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leads to more understanding offairness and equity.”Global awareness is integratedinto the curriculum in both thelower and middle schools in aEpiscopal school – the philosophyand ancient cultures. 7th grade theology focuses onworld religions. 7th graders learn about helpingof acceptance, appreciation, andopen arms for difference,” saidJustin Stagner, 4th Grade LanguageArts Teacher.Building an appreciation foraddress their global neighbors’differences creates leaders with Students learn about Spanish-basic needs through the two-dayintegrity who will stand up againstspeaking countries in foreignUN Challenge, formerly known asintolerance, he said. Just last year,language classes throughout thethe MDGs and SDGs.when seeing a peer pulling at hislower and middle schools.SPOTLIGHT4TH GRADEcountries, and they create puppet shows presenting folktalesIf you’re a 4th grader, fart jokes are funny. If you’re a Canterburywhere 4th graders learn international games and sports; Spanish,4th grader, unfamiliar names are not.where they make connections to Spanish-speaking countries;“A huge emphasis for us in 4th grade is that different isn’tfrom around the world.The interdisciplinary course of study extends into PE,science, where they study the Ganges River; and music, wherefunny,” said Kelly Wesney, 4th Grade Social Studies Teacher. “Itthey play djembe drums and learn about other instruments frommight be interesting, unusual, or surprising, but we don’t laughWest Africa.“You can take whatever it is you’re supposed to be teachingbecause someone’s name is different.”It’s all part of a 4th grade curriculum designed to build anThe curriculum builds oneyes to make fun of Asians, oneitself as students mature, so thatof the 4th graders said, “That’s notto share their cultures andwhen they receive their countrynice. That’s not funny. Please don’tright here where you live and your school, and that not everyonetraditions with their classesassignments for the UN Challenge,do that,” Justin recounted.lives like you and looks like you and eats like you,” she said. “Thereand develop it with a cultural lens,” Kelly said. “They have theirlittle spot in the world where everything is safe and familiar, andappreciation and respect for diversity.“We’re making students aware that the world is larger thanour curriculum opens them up to the joys and sorrows happeningall over the world.”The year of study concludes with the much anticipatedthrough “Once Upon a“they’ll have some knowledge of“Hopefully these types ofare just so many opportunities to learn about other people, andEnrichment Week, in which students visit the Greek Festival inWednesday.”where those countries are and whatexperiences will help kids take upthat might be their religion, their dress, what they value, or whatWinston-Salem; go shopping at Super G Mart and then cook andthose people’s lives are like, andfor and appreciate not just differenttheir customs and traditions are. You don’t have to be afraid oftaste international recipes; try their hand at international craftspeople who are different from you, or make fun.”and games; and even get to visit major world cities through 2nd Grade Teacher Tracy McIlwainrecently secured a grant tothey won’t carry stereotypes withraces and ethnicities, but alsopurchase additional multiculturalthem that these people are justpeople of different socioeconomicbooks for lower schoolpoor people from South Americastatus,” he said.classrooms.or Africa,” said Kelly Wesney, 4th“These are kids who are goingGrade Social Studies Teacher.to be able to say, ‘I’ve had a lot ofgrade members of theExercises like these andadvantages in my life, so what amMicroeconomics Club havethe greater understanding andI going to do with that?’ They’remade 299 microloans to smallcompassion they bring studentsgoing to be able to be productivebusinesses, entrepreneurs, andare a core part of Canterbury’smembers of society in a way that’sfarmers in 63 countries.Episcopal identity.productive for a lot of people.” Over the past decade, 3rd-5th 4th grade’s interdisciplinaryCanterbury Talesgeography and culture. 