McKinley Tech Turns Cemeteries into a Living Classroom - American Society of Overseas Research (ASOR)

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McKinley Tech High School Turns Cemeteries into a Living Classroom

Description provided by the Black Georgetown Foundation

View the Instagram post here

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.

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 – ASOR / 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.

More than a field trip, it’s a model of what’s possible when teachers lead the way.