All grades
Project
10 weeks
Journeys & Justice: Mapping Our Stories
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Purpose
This project aims to deepen students' understanding of justice, identity, and belonging through the exploration of stories across cultures and time. By engaging with community partners and historical contexts, students will connect Casiopea's mythical journey to real-world experiences within their own communities. Through hands-on activities, students will develop critical thinking, media literacy, and creative expression skills, culminating in an interactive exhibition that showcases their insights and personal narratives. This immersive experience encourages students to see storytelling as a vital tool for affirming identity and imagining justice beyond borders.
Learning goals
Students will explore the impact of colonization and immigration policies on justice, identity, and belonging, connecting historical events to contemporary issues. They will develop skills in oral history, media literacy, and creative expression, using community partnerships to deepen their understanding. Through weekly reflections and collaborative critiques, students will synthesize their learning into personal narratives, culminating in an interactive exhibition that showcases diverse stories of resilience and cultural survival.
Standards
- [National Council for the Social Studies] D2.Rel.6.9-12 - Identify how internal diversity is evident in beliefs, behaviors, and experiences of belonging to various communities.
- [National Council for the Social Studies] D4.3.9-12 - Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
- [National Council for the Social Studies] D2.Rel.8.9-12 - Interpret how beliefs, behaviors, and experiences of belonging to various communities affect and are affected by other social, political, and cultural forces.
Competencies
- Self Directed Learning - Students use teacher and peer feedback and self-reflection to monitor and direct their own learning while building self knowledge both in and out of the classroom.
- Academic Mindset - Students establish a sense of place, identity, and belonging to increase self-efficacy while engaging in critical reflection and action.
- Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Products
Students will create an Interactive Map of Journeys as a culminating exhibition product, featuring QR codes linked to their personal narratives, oral histories, creative projects, and multimedia content. Each student will contribute a piece that reflects their understanding of justice, identity, and belonging through stories from their community and connections to Casiopea's journey in "Gods of Jade and Shadow." The exhibition will include visual art, oral storytelling, and video/multimedia installations, supported by partnerships with local artists, theater professionals, and filmmakers. Additionally, students will collaboratively develop a whole-class Indigenous acknowledgment to honor the diverse cultures and histories of Indigenous peoples.
Launch
Begin the unit with an immersive field trip to the San Diego Museum of Us, where students explore the Mayan Exhibit and Native American collections. This visit will be complemented by a guided tour of Chicano Park, focusing on murals that depict migration, resilience, and cultural identity. Invite guest speakers from the community to share personal stories of immigration and cultural survival, fostering a connection between the students' learning and real-world experiences. These activities will set the stage for students to delve into the themes of justice, identity, and belonging, as they embark on their own journey of storytelling and exploration.
Exhibition
Students will showcase their work through an Interactive Museum Exhibition at the Festival de Sol. Each student booth will feature live or recorded storytelling, accompanied by QR codes linking to personal narratives. Students will choose their medium—visual art, oral story, or video/multimedia—with guidance from community partners like Centro Cultural de la Raza and Tuyo Theater. The exhibition will begin with a whole-class Indigenous Acknowledgment, visually and verbally recognizing Indigenous peoples and connecting to themes of justice and belonging. Community partners will host outreach tables, fostering reciprocal engagement between the school and local community.
