Current educational systems are trying to transform their practices with those that align with critical thinking skills, collaboration amongst students and allowing students to feel motivated and engaged in learning. Within a special education classroom at a Title I high school located in South Tempe, Arizona, a design was innovated in order to attempt to enhance this learning environment to foster students’ ability to build intrinsic motivation and engaged within their classroom through collaboration and the autonomy supported by the teacher and this innovation. Throughout this paper, you will be able to see the contextual analysis, theoretical inspirations, design constructs and analysis of the implementation within two separate class periods.

The Mixtec pictorial manuscript, now known as the Codex Tonindeye, was stolen from an Italian monastery library in 1859. Several decades later, the Mexican American anthropologist Zelia Nuttall located the document after many years of searching. Determined to reinstate its historical identity, Nuttall closely studied the codex and reproduced it in a lush facsimile; it was named the Codex Nuttall (1902) in her honor. Using Nuttall’s correspondence with her publishers at the Peabody Museum, this article investigates the role of archives and museums in nineteenth-century textual scholarship, explores how Nuttall relocated the codex and labored over creating the facsimile, and addresses the ongoing importance of the document.