Students learn about applied forces as they create pop-up-books the art of paper engineering. They also learn the basic steps of the engineering design process.
In this unit, students will produce two major pieces of work. The first piece is an argument essay that grapples with one of the core questions of the unit: who are we, and who have we become because of the ways we connect? Students will read, annotate, and discuss several texts together as they consider the issues surrounding this question, and they will also research and annotate independently as they search for more evidence and perspectives to help deepen their ideas. They will also create a museum exhibit as part of a team. The exhibit project will help students identify what's worth preserving about their unique place in history.
PROJECT UNITS
This project unit continues to meet the English Language Arts standards as it also utilizes the learning principles established by the Partnership for 21st Century Skills. It is designed to support deep content knowledge and perseverance through long-term project planning and implementation. In addition, it will help students to recognize, develop, and apply the planning, teamwork, communication, and presentation skills they will use while presenting a final product to their class and/or the greater community. This real-world project-based activity will give students an opportunity to apply the skills they have been learning all year and will guide them to develop the motivation, knowledge, and skills they need in order to be college and career ready.
ACCOMPLISHMENTS
Students write an argument paper where they develop a claim about current culture as it has been influenced by digital connectivity.
Students participate in a group project to create a museum exhibit that captures a unique place, time, and relationship to technology. Students acknowledge the differing perspectives of each group member and use those perspectives to synthesize one cohesive visual argument together.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What does it mean to be digitally connected?
What are the implications of living in a world where everyone is digitally connected?
How does the availability of instant connectivity shape our relationships?
What does our Internet use reveal about people's needs as humans?
BENCHMARK ASSESSMENT: Cold Read
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.
The 12th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 12th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Language study is embedded in every 12th grade unit as students use annotation to closely review aspects of each text. Teacher resources provide additional materials to support each unit.
This project unit—a multimedia self-portrait published in digital form—is the capstone of your students' high school careers. It is a chance for them to pause and reflect on where they've been, where they're going, and who they are as a person. Students will reflect on what they want others to know about them: what they want their message to be and what types of media they might use to convey that message. Students will have the opportunity to express themselves in many different formats—through writing, of course, but also through other media of their choosing. Students will be able to convey your message through visual art, photography, a graphic novel, audio, poetry, or video—practically any type of media they want!
ACCOMPLISHMENTS
Students will complete a multimedia self-portrait, capturing important aspects of the essence of themselves.
Students will contribute one chapter from their multimedia self-portrait to a class anthology.
Students will present one chapter from their multimedia self-portrait to the class.
GUIDING QUESTIONS
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
How is late adolescence a moment of internal and external change?
What are the most important qualities of your character—past, present, and future?
How can you portray these key aspects of yourself using multimedia?
BENCHMARK ASSESSMENT: Cold Read
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.
Why is adolescence a moment of change? How do teenagers experience change in themselves and their surroundings? Students will explore viewing change through five lenses: community, persons, body, events, and choices. Then they’ll look at website-creation or portfolio platforms they can use to publish their projects.
Learn about Islamic art of the middle east in this historical overview with accompanying image gallery of relevant object images from the British Museum collection.
Edward Hirsch's poem "Fast Break" captures a single slow-motion play on a basketball court. In this video [6:06] excerpted from Poetry in America, join Hirsch, host Elisa New, NBA players Shaquille O'Neal, Pau Gasol, and Shane Battier, and a group of pick-up basketball players as they use basketball to understand poetry, and poetry to better understand the game of basketball. Hirsch himself reveals how he shaped his couplets to represent offense and defense, teamwork and rivalry, enduring friendship and human mortality. Shaquille does the play by play, heading this episode's team of on-court interpreters who explore "Fast Break" as sport, art, and lens on human character.
Artcyclopedia provides direct links to Leger's works in museums around the world. Online exhibitions and reviews.
Students discover fluid dynamics related to buoyancy through experimentation and optional photography. Using one set of fluids, they make light fluids rise through denser fluids. Using another set, they make dense fluids sink through a lighter fluid. In both cases, they see and record beautiful fluid motion. Activities are also suitable as class demonstrations. The natural beauty of fluid flow opens the door to seeing the beauty of physics in general.
In this lesson plan, younger students wrap up a bird unit by making a bird mobile and then write facts on their display.
This site from Geographia.com has very detailed information on art and architecture in Russia. Read about religious icons, the modern art movement in Russia, and architecture.
The Virginia Bill of Rights was the framework for the U.S. Constitution's Bill of Rights. Some of Mason's actual phrasing appear in the first ten amendments passed fifteen years later. He is credited for authoring the first American document that limited the authority of government and strengthened the rights of individuals.
Artcyclopedia provides direct links to Braque's works in museums around the world. Online exhibitions and reviews.
Join this inspiring global art exchange that promotes peace around the world. You will be paired with another participating individual or group from another culture and will share art works expressing world peace. The exchange occurs April 23-30 biennially, resulting in thousands of people sending messages of global peace and goodwill around the world at one time.
Do your students struggle to understand the “central dogma” of biology? Are you looking for innovative teaching techniques? This unit is an integrated art and science project to teach transcription and translation, which is also known as “central dogma”. This process explains how sequences of DNA are interpreted by organelles in the cell and are expressed as specific proteins. It is a core idea in understanding molecular genetics. Students will create a three-paneled work of art that models the process of transcription and translation. Explicit instructions make this unit accessible to science teachers. This unit features 4 lessons and 15 files. Lessons are aligned to NGSS.
Students' eyes are opened to the value of creative, expressive and succinct visual presentation of data, findings and concepts. Student pairs design, redesign and perform simple experiments to test the differences in thermal conductivity (heat flow) through different media (foil and thin steel). Then students create visual diagrams of their findings that can be understood by anyone with little background on the subject, applying their newly learned art vocabulary and concepts to clearly communicate their results. The principles of visual design include contrast, alignment, repetition and proximity; the elements of visual design include an awareness of the use of lines, color, texture, shape, size, value and space. If students already have data available from other experiments, have them jump right into the diagram creation and critique portions of the activity.
Artcyclopedia provides direct links to Rousseau's works in museums around the world. Online exhibitions and reviews.
A fun lesson plan for a class studying Native American culture. Students create their own tepees, or animal hides with designs and symbols representing their own personality. Also contains adaptations and resources. (To access this lesson plan, you must register with Crayola.com. Registration is free and takes only a few moments to complete.)
From the PBS series, "Culture Shock," this teaching guide deals with the controversies that have surrounded the teaching of Mark Twain's "The Adventures of Huckleberry Finn." The guide is designed to help teachers find reasonable approaches to teaching about this controversy. It can also be used to encourage students to examine and understand the relationship between the arts and controversial subjects, as well as studying "Huck Finn" in more depth.
These works of art reveal symbols and graphic systems that help to communicate values and ideas of the African people.