Image Source - Love Is In The Air Explained
Level
High School
Quarter/Year/Length
3rd Quarter - 2024 - 6 Weeks
Author
Dylan Wince
School
Tempe High School
Traditional Units
1900s-1910s: Imperialism & World War I
1920s: The Roaring Twenties
1930s: The Great Depression
1930s-1945: World War II
Skills
Change and Continuity
Cause and Effect
Multiple Perspectives
High School
Quarter/Year/Length
3rd Quarter - 2024 - 6 Weeks
Author
Dylan Wince
School
Tempe High School
Traditional Units
1900s-1910s: Imperialism & World War I
1920s: The Roaring Twenties
1930s: The Great Depression
1930s-1945: World War II
Skills
Change and Continuity
Cause and Effect
Multiple Perspectives
Q3 It's Just Art:
Exploring Trauma and the Healing Process
Driving Question (DQ)
How can you create a piece of art using recycled materials that shows your understanding of how historical trauma impacts our personal experiences, and what are the diverse processes of healing that individuals and communities undertake to navigate and overcome the effects of trauma?
Supporting Questions (SQs)
Imperialism and World War I - What systems (economic, social, cultural) have been set up and have shaped who you are and your way of thinking?
Roaring Twenties - Where do you find joy? How do you express who you are?
Great Depression - How do you identify and work through times when you are experiencing lows? Where do you go for support during hard times?
World War II - Do you know who "your squad" is? A major event happened, now what? How do we stop the cycle of harm?
Supporting Questions (SQs)
Imperialism and World War I - What systems (economic, social, cultural) have been set up and have shaped who you are and your way of thinking?
Roaring Twenties - Where do you find joy? How do you express who you are?
Great Depression - How do you identify and work through times when you are experiencing lows? Where do you go for support during hard times?
World War II - Do you know who "your squad" is? A major event happened, now what? How do we stop the cycle of harm?
Project Description
For this project, you will be asked to engage in the lessons covering the first half of 20th Century American History. These are specifically, World War I, the Roaring Twenties, the Dirty Thirties/Great Depression, and World War II.
History is filled with events that can impact people both positively and negatively. These positive and negative impacts can cause harm and trauma depending on how you were involved.
Throughout this quarter, we are going to specifically look at major world events that caused trauma to many peoples across many countries, many continents, many ages, many religions, many socio-economic classes, many races, and it's impact over many years.
These trauma's included mass killings, loss of homes, loss of peace, huge environmental impacts, governmental rivalries, racism, bigotry, hate.
How do we, as a collective society, heal from this. Is the healing achieved through a signing of a treaty between governments?
Does a treaty mean that a brother, son, father, husband's death is healed from and the pain is now over?
Does a treaty mean that governments will now govern humanely, moving forward?
Does a treaty mean that the land and environment will now be healed and healthy?
This question encourages students to explore historical trauma and its connections to personal experiences, emphasizing the complexity of trauma and the various paths to healing. It also prompts students to consider the interplay between individual and collective healing processes, fostering a holistic understanding of the topic. Additionally, it allows for a multidisciplinary approach, incorporating history, psychology, sociology, and other relevant fields.
History is filled with events that can impact people both positively and negatively. These positive and negative impacts can cause harm and trauma depending on how you were involved.
Throughout this quarter, we are going to specifically look at major world events that caused trauma to many peoples across many countries, many continents, many ages, many religions, many socio-economic classes, many races, and it's impact over many years.
These trauma's included mass killings, loss of homes, loss of peace, huge environmental impacts, governmental rivalries, racism, bigotry, hate.
How do we, as a collective society, heal from this. Is the healing achieved through a signing of a treaty between governments?
Does a treaty mean that a brother, son, father, husband's death is healed from and the pain is now over?
Does a treaty mean that governments will now govern humanely, moving forward?
Does a treaty mean that the land and environment will now be healed and healthy?
This question encourages students to explore historical trauma and its connections to personal experiences, emphasizing the complexity of trauma and the various paths to healing. It also prompts students to consider the interplay between individual and collective healing processes, fostering a holistic understanding of the topic. Additionally, it allows for a multidisciplinary approach, incorporating history, psychology, sociology, and other relevant fields.
Youth Participatory Action Research (YPAR)
- Partnering with ASU, Professor Carlos Casanova and his team of Graduate Students will continue to build on our 2nd Quarter successes
- For 3rd Quarter our Emphasis of Research will be Interviews
Community Partnerships
- City of Tempe - Sustainability and Resilience Office?
- Local Tempe Charities
Public Product
- Student Original Art Piece using recycled materials displayed at the Showcase Event
Showcase Event
- It's Just Art Expo & Auction: Unveiling Student Masterpieces
- Tempe High School Library - 6pm-7:30pm
- A night celebrating our young people
- Catered by LOCAL BUSINESS/DONATION
- Auction Profits to be donated to LOCAL CHARITY
- RSVP by Feb. 8th, 2024
Important Collective Documents
To be added soon
Growing Our Vocabulary
Directions: These words need to be added to your personal booklet with definitions.
* = words we will do the Frayer Model on together
* = words we will do the Frayer Model on together
Explore
*Trauma *Art *Recycled Materials |
*Historical Trauma
Diverse Processes *Healing |
Add words that you came across throughout these Essential Lessons that you learned and add them to your glossary.
A good goal would be to identify and add 2-3 words on your own for each Unit.
A good goal would be to identify and add 2-3 words on your own for each Unit.
Project Checkpoints
Checkpoint #1 - Date TBD
Imperialism, Progressive Era and World War I Essential Lessons Completed
1920s: The Roaring Twenties Essential Lessons Completed
Checkpoint #2 - Date TBD
1930s: The Great Depression Essential Lessons Completed
1930s-1945: World War II Essential Lessons Completed
Progress Report Self-Evaluation of Learning
Checkpoint #3 - Date TBD
Art Concept and Gathering Materials
Checkpoint #4 - Date TBD
Exhibit Created
Showcase Event - Date TBD
Tempe High School Library - 6:30pm
It's Just Art Expo: Unveiling Student Masterpieces
Self-Evaluation and Student Portfolio Updates - Date TBD
Art and Artists Statement created on your Student Portfolio Website
Quarter Self-Evaluation
Imperialism, Progressive Era and World War I Essential Lessons Completed
1920s: The Roaring Twenties Essential Lessons Completed
Checkpoint #2 - Date TBD
1930s: The Great Depression Essential Lessons Completed
1930s-1945: World War II Essential Lessons Completed
Progress Report Self-Evaluation of Learning
Checkpoint #3 - Date TBD
Art Concept and Gathering Materials
Checkpoint #4 - Date TBD
Exhibit Created
Showcase Event - Date TBD
Tempe High School Library - 6:30pm
It's Just Art Expo: Unveiling Student Masterpieces
Self-Evaluation and Student Portfolio Updates - Date TBD
Art and Artists Statement created on your Student Portfolio Website
Quarter Self-Evaluation