Lesson Title:

“The Highland Clearances: Land, Power, and Forced Migration”

Grade Level:

10th Grade

Subject:

World History / Social Studies

Time:

50 minutes

Learning Objectives:

• Students will analyze the socio-economic causes and effects of the Highland Clearances on rural Scottish communities.

• Students will evaluate the personal, cultural, and political impact of forced migration through historical fiction.

• Students will compare historical forced migrations to contemporary or global examples.

• Students will articulate the role of government, economic interests, and resistance in displacement events.

Teaching & Learning Theory:

Narrative Learning Theory (main theorist: Jerome Bruner)

Students construct meaning through story; using fictionalized history creates emotional resonance and deeper understanding of human experience, especially around concepts like identity, power, and injustice.

Supported by peer-reviewed study:

• Egan, K. (1997). The Educated Mind: How Cognitive Tools Shape Our Understanding. University of Chicago Press.

• Students process complex history more effectively when narrative is the central structure.

Common Core Standards (CCSS):

• CCSS.ELA-LITERACY.RH.9-10.2 – Determine the central ideas or information of a primary or secondary source.

• CCSS.ELA-LITERACY.RH.9-10.9 – Compare and contrast treatments of the same topic in several primary and secondary sources.

• CCSS.ELA-LITERACY.WHST.9-10.1 – Write arguments focused on discipline-specific content.

Michigan Social Studies Standards:

• WHG 7.1.1 – Analyze the historical origins and impact of nationalism.

• WHG 7.1.3 – Analyze and evaluate how economic and political systems influenced patterns of migration during the 18th and 19th centuries.

• P3.1.1 – Identify public policy issues and develop arguments about current or historical problems.

Materials:

• Chapter I of Land Shadows (“The Clearances”)

• Projector or printed copies of key excerpts

• Map of Scotland showing the Isle of Barra and migration routes

• Graphic organizer (Causes–Effects–Personal Impact)

• Exit ticket handout

Lesson Sequence (with Differentiation):

Bell Ringer (5 minutes)

Prompt: "What would it take to leave everything behind—your home, your culture, your land—because someone said you had to?"
Write 2–3 sentences. Share with a partner.

• Below grade level: Provide sentence starters.

• At grade level: Write independently.

• Advanced: Ask for historical or modern comparisons (e.g., refugees).

Mini Lecture & Context (10 minutes)

Brief background on the Highland Clearances (PowerPoint or oral lecture)

• Introduce Gordon of Cluny, Patrick Sellar, and the shift to sheep farming.

• Show a map of forced migration routes from Barra to Glasgow to New York.

Reading & Guided Analysis (20 minutes)

Read selected excerpts aloud (teacher or volunteer), especially emotional pivots:

• James & Mary’s conversation

• Church scene

• Escape to John Crawford’s boat

Use a graphic organizer:

• Column 1: Economic Cause

• Column 2: Human Impact

• Column 3: Resistance/Reaction

• Below grade level: Work in pairs, pre-highlighted text

• At grade level: Group work, find text evidence

• Advanced: Independent + add modern parallels (e.g., Syrian refugees, Dust Bowl)

Discussion (10 minutes)

Essential Question:

To what extent can economic development justify the forced displacement of people?

Use Socratic circle or think-pair-share format. Encourage references to the story and real-world examples.

Exit Ticket (5 minutes)

“What is one lesson we should carry from James McNeil’s experience into how we treat displaced people today?”
Write a short response.

Optional Extensions:

• Research the real Barra clearances and compare to James McNeil's story.

• Begin a project comparing the Highland Clearances to another forced migration in history (Trail of Tears, Partition of India, Ukrainian famine migration, etc.).

• Use mapping software to trace the route from Barra to New York.

Lesson Plan: Land Shadows Chapter 1 – “The Clearances”

Grade Level: 12th Grade (Senior English)
Subject: English Language Arts – Historical Fiction Analysis
Text: Land Shadows, Chapter 1
Time: 50 minutes
Content Advisory: Mature thematic elements including displacement, religious critique, emotional intimacy, and systemic injustice. Selected passages are curated for classroom use.

Learning Objectives:

• Analyze how literary techniques (dialogue, setting, symbolism, internal monologue) develop theme in historical fiction.

