This pdf describes a project that was created by a HTH Teacher and was originally included as a physical card that came with the seventeenth issue if the HTH periodical Unboxed. This project was led by teacher Christine Sullivan, who had students read and examine the book “Walk to Water” by Linda Sue Park, research environmental topics, then write a persuasive speech that they performed on a literal soapbox.
One of the articles that appears in the seventeenth issue if the HTH periodical Unboxed, written by Jen McConnel and Erin Zamborsky. This article has them describe a Romeo and Juliet project they conducted using a project based learning model, in order to join the English and History curriculums to create a cross-curricular unit that also engages students on questions regarding the value of the humanities curriculum itself.
The full seventeenth issue of the HTH periodical Unboxed, that was originally published in the Spring of 2017. It contains a variety of articles written by teachers, administrators, students, teacher educators, policymakers, researchers, and other informed observers of education.
This pdf describes a project that was created by a HTH Teacher and was originally included as a physical card that came with the sixteenth issue if the HTH periodical Unboxed. This project was led by teachers Rachel Nichols and Margaret Noble. They had 50 students present short talks on a number of societal issues that corresponded to pieces in an interactive art exhibition.
This pdf describes a project that was created by a HTH Teacher and was originally included as a physical card that came with the sixteenth issue if the HTH periodical Unboxed. This project was led by teachers Peter Jana and Eric Hoobs. They had students conduct a comparative historical analysis to determine whether the Egyptian Revolution of 2011 followed the same patterns as the French Revolution of 1789, present their research in the form of creative monologues, and then film their monologues were videotaped to be used in a student made documentary for YouTube.
This pdf describes a project that was created by a HTH Teacher and was originally included as a physical card that came with the sixteenth issue if the HTH periodical Unboxed. This project was led by teacher Allison Kucia, who had students engage in conversations with different members the San Diego community, write poetry that was accompanied by different illustrations, and then compile these works into an anthology.
This pdf describes a project that was created by a HTH Teacher and was originally included as a physical card that came with the fifteenth issue if the HTH periodical Unboxed. This project was led by teacher Heather Calabro, who had students research an issue or event in the Congo that was somehow a result of imperialism, write an essay about the event, create art about it, and then transfer the are onto white shoes to learn about the history of imperialism and independence movements.
This pdf describes a project that was created by a HTH Teacher and was originally included as a physical card that came with the fifteenth issue if the HTH periodical Unboxed. This project was led by teachers Nicole Lively and Miguel Cembrano. They had students explore social justice and activist movements, choose an activist to focus upon, and then create string art portraits to accompany their written piece.
This pdf describes a project that was created by a HTH Teacher and was originally included as a physical card that came with the fifteenth issue if the HTH periodical Unboxed. This project was led by teacher Jennifer Howard, who had students learn about the life and works of William Shakespeare before perform, direct, costume design, market, and build a set to put on a production of the play “The Complete Works of William Shakespeare (abridged)”
This pdf describes a project that was created by a HTH Teacher and was originally included as a physical card that came with the fifteenth issue if the HTH periodical Unboxed. This project was led by teachers Samara Francisco, Rachel Nichols, Margaret Noble, and Dave Stahnke. They had students investigate the complexities of man-made structures found in urban/rural design and architecture, exploring the formal aspects of visual representation as well as the psychology and symbolism communicated by these compositions.
