Bay Area BlendEd

Wilderness Studies
Conservation and Management of Public Lands in the Western United States - A Wilderness Critique

The West has always spanned a range of wild spaces and landscapes. For thousands of years, humans have lived in this wilderness. For the last 200 years, humans have ravaged many of these wildernesses. And yet in 2020, large tracts of wilderness still exist within the western United States.

This course will examine the value of wilderness and public land (commons land) in the year 2020. What is the value of these lands (and waters) to the people who use, manage, conserve, appreciate, or have traditionally lived on them? We will use a week-long field experience to the Great Burn Recommended Wilderness of Montana and a weekend expedition to Point Reyes National Seashore to probe both the historical and current relationships between humans and these wild, largely untamed landscapes. Guiding questions for this course are:

• What is the role of humans in managing nature, wildlife, & wilderness?

• Who is wilderness for? What groups have been historically underrepresented in conversations related to wilderness? What effects may these exclusions have on society and the environment?  How do we begin to change this story?  

• How do we balance the preservation of public land with the need for local people to make a livelihood off the land?

• What, if any, models can we use to balance the preservation of wildland ecosystems and the current and future use of public land by humans for tourism, recreation, and utilitarian purposes? Can there be any land that humans are not managing or influencing?

• How important is collaboration between governments, non-profits, businesses, user groups, and cities in the process of public land conservation?

To answer these questions, students will participate in backpacking and camping trips to immerse themselves in the lands we’re studying while engaging with local experts who approach these landscapes from different ethical and practical approaches. Readings will provide additional knowledge in both the history of these spaces as well as current information and debates surrounding the use and management of the Great Burn and the Point Reyes National Seashore.

This trimester intensive course will include Zoom group discussions as well as four face-to-face trips including the two intensive field experiences. Field experiences will involve rigorous academic work and will be physically demanding. Students will maintain a cultural and natural history journal throughout the course and engage in weekly readings, discussions and reflections. Students will be asked to weigh in on current events, science, and legislation throughout the course by considering the significance of wilderness and nature from their own personal lens, the field experiences from this course, and their understanding of the cultural, political, ethical, historical, and economic perspectives addressed in the course. Assessments in this course will require that students research and evaluate wilderness areas and public lands and, applying their learnings from the class, make recommendations (based on sound research and the understanding of multiple perspectives) regarding the future of the land. Students will create a podcast related to the theme of wilderness as their final project for this course.

Important Dates:

• March 16: Applications due.
• June 7:  Pre-course Introductions + Q&A, Meet at Old Mill Park, Mill Valley, CA, Hike Dipsea → Stinson Beach, 12-5 pm
• July 7: Virtual course kick off and connection/pre-trip work via Canvas/Zoom
• July 29–August 6: Montana expedition; Depart from and return to the San Francisco Airport
• September 5–7: Pt. Reyes expedition (meet at MA at 12 pm on September 5 | return to MA at 1 pm on September 7)
• October 4: San Francisco, Location TBD (Urban, Cal Academy?) + expedition, Final F2F (share podcasts, celebrate, debrief) (12-3 pm)
• Zooms:  7/7, 7/12, 8/16, 8/23, 9/13, 9/20  (~7:30-8:30pm)

For additional information, including FAQs and application, please go here.

 

Multivariable Calculus

Multivariable Calculus will begin by exploring vector geometry and functions in more than one variable. Then, after expanding the concepts of limits and continuity to include multivariate functions, students will develop a rich understanding of concepts and methods relating to the main topics of Partial Differentiation and Multiple Integration.  After generalizing a number of tools from single-variable to multivariate calculus, we will explore topics of optimization and geometric applications in areas including physics, economics, probability, and technology. We will expand our fluency with topics to address vector fields and parametric functions, and we will understand applications of Green’s and Stokes’ Theorems. We will employ multidimensional graphing programs to aid in developing a more thorough understanding of the myriad ways for describing and analyzing properties of multivariate functions. At the conclusion of the course, students will have the opportunity to further explore applications of and/or concepts relating to topics covered by the course.

Emphasis will be placed on students expressing fluency with numerical, algebraic, visual, and verbal interpretations of concepts. Students can expect to collaborate weekly on homework, problem-sets, and projects in small groups and in tutorial with their instructor online; face-to-face sessions may include visits with experts analyzing functions in multiple variables as well as group problem-solving activities and assessments.

Prerequisites: Completion of one full year of Single Variable Calculus AB or BC
(1 credit)

• American Politics    
• Introduction to Psychology    
• Laid to Rest: Burial Grounds of the Bay    
• Oaktown: A Multifaceted Deep Dive in an Era of Gentrification    
• Public Health & Vulnerable Populations   

American Politics
American Politics will examine the development of the American Republic and its institutions, and will investigate the various groups, constituencies, beliefs, and ideas that characterize current U.S. politics. Constitutional questions, political values, political beliefs, political parties, interest groups, the influence of mass media, and the effects of government and public policy both upon the states and individuals will be studied throughout the course. Because 2020 is an election year, a great deal of emphasis will be placed upon studying party politics, the presidential campaigns, and the fall’s most significant or trenchant congressional elections.

