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[/vc_column_text][mk_image src=”http://www.asortest.org/wp-content/uploads/2017/01/social-fb-icon4.jpg” image_width=”42″ image_height=”42″ hover=”false” custom_url=”https://www.facebook.com/Â鶹ֱ²¥esearch/” margin_bottom=”0″][mk_image src=”http://www.asortest.org/wp-content/uploads/2017/01/social-tw-icon4.jpg” image_width=”42″ image_height=”42″ hover=”false” custom_url=”https://twitter.com/Â鶹ֱ²¥esearch?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor” margin_bottom=”0″][mk_image src=”http://www.asortest.org/wp-content/uploads/2017/01/social-in-icon4.jpg” image_width=”42″ image_height=”42″ hover=”false” custom_url=”https://www.linkedin.com/company/american-schools-of-oriental-research” margin_bottom=”0″][mk_image src=”http://www.asortest.org/wp-content/uploads/2017/01/social-ml-icon_7.jpg” image_width=”42″ image_height=”42″ hover=”false” custom_url=”mailto:info@asor.org” margin_bottom=”0″][mk_image src=”http://www.asortest.org/wp-content/uploads/2017/01/blog-icon3.jpg” image_width=”42″ image_height=”42″ hover=”false” custom_url=”https://asor.org/blog” margin_bottom=”0″][/vc_column][vc_column border_color=”rgba(255,255,255,0.01)” width=”1/6″ css=”.vc_custom_1496683923840{margin-right: 20px !important;border-left-width: 2px !important;padding-right: 20px !important;padding-left: 20px !important;border-left-color: #99422f !important;}”][mk_divider divider_color=”rgba(255,255,255,0.01)” thickness=”1″ margin_top=”3″ margin_bottom=”3″][vc_widget_sidebar sidebar_id=”ca-sidebar-39801″][/vc_column][vc_column border_color=”rgba(170,170,170,0.01)” width=”1/2″ css=”.vc_custom_1487276122024{margin-right: 10px !important;margin-bottom: 30px !important;border-right-width: 2px !important;border-bottom-width: 2px !important;padding-top: 30px !important;padding-right: 30px !important;padding-left: 20px !important;background-color: #ffffff !important;border-right-color: rgba(227,228,228,0.75) !important;border-bottom-color: rgba(227,228,228,0.75) !important;}”][vc_column_text responsive_align=”left”]McKinley Tech High School Turns Cemeteries into a Living Classroom
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[/vc_column_text][mk_divider][vc_wp_text]On May 23, over 100 11th graders from McKinley Tech High School (Washington, D.C.) transformed the Mt. Zion – Female Union Band Society Cemeteries into a living classroom—thanks to a teacher-led effort four months in the making. This program, initiated by Alysha Butler and Gabriel Morden-Snipper, featured ten interactive learning stations.The day began with a moving libation ceremony and a powerful reminder of the land’s history, anchored by Dumbarton House’s 1841 painting featuring Julia Duckett’s wedding—once enslaved, now remembered and buried in the cemeteries. Vernon Ricks, a 1957 McKinley alum and Black Georgetown Foundation board member, shared personal memories of segregation and resilience. He was a member of the first integrated graduating class.[/vc_wp_text][mk_padding_divider size=”20″][vc_single_image image=”103889″ img_size=”full” alignment=”center”][mk_padding_divider size=”20″][vc_column_text]
Students rotated through 10 powerful stations
- Soil testing
- Invasive species identification and removal (including 7-ft Japanese knotweed!)
- Photogrammetry
- Gravestone math & data analysis
- Narrative writing and commemorative rock painting
- History tours and descendant storytelling
- Reflections recorded by the students themselves
At lunch, Vernon Ricks—McKinley Tech Class of 1957, its first integrated class—shared his powerful memories of growing up in segregated Washington.
Special thanks to Meg and Paul from Tour de Force, who not only funded the experience but spent the entire day with us in the field. And to the dedicated volunteers and partners who helped bring the learning to life:
- Alysha Butler & Gabriel Morden-Snipper – McKinley Tech Faculty Leaders
- Amy Durbin – Tudor Place
- Matt Millage – Georgetown BID
- Jared Koller – Â鶹ֱ²¥ / Archaeologist & Educator
- Erika Berg – Black Georgetown Volunteer
- Dumbarton House & Dumbarton Oaks
This wasn’t just a day of service—it was a model for place-based education, community preservation, and student-powered historical inquiry. DC students led with purpose, and history answered back.
it’s a model of what’s possible when teachers lead the way.[/vc_column_text][mk_padding_divider size=”20″][vc_wp_text]
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