Plan
| Week 1 | Day 1 | Day 2 | Day 3 | Day 4 | Day 5 |
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| Activities |
Project Introduction and Essential Question Exploration - Students are introduced to the project, its goals, and the essential question: 'How do stories help us understand justice, identity, and belonging?' Begin with a brief discussion on storytelling and its power. (15 min)
Field Trip to San Diego Museum of Us - Students visit the Mayan Exhibit and Native American collections to understand the impact of colonization on indigenous cultures. This immersive experience will serve as a foundation for the unit. (30 min)
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Reflective Journal Entry - Students reflect on their museum visit and write about their initial thoughts on justice, identity, and belonging. This encourages self-directed learning and sets the stage for future reflections. (20 min)
Guest Speaker Session - A community member shares their personal story of immigration and cultural resilience, providing real-world context and a connection to the project's themes. (25 min)
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Cultural Story Mapping - In small groups, students brainstorm significant cultural or family stories from their own lives or communities. They begin creating a visual map of these stories, which will connect to Casiopea's journey in the novel. (25 min)
Introduction to 'Gods of Jade and Shadow' - Read and discuss the first chapter, focusing on Casiopea's identity and sense of belonging in her community. (20 min)
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Analyzing Historical Contexts - Use resources like Flocabulary and CrashCourse to explore Indigenous civilizations in Mexico. Discuss how colonization reshaped justice and cultural survival. (25 min)
Socratic Seminar Preparation - Students prepare for a Socratic seminar by identifying key themes and questions from their readings and reflections. (20 min)
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Socratic Seminar - Engage in a student-led discussion about the themes explored throughout the week, focusing on justice, identity, and belonging. Encourage students to connect literature, history, and personal experiences. (25 min)
Reflection and Journal Editing - Students edit their journal entries based on insights from the Socratic seminar, reinforcing the week's learning and preparing for their personal narrative. (20 min)
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| Deliverables |
1. Complete a reflective art piece inspired by the museum visit, expressing personal connections to the themes of the unit.
2. Participate in a class discussion linking the novel to personal and community stories. 3. Attend and engage with the guest speaker, taking notes on key insights and questions raised. 4. Submit a list of potential interview subjects and preliminary ideas for their Interactive Map of Journeys project. |
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| Preparation |
1. Coordinate and schedule the field trip to the San Diego Museum of Us. Arrange transportation and obtain necessary permissions.
2. Organize art supplies for Day 2's creative exercise, ensuring materials are suitable for all students. 3. Prepare discussion prompts and reading materials related to 'Gods of Jade and Shadow' for Day 3. 4. Confirm the guest speaker for Day 4 and prepare a welcoming environment for their presentation. 5. Create a detailed project brief for the Interactive Map of Journeys, outlining expectations and potential resources for students to begin brainstorming. |
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| Week 2 | Day 6 | Day 7 | Day 8 | Day 9 | Day 10 |
|---|---|---|---|---|---|
| Activities |
Exploring Indigenous Stories - Begin with a brief overview of Indigenous storytelling traditions. Students participate in a storytelling circle to share and listen to stories that highlight community identity and resilience. (20 min)
Deep Dive into Casiopea’s Journey - Read and discuss the next chapter of 'Gods of Jade and Shadow.' Focus on how Casiopea’s journey mirrors Indigenous narratives of resilience and survival. (25 min)
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Analyzing Cultural Erasure - Use primary sources and videos to explore how colonization led to cultural erasure, particularly through language loss. Students discuss the impact of cultural erasure on identity and belonging. (25 min)
Cultural Erasure and Identity Activity - Students create a visual representation of how language and naming shape identity, linking to their own stories or community experiences. (20 min)
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Introduction to Oral History - Learn the basics of conducting an oral history interview. Students practice interviewing peers to gather stories about migration, identity, or cultural survival. (25 min)
Oral History Interview Planning - Students plan and prepare questions for conducting an oral history interview with a family or community member. They will use these interviews in their personal narrative. (20 min)
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Workshop: Creating with Purpose - Collaborate with a local artist from the Centro Cultural de la Raza to explore art as a tool for storytelling. Students begin brainstorming ideas for their creative projects that will be part of the exhibition. (30 min)
Reflection on Art and Storytelling - Students write a journal entry reflecting on how art can convey complex stories of identity and belonging and how they plan to incorporate these ideas into their projects. (15 min)
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Socratic Seminar: Resilience and Belonging - Engage in a discussion about how historical and personal stories of resilience and belonging are connected. Encourage students to draw parallels between Casiopea's journey and their own or their community's stories. (25 min)
Reflection and Journal Editing - Students refine their journal entries based on insights from the seminar, focusing on how these reflections can inform their personal narratives. (20 min)
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| Deliverables |
1. Completed visual timelines showcasing key aspects of Mayan and Aztec civilizations, highlighting their cultural and societal contributions.
