Running head: HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL

The Humanities and Technology: A Grant Proposal for Project Based Learning

Abigail R. Graham

Arizona State University

HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 1

Table of Contents
Abstract ............................................................................................................................... 2
School Environment Narrative ........................................................................................... 3
Description of the classroom, school, district, and community ...................................... 3
Classroom ................................................................................................................... 3
School ......................................................................................................................... 4
District......................................................................................................................... 4
Community ................................................................................................................. 5
Evaluation of its current technology and resource support ............................................. 6
Analysis of need for new resources ................................................................................ 6
Introduction and Biography ................................................................................................ 8
Need, Goal, and Impact. ................................................................................................. 8
Experience and Passion................................................................................................. 10
Project Narrative ............................................................................................................... 11
Learning Goals and Outcomes ...................................................................................... 11
Student Objectives. ................................................................................................... 11
Questions................................................................................................................... 11
Connection ................................................................................................................ 12
Standards ................................................................................................................... 12
Project-Based Learning ................................................................................................. 15
Need for Project ........................................................................................................ 15
Project Impact ........................................................................................................... 16
Activities ................................................................................................................... 16
Assessments .................................................................................................................. 17
Budget Table and Narrative .............................................................................................. 20
Appendix ........................................................................................................................... 22
School Demographic Table........................................................................................... 22
Inquiry-Based Lesson Plan ........................................................................................... 24
Concept-Map for Assessments ..................................................................................... 26
Rubric for Summative Assessment ............................................................................... 27
References ......................................................................................................................... 28
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 2

Abstract

The following is a grant proposal for a collaborative learning project that works to

connect the humanities and technology in my English classroom at New School for the Arts. As

a fifth year teacher in this school, I have seen the need for new resources that will enhance

student learning and encourage independent, original work in areas that are relevant to the

students lives and futures. Obtaining iPads and the license for the mobile application Glogster

for this project will allow students to explore their passion in the arts and humanities, learn and

develop technology and content-based skills and knowledge, and realize their voice in the

community at large. Reflecting on the current issue of government cuts on arts and humanities

degrees, students will face the difficulty of legitimizing their individualized, non-STEM passion

to those in power of eliminating financial assistance to them when they pursue degrees in such

fields. Students will hone problem-solving, persuasive writing and oral communication, and

argumentation skills for the overall goal of coaxing government to support funding their future

degrees. Overall, this sustainable project will promote community inside and outside of the

school. The project can be repeated for years to come, and the specific project materials can be

used for other projects across every classroom. Explained is the current need for resources in my

classroom, an overview of the project, including the need, goal, impact, and outcomes, and an

explicit table of requested products. My hope is to create an opportunity for students to both

independently and collaboratively solve a relevant problem through their connection of prior

knowledge, interests and passions, and interdisciplinary skills.

HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 3

School Environment Narrative

The purpose of this narrative is to analyze the assets and needs of my English classroom

at New School for the Arts and Academics (NSAA). First, I will describe the status of the current

learning environment, analyzing students particular needs and how they are being

accommodated for. After providing the basic background information, I will assess this

information and determine the need for new technology, resources, and support. Based on the

current assets and needs of the classroom, I will propose the introduction of new resources to the

school and classroom, explicitly describing how this will enhance both the environment and

student learning process.

Description of the classroom, school, district, and community

Classroom

The class is set up so that all of the students are facing the white board and teachers desk

is at front of the room. In all of the grades, males make up 20-40% of the class. Females make up

most of the students. Most of the students are white. The average number of students is 20-22.

The first two classes are a mix of 6-8th grade language arts, while the final two classes are a mix

of 9-12th world literature. Besides the student make up, the classroom environment is older than

it is modern. Since the classrooms are set up in small buildings, there isnt much space. Most of

the classroom space is taken up by the wooden desks, while the walls are covered in four white

boards (equipped with dry erase markers, erasers, and spray), two cork boards, and a slew of

cabinets full of various literature books, dictionaries, and other fiction and English/writing

books. There are three desktop computers for student use as well as a computer for the teacher.

There is a printer, speakers, and an LED projector. The teacher also has different materials for

projects such as paper, pens, markers, and giant white paper for poster-making.
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 4

School

As for the school set up, the administrative offices, theater, and art buildings are near the

entrance. Behind the school are several small buildings with two classrooms each. The middle

school and high school are only divided by a gate that is used as a place marker, since most of

the teachers teach both middle school and high school classes. As for the school make up, white

females make up most of the student body. There is no school nurse. Since it is easiest to expand

on and describe the schools demographics in a table, see the appendix for specific details. (K.

