Lincoln Social Justice 9th
From Pblwiki
Contents |
Team Members
| Name | Subject | Contact |
|---|---|---|
| Danny Blas | Earth Science | About Blas |
| Eric Nielsen | Technology | Email Nielsen |
| Chris Dier | English | About Dier |
| Edward Moller | Art | Email Moller |
| Mark McCann | Geometry | About McCann |
| Jenny Lieu | Geometry | Email Lieu |
| Sherine Mir | Geometry | Email Mir |
| Larry Thurman | Social Justice | Email Thurman |
Projects
Overarching Social Justice Project Document
Due to the recent resurrection of Lincoln High School and its boundaries, Lincoln students come from all over South East San Diego. The wide range of student population has made it challenging to establish who we are as a school and how we fit into the community, elements that are essential to creating socially conscious young people. In order to build a sense of pride, ownership and activism in the community, we will publish a collection of narratives, interviews, reflections, from a variety of community members that will explore the history and trends of South East San Diego. The goal is to capture the authentic voice of the community in an electronic form to give us a sense of whom we are, where we are going and what we would like to change.
Math Component
Southeast San Diego Revitalization Project
Community members from Southeast San Diego will share ideas on future development projects with students. Students will use components of Geometry, Earth Science, Art, and Computer Technology to design a new structure(s) in the community to present to SESD city development planners. Students will first create a blueprint of their structural design, then build a 3-D model of the structure - physically or on the computer. Students will then present their projects to architects, scientists, city planners, and community members. The panel will choose a winning design from each teacher's class and an overall winning design based on the following project criteria: eco-friendly, aesthetically appealing, and functional.
Earth Science Component
Southeast San Diego Fire Hazard Abatement Project
Lincoln High School is home to a diverse student population, which has made it challenging to establish who we are as a school, and how we fit into the community. An Earth Science PBL will encourage students to establish self and community identities through fire hazard education and community service. To better establish a sense of ownership in the community, students will learn how to identify fire hazards, find and map fire hazards in the community, and begin reducing fire hazards through a community clean-up.
English Component
The Block: Our Thoughts, Our Voice, Our Project
The Block: Our Thoughts, Our Voice, Our Blog
The Block Blog is the English component of a greater project coming out of the Lincoln High School's 9th Grade Center for Social Justice. Using their knowledge of English content standards, students will regularly submit writing for online publication and sharing via a blog. Students will write autobiographical narratives, literary criticism, persuasive compositions, and technical documents that will be read and commented on by the Southeast San Diego community at large via the internet. Students will also display and critique the artwork of peers, report scientific findings, and share their own music as developed in the above collaborating classes. The goal is for students to see the purpose of writing as a means of self expression and communication. In doing so, we also hope to develop the voice of our community.
"Art Component"
The Block: Our Thoughts, Our Voice, Our Project
The Art component of "The Block" will consist of student artwork that has a centralized theme around the idea of community. Students will be researching artists like Romare Bearden and their artistic contributions to their neighborhoods. There will be three main student projects that student will research, create and critique. These projects will be collage, self-portraits, and posters of protest and persuasion. The final outcome from the art component will be documented by the technology class via digital pictures and added to the final multimedia website.
"Technology Component"
Technology will be supporting components of a greater web development project coming out of the Lincoln High School's 9th Grade Center for Social Justice called the Block. Using their knowledge of Technology content standards, students will regularly edit, create and gather info for online publication and sharing via a website. Students will gather content and resources available for students and families in South East and document them on the site. Students will also work with all content areas to populate the webpage by working with other students from other disciplines. The goal is for students to engage in the community, meet local businesses, research opportunities in the neighborhood and to create content that others would find valuable. In doing so, we also hope to develop the voice of our community and come to better understand the neighborhood that they live in.
"Social Justice Component"
Lincoln High is located in the middle of what is known as Southeast San Diego. Since it has recently been rebuilt it is imperative that the students strive to figure out their place in the community, as well as society. Being a class of social justice critical thinking is a major component to our content area. So the social justice piece for this PBL will allow students to gather information about their community and critically analyze the data. Some of the data will be gathered from the other content areas, as well as their own individual research to be used for their analysis. The final critique will compare their communities data to that of other communities, identify the inequities, analyze what has caused these discrepancies and a potential plan to fix the problems.
