Hannah Rucker

In my High School experience, I’ve learned many skills that aid in my development to prepare me for the real world. I had to write poetry, make my own blog, challenge my logic and problem solving capabilities, produce foreign language movies and even debate ethics and morals. So far I know three experiences in my high school career that I’m positive will help me in the real world. One of these experiences is the Intergraded Project, also known as IP. We have worked on this project since the beginning of the school year. IP requires us to do extensive research on a topic, make a screenplay to answer an essential question, and combine it all together by generating a forty-five minute production. All of the time, energy and hard work I, and my team, have put in this project can not compare to how much work I would put in for a simple graduation project. IP meets the qualifications for a graduation project, and goes beyond. For a standard graduation project you must include research, writing or some other form of demonstrating. For IP we have to make research charts, write a script, and produce a video, a stage production as well as a slide show. It’s silly how PJAS, a project for science students in the high school, can count as a graduation project for so many years, yet IP is banned. A corrupt system can not be tolerated, we need change, and it should start with the acceptance of IP as a form of a graduation project.