11th Grade Interdisciplinary Teacher Team 2010-2011

 

On May 25, 2011 during club hour, the members of the Eleventh Grade Humanities Grade Team, under the direction of Christian Del Re, Assistant Principal, conducted a multimedia presentation fair on the theme: The Struggle for Human Rights.  This was a culminating activity that grew out of a series of collaborative planning meetings.  The main objective of the fair was to have students view the theme of The Struggle for Human Rights from the lens of diverse academic subjects.  Eleventh Grade humanities teachers solicited students to present projects presented previously in their respective classes.  The program was divided into three twenty minute sessions.  Students were given a schedule of six viewing options and asked to attend and critique three as a mandated homework assignment in social studies and English.  Extra credit was given to student participants.
 
Students from Mr. Schirtzer’s US History classes, Rosangela Catalano, Rafaella Eydelman, Fenella Shneur, Ji Yong (Kathy) Pak, Vivian Zhen, Katherine Kleyman, Angela DellaRocca, Jessica Reyes, Kylie Malasarte and Miranda Young, and students from Ms. Ortiz Wasilewski’s Spanish 6 classes, Peysakh Shalumov, Simon Avshalumov and Roman Leshchinskiy, presented a video gallery from their Immigration projects. The audiences were visibly moved by these authentic firsthand accounts of the struggles the students’ ancestors encountered when they emigrated to the United States.
 
Mr. Diedrich’s Advanced Placement Language and Composition classes presented a myriad of moving and stimulating power point presentations on the subject of civil rights.  For example, Jessica Cartusciello and D’Anna McAuliffe’s presented their documentary on Women’s Suffrage.  The struggle for Gay Rights was chronicled by power point presentations from Jennifer Hanft, Grazyna Dworan, Ilana Khanonov and Anastasia Danilevsky, as well as Edith Flores and Lizbeth Diaz from Mr. Del Ré Constitutional Law class.  In addition, Aarsh Vora and Erick Fedorenko presented a provocative expose of the plight of Child Soldiers in Africa.  The Rights of Physically and Mentally Challenged Children was profiled by Olena Krasnytska and Ilya Yuzefovich.  The need for Global Rights for Women was advocated by Ariana Lihari and Yezdan Pece.  The shocking reality of Human Trafficking was exposed by Elizabeth Rimsky’s power point presentation.  Other highlights from Mr. Diedrich class included power points from Nancy Shtarkman, Daniella Mironov, Lizbeth Diaz, Harry Kasapidis, Michelle Rosati, Angela Sarkisyan and Mirac Karatas.
 
          In the Drama Studio, students from Ms. Lasalle’s US History classes brought the Roaring Twenties to Life.  She and her lithe and nimble flappers, Nora Elbassiony, Maria Menedez, Danielle Natoli, Jenna Federici, Kalli Monti, Tina Petronio, Nigeria Tate, Jessica Gomez, Elizabeth Knizhnikova, Natalie Martin, Sofiya Shabelnik, Tashauna Nestor and their suave men about town, Harry Kasapidis and Jared Lachner, danced the Charleston to the delight of their audiences; proving that it don’t mean a thing if it ain’t got that swing.  Accompanying the live performances, Jessica Gomez, Nigeria Tate and Stephanie Wu, students from Ms. Billy’s Junior American Literature English class, chronicled the Civil Rights Movement with emphasis on the contributions of Martin Luther King, Malcolm X and novelist Richard Wright.
 
The Harlem Renaissance was given its just due historically and artistically by students in Mr. Wotypka’s and Mr. Cohen’s junior American literature classes.  Students Fidan Mamedova, Alejandro Cervantes, Shahrukh  Jalil, Umamah Najeeb , Erlind Kaca, and Michael Ostrow gave a choral reading of Countee Cullen’s Harlem Wine.  Students Danielle Natoli, Yaroslava Budilovskaya and Stephanie Komrash adapted Claude McKay’s sonnet If We Must Die to a modern tune and students Anastasia Moses Olokunola and Zainab Dandia presented a medley of Langston Hughes poems on the subject of dreams.  The recitation of verses was accompanied by power point presentations on influential poets.  Students Rosie Oliveri, Natalie Martin and Gabriella Sabler profiled poet Arna Bontemps.  Kristen Herchenroder also provided her insights into the life and works of Arna Bontemps.  The artistry of Claude McKay was profiled by power point presentations by Nicole Mastrangelo, Brandon Shafran, Shanice Gentile and Briana Beckford as well as one created by Arthur Kogan, David Mantelman and Kenny Benitez.
 
Mr. Azzarello’s Jazz and Concert Orchestra presented a multimedia concert about the Jazz Age.  They compiled still photos and newsreel footage profiling the African American musicians who valiantly fought for civil rights and equality at the same time they were developing a new artistic sound.  The documentary profiled such artists as Bessie Smith, Billie Holiday, Louis Armstrong, John Coltrane and Billy Eckstine.  While the video was running,  jazz and concert orchestra members,  Samra Feratovic, Margarita Norova, Raymond Ye, Jenny Ng, Allene Khazanov, Gabrielle Roman, Dina Piperakis, Maria Walsh, Izzy Levenson, Michael Jouravlev, Charles Bathersfield, Kevin Ultsh, Sarah Hindle, Andres Tito, Serafima Norova and Anastasia Danilevsky, played the following  jazz selections: Don Ferrara’s Sunflower, a variation of Jerome Kern’s Yesterdays, Bud Powell’s Strictly Confidential, Miles Davis’s Four and Thelonious Monk’s Evidence, a variation on the traditional jazz composition Just You, Just Me in tribute to the struggles of these artists.
 
From the review of the students’ critiques, it was evident that they were able to see the historical, artistic, literary and cultural connections on this central theme; a theme that formed the big question of their junior year inquiry in humanities.  It was a well-conceived, well-orchestrated and well-executed cultural affair brought to fruition by dedicated teachers working collaboratively and gifted and passionate students tapping their creativity, learning styles and aptitudes in labors of loves, expounding on a relevant topic reflecting on an issue of great magnitude.   

 

1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
3. Conduct short as well as more sustained research projects to answer a question (including a self-generated 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.
4. Draw evidence from literary or informational texts to support analysis, reflection, and research

Speaking and Listening Standards