World History
War Through The Lens of Art and Culture
Facilitated by Mr. Fisk
Benjamin S. (9th)
Depicted here is a concept of a WWII propaganda poster that would have been distributed throughout Britain. The mustache image in the center alludes to Adolf Hitler’s infamous figure. Below the mustache are multiple iconic European landmarks and items from parts of Europe in which Hitler has conquered thus far. The very bottom of the poster reads “To Berlin!,” a message encouraging support for what was seemingly the final push in the European theatre.
Landon T (9th)
The Project that this was made for was where we had to pick certain pieces of art from the worst wars in history and explain the meaning behind them. We were supposed to analyze the pieces. So I picked 5 art pieces, 3 from the first world war and 2 from the second world war and found the meanings of them, as well as where they were from, and how they were made.
River Valley Civilization Coin
Facilitated by Mr. Talbott
Students researched an ancient River Valley Civilization and then created a coin that would represent important features of that civilization.
Naomi K. (9th)
Feudalism Compare/ Contrast
Facilitated by Mr. Talbott
Students studied Feudalism in Japan and Europe. Then students compared the class system in the United States to medieval Feudalism.
Amaia F. (9th)
Reformation Multimedia
Facilitated by Mr. Talbott
Students selected a topic from the Reformation to create a multimedia project on.
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Carter W. (9th)
Eli B. (9th)
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Not So Dark Ages Presentations
Facilitated by Mr. Talbott
Students picked a region of the world to determine how they experienced the middle ages. Later they compared the civilization they studied to their peers.
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Enlightenment School Design
Facilitated by Mr. Talbott
After students studied the Enlightenment, students designed a school based on the ideas of the Enlightenment. Once they had designed their school, they were presented with a series of scenarios to show how their school would apply their principles.
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Government Intervention Presentation
Facilitated by Mr. Talbott
Students could choose to create a video explaining a political change caused by the Industrial Revolution, or they could offer their opinion on if government intervention could solve a contemporary problem.
Zoe B. (9th)
Mexican Revolution Instagram
Facilitated by Mr. Talbott
Students picked a historically significant figure from the Mexican Revolution and made a fake Instagram account for that figure. Then students interacted with their classmates while pretending to be their Mexican Revolution character.
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Paris R. (9th)
AP World History
Revolutions Cereal Box
Facilitated by Mr. Talbott
To improve writing skills in AP World History, students picked a political revolution from the 1700s-early 1900s to research. They then presented information in a variety of interactive activities on a children’s cereal box they designed.
Christian L. (10th)
AP Psychology
Facilitated by Mr. Motta
Experimenting in Psychology
Psychology is a science, so in order to truly understand the science of psychology students must participate in the science of it by conducting their own psychological experiment replication. In conducting their own experiment they get to experience the reality of what being a psychologist is all about. Students will identify an interest, design a methodology to test a hypothesis, and then collect data to make their own conclusion concerning the area of interest. Students will be a real psychologist studying how different variables affect people’s behavior!
Grace O. (10th)
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Josie G. (10th)
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Vincent C. (10th)
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Emily L. (10th)
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Government
Finding Solutions- Making a Difference
Facilitated by Mr. Miscavish (ELA) & Mrs. Schmer (Government)
Students are identifying problems in their community and developing problems by interacting with their government and the organizations available to them. They have been researching what has been done to determine what they can do to make society a better place.