10th Grade

The three weeks prior to Osprey Blocks we are going to look at various coming of age stories from around the world, and ask ourselves what it means to "come of age" in 2024. 

When we return, we will dive into the Middle East in a unit I am calling Empire to Art where the final project will lead us to create a group mosaic mural. 

Following that unit, we will study Genocide in the 20th Century in which students will create an emotionally charged Genocide Museum

Quarter 4 takes us to the famed cross-curricular Energy Project in which student work with others outside of their normal pod to create an informative and cross curricular masterpiece. 

Click on any of the One-Pagers below to see more information about a given unit 

Dear Parents and Guardians,

The 2025/2026 school year is upon us, and I am ready to jump right in and talk about some heavy, but important topics this year. While freshman year centers on developing a sense of individuality and personal identity, sophomore year challenges students to look outward—toward the broader world and their place within it. During this year, students begin to deepen their understanding of complex global issues, explore diverse perspectives, and reflect on how their own beliefs, values, and experiences shape the way they see the world.

This shift encourages students to think critically about current events, historical legacies, and cultural dynamics, all while considering how they themselves can contribute meaningfully to the communities and conversations around them. It's a year of expanding awareness, intellectual curiosity, and the early formation of personal worldviews.

The purpose of this letter is to provide an overview of the content and themes your student will be exploring in our class for roughly ¾ of this sophomore year at Animas with me. Given the nature of the material, I want to ensure that you are informed and have the opportunity to reach out with any questions or concerns.

Unit 1: Modern Middle Eastern History and Literature

After we return from Osprey Blocks, students will begin a multidisciplinary unit focused on the Middle East—exploring the region’s history from the Ottoman Empire to the present, with a special focus on the ongoing conflict between Israel and Gaza. Students will examine the historical roots of this and other regional tensions, investigate current humanitarian and political issues, and consider how war and displacement impact the lives of ordinary people.

As part of this unit, students will read A Thousand Splendid Suns by Khaled Hosseini. The novel is set in Afghanistan, it powerfully captures the human experience during prolonged conflict, especially through the lens of women. Key themes include:

• Domestic violence and gender-based oppression

• The effects of war and political instability on everyday life

• Loss, resilience, and survival in the face of adversity

Please note that the novel includes emotionally intense and mature content. It will be taught thoughtfully, with space for guided discussion and personal reflection in a respectful and supportive environment.  Please let me know if you have any questions or concerns about this novel and we can work together to find an alternative solution for your student.

Learning Goals

Through this project, students will:

• Analyze the historical development of the Middle East and its influence on present-day events

• Explore the roles of politics, religion, and culture in shaping identity and conflict

• Examine how art reflects and shapes historical and cultural narratives

• Develop empathy and cross-cultural understanding through literature and artistic expression

• Collaborate on creative projects that promote dialogue and global awareness

One of the key creative components of the unit is a collaborative mural project, in which students will use Middle Eastern symbols, storytelling, and visual art to depict the region’s narrative and student learning. 

Unit 2: Genocide and Human Rights

After this unit, and before we embark on Quarter 4’s Energy Project, students will take part in a unit focusing on Genocide and Human Rights with a case study of the Rwandan Genocide.

Throughout the unit, students will examine:

• The causes and warning signs of genocide

• The roles of individuals, governments, and international organizations in preventing or responding to genocide

• How these atrocities can be prevented in the future

I believe that studying genocide offers high school students crucial lessons about personal and collective responsibility when facing injustice. The seriousness of the topic often leads to deep engagement, helping students connect with global issues and understand that crimes against humanity are not only historical—they still occur today.

During this unit, we will use a variety of sources, including films and written accounts that may include difficult and sometimes graphic imagery or descriptions, which are unfortunately part of any honest study of genocide. These materials will be presented thoughtfully and with context. I am sharing this information in advance so that you are aware of the emotional weight of this topic and can be prepared to discuss it with your student as needed.

Attached to this letter is a list of the films, books, and resources we plan to use in the unit, along with brief descriptions and excerpts from reviews. If you have any questions or would like to preview any materials, please don’t hesitate to do so or to contact me. I would be happy to speak with you.

Supporting Your Student

We understand that these topics may be challenging or emotional for some students. They will be supported in class through structured discussions, content warnings, and access to alternative options when necessary. I encourage you to check in with your student throughout these units and continue the dialogue at home.

Please don’t hesitate to reach out if you have any questions, would like to preview materials, or wish to discuss alternative assignments for your child.

Thank you for your continued partnership in your student’s education. I look forward to a meaningful and thought-provoking semester.

Warm regards,

Sarah Brown