Cardenas, personal communication, January 20, 2016).

District

Since the NSAA is a charter district with only two schools (the middle school and high

school), the school has choice of different school-wide policies. For instance, NSAA is not a

Title I school, so it do not ask the students or its families for their socioeconomic status or

background. The students may come from very poor or rich families. NSAA does not have a

cafeteria, so it does not have a free/reduced lunch program. Most of the students pack their

lunch, but there is also a food truck that comes at lunch time every day for students to purchase a

meal or snacks if necessary. Additionally, the school does not provide transportation by busing

or other means, so students from about 22 different zip-codes, including Avondale and Queen

Creek, attend the school by being driven by their parentsthere are no boundaries for who can

attend NSAA. The high school requires 26 credits to graduate, while the state requires 22. There

are four required courses: English, Math, Social Studies, and Science. There are no health

classes, physical education, or home economics. The school determines the electives instead of a

public school head. Of course, NSAA has a smaller budget than a larger school like Tempe

Unified because they are smaller (K. Cardenas, personal communication, January 20, 2016).
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 5

Unfortunately, the Dean of NSAA could not provide me with the AIMS scores and

rankings of the school.

Although the school is smaller, they have won various awards. Every year, students apply

for state recognition based on what students do for volunteer service and have become superior

for their civic engagement. In various grade levels, students are top-ranking recipients of the

Arizona Department of Education Student Art Competition. Students have won national awards

for musical theater. For the schools visual arts program, they have Portfolio Day, which is a

recruitment process at MCC, which has art schools from all over the country come to evaluate

students. Every year, students visit Tuscan for a weekend for state-wide debates at the Junior

Statesmen of America (JSA) political-driven model of Congress. Here, they receive state-wide

recognition for participation. Finally, some students are members of the National Thepians

Society, a society for acting, technical design, and musical awards in acting and drama (K.

Cardenas, personal communication, January 20, 2016).

Community

According to the U.S. Census Bureau, in the Tempe community surrounding NSAA, the

population in the 2010 census was about 162,000 people. Most of the population is aged between

18-65 years old. 72.6% of the population is white, 21.1% Hispanic or Latino, 5.9% black, 3.9%

two or more races, and 2.9% American Indian. Of people aged 25 years or older, 90.2% have a

high school degree or higher, and 41.7% have a bachelors degree or higher. The median

household income in 2009-2013 was $47, 941. Between 2009 and 2013, 22.2% of people are

below poverty level (U.S. Census Bureau, 2015). According to Area Vibes, a website that

calculates the cost of living in cities based on comparisons to state and national averages, the

cost of living index in Tempe is 100, which is the national average. One needs to make about
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 6

$50,000 to maintain the standard of living (Council for Community and Economic Research

(C2ER), 2015)

Unfortunately, all of this information about the city of Tempe does not necessarily reflect

the school, considering the fact that NSAA is a charter school that has students who drive or are

driven from all over the city just to attend. The surrounding community demographics are not

representative of the student community.

Evaluation of its current technology and resource support

Currently at NSAA, teachers vary in their technology use. The Dean, Katy Candenas

explains that teachers are free to use whatever technology they feel most comfortable with using

in the classroom. Some teachers have Apple TVs and iPads, while others simply have desktop

computers and LED projects for the white boards. Regardless, the technology is available for

teachers who want to use it. There are Elmos, which are interactive projectors, mini iPads, and

laptops. For students who need alternative reading accommodations, there are Nooks, Kindles,

and Tablets. Again, some classes have desktop computers, but there are also three different

mobile carts with about 35 laptops for classroom use (K. Cardenas, personal communication,

January 20, 2016).

As for technology support, NSAA employs a part-time IT person who takes care of the

servers and network. Two of the teachers also work as on-site tech support during school hours.

They help manage data transmissions to the Department of Education (K. Cardenas, personal

communication, January 20, 2016).