• Evaluate character motivation and psychological realism within the context of historical displacement.

• Identify how structure and narrative voice deepen emotional impact.

• Reflect on the ethical responsibilities of historical fiction writers in portraying trauma and truth.

Teaching & Learning Theory:

Reader-Response Theory (Louise Rosenblatt)

Emphasizes the reader’s role in constructing meaning—ideal for seniors engaging with morally complex narratives. Students relate text to personal experiences, social issues, and emotional understanding.

Common Core ELA Standards (12th Grade):

• CCSS.ELA-LITERACY.RL.11-12.1 – Cite strong textual evidence to support analysis and inferences.

• CCSS.ELA-LITERACY.RL.11-12.3 – Analyze the impact of the author’s choices regarding characterization, structure, and point of view.

• CCSS.ELA-LITERACY.W.11-12.9 – Draw evidence from literature to support written analysis and reflection.

Michigan ELA High School Standards:

• CE 2.1.5 – Examine style, tone, mood, and imagery in literature to interpret thematic purpose.

• CE 2.2.1 – Analyze complex characters and their development across a narrative arc.

• CE 3.1.2 – Write responses using textual evidence to support interpretation and analysis.

Materials:

• Selected excerpts from Chapter 1 (focus on displacement, character conflict, and moral dilemmas)

• Projector or printed text selections

• Character & Theme Analysis worksheet

• Writer’s Notebook or journals

• Optional: Historical context handout on the Highland Clearances

Lesson Sequence (with Differentiation):

Bell Ringer (5 minutes):

Prompt:
“Is it possible to resist injustice without violence?”
Write a short paragraph. Be prepared to connect this to characters in the reading.

• Below grade level: Provide sentence starters.

• At grade level: Independent response.

• Advanced: Ask students to cite a historical or current example.

Context & Framing (5 minutes):

Briefly introduce the Highland Clearances and the fictional family of James and Mary McNeil.
Clarify that the chapter contains emotional intimacy and systemic violence; today’s focus is on how the narrative voice, dialogue, and setting bring depth to displacement.

Reading & Discussion (20 minutes):

Read aloud or in small groups selected passages:

• James and Mary discussing the plan to leave

• The church confrontation

• The escape to the Arran boat

Guided Questions:

• What drives James’s decisions, and how does Mary challenge or reinforce them?

• How does the setting shape their emotional reality?

• How does the author use silence, dialogue, and symbol (the hearth, the fiddle, the church) to represent loss?

Activity: Character & Theme Map (10 minutes):

Students complete a worksheet identifying:

• Internal vs. external conflict for James and Mary

• Central theme(s) of the chapter (loss, resistance, family, oppression)

• One symbol or motif and its impact

Exit Ticket (5 minutes):

Prompt:
Choose one line of dialogue from James or Mary and explain how it reveals a deeper truth about the story’s theme.

Optional Homework / Extension:

• Write a literary response analyzing how the chapter handles the emotional costs of forced migration.

• Compare this fictional scene with a historical source on the Highland Clearances.

Note on Mature Content:

If teaching the full unabridged chapter, teachers should:

• Provide content warnings ahead of time

• Offer alternative reading passages upon request

• Focus classroom discussion on literary and ethical dimensions, not graphic detail

Land Shadows Chapter 1 – Character & Theme Map Worksheet

Name: _______________________
Date: ________________________
Class: Senior English – 12th Grade

📖 Focus: Analyze the literary elements of character, theme, and symbolism in Land Shadows Chapter 1 (“The Clearances”).

Part I: Character Conflict

For each character, list one internal conflict (emotional/psychological) and one external conflict (social, physical, or political).

CharacterInternal ConflictExternal ConflictJames McNeilMary McNeil

Part II: Author’s Craft – Dialogue & Voice

Choose one line of dialogue or narration that stood out to you. Copy it below and explain what it reveals about the character or theme.

Quote:
“___________________________________________________________”

Why is this significant?

Part III: Theme Exploration

Which of the following themes are most central to Chapter 1?
✔️ Check all that apply and provide a short explanation or example from the text.

