On the way back home, I feel very focused on getting the water there without spilling.
~ words from Reginah that keep us thinking and wondering ~
Not hers. Not yours. People are always more than the chapters anyone could share. Hold what is here gently. Approach with curiosity, before judgment.
Notice what you notice. Wonder what you wonder. There is no quiz, no right way. Read until something stays.
this film has no words. notice what you notice. notice what you wonder. wonder out loud. and don't forget to notice what you feel, too.
Water Walks
We have no water at my home in the Maasai Mara. We walk 3 kilometers each way to get water during the rainy season, and much further when it is the dry season. In our family, and in many Maasai families, the women are the ones who collect water. It is a huge benefit to the family. It makes me feel good to be able to provide such a necessity, but it is very hard work and it only gets harder the older you get. My grandmother still treks with us to collect water but you can tell it is getting very hard on her back. We have water containers that can hold about 20 liters and we connect a strap to go over our heads to make it easier to carry. But it is still very heavy. My mom and grandmother sometimes get indents on the tops of their skulls from carrying the water containers with the rope over their heads. Since I am not strong enough yet, I can only carry a 10 liter bottle with my hands. The walk to get the water is, of course, much easier than the walk back home with the full, heavy containers. On the way to the water hole we talk a lot, but on the way back we are usually working too hard to talk. Because the land is very flat, it is not a hard walk, and we try to go when the weather is not too hot. On the way back home, I feel very focused on getting the water there without spilling. I have only spilled a bottle once when I was not paying attention and tripped over a rock and landed on top of the water container, sending the water spraying out from the top. I cried. Not because I was hurt, but because I did not want to have to walk back to the water hole. I had no choice though; if I was going to clean myself and have enough to share with the family, I had to go back. That is how I learned to stay very focused when my container was full. We wear flimsy flip flops and sometimes sticks poke through the bottom of my shoe and into my foot but I have to be careful not to spill any of the water.
Sometimes feelings of frustration or anger make me cry.
What type of things make you cry?
I’ve found that sometimes there are things we just have to learn the hard way.
What types of things have you learned from your mistakes?
Whenever we leave the safety of our home, where there are buildings and fences to protect us from the wild animals, we are constantly on the lookout to avoid confrontation. Humans are not the only ones who need water. The plants, animals, insects, birds...we all need to have water. Many animals do not want confrontation, like us, but elephants in particular can be very dangerous. My grandfather told me that the elephant brain weighs about 11-13 lbs, which is 4 times the weight of the human brain. They are very smart and, of course, very huge. Elephants can be very protective of water sources, and they have killed many Maasai people. The moment we see elephants around our water hole, we walk back home and do not approach the water. The memories of elephants can be very long, so the Maasai people believe that the elephants can recall times when water was so scarce they almost died. This is why they are so protective of the water and are a potential danger to us. We have to be very careful when they are spotted and not endanger ourselves. So when they are around, we live without water. They usually do not stay longer than two days near the water before they move on. During this time we drink milk and do not bathe until we get access to the water again.
Where does your water comes from?
How can you track how far your water travelled to get to you?
We need water to drink, to cook, and to wash ourselves and our clothes. We have a big family so we need a lot of water. We collect water at least twice a day in order to have enough. We go once in the morning and once in the evening, before it gets dark. Luckily we know the land very well and we know where to find water. If you look out across the Maasai Mara, it is mostly flat with low vegetation. In the patches where longer grass grows, and there is a dip in the land, there is usually water. In dry season, we only know of one reliable source of water. In the rainy season, however, there are many sources of water. I learned in school that it is healthy to drink at least 2 liters of water per day, so I try to do so and to make sure my younger siblings have enough to keep them healthy.
What type of things do you use water for on a daily basis? If you wanted to estimate how much water you use daily, would you use milliliters or liters? I collect 10 liters of water twice a day. How much, total, do I collect daily? Let’s estimate how much of that amount I use for each of the things I need water for!
Now, remember that I have 18 family members. Let’s say two friends from my school are visiting. How many people are there now? Can you help me figure out how much water is needed for the entire family plus my friends, using the numbers you estimated for each thing above?