Analysis of need for new resources

I think that even though teachers have access to technology, not a lot of teachers use or

even know how to use it. The Dean of New School for the Arts and Academics Middle School
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 7

and High School Katy Candenas said that the school allows teachers the ability to use what they

are most comfortable with. For example, there are some teachers who still like using the

overhead projector with transparencies. On the other hand, some teachers at NSAA prefer to use

Apple TVs and iPads. Most of the teachers use or at least have LED projectors that can project

onto the white boards in the classroom (K. Cardenas, personal communication, January 20,

2016). Additionally, the school environment, specifically my classroom environment, may not be

the most efficient because of space (or lack thereof); however, that is something that is not able

to be readily changed. Overall, the classroom environment (not the physical, but the student-

made one), is one that is positive, supportive, and inclusive. It is a very safe environment that

promotes student learning. Although not reflected in the demographic charts, the school is

actually very diverse when it comes to sexual orientation and gender identity. There is less

bullying in this school than in public schools because most students specifically enroll in this

school for the supportive environment. Most students are supportive of one anothers growing

and changing identity, as well as their thoughts, ideas, and behaviors.

Because of the accessibility of technological items and current environmental

inclusiveness, I think that the resources for teaching and students learning are efficient. However,

my classroom specifically does not have access to these resources at this time. To support

student learning, I propose obtaining iPads and app software, which will be a sustainable

addition to accelerate student growth and understanding of content and technological concepts.

Although other teachers have these materials, they are not available to me at this time. As shown

by increased levels of student engagement and mastery in other classrooms where this

technology is present, I believe that these items will produce the same result in my classroom.

Thus, I think that the need to new resources lies in iPads and the mobile application Glogster for
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 8

student learning.

Introduction and Biography

Need, Goal, and Impact.

Based on my assessment of the current technology and resources, I have determined that

the need for NSAA and specifically my classroom lies in technology support for future lessons.

With iPads implemented in future lessons, teachers can continuously learn and develop in the

ways they can utilize TPACK and ISTE standards. They can collaborate and share information

about materials and applications, how to use them, and what lessons theyve used with each

application. This can help other teachers gain ideas about how to use this technology for their

own purposes through professional technology development that emphasizes ISTE standards

such as creativity, innovation, and digital citizenship. Teachers can present web applications that

they find most useful so that other teachers can learn about what others have researched and are

using. Since many of teachers at NSAA have the same students, they can express how particular

students engage well or learn best with certain applications. They can share anything that they

find useful to them and that might be useful to others. With iPads, teachers can track tools that

theyve used with lessons and record student feedback to this usage. They can also research

applications that would be useful to students communicate this information with other teachers.

Students will also benefit from the addition of iPads and applications to the classroom.

First of all, students do most of their independent learning on their technological devices. Thus,

theyre already familiar with the platform and feel most comfortable with learning that comes

from internet-based tools instead of physical books and paper. With technology-driven lessons,

students will be more engaged in the content while using prior technology concepts and learning

new ones. iPads will give students and teachers the opportunity to use a digital platform with
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 9

lessons as well as research applications that will drive student-learning for many years. When

introduced to the application Glogster, students will learn how to create interactive posters for

presentations that includes not only text, but also images and videos. This gives students the

opportunity to learn about digital citizenship, copyright, and safe internet use. Finally, obtaining

iPads with a Glogster license for all of my students is a sustainable project that can be used in

every classroom and by every student across disciplines. Use of these products will increase

independent, original, and creative work. Such work will exhibit students comprehension of

content knowledge and ability to assess and argue their own viewpoints based on technology

infused lessons. Thus, this request includes iPads and supplemental storage and protection

products; the application Glogster, which enhances student learning through interactive poster-

making; and products for letter-making so that students can reach out to the community.

The project for which I am specifically requesting these materials is a unit designed to

intertwine the humanities and technology. This project, which is based on a real life problem that

will affect these students, comes from this article: http://tinyurl.com/gn3d5yo. Basically, the

government wants to cut funding for students pursuing degrees in the arts and humanities. This

project can be cut into three smaller projects: 1) individualized projects about what the arts and

humanities are and why they are significant, 2) a project about how to creatively measure the

importance of the arts and humanities, and why its naive or ineffective to focus on money in

order to prove this significance, and 3) a final project pitch to the government that expresses

the importance of the arts and humanities in a compelling way, trying to convince them to

continue funding students who pursue degrees in these fields.

This project is relevant to my students lives because they go to an art school and value

these fields. It would be devastating for them to be unable to continue their education in
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 10

something they are passionate about just because other people higher up cannot see value in it.

