10th Grade Overview

Theme: Discover Your World

GMS 10th grade students are expected to complete collaborative semester projects that connect the ideas that they are studying in their English, World History, Video and Art classes.  Students will improve their analytical skills through a rigorous Linked Learning approach, drawing connections between literary concepts, styles, and media itself, in order to create work that is current and relevant.  As they write, plan, design, edit, distribute and exhibit their work, they will learn about standards of professional performance and the protocols for success in a group-based environment.  They will also continue to develop the speaking, reading, writing and analytical skills they’ve learned during GMS classes and will continue to use in college and beyond. 

10th Grade Team

 

Anna Thackeray

English 10 Teacher

John Latimer

World History Teacher

John Crossley

Video DM Teacher

Semester A

Essential Question:

How does one engage others in a story? What is our connection to others’ stories?

 

Overview of Collaborative Assignment: 

Even though our history and the history of others plays an integral role in shaping who we are as individuals and how we see the world around us, there is often a disconnect when it comes to grappling with the events of the past. History plays an important role in building a compassionate, empathetic, and tolerant society. Examining history through the art of storytelling brings events to life and leaves a lasting impression on an audience.

This collaborative project will culminate with students telling a story live on stage from the perspective of someone in history. The performances will be recorded and then presented as a podcast.

Semester B

Essential Question:

How can my documentary project change people’s perceptions of a particular issue, and effect positive change in society?

 

The “Fighting for Justice” documentary video project is on a current issue where students utilize the CHS Library several times for research through their World History class, outline the proposal and topic in their English class, then produce a documentary in their Video class. Students also get professional guidance during the video production phase and feedback post-production. All students then write a reflection essay for their World History class on what they learned during the whole process.