Level
High School
Quarter/Year/Length
2nd Quarter - 2023 - 6-8 weeks
Author
Dylan Wince
School
Tempe High School
Traditional Units
Civil War & Reconstruction
Last West
Gilded Age
Skill Focuses
Change and Continuity
Cause and Effect
Multiple Perspectives
High School
Quarter/Year/Length
2nd Quarter - 2023 - 6-8 weeks
Author
Dylan Wince
School
Tempe High School
Traditional Units
Civil War & Reconstruction
Last West
Gilded Age
Skill Focuses
Change and Continuity
Cause and Effect
Multiple Perspectives
Q2 Addressing Inequities,
Then & Now
Driving Question (DQ)
How can you create a formal presentation, using your learning of inequities in 19th century America, to address a 21st century environmental inequity that has impacted your life?
Project Description
This year, 2024, cities across Arizona set records for high temperatures. Almost all enivronmental scientists are saying this was what our actions were leading to. How are we going to not only survive but thrive while living in the Valley? How have our environmental changes impacted your life?
This quarter Mr. Wince's Tempe High American History classes will be partnering and collaborating with ASU Professor Dr. Casanova and Doctoral Students Eric and Celina in implementing a racial and social justice lense through, Youth Participatory Action Research (YPAR), to center your stories and lived experiences. We will also be collaborating with Evelyn Brumfield and the Tempe City Sustainability and Resilience Office. We will be learning about what the city of Tempe is already doing regarding environmental sustainability and resilence and make recommendations with formal Start/Stop/Continue presentations.
Equity is the idea that people will get what they need. This may be more than others and that is okay because the need may be greater than the other.
Studying history we can see people always fighting against inequities. People recognizing that their needs or the needs of people close to them are not being met. The reactionary response is equality. Give everyone the same amount, not caring if some people already have millions, give everyone something.
What inequities have you or someone close to you experienced in the last week, the last year or in your lifetime? Most likely there is something that you or someone close to you has experienced different levels of this unfair treatment no matter where you have been.
Being treated unfairly by someone or by our government institutions is not new. People have been advocating and fighting for equality and justice throughout our country's history in order to have the lived experience match the ideals found in our founding documents.
In this project, students will be asked to identify and call out specific environmental inequities that we are experiencing here in Tempe, Arizona.
We will be using our studying of American history in the 19th century, specifically units focusing on the events leading to and the Civil War, Reconstruction, Eastern Encroachment and The Gilded Age. Learning about the historical inequities will help us identify the 21st century version of those inequities that we are currently experiencing.
Young people will have to grapple with the task of how they would attempt to resolve those inequalities from happening in our communities and present their case to local leaders.
This quarter Mr. Wince's Tempe High American History classes will be partnering and collaborating with ASU Professor Dr. Casanova and Doctoral Students Eric and Celina in implementing a racial and social justice lense through, Youth Participatory Action Research (YPAR), to center your stories and lived experiences. We will also be collaborating with Evelyn Brumfield and the Tempe City Sustainability and Resilience Office. We will be learning about what the city of Tempe is already doing regarding environmental sustainability and resilence and make recommendations with formal Start/Stop/Continue presentations.
Equity is the idea that people will get what they need. This may be more than others and that is okay because the need may be greater than the other.
Studying history we can see people always fighting against inequities. People recognizing that their needs or the needs of people close to them are not being met. The reactionary response is equality. Give everyone the same amount, not caring if some people already have millions, give everyone something.
What inequities have you or someone close to you experienced in the last week, the last year or in your lifetime? Most likely there is something that you or someone close to you has experienced different levels of this unfair treatment no matter where you have been.
Being treated unfairly by someone or by our government institutions is not new. People have been advocating and fighting for equality and justice throughout our country's history in order to have the lived experience match the ideals found in our founding documents.
In this project, students will be asked to identify and call out specific environmental inequities that we are experiencing here in Tempe, Arizona.
We will be using our studying of American history in the 19th century, specifically units focusing on the events leading to and the Civil War, Reconstruction, Eastern Encroachment and The Gilded Age. Learning about the historical inequities will help us identify the 21st century version of those inequities that we are currently experiencing.