During a presentation about Enlightenment thinkers, one notable thinker had a quote, Science

leads to happiness. I raised this question to the students, Do YOU think science leads to

happiness? Students raised their hands, expressing that science has flaws and has even caused

death. On the other hand, the arts and humanities leads to connection, not killing. This topic is

significant to them, and allowing them to explore their passions further and reach out to the

community would not only kindle their communication and argument skills but also show them

that they have a voice in the community.

Experience and Passion.

My name is Abigail Graham, and I am a fifth year teacher at New School for the Arts and

Academics. I interned at this school while studying for my Bachelor of Arts in Secondary

Education English at Arizona State University. Thus, Ive been able to maintain a community

with the teachers, staff, and students while continually helping veteran teachers through my

knowledge as a 21st century student and teacher. When I began teaching at New School for the

Arts for my internship, the resource need at the school was evident in the lack of continuity

between classrooms. Although I have adapted my lessons for the lack of resources in my own

classroom, there is no doubt that the learning environment would be greatly enhanced by new

technology that is readily accessible to students for projects, research, and collaborative learning.

Both my and the students passion in the humanities is evident every single day while we are

continuously trying to make connections across disciplines and tell stories of our own

experiences and how these instances are relevant to literature, art, and history. Because my

project idea is based on a real issue calls for these students attention, it is vital to their future

lives as well as current learning. This project promotes individuality and problem-solving, but it
 HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 11

also allows students to feel the community of their peers as they all work toward the same end

goal: to persuade those in a higher power to continue funding the degrees in their passion.

Project Narrative

Learning Goals and Outcomes

Student Objectives.

Students will be able to (SWBAT):

Use research databases to learn more information (history, key figures, key events, etc) about a

part of the arts and humanities that they are passionate about.

Create a digital display to support a presentation on a specific aspect of the arts and humanities

that they researched.

Measure the importance of the arts and humanities with movie-making technology that creates

a timeline of important, impactful events that affects the arts, humanities, and other disciplines.

Present a persuasive speech to the class that communicates ideas and reasoning behind

continuing monetary support for students pursuing degrees in the arts and humanities.

Create a supplemental display that supports the speech visually.

Questions

What are the arts and humanities?

Why are the arts and humanities important?

What parts in the arts and humanities are significant in other disciplines?

What is the problem behind looking at the arts and humanities from a money standpoint?

How do you show government workers the importance of the arts and humanities?
 HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 12

Connection

The goals are based on the questions because these questions must be asked in order to

complete the tasks. Through these questions, students will slowly move towards the final

accomplishment, which is to present their reasoning behind continuing government funding to

students who are pursuing degrees in the arts and humanities.

Standards

Writing Standards 6-8:

o 1. Write arguments to support claims with clear reasons and relevant evidence.

o 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

o 4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are

defined in standards 1-3 above.

o 6. Use technology, including the Internet, to produce and publish writing as well as to interact

and collaborate with others; demonstrate sufficient command of keyboarding skills to type a

minimum of three pages in a single sitting. (6.W.6) 6. Use technology, including the Internet,

to produce and publish writing and link to and cite sources as well as to interact and collaborate

with others, including linking to and citing sources. (7.W.6) 6. Use technology, including the

Internet, to produce and publish writing and present the relationships between information and

ideas efficiently as well as to interact and collaborate with others. (8.W.6)

o 7. Conduct short research projects to answer a question, drawing on several sources and

refocusing the inquiry when appropriate. (6.W.7) 7. Conduct short research projects to answer

a question, drawing on several sources and generating additional related, focused questions for
 HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 13

further research and investigation. (7.W.7) 7. Conduct short research projects to answer a

question (including a selfgenerated question), drawing on several sources and generating

additional related, focused questions that allow for multiple avenues of exploration. (8.W.7)

o 8. Gather relevant information from multiple print and digital sources; assess the credibility of

each source; and quote or paraphrase the data and conclusions of others while avoiding

plagiarism and providing basic bibliographic information for sources. (6.W.8) 8. Gather

relevant information from multiple print and digital sources, using search terms effectively;

assess the credibility and accuracy of each source; and quote or paraphrase the data and

conclusions of others while avoiding plagiarism and following a standard format for citation.

