Utopia Project
Fall 2021
10th Grade
Folxlore Project
Fall & Spring 2020-2021
10th Grade Humanities
Wellness, Wellbeing and the World
Spring 2020
Tenth Grade
I conceived of this project just as I was about to begin in a new role as the lead teacher of a 10th grade Humanities class mid year. This also happened to be occurring in the midst of school closures that resulted from the global COVID-19 pandemic. While preparing to dive in during this time of transition and deep uncertainty, it felt critically important to have students engage in a project that was responsive to their mental and emotional needs, and simultaneously felt authentic in regards to the social issues that were suddenly in the spotlight as a result of the Coronavirus. This project was designed to provide my students with the space and tools to reflect upon the ways that this unique moment in history was affecting them. Furthermore, this project pushed them to identify tools and try practices that promote wellbeing. Through our study of how identity impact wellness, students examined the social inequities that have been magnified by the Coronavirus and why these inequities exist. This project took place entirely in a distance learning environment.
Forces of Change
Spring 2020
Ninth Grade
Who is responsible for the world around us? Students explore this question in three phases of the “Forces of Change” project. In the first phase, students research and interview change makers from around the world in a range of fields. In Phase two, student groups will partner with San Diego organizations to work in an area of interest. In the final phase of the project, students choose their own path to develop a project that contributes to their HTH community.
Spring 2020
Ninth Grade
Who is responsible for the world around us? Students explore this question in three phases of the “Forces of Change” project. In the first phase, students research and interview change makers from around the world in a range of fields. In Phase two, student groups will partner with San Diego organizations to work in an area of interest. In the final phase of the project, students choose their own path to develop a project that contributes to their HTH community.
Essential Questions:
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