ADDITIONAL OFFERINGS SEM950
Social Justice
minor elective | grades: 9, 10, 11, 12
This course will introduce students to Seeking Educational Equity and Diversity (SEED) concepts and dialogue techniques in the examination of race, gender, sexual orientation, and class. We will explore systemic, interpersonal, and intra-personal issues related to our social identities and social positioning in the United States. We will examine contemporary and historical contexts related to issues of inequity, inequalities, and societal oppression. SEED uses evidence-based methods to support transformative social justice dialogue and activism. This course is designed to help students understand how to lead social justice dialogues that can produce real equity, inclusion, and anti-racism. We will discuss racial identity, anti-racism efforts in schools, the criminal justice system, and youth activism. We will also explore the roles of ally-ship/accomplices. We will embrace our stories, empathize with others‘ stories, and learn powerful lessons from our “windows and mirrors.“ We will consider how our social identities are impacted by systems. We will analyze how systems create and reproduce intersecting oppressions. SEED methods will help us to engage in authentic dialogue, show up as our whole and authentic selves, and connect deeply with one another through sharing narratives, engaging dialogue-based activities, analyses of texts, film, art, and videos.
Peer Writing Advisors Part II Theory into Practice SEM990
minor elective | grades: 11, 12 | prerequisite: Peer Writing Advisor Training (Essentially English course)
Peer Writing Advisors are students trained to work with other students one-on-one on writing assignments. They believe that writing is communicating. This course expands on the content of the spring training of the Peer Writing Advisors and translates much of the theory covered in that course into the practical work of being a PWA. During the fall portion of a Peer Writing Advisor’s work, more specific questions arise, as well as a desire for deeper knowledge and expertise that would bolster their one-onone sessions with students. Throughout this yearlong minor, topics will include: how to “read” a school culture to offer a relevant service, the politics of teaching grammar, and how to lead a writing workshop to a group. Relative to the spring training, students receive more direct observation and feedback; students receive more feedback on their own writing from both the teacher and their fellow cohort members; and students learn how to support various types of learners, such as ESL students and students with learning differences. Assessments include committee work, self-assessments, presentations, and publicly available blog entries and writing assignments.
G E R M A N TOW N F R I E N DS.O R G
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