Skip available courses
Available courses
Welcome! In this class you will identify your strengths, interests and skills. Find out what careers are a good match for you! Get paid to do what you love. You’ll do your career(s) for much longer than school. Let's think about what you love to do and plan how to get paid for it.
Needing practical job search skills now? We will build these too in this class. Build and update your resume. Practice interviewing and job search skills.
Animation for advanced students 10-12 grade (prereq Character design or Animation Induction) working on solo directed animation projects
email stefan for individualized remote learning options: stgruber@seattleschools.org
Hi remote students!
when we're remote, you can zoom with stefan at this link:
if stefan has a sub go here instead:
Plan to be outside and get dirty. In this class, will have both indoor and outdoor learning. You will experience botany, horticulture, farming, and social justice around food. You will work on the farm, cultivate crops, learn about environmental issues surrounding agriculture and do projects catered to your interests, including leadership, internships, and career paths. Be prepared to get dirty. This spring, we will be waking the garden up and planting new crops. Come learn how to use power tools. Grow stuff, the bees need you.
This is a CTE class that can cross credit with science. You can will also earn college credit through South Seattle College. You must register for the South Seattle class, which we will do together. To earn this college credit you need to get full credit in the semester class. It is possible to earn this credit for up to two semesters of Farm.
As a Career and Technical Education class, you will explore careers and business aspects of the subject. This may be done by interning, job shadowing, career research, interviewing, working with the career counselor etc.
Hi remote students!
when we're remote, you can zoom with stefan at this link:
and if it's a sub day go here instead!
An intro to many styles of animation, mostly handmade works
email stefan for individualized remote learning options: stgruber@seattleschools.org
stefan gruber is inviting you to a scheduled Zoom meeting.
Topic: Stefan Classes
Time: Jan 7, 2025 12:00 PM Pacific Time (US and Canada)
Every day, 365 occurrence(s)
Please download and import the following iCalendar (.ics) files to your calendar system.
Daily: https://us05web.zoom.us/meeting/tZcqcOGsrDsrGNQeGyiUorhCz3J0zoFRD5c-/ics?icsToken=DNXUX-DYI12WPefCDAAALAAAALvaMNaPHVFLtqtchMLbxWO7llnJ7X9jZY-9Enli2J9aYXgrFlbqZ7ShcPkEYrIck1xA4E4SRKlhAoHOrDAwMDAwMQ&meetingMasterEventId=3XvYotKlQ2W5e9LkMltpwQ
Join Zoom Meeting
https://us05web.zoom.us/j/83778420120?pwd=ebsD9DjnGULlMb38Pb7Z4jmsrPhdri.1
Meeting ID: 837 7842 0120
Passcode: xHhiS1
Learn the basics of character design and share tips with each other, then land on a character driven final project
email stefan for individualized remote learning options: stgruber@seattleschools.org
stefan gruber is inviting you to a scheduled Zoom meeting.
Topic: Stefan Classes
Time: Jan 7, 2025 12:00 PM Pacific Time (US and Canada)
Every day, 365 occurrence(s)
Please download and import the following iCalendar (.ics) files to your calendar system.
Daily: https://us05web.zoom.us/meeting/tZcqcOGsrDsrGNQeGyiUorhCz3J0zoFRD5c-/ics?icsToken=DNXUX-DYI12WPefCDAAALAAAALvaMNaPHVFLtqtchMLbxWO7llnJ7X9jZY-9Enli2J9aYXgrFlbqZ7ShcPkEYrIck1xA4E4SRKlhAoHOrDAwMDAwMQ&meetingMasterEventId=3XvYotKlQ2W5e9LkMltpwQ
Join Zoom Meeting
https://us05web.zoom.us/j/83778420120?pwd=ebsD9DjnGULlMb38Pb7Z4jmsrPhdri.1
Meeting ID: 837 7842 0120
Passcode: xHhiS1
email stefan for individualized remote learning options: stgruber@seattleschools.org
Hi remote students!
when we're remote, you can zoom with stefan at this link:
if stefan has a sub go here instead:
Learn about and participate in Botany, garden and greenhouse care, ecology and farming, building, plotting, planning and maybe isopod care and sales. There will be bugs, mud, rain and sun. Be prepared for all of it.