Access to good, clean water is extremely important. Some water is no good for us because the sheep and the cattle use it. When you share water sources with animals it can get contaminated. I've gotten cholera from it and was taken to the clinic in town to heal from the illness. My brain was so foggy with fever that I barely remember this time in the clinic. I was nauseous and slept when I was not violently sick in the bathroom. It was a terrible time and I hope I never have that problem again. Most everyone I know has had cholera many times in their lives. There is one specific water hole to which we bring our animals; we never collect water from it for our personal use. Sometimes you can tell when the sheep and cattle have been using the water hole that we use for drinking because you can see their footprints and the water becomes murky. When this happens we wait for the murky water to settle down, only scoop the clear water on top, and always boil the water over fire to try to rid any contamination. Clean water has saved our lives many times. When we get hurt and need to wash our wounds we use clean water so our cuts don’t get infected. When I was sick with cholera, I had to drink a ton of water to survive and to remain hydrated. When my aunt gives birth, we need lots of clean water to wash her and the newborn baby. It’s amazing to me how much water we need in our lives and how important clean water is to our survival.
I’m really grateful for the times I’ve had access to good, clean water.
Have you thought about water like this before?
Why or why not?
What are you grateful for in your life?
Want to focus your group? Move students’ chairs into a circle, ask them to close their eyes and sit in silence, then turn on a soothing track of bubbling water
“What are you most grateful for in your life and why?” Encourage the students to share in pairs so that everyone gets a chance to think and share.
If the class is high energy, one way to do this is to time the first student for 30 seconds as they shout at their partner everything they can think of for which they’re grateful. Then switch. Afterwards, they choose one of those things and explain the why in more detail. Push them to take it seriously by sharing your own meaningful example. Invite students to share one thing with the class, and try to point out trends. Perhaps you see a trend of loved ones or of things that generate fun. Ask the students, “what things might students from other cultures be grateful for?” Ask them to elaborate on their answers, whether they think other students may be grateful for similar or different things.
Watch a short video illustrating Reginah’s life. Then ask the group, “what are some things for which you think Reginah might be grateful?” Let the group share their thoughts and encourage them to ask questions about Reginah’s life based on what they see in the video.
If you hear any assumptions come out, quietly note them down so that you can refer back to them later. Then read, “Reginah Collects Water” in small groups or as a class. Green text in the story provides discussion prompts where you can take pause to check in on comprehension or to come back later. Themes include learning from mistakes and the value of hard work, both of which you could tie into gratitude. Ask your students again, “what else might you feel grateful for that you didn’t think of before?” Co-create a list that includes Reginah’s gratitudes. Try to point out connections between themes in Reginah’s story and the gratitude list your students create. If they are remaining engaged, you can take it deeper by highlighting what values are reflected by things on the list. For example, water: beyond being a basic need, it may also reflect a value of health and cleanliness.
If possible, take the students outside with measuring tools to explore volume with water. Working inside with bins also works. If you’re working outside, take along some sidewalk chalk or other materials that allow you to write.
The first problem provides a simple opportunity to introduce liters and milliliters. Take along some empty cartons and measuring spoons and encourage students to explore how much can fit into different sizes. Together, make a list of things you use water for daily. Run through each item and ask them, “if you were estimating the amount of water you use for ____, would you use liters or milliliters?” Then, do something similar for Reginah’s list of four things for which she uses water (drinking, cooking, bathing, and washing clothes). This time, though, apply numbers by estimating how much of her 20L of water she uses for each. With enough 2L bottles, students can see how much 2L is and try to imagine what they need for boiling a pot of soup, for example. The second problem builds off the numbers your students estimated for the list of Reginah’s four water usages. You could change the number of people visiting to practice multiplying by 10s. By asking the students to add the four numbers they find after multiplying, you’ll create an opportunity for learning strategies to add two and three digit numbers.
“What are some things we do that influence our water sources? Where are our water sources?” Point out Reginah’s example of their animals dirtying the water source.
Encourage them to think creatively of things we do that might dirty our water source (littering, for example). “Do the animals mean to dirty the water? (no!) And neither do we! But sometimes we do without even realizing it.” End on a positive note by brainstorming, “What are some actions we can take to protect our water?” This could look like researching local water sources, holding a fundraiser for a local water protection effort, or picking up litter near school.
This is one way to teach this story. You could also weave your own way, threading two or three other people the AI finds for you alongside.
Want to weave a full lesson around this story?
The weaver finds 3-4 real people whose stories thread together with this one.
