Stop Motion Filmmaking (Cy)

It’s finally time! In this class we will be learning the basics of stop motion filmmaking. This will include character making, stop motion effects, set making and sound editing. We will start with story planning and character designing skills and over the course of the term each student will make a stop motion animated short film. Each student will need to bring a phone to download Cap-Cut and the stop motion studio app which will give us basic and well designed software for filmmaking. I am super excited for this class and can’t wait to see you all there!

Seattle Government (Brandon)

Students in this class will examine how the local gov’t functions, both in rhetoric and reality. Students will learn how the 3 branches of local gov’t operate, the role it plays on the the lives of its citizens, how to evaluate its efficacy and implementation of its policies, and how to advocate for change. Students will also explore how local tribal gov’ts interface with the city and state gov’ts.

  • Outside work: A small amount (e.g., <30 min) for each session
  • Mature themes: The realities of how a government functions and its effects on the citizenry.

HS Asian American Studies cont.  (History – Cultural Studies) (Sam)

An inclusive and landmark history, emphasizing how essential Asian American experiences are to any understanding of US history

Original and expansive, Asian American Histories of the United States is a nearly 200-year history of Asian migration, labor, and community formation in the US. Reckoning with the onset of the COVID-19 pandemic and the surge in anti-Asian hate and violence, award-winning historian Catherine Ceniza Choy presents an urgent social history of the fastest growing group of Americans. The book features the lived experiences and diverse voices of immigrants, refugees, US-born

Asian Americans, multiracial Americans, and workers from industries spanning agriculture to healthcare.

Despite significant Asian American breakthroughs in American politics, arts, and popular culture in the twenty-first century, a profound lack of understanding of Asian American history permeates American culture. Choy traces how anti-Asian violence and its intersection with misogyny and other forms of hatred, the erasure of Asian American experiences and contributions, and Asian American resistance to what has been omitted are prominent themes in Asian American history. This ambitious book is fundamental to understanding the American experience and its existential crises of the early twenty-first century.

Learning goals:

  • Reading text (both in class and outside of class)
  • Fully participate in discussions
  • Written reflections
  • Quizzes

• • Research and other scholarship connecting  to cultural studies

  • Outside work: A moderate amount (e.g., 30-60 min) for each session
  • Mature themes: Due to the nature of history, some elements could include loss of life and violent acts as essential to survival.

NPR Tiny Desk (Arts, Elective) (Sam)

As you know, I LOVE music! But what makes music better is when music is done live! To me, no one does it better than NPR and the Tiny Desk series. For each session, we’ll get together, pick a Tiny Desk concert and vibe! Afterwards we’ll chat about the music, the artist(s) and whatever else comes to mind.

  • Outside work: No outside work
  • Mature themes: Some of the lyrics could contain explict language.

Sociology (Social Science) (Sam)

Sociology is essentially the study of Human behavior and Social Structures. In this one semester class we will examine social phenomenon from an academic perspective looking for patterns of social interaction and how those interactions influence human behavior. Through a variety of methods students will explore different sociological ideas from an educative perspective in order to develop their own social perspectives and critical thinking skills.

Learning Goals

1. To foster a sociological imagination

2. To gain knowledge of sociological theory and its contributions to knowledge

3. To gain knowledge of the methodological approaches in sociology

4. To gain knowledge of the core concepts of a sociological perspective

  • Outside work: A small amount (e.g., <30 min) for each session
  • Mature themes: To be really open in a dialog based class, some language and ideas can extend into real life situations and narratives.

Polynesian Studies (Cultural Studies/History) (Sam)

Reading text/Book: TBD

One of the histories that has been forgotten over time is the history of an island based continent called Polynesia. Most actually focus on the popular Hawi’ian islands but the vast area has so much history, arts and culture that you can really with only imagine or be there to see it for yourself.

In our ongoing theme this year for middle school, were going to focus on using graphic novels to express the true beauty of this amazing cultural group and the added art which is found in these amazing works of literature.

Learning goals:

  • Reading text (both in class and outside of class)
  • Fully participate in discussions

• • Research and other scholarship connecting to cultural studies

  • Outside work: Occasional throughout the term
  • Mature themes: Due to the nature of history, some elements could include loss of life and violent acts as essential to survival.

Come Back to Me (Beginner Band) (Brandon)

A continuation of the beginner band.

  • Outside work: A moderate amount (e.g., 30-60 min) for each session

Demon-Haunted World (Brandon)

A continuation of the advanced band.

  • Outside work: A small amount (e.g., <30 min) for each session
  • Mature themes: potentially lyrical content

Songwriting (Brandon)

The culmination of the music theory class combined with both computer music classes. Students will use the knowledge gained from the previous theory classes to create original musical works. Students will demonstrate their ability to create rhythms, construct harmonic progressions, and articulate melodies, both on paper and on the computer. Students will be challenged to write and produce at least 4 songs with specific rules and restrictions per project to help narrow their options and coax out creativity.

  • Outside work: A moderate amount (e.g., 30-60 min) for each session

Get REELZ

Instagram, Threads, Tik Tok, Snapshat. We’ll watch/read and discuss reels, posts, videos, etc regarding current events, art and creativity, humor, and more.

