In this action-packed eight-week project, students used primary and secondary resources to research the beginnings of our nation. As historical fiction authors, they wrote first person narratives from the perspective of one of the colonists at Roanoke. After comparing the politics, religions, and immigration trends of the settlers in the New England, Middle, and Southern Colonies, students began to examine what contributed to the desire for independence. As artists and mathematicians, they created shadowboxes inspired by Joseph Cornell that express their interpretations of the big ideas of revolution.
We loved this project for so many reasons and our end of the year student reflections showed that this was a favorite for the majority of scholars in our class as well. The collaboration and compromise required helped our students become better communicators and closer friends. This project also involved so many disciplines as students were asked to work as authors, artists, mathematicians, historians and makers.
In this box project we learned how to build, use math in real-life situations and lots about the artist Joseph Cornell, but most importantly, we have learned about ourselves. We faced many challenges in this project but we found out that we could overcome all of them. We also learned that in the 1700s nothing was really fair, and freedom was a privilege. As we go into middle school we will always remember our skills we have learned. We loved this project. —Delanie & Audrey One thing we definitely learned was that to create a masterpiece, you need patience and collaboration. We experienced a time when we couldn’t rely on our teachers for every little thing or critique. We had to ask others in the class for critique and help when something went wrong.
—Nora & Alanna
To learn more about this project and others, visit
HighTechHigh.org/schools/HTEX/?show=projects
In this action-packed eight-week project, students used primary and secondary resources to research the beginnings of our nation. As historical fiction authors, they wrote first person narratives from the perspective of one of the colonists at Roanoke. After comparing the politics, religions, and immigration trends of the settlers in the New England, Middle, and Southern Colonies, students began to examine what contributed to the desire for independence. As artists and mathematicians, they created shadowboxes inspired by Joseph Cornell that express their interpretations of the big ideas of revolution.
We loved this project for so many reasons and our end of the year student reflections showed that this was a favorite for the majority of scholars in our class as well. The collaboration and compromise required helped our students become better communicators and closer friends. This project also involved so many disciplines as students were asked to work as authors, artists, mathematicians, historians and makers.
In this box project we learned how to build, use math in real-life situations and lots about the artist Joseph Cornell, but most importantly, we have learned about ourselves. We faced many challenges in this project but we found out that we could overcome all of them. We also learned that in the 1700s nothing was really fair, and freedom was a privilege. As we go into middle school we will always remember our skills we have learned. We loved this project. —Delanie & Audrey One thing we definitely learned was that to create a masterpiece, you need patience and collaboration. We experienced a time when we couldn’t rely on our teachers for every little thing or critique. We had to ask others in the class for critique and help when something went wrong.
—Nora & Alanna
To learn more about this project and others, visit
HighTechHigh.org/schools/HTEX/?show=projects
