Student Projects

Healing our Humanity

Authors: Karly Robinson, Jaimee Rojas O’Kelley

Grade: 9th

Subject: Humanities

Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
Healing our Humanity Project Photo
  • How do people talk about race and hear each other?

  • What voices are we not hearing?

  • How do we experience each other’s’ stories?

  • What choices do you face when speaking up?

  • What power lies in demographics?

  • What does it mean to listen honestly and speak honestly?

  • How can we foster the better side of human nature?

  • How does each person’s story contribute to the larger narrative of United States history?

 

Our nation is in need of healing: healing from our racial division, healing from bigotry and oppression, and healing from fear. 9th grade students will explore how we can honestly start the process toward conflict resolution and lasting peace in a time of tension and turmoil. As you investigate the origins and effects of our nation’s history, they will do their part to change the narrative. They will unpack the meaning of privilege, deconstruct the myth of power, and listen and understand diverse perspectives. They will be given an open forum to share their findings at a summit they they will produce.

 

  • Students are civically engaged as they plan interactive sessions that answer the questions, “how can we heal our humanity?”

  • Students are effective communicators of their original ideas through organized, expository writing, pair-shares and class discussions

  • Students are engaged in core academic content

  • Students develop a “growth mindset” as they revise their drafts and develop interactive sessions

 

  • How to be empathetic toward each other

  • Ways to resolve disagreements without conflict

  • How to listen and honor the speaker

  • How to develop and strengthen our authentic voices

  • How to understand a perspective that is different than your own

 

 

 

What can we do for our interactive session?

  • Art Sessions (live art, gallery walks)

  • Culinary experiences (dinner conversations, sharing culture over food)

  • Talks (dialogue, table conversations)

  • Wellness sessions (indoor fitness, outdoor fitness)

  • Impact endeavors (campaigns, donation drives)

  • Performances (Dance, rap, acoustic)

 

Will we work in groups?

Yes. The writing piece will be individual but you work in teams to plan your interactive sessions.

 

Who will be in charge of this event?

Leadership Team positions:

  • Director of Event

  • VP of Marketing

  • Chief Financial Officer

  • Operations Manager

  • Visual Manager

  • Head of Public Relations

  • Editor-in-Chief of Magazine

 

 

 

Dates

Major Events

Deliverables

Week 1

September 5-8

  • Analyzing Vice News-Charlottesville

  • Model Continuous Learning

  • Media Deep Dives Part 1

Free Write on discrimination

Week 2

September 11-15

  • Introduce Thinking Maps

  • Media Deep Dive Part 2

  • Thinking Map project work time

Free write on the racism scale

Week 3

September 18-22

  • Museum of Man RACE Exhibit

  • Discussion about the origin of “race”

  • What came first: race or racism?

  • Reading Assessments

  • “My Life as an Undocumented Immigrant”

  • Free write on “White Privilege”

Thinking Map + Note cards

Annotations on “My Life as an Undocumented Immigrant”

Week 4

September 25-29

  • Introductions to SLC’s

  • Understanding assessments

  • Introduce Project Expectations

  • What is a compelling piece of writing?

Annotations on “The First White President”

Week 5

October 2-6

  • Guest Speaker Rose Schindler, Holocaust speaker

  • Elements of storytelling

  • 6-word race biographies

  • SLC Prep

Draft Zero  of Individual Writing Piece Due

Week 6

October 9-13

  • Brainstorming writing piece

  • Intro to Book Layout/Design

  • SLC’s (Half-Days)

  • Teacher Writing Conferences

1st Draft of Individual Writing Piece due

Week 7

October 16-20

  • Critique and Revision of Draft

  • Teacher Writing Conferences

2nd draft of Individual Writing Piece due

Week 8

October 23-27

  • Final Editing Sessions

  • Teacher Writing Conferences

Final Individual Draft Due

Week 9

October 30-Nov. 3

  • Final Design Workshop

  • Project Work Time

  • Design workshops on Interactive sessions

Group Proposal-Draft 1

Week 10

Nov. 6-10

  • Final Magazine PDF to Publisher

  • Design Workshop

Conference with Jaimee and Karly for final approval

Week 11

Nov 13-17

  • Designing interactive exhibits

  • Final Summit Map and Program) due (leadership team)

  • Exhibition Rehearsals

Materials List due

Week 12

Nov 20-24

THANKSGIVING BREAK

Final PDF of Magazine sent to publisher

Week 12

Nov 27-Dec 6

  • Final Exhibition Prep-Pack and label boxes

  • Summit at BRICK in Liberty Station on December 6

  • Reflection and Feedback

Final Summit Maps and Program due (leadership team)

Exhibition Q and A Final

Final Product/Packaging

Exhibition

Final Reflection