HS – Black AF History cont. (History, Cultural Studies)

Note: This class is open to high school students only.

If you’ve ever sat through an American history class wondering where all the Black people were—besides slavery and Martin Luther King Jr.—Michael Harriot has written the antidote to your frustration. Black AF History: The Un-Whitewashed Story of America is what you’re looking for. It’s equal parts history lesson, roast session, and revolutionary act.

Harriot sets the entire Eurocentric timeline on fire and rebuilds it from Black roots. From the African presence in America before 1619 to the myth of Lincoln’s “great emancipation,” this book challenges everything we thought we knew—and does so with receipts.

Let’s be clear: this is not your average history text. Harriot writes like your brilliant, sarcastic cousin who majored in African American Studies and never lets foolishness slide at Thanksgiving dinner. His voice is conversational, hilarious, and unrelenting. One moment, you’re cackling at his takedown of founding father folklore; the next, you’re stunned by how deep the lies in our textbooks really go.

Learning goals:

  • Reading text (both in class and outside of class)
  • Fully participate in discussions
  • Written reflections
  • Quizzes

• • Research and other scholarship connecting  to cultural studies

  • Outside work: A moderate amount (e.g., 30-60 min) for each session
  • Mature themes: Due to the nature of history, some elements could include loss of life and violent acts as essential to survival.

HS Global Language (World Language) (Sam)

Note: This class is open to high school students only.

Language is not just how we talk to each other, but rather how we can communicate with each other effectively using our own language. As we grow and experience daily life, our words and gestures continuously build, navigate, and challenge our identities, social and cultural worlds. Through study and practice, we will explore early and modern linguistic forms of languages from ancient and modern times. Along with the main study of the roots of language, students will engage with their own individual language learning throughout the course of the term.

Learning goals:

  • Develop the four basic language competencies (reading, writing & speaking)
  • Engage with the five C’s: Communication, Cultures, Connections, Comparisons, and Communities

• • Create and present projects that express their understanding of language

  • Outside work: A small amount (e.g., <30 min) for each session

Understanding Studio Ghibli (Arts/Film) (Sam)

Studio Ghibli holds a unique place in the world of animation. Founded in 1985 by Hayao Miyazaki and Isao Takahata, the studio quickly became renowned for its visually stunning films, which often weave together intricate themes and grapple with profound philosophical questions. As anime continues to gain global recognition, understanding Studio Ghibli’s expansive and thoughtful filmography is essential for enthusiasts and casual viewers alike.

This class will serve as an exploration of Studio Ghibli’s cinematic landscape, offering insights into each film’s narrative structure, character development, key themes, and cultural significance. By examining their movies in the order of release, readers will not only understand the studio’s evolution but also appreciate how each film contributes to the broader tapestry of anime.

  • Outside work: Occasional throughout the term
  • Mature themes: Due to the nature of history, some elements could include loss of life and violent acts as essential to survival.

TRADING CARD GAMES (Elective) (Mako)

 

Yugioh, Pokémon, Magic the Gathering, you name it… in this class we are going to play a trading card game. But which one? That depends on who is in this class. As the sole Yugioh player in the school my main game is obviously Yugioh but that doesn’t mean that we can’t learn any other trading card games. We might dabble in Magic, Pokémon, or even One Piece. Students and staff alike are welcome to join in, see you there nerds.

 

This class is an elective credit!

  • Outside work: No outside work
  • Mature themes: Sometimes pop culture can lead to various themes including (fighting/battling).
  • Sponsor: Sam

Drawing Our Neighborhood (Christy)

Each week in class, we will head out into the neighborhood to draw, plein air (i.e., in the open air)! Students will practice drawing in 2-and-3-point perspective while they engage deeply in the practice of noticing. Students will build artistic skill as well as appreciation for the vibrant and diverse neighborhood our school calls home. Students will also gain appreciation for art as practice that slows down the mind, builds the muscle of self-regulation, and cultivates a mindset grounded in gratitude, peace, and joy.

Required texts/materials:

Students are welcome to bring in art materials of their choice if their preferred medium is not available at the school.

  • Outside work: Occasional throughout the term
  • Estimated cost per student: $15
  • Minimum students: 2
  • Sessions per week: block

Yearbook [CTE]

Let’s  build a yearbook in canva together that highlights our unique community and ensures memories and photos from this 2025-26 school year are captured forever!

This will require individual and group work, and will count for CTE credit.

Twilight Zone (Arts/Film) (Dan Gilmore)

The Final Frontier… No, wait, that’s “Star Trek”. Anyways, one of the longest running classes at PSCS comes to a bittersweet close with the spring “Twilight Zone” class. We will watch a wide selection of episodes from the 1960’s series as well as the reboots from the 1980’s, 2008, and 2019. We will discuss the underlying ideas of each episode and explore themes of justice/injustice, community, and speculative futures. Join me for one last journey into a dimension of imagination, sound, sight, and mind!

 

HS English – Mother Night (ELA) (Dan Gilmore)

Note: This class is open to high school students only.

