Our goals for these sessions are to 1) recognize and more deeply understand social injustices within our world, 2) guide the students (through discussion) in determining realistic and positive steps they can take toward eliminating these injustices, and 3) giving voice to those steps through words and art to create positive and lasting change. Students will understand that their written words can be further used in essays, blogs, vlogs, student newspapers, or other avenues (with parental consent).

I've spent approximately 30 years working in organizational, community, and educational settings with students and families that represent diverse backgrounds. These include LGBTQ+ students, students and families of varied races, socio-economic backgrounds (including extreme poverty), and philosophical beliefs. I believe that every voice represents a set of unique experiences and should be given respect. This is how we all come to understand and appreciate all people.

提供的家庭作業
Our live sessions will be largely filled with discussions of our weekly topics. I will make an effort to have 10-15 minutes toward the end of our sessions to allow the writing process to begin. That allows me to check in with everyone during our time together to assist with strong starts. The completed homework, in whatever form the student chooses (essay, slides, blog-style post, audio/video recording, and visual art), should be submitted privately to me as soon as possible, but no later than the day before our next session. This allows me to look over it, confer with students (as needed), and to prepare for how it is to be presented during class the next day (i.e. slides, recordings, videos, etc.) 
1 - 2 每週課外時間
提供的評估
提供的成績

The sources for our discussions and photos used will come from the Southern Poverty Law Center (https://www.splcenter.org/), and will include the following: Learning for Justice (publication of the Southern Poverty Law Center) (https://wwwlearningforjustice.org), Social Justice Standards (https://www.learningforjustice.org/frameworks/social-justice-standards), Art as Resistance (Part 1) (https://www.learningforjustice.org/magazine/art-as-resistance-part-1), and Art as Resistance (Part 2) (https://www.learningforjustice.org/magazine/art-as-resistance-part-2). We will also refer to the National Gallery of Art: Uncovering America (https://www.nga.gov/learn/teachers/lessons-activities/uncovering-america.html),