2. Reflections and notes from the guided inquiry into Spanish colonization, demonstrating an understanding of its impact on Indigenous peoples. 3. Drafts of personal narratives that incorporate a historical event discussed in class, reflecting on themes of identity, belonging, and resilience. 4. Participation and reflection notes from the Socratic seminar, showing engagement with peers and thoughtful consideration of feedback received. |
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| Preparation |
1. Gather and prepare primary source materials and historical narratives on Mayan and Aztec civilizations for student exploration.
2. Coordinate with the San Diego Museum of Us to provide supplementary resources or virtual materials related to Mayan and Native American collections. 3. Develop prompts and guiding questions for the Socratic seminar to help students connect historical events to personal experiences. 4. Set up technology and resources for students to begin drafting their personal narratives, including access to digital storytelling tools or writing platforms. 5. Prepare materials for creating visual timelines, such as poster boards, markers, and digital tools for students who prefer creating digital timelines. |
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| Week 3 | Day 11 | Day 12 | Day 13 | Day 14 | Day 15 |
|---|---|---|---|---|---|
| Activities |
Introduction to U.S. Immigration Policy Timeline - Students explore a timeline of key U.S. immigration policies, analyzing their impacts on justice and identity for different groups. Begin with an overview of the Chinese Exclusion Act and Proposition 187. (20 min)
Group Discussion: Historical Contexts - In small groups, students discuss the implications of these policies, focusing on how they have shaped opportunities and belonging for various communities. (25 min)
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Deep Dive into Immigration Policies - Continue exploring the timeline, focusing on DACA and Title 42. Students consider how these policies connect to current debates on immigration and identity. (25 min)
Reflective Journal Entry - Students write a journal entry reflecting on how these policies have affected their own community or family story, fostering self-directed learning. (20 min)
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Analyzing Casiopea’s Journey - Read and discuss the next chapter of 'Gods of Jade and Shadow.' Connect Casiopea's journey to themes of marginalization and resilience explored in immigration policies. (20 min)
Creative Expression Workshop - Collaborate with Paola from Tuyo Theater to explore storytelling through performance. Students begin brainstorming ideas for their exhibition projects. (25 min)
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Oral History Interview Preparation - Students finalize questions and conduct practice interviews to gather stories of migration and cultural survival, preparing for their personal narratives. (25 min)
Reflection: Stories of Resilience - Students share insights from their interviews in pairs, discussing how these stories reflect resilience and belonging. (20 min)
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Socratic Seminar: Justice and Identity - Engage in a discussion about how immigration policies and Casiopea’s journey reflect struggles for justice and identity. Encourage students to connect literature to personal experiences. (25 min)
Reflection and Journal Editing - Students refine their journal entries based on insights from the seminar, integrating their reflections into their personal narratives. (20 min)
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| Deliverables |
1. A visual timeline illustrating the evolution of U.S. immigration laws created collaboratively by student groups.
2. Individual reflection pieces connecting historical immigration policies to personal or community experiences. 3. Socratic seminar participation notes, showcasing student engagement and insights on the week's topics. |