• Forced migration / Displacement

• Family loyalty

• Religious hypocrisy

• Resistance vs. submission

• Identity and cultural loss

• Moral courage

Brief Explanation (2–3 sentences):

Part IV: Symbol or Motif Analysis

Choose one object, setting, or repeated idea (motif) from the chapter (e.g., the hearth, the fiddle, the peat fire, the church). Explain how it deepens the story’s emotional or thematic meaning.

• Symbol/Motif: __________________________

• What does it represent, and how is it used in the story?

Reflection (Optional):

If you had to leave everything behind like the McNeils, what three items would you take—and why?

1. ____________________________ – ____________________________________

2. ____________________________ – ____________________________________

3. ____________________________ – ____________________________________

Lesson Plan: Land Shadows Chapter II – “H.M.S. Badger”

Grade Level: 9th Grade
Subject: Reading / Historical Fiction
Length: 50 minutes
Focus: Conflict, Suspense, Courage, and Moral Dilemmas in Historical Fiction

Learning Objectives:

• Analyze how suspense and conflict are used to build narrative tension.

• Interpret character motivations and decisions in the face of danger and uncertainty.

• Connect historical fiction elements to real-world contexts, including immigration and maritime danger.

• Evaluate how the author’s structure and word choice impact mood and tone.

Teaching & Learning Theory:

Narrative Learning Theory (Jerome Bruner)

Story-based learning deepens student comprehension by providing emotional and cultural context. In this lesson, narrative conflict helps students explore ethical decision-making and personal agency.

Common Core ELA Standards (9th–10th Grade):

• CCSS.ELA-LITERACY.RL.9-10.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly and what can be inferred.

• CCSS.ELA-LITERACY.RL.9-10.2 – Determine a theme or central idea of a text and analyze its development over the course of the text.

• CCSS.ELA-LITERACY.RL.9-10.5 – Analyze how an author’s choices concerning how to structure a text create effects such as mystery, tension, or surprise.

• CCSS.ELA-LITERACY.SL.9-10.1 – Initiate and participate in a range of collaborative discussions.

Kansas Standards for ELA (Grade 9):

• RL.9.1 – Cite relevant textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

• RL.9.3 – Analyze how complex characters develop and interact with others to advance the plot.

• RL.9.5 – Analyze how an author’s choices concerning text structure, order of events, and time manipulation create effects.

• SL.9.1 – Engage effectively in a range of collaborative discussions with diverse partners.

• W.9.10 – Write routinely for a range of tasks, purposes, and audiences.

Materials Needed:

• Excerpts from Land Shadows, Chapter II

• Conflict & Suspense Analysis Worksheet

• Whiteboard/projector (optional: to highlight key terms like revenue cutter, Arran boat, heave to)

• Writer’s notebooks

• Optional: Audio clip of sailing sounds or cannon fire for atmosphere

Lesson Sequence (Differentiated):

Bell Ringer (5 minutes):

Prompt:
“Describe a time you had to decide quickly—without knowing what might happen next. What helped you choose?”
Students write a short reflection.

• Below grade level: Use a graphic prompt or sentence starters.

• At grade level: Independent writing.

• Advanced: Ask for a connection to a fictional character or real event.

Mini Lesson (5–7 minutes):

Provide historical context:

• What were revenue cutters?

• Why were smugglers common in the Hebrides?

• What does it mean to “heave to” or fire a “warning shot”?

Introduce key terms: suspense, external/internal conflict, pacing, moral dilemma.

Guided Reading & Group Discussion (20 minutes):

Read selected excerpts aloud or in small groups:

• Fog encounter with the H.M.S. Badger

• Cannon fire and the zig-zag escape

• John’s secret smuggling

• Decision at the Glasgow ticket office

Guiding Discussion Questions:

• How does the fog symbolize uncertainty or danger?

• What risks does John take—and why?

• How do Mary’s actions reflect strength under pressure?

• What theme emerges through the family’s choice at the end?

Collaborative Activity (10 minutes):

Conflict & Suspense Map Worksheet
Students complete a chart in pairs:

EventConflict Type (Man vs. Man/Nature/Self/Society)Suspense Effect

Differentiation:

• Below grade level: Conflicts are pre-identified; students describe effect.

• At grade level: Students choose and label each.

• Advanced: Students suggest alternative outcomes or interpret symbolism.

