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Richard Celeste to Speak on Campus April 6, 2008
4/1/2008
Service in our Changing World
On Sunday, April 6, 2008, Richard F. Celeste, President of Colorado College, will present the 2008 Jack & Joanna Grevey Visiting Scholar for Democracy lecture. A magna cum laude graduate of Yale University, he was a Rhodes Scholar and later Director of the United States Peace Corps.
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Award Winning Filmmaker, Multiracial Advocate, and Author Kip Fulbeck Addresses Students on Diversity Day
2/6/2008
Kip Fulbeck will speak to students on Diversity Day, Monday, March 17, 2008. His talk, "What Are You?," will address how multiracials claim their voice through the arts.
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Professor of Chinese History Lillian Li Visits Campus
1/14/2008
Lillian M. Li will be on campus speaking to students in grades 10-12 on Thursday, January 17, 2008. Professor Li is the Sarah Lawrence Lightfoot Professor of History at Swarthmore College where she teaches courses on Chinese and Japanese history.
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Survivor Africa Winner and Philanthropist Ethan Zohn to Speak
11/28/2007
Ethan Zohn is a co-founder of Grassroot Soccer and winner of the CBS reality show Survivor Africa. Ethan used his million dollar winnings for the benefit of Grassroot Soccer, an HIV/AIDS educational organization that trains professional soccer players in Africa to teach youth about AIDS prevention. In recognition of his work Ethan was awarded the 2004 Nkosi Johnson Community Spirit Award by the International Association of Physicians in AIDS Care, the Heroes Among Us Award from the Boston Celtics and the Massachusetts State Health Department, and the Auxilia Chimusoro Award from the U.S. State Department in Zimbabwe. A graduate of Vassar University with a degree in biology, Ethan played and coached soccer professionally in Zimbabwe, the United States, and as a member of the U.S. team for the Pan-American Maccabiah Games in Chile. Ethan will visit the Academy in January, 2008.
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The Year-long Diversity Project was organized to expand our understanding and practice of diversity education. By embedding diversity into our teaching and into the general life of our school we create learning environments that play to students' strengths and natural curiosity. Beginning in 2000, and continuing each year for seven years, we are tracing a different theme. At the end of that cycle, we will begin again at the top of the list, thereby ensuring that a student will be exposed to new material each year at the Academy. The Seven-Year Cycle
Year 1: 2000-2001The Holocaust: A Case Study in RacismThe Holocaust project was designed to introduce students to the ultimate implications of state-sponsored racism. It was also presented as a corrective to a prevalent attitude among students, that facts are infinitely malleable and can become whatever we want them to be. This project was divided into two, semester long parts: Anne’s World, and Anne’s World and our World. Part One sought to present the reality of the "Final Solution" to our community, while Part Two explored the implications of the Holocaust for our times. Year 2: 2001-2002Human Migration: Where Do We Come From? What Are We? Where are We Going? In the Migration Project we hoped to introduce members of our community to the significance of human migration. We adopted an approach that was historical, scientific, and grounded in art and human experience. While our focus was on the Southwest and the people who have traveled through this environment, we did not limit this study to our region. We hoped that science teachers would also look at the effects of human migration on the environment, and that math teachers would consider the implications of changing demographics. Year 3: 2002-2003La Convivencia: A Study in Religious Diversity, Tolerance and Possibility We began this project with a powerful and, ultimately, symbolic moment as a way of generating study, discussion, interest, and teaching. Although this year's project took the historical Convivencia as its home, it did not mean that teachers were bound only to look at this particular period of medieval history for subject and inspiration when creating lesson plans, projects, and searching for classroom material. On the contrary, we hoped that by offering a specific, rich, fascinating starting point we would provide a means of greater creativity for teachers and students. This creativity sometimes took the form of looking specifically at the music, poetry, science, math, cultural, and religious interactions of the Convivencia itself. This creative impulse sometimes used this period as an inspiration for looking at other aspects of diverse, conflicted religious interplay, and at the fruits of that co-existence. Year 4: 2003-2004The American Civil Rights Movement: A Case Study in Non-violent Social Change FallThe possibility that serious, fundamental social change can occur through non-violent action seems, especially in modern times, to be counter-intuitive. Violence seems to be a given, especially if we are thinking about the demand for civil rights, the overthrow of dictatorial systems, or resistance to invasion. History, however, suggests the possibility that organized non-violent action has, at times, led to change that was both dramatic and long-lasting. Year 5: 2004-2005Elders: A Case Study in Teachers and Keepers of Tradition FallIn this project, we looked at the ways that our elders have made our world and life possible. We considered various traditions and how elders are venerated within those traditions. This project was coordinated closely with Albuquerque Academy's 50th Anniversary celebration. Year 6: 2005-2006
The Human Genome: The Ethics of Genetic Mapping, Adaptation, and Manipulation
In this project we explored current and past quests to understand, control, and manipulate the human genome. What makes us human? What is, biologically, the best? How do we know? We explored the classification, interpretation, adaption, and manipulation of the human genome. We considered the history of classifying human beings by their phenotype (i.e., by how they appear), and, further, explored historical attempts to alter that appearance (eugenics) in order to produce traits deemed more desirable. We studied current attempts to characterize, map, understand, manipulate, adapt, and alter the human genome. Click here for a more detailed discussion and explanation of the Human Genome project, written by project coordinator and English department faculty member, Stuart Lipkowitz.
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