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| Preparation |
1. Gather resources on U.S. immigration laws, including primary sources, articles, and visual aids.
2. Coordinate with a local historian or community member for a guest workshop. 3. Prepare materials for students to create visual timelines, such as large paper, markers, and digital tools if available. 4. Develop prompts for the reflection piece that help students connect historical policies to personal narratives. |
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| Week 4 | Day 16 | Day 17 | Day 18 | Day 19 | Day 20 |
|---|---|---|---|---|---|
| Activities |
Exploring Historical Immigration Laws - Begin with a brief overview of key U.S. immigration laws. Students work in pairs to create a timeline of these laws, focusing on their impact and relevance to justice and belonging. (25 min)
Analyzing Casiopea's Journey - Continue reading 'Gods of Jade and Shadow,' focusing on Casiopea’s experiences with borders and identity. Discuss how her journey mirrors historical immigration challenges. (20 min)
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Guest Speaker Series: Immigration Experiences - Invite a community member to share a personal story about immigration. Students prepare questions and engage in a Q&A session to deepen their understanding of real-world implications. (30 min)
Reflective Journal Entry - Students reflect on the guest speaker’s story, connecting it to Casiopea’s journey and their own community's experiences. (15 min)
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Research Workshop: Immigration Policy Impact - Utilize digital archives and primary sources to research how specific U.S. immigration policies affected different communities. Students gather information for their personal narratives. (30 min)
Group Discussion: Justice Across Borders - Facilitate a discussion that connects historical policies to current immigration debates, encouraging critical thinking and problem-solving around justice and identity. (15 min)
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Creative Expression: Mapping Personal Journeys - Students begin drafting a creative representation of their personal or family journey, incorporating elements from historical immigration laws and Casiopea’s story. (25 min)
Peer Feedback Session - Students share their creative drafts in pairs, providing and receiving constructive feedback to refine their ideas and narrative focus. (20 min)
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Socratic Seminar: Defining Justice - Engage students in a seminar discussing varied definitions of justice across different cultures and time periods, using examples from their research and readings. (25 min)
Reflection and Journal Editing - Students refine their journal entries and creative drafts based on insights gained from the seminar, preparing for their personal narratives. (20 min)
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| Deliverables |
1. Notes from learning stations on immigration policies.
2. Questions prepared for guest speaker session. 3. Art, story, or video draft representing an immigration policy's impact. 4. Weekly reflection journal entry revised post-Socratic seminar. |
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| Preparation |
1. Arrange guest speaker and coordinate logistics.
2. Prepare interactive learning stations with primary sources, multimedia content, and artworks. 3. Gather materials for creative expression workshop (art supplies, recording devices, etc.). 4. Organize a Socratic seminar setup for group discussion. 5. Ensure technology (projectors, computers) is available for multimedia presentations. |
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| Week 5 | Day 21 | Day 22 | Day 23 | Day 24 | Day 25 |
|---|---|---|---|---|---|
| Activities |
Linking Past to Present - Begin with a brief overview of past immigration policies and their impact on modern debates. Students work in pairs to research a current immigration issue, drawing connections to historical policies. (20 min)
Research and Presentation Prep - Students begin organizing their findings into a short presentation that connects past and current immigration issues. They outline key arguments and prepare to share with the class. (25 min)
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Group Presentations on Immigration Issues - Students present their research findings, focusing on the connection between historical policies and current debates. Peers provide feedback and ask questions to deepen understanding. (25 min)
Reflection: Connecting Casiopea's Journey - Students write a journal entry reflecting on how Casiopea’s experiences relate to modern immigration issues, considering themes of resilience and identity. (20 min)
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Exploring Modern Marginalization - Use multimedia resources to explore how marginalized communities are portrayed in media today. Students analyze how media influences perceptions of identity and belonging. (25 min)
Media Literacy Workshop - Partner with a local filmmaker to discuss strategies for creating impactful media stories. Students brainstorm ideas for their multimedia projects that will be featured in the exhibition. (20 min)
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Creative Project Development - Students work on their chosen medium (visual art, oral storytelling, or video) for the exhibition. Collaborate with community partners to refine their ideas and receive feedback. (30 min)
Reflection: Art as Activism - Students write a journal entry on how their creative project can serve as a form of activism, promoting justice and identity. (15 min)
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Socratic Seminar: Ancient and Modern Journeys - Engage in a discussion about how stories from different eras reflect themes of resilience, identity, and belonging. Encourage connections between literature and personal experiences. (25 min)
Reflection and Journal Editing - Students refine their journal entries based on seminar insights, preparing them for their personal narrative and the upcoming exhibition. (20 min)
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| Deliverables |
1. A digital story draft linking past and present immigration experiences, using insights from guest speakers.
2. Participation in a storytelling workshop with feedback from peers and the theater partner. 3. A revised personal narrative draft that incorporates feedback and connects historical events to personal or community stories. 4. Weekly reflection journal entry edited post-discussion, focusing on resilience and belonging. 5. Contributions to class discussions on the political implications of historical and current immigration policies. |