Exit Ticket (5 minutes):

Prompt:
“Would you have continued to run, knowing the revenue cutter was armed—or surrendered for your children’s safety? Why?”
Students provide evidence-based responses.

Optional Homework or Extension:

• Write a short first-person monologue from Mary’s perspective just after they land.

• Research assignment: Compare John Crawford’s boat to real Arran boats of the 1800s—design and use.

STEM – Science | Chapter 2: H.M.S. Badger

Grade Level: 11th Grade
Duration: Two 50-minute sessions
Text Reference: Land Shadows, Chapter 2
Lesson Title: Navigating the Unknown – Weather, Wind, and Water in the Age of Sail
Focus Area: Earth Science / Meteorology / Scientific Reasoning

Lesson Overview

This two-day interdisciplinary science lesson draws from Land Shadows, Chapter 2, where the characters aboard the H.M.S. Badger must interpret environmental clues to make critical navigational decisions. Students examine how 19th-century sailors understood wind, weather, and ocean conditions—then compare their methods to modern meteorological tools. The goal is to use story as a platform for real scientific inquiry, connecting historical navigation to current Earth science and physics standards.

Learning Objectives

By the end of this lesson, students will be able to:

• Describe how 19th-century sailors predicted weather using natural indicators and early instruments.

• Compare historical weather forecasting with modern atmospheric data tools.

• Analyze environmental data to make decisions and simulate maritime navigation.

• Apply key science literacy skills to interpret real-world patterns in weather and ocean systems.

• Explain how narrative learning can support scientific reasoning.

Materials Needed

• Excerpt from Land Shadows, Chapter 2 (highlighting the H.M.S. Badger scene)

• Historical weather log sample (provided or teacher-created)

• Access to NOAA wind and pressure maps (or printouts)

• Map of coastal region (real or fictionalized route from the novel)

• Devices or printed barometric pressure/wind charts

• Student notebooks or decision charts

• Sticky notes or whiteboards for group simulation

Session 1: Historical Weather Science and Decision-Making

1. Intro Reading (10 minutes)
Students read a brief excerpt from Chapter 2 describing the captain’s assessment of wind, waves, and approaching weather. This opens discussion about the reliance on nature as both a compass and a warning system.
Learning Theory: Narrative Learning – Jerome Bruner
Why it works: Students use the story as a mental anchor to understand science concepts.
Supporting Study: Bruner, J. (1991). The narrative construction of reality.

2. Mini-Lesson: Tools of the 19th Century Sailor (15 minutes)
Teacher introduces basic navigation tools of the era: barometer, wind vanes, cloud observation. A sample 1860s weather log is shared.
Students interpret the log and discuss how sailors may have read these signs.
Learning Theory: Experiential Learning – David Kolb
Why it works: Students interact with real/historical material to build understanding.
Supporting Study: Kolb, D. A. (1984). Experiential learning.

3. Group Simulation: Would You Sail? (25 minutes)
Students work in small groups with a fictional log (based on novel conditions) and decide: Would you set sail or anchor down? Groups must justify their decisions based on wind, pressure, and weather descriptions. Each group presents briefly.
Learning Theory: Constructivism – Lev Vygotsky
Why it works: Collaborative problem-solving helps construct deeper conceptual understanding.
Supporting Study: Vygotsky, L. S. (1978). Mind in society.

Session 2: Modern Meteorology and Scientific Comparison

1. Quick Prompt (5 minutes)
Students brainstorm: What modern tools would have changed the crew’s decision? GPS? Radar? Barometers? Discuss.

2. Mini-Lesson: Then vs. Now (15 minutes)
The teacher presents current meteorological tools (e.g., real-time NOAA data on barometric pressure and wind). Students compare this to historical methods.
Learning Theory: Cognitive Apprenticeship – Allan Collins
Why it works: Students see expert thinking modeled with real-world tools.
Supporting Study: Collins, A. et al. (1989). Cognitive apprenticeship.

3. Lab Activity: Plan a Voyage (30 minutes)
Students receive a modern weather map with wind and pressure data (digital or printed). They are assigned a route along a fictional or historical coastline. Using the data, they plan a 2-day sail route. Each group presents: Where would you go? What would you avoid? What risks remain?
Learning Theory: Inquiry-Based Learning – John Dewey
Why it works: Students analyze real data, ask questions, and make decisions like real scientists.
Supporting Study: Dewey, J. (1938). Experience and education.