(7.W.8) 8. Gather relevant information from multiple print and digital sources, using search

terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase

the data and conclusions of others while avoiding plagiarism and following a standard format

for citation. (8.W.8)

o 9. Draw evidence from literary or informational texts to support analysis, reflection, and

research

Speaking and Listening Standards 6-8:

o 1. Engage effectively in a range of collaborative discussions (oneonone, in groups, and

teacherled) with diverse partners on grade 8 topics, texts, and issues, building on others ideas

and expressing their own clearly.

o 4. Present claims and findings, sequencing ideas logically and using pertinent descriptions,

facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate

volume, and clear pronunciation. (6.SL.4) 4. Present claims and findings, emphasizing salient

points in a focused, coherent manner with pertinent descriptions, facts, details, and examples;
 HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 14

use appropriate eye contact, adequate volume, and clear pronunciation. (7.SL.4) 4. Present

claims and findings, emphasizing salient points in a focused, coherent manner with relevant

evidence, sound valid reasoning, and wellchosen details; use appropriate eye contact, adequate

volume, and clear pronunciation. (8.SL.4)

o 5. Include multimedia components and visual displays in presentations to clarify claims and

findings and emphasize salient points. (7.SL.5)

Writing Standards 9-12:

o 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

o 2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of

content

o 4. Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are

defined in standards 13 above)

o 6. Use technology, including the Internet, to produce, publish, and update individual or shared

writing products, taking advantage of technology's capacity to link to other information and to

display information flexibly and dynamically.

o 7. Conduct short as well as more sustained research projects to answer a question (including a

selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate;

synthesize multiple sources on the subject, demonstrating understanding of the subject under

investigation. (910.W.7) 7. Conduct short as well as more sustained research projects to

answer a question (including a selfgenerated question) or solve a problem; narrow or broaden

 HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 15

the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating

understanding of the subject under investigation. (1112.W.7)

o 8. Gather relevant information from multiple authoritative print and digital sources, using

advanced searches effectively; assess the usefulness of each source in answering the research

question; integrate information into the text selectively to maintain the flow of ideas, avoiding

plagiarism and following a standard format for citation. (910.W.8) 8. Gather relevant

information from multiple authoritative print and digital sources, using advanced searches

effectively; assess the strengths and limitations of each source in terms of the task, purpose,

and audience; integrate information into the text selectively to maintain the flow of ideas,

avoiding plagiarism and overreliance on any one source and following a standard format for

citation. (1112.W.8)

o 9. Draw evidence from literary or informational texts to support analysis, reflection, and

research.

Speaking and Listening Standards 9-12:

o 4. Present information, findings, and supporting evidence clearly, concisely, and logically such

that listeners can follow the line of reasoning and the organization, development, substance,

and style are appropriate to purpose, audience, and task. (910.SL.4)

o 5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive

elements) in presentations to enhance understanding of findings, reasoning, and evidence and

to add interest.

Project-Based Learning

Need for Project

This project is needed at NSAA for students to gain experience writing and speaking
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 16

about their ideas and arguments. Because the topic of the project is about the arts and humanities,

this project will be important to students attending this charter art school whose passions are

mostly in these two disciplines. This project will legitimize their voices and allow the students to

unify toward a similar goalto validate themselves and their passions during a time when the

value of these passions are being questioned by government officials with the power to help or

hinder their futures.

Project Impact

This project will impact students, teachers, and the community in several different ways.

First, as stated, this project will allow students to explore their passions in the arts and

humanities as well as make an argument for why they are important not only to themselves but

also to others outside of these fields. Teachers will be able to encourage students to explore their

passions and give them an opportunity to present this to their peers. Overall, this project will

allow students to connect with the community by expressing to local government officials how

important the arts and humanities are to everyone and why they need to continue to support

students who pursue degrees in these fields.

Activities

As previously outlined, this project has three main components: a Glogster, a movie, and letter-

writing/persuasive presentation. Students should use research databases to learn more about their

passions. Graphic organizers such as Popplet would be helpful for the first project of describing

what the arts and humanities are and why they are significant. Then, students can create a

Glogster to put the most important parts of information about their passion and further research

on said passion. Movie-making technology like iMovie, which is automatically installed on

every iPad, can be used for the second project to create a movie that shows the importance of the
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 17

humanities with narratives and individual contributions made to these fields that have clearly

made an impact on other disciplines. Students should research a local or state government

official and their stance on this topic in order to write a letter to them, proposing the continual

funding of arts and humanities degrees. The final project can be accompanied by a Glogster,

PowerPoint, Prezi, etc., which will allow the presenter to show visuals that support their

presentation. It will be a presentation geared towards a government worker. They will

persuasively pitch their reasoning behind continuing the funding of students who are pursuing

degrees in the arts and humanities. Additionally, the students will write letters to local

government officials to advocate for the humanities.