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| Preparation |
1. Arrange a guest speaker session with a local community member who has experienced immigration and cultural survival.
2. Gather materials for digital storytelling workshops, including video editing software and audio recording equipment. 3. Coordinate with the Tuyo Theater partner for a workshop on oral storytelling techniques. 4. Provide access to research materials on current immigration debates and policies. 5. Prepare reflection prompts for students to journal about connections between Casiopea's journey and modern marginalized communities. |
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| Week 6 | Day 26 | Day 27 | Day 28 | Day 29 | Day 30 |
|---|---|---|---|---|---|
| Activities |
Analyzing Modern Immigration Narratives - Students read and analyze contemporary immigration stories and narratives, identifying themes of identity and belonging. They compare these to previous historical contexts explored. (25 min)
Interactive Discussion: Comparing Journeys - Facilitate a discussion where students connect Casiopea’s journey with modern immigration narratives, highlighting themes of resilience and cultural survival. (20 min)
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Guest Speaker Session: Storytelling and Media - Host a local filmmaker or media literacy expert who discusses storytelling in media and its impact on identity and belonging. Students prepare questions beforehand. (30 min)
Reflection and Journal Entry - Students write a reflection on the guest speaker’s insights, connecting it to their own understanding of storytelling as a tool for justice and identity. (15 min)
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Workshop: Creating Digital Narratives - Collaborate with a media literacy organization to explore digital storytelling tools. Students begin drafting a digital narrative that integrates their personal or community stories. (30 min)
Peer Review: Storyboard Feedback - In small groups, students present their storyboards for peer feedback, focusing on clarity and alignment with the project’s themes. (15 min)
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Exploring Cultural Borders - Students examine how cultural borders influence identity and opportunities by researching case studies of cultural exchange and conflict. (25 min)
Socratic Seminar Preparation - Students prepare for a seminar by developing questions and insights related to cultural borders discussed, drawing connections to their projects. (20 min)
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Socratic Seminar: Cultural Borders and Belonging - Engage in a student-led seminar discussing the role of cultural borders in shaping identity and belonging, using insights from research and personal narratives. (25 min)
Reflection and Journal Editing - Students refine their journal entries based on seminar insights, preparing them for integration into their final narratives. (20 min)
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| Deliverables |
1. A recorded oral history interview edited into a short video segment.
2. A completed storyboard illustrating the planned video or multimedia presentation. 3. Peer feedback notes and a revised storyboard reflecting feedback received. 4. A reflective journal entry analyzing personal connections to the themes of identity, belonging, and justice. |
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| Preparation |
1. Coordinate with local community members willing to share their stories and set up interview times.
2. Arrange for a local filmmaker or media literacy organization to conduct a video editing workshop. 3. Prepare video recording equipment and ensure students are familiar with its use. 4. Provide storyboard templates and examples to guide students in visualizing their narrative. 5. Prepare guiding questions for the reflective journal entry to help students connect personal and community stories. |
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| Week 7 | Day 31 | Day 32 | Day 33 | Day 34 | Day 35 |
|---|---|---|---|---|---|
| Activities |
Personal Narrative Drafting - Students begin drafting their personal narratives by integrating their weekly journal reflections and insights from interviews, focusing on themes of identity and belonging. (25 min)
Peer Review Preparation - Students pair up and share initial drafts with peers, outlining specific feedback they would like to receive. (20 min)
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Peer Review Session - Students exchange drafts and provide constructive feedback on clarity, coherence, and connection to project themes. (25 min)
Reflection and Revision - Students reflect on peer feedback and begin revising their drafts to enhance their narratives. (20 min)
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Interactive Map Planning - In small groups, students brainstorm and plan how their personal narratives can be represented in the Interactive Map of Journeys, considering the use of QR codes and multimedia elements. (30 min)
Introduction to Digital Tools - Brief workshop on using digital tools to create multimedia content for the exhibition, focusing on user-friendly apps for video and audio storytelling. (15 min)
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Multimedia Content Creation - Students work on creating digital content that complements their personal narratives, such as short videos, audio recordings, or digital artwork to be linked via QR codes. (30 min)
Reflection on Storytelling Mediums - Students write a journal entry discussing the strengths and limitations of different storytelling mediums and how they chose to represent their narrative. (15 min)
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Socratic Seminar: Interconnected Journeys - Engage in a discussion connecting students' personal narratives with Casiopea's journey and broader themes of resilience and belonging. (25 min)
Final Narrative Revisions - Students refine their personal narratives and multimedia content, preparing for the upcoming exhibition. (20 min)