Welcome! In this class you will identify your strengths, interests and skills. Find out what careers are a good match for you! Get paid to do what you love. You’ll do your career(s) for much longer than school. Let's think about what you love to do and plan how to get paid for it.
Needing practical job search skills now? We will build these too in this class. Build and update your resume. Practice interviewing and job search skills.
Plan to be outside and get dirty. In this class, will have both indoor and outdoor learning. You will experience botany, horticulture, farming, and social justice around food. You will work on the farm, cultivate crops, learn about environmental issues surrounding agriculture and do projects catered to your interests, including leadership, internships, and career paths. Be prepared to get dirty. This spring, we will be waking the garden up and planting new crops. Come learn how to use power tools. Grow stuff, the bees need you.
This is a CTE class that can cross credit with science. You can will also earn college credit through South Seattle College. You must register for the South Seattle class, which we will do together. To earn this college credit you need to get full credit in the semester class. It is possible to earn this credit for up to two semesters of Farm.
As a Career and Technical Education class, you will explore careers and business aspects of the subject. This may be done by interning, job shadowing, career research, interviewing, working with the career counselor etc.
A graduation Social Justice Project could be done in this class.
Attendance Policy- Participation is key to credit in Farm. Anyone missing more than classes (5 tardies=1 class) will need to do an additional project for each 6 missed. The first project can be Nova community based with an emphasis on Farm topics. Additional projects will be topic specific, research, action etc based. All need to be approved by Susan.
Learn about and participate in Botany, garden and greenhouse care, ecology and farming, building, plotting, planning and maybe isopod care and sales. There will be bugs, mud, rain and sun. Be prepared for all of it.
Use room 205 the Main Campaign for expanding on your comics and animation projects and trying more advanced concepts
Come create the Nova Yearbook. We are looking for motivated, organized, creative types (you do not need to have all of those traits together). We want photographers, designers, and tech savvy folks to help us. We will capture the amazingness of our community. No experience necessary, just a strong willingness to contribute. You will learn all aspects of yearbook production regardless of your specialty. You must bring your laptop every committee and be prepared to use it.
This course is co-taught with Eyva. Many credit types are possible, depending upon a student's focus of inquiry.
For over half a century, Nova has transformed in myriad ways through an ongoing and evolving understanding of student and community needs. What can we learn about Nova's past that can inform further necessary transformation? How can educational theory and/or the experiences of other schools and learning communities aid us in this work?
Let's investigate histories and possibilities, craft and workshop proposals for Nova, and do what we can to help create a truly liberatory learning community.
By semester's end, each student will have practiced and demonstrated the following skills:
- Research and investigation;
- Critical analysis of texts, case scenarios, and current events;
- Collaboration with peers in projects and other pursuits;
- Communication through written work, presentations, discussions, and other modalities;
- Application of learning in service of Nova's ongoing transformation;
- Reflection upon personal, communal, and other relations to course topics.
Hi all --
Thanks for reading this. We are the Mutual Aid committee, a group of folks working together in comradery to support our Seattle community in ways that non-profit organizations cannot. This is no shade to our non-profit community resources but rather a notion of building and deepening a network of comrades to support our marginalized neighbors and ourselves. We take action to meet our neighbors' immediate needs by creating and sustaining collective, autonomous spaces & services. Survive to thrive and heal together to break away from capitalistic ideals and lifestyles. Come by to work in solidarity, comrade.
**We will meet at ADAM's ROOM - ROOM 101**
Competencies
✸Open-mindedness!!! ✸Open to learning conflict resolution AND unlearning being adverse to conflict resolution!!! ✸Curious minds, what's more out there???
✸Question-askers, why? why? why? HOW?
