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10th Grade  Project 8 weeks

Becoming Me: A Cultural Quest Adventure!

Emily B
Updated
CCSS.ELA-Literacy.L.9-10.6
CCSS.ELA-Literacy.W.9-10.2
CCSS.ELA-Literacy.W.9-10.3
CCSS.ELA-Literacy.W.9-10.4
CCSS.ELA-Literacy.W.9-10.5
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Purpose

The purpose of "Becoming Me: A Cultural Quest Adventure" is for students to explore and deeply understand their identity through authentic engagement with family and cultural systems. While anchoring their learning in their personal realities, they will apply math and data literacy skills to analyze demographic information and visualizations, fostering a nuanced understanding of how cultural factors influence their perspectives and opportunities. This multifaceted experience emphasizes self-discovery and empathy by connecting students' narratives to broader societal contexts, while simultaneously developing critical thinking, communication, and analytical skills. Ultimately, students gain the insight needed to interact thoughtfully with diverse narratives within their community.

Learning goals

Students will explore and articulate how family and cultural systems shape their personal identity and perspectives, building deeper self-awareness. They will strengthen their research skills and become adept at interviewing, using narrative writing to convey complex ideas clearly and thoughtfully. By engaging in data analysis and visualization, they will develop competencies in interpreting demographic patterns and communicating quantitative insights effectively. Through regular reflection, students will continuously assess their growth, refine their understanding of their role within cultural contexts, and look for opportunities to apply their insights in real-world scenarios.

Standards
  • [Common Core] CCSS.ELA-Literacy.L.9-10.6 - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
  • [Common Core] CCSS.ELA-Literacy.W.9-10.2 - Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • [Common Core] CCSS.ELA-Literacy.W.9-10.3 - Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
  • [Common Core] CCSS.ELA-Literacy.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • [Common Core] CCSS.ELA-Literacy.W.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
  • [Common Core] CCSS.ELA-Literacy.W.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
  • [Common Core] CCSS.ELA-Literacy.W.9-10.8 - Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
  • [Common Core] CCSS.ELA-Literacy.W.9-10.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • [Common Core] CCSS.ELA-Literacy.W.9-10.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • [Common Core] CCSS.ELA-Literacy.RH.9-10.2 - Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
  • [Common Core] CCSS.ELA-Literacy.RH.9-10.6 - Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
  • [Common Core] CCSS.ELA-Literacy.RH.9-10.7 - Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
  • [Common Core] CCSS.ELA-Literacy.RH.9-10.8 - Assess the extent to which the reasoning and evidence in a text support the author's claims.
  • [Common Core] CCSS.ELA-Literacy.SL.9-10.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9—10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
  • [National Core Arts Standards] VA:Cr2.3 - People create and interact with objects, places, and design that define, shape, enhance, and empower their lives.
  • [Common Core] CCSS.Math.Content.HSS-ID.A.2 - Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and spread (interquartile range, standard deviation) of two or more different data sets.
  • [Common Core] CCSS.Math.Content.HSS-ID.A.3 - Interpret differences in shape, center, and spread in the context of the data sets, accounting for possible effects of extreme data points (outliers).
  • [Common Core] CCSS.Math.Content.HSS-ID.B.5 - Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.
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  • [Common Core] CCSS.ELA-Literacy.WHST.9-10.7 - Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
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.

Products

Students will create a comprehensive cultural identity portfolio enriched with mathematical elements such as demographic data analysis, using statistics to interpret patterns in their family and cultural history. This portfolio will include a personal narrative, family interviews, data visualizations, and a culturally-informed systems map. Through the creation of an interactive digital family tree, students will incorporate multimedia elements like videos, photographs, and audio snippets, accompanied by reflective narratives. A public exhibition of their work will be held to share these diverse experiences, promoting deeper understanding and connection within the school community. Throughout, students will learn about themselves, supported by mathematical insights, using these products to demonstrate their research, communication, and analytical skills while reinforcing self-awareness and empathy.

Launch

Students will commence the project by diving into a deep exploration of their personal narratives through visits to cultural sites like the Aurora History Museum, where they'll engage in data analysis workshops related to demographic and migration patterns. Interactive storytelling sessions and early family interviews will set the stage for self-discovery, promoting introspective questioning about their identities and cultural roots. Mapping exercises will connect students' family heritage and community history, emphasizing key cultural milestones and statistics that shape their daily experiences. These activities are designed to foster curiosity and reflection on how individual backgrounds are woven into the tapestry of broader cultural narratives.

Exhibition

Students will host an exhibition where they present their digital and physical cultural identity portfolios and interactive family trees, highlighting how their math skills were used in creating data visualizations that map cultural influences. Through multimedia displays and narrative presentations, students will share stories of identity shaped by family and culture, opening up discussions about diversity and personal journeys with an audience of classmates, families, and community members. This event will deepen empathy and understanding within the school community, while showcasing students' growth in research, communication, and data analysis.