Standards Alignment

Common Core Science Literacy (Grades 11–12):

• CCSS.ELA-LITERACY.RST.11-12.3: Follow multistep procedures

• CCSS.ELA-LITERACY.RST.11-12.7: Integrate visual and quantitative information

• CCSS.ELA-LITERACY.RST.11-12.9: Synthesize information across sources

Tennessee Science Standards (Grades 9–12):

• ESS3.1: Evaluate practices that reduce environmental impact

• ESS2.4: Analyze water systems and how they affect climate

• PS4.2 (Extension): Evaluate the role of electromagnetic waves in communication/navigationDescription text goes here

STEM – Math | Chapter X: The Ranch

Grade Level: 12th Grade
Duration: 50 minutes
Focus Area: Applied Algebra & Geometry
Title: Miles, Money, and Mesas: Ranch Math on the Frontier
Text Reference: Land Shadows, Chapter X – “The Ranch”

Lesson Overview

This lesson applies math concepts to the rugged, isolated setting of Land Shadows. Students calculate real-world ranch problems using algebra and geometry: grazing ratios, cattle travel distance, and land area estimation. The story provides a context that transforms abstract math into practical, high-stakes reasoning.

Learning Objectives

Students will:

• Apply proportional reasoning to livestock and land management

• Calculate distance and travel time based on rate

• Estimate area using geometric reasoning

• Translate narrative scenarios into mathematical models

Materials Needed

• Excerpt from Land Shadows, Chapter X

• "Ranch Math" problem handout

• Graph paper and ruler

• Calculator

• Visual terrain map or ranch diagram (optional)

Instructional Sequence

1. Story-Based Hook (5 minutes)

Activity: Read a descriptive passage from Chapter X where the land’s scale, terrain, and remoteness are discussed. Ask students:
“If you were managing this land, how would you calculate how many cattle it could support or how long it would take to move them across it?”

• Learning Theory: Narrative Learning

• Theorist: Jerome Bruner

• Why it works: Anchoring abstract concepts in story provides a schema that enhances memory and motivation

• Supporting Study: Bruner, J. S. (1991). The narrative construction of reality. Critical Inquiry, 18(1), 1–21.

2. Mini-Lesson (10 minutes)

Activity: Direct instruction and example-based review of:

• Unit rates (e.g., acres per cow)

• Distance = rate × time

• Area formulas for irregular land plots

• Learning Theory: Cognitive Apprenticeship

• Theorist: Allan Collins

• Why it works: Teachers model expert thinking strategies before students apply them

• Supporting Study: Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Knowing, Learning, and Instruction, 453–494.

3. Guided Problem Solving (30 minutes)

Activity: Students complete three scenario-based problems:

1. Grazing Ratio: How many cattle can 1,200 acres support if each needs 2.5 acres?

2. Travel Time: A rider moves cattle 18 miles at 4 mph—how long will it take?

3. Land Area: Estimate the area of a triangular mesa using sides: 1,000 ft, 1,200 ft, 1,500 ft (Heron’s Formula)

Differentiated Instruction:

• Below Grade Level: Scaffolded formulas, visual guides, and fill-in-the-blank equations

• At Grade Level: Standard problems with full calculation steps

• Advanced: Add an economic modeling extension—calculate profit loss under overgrazing

• Learning Theory: Problem-Based Learning

• Theorist: Howard S. Barrows

• Why it works: Students construct knowledge by solving complex, open-ended problems

• Supporting Study: Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235–266.

4. Exit Reflection (5 minutes)

Activity: Students respond in writing:
“Which variable—land, livestock, or time—is most difficult to control, and how would that affect your calculations?”

• Learning Theory: Constructivism

• Theorist: Lev Vygotsky

• Why it works: Reflective, self-directed processing helps students internalize and generalize their learning

• Supporting Study: Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375.

