Category Archives: Uncategorized

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.

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.

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

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