We will hold a virtual class meeting via Zoom video conferencing every week. Students will be expected to come prepared having done all assignments and ready to share and ask relevant questions. We will also use Zoom for regular small group collaborations. Students will have the chance to present their own research, and to lead discussions concerning the ongoing election.

There will be four face-to-face (F2F) meetings over the course of the term. Participation in F2F meetings is a course requirement, and students must attend all four meetings. Dates and locations are pending, but will include attending a local government session, a conversation with journalists, and a “watch party” on Election night. The first F2F will occur during the opening two weeks of the course, and the final face to face will likely happen on the last Saturday of the term at The Branson School, and will give students a chance to present their final work to one another.

Introduction to Psychology
This class will survey the evolution of psychology from psychodynamic theory to contemporary socio-cultural psychology. We will examine how the study of human development has progressed through time as well as reflect on how human development might be culturally defined: from Freud’s psychoanalysis theory to today’s rising interest in multicultural psychology. Course topics include the history of psychology, biological bases of behavior, learning and memory, life-span development, psychological disorders and treatments, and social/multicultural psychology.

Together, we will conduct basic experiments to illustrate our theories, engage in simple fieldwork, and connect with professionals who will share their experiences with us. We will also apply psychological understanding to promote health and wellness practices in our own lives. Students will keep a journal and regularly reflect on observations of their environment and how it affects them.

This class will hold virtual meetings on a weekly or every other week basis to discuss, debate and present new ideas. Students’ preparation for and participation in virtual meetings is essential to creating a sense of community and enriching the learning experience of all. Students will be responsible for leading discussions around articles assigned, or debating controversial theories or findings either solo or in groups.

There will be four to five face-to-face (F2F) meetings over the course of the semester. Dates and locations are subject to guest and host availability and will be announced as available. The first F2F will occur sometime in the opening 2 weeks and the final F2F will likely fall on the last Saturday of the term.

Laid to Rest: Burial Grounds of the Bay
All cultures have specific rituals for laying their dead to rest. Cemeteries, shellmounds, and mausoleums are intended to be places for eternal peace, but the history of cemeteries is lively and often controversial. In this course, students will learn about the history of burial practices and explore Bay Area cemeteries. By examining headstones, architecture, land use, and symbols, we can glean history, culture, and social priorities throughout time. From the rich and storied past of the Mountain View Cemetery in Oakland to the development of housing, parking lots, and shopping malls on sacred Ohlone burial grounds, the Bay Area provides insight into cemeteries that represent a variety of cultures, religions, histories, and controversies. Students will visit multiple local sites and design a research project of their own to contribute to a class website. Topics may be historical, cultural, scientific or other in discussion with the instructor. Research time and check-ins will be built into the structure of the course. Students will also be expected to do an independent field research trip in relation to their project.  

Meeting requirements:
We will have three face to face meetings throughout the semester.
Two mandatory all-class field trips will take place on September 12 and December 5.
Students must attend at least one additional field trip with the instructor from a set of optional dates to be determined at the start of the semester.
Weekly virtual classes will alternate between full class discussions and time for individual research check-ins.

Oaktown: A Multifaceted Deep Dive in an Era of Gentrification
In this experiential BlendEd course, students will study the legacy of political organizing, sports, and cultural/musical expressions of Oakland, CA. Given the vast and rich history that the city of Oakland has, this will be an enlightening experience for students who will meet and work with a range of significant contributors to Oakland’s legacy while studying different aspects. Having lived and worked in “The Town” for 20 years, the instructor will be utilizing personal connections and resources to create a dynamic course. Additionally, we will examine the current dynamics of gentrification which has impacted Oakland. Students will learn about the politics, economics, sociology and urban planning that have played a role in changing the culture of “The Town.” We will also do a community service project engaging the homeless population in a respectful and productive manner.

F2F Meetings:
Interactive visits to the Oakland Museum of California & the African American Museum and Library at Oakland
A day of service with the homeless population of Oakland; working with The Village Collective
An interactive exploration of Jack London Square & Lake Merritt
Visiting a historically significant music recording studio (Hieroglyphics Emporium)

Public Health & Vulnerable Populations
The San Francisco Bay Area is rapidly becoming one of the most inequitable places to live in the nation. Taking a casual BART ride can reveal the environmental disparities that exist between places like the affluent suburb of Pleasanton and an industrialized community like West Oakland. The lack of income and environmental equality is obvious, but the disparities run much deeper. A short ride between BART stations can mean an 11-year difference in life expectancy. Folks getting off the train and living in neighborhoods near BART’s Walnut Creek station live on average 84 years, while folks that exit at and live near the Oakland City Center station live on average only 73 years. In other words, living just 16 miles apart can mean the difference between living more than a decade longer. Why does such a health disparity exist? This course will dissect the factors that influence this social gradient of health.

