High School 3

An artists illustration of two high school students sitting on the grass, engrossed in their books.

High School 3 curriculum teaches positive actions through a variety of projects. Each unit has a cumulative, creative, hands-on project that students work on both as individuals and in groups: Unit 1—Great Thinkers Collage, Unit 2—Health and Wellness Fair, Unit 3—Personal Resources Newsletter, Unit 4—Community Service Video, Unit 5—Art Expressions, and Unit 6—Media Campaigns. The lessons guide the planning, organization, and execution of each unit project. This experiential, interactive program teaches students how to produce tangible products that represent their ability to apply the concepts they are learning.

In Unit 1, students dive into the intriguing question, "Who Am I?" by embarking on a journey of self-exploration. Their mission is to uncover and study the minds of renowned thinkers who wrestled with this question. They craft a vibrant collage with their findings, weaving together inspiring quotes and snapshots of these philosophical pioneers. In Unit 2, students hear a funny line in a poem that goes: “How to dance / sitting down.” It encourages them to think about how their thoughts can encourage physical activity by using action verbs, gerunds, and participles, like “moving,” “getting,” “running,” and “dancing.” They then write in their journals using action verbs explaining how exercise will improve themselves. For this unit, their project is to use the positive physical and intellectual skills they learn to plan and execute a health fair.

In Unit 3, students consider multi-tasking as part of their time management. They are taught that there is a limit to how much quality attention they can give a range of tasks before results suffer. The project for this unit is to create a newsletter that features stories, editorials, advice columns, and other content based on the positive actions for self-management. In Unit 4, students use a poster called “Cultivate Kindness” to remind themselves how good they feel about themselves when they are kind. They discuss Carl Sandburg's biography of Abraham Lincoln as a rich portrayal of a great man who practiced kindness in big and little ways, which we still remember. For their Unit 4 project, students design and participate in a community service event, embodying the virtues of cooperation and empathy by engaging in activities like entertaining at a nursing home or assisting at a soup kitchen. Concurrently, they document the journey of their project through a vlog (video diary), capturing every phase from inception to completion.

In Unit 5, the “Clean Slate” poster encourages students to “wipe their slate clean” by admitting their mistakes. They also discuss a saying by Confucius, “A man who has committed a mistake and doesn't correct it is committing another mistake.” To deepen their understanding of this important lesson, students undertake a project where they form groups and choose from six artistic mediums: tactile art, digital art, fashion design, photography, dance, or rap. Their task is to produce a piece of art that embodies the unit's focus on being truthful with oneself and others. In Unit 6, they seek to understand their dreams and goals with the help of a poster that inquires, “What Doors Will You Open?” For the final unit project, students work in groups to make a media campaign that shares tips on achieving goals and success. They can choose from commercials, websites, blogs, brochures, interviews, or articles. Their job is to come up with pictures, catchy phrases, and text that explain their ideas.

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