Connecting Threads Project Reflection

In our AP Language class, we began working on this project by identifying a specific abstract topic that is central to our existence. Next, we conducted research via nonfiction and other sources to construct complex central claims that state our opinions and recognize the complexity of the ideas within our lives. Utilizing our research as sources, we formulated fully-developed argumentative essays that properly established and supported our complex central ideas using synthesized quotes, followed by commentary. Then, we designed paper and cardboard prototypes of our 3D wood sculptures,. To close off the first semester, we gathered all these fragments together in a slide deck presentation to showcase our progress so far. However, come next semester, we'll use Inkscape design software to carve and engrave wood to create fully realized 3D works of art that express our conceptual viewpoints.

My abstract claim is based around history and whether it is pertinent that it be taught in the school system. I took interest in this topic because I wondered how the facts I learned in history class would benefit me in the future. I understood the value of STEAM but when it came to history, it seemed to be a rigorous and futile course. I've heard people say history is an key subject, but I wanted to figure that why for myself. Additionally, I was drawn to this topic because I thought it was fascinating to see the contradictions of different sides of conflicts and wonder what's the connection between the past and the present. Nevertheless, while progressing through this project, my mindset has changed and I believe that historical instruction does have its conveniences. I found a lot of relevant information whilst researching this concept, but ultimately, it all came back to this central idea that an individual's historical interpretation is shaped by their own experiences and perspective. My central claim is as follows: Although instruction may not be relatable to everyone, history class should still be taught because students can question their previous knowledge, understand current events and developments, and practice critical thinking by forming their claims based on their own historical interpretations.

I'm excitedly awaiting the new year with the prospect of creating my 3D diagram in mind. Using aspects of literature, technology, engineering, art, and math, I hope to bring my design process to a close with the fruition of my final piece.

"I'm Nobody! Who are you?" by Emily Dickinson

I'm Nobody! Who are you?

Are you – Nobody – too?

Then there's a pair of us!

Don't tell! they'd advertise – you know!

How dreary – to be – Somebody!

How public – like a Frog –

To tell one's name – the livelong June –

To an admiring Bog!