Issue link: http://latinschool.uberflip.com/i/1431095
Connecting with Guest Speakers Students also had the opportunity to meet with speakers via Zoom, including docents from the Chicago History Museum, as well as various Uptown business owners. Jennifer Pham, co-owner of Mini Tx Pharmacy, discussed the hurdles the community has faced because of COVID. "I talked about how some businesses couldn't survive because there is not enough foot traffic and also because of racism," Pham said. Through Pham, students gained a greater understanding of the importance of small and family-run businesses in a community. Pham talked about how a national pharmacy wanted to buy her family's pharmacy — in business since 1983 serving the Vietnamese community — and how a large corporation would change the nature of the neighborhood, be it a lack of personalization or weaker relationships with customers. "One of my students pointed out that not everyone is at the same starting point in life. ...The simulation really brings it home." Third grade students made posters to hang up in and outside of Latin to promote the Uptown neighborhood's Celebrate Argyle event. Understanding Allies Additionally, this year the third grade team made a deliberate choice to include a new component: what it means to be an ally. Pham is also cofounder of Celebrate Argyle, a community initiative that highlights immigrant-owned businesses on Argyle. Students read about the initiative and then thought of the best ways to be an ally to this community, choosing a project they thought would be impactful. Some students wrote newsletters about the initiative, others made flyers or posters, and others wrote letters that they mailed or gave to family members. The students even included QR codes on their pieces, which linked to the Celebrate Argyle website. "The kids included the QR codes because they said they wanted to amplify the voices [of the Argyle business owners]," Smith said. "That is a huge shift for a third grader, to not make it about themselves." Gannon likes the unit because it gets the students thinking critically about where they live. "It's a very impactful unit, and it builds and scaffolds on itself," she said. Paynter sees the value in the students understanding the difference between monetary support and allyship. "The students understood that giving support does not only mean giving money [to a cause]. This group was talking about raising awareness, going to a website, visiting the businesses." Smith regards the unit as a bright spot in a challenging year. "I feel hopeful for these kids and their future," she said. "If they are having these conversations now, it gives me hope for a better future." A N N UA L R E P O R T 2 0 2 0 – 2 1 9