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| Deliverables |
1. Completed oral history interviews recorded and documented.
2. Edited video documentaries highlighting key stories and themes from interviews. 3. Creative projects initiated, with preliminary drafts or sketches completed. 4. Refined reflections based on Socratic seminar discussions. 5. Draft of the whole-class Indigenous acknowledgment content prepared. |
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| Preparation |
1. Prepare interview guides with sample questions focusing on themes of immigration, identity, and resilience.
2. Coordinate with a local filmmaker or media literacy organization for a workshop on video editing and storytelling techniques. 3. Organize materials for creative projects, including art supplies, performance space, and multimedia equipment. 4. Arrange a space for the Socratic seminar and compile students' weekly reflections to guide the discussion. 5. Collect resources and references for the Indigenous acknowledgment content, ensuring diverse representation. |
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| Week 8 | Day 36 | Day 37 | Day 38 | Day 39 | Day 40 |
|---|---|---|---|---|---|
| Activities |
Finalizing Personal Narratives - Students review and refine their personal narratives, ensuring they include oral histories, historical events, and connections to Casiopea’s journey. Peer feedback is encouraged to enhance clarity and impact. (25 min)
Reflection and Journal Compilation - Students gather all reflections and journal entries from the past weeks, compiling them to support their final narrative. This activity helps students draw connections between their reflections and their narratives. (20 min)
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Interactive Map Preparation - Students work in groups to integrate their personal stories into the Interactive Map of Journeys, ensuring each story is represented with a QR code linking to digital content. (25 min)
Creative Medium Workshop - Students refine their chosen medium (visual art, oral storytelling, or video) for the exhibition, collaborating with community partners for final feedback. (20 min)
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Indigenous Acknowledgment Development - As a class, students finalize the visual and verbal components of the Indigenous acknowledgment to be featured at the exhibition entrance, ensuring it connects to themes of justice and belonging. (25 min)
Exhibition Layout Planning - Students collaborate to plan the layout of their exhibition booths, considering flow, accessibility, and interaction for visitors. (20 min)
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Rehearsal of Exhibition Presentations - Students practice presenting their exhibition pieces, focusing on clear communication and engaging storytelling. Peer feedback is used to polish presentations. (30 min)
Reflection on Exhibition Goals - Students write a journal entry reflecting on their goals for the exhibition and how their work contributes to the larger themes of the project. (15 min)
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Final Exhibition Preparation - Students make final adjustments to their booths and presentations, ensuring all digital content is accessible via QR codes and all creative work is displayed effectively. (25 min)
Closing Reflection and Sharing - Students gather for a final reflective discussion, sharing insights and learning moments from the project, and discussing the impact of storytelling on justice and identity. (20 min)
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| Deliverables |
1. Drafted and peer-reviewed set of interview questions.
2. Recordings of interviews with family or community members. 3. Reflective journal entry connecting interview insights to the themes of the novel. |