There will be three whole-class face-to-face sessions and at least one off-campus face-to-face meeting with a teammate. During our first face-to-face trip on Saturday, September 9, we will be doing a neighborhood health assessment in the Bayview-Hunters Point Neighborhood of San Francisco.  On Saturday, October 17th we will volunteer in the native plant nursery at the Literacy for Environmental Justice in the Candlestick Point State Park Recreational Area from 9:45 am-1:30 pm. Our final whole-class face-to-face trip will be to the Social Emergency Medicine Department at Highland Hospital in Oakland. The exact day of this trip has yet to be determined, but it will likely be from 3:45 pm-6:30 pm on a weekday between the dates of Tuesday, December 2nd through Wednesday, December 9.  Additionally, students will be expected to collaborate with a team on the Just Video Project outside of school hours at a time and location that is convenient for the team between Tuesday, October 27th through Monday, November 16. Students will also be expected to attend one virtual meeting roughly every other week on either Tuesday or Wednesday for one hour.

Bay Area Cinema & Filmmaking    
Case Studies in Medicine    
#Entrepreneurship & Design Thinking    
Financial Literacy    
Introduction to Organic Chemistry    
Introduction to Psychology   

Bay Area Cinema & Filmmaking
Film, animation and alternative film and video has been a stalwart of Bay Area culture from Muybridge to Silent Film and from Pixar to the Prelinger Archive. In this course we will explore the history of the moving image and it’s cultural impact in the San Francisco Bay Area as well as create our own imaginative responses to the ideas and concepts in the course. Students will get a chance to study films, technologies, philosophies and ideas related to the manipulation of time as well as create their own art, videos and visual journal entries. Topics will include a wide variety of cinematic genres and motion picture technologies. Students will learn interdisciplinary skills related to their own independent filmmaking in tandem with film and cultural studies. Students will be expected to make connections with larger social, political and cultural forces and be interested in independently creating artworks, visual journal entries and film and animation.

Online meetings with the whole class will take place every other week to discuss projects and share presentations. Students will sometimes be paired together or in small groups during our online meeting time or may occasionally arrange their own meeting times for collaborative activities and projects.

During our 4-5 face-to-face sessions we may be meeting filmmakers, exploring museums, cinemas, archives, film festivals and places of cinematic industry in the prolific bay area arts culture. Tea and discussion will follow. Students will need access to a digital still camera and be able to upload images to the web. Students will need to have some knowledge of video editing and have access to basic video editing software, a digital video camera/tripod combination and will need access to basic art supplies.

*Some supplies will be provided.

Case Studies in Medicine
This semester-long course uses medical case studies as vehicles for studying the anatomy and physiology of the human body. For each unit of study, students will be responsible for researching an aspect of the body system in question and for putting together a video presentation to educate the other members of the class. These presentations, along with some additional research, will be used by students to make a diagnosis and treatment plan relative to the case study in question. Through this process, students will apply the general knowledge they have gained to a specific medical problem. Students will be expected to conduct independent research to produce their presentations in addition to working collaboratively on case study diagnosis. Weekly zoom sessions will be for short presentations, Q&A and case study discussions. At the end of the course, students will have a basic working knowledge of the major systems of the human body and how they work together to keep us healthy.

Online Meetings: The entire class will meet via Zoom once per week in the evening. Generally, this is scheduled on a Monday, Tuesday or Wednesday at around 7:30 or 8:00 p.m.  These meetings will run for 1 hour during which the instructor will answer student questions, students will make short presentations and the case study will be discussed. As these meetings are critical for keeping the class connected and updated, any interested student should be able to commit to this requirement. On occasion, a virtual meeting may be scheduled to accommodate a guest speaker in the medical field. Zoom sessions may also be scheduled directly with the instructor by an individual student or small student group for purposes of tutorial assistance or general Q&A.

F2F Meetings: There will be 5 face-to-face (F2F) meetings scheduled during the course. The dates of these meetings depend on the availability of medical professionals in the Bay Area and so will be firmed up as the start of the course nears. All F2F events will take place on Saturday mornings between the hours of 9 - 12, not including travel time to and from the destination. Of the 5 scheduled events, students will be required to attend a minimum of 3, though students will definitely benefit from attending them all.  This allows for illness and other scheduling conflicts that may arise.  Students are responsible for their own transportation.  As these events are central to the course, any interested student should be able to keep Saturday mornings relatively open from January to May.  