Weave a lesson →It's My Norm
On the Massai Mara in Kenya, the land is so flat that the sun sets at your feet on the horizon. I grew up here with my mother, father, grandparents, aunts, uncles, cousins, and younger siblings. We are a big family and we work together to survive. We learn from a young age how to get water, to make fire, to cook, to herd the goats and sheep, and to take care of our younger siblings and cousins. We have one house made out of wood and corrugated tin, and no electricity or running water. Most of the time I sleep with my mother and grandmother in our one bed. To make divisions like rooms in the home, we hang from the ceiling our extra shukas and kikois, which are the bright and colorful cloths we wear. We also hang our beadwork on the walls as decoration. Have you noticed them? I think they’re so beautiful. The older women in our family make the beaded jewelry. I have watched them do it so I know how it is done, but since I go to school, I have not yet made any myself. When one of my cousins is sick, I stay at my aunt’s home to help care for her kids. I am one of the oldest, so it is my job to make sure my cousins don’t do something that will end in someone getting hurt.
I’ve shared with you some of my responsibilities in my family and now I’d love to hear about yours!
My family is much bigger than just my parents, and my home is much bigger than just my house - it is the whole Massai Mara!
Who do you consider part of your family?
What makes up your home?
My aunt has 6 kids and two beds. When I stay there, how many people are there? Remember to include my aunt! Once you’ve added the amount of people, can you tell me how many of us would share each bed if we all wanted to sleep in a bed? Sharing beds is really normal for us. What is normal for you?
Near my home is another small building with a wooden bed frame inside that we sit on while cooking our food over a small fire. We use a small axe to cut branches from trees and then dip the smallest pieces in gasoline to start the fire with a match. It gets hot and smokey in the small building but the smoke keeps the flies away from our food, such as ugali. Ugali is a thick maize-based porridge that we eat with almost every meal. To go along with the ugali, we sometimes have potatoes or rice, and every couple of days we get onions and either cow, sheep or goat meat. In our little kitchen we have one short stool to sit on that is always offered to my grandfather when he eats or drinks tea. Have I told you we drink a lot of tea? At least three times a day, with tons of milk! My grandpa is always served first since he is the eldest in our family. The rest of us usually stand while we eat, although sometimes the little kids sit on the ground.
This is just one way we show respect to our elders.
Do you have special ways you honor your elders?
Who are your elders?
Outside the door we have a pile of food scraps where you often see the goats and sheep chewing on potato skin and banana peels that we discard. When we go to the market in the village we bring back vegetables and fruit, but it does not last very long. As you know, we’re a large family, and everyone gets very excited to eat fresh food, so it gets consumed quickly. Additionally, it’s not smart to have fresh food around that the wild animals may also want to eat. The Massai Mara is my home but it is also a National Wildlife Park and a hard place to live. My ancestors lived in the Maasai Mara and we are allowed to continue living here since it is part of our cultural heritage. There are many new rules since this land became a conservation, though. Wild animals like elephants, lions, zebra, giraffe, and other animals roam free around my house. When my father was young, he went through a ritual to become an adult and had to kill a large predator as part of the initiation. He could not find a lion, even though he searched for 4 days, but he did kill a leopard. When he returned to the camp, he was celebrated for many days. This ritual is no longer allowed since the animals are protected by the conservation. We have a small fence that keeps our goats and sheep inside but it does not always keep the wild animals out. These animals can be very dangerous, so it is important we are careful. We have learned to respect the animals and we try to live in harmony with them, but it doesn’t always happen. Most of the time the wild animals do not try to harm us, but they will sometimes prey on our livestock. Our fences are made from thin, strong sticks jabbed into the ground. They keep our livestock inside at night, plus we have a dog who warns us of predators. The goats can be very good escape artists though, and the wild animals can sometimes be too big for the fences to keep them out. When I hear the goats make noises at night I know they are being harmed by lions or hyenas. I never go outside during these times because I know my older cousin or my uncles will try to save the goats. I respect the space of wild animals so I do not fear for my life, but I do fear for our goats and sheep and also for our dog.
What are some other instances when it might be challenging to live in the Maasai Mara?
In what ways do you think it is important to try to live in harmony with the plants and animals where we live?
What do you do, or can you do, to respect wild spaces near you?
Tell me about some of your fears and what you do about them!