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| Preparation |
1. Coordinate with community members for potential interviews.
2. Prepare audio-visual equipment for recording interviews. 3. Provide examples of effective interview questions and techniques. 4. Set up a reflection framework to guide students in making connections between their interviews and the novel. |
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| Week 9 | Day 41 | Day 42 | Day 43 | Day 44 | Day 45 |
|---|---|---|---|---|---|
| Activities |
Final Narrative Workshop - Students share their revised personal narratives in small groups for final feedback, focusing on clarity and connection to project themes. (25 min)
Exhibition Planning Session - Students outline how their narratives and multimedia content will be displayed in the Interactive Museum Exhibition, coordinating with peers and community partners for setup logistics. (20 min)
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Interactive Map Finalization - Students integrate their personal narratives and multimedia elements into the Interactive Map of Journeys, ensuring QR codes link correctly to their digital content. (30 min)
Reflection on Exhibition Role - Students write a journal entry reflecting on their role in the exhibition and how their work contributes to the overarching themes of justice, identity, and belonging. (15 min)
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Exhibition Rehearsal - Conduct a walkthrough of the exhibition setup, allowing students to practice presenting their stories and multimedia projects to peers and teachers. (25 min)
Peer and Teacher Feedback - Students receive final feedback on their presentation and exhibit setup, with time allocated for last-minute adjustments. (20 min)
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Exhibition Setup and Collaboration - Students collaborate with community partners to ensure the exhibition space is ready for visitors, paying attention to the flow and accessibility of the displays. (30 min)
Indigenous Acknowledgment Practice - Students rehearse the whole-class Indigenous acknowledgment, discussing its importance and ensuring they are prepared for the exhibition opening. (15 min)
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Interactive Museum Exhibition Opening - Students present their Interactive Map of Journeys and personal narratives to the community during the exhibition, engaging visitors with stories of resilience and belonging. (45 min)
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| Deliverables |
1. Revised personal narratives incorporating historical events and peer feedback.
2. Draft exhibition content in the chosen storytelling medium. 3. Completed whole-class Indigenous acknowledgment for exhibition entrance. 4. Weekly reflection journal entry edited after Socratic seminar. 5. Finalized plan for the Interactive Map of Journeys to be displayed at the exhibition. |
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| Preparation |
1. Gather materials for multimedia projects, such as cameras, microphones, and art supplies.
2. Coordinate with community partners for guidance sessions on storytelling mediums. 3. Prepare discussion prompts and Socratic seminar questions to facilitate meaningful dialogue. 4. Set up a peer review system for students to exchange feedback on personal narratives. 5. Organize resources for students to research historical events related to immigration and Indigenous peoples. |
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| Week 10 | Day 46 | Day 47 | Day 48 | Day 49 | Day 50 |
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| Activities |
Final Exhibition Setup - Students arrive early to set up their exhibition booths, ensuring all digital content is accessible, and creative projects are displayed effectively. (20 min)
Interactive Map Finalization - Students perform a final check on the Interactive Map of Journeys, confirming QR code functionality and content accuracy. (25 min)
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Exhibition Launch - Host the Interactive Museum Exhibition, where students present their projects to peers, teachers, and community members. Encourage visitors to engage with the QR codes and explore the stories. (45 min)
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Exhibition Debrief - Students gather to discuss the exhibition experience, sharing feedback and insights gained from the presentation and audience interaction. (25 min)
Reflection and Journaling - Students write a journal entry capturing their thoughts on the exhibition, the impact of their storytelling, and connections to the project's themes. (20 min)
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Personal Narrative Sharing - In small groups, students share highlights from their personal narratives, focusing on themes of justice, identity, and belonging. (25 min)
Peer Feedback Session - Students provide constructive feedback on each other's narratives, discussing strengths and areas for further reflection. (20 min)
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Final Reflection and Celebration - Students participate in a closing circle, reflecting on their learning journey, personal growth, and key takeaways from the project. Celebrate achievements with a small class ceremony. (25 min)
Feedback and Future Goals - Students provide feedback on the project, discussing what they learned and setting goals for future storytelling endeavors. (20 min)
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| Deliverables |
1. Final personal narrative that includes a historical event related to immigration or Indigenous peoples.
2. A completed exhibition booth featuring the chosen medium (visual, oral, multimedia) with working QR codes. 3. A collective Indigenous acknowledgment for the exhibition entrance, created collaboratively by the class. 4. Documented feedback from the dress rehearsal to refine the exhibition presentation. |
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| Preparation |
1. Gather materials for art displays, projectors, and sound equipment for multimedia presentations.
2. Coordinate with community partners for final feedback sessions and exhibition support. 3. Ensure all QR codes link correctly to student-created content. 4. Prepare a space for the exhibition, arranging booths and technology in advance. 5. Create and print the Indigenous acknowledgment visual and textual content. 6. Organize transportation or schedule arrangements for community partners attending the exhibition. |
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