High school students will read “Mother Night” by Kurt Vonnegut, followed by a series of short works, focusing on concepts of community and justice. We will read and analyze sections of the book and stories in class, discuss the plots, engage with close reading, explore themes and characters, as well as reading as homework. We will practice forms of literary criticism to gain a richer understanding of the book, encouraging critical thinking and constructive dialogue and further expanding their writing skills. 

Each week, students will be expected to read the assigned chapters/stories, and respond to each week’s didactic coverage with short essays and reflections, culminating in a final, longer form essay.

  • Mature themes:

MS English – Away (ELA) (Dan Gilmore)

Note: This class is open to middle school students only.

Middle school students will read “Away” by Megan E. Freeman, as well as supportive short stories that explore themes of community and justice. Students will explore different writing techniques, such as screen writing, newspaper journalistic writing, and poetic prose. Students will utilize the book and stories to expand their writing skills, understanding of grammar and figures of speech. Students will compare and contrast “Away” to the previously read book “Alone” by the same author, engage with close reading techniques, further develop their annotation and note taking skills, and practice constructive dialogue as a group. 

Each week, students will be expected to read the assigned chapters/stories, and will additionally be assigned short writing responses, quizzes and creative projects, intended to create a greater depth of knowledge of the source materials.

  • Outside work: A moderate amount (e.g., 30-60 min) for each session

Designing for Justice (Christy & Liv)

This class is open to students who have already taken Woodworking or Graphic Design.

In this term, students will create at least one piece of art that promotes social justice. Prompts will include things like, “if this problem was solved, what would people have done to solve it?” or, “if everyone understood THIS, then our society would be safer.” Students will determine a message or cause and learn how to “think like a designer” to produce work. What does that mean?! You’ll have to register for this class to find out.

Each class will include art discussions and progressing on individual work.

By the end of this class, students will be able to:
1. Map out a creative schedule to stay on track with their creative process(es)
2. Describe at least two ways that art with a social justice message connects to events in the real world through and because of it’s design

Outside Work:
Determined by the student’s project(s).

#Art #Christy #Liv #26Spring

Killer Whale Conservation and Seattle Science

In continuation with Terms 1 and 2, Term 3 science will bring us back to the Southern Resident Killer Whales. Our continued study on the impact of human and environmental factors that impact the growth or decline of particular species will revolve around the SRKW and salmon native to the PNW.

This term, off site field trips will account for at least 1/3 of our class meetings. We will take full advantage of the sites, museums, and spaces science is taking place across our city.

Outside work:
Expect 30 mins per week to maintain your Killer Whale journal and weekly reflection prompts.

#Science #Liv #26Spring

MS Algebra I

Continuation of full year course that began in Fall 2025. Each middle school student will have math four times per week.

Outside work:
30 mins max weekdays
30 mins every weekend

#Math #26Spring #Liv

HS Algebra I

Continuation of full year course that began in Fall 2025. Each high school student will have math four times per week.

Outside work:
30 mins weekdays
30 mins weekends

#Math #26Spring #Liv

Paradoxes of Hawaiian Sovereignty: Land, Sex, and the Colonial Politics of State Nationalism (Liv)

This class is a continuation from Winter Term.

We will cover topics from Paradoxes of Hawaiian Sovereignty: Land, Sex, and the Colonial Politics of State Nationalism by: J. Kēhaulani Kauanu in its entirety. We will read aloud as a group and use class time to discuss major themes. By the end of this class, students will be able to:
1. Describe at least three impacts of occupation and colonization to the Hawaiian islands forcibly imposed from haole.
2. Describe at least two ways the Kingdom of Hawaii adapted to assert its sovereignty on the global stage.

Open to all, “stretch” course for MS

TBD- Once or twice per week.

Outside work: None

#ELA #26Spring #Liv

Close Reading: Creations of Sex and Gender (HS) (Liv)

Note: This class is open to high school students only.

During this class, students will practice close reading as a group utilizing three texts.

  1. Chapter 4: Colonizing Bodies and Minds from Oyèrónkẹ́ Oyěwùmí’s Invention of Women: Making an African Sense of Western Gender Discourses
  2. Chapter 1: Anatomically Speaking: Ungendered Flesh and the Science of Sex from Black On Both Sides: A Racial History of Trans Identity by C. Riley Snorton
  3. Thomas Laquer’s Chapter 2: Destiny is Anatomy from Making Sex: Body and Gender from the Greeks to Freud

By the end of this term, students will be able to describe each author’s presentations of sex and gender and relate them to present social constructs of gender and sex. 

 

To earn credit in this course, students must:

-complete all readings

-keep ongoing notes in every course 

-seek opportunities to dig deeper and make connections to prior knowledge or relevant material from other courses

-contribute during in class discussions courageously

-apply feedback to future writing 

-follow all instructions and submit all three assignments by the final day of courses

Outside work: no outside reading, possible outside work to complete the course’s three assignments

#Health #26Spring #Liv

  • Outside work: See course description above
  • Mature themes: Descriptions of colonization and chattel slavery
  • Minimum students: 3
  • Sessions per week: 2