5th graders study world historyvariety of ways. Kindergarten families are invited4Canterbury’s perspective as anMcKenna Lynch, Louisa Pope, and Georgie Pope checkout the vast array of soy sauces at Super G Mart.The 4th grade’s interdisciplinary curriculum focuses onworld geography and culture, from hearing about apartheidvirtual reality.Kelly and her co-teacher, Justin Stagner, began developingfrom a parent who experienced it, to reading literature fromthe global studies curriculum four years ago, when the currentinternational perspectives. The year culminates with Enrichment8th graders were in their classes. The lessons have continued toWeek, a festival of global experiences for 4th graders.grow and evolve every year.Students learn to locate each of the world’s countriesThe lasting impact may be Canterbury graduates’ abilityon a map – some taking the even greater challenge to learnto have conversations about identity with a little more nuance,capitals, too – combined with a deep dive into a country on eachunderstanding, and cultural and racial sensitivity, Justin said.continent. They explore culture kits from UNC-Chapel Hill thatgive them a chance to hold artifacts and photos from different“It’s important to know that your experience is importantand valid, and so is everyone else’s in the world,” he said.“It dovetails so easily withThe international focus in 4th grade stretches across the curriculum, withstudents playing African djembe drums in music.Students take in a sushi-makingdemonstration during Enrichment Week.Students enjoy dancing on a field trip to the Greek Festivalduring Enrichment Week.Canterbury Talesskills and an open-mindedness thatcurriculum focuses on world5EPISCOPAL SCHOOLsaid. “This creates stronger social

EPISCOPAL SCHOOLSPOTLIGHTUN CHALLENGEInstructor who coordinates the exercise.Examples of hardship continue through the simulation, withwater and shelter,” said 8th grader Allison Richardson.And food. Once again at lunch, the toppings on students’without being swindled by middlemen who will pay them juststudents carrying a heavy rock every time they go back to thebaked potatoes depend on their assigned wealth. “Again, they’rea few cents and then sell them to a larger market for a lot morebuildings to use the bathroom or a full gallon of water each timeshocked and hungry,” Beth said. “They hopefully begin realizing thislearn about the world.money,” she said.they fill their water bottles – burdens designed to remind studentsis more food than some people in their country ever have.”Meanwhile, in Moldova, students addressed the country’sof how far people in their countries often must walk for water andThe exercise concludes with a presentation to “UNabout the United Nations’ sustainable development goals anddecreasing population with health and wellness initiatives suchapply them to the needs of a developing country. As studentsas building a hospital, water filtration facilities, a soup kitchen,simulate the issues plaguing developing nations, they learn aboutand a garden. They also built a school to continue Moldova’s highvillages, using sticks and other natural resources to frame theirtheir country, and their solutions. Students also complete a writtenincome inequality, taxation issues, unfair trade practices, andliteracy rate.structures. They are given a few resources such as tarps and ropesevaluation and a verbal debrief about what they learned and how itand encouraged to bring back supplies on Day 2 to help build theirimpacts their worldview, what they can change as 7th graders, andcountries.how they can positively impact the world.other struggles that people experience as they are trying to makebetter lives.On the morning of the first day, students are assigned togroups representing six countries. They research their countries,decide which needs they want to take on and what solutions they“I learned that other people have a hard time getting whatwe take for granted,” said 8th grader Keller Aucoin. “People haveto work really hard to get things like health care, and they don’tusually have them.”But before students head into the field to begincould provide, and decorate T-shirts with their country’s flag forimplementing their solutions, it’s lunchtime. Each group has oneteam unity.wealthy person who receives 3 for lunch, two middle class folksLast year’s group representing Honduras focused on creatingCanterbury Tales“We wanted them to be able to securely sell their produceThe UN Challenge takes middle school students into the woods toThis two-day experience challenges 7th graders to learn6which is 1.90/day, said Sheena Bakare, now in 8th grade.The Moldova team simulates a classroom for part of the UN Challenge.sanitary facilities.On the afternoon of the first day, teams start building theirSoon after they return with their surplus of materials on theAmbassadors” who visit their villages and ask questions about