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PROJECT DIRECTIONS & STUDENT WORK HS US History (Distance Learning): Slave Narratives Found Poem.

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PROJECT DIRECTIONS & STUDENT WORK HS US History (Distance Learning): Slave Narratives Found Poem.

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Caden (10th grade) created this hauntingly powerful piece using only the words found from slave narratives. Click to read about the assignment and see his image, as well as his written statement.

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Proposed & adopted Decision making model

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LEADERSHIP: Decision Making Model (Co-created with other HS Team Lead)

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LEADERSHIP: Decision Making Model (Co-created with other HS Team Lead)

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As High School Team Lead, I heard many frustrations about how decisions never seemed to be made efficiently or at all. My co-Team Lead & I researched and proposed this decision making model. It was adopted by the High School Team and administration decided to have it adopted school-wide.

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STUDENT WORK HS World History (Distance Learning): "What Does It Mean To Be Human?" Summative Product

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STUDENT WORK HS World History (Distance Learning): "What Does It Mean To Be Human?" Summative Product

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Luthien (11th grade) wrote this song along with an artist statement to show her interpretation. Get this girl a record deal!

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PROJECT DIRECTIONS: World History "Case Study on Hate"

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PROJECT DIRECTIONS: World History "Case Study on Hate"

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After looking at a case study of the rise of anti-semitism in Germany pre-World War II, students chose their own case study of another time in history where a group has been marginalized to examine parallels between different times & places.

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STUDENT WORK HS US History: American Dream- Facade & Reality

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STUDENT WORK HS US History: American Dream- Facade & Reality

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This joint project between Language Arts and US History culminated in a project that highlighted the "facade" and "reality" behind a time in American History. Drako (then 10th grader) created this amazing one for the 1960s.

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This is the Q-Comp rubric from 2019-2020 that I helped create with our committee of five teachers. It allowed us to give feedback on best teaching practices, as well as how the lessons supported our school-wide reading and math goals.

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2019-2020 Q Comp Observation Rubric.docx

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PROJECT DIRECTIONS HS US HISTORY: American Values Unit Final Project

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PROJECT DIRECTIONS HS US HISTORY: American Values Unit Final Project

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In this unit we looked at values present in the earliest Americans, from early Native tribes to our Founding Documents. From those values, what are values we want highlighted to the American people? What should they remember from the past, present, as well as think about for the future, when it comes to the most important values? Why should Americans uphold and/or strive for these values? How can we use narratives from under-represented groups in American history (such as Native Americans) to tell their stories?

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PROJECT SCAFFOLDING US History: American Values Unit Final Project

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PROJECT SCAFFOLDING US History: American Values Unit Final Project

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We know that big projects can be a struggle for many of our students. I use a lot of planning documents or broken down steps to help support all students, but particularly my students with IEPs that focus on organization & the need for broken down steps.

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STUDENT WORK HS US History: "Civil War Legacy Project"

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STUDENT WORK HS US History: "Civil War Legacy Project"

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Eva (a then 10th grader) and her project partner Isaac (a then 10th grader) created this poem and art piece to honor the contributions of African-American soldiers in the Civil War.

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STUDENT WORK World History Religious Stories Project

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STUDENT WORK World History Religious Stories Project

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While studying world religions, we discussed the importance stories have in every religion. Students chose a religion and a story, retelling it and analyzing why they thought the story was important to that specific religion. Nina created this beautiful graphic novel.

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PROJECT DIRECTIONS HS US History Reparations Project

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PROJECT DIRECTIONS HS US History Reparations Project

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After learning about the idea of reparations in history and examining a few together, students identified a group in US History that has been marginalized systematically, gave background surrounding the systemic oppression by an institution, and proposed a reparations plan.

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Reparations 10th grade Humanities Project.docx

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STUDENT WORK HS US History: African-American Soldiers Contributions

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STUDENT WORK HS US History: African-American Soldiers Contributions

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Isaac (a then 10th grader) always creates the most powerful poems. This poem highlights the accomplishments of black soldiers and also the hardships faced by them.

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PROJECT SCAFFOLDING Reparations Project Planning Sheet

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PROJECT SCAFFOLDING Reparations Project Planning Sheet

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When I am assigning a newly created project without past student examples, I often create my own samples of a project or even a planning document to go over so students know general expectations & can ask questions. This is a sample I created of the planning document.

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Example of Reparations Project Planning Document.docx

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STUDENT WORK HS US History (Distance Learning): American Values Monument/Memorial Product

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STUDENT WORK HS US History (Distance Learning): American Values Monument/Memorial Product

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After learning about values from both First American tribes and Founding Documents in both Language Arts & US History, students created their own monuments/memorials to commemorate these values. Megan (10th grade) created a piece, tour guide speech, and some amazing tour guide notes!

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STUDENT WORK HS US History: Reparations Project

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STUDENT WORK HS US History: Reparations Project

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Two students created a sample of an Instagram account they would use to propose various forms of reparations. In their case, they wanted to focus on homelessness, since it disproportionately affects groups who have dealt with institutional oppression.

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ACTIVITY: World History Neolithic Revolution

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ACTIVITY: World History Neolithic Revolution

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Sometimes "doing" is more powerful and memorable than just reading an article. This video shows just a snippet of the students in action.

While I had a great article on the Neolithic Revolution but knew students would get more out of it if we did something a little different. So while they read the article, they had to "gather" the questions around the classroom and find each piece which was purposefully time consuming. It was a competition to complete as many questions as they could. During the activity, I secretly gave a group all the questions already written (they had "discovered" farming and didn't have to send out all their group members to forage) so they completed two times as many questions. Students got a huge kick out of it when they heard how many questions that group completed & what gave them the advantage. It led to a great conversation and students clearly remembered the concept.

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STUDENT WORK HS World History: "What Religious Stories Tell Us" Project

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STUDENT WORK HS World History: "What Religious Stories Tell Us" Project

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Drako (a then 11th grader) and his project partner Marcus (a then 11th grader) created this depiction of the story of Odin's one eye as part of their project on religious stories.

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STUDENT WORK HS World History (Distance Learning): "What Does It Mean To Be Human?" Summative Product

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STUDENT WORK HS World History (Distance Learning): "What Does It Mean To Be Human?" Summative Product

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Thomas (11th grade) produced this podcast explaining his perspective on this huge, existential question using evidence from class resources.

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STUDENT WORK World History Russian Peasants Pre-Revolution "Rise Up!" assignment

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STUDENT WORK World History Russian Peasants Pre-Revolution "Rise Up!" assignment

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After examining various primary sources about the Russian peasants pre-Revolution and their lives, students had to create an accessible piece of propaganda that would appeal to their audience. How could they identify with this group and make the idea of revolution appealing and motivating? This duo created a song, using simple language and other techniques to make it easy to remember and pass on.