Category Archives: Social Justice

Ejaculate Responsibly: A Whole New Way to Think About Abortion (HS Only) (Amy)

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

This course will focus on reading and discussing the book “Ejaculate Responsibly: A Whole New Way to Think About Abortion” by Gabrielle Blair.

In our current reality of abortion restrictions in many US states, this text offers us a new way to think about the responsibility of pregnancy prevention.

While the book is generally binary in its discussion of reproduction (“men” and “women”), we will take a more expanded and inclusive approach of considering those with the ability to produce sperm and those with the ability to produce eggs.

Some reflective writing will be included in this course, as well as a project that will serve to summarize and share your learning.

Required texts/materials: The instructor will procure the texts/materials.

Queer History of the United States (Amy and ASam)

The fight to exist as Queer people is not new – people right here in the United States have been trailblazing a path for centuries.  Join us as we learn about how Queer folx have protested, struggled, lived, loved, thrived, and imagined.  The battle for equality is not over.  Be inspired by those who have come before you, and learn how where you sit today can influence the future of Queer rights movements.

This course will consist of reading, reflective writing, and rich class discussions.

Required texts/materials: The instructor will procure the texts/materials.

AP African American Studies HS (cont) (Sam)

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

This course will provide an overview of the history of Africans and their descendants across the globe, including but not limited to African civilizations prior to European colonialism, encounters between Africa and Europe, movements of Africans to the Americas and elsewhere, and the development of Black communities in and outside Africa. Learners will explore the complex interplay among the political, economic, and cultural forces that shape our understanding of the historic achievements and struggles of African-descended people in the United States and their relation to others around the world. In addition to the curricular materials, students can select a topic for further exploration and in-depth research.  A variety of texts and community resources will be used to provide applicable and real-world examples related to the content.

Climate Optimism (hannah)

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

In this interdisciplinary class, we will learn about the current state of the global climate crisis. This class will be a mix of science, English, current events, and project-based learning. 

My objective is for students to come away from this class with more understanding about climate science; knowledge about movements and solutions happening locally and worldwide; and to gain skills and strategies that can be implemented immediately. And – to embody agency, power, and hope. 

Some examples of the type of work in this class: 

  • Reading, analyzing, discussing current articles from major publications about climate solutions
  • Initiating a “green team” at school who could, for example, create and implement a system for our compost and other waste – get a worm bin??
  • Researching local climate solutions and grassroot movements happening in Seattle 
  • Basic science lessons on how and why climate change is happening 
  • Study local Indigenous Science and consider how we might initiate those systems on small and large scales 
  • Learning from visiting speakers who are currently working in the environmental sector

Global Graphic Novels – MS Literature (hannah)

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

In this class, we will read two different graphic memoirs about global geopolitical events, Banned Book Club by Kim Hyun Sook and Maus by Art Spiegelman. Both of these books have recently ended up on banned book lists in schools and public libraries across the country. 

Banned Book Club is a memoir about Kim Hyun Sook’s experience in college in South Korea in 1983. This was during South Korea’s Fifth Republic, a military regime that entrenched its power through censorship, torture, and the murder of protesters. In this charged political climate, Hyun Sook sought refuge in the comfort of books. Instead, she found herself hiding in a basement as the youngest member of an underground banned book club. But in a totalitarian regime, the delights of discovering great works of illicit literature are quickly overshadowed by fear and violence as the walls close in.

In Maus, Spiegelman blends autobiography with the story of his father’s survival of the concentration camps during the Holocaust. The all-too-real characters here have the heads of animals—the Jews are mice, the Nazis are rats, and the Poles are pigs—a stark Orwellian metaphor for dehumanized relations during WWII. Much of Spiegelman’s narrative concerns his own struggle to coax his difficult father into remembering a past he’d rather forget. What emerges in his father Vladek’s tale is a study in survival; he makes it through by luck, randomness, and cleverness. 

This class will include in-class reading and discussion; lessons about the historical contexts of both stories; comparing / contrasting the narrative and art style of both books; occasional writing assignments; and other creative projects.