thesustainable development goals they’ve selected, how they affect“We learned a lot about empathy and understanding the livessecond day, tax collectors come around and take some of themof those less fortunate and what we can do to help them achieve aaway. That’s the start to another great conversation about unfairbetter standard of living” through donating to organizations such asaccess to resources, Beth said.Doctors without Borders and the Red Cross and shopping at storesLearning to improvise was one of the greatest takeaways forlike Ten Thousand Villages that promote fair trade, Sheena said.who get 2, and the rest are low income, with just 1 to spendlast year’s Kenya team, which had much-needed supplies removedgood and fair jobs and readily accessible clean water for theiron lunch. They don’t realize the inequality until they see thattemporarily. Still, they managed to address their country’s need forlearned the importance of community and interdependencevillage. To promote economic sustainability, they created a farmthe wealthy person can afford rice, beans, and toppings for theirclean water and better sanitation by building a working water filterthrough the UN Challenge.and a market where farmers and craftspeople could sell theirlunch, while the lowest income members get just rice.that cleaned some of the debris from Canterbury’s pond water andgoods directly to consumers. To provide clean water, they built a“This starts the discussion about what’s fair, how peoplewater filtration system and a rain collector for tropical showers.earn money in these countries, and what kinds of governmentsMore than 60 percent of Hondurans live below the poverty line,they have,” said Beth Larson, Canterbury’s Outdoor Leadershiplatrines that were situated away from the village for sanitation. Theirvillage also had a shelter, a fire pit, and a small garden.“It opened our eyes to see how hard it is for some people to getLike the people of Honduras who they represented, her team“We used our wits a lot,” she said. “We took our wins and lossesand worked together as a group.”Canterbury TalesSheena Bakare (left) and Isabel Skains (right) demonstrate their plan for Honduras.7Molly Lovvorn (right) and Cal Ferrero (left) demonstrate their waterfiltration system.LEARN ABOUT HOW A CANTERBURY ALUMNA IS LIVINGTHE UN CHALLENGE ON PAGE 18.

ON CAMPUS7th graders built birdhouses to learn woodworkingskills and help their feathered friends.and rock climbing and brings themtogether as an 8th grade leadershipteam. They conclude their studies byleaping off a platform on the highropes course – with safety harnessesand ropes, of course.Canterbury’s outdoor educationteam is trained and certified annuallyby an independent company, and thecourse is inspected every year.However, the program isn’tone-size-fits-all. Students get tochoose their own level of challenge,a concept that empowers them toeducation, continuing thedecide for themselves what willsustainability lessons they began intake them into the stretch zone. For4th grade.some, it’s climbing to the top of the“stretch zone.”Whether it’s camping, tacklingtaking responsibility for their actions.In 7th grade, students learn basicchallenges that push them to literally35-acre campus as a learning“take the leap,” outdoor leadershipresource began in the school’sreflect on what they’ve learnedin class and how they can applycamping skills such as how to pitchit to school and life as a whole.a tent, start a fire, and use a map.Prompts may challenge 5th gradersIn the fall, they take an overnightto consider how they can make acamping trip – the first such trip forpositive impact on the environment;some – where they hike and learn6th graders to think about howlives, their community, and the worldto canoe, fish, and use a compass.they can listen to others withoutwe live in.”In the spring, students take ondistraction from their electronicCanterbury’s low ropes course,devices; 7th graders to consider howto work with a team that might notThe school’s faculty realized theythe high ropes course, or facilitatingstudents learn about inclusion,earliest years, and Canterburyhad a golden opportunity to developa group of younger students,encouragement, listening, respect,quickly established itself as a leaderan outdoor program on the woodedeach other and take other safetyinclude their best friends; and 8thgraders to ponder how they willapproach high school and beyond.Canterbury’s Outdoor Leadershipcommitment, accountability, andin experiential education amongpart of the property, and in 2005, themeasures. Last spring, they alsoInstructor is always aiming to makefacilitating a team.independent schools in the state.high and low ropes courses opened.learned woodworking skills as theylittle uncomfortable.