!!!!!NO SAVIOR COMPLEX!!!!!
All are welcomed! ᕙ(⇀‸↼‶)ᕗ Come thru.
Want to find out about a bunch of rad artists from around the World? Want to look at some phenomenal art? Want to use your creativity and imagination to make art and/or write? Want to have a bunch of different ways to learn about and teach others about those cool artists? Take Eye of the Beholder. This class can be all LA and/or all Art, OR some LA and some Art. Depends on the competencies you want to explore. Please, no cell phones in class unless we are doing research.
This course explores Paulo Freire’s Pedagogy of the Oppressed in conjunction with Augusto Boal’s Theater of the Oppressed to critically examine the intersections of education, social justice, and performance.
By engaging with these texts, students will develop competencies in communication, creativity, embodied inquiry, and social action.
This class is an active and participatory exploration of how performance can serve as both a pedagogical tool and a means of personal and collective transformation.
Through interactive workshops, readings, and group projects, students will experience and create performances that challenge oppressive systems and imagine new possibilities for communal growth and justice.
When you learn about a culture, what is the first thing that you learn? FOOD! Food is one of the ways that culture is expressed and shared .
A walk in the ID shows the diversity of Seattle's Asian population. There are Pho shops next to Dim Sum palaces, next to Japanese bakeries, next to the Korean BBQ. There are cafes whose history tells us of the Japanese Internment. Some museums tell us about our famous Asian Americans. Beacon Hill has a history of Asian culture.
Come with us as we explore both and try to answer these questions and more!
What stories do they tell?
What are the things that make them a part of the Asian Diaspora?
What is the Asian Diaspora and what does it have to do with me?
This course is designed to be a template for your moodle classes. You can create a new course and then copy this course data into your course to set you up with the required features for transparent communication with students and consistency for their understanding of Moodle.
To import this data, create your own course, then in the more section select "Course Reuse" search template to choose the template you prefer.
This class will explore movements of social change and see what roles the internet and other emerging technologies have played into their stories, either through the spreading of mis/information or creating spaces for organizing and other grassroots work.
This course is designed to be a template for your moodle classes. You can create a new course and then copy this course data into your course to set you up with the required features for transparent communication with students and consistency for their understanding of Moodle.
To import this data, create your own course, then in the more section select "Course Reuse" search template to choose the template you prefer.
This class will be an American history class(US11B) that traces the history of economics to arrive where we are today in this stage of Capitalism in the United States. We will learn all about Capitalism and how it affects our daily lives. Also explore other modes of distribution and even come up with our own!
Level: This is open to any one at any level as long as they are willing to engage in thinking, reading, and writing.
There is an attendance and no phone policy for this course.
In this class we will look at the following branches of philosophy: Ethics, Epistemology, Metaphysics, and Social and Political Philosophies. We will try to do this by engaging in these different ideas by practicing them through different experiments that will be created during the class. There will be reading, watching, thinking, and writing in this class. We will try to explore, discuss, and experience many ideas through the course of this class. If you like working your brain, asking questions, and engaging in the possibility of ideas then this will be a great class for you.
LA Learning Objectives Learning Objective A – Develop literacy in different forms of media
Learning Objective B - Use imagination and build resilience over time in order to continue your growth as a reader, writer, and communicator. Learning Objective C – Develop growth in community scholarship and action.
NO CELL PHONES WILL BE ALLOWED IN CLASS. YOU WILL BE COUNTED ABSENT IF YOU PULL YOURS OUT WITHOUT PERMISSION. IF YOU CAN’T DEAL WITH THIS THEN DO NOT TAKE THE CLASS.
WARNINGS: WE WILL LOOK AT ISSUES AND THEIR WILL BE MENTION OF SUCH THINGS AS DEATH, REALITY, HORROR, BLOOD, MONSTERS, HUMAN MONSTERS, NOTHINGNESS, THE VOID, MEANING.
