough to teach us about his culture and the history of Holy Childhood, a Native American boarding school. We stayed at Wilderness State Park for the night and enjoyed Odawa classics that consist of wild rice, squash, and for a main, delicious fish. Continue Reading...
.jpg "Northern Michigan Experience Compass Junior High")
Northern Michigan Experience
by Compass Junior High Students
In the second week of school, our class took a trip to the Michigan Upper Peninsula. First, we visited Fort Michilimackinac. Fort Michilimackinac is a military outpost located in Mackinaw City. After, we visited the famous Soo Locks Boat tour. The Soo locks use gravity to move water in and out of lock chambers, allowing boats to travel through the Great Lakes. For dinner, we ate at this incredible place called “The Wicked Sister”. To wrap up the first day we camped at Tahquamenon Falls. Continue Reading...
September 20, 2024
Welcome!
Every year the intention of September is to orient new members to our community, challenge our returning 8th years with increased responsibility, and then unite the two groups into one. Week one begins with a staggered start with the 8th years arriving first to discuss their vision for classroom roles and responsibilities. We talk about what it means to be a leader, a mentor, and a role model. They prepare an orientation and a “job fair” of sorts focused on care of the environment as well as the leadership roles such as trip planning, photo, yearbook, and conflict resolution to name a few. Seventh year students then choose their “top three” interests, are interviewed, and ultimately offered apprenticeships.
Our first full day together is focused on creating agreements for living and working together over the course of the year. How do we want to feel? What do we need to learn? How will we work through conflict when it arises? These agreements set the foundation of the conflict resolution process, helping discussions turn us toward the promises that our “best selves” aspire to. Thursday and Friday of the first week, we introduce classroom routines, expectations, and general logistics, as well as an overview of the “NoMi Experience.”
The NoMi Experience is the name given to our week-long excursion that takes place the second week of school; this year our Northern Michigan Experience was a visit to the Upper Peninsula. Why do we travel together for a week to start off the school year? Travel provides challenge, challenge provides opportunities to support one another, as well as reveal our “not so supportive” tendencies. What happens when you’re grumpy? Tired? In need of space? How do you handle it? How do you set boundaries? How do you respect each other’s boundaries? Throughout the trip moments arise that require working together to find solutions that align to our classroom agreements. These discussions also inform changes, or refinements necessary to better understand what our classroom agreements mean and what they look and sound like in practice.
NoMi Highlight Reel
We live in a beautiful place. Michigan’s motto is, “If you seek a pleasant peninsula, look around you.” Our state is made up of two pleasant peninsulas, and we had the opportunity to hit the highlights in the Upper Peninsula. Hopefully you were able to hear about at least one of the highlights below!
- Fort Michilimackinac, (the better of the two)
- Soo Locks boat tour where we wave to Canada
- Tahquamenon Falls and the river mouth
- Munising, Muldoon's Pasties (eat like a Yooper)
- Pictured Rocks Boat tour; an overview for the end of the year hike
- Chutes and Ladders in Houghton (the craziest play area I’ve ever seen)
- Quincy Mine, Copper mining near Calumet
- 4Suns- Fish and chips!
- Prospector’s Paradise Rock shop; you want it, they got it!
- Cliff’s Shaft Iron mining; the story of iron mining in the U.P.
- Kitch-iti-kipi; DIY rafting over a natural spring
- Singing on the way home, playing at the rest stops, and sharing meals
In summary, history, engineering, geology, economy, water, culture, immigration, natural resources, stories, food, and fun. And, we had lovely weather to boot.
All of these places play a role in our curriculum over the course of the two year cycle. From industry to stewardship, from first peoples to Democratic movements, and everything in between.
As we wrap up the third week and head into the fourth, systems are starting to settle into place. Our first workshop, FreshWater Ecology, is underway. Tuesday and Thursday we spent at the Timbers learning about the diverse water systems on the property, as well as starting a writing piece based on observations.
This year we have a new opportunity to connect to the Little Traverse Bay Band of Odawa Indians. Monday we will be on our way north to meet with Eric Hemenway, a tribe historian. We will be eating traditional foods, hearing about the Odawa connection to water, and learning about resilience through the story of the Holy Childhood Boarding School.
As humans, storytelling is how we share information, memories, and lessons. It is also how we connect to each other. Throughout human history stories have helped us progress, from knowing which berries to eat, to knowing when to plant or harvest. Stories also help us find common ground, and unite our efforts to imagine and create new things, as challenges arise. In our travels and conversations with the many people we meet along the way, we get to hear so many stories from the past and present, as well as stories of hopes and dreams of the future. In the few weeks we’ve had so far this year, we’ve heard stories about generations of mining in families, immigration, preservation, shipping on the Great Lakes, peace, conflict, Indigenous people, and so much more. These stories connect us to the past, bring us into the present, and help us write our future.