COVID-19 Information

Dear High Tech High Families,

In a previous email we outlined HTH's plan for implementing distance learning in the event we did not reopen schools on April 7th.  San Diego Unified School District released a press release last night, indicating that they will not be returning on April 6th and will be implementing distance learning for all of their schools through the month of April.  We have officially decided that we follow suit and will not return for in person instruction on April 7th.

When HTH teachers return on April 6th, they will spend that week designing and piloting plans for distance learning.  We will be reaching out for your thoughts and feedback as we do this work.

We will roll out our approach to distance learning the week of April 13th and you will receive detailed information from your child’s teachers about what to expect going forward.  We are asking teachers to plan for their first distance learning module from April 13th - May 8th. Our hope is that by that time, we may be able to return to school, but if that is not the case, we will begin a second module that will run until the end of the year.

Leaders and teachers from across High Tech High have been working to design a framework for distance learning at our schools and create the infrastructure necessary to support that plan.  We’ll continue to engage in this work over spring break using your input regarding your technology access to help us craft an approach tailored to our community’s needs.

If your family currently does not have reliable internet access, please see the options that local internet companies are offering as families try to stay informed.  Getting Internet Access: Available Plans https://www.cde.ca.gov/ls/he/hn/availableinternetplans.asp

Thank you for your patience and support. 

 

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Estimadas HTH familias,

En un correo electrónico anterior, describimos el plan de HTH para implementar el aprendizaje a distancia en caso de que no volviéramos a abrir las escuelas el 7 de abril. El Distrito Escolar Unificado de San Diego lanzó un comunicado de prensa anoche, indicando que no regresarán el 6 de abril y que implementarán el aprendizaje a distancia para todas sus escuelas durante el mes de abril. Hemos decidido oficialmente que hacemos lo mismo y no volveremos para recibir instrucción en persona el 7 de abril.

Cuando los maestros de HTH regresan el 6 de abril, pasarán esa semana diseñando y poniendo a prueba planes para el aprendizaje a distancia. Nos pondremos en contacto para solicitar sus pensamientos y comentarios mientras hacemos este trabajo.

Implementaremos nuestro enfoque de la educación a distancia la semana del 13 de abril y su familia recibirá información detallada de los maestros de su hijo/a sobre qué esperar en el futuro. Estamos pidiendo a los maestros que planifiquen su primer módulo de aprendizaje a distancia para el 13 de abril al 8 de mayo. Nuestra esperanza es que para ese momento, podamos regresar a la escuela, pero si ese no es el caso, comenzaremos un segundo módulo que se ejecutará hasta el final del año escolar.

Los líderes y maestros de High Tech High han estado trabajando para diseñar un marco de referencia para el aprendizaje a distancia en nuestras escuelas y crear la infraestructura necesaria para apoyar ese plan. Continuaremos participando en este trabajo durante las vacaciones de primavera, utilizando su aportación con respecto a su acceso a la tecnología para ayudarnos a diseñar un enfoque adaptado a las necesidades de nuestra comunidad.

Si su familia actualmente no tiene acceso confiable a internet, vea las opciones que las compañías locales de internet ofrecen mientras las familias intentan mantenerse informadas. Obtención de acceso a Internet: planes disponibles https://www.cde.ca.gov/ls/he/hn/availableinternetplans.asp

Gracias por su paciencia y apoyo.

 
Please visit our COVID-19 (novel coronavirus) Updates page for all developments. - updated March 24, 2020
Food Service Sites Open During School Closures.

Student Projects

Influential Imprints

Authors: Dan Allen, Jorge Cerna

Grade: 11th

Subjects: Art, Humanities

project photo: Influential Imprints
project photo: Influential Imprints
project photo: Influential Imprints
project photo: Influential Imprints

What have the History Books left out? How have our most influential leaders been misrepresented or not represented at all?

Students were tasked with researching a famous historical figure. Writing a revisionist history for that person and creating an intaglio print of that person or something to do with their life or struggle.


Humanities:

Students work in partnerships (groups of three and/or four) and come together to propose who they believe is the most influential person in American history. After the groups picked their leader, students then researched and crafted a presentation to explain their argument and persuade peers that their leader is the most influential. After all presentations were completed students individually voted on a scale from 1-5 to determine what they deserved based off of groups ability to deliver topic.

 

Art:

First students learned about positive and negative ground. Next students learned about continuity, figure ground, and closure. Students then showed their knowledge of topics by making scratchboards. Individually students chose a black and white picture printed it out and chalked the back to transfer the image from the printer paper to the scratchboard. Students transferred the image by tracing all the lines they saw in the image and either scratched out the positive or negative. Once students perfected their skills they applied the same knowledge to a copper plate. Students used whitening powder to clean their copper plate and put a hard ground on top of copper plates and did the same process as the scratch board and scratched out either the positive or negative ground of their image. After the etching was done students put their copper plate in an acid bath and cleaned their plates. Finally students put ink on their plate and put cardstock paper on the printing press to make a print.

Students’ fully illustrated essays were published into a class book entitled “Influential Imprints”. Students created research papers and intaglio prints to furnish the book.

  • Discuss how drawing and printmaking are more than a visual record
  • Distinguish between actual and visual texture in art works
  • Describe how patterns are created by repeating previously learned visual elements—line shape, mass, color
  • Define and identify the principles of design and demonstrate how artists use them to organize the elements within a composition.
  • Identify and illustrate the principles of balance (symmetrical, asymmetrical, and radial)
  • Indicate methods used by artists to express emphasis in a composition
  • Define and distinguish between scale and proportion
  • Define and illustrate the use of repetition and rhythm in a work of art
  • Recognize the connection between unity and variety in works of art
  • Solve a visual arts problem that involves the effective use of the elements of art and the principles of design.
  • Prepare a portfolio of original two-and three-dimensional works of art that reflects refined craftsmanship and technical skills.
  • Develop and refine skill in the manipulation of digital imagery (either still or video). Review and refine observational drawing skills

Students published a revisionist history book that is fully illustrated with their own artwork

Finding an interesting and compelling way to exhibit students’ research essays is daunting task. Using the “real world” as a starting point, we found that book illustration is a beautiful way to combine the needs of both artist and authors. Students discussed the need for the pictures to tell a story as well. And how pulling inspiration for their descriptive writings helped influence their images.

What were my strengths in this project?
Doing research is a favorite aspect of writing for me because I can read sources in order to find the ‘gems’ that can be used later on in writing or in presentations.

What was the biggest struggle/obstacle for during this project?
The biggest challenge for me in this project has been figuring how to write about Clara Barton’s flaws. While researching her I only found some shortfalls that Clara had. Among these included overworking herself and having the occasional affair with some man. I tried to research these affairs but very little information came up which would have been useful for writing an essay. Due to this I decided to write about Clara’s depression as the thing that is underrepresented about her character.

What did I learn about myself during this project?
It is important to think about the subject matter of an essay before writing it. You have to make sure that you have enough substance to analyze and choose quotes or citations from.