A land acknowledgment honors the people who were on this land first. It recognizes indigenous peoples and their connection to the land.
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How a GUS parent is seeking to improve upon the Dewey Decimal System.
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Diversity, equity, and inclusion are not new concepts at GUS. For me, the head search really made that clear. So far this year, you’ve heard from a number of our faculty members about their journeys with this work, and I think it is important to also share a bit about my own.
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In Life Skills over the last couple of weeks, we have maintained our course digging into topics related to the theme of social justice.
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We are deeply saddened by the tragic murders that took place in Georgia this week. Our hearts go out to the victims and families, and we formally stand in solidarity with the Asian-American and Pacific Islander (AAPI) communities.
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Kindergarteners have been discussing ways to take action and to stand up for what they believe in. They created colorful posters about what “fairness” means to them and participated in a march around the classroom holding up their posters.
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In January, GUS launched a community-wide 21-day racial equity habit building challenge. Here, members of the DEI Task Force share some of what they’ve been exploring with their students in Pre-K, Kindergarten, first grade, fourth grade, sixth grade, and eighth grade.
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As part of their ongoing conversation about how young people can make a difference, second graders read “I Am One, A Book of Action” by Susan Verde. They learned that small actions can lead to big change. Hear what they’re planning to do.
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As part of our 21-day racial equity challenge, 7th graders have devoted time to reflecting on the life and message of Dr. Martin Luther King, Jr.
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In honor of Martin Luther King Day, as part of our community-wide 21-day racial justice challenge, our Kindergarten students conducted an experiment with eggs.
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At GUS, we ended the last school year in June, and began the new one in September, with a resolution to “Mean Well, Speak Well, and Do Better,” in the fight against racism in our community and in our country.
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The Board of Trustees joins Head of School Gretchen Forsyth and the GUS faculty and staff in their commitment to building an antiracist community.
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Perfectionism is probably not the first thing a person thinks of when they are thinking about Diversity, Equity, and Inclusion. It certainly was not for me. However, after a 3-day intensive clinic around this work, I started to recognize its significance in my role as a teacher, colleague and human being.
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Learning about privilege, race, and antiracism, in math.
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At its very best, politics allow us to connect with others, lessening the feeling of isolation possible in a country of 330 million. The act of voting encourages the sense of living within a shared social contract, as collectively we make decisions that shape our nation and affect us all.
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This summer, the GUS Diversity, Equity, and Inclusion professional learning group participated in an intensive equity improvement clinic through the Harvard RIDES (Reimagining Integration: Diverse and Equitable Schools) Project, alongside 8 other schools from across the country, to help define this year's DEI work on campus.
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Patty Clark, lower school music teacher, discusses the history of our national anthem, “The Star-Spangled Banner,” and the concurrent history of a lesser-known song recently brought into the spotlight by the National Football League, “Lift Every Voice and Sing,” when they announced it would be played this season ahead of every season-opener.
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Our school is built on a mission and philosophy that guides us to shape young people who will make the world a better place. Starting now, we commit not only to Mean Well, Speak Well, and Do Well, but to Do Better.
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Over the last few weeks, a number of horrific incidents have highlighted the ongoing racism and systematic oppression of communities of color in our country.
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