ATTENDANCE: IF YOU MISS 9 OR MORE CLASSES YOUR POSSIBLE CREDIT WILL BE HALVED. IN ORDER TO GET THIS BACK, YOU WILL NEED TO COMPLETE BOTH A CONTENT AND COMMUNITY PROJECT.
Weird Fiction is a genre that incorporates aspects of horror, science fiction, fiction, fantasy, and various other genres. In general though, weird fiction is simply odd. It moves its readers to consider the meaning of their lives and the purpose of reality. It is also a genre that has waaaay more writers of color than all the genres I listed earlier in this paragraph.
In this class we will be watching a few films, reading the novella by Victor LaValle, "The Ballad of Black Tom", and looking at a lot of short stories.
You will learn how to write a short story, do short writing exercises, create projects, build a monster, question your reality, write an essay, discuss, and then discuss some more, and look at different philosophies attached to this genre.
Committee time on Thursday for seniors to work on their SSJIP. 10-10:45 Debbie's Room 220
Disclaimers - There is an attendance and no phone policy in this course. Also, and IMPORTANTLY, this is a class where you will collaborate with the other students in order to create. This will look like ALL of the following - working with one other student, working with a small group, a large group, the whole group. If you want to challenge yourself to work with others then this is a great class for you.
My great hope for this class is that it is full of joy and curiosity. We will, as a class, decide how we will "do" language arts from class to class. Maybe this looks like a puppet show that is an opera in space. Maybe we are writing one word poems. The possibilities are endless. However, it will be important for you to be there and grow your ability to be a curious learner. To challenge yourself to be a curious learner whether that be with academic or social emotional skills. We get to make this class AMAZING!!!
This is an ethnic studies class.
CONTENT WARNINGS: THIS CLASS WILL DISCUSS ISSUES OF RACE, POWER, PRIVILEGE, GENDER, EQUALITY, DEATH, LIFE, FREEDOM, CONTROL, BEAUTY, AND REALITY. DO NOT TAKE THE CLASS IF ANY OF THESE ISSUES WILL BE TOO DIFFICULT FOR YOU TO MANAGE.
There is an attendance and no phone policy for this class.
This class is about decentering the whiteness of film as much as possible. We will be watching films directed, written, and/or about BIPOC.
As we do so, we will look at who we are as humans, what we believe, how we came to believe it, and what actions we manifest or can manifest to both understand who we are as well as the perspectives of other humans.
We will study different types of story arcs and archetypes through viewing and discussion different films and documentaries. Each film will have a project that will be due for it, and will be created within the context of the film and discussion in class. Some of the films we MIGHT watch are:
"Get Out"
"Black Klansman"
"Everything Everywhere All at Once"
"I Am Not Your Negro"
"Moonlight"
"Fences"
"The Big Sick"
"Smoke Signals"
"Reel Indian"
"Do the Right Thing"
"Set it Off"
"High and Low"
"When We Were Kings"
"I'm No Longer Here"
"Parasite"
"Crouching Tiger Hidden Dragon"
and many others. If you are interested in films and/or stories this would be a good class to take.
This semester POC Committee is an ethnic studies LA/WH/US 11A class and governing committee.
Since its founding by Nova students of color many years ago, POCC has always been an affinity space for students and staff who identify as people of color. We also provide input / collaboration with staff to support Nova's practices of teaching and learning of racial justice. Right now at the start of 2025, what do we as people of color with varying intersectional identities need to thrive at and contribute to our (predominantly white) school?
Class goals:
- build a community-focused space to share our stories and provide respite with/for each other
- strengthen our inquiry research skills to broaden and deepen our historically-informed critical lenses
- act as leading contributor/advisor to planning Racial Justice Conference #2 on March 26
- collaborate on projects with Transformation Committee.
This course examines the intersections of gender, power, and religious nationalism in dystopian literature and real-world politics. Through Parable of the Talents by Octavia Butler, The Handmaid’s Tale by Margaret Atwood, and The Power by Naomi Alderman, students will explore how speculative fiction critiques authoritarianism, religious extremism, and shifting power dynamics. These novels will be paired with historical and contemporary readings on the rise of the Christian Right, illuminating connections between fiction and reality. Students will engage in analytical writing, creative projects, and discussions to deepen their understanding of how literature reflects and challenges political and social systems.