These activities are specifically laid out to complete the learning goals, answer the

guiding questions, and fulfil the AZ standards. They will be instructed by first laying out the

problem and allowing the students to ask questions about it in order to build their individual

projects. The teacher should guide them with the essential questions, but largely rely on the

students for their ideas surrounding the problem. Once they finish questioning the topic, the

teacher should introduce the project and model how to build their presentations, allowing them to

find the answers to their questions through research and prior knowledge on a topic of their

choice and passion within the humanities. Largely, it will be up to the students to create projects

that allow them to reach a goal of legitimizing the arts and humanities and persuading

government officials to continue funding college students, but the teacher will offer any

assistance necessary for the students to complete specific aspects of their projects.

Assessments

The summative, or final assessment to this project will be a persuasive speech to

government official(s) in front of the classthey must adapt formative parts to speech for
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 18

evidence of their claim. The rubric to this final assessment can be found in the appendix. Four

formative assessments lead up to this: 1) a journal, 2) a Glogster, 3) a movie, and 4) a letter. The

following will explain these assessments further.

Formative Assessment 1: Journal

This journal will serve as the introduction to the unit. This is present on the inquiry-based

lesson plan for day one of the lesson, which is in the appendix. The journal will allow students to

connect their passion to the what-if question, "What if government stopped funding degrees in

the arts and humanities?" They will writes obstacles they'd face with potential solutions. Mastery

will look like students demonstrating problem-solving skills by writing an essay and explaining

in a short speech how their passion would be affected if government stopped funding the arts and

humanities and how they would overcome the obstacles posed by this. Must contain 1) what their

passion is 2) how it relates to the humanities 3) how it would be affected by this government act

(what obstacles they'd face) and 4) potential solutions to these problems.

Formative Assessment 2: Glogster

Students will research their passion in the arts and humanities to describe 1) what the arts

and humanities are 2) why they are relevant to their specific passion, and 3) why they are

important. Mastery will look like students reporting, comparing, and contrasting information

about the arts and humanities by creating an informative speech and Glogster about their passion

in the arts and humanities why it is important. Must contain 1) what their passion is 2) what the

background/history of this is 3) two examples of what is contained within (for example, dance

would contain multiple kinds of dance). Glogster must have those parts written as well as three

visuals (at least one video). Three colors should be used for text contrast from the background.
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 19

Formative Assessment 3: iMovie

Students will research a person who has pursued their passion within the arts and

humanities and create a movie about their contributions to it that have also affected other fields.

Mastery will look like students legitimizing the arts and humanities by examining a person's life

and creating a movie about the contributions this person has made both in their passion within

the arts and humanities and in other fields. Must contain 1) what their passion is, 2) a brief

background of the person who has pursued this passion, 3) contributions this person has made to

the arts and humanities, 4) how these contributions has affected the world in a larger scale.

Movie must contain pictures of the person, leading to their accomplishments, pictures or videos

of this person's accomplishments, and a voice over of the student telling this person's narrative.

Must be at least 5 minutes long.

Formative Assessment 4: Letter

Students will research a government official and write a persuasive letter to them to ask

for continued funding of the arts and humanities degrees. Mastery will look like students arguing

for their passion in the arts and humanities in a way that can persuasively justifies funding these

degrees. Must contain information used in the journal, Glogster, and movie to explain 1) what

their passion is, 2) how it relates to the humanities, 3) how it would be affected by this

government act, 4) why the humanities are important (based on their movie project of the person

who made contributions to other fields). Must be one page long (no more or less) with proper

headings and signature line.

HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 20

Budget Table and Narrative

Item Quantity Unit Cost Tax S&H Total

iPad Air 2 Wi-Fi 16GB - 6 $399.00 $297.73 (for $0.00 $2,3940.00

Silver, Apple all of Apple
products in
AppleCare+, Apple 6 $99.00 the same $0.00 $594.00
cart)
iPad Air 2 Smart Case - 6 $79.00 $0.00 $474.00
Black, Apple

Mobile iPad Charging 1 $532.00 $0.00 $31.69 $563.69

Station USB 6 Pack - (FedEx
110V US Version. Home
(Restocking fee 20%), Delivery)
CaseCruzer

Glogster, Secondary 1 $95.00 (for $0.00 $0.00 $95.00

license, Glogster 1 teacher
and 125
students)

