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Issue 15, Spring 2016
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A Journey With Venetia Phair, The Girl Who Named Pluto,
   Jeannine West Paull
A Test That Teaches Trust,
   Don Mackay
Three Inadequacies,
   Mike Amarillas
Does Deeper Learning Make A Difference? Yes It Does!,
   Kristina Zeiser, Mette Huberman, Jennifer O’Day, and Michael Garet
Redefining Well-Behaved In The 21St Century Classroom,
   Sharon Fargason, Melissa Han, and Sarah Imbriaco
Uncovering The Why In The Way We Teach,
   Aleya Cunningham and Roxanne Tuong
The Case For Collaboration,
   Pam Reynolds Baker
Student Consulting Disrupting Student-Teacher Hierarchies,
   Anna Chiles, Ben Sanoff, Chloe Larson, Janie Griswold, and Julia Rosecrans


Cards:

1: The Haunted Arcade Interactive Halloween Carnival Games
2: Cyclic Machines
3: Syrian Refugee Simulation
4: The Meals and Muppets Project
5: The Complete Works of William Shakespeare (Abridged)
6: Coded Structures, Decoded Identities
7: College Knowledge
8: Walk In Their Shoes
9: Mind The Gap
10: Through The Wire
11: Seed Dispersal Challenge
12: Explorers of the World


Through The Wire

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All 10th Grade students explored social justice and activist movements, investigating current and historical societal issues, activist interventions, and the lasting impact of a human movement on our global community. Their two essential questions were 1) How does one empower the powerless? and 2) How powerful is a single voice? After choosing an activist to focus upon, students conducted targeted research and collaborated in pairs to write an artist statement which identified the social movement their activist was a part of, explained how their activist intervened and lastly, analyzed their activist’s impact. Finally, students created string art portraits to accompany their written piece. The exhibition took place at Freshly Faded Barber Shop, a forum dedicated to community activism and social change.

Teacher Reflection
It was our goal for students to create art with a technique that was new to them, and to devise ways to incorporate different perspectives for very pertinent historical topics. As the project was conducted, it was amazing to see the collaborative process that took place between both teachers and students. Whether the students were researching, crafting their artist statements, or creating their string art portraits, they worked as a team, communicated well, and relied upon each other to accomplish something to the best of their abilities. Students walked away with a more insightful perspective with regard to social justice and activism, and were looking for ways to put into practice and utilize their new mindsets.

Student Reflections
I have a better understanding of how activists shape our world and was able to make beautiful work that truly honors them. —Audrey
Because of this project, I was able to understand those who ignite social change, the power behind activist movements, and ways that communities come together to accomplish a single goal. —Jessica

To learn more about this project and others, visit
http://nicolehthma.weebly.com