This course examines the intersections of gender, power, and religious nationalism in dystopian literature and real-world politics. Through Parable of the Talents by Octavia Butler, The Handmaid’s Tale by Margaret Atwood, and The Power by Naomi Alderman, students will explore how speculative fiction critiques authoritarianism, religious extremism, and shifting power dynamics. These novels will be paired with historical and contemporary readings on the rise of the Christian Right, illuminating connections between fiction and reality. Students will engage in analytical writing, creative projects, and discussions to deepen their understanding of how literature reflects and challenges political and social systems.
This course draws from land-based approaches to education, Chicanx Studies theories, and Indigenous worldviews to analyze literature, particularly memoir writing, and our relationships with ourselves, each other, the land. Together, we will read Spirit Run: A 6,000-Mile Marathon Through North America's Stolen Land and welcome participants from this year’s Peace and Dignity Journey into our classroom to talk about their experiences. Students will then explore our collective and personal relationships to spaces and places important them—their querencias—by reading and analyzing a memoir of their choosing. Our analyses will culminate in various forms of Summative Assessment Pathways, from essays to creative writing to art pieces to community action to DIY Querencia Anthologies.
Level – will be individuated
PHONES ARE NOT ALLOWED IN THIS CLASS. THERE IS ALSO AN ATTENDANCE POLICY. IF YOU CAN'T DEAL WITH EITHER OF THOSE TWO THINGS DO NOT TAKE THE CLASS. Level: will be individuated for student
Description: (Should be read like that guy who does movie trailers. Also, extremely epic music or a theremin should be playing in the background.) In a world with no heroes comes the greatest hero the world has ever known. Spouting works of science fiction onto the pages of long forgotten paper and binding it with glue the hero sets out to make a new world.
A world of unlimited potential. A world where children will laugh again and be awed by the wonder of great stories. Stories of science. Fiction.
A world where the children will write their own stories and an essay on something to do with this awesome thing called The Science Fiction. A new and bold world where the hero shows movies and projects can be done on them. But wait...I just had to punch an alien that was trying to eat me. A bombastic world where to escape and make things better the children must create and build a time machine. From the ashes will rise discerning information gathers, storytellers, time travelers, and beings that are confident and competent in presenting their work to their peers. This hero is you. (Epic music rises in volume, there are space explosions which can't be heard because it is space, and two more things for you - You're Welcome) Be prepared to read both short stories and novels, be read to, watch, write and write about science fiction.
In this class we will explore the genre of science fiction. We will read books and short stories and watch several films that will demonstrate both the hard and soft sides of this writing form. As well students will learn how to improve upon or add new skills to writing a research paper, a short story, poetry, be a discerning information gatherer, and being confident and competent in presenting their work to their peers. Students will also create their own time machines (complete with manuals).
There will be opportunities for writing reviews, interviews, research, narratives. short stories, novels, poetry, and more. There will be prompts to work from, structure when needed, feedback, and lots of time to write and explore on your own. Once a month you will be asked to participate in a class slideshow that highlights what you've done via summary, example, or sharing it all.
students will read as well. Since we are only meeting 2x per week, there will be an expectation for work done outside of the classroom each week via reading and submitting projects on those readings.
This class is the right class for you. You might know essays, hate essays, love non-fiction writing, or creative writing. I am going to help you define your writing goals and pursue them in an enjoyable way that is true to you--your interests, your style, your voice.
Let's look at various genres (science fiction, fantasy, sci fi, dystopias, horror, alternate history, historical fiction, and more). Let's make our own multimedia books. Let's build conversations.
NOTE re TW: trigger warning needs may be messy in a class where we choose what to read, and we have open discussions about what we are reading together or separately. We will do our best.
When the end of the world comes, will you know what to do?