“A lot of things we do stretchthem, so their capacity becomesBuilding them was a communityresearched native birds and builtto take risks, fail, and try again; aschool’s mission was at the forefronteffort, with parents, faculty, andbirdhouses for Canterbury’s campus.team is made up of a variety ofof everything we did, includingstudents pitching in to clear the landpeople with different strengthsoutdoor leadership,” said Tricia Fisher,to make this important leadershipcurriculum combines leadershipmay not be possible in the classroomtool a reality.and outdoor skills as the studentswhile giving students the chance to– now the school’s leaders – learntake healthy risks within the contextof a safe community, Beth said.“Students learn that it’s great“From the beginning, thebigger,” Beth said. “They’re able to seein which all can contribute to aCanterbury’s longtime PE Teacherthat they can do this, and I’m hopingcommon goal; and anyone can beand founding Outdoor Leadershipthat will transfer into trying newthings in other situations, as well.”Canterbury TalesThe vision to use Canterbury’sAll students keep a journal towhere they learn how to spother middle school students just a8Alongside physical and mentala ladder.lessons on actively listening andA student’s-eye view from the top of the high ropes course.Beth Larson’s sweet spot is thebe taking one step off the ground onother, with teamwork activities andHer classes marry outdoor skillswith the leadership traits that are ata leader,” Beth said.It’s a unique opportunity for“Tricia had a heart to see studentsThe 8th grade capstoneOutdoor leadership classeshelp build community andcommunication in ways that justDirector. “It was never an add-on orgrow through experiencing theto facilitate groups of lower schooljust a trip. To learn, To love, To serve:outdoors,” Beth said. “She had a visionstudents while also gaining the skillsthese positive transformations and“My hope is that they will carryCanterbury’s students; few PreK-8To live translated well into whatto have all Canterbury students bethey need for Canterbury’s highschools have low and high ropeswe envisioned for our students:stretched in a way that grew them.”ropes course. They kick off the yearparadigm shifts with them long afteron a trip that challenges them withgraduation,” she said.the core of Canterbury’s charactercourses, and curricula like this areteaching them the skills they needededucation curriculum.rare, she said.to become leaders in their personal5th grade students focusprimarily on environmentalactivities such as whitewater raftingCanterbury TalesOUTDOOR LEADERSHIPCHALLENGES BODIES AND MINDSclimbing wall, while for others, it maylearning how to interact with each9The next year, 6th graders begin

ON CAMPUSLower School Spanish Teacher Laura Rehman recently celebrated two decades of teachingat Canterbury. In addition to her time in the classroom, Laura’s commitment to her students’education goes so much broader and deeper. She spearheads numerous after-school clubs andsummer activities, from the perennial favorite Microeconomics Club to Mechanical EngineeringCamp. Plus, she’s always on call as Canterbury’s very own tooth fairy.Why is learning a foreign language so important foryoung children?It takes advantage of their physical attributes. Theyare growing and their mouth muscles are not formedlanguage without an accent. And it enhances connectorsthe Rosalyn Tanner Orr Award ofin our brains – children who learn languages at an earlyTeaching Excellence at graduation inage test better in standardized tests and have better criticalMay. Nadav was recognized for histhinking than children who are monolingual.rigorous classroom environment,you become more compassionate towards people whodon’t speak the same language as you, don’t look like you, don’t eatthe same things you eat. It opens the borders of minds and hearts.Teaching language at an early age teaches children that different isn’tscary. Different is fun.I was born in Mexico City and grew up in the state of Veracruz. Xalapaexcel to the best of their own ability,and for the supportive relationshipshe builds with them in middleschool and in the years that follow.Mara Barker, Lower School MusicTeacher, was a guest clinician forother different after-school activities and camps. Why do you