HammerMill Copy 1 $29.99 $0.00 $9.95 $39.94

Plus Copy Paper, 8 1/2"
x 11", Case, Staples

Staples Easy Close #10 1 $10.49 $0.00 $9.95 $20.44

Security-Tint Envelopes,
100/Box (394057/19037,
Staples

U.S. Flag 1 $47.00 $0.00 $1.25 $48.25

Forever 47 Coil of 100,
USPS

$4,229.32

The table above shows the items requested for the project as previously described in the

school environment and project narratives. Six iPad Air 2s and supplemental products have been

requested not only because the specific model of these devices is the most cost effective choice
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 21

of Apple products, but also because my class does not have educational technology tools like

other classrooms. Since most of the students in my classes are familiar with the Apple software,

iPads are the best choice to both optimize the project and assist the need in the school and my

class specifically. Although there are more than six students in my classes, six iPads will be

sufficient for in-class modeling of apps and instruction and in most group activities, where

students will have specific group jobs, including being accountable for staying on-task,

researching, and collaborating on project ideas. In addition to the iPads, AppleCare, iPad cases,

and an iPad charging and storage station has been included to match the correct quantity of iPads

and to ensure that the iPads are protected from external and internal damage. These devices are a

sustainable product that can be used throughout continuing years in many other projects by many

other teachers.

In addition to the iPads and supplemental products, a license to the app Glogster has been

requested for use on the iPads for in-class work and on students cell phones for out-of-class

work. This app license has been specifically requested because it will allow for students to learn

while hitting ISTE-S standards such as creativity, collaboration, information fluency, digital

citizenship, and technology operations and concepts. Because of the innovative nature of

Glogster, students will learn how to use multiple technology concepts while using this single app

because they will be working with text, pictures, music, and video while researching for their

project.

Finally, printer paper, envelopes, and US stamps have been requested to accommodate

for 100 letters to government officials during the letter writing activity. Students will be asked to

type their letters using a word processing application and then print it, fold it, and finish the

envelope with the government officials address, the schools address, and a stamp.
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 22

Appendix

School Demographic Table

New School for the Arts and Academics Middle School Demographics

Ethnicity Asian Black Hispanic Indian White Total

Grade Level Sex

Male 4 4

Female 1 7 8

Total 1 11 12

Male 1 1 4 6

Female 1 4 3 1 9 18

Total 1 5 3 2 13 24

Male 2 11 13

Female 4 7 1 20 32

Total 4 9 1 31 45

TOTAL

Male 1 2 1 19 23

Female 1 8 11 2 36 58

Total 1 9 13 3 55 81
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 23

New School for the Arts and Academics High School Demographics

Ethnicity Asian Black Hispanic Indian White Total

Grade Level Sex

Male 1 11 12

Female 1 31 32

Total 2 42 44

10

Male 1 1 11 13

Female 5 1 34 40

Total 6 1 1 45 53

11

Male 2 1 12 15

Female 1 4 1 28 34

Total 1 6 1 1 40 49

12

Male 1 1 13 15

Female 1 2 2 20 25

Total 2 3 2 33 40

TOTAL

Male 5 3 47 55

Female 1 11 2 4 113 131

Total 1 16 5 4 160 186

HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 24

Inquiry-Based Lesson Plan

Teachers: Miss Graham Subject: 10th grade English

Standard:

AZCCRS
4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are
defined in standards 13 above)
6. Use technology, including the Internet, to produce, publish, and update individual or shared
writing products, taking advantage of technology's capacity to link to other information and
to display information flexibly and dynamically.
7. Conduct short as well as more sustained research projects to answer a question (including
a selfgenerated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation. (910.W.7)
4. Present information, findings, and supporting evidence clearly, concisely, and logically such
that listeners can follow the line of reasoning and the organization, development, substance,
and style are appropriate to purpose, audience, and task. (910.SL.4)
5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence and
to add interest.
ISTE-S
1. Creativity and Innovation
3. Research and Information Fluency
4. Critical-thinking, problem-solving, and decision-making
6. Technology operations and concepts
Objective (Explicit):

SWD problem-solving skills by writing an essay and explaining in a short speech how their passion
would be affected if government stopped funding the arts and humanities and how they would
overcome the obstacles posed by this.
Evidence of Mastery (Measurable):

Students will write a short piece about how their passions/dreams will be affected if this government issue with
funding went into play. Then, they will briefly explain this in a short speech. Mastery is an essay that clearly
exhibits that the student understood each section of the lesson and took the necessary steps to build up to this
essay and speech. Essay must answer the question What if the government stopped funding students pursuing
the arts and humanities? Students must explain how they will be affected and predict obstacles and how they
would overcome them based on what they had previously seen in their researched figure.