Young people will have to grapple with the task of how they would attempt to resolve those inequalities from happening in our communities and present their case to local leaders.
Youth Participatory Action Research (YPAR)
Community Partnerships
- City of Tempe - Office of Sustainability and Resilience
Public Product
- Build a Case for a solution to addressing an environmental inequality
- Create a presentation to present to local leadership
Showcase Event
- Group Presentations to City of Tempe Professionals in the Office of Sustainability and Resilience
Collective Documents
- YPAR One-Pagers
- Overview of YPAR (Youth-led Participatory Action Research)
- Tree of Inequality - Root Causes and Canopy of Symptoms
- Data Collection - Observational Poem
- STRUCTURE OF YOUR PRESENTATION - The Start/Stop/Continue Presentation Format
- 2024 Q2 Addressing Environmental Inequities Collective Topics
Addressing Inequities, Then & Now
Essential Lessons
Essential Lessons are content lessons that are required by all students to complete.
Mr. Wince will ask to see your notes throughout the quarter and give feedback and engage in conversations about the content.
Checklist (6 Lessons)
Observation: Being Intentionally Observant
Sustainability and Resilence 101
Questioning: Identifying Root Causes
Mitigation and Adaptation 101
Gathering Evidence: Observational Poems
Data Analysis: Finding Trends
Mr. Wince will ask to see your notes throughout the quarter and give feedback and engage in conversations about the content.
Checklist (6 Lessons)
Observation: Being Intentionally Observant
Sustainability and Resilence 101
Questioning: Identifying Root Causes
Mitigation and Adaptation 101
Gathering Evidence: Observational Poems
Data Analysis: Finding Trends
Observation:
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Sustainability and Resilience |
Seeking Answers:
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Equity &
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Gathering Evidence:
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Data Analysis:
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Project Checkpoints
Checkpoint #1 - Monday, October 28th
1820s-1865: Events Leading to and The Civil War Essential Lessons
Group Topic, Group Shared Docs
Checkpoint #2 - Monday, November 4th
Through 3-Weeks (Progress Reports) Self-Evaluation of Learning
Checkpoint #3 - Monday, November 18th
1865-1877: Reconstruction Era Essential Lessons
START/STOP/CONTINUE Presentation Rough Draft
Checkpoint #4 - Monday, November 25th
6-Weeks Completed Self-Evaluation of Learning
Checkpoint #5 - Tuesday, December 3rd
1870s-1890s: Eastern Encroachment: The West Essential Lessons
Checkpoint #6 - Tuesday, December 10th
1880s-1900s: The Gilded Age Essential Lessons
Project Deadline - Thursday, December 12th
Group Presentations - PM
Q2 Final Self-Evaluation of Learning
District Finals
Period 2 - Wednesday, December 18th
Period 5 - Thursday, December 19th
Period 7 - Friday, December 20th
1820s-1865: Events Leading to and The Civil War Essential Lessons
Group Topic, Group Shared Docs
Checkpoint #2 - Monday, November 4th
Through 3-Weeks (Progress Reports) Self-Evaluation of Learning
Checkpoint #3 - Monday, November 18th
1865-1877: Reconstruction Era Essential Lessons
START/STOP/CONTINUE Presentation Rough Draft
Checkpoint #4 - Monday, November 25th
6-Weeks Completed Self-Evaluation of Learning
Checkpoint #5 - Tuesday, December 3rd
1870s-1890s: Eastern Encroachment: The West Essential Lessons
Checkpoint #6 - Tuesday, December 10th
1880s-1900s: The Gilded Age Essential Lessons
Project Deadline - Thursday, December 12th
Group Presentations - PM
Q2 Final Self-Evaluation of Learning
District Finals
Period 2 - Wednesday, December 18th
Period 5 - Thursday, December 19th
Period 7 - Friday, December 20th
2nd Quarter Units and Lessons
Q2 Addressing Inequities, Then & Now (6 Lessons) |
Readings and Seminars |
1820s-1865:
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1865-1877:
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1870s-1890s:
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1880s-1900s:
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