Standards Alignment

Common Core Math Standards (High School):

• HSA.REI.A.1: Solve equations as a process of reasoning

• HSG.MG.A.1: Apply geometric concepts in modeling situations

• HSF.LE.A.1: Construct linear and exponential models and interpret them

New York State Next Generation Mathematics Standards (Algebra & Geometry):

• A.CED.A.1: Create equations that describe numbers or relationships

• G.MG.A.1: Use geometric models to describe real-world situations

• N.Q.A.1-3: Reason quantitatively and use appropriate units

Lesson Plan: Digital Testimony—Creating Multimedia Narratives of Historical Injustice

Grade: 8th
Subject: Technology
Time: 50 minutes
Text: Chapter XIX of Land Shadows by R. J. Striegel
Lesson Title: “Digital Testimony: Telling Carrie-Mae’s Truth”

Objective

Students will use digital tools to create a multimedia narrative that gives voice to Carrie-Mae’s experience at Carlisle Indian School and her journey westward. By the end of the lesson, students will have created the opening storyboard and selected media elements for a short video or digital poster that demonstrates historical understanding, emotional depth, and technical competency.

Materials

• Printed excerpts or digital access to Chapter XIX

• Laptops or tablets with internet access

• Access to digital tools: Google Slides, Canva, or Adobe Express

• Headphones (optional for multimedia exploration)

• Storyboard template (printed or digital)

• Historical background handout on the Carlisle Indian Industrial School and digital storytelling tips

Standards Alignment

Common Core (ELA-Literacy and Technology Integration):

• CCSS.ELA-LITERACY.W.8.6: Use technology to produce and publish writing

• CCSS.ELA-LITERACY.RI.8.3: Analyze how a text makes connections among individuals, ideas, or events

• CCSS.ELA-LITERACY.SL.8.5: Include multimedia components and visual displays in presentations

Colorado Academic Standards – Computer Science & Reading/Writing/Communicating:

• CT.L2: Apply computational tools to create artifacts for information sharing

• RW.3.1.b: Produce clear and coherent writing in which the development and organization are appropriate

• RW.2.1: Organize and present information, concepts, and ideas

Learning Theory and Pedagogical Framework

• Constructivism (Jean Piaget): Students actively construct meaning by synthesizing text and historical context into a digital product.

• Narrative Learning (Jerome Bruner): Students use storytelling to make sense of history through a personal lens.

• Culturally Responsive Teaching (Gloria Ladson-Billings): The lesson foregrounds Indigenous perspectives and resilience.

Lesson Activities (50 minutes)

1. Hook & Contextualization (5 minutes)
Pose this prompt on the board:

“How can technology preserve stories that were nearly erased?”
Briefly introduce the historical context of the Carlisle Indian Industrial School and what “Kill the Indian, Save the Man” meant in practice.

2. Read & Reflect (10 minutes)
Students read selected paragraphs from Chapter XIX (provided or projected). Prompt them with:

• What injustices did Carrie-Mae face?

• How did she use language (French, English) and identity to resist?

3. Teaching Segment: Digital Testimony (5 minutes)
Introduce digital storytelling as a way to restore silenced voices. Show a 1-minute sample digital story (pre-screened for age appropriateness, such as a clip from the Survivors Speak project).

4. Storyboarding & Planning (15 minutes)
Students will draft a storyboard for a multimedia narrative titled Carrie-Mae’s Truth. They must select:

• 3 major moments from the text

• 1 quote to narrate in their voiceover

• 2 visuals (historical or symbolic)

• 1 musical or ambient sound effect (optional)

Differentiated Instruction:

• Below Grade Level: Sentence stems for quotes, suggested image bank

• At Grade Level: Open-ended storyboard, tech tutorial handout

• Advanced: Option to draft full script or begin building in Canva/Adobe Express

5. Peer Collaboration (10 minutes)
Students pair up to share their storyboard and offer feedback. Prompt questions:

• Does this represent Carrie-Mae’s truth?

• Are your media choices respectful and powerful?

6. Wrap-Up & Exit Ticket (5 minutes)
Students answer on paper or Google Form:

What do you want your audience to feel when they see your digital testimony?

Assessment

• Completion and thoughtfulness of storyboard

• Relevance of chosen quotes, images, and themes

• Reflection on representation and empathy in storytelling

Extension / Homework (Optional)

Complete a rough cut or digital poster version of the project at home or during a tech lab day. Host a showcase called Truth in the Shadows where students present their work.