Junior Year- APUSH Petroglyph Project
Performance Outcomes:
In AP US History, during my Junior year, we were given groups to create a powerpoint project on a cultural, historical, social, or political aspect of New Mexico- we received Petroglyphs. Initially, we conducted research to give us background knowledge on what a petroglyph is, and how it relates to New Mexican history. The project had limited resources and media, since New Mexican Petroglyphs are a pretty obscure thing to find on the internet. Luckily, our Trip to the Southwest, gave us a chance to collect oral and literary resources to include in our slides, as well as original pictures taken by us. Before the project, I had no idea or appreciation for what a petroglyph was. It wasn't until visiting the national monument, that I realized they contain a strong historical significance to the state and to the development of older civilizations. With our extensive research and visit to the monument, we understood the importance of petroglyphs to ancient New Mexicans and how they communicated ideas to each other. For example, an image of a lizard might represent a home (not seriously, but it's an accurate example). I'm glad I was a part of this project, because I feel that I learned about a side of American history that usually never gets recognition.
- Explains the impacts of cultural and global interactions on people, societies, events, or the development of knowledge, demonstrating a complex understanding of global interdependence.
- Explains the impacts of cultural and global interactions on people, societies, events, or the development of knowledge; demonstrates a complex understanding of global interdependence.
- Explains how different contexts shape the options, choices, and lived experiences of different groups of people around the world.
In AP US History, during my Junior year, we were given groups to create a powerpoint project on a cultural, historical, social, or political aspect of New Mexico- we received Petroglyphs. Initially, we conducted research to give us background knowledge on what a petroglyph is, and how it relates to New Mexican history. The project had limited resources and media, since New Mexican Petroglyphs are a pretty obscure thing to find on the internet. Luckily, our Trip to the Southwest, gave us a chance to collect oral and literary resources to include in our slides, as well as original pictures taken by us. Before the project, I had no idea or appreciation for what a petroglyph was. It wasn't until visiting the national monument, that I realized they contain a strong historical significance to the state and to the development of older civilizations. With our extensive research and visit to the monument, we understood the importance of petroglyphs to ancient New Mexicans and how they communicated ideas to each other. For example, an image of a lizard might represent a home (not seriously, but it's an accurate example). I'm glad I was a part of this project, because I feel that I learned about a side of American history that usually never gets recognition.
Junior Year- AP ENGLISH III IBL (Inquiry Based Learning) Project
Performance Outcomes:
For my Junior year in English, we were tasked with addressing the issue of Native Americans being oppressed by the American government. In our groups, we chose a specific Native American tribe, and conducted research on them, which was to be implemented in a website we designed. The project's purpose was to find an affected group, craft a website, and inform our audience on the issue. The IBL project was very useful in helping me understand the perspective of a Native American, because before we in previous history classes we just simply glaze over their issue. However, with the project, I discovered real facts, and read real accounts about the Native American's poor relationship with the US government. My group and myself, through our research recognized their issue, and became ambassadors or teachers on it, to advocate for the problem to audiences unfamiliar with it.
- Interprets text(s) or media reflecting an accurate understanding about their cultural or historical contexts, genres, audience or purpose, and/or the author’s personal experience/perspective.
- Demonstrates an understanding of how different perspectives and interpretations of a situation, event, or issue are shaped by contexts, such as access to literacy (education) and to a range of texts from different genres, periods, and places.
For my Junior year in English, we were tasked with addressing the issue of Native Americans being oppressed by the American government. In our groups, we chose a specific Native American tribe, and conducted research on them, which was to be implemented in a website we designed. The project's purpose was to find an affected group, craft a website, and inform our audience on the issue. The IBL project was very useful in helping me understand the perspective of a Native American, because before we in previous history classes we just simply glaze over their issue. However, with the project, I discovered real facts, and read real accounts about the Native American's poor relationship with the US government. My group and myself, through our research recognized their issue, and became ambassadors or teachers on it, to advocate for the problem to audiences unfamiliar with it.