Curriculum Map
Social Justice Curriculum Map 2009-10
Earth Science Curriculum Map/Calendar 2009-10
Geometry Curriculum Map 2009-2010
English Curriculum Map 2009-2010
Technology Curriculum Map 2009-10
Project Journal
Summer Institute Update
Prompt: Beyond the project, how will your PBL Summer Institute experience impact your classroom during the 2009-2010 academic year?
Our collective experiences have changed the way we view teaching and learning. We are pioneers who are forging ahead and preparing our students for a highly technological and complex global economy. Our students will take content area knowledge from English, Geometry, Science, Social Studies, Art, and Technology and apply this knowledge to improving their neighborhood and ensuring a better world for generations to come. The PBL Summer Institute experience has given us the rare opportunity to witness the power of all content areas collaborating together to create a project that will entice our students to learn and make learning meaningful and relevant to their lives. It has been an eye-opening to experience how many ways other contents naturally fit into what we are already doing in the classroom.
First Quarter Update
1. What challenges did you encounter while trying to launch the project?
Working with such a large group of teachers and students has created difficulty. There are so many components to our Doc. The Block projects that it is difficult to organize and coalesce the materials. We also have many different subject areas we are working with.
2. How did you overcome the challenges?
We were able to partner up with another Lincoln HS group that received a large grant to do a similar project to ours. This allowed us the opportunity to partner with Voice of San Diego and the San Diego Foundation. We've combined forces to include other teachers and students at Lincoln.
3. What revisions have you made to the project since the Summer Institute?
Our biggest revision is mentioned above in number 2. This partnership has allowed us to move forward more quickly and with support. The grant we received afforded us the opportunity to hire professional web developers for our project. The project in development can be viewed at voicesoflincoln.com
4. What is it like working with your PBL team?
It's been a pleasure. One of the most exciting things is the chance to work with professionals in the worlds of web design, non profits, and journalism.
5. Has the plan for the Culminating Event/Public Exhibition changed? If, yes, please explain.
Yes, our plan has changed. On Thursday, January 28, Lincoln will launch our new online presence, Voices of Lincoln (made possible by a grant from the San Diego Foundation). The event will occur in the theater from 6:30 until 8. Refreshments will be served in the quad and the program will begin at 7. It will include a preview of the newspaper, digital stories about Lincoln alumni, digital stories by Lincoln students, and stories written by Social Justice students about Lincoln's neighborhoods and people.
6. How have the students responded to the project?
Students are excited and have the opportunity to work first hand with adults to create content that is of a high enough level to represent on the webpage. The expectations are high for quality work and that is a challenge many of them are striving for.
Students working on essays for their Doc the Block Project
Working on art work for the Doc the Block Project
Collage for the Doc the Block Project
Student working on collage
Second Quarter Update
Our project is live at http://www.voicesoflincoln.com Check out some media coverage for our project at http://www.nbcsandiego.com/news/local-beat/Students-Ditch-Old-School-Go-Cutting-Edge--84142347.html
1. What are you doing to address the diverse needs of your students (differentiated instruction, learning styles, assessments)? We are offering diverse assignments like art pieces, music, poetry, news articles, interviews and editorials. We are able to do this with our large group of teachers offering options across different disciplines. We are able to offer differentiated instruction through one on one editing sessions. Though all students are creating pieces for consideration on the website only some are chosen.
2. Of the 6 A’s, which one has been the most challenging to incorporate into the project? The assessment piece has been the most difficult. As we try to create high level pieces of work and edit each one of those with our students, we're finding we only have time to do very limited assessments with a limited number of students.
2A. What are you doing to solve that challenge? The students whose works are chosen have an amazing one on one assessment for an extended period of time. We're trying to provide more frequent feedback over multiple projects.
3. What do students say has been the most difficult part of the project so far? Providing quality work that meets the standards necessary for publishing work on the website. There has been a tremendous amount of professional level editing going on between students and adults to create finished pieces for the website.
4. As a team, what surprises have you encountered? The amount of time and attention to detail required to create a meaningful presence on the web far exceeded our expectations. Details like media release forms and high level editing create a constant focus on the project.
Please upload four recent project-related photos. Include a caption for each photo.
Student participants of Voices of Lincoln at the launch party!
Student performers at the Voices of Lincoln Launch Party!
Mel Collins, Executive Principal at Lincoln emceeing the event
Student participants of Voices of Lincoln at the launch party!
Third Quarter Update
Insert Blog Entry
Final Update
'Teacher Reflection
Student Reflection