How will you survive?
What do you need to know?
What skills do you have that will be useful?
Octavia Butler predicted so much of our world today. Climate change, the fires, the wealth gap. She even predicted the fascist running for president using the slogan "Make America Great Again" As one of the first Black Science Fiction writers, she is prophetic and prescient.
This class will examine her book Parable of the Sower in depth. We will talk about what we need to know to survive the world that she built and that she predicted. We will look to indigenous peoples to teach us what they know about the land and how we are tied to it. We will look at how Octavia Butler has inspired others to create actions and organizational structures.
This interdisciplinary course explores the intersections of ecology, storytelling, and social change through the study of
- Octavia Butler’s Parable of the Sower,
- adrienne maree brown’s Emergent Strategy
- Robin Wall Kimmerer’s Braiding Sweetgrass.
Students will engage with these texts to develop competencies in
- Communication,
- Creativity
- Embodied Inquiry
- Action/Application
- Community/Context
- Growth/Transformation
Through reading, discussion, and applied projects, students will explore how stories shape our understanding of the world, inspire creative solutions, and foster community resilience and transformation.
The strike-through on "Man v. Wild" in the course title is quite intentional. It represents a critical response to the division between humans and the natural world, one that has resulted in hierarchies over kinship, individualism over community, and efforts to tame and dominate the "wild" instead of living in harmony with it. What, this course invites us to ask, could survival look like when it centers multispecies kinship, community, reciprocity, and harmony with the natural world? This course draws from land-based approaches to education and Indigenous worldviews to explore themes related to "survival" and to analyze literature and our relationships with ourselves, each other, the land, and our other-than-human kin. Together, we will read both versions of Jack London's famous short story "To Build a Fire" (1908) and Cherie Dimaline's award-winning young adult (YA) novel The Marrow Thieves (2017). Late fall, we will go to Camp Sealth on Vashon Island for two nights to learn and practice survival skills, read, write, and in other ways ground our classroom learning in the outdoors. Mid spring, we will go to Camp Orkila on Orcas Island. We will take one-day field trips throughout the semester as we collaborate with the land and community partners to make items one might need when the phones are dead, grocery stores and pharmacies dark, and DoorDash stops delivering--food, wellness items, and tools. Our analyses and experiences will culminate in a variety of student-driven Summative Assessment Pathways, from essays to creative writing to art pieces to community action.
This is a literature course, meaning we will be reading actual books. Students who completed the first semester and are working towards college credit MUST enroll for second semester.
PLEASE READ THE TRIGGER WARNINGS BELOW. PLEASE DO NOT TAKE THIS CLASS IF YOU ARE SUICIDAL, HAVE INTENSE PROBLEMS WITH DISSOCIATION, DEPRESSION, OR OTHER MENTAL DISORDERS THAT COULD BE ADVERSELY AFFECTED BY TALKING ABOUT DEATH, CANNOT HAVE COMPASSION FOR OTHER HUMANS, CANNOT ALLOW OTHERS TO EITHER BE OR NOT BE RELIGIOUS OR SPIRITUAL OR ATHEISTIC OR AGNOSTIC, OR STRUGGLE TO PROVIDE PEOPLE SPACE TO EXPLORE WHAT THEY BELIEVE OR DON'T UNDERSTAND.
TRIGGER WARNINGS (Please read): Clearly, we will be talking about death. Death comes in many forms so we will be discussing those as well as suicide, violence, etc. We will be talking about different types of reality, meaning, and belief systems. We will explore the physical manifestation in the body of death and the burial/death rituals of many different cultures. This will involve in some cases visuals of the dead and perhaps blood or other viscera.
CELL PHONES WILL NOT BE ALLOWED IN THIS CLASS. IF YOU CAN'T DEAL WITH THAT DO NOT TAKE THE CLASS. YOU WILL BE MARKED ABSENT IF YOU TAKE IT OUT. AFTER TEN ABSENCES YOUR POSSIBLE CREDIT WILL BE CUT IN HALF. AT THAT POINT YOU WILL HAVE TO DO BOTH A CONTENT AND A COMMUNITY PROJECT TO MEET COMPETENCY FOR THE CLASS.
