@REALDYLANWINCE
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It's Only Art

Project Overview
Have you ever found yourself staring at an art piece and wondering what it means?
Often, art is used to convey a specific message by the artist(s). Throughout this project students will be learning about social justice issues that need to be addressed right here in Rapid City. The students will be learning about the levels of government (local, state and federal) and how art could lead to promoting positive change. 


This project has been remixed from Just Art Project created by Sonya Ramirez of High Tech Middle Media Arts

Challenging Question
How can you bring awareness to a social justice issue to Rapid City using "street art"?

Supporting Questions
  • What is social justice? What are some examples of social injustices occurring in our community? In our country? In the world?
  • What is “street art”? What is “symbolism”?
  • How is symbolism used in street art to convey a deeper message or statement?

Essential Learning Goals
#1 - I can describe the strengths and weaknesses of the Articles of Confederation.
#2 - I can analyze the impact of the compromises made during the Constitutional Convention.

#3 - I can explain checks and balances between the three branches of government.
#4 - I can describe how the Bill of Rights protects peoples' individual freedom.

Community Experts/Professionals
Who, in our community can provide specific information that will positively impact your understanding of your social justice issue?


Authentic Audience
Rapid City community members.

Public Product
A piece of "street art" accompanied by an artist's statement.

Website Links
EdJustice
The Social Issues You Care About Most
Pachamama Alliance

Social Justice Definition, Issues and Examples
Picture
Picture
Local Organizations
Shelter/Food/Job Application
​Cornerstone Rescue Mission

Shelter
Black Hills Area Habitat for Humanity

Food
Feeding South Dakota
Fork Real Cafe

Healthcare
Western South Dakota Community Action

Domestic Violence
​​Working Against Violence, Inc.

National/International Organizations

DoSomething.Org - A global movement for good
Global Oneness Project
If you have found any of this curated content helpful and have 
the means, would you be able to make a financial contribution?
Venmo - @dywince
Last Updated May 16th, 2022.
  • Home
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Design
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Know the Four Rules
            • Produce Questions
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • SBG to Ungrading
      • Reflection is Learning
    • About Mr. Wince
    • Diversity and Inclusion
    • The Study of History
    • A People's History of the United States (Text and Audio)
    • Project Archives
    • Contact
  • American History
    • '21-'22 Syllabus
    • Q1 - Fundamentals: Indigenous America to United States of America >
      • Indigenous America
      • Colonial America
      • Events Leading to the American Revolution
      • 1780s-1810s - New Nation
      • 1810s-1840s - Expanding the Territory of the United States
    • Q2 - Race and Class: "No Struggle...No Progress." >
      • 1850s-1865 - Civil War
      • 1865-1890s - Reconstruction
      • 1880s-1900s - Gilded Age
    • Q3 - Social "Progress" and World Wars >
      • 1900-1910s - Imperialism and World War I
      • 1920s-1930s - Roaring 20’s & Great Depression
      • 1930s-1945 - World War II
    • Q4 - Civil Disobedience: Identity. Action. >
      • Q4 American/AZ History Weekly Agendas
      • 1945-1950s - Post-World War II America
      • 1960s-1970s - Civil Disobedience
      • 1980s-2000s - Modern Era
  • World History
    • '21-'22 Syllabus
    • Q1 - Every Story Matters >
      • Thinking Like a Historian and Geographer
      • Renaissance, Reformation and Scientific Revolution
      • c.1400s - c.1700s - Exploration and Colonization
    • Q2 - Economics and Labor Systems >
      • c.1600s-c.1800s - Age of Revolutions
      • c.1800s - Industrialization
    • Q3 - Conflicts and Resolutions >
      • 1914-1919 - The Great War
      • 1917-1923 - Russian Revolution
      • 1939-1945 - World War II
    • Q4 - Global Human Rights >
      • Q4 World History Weekly Agendas
      • 1940s-1980s Cold War and Proxy Wars
      • Independence & Decolonization Movements
      • Modern World Issues
  • US Government
    • Spring '22 Syllabus
    • Q3 - Democracy: Citizenship/Voting >
      • Project 'My Part'
      • Democracy
      • Citizenship
      • Voting
    • Q4 - Collective Action: Equality and Justice >
      • Q4 - US/Arizona Gov. Weekly Agendas
      • Learning Not Hurting: Our Focus on Change
      • Creating a Podcast
      • Collective Action
      • Fight for Equality
      • Fight for Justice
  • Economics
    • Fall '22 Syllabus