We get milk and fiber from our goats and sheep. We all learn how to milk the animals from a young age. Usually my mom will send the little cousins to do it. The hardest part about milking is catching the sheep, which is why it takes at least two people for the job—one needs to hold the sheep while the other person gets the milk. We drink the milk fresh or curdled and we make butter by beating the fatty milk until it gets thick. I feel so satisfied when my arms start getting tired but the butter is dense and sticks to my fingers. If I’m lucky, my mother lets me lick it off. My grandfather is the one who shears the sheep and he can do it all by himself. He holds the sheep with one arm and uses a large knife to cut off the fur evenly without touching the animal’s skin. Once a sheep has had his haircut, he looks half the size he normally does! We use the fur for stuffing into bedding and we also use it to weave into blankets. When our goats and sheep get big enough, we sell them at the market for money so we can buy other supplies on which to live. We buy vegetables, bags of rice or potatoes, school supplies, materials to fix our homes, clothing, beads, and other things. It takes 3 days to walk with the herd to the market. We have to stop many times for the goats and sheep to graze and for us to rest before moving on.
Our sheep and goats are really valuable to us, as you can tell! That’s why it is so important we build strong fences to protect our animals from wild animals. Recently, some wild animals broke our sheep fence, so we need to build a new one. Can you help me figure out how big it should be? We have 12 sheep and each one needs 2 square units of space. How many total square units do we need? What are our different options for the shape of the fence? How long does each side need to be?
We’ve considered attaching the goat pasture to the sheep pasture you just designed. We also have 12 goats, but they need 3 square units each. How many square units do our goats need total? Can you draw a design that attaches these two pastures? How can we write this as a multiplication table? I’m trying to teach my family some math.
I feel good when I can provide for my family. I am 14 years old and the oldest child. I have many younger siblings and cousins so I have to teach them and take care of them a lot. There have been many changes in my generation that make our life different from the older generations. I feel like the connector between the generations. As the first person in my family to go to school, I’m relied upon to teach everyone else what I learn. I’m the first to learn how to use modern technology and I’m the first to learn how to read and write. The older generations are glad that I’m learning, but sometimes they do not understand certain things I learn in school, like science and geography subjects. Sometimes I feel lonely because I’ve already had such a different life from my older relatives so it can be hard to relate to them. The truth is, they still teach me so much even though they never went to school. It is a different type of knowledge. They know how to tell when sheep are ready to give birth, when a storm is coming before the clouds roll in, where to find the best sources of water in a draught, and how to care for sick kids with natural medicines. We all know we can always rely on each other and we will work together to support the whole family.
What type of knowledge do you notice in your family?
What makes you feel lonely?
I think most of us feel lonely at some point.
What are some tips you can share for pulling ourselves out of that feeling of loneliness?
Looking for new ways to create an engaging space? Turn on music native to the Maasai Mara so that it is playing when students enter the room
Instead of telling them the plan, just start Reginah’s video and let it draw them in. When it ends, ask some big empathy questions like, “What do you imagine some of this young woman’s hopes and dreams to be?
What emotions might she feel? What are some of the norms in her life?” Facilitate a discussion on “norms” and what the word means. You could brainstorm a list with the following prompts: “What are some of your norms? Which norms might we share with Reginah? Which may be different?” Encourage the students to think about how that which is normal to one person, or in one culture, is not necessarily normal elsewhere.
Let students know that you’ll now learn more about Reginah from Reginah herself by reading, “I am Reginah.” After you read the story, ask students to check the norm list you brainstormed.
Were there some false assumptions? What is surprising? What similarities do you notice? This is a great opportunity to guide students toward understanding “assumptions.” An activity to explore assumptions and norms within your class is “step in, step out.” With students standing in a circle, ask them to step into the circle when you read a statement with which they agree. You can create a list appropriate for your class, ranging from simple statements like, “I like pop music” to deeper ones like, “someone important to me has passed away.” Debrief by asking students to quietly contemplate what surprised them.
Write a letter to an elder. Reginah shares about her culture’s respect for elders. Brainstorm with your class a list of elders in their lives.
This could include educators and grandparents. Then guide them through a letter writing exercise where they express to elders what they admire about them, things for which they’re grateful, and questions about the elders’ lives. Welcome anyone who is comfortable to share their letter with the class. Ask them, “What are things we do, or can start doing, to show respect to our elders?”
Ask students which math concepts may help them solve Reginah’s simple problem about beds at her aunt’s house. As warm-up, you can change the number of people at Reginah’s aunt’s house, and the number of beds they have, to practice different division facts.
