11th Grade

Power of Power: Understanding Goals:

1. What is radiation and how does it work on an energetic level?
2. How is energetic power intertwined with political power?
3. What place does nuclear chemistry have in our society and our
future?

AHA Juniors studied the chemical and political effects of radiation for our interdisciplinary project, combining curriculum from the disciplines of Visual Art, English, History and Chemistry. We wanted students to analyze the why behind the traditional use of nuclear power and how to develop better energetic power for a nuclear free world. Students researched a specific place and use of nuclear power to create a book on topics such as the Chernobyl meltdown, the nuclear test site of Bikini Atoll, the bombing of Hiroshima, and radiation therapy for cancer, among others. We asked them to consider and answer one of the understanding goals.

To begin the process, in the first week students learned about the Manhattan Project, the development of the United States’ first nuclear bomb. This gave them a framework for how science and political power came together for the development of nuclear technology. In the second week students chose partners, selected and researched their topics in groups, and began work on their research brief. In art classes, students learned various techniques in bookmaking to incorporate pop-ups, embroidery and other required elements. In chemistry, students learned the atomic dynamics behind the energy harnessed in these weapons and power plants - from radioactive isotopes to background exposure and the quest for a cleaner, safer power.

In creating their books, students had to include such elements as a map, a scientific illustration that explained an important concept for their topic, and a narrative arc that told a story of the event. This was the first year of this project and the result was a month of high engagement, exciting new skills and learning about these critical topics. We look forward to repeating and refining the project in the years to come.

There to here:Immigration Narratives 

Understanding Goals:

• I can identify drivers of migration.
• I can explain why immigrant communities may need allies.
• I can conduct and transcribe an interview describing experiences and challenges that immigrants face.
• I can compare structures of organic functional groups and their smells and- based on narratives from interview subjects- represent the chemical molecule of a scent that reminds them of their country of origin.

In history class, students learned about US immigration policy, both historically and in the present day. In English, they read oral histories that share the experiences of immigrants, and learned how to conduct their own oral history interview. Simultaneously, in chemistry, they learned about molecular-level structure and its importance to the function of smells. After developing this background knowledge, students found and interviewed someone who had immigrated to the United States. This year, our interviewees have included family members, classmates, friends, teachers, neighbors, and many others who make up the fabric of our community. 

In conjunction with the interview, students create a textile portrait quilt square of their interviewee. First, they create a black-and-white portrait of their subject, which is then converted into a fabric portrait using a laser cutter. Students used fusible interfacing to adhere their portraits onto quilt squares, to which they added a significant quote from their interview subject; symbols and images that represent their interviewee’s story; and a chemical formula that represents a smell that their interviewee remembers from their homeland. Students assembled their quilt squares using various textile art techniques, including basic hand sewing, embroidery, appliqué, and machine sewing. Our guest artists then sewed these squares into two quilts that honor our interviewees.