Okay, now for the description. This class is important. You live in a country that has a very overt fear of death. So much so that it is both trivialized, exploited, and not spoken of all at the same time. So, I want to boldly start a conversation and an exploration into death. We will explore what this fear has created in both this culture and you (if anything). You will deeply explore what you think/feel about death while you hear from your peers what they think and feel as well. You will research other cultures so you can get an idea of how these cultures treat death and the dead. We will hear from doctors about what happens to the body when it dies. We will look at poetry, stories, art, film, and so much more on the subject of death. We will examine grief as much as we examine love. Your responsibility will be to try and be there while all this happens. Your responsibility will be to work hard to discover what you believe. You also have the responsibility to engage in the work of trying to discover what it means to you to have a good death and then take on the grail quest to deliver these revelations back to your classmates through a presented project. You will do multiple projects throughout the course of this class. This class does have presentations. There are many ways to present material but since we are creating knowledge as a class, it is important that you share what you learn with your peers. If you are anxious about presenting I have multiple ways you can go about presenting, but again, you will have to share a lot of your work. Your responsibility is to listen to your peers and do everything you can to learn from them and be compassionate. Your ultimate responsibility is to become human and perhaps this is a good start.
Evaluation Methods The teacher and the students will evaluate the products created through a joint process of creating assessments for those competencies.
Instructional Materials Speakers, books, poems, films, each other.
THIS CLASS IS FOR JUNIORS AND SENIORS ONLY.
NO CELL PHONES IN THIS CLASS. IF YOU CAN'T DEAL WITH THAT DON'T TAKE THIS CLASS.
You are the experience.
Expect to work toward understanding your life. Expect to speak a great deal in this class.
Expect to move. Expect to read. Expect to be there. Expect to write.
Requirements:
- No more than 6 absences. Beyond that will require extensive Content and Community Projects to make up for the competencies missed.
- No cell phones. Pull out a cell phone without permission and you will receive an absence. Please take calls or send texts outside the room.
- Complete all competencies.
- Take responsibility for your education. If you miss a class, check in with me. Make sure you have access to Schoology and check it.
Competencies
Students will demonstrate: a process oriented approach to observation the ability to analyze various texts and movies for understanding and relevance to their lives, create products to demonstrate the understanding gained from these various mediums, communicate with each other and the instructor what they are learning, value a question, value seeing "what is" as opposed to so much "what might/could be", engage in the skills needed to be a part of a community, be available to experience the various content of the subject matter relevant to this course.
Evaluation methods
Each student will be evaluated on whether they do or don't finish the assignments given in class to the degree of quality specified and agreed upon by both the instructor and the students. ATTENDANCE IS MANDATORY. Students may only have 6 unexcused absences. After 6 absences students will have to do both a community and as many content projects needed to make up the time missed practicing and being in a community.
This course is designed to be a template for your moodle classes. You can create a new course and then copy this course data into your course to set you up with the required features for transparent communication with students and consistency for their understanding of Moodle.
To import this data, create your own course, then in the more section select "Course Reuse" search template to choose the template you prefer.
Course Description: This class will explore movements of social change and see what roles the internet and other emerging technologies have played into their stories, either through the spreading of mis/information or creating spaces for organizing and other grassroots work.
This class offers ethnic studies world history, US 11A, and science credit!
Geography is more than just knowing the names and locations of land masses and bodies of water (although we can find fun ways to integrate this into the class if students choose). This class seeks to inquire into how land is used (locally, in the U.S., and in the world), who decides and why? What relationships (people to people; people to the natural world) are possible because of the land we're on and how we use it? What role does each of us play in building better communities for who lives here? We will work on developing understandings of big concepts (e.g. space and place, scale and connection, proximity and distance, and relational thinking) and how to use them to analyze geographical issues.