Then, choose a division fact to work with to learn about properties of multiplication. Let’s say you choose the original: 8 ÷ 2 = 4. Ask them to check their work with a multiplication problem: 4 X 2 = 8 From there, ask for volunteers to illustrate this problem with an array. You can then use the array to discuss with students the concepts of commutative, associative and distributive properties of multiplication. The concepts explored in the bed problem may then transfer to the fence problem with which Reginah requests help. Be sure to remind students that the real-life unit squares for animals’ pastures are quite big!
This is one way to teach this story. You could also weave your own way, threading two or three other people the AI finds for you alongside.
Want to weave a full lesson around this story?
The weaver finds 3-4 real people whose stories thread together with this one.
Weave a lesson →Sky High Dreams
I am the first in my family to go to school. In Kenya, we are now required to attend school. This is a new law for my generation. My parents and ancestors never went to a formal school because they needed to live and work with the family to survive. Nowadays, the government will travel around to make sure that the children are in school and are not being kept at home to do work. If they find children who are supposed to be in school, they will talk to the parents, explain the law, and then take the children to the schools. I go to a boarding school far away from home, since there is no day school nearby in the Maasai Mara. I was scared to go to school because no one in my family could tell me what it would be like. My family wanted me to have a different future and more opportunities. My mother said she lives no different then my grandmother and that she wants me to live a better life than her. My family hopes that sending me to school will make a difference. I knew that going to school might allow me to help improve my family’s life. So I went.
Are you the first in your family to go to school?
What fears do you have about doing something new?
What do you think were some of my fears?
How do you face your fears?
My boarding school is many hours drive from home. My mother tries to accompany me for the trip to school and uses that opportunity to go to the market in town. Sometimes I can catch a ride from an uncle who has a truck; he is the only one in our family who owns a vehicle. My uncle, a safari guide, is very kind and contributes to my school fees when he can. Otherwise my mother has to borrow money from other family members to pay for the school fees and to buy my books, supplies and uniform. She will pay the family members back by selling her bead work or by providing a service for them, like collecting water. Even though I go to a public school, it still costs money to attend, and even more money if you are a boarding student like me. Once I got to school and made friends, I was very happy. My life at school is very different from life with my family in the Maasai Mara. At school, we get food three times a day. There is electricity and there is water that comes through a pump in the town. Before I came to school I did not even know it was possible to have water pumped right into a building. I have two teachers, one in the morning and one in the afternoon. Sometimes we get volunteers from other countries who come and teach for a short period of time. They usually come to teach us English. My English is getting much better and I enjoy learning it, but reading English is much more difficult for me.
Did you notice how making friends once I got to school made me less nervous and more happy?
In what ways can you relate to this?
I think relationships are really important for our happiness.
Who is someone in your life that brings you a lot of happiness?
We sit on long wooden benches at long tables in a strong concrete building. In the morning the teachers walk around and look at our faces and hands to make sure we washed. They say it is important for the health of everyone at the school that we keep good hygiene by washing every morning. We are also required to wash our uniforms when they get dirty and hang them outside to dry. The uniform for the girls are red and white checkered dresses with white collars. We also have warm blue sweaters to wear if we are cold. We cannot wear anything other than our uniforms while at school. I sleep in a boarding hall with other students. There are 6 bunk beds with blue sheets in my room and we each have a box with a latch on the floor where we keep our belongings. I sleep on the bottom bunk and can hear when the girl on the upper bunk moves because the bed is squeaky. We have bug nets that hang from the ceiling and wrap around our bunks to keep out the mosquitoes. We have to keep our beds nicely made and our belongings tidy in our boxes.
We need new mosquito nets, but they come in different sizes. Can you please help me figure out how big mine needs to be? My bed is 3 feet wide and 6 feet long. What is the perimeter measurement? What is the area of my bed? Can you draw a figure with unit squares? This will help me explain to my mom the correct size!
I also have a box that is two feet long and one foot wide.
It sits right snug up against my bunk.
How much area does my stuff take up in our room?
Can you please draw another figure to help me show my mom?
We have to study 6 days a week, but I don’t mind because I like my teachers very much. We have a lot of homework every night so even when we are not in class, we are working and learning. I can only go home on holidays since it is a far journey. Sometimes I have to travel a ways by foot, but I can usually get a ride in the beginning of the journey because there are people with trucks in the town. Since I live far out in the Maasai Mara, many drivers do not want to go that far, nor do they have reason to. I don’t mind walking, though, because I don’t walk a lot when I’m at school, and I’m used to walking long distances to get water when I’m at home. It's hard on my family when I am not around. They need me to help with collecting water, herding the goats, and other things like caring for the younger kids.