Short rubric: conventions = 2 effort and style = 4 content (answering the question & containing evidence of steps
in lesson) = 4

7/10 = mastery

Sub-objectives, SWBAT (Sequenced from basic to complex):

Write their response to the question posed by the poem.

SAY: (in groups) my passion is to _____.
Write a brief overview of the figure they researched.
SAY: (in groups) the figure I researched is ____ and they ____.
Write how they plan to follow their dream just like their researched figure.
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 25

SAY: (in groups) I plan to follow my dream by ____.

Write how pursuing their dreams would be affected by government funding.
SAY: (to class) my dream would be affected by _____.
Key vocabulary: Materials/Technology Resources to be
used:
Passion
Youtube video (computer, projector,
Government funding whiteboard or projector screen)

Arts and humanities Paper/pens/pencils

Solution Visual art (students choice--either

poster or technology)

Engage (Make content and learning relevant to real life and connect to student interest)

https://www.youtube.com/watch?time_continue=341&v=D-eVF_G_p-Y

Poem: I Will Not Let An Exam Result Decide My Fate||Spoken Word

Why am I studying something that doesnt fuel my drive?

Suli Breaks explores the question: if were all individuals with unique desires, passions, and skills, then why
doesnt the education system recognize that? - http://www.makeuseof.com/tag/5-powerful-spoken-word-videos-
will-touch-soul/

What are you passionate about?

Explore Teacher Will: Student Will:

Teacher will share with the students their example of a
response to this questions, sharing what they are
passionate about and how they were able to go against
the normal flow of study to follow their dreams.
Questions:Why am I studying something that doesnt
fuel my drive?
What are you passionate about?
Write a response to the question posed
by the poem and the question posed by
the teacher.
Research a figure who has followed a
similar dream and use them as an
example to explain how they plan to
follow theirs.

Co-Teaching Strategy/Differentiation

Students will get into groups and share ideas, discuss the answers to their questions and what they
found while researching. Teachers will conference with each of the groups to briefly hear their
ideas.

Explain Teacher Will: Student Will:

Teachers will express that these presentation will show
listeners can follow the line of reasoning and the
organization, development, substance, and style are
appropriate to purpose, audience, and task while
visuals should enhance learning...and add interest.
Students will share their responses in
front of the class through either a
spoken or visual piece of their choice.
Students will clearly show
understanding of the sub-objectives by
answering the question through this
presentation.
HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 26

Co-Teaching Strategy/Differentiation

If students are not able to present their researched person to the class, teacher will conference with
them individually.

Elaborate Teacher Will: Student Will:

Teachers will explain the project problem about the Students will apply their passion short
government reducing funding to students pursuing essays/responses to explore how this
degrees in the arts and humanities. deals with the arts and humanities.

Teachers will pose the questions, What if the Students will write a short piece about
government stopped funding students pursuing the arts how their passions/dreams will be
and humanities? affected if this government issue with
funding went into play.

Co-Teaching Strategy/Differentiation

Students will do a mini improv speech of what they learned. Teachers will meet with them
individually if they havent understood

Evaluate

Students will demonstrate mastery of the lesson objective by connecting in the arts and humanities with their
passions. Thus, they will connect a real-world problem to their own personal lives. This will be in short essays
and accompanying visuals

Students will summarize the big concepts they have learned by further elaborating their problems with the
upcoming projects.

Students will come up with various solutions to obstacles they might face when pursuing their passion career.

Concept-Map for Assessments

HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 27

Rubric for Summative Assessment

HUMANITIES AND TECHNOLOGY: A GRANT PROPOSAL 28

References

U.S. Census Bureau: State and County QuickFacts. (2015, December 2). Tempe (city)

QuickFacts from the US Census Bureau. In United States Census Bureau. Retrieved

February 4, 2016 from http://quickfacts.census.gov/qfd/states/04/0473000.html

Council for Community and Economic Research (C2ER). (2015). Cost of Living in Tempe, AZ.

In Area Vibes. Retrieved February 4, 2016, from http://www.areavibes.com/tempe-az/cost-

of-living/