do it?Appalachian State UniversityHow did you end up at Canterbury?I have always believed education shouldn’t have any walls. YouDouble Bass Day in September.I had graduated from the modern languages department ofcannot compartmentalize one thing and just do one thing. I wouldShe presented two sessions forUniversidad Veracruzana and was working as the director of abe a machine if I only did one thing! The best example I can be is tomiddle school through college-levelforeign language institute. One day, I saw an ad in a newspaper foralways get out of my comfort zone, keep learning, and share what Istudents and performed a solo at thean exchange program. I had a video interview, and I was one of onlyknow. I invite students on the journey with me to see what we canthree teachers from Mexico accepted. It was a huge honor, but theylearn together.clinician recital. She also attendedtold me there was no guarantee I’d find a school.I had three interviews, one with an elementary school inWhat’s more, everything is related. I see the children don’twrite with pencils much. But sewing is very good for eye and handRockingham County. She was so brave — she hired me over thecoordination and fine motor skills. I was just reading an article aboutphone! All of this happened over four weeks, and the next Sundayhow students who to go medical school are so knowledgeable inI was on a plane to Raleigh. I worked at Dillard Elementary for threetheory, but when they need to stitch a patient, they do not have thoseyears, and then they closed their foreign language program. Someonefine motor skills. As an educator, it’s my duty to ensure children aretold me there’s a little school in northern Greensboro that needs aoffered what they need to be successful.Spanish teacher. I applied, and it has been 20 years.How did you become Canterbury’s tooth fairy?Canterbury Taleswhich challenges each student toYou’re a Renaissance woman, teaching not only Spanish, but so manyis the capital city – it’s the birthplace of jalapeño peppers!10Nadav Avital, Middle School SocialStudies Teacher, was presented withencouraged to learn another culture. When you do that,Where did you grow up?newscompletely. They can teach their mouths to speak anotherAlso, I think when you learn another language, you areClockwise from top: Microeconomics Club members. Sra. Rehmangives instructions for sugar skulls. Tooth fairy supplies.facultyWhat has kept you here for so long?One day 20 years ago, I had a kindergartener approach me and askThere’s no other place like Canterbury. I have so much freedom in myme to pull his tooth because he was scared. He placed that trust incurriculum and what I do, and I feel trusted like a professional andme. Well, I’m not sure it was me specifically, but I had some of thoserespected. There’s no other place I’d rather be, and now that I’m alittle bottles with glitter and he wanted one of those! The wordmother, no other place I’d like my daughter, Maryam, to go to school.started spreading from that day, and my total is probably in the highIt’s the perfect place where you can grow and help other people growhundreds now. Some weeks I pull four or five teeth. Many times it’sas well. It’s like heaven for me.the child’s first tooth, and it’s just a sacred trust they place in me.It’s so rewarding as a teacher to see the children grow fromthe North Carolina Music EducatorsAssociation In-Service Conferencein Winston-Salem. A highlight of theconference was getting to meet andlearn more from John Feierabend,Under the leadership of Challenge Innovation Designs, Beth Larson,Lindsay Guptill, Jill Jones, Kelly Russell, and Kelen Walker were certifiedon the high and low ropes elements at Canterbury over the summer.Beth, Canterbury’s Outdoor Leadership Instructor, partnered with thisoutside group to review, refresh, and assess all the important measuresof running a ropes course with both fun and safety in mind. This groupof faculty members climbed, spotted, tied, and swung in the treetops forthree grueling but extremely rewarding days on our course.who designed the curriculum Marauses with PreK-2nd grade students.This fall, Academic Dean AngelaTeachers Ashley Luchsinger,McCray-Hancock and Elizabethkindergarten; Katy Todd, 1st grade;Klammer, Middle School ScienceMarisol Lopez, 3rd grade; and EddisonTeach

This issue of Canterbury Tales focuses on the . many ways that students are developing the skills and attitudes they need to compete and care in the shrinking global market, from learning cultural competence in 4th