When I go home, I try to educate my parents and my siblings about what I learned in school. I show them how to sound out words and tell them what objects are in English. I also tell them about different cultures and practices of people in other countries. Sometimes I even come up with math problems to help my family solve using techniques I’ve learned. I feel like I already have a very different life from my family. I hope the education I am getting will help me get a job. It is my dream to become a pilot. I sometimes watch planes fly over our home in the Maasai Mara and it looks like the most amazing experience in the world. I have never met a pilot but I have read about airplanes and air travel at school. I’m fascinated by experiences that I have never had. My uncle says he will teach me to drive his truck someday. Maybe that will be the first step in learning how to fly a plane! Sometimes I imagine what my life would look like from the sky. Maybe the long distances I travel by foot would look short. Maybe from the sky I would be able to see a better place for my family to live.
Have you ever flown in a plane before?
How might you describe it to someone who has not?
If you haven’t, how do you imagine it to be?
I’ve told you a little about my dream job...
I’m curious about yours!
Why is it a dream for you?
Maybe with a job I can help my family relocate closer to water and build them a better home that has electricity and strong walls, like my school. I would have to get a good job and save a lot of money to buy a plot of land closer to the town. The biggest problem is that we have goats and sheep, and they need a lot of land on which to graze. This amount of land is not found near the towns, only further out in the Maasai Mara. I want to raise the living standards for my family. So even if I could just help get a water pump to the family home, this would be a huge improvement.
Do you have other ideas of ways I could help improve the living standards for my family?
What are some things about your home or living standards that you really appreciate?
How might I help my family get that same thing?
In what ways do you want to help your family when you grow up?
Looking for new ways to create an engaging space? Turn on music native to the Maasai Mara so that it is playing when students enter the room
“What would be the most amazing experience in the world for you to have?” Start with a two-minute free write to give students the chance to think on their own without influence from peers.
When you begin to share, discuss with enthusiasm and push them to dream really big - if they want to see the world’s highest mountain, ask, “what about climb the world’s highest mountain?” If they want to own a dog, “what about run a dog rescue shelter?”
Watch the video I am Reginah and then discuss, “what do you think are some of Reginah’s dreams?” Again, push them to dream big for Reginah.
Try to both support and question their ideas, “That’s a wonderful dream! What makes you think it is something Reginah dreams of?” If a student focus on little things, like running water, acknowledge and question them, “You might be right, running water would really make her life easier, huh? But do you think she also dreams of doing big things in her life like you and me?” Take note of responses before moving on to read “Reginah Journeys to School.”
Explore area, perimeter, and how to decompose a figure to help Reginah figure out what size mosquito net she needs. Encourage students to work alone or with a partner to solve the first problem set.
Ask for volunteers to share with the class how they solved the problem. Take note of how they compare perimeter and area and how they solve the problem. Ask for more volunteers until multiple correct ways of solving have been demonstrated. The second part of this problem offers an opportunity to practice decomposing figures to find area. You could opt to try the figure on the board and ask them to work the problem, or let them draw the figure with the given numbers. To make it more challenging, arrange the figure in different ways so that a length or width is missing. You could also reverse the order of these two problems so that the decomposition of the figure leads them to having the numbers they need to solve for area and perimeter.
Create a dream board with your students. Push your students to dream big like Reginah and to share their dreams with the class.
“The more we share our dreams with others, the more likely we will make them come true someday!” Bring in magazines for the students to cut and any other art supplies to which you have access. There is no “right” way to make a dream board, so encourage them to work independently on their board. This could be a project over the course of a week or it could be done during an hour. To generate creative flow, turn on some peaceful music in the background. When the artists are complete, ask them to present to the class their dream board!
This is one way to teach this story. You could also weave your own way, threading two or three other people the AI finds for you alongside.
Want to weave a full lesson around this story?
The weaver finds 3-4 real people whose stories thread together with this one.
Weave a lesson →Not hers. Not yours. People are always more than the chapters anyone could share. Hold what is here gently. Approach with curiosity, before judgment.
If a moment stayed, follow it. If a question rose up, hold it. The quiet teaching is still teaching.
Three or four real stories woven into one lesson, your topic, your time. Reginah is one. The weaver finds the others, threads the math, the literacy, the values, the reflection.
Open the weaver →