The following are highlights and exemplars from my two current classes: Global Studies & Social Action and American Literature. Student work can be found on the left, with links to full websites or videos where applicable. Descriptions of the assignment as well as a brief commentary on the success of each exemplar can be found on the right. If you have any questions about the work featured below, or if you are interested in learning more about the assignments or expectations of the tasks, please feel free to get in touch!
Global Studies & Social Action
The following work includes highlights from the Global Studies & Social Action Class. The course explores the culture of hatred and prejudice and how social injustice such as the institution of slavery, the Holocaust, and other human rights violations occurred. Through the lens of understanding culture and how it is shaped and influenced, students examine racism, Anti-Semitism, the industrialization of murder, global genocides, etc. The course emphasizes the historical, literary, political, cultural, and financial impact of social injustice on those directly or indirectly involved, and the continued impact that can be seen in our modern society.
Human Rights PSA
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This assignment asked students to explore one of the 30 Human Rights as detailed in the Universal Declaration of Human Rights and create an original public service announcement (PSA) for the human right. The goal of the assignment was to better understand one of the rights that should be afforded to all human beings and present a brief argument to advocate for its protection or appreciation. Students were also asked to consider the tone of their PSA, and be sure to match the tone of the PSA to the tone most appropriate for the human right. This video highlights individuals' rights to freedom of thought and takes a somewhat lighter approach to defending the human right.
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Suitcase Project
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This project, a personal favorite, is from our History of the Holocaust unit, The project asks students to create an identity of a child leaving for one of the ghettos during WWII. Students are asked to consider what their individual would pack if given little warning that they would be moving and no information about where they were going or if/when they would return home. Students created identities and back-stories, gathered items that would be significant to their individual, considered what type of suitcase/box/bag their individual would have used, and wrote a letter or diary entry describing their feelings and emotions at having to pack and leave so quickly. This has always been a favorite project of mine as it asks students to consider the Holocaust from a different perspective and engages them in the learning in a way that a lecture simply cannot do. The gallery to the left features several examples of suitcase projects. It is always amazing to see how the personality of the created character comes through.
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Facing History Within Ourselves
This project asked students to work in groups to research and educate others on a significant act of genocide or institutionalized murder throughout history. Potential topics included African American slavery, the Holodomor (featured to the left), Cambodian genocide, Armenian genocide, and Japanese internment. Students conducted research and ultimately created websites to educate others on the background, root causes, key figures, and impact of these events.
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American Literature
This course introduces students to the major literary periods in the development of American Literature. Students study the characteristics, works, and significant authors of each of the historical periods, as well as the major philosophical trends that both permeate and transcend each period in American literary history. Writing assignments, projects, activities and reading stimulate critical thinking and self-expression and reinforce grammatical, mechanical, and vocabulary skills.
National History Day
Every year, National History Day frames students’ research within a historical theme. The theme is chosen for the broad application to world, national or state history and its relevance to ancient history or to the more recent past. Last year’s theme was Exploration, Encounter, Exchange in History. The NHD theme provides a focused way to increase students’ historical understanding by developing a lens to read history, an organizational structure that helps students place information in the correct context and finally, the ability to see connections over time.
This project, on the subject of the Spanish Flu Pandemic, made it all the way to the national competition in College Park, Maryland. Their research was exceptional, their use of primary sources was diverse and thorough, and their unique exhibit provided viewers with a comprehensive and immersive exploration of the topic. Creativity was at the forefront of the creation of this exhibit as students chose to go beyond the traditional display board and present the information in a thematic way. By including technology (a video playing on the attached iPad and a speakerbox that allowed "Henry" to tell his story to passersby) students went far beyond the project requirements. For more student exemplars please see the linked infographic. |
The Great Gatsby Crash Course
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This project asked students to explore one thematic aspect of The Great Gatsby by creating a literary 'Crash Course' video modeled after those created by John Green. Students were tasked with analyzing their thematic lens, constructing a thesis, writing a creative script, adding visual and text-based extras, and ultimately filming and editing their video. This exemplar does an excellent job highlighting the thematic lens and is also presented in a creative manner. While the video is not perfect (there are some audio issues throughout that students could address), it is a strong exemplar as it includes not only the required elements but also some added creative touches and visual cues added for emphasis.
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Equitable Futures
For this project, sponsored by Oakland Schools, students worked in groups to research trends in their local community as they relate to equity. Students conducted both qualitative and quantitative research to construct an argument surrounding equity in one sub-category and highlight potential solutions to increase equity in low-income neighborhoods. This exemplar, from a group studying quality of education, highlights the problem in a sophisticated manner and offers several potential solutions. It is also creatively portrayed and visually appealing, adding to the overall effect of the display. This project was an interdisciplinary effort in students' American Literature and US History courses, with all aspects of the project being completed in both classes.
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