Prerequisites: Two years of high school science.

#Entrepreneurship & Design Thinking
Living in the Bay Area, we are in close proximity to the most important and innovative companies in the world. This course will leverage the unique accessibility we have to cutting edge fields and empower students to create a unique product, service or program that is original, viable and socially beneficial. In addition to employing the design thinking process, students will be equipped with marketing skills and techniques that allow them to engage a fast emerging industry and strategize on ways to create their own business entities. Students will learn different methods of utilizing social media outlets such as YouTube, Facebook, and Twitter in order to promote the products, programs or services that they create. We will begin with our first meeting in a BlendEd school classroom and then the subsequent meetings will involve field trips to some of the major local social media companies in order to give students a hands-on experience of seeing entrepreneurship in action. There are no prerequisites for the course. There will be 4 face-to-face (F2F) meetings over the course of the semester. Exact dates and details to be announced as available, but we have traditionally participating in The Diamond Challenge, as well as having an April field trip to Facebook and our culminating F2F at Google HQ in May.

Financial Literacy
What financial skills do you need for life? How can you make financial decisions while understanding the impact on yourself and others? What financial decisions are made for us by the institutions and structures that, for better or for worse, exist today? What is our role in creating a more equitable financial world in the future?

This interdisciplinary mathematics, economics, and social science course will be organized around case studies chosen from all walks of life, circumstances, and backgrounds. We will consider the mathematics of budgeting, personal banking, credit & borrowing, renting or owning a home, taxes and insurance while discussing the tough decisions people make along the way. We will keep an eye on the ways in which these discussions are shaped by the particular economic distortions we see in the Bay Area. Students will do weekly readings, engage in regular course discussions, attend field trips to gain real-life experience, and complete collaborative projects and/or presentations for each unit.

We will virtually meet as a class one evening per week via Zoom video conferencing for student discussions, presentations and meetings with guest experts.

Proposed field trip/in-person meetings:
Welcome meeting + team building and group formation
Visit to local financial institution(s), both traditional and Internet-based
Guided Q&A with a financial advisor

Students must attend the welcome meeting and 2 out of the 3 other in-person meetings.

Introduction to Organic Chemistry
This introductory survey course will cover organic chemistry and relevant biochemistry. The cast of organic compounds is a virtual who’s who of chemicals, including foods, medicines, drugs and cellular components. Their compositions and structures determine how they perform their functions. The course will cover the chemistry of carbon, functional groups, hydrocarbons, determining molecular structure via a variety of lab techniques, reaction mechanisms and biochemicals. Organic chemistry is considered to be one of the most challenging and difficult college science courses, and certainly one aim of this BlendEd class is to at least partially allay student fears prior to encountering organic chem in college!

Students will work both individually and collaboratively on homework, problem sets, assessments, and projects. Molecular modeling will be emphasized. We will get together at College Prep for four 2-3 hour sessions evenly distributed throughout the semester. Three of these meetings will take place on Saturday mornings and the last meeting will be a culminating event during the last week of the course, with exact dates to be determined in consultation with the students. During these sessions, we will work collaboratively answering your questions, solving problems, doing experimentation, planning projects, and educating one another via presentations at the culminating event. Students must attend a minimum of three of the four in-person events to pass this class. Weekly online virtual classes (typically 30-60 minutes long) offer opportunities to develop course community, answer questions about the material, introduce new concepts, and to reinforce present material through group problem-solving.
Prerequisites: Successful completion of a high school chemistry course.

Introduction to Psychology
This class will survey the evolution of psychology from psychodynamic theory to contemporary socio-cultural psychology. We will examine how the study of human development has progressed through time as well as reflect on how human development might be culturally defined: from Freud’s psychoanalysis theory to today’s rising interest in multicultural psychology. Course topics include the history of psychology, biological bases of behavior, learning and memory, life-span development, psychological disorders and treatments, and social/multicultural psychology.

Together, we will conduct basic experiments to illustrate our theories, engage in simple fieldwork, and connect with professionals who will share their experiences with us. We will also apply psychological understanding to promote health and wellness practices in our own lives. Students will keep a journal and regularly reflect on observations of their environment and how it affects them.

This class will hold virtual meetings on a weekly or every other week basis to discuss, debate, and present new ideas. Students’ preparation for and participation in virtual meetings is essential to creating a sense of community and enriching the learning experience of all. Students will be responsible for leading discussions around articles assigned, or debating controversial theories or findings either solo or in groups.

There will be 4 to 5 face-to-face (F2F) meetings over the course of the semester. Dates and locations are subject to guest and host availability and will be announced as available. The first F2F will occur sometime in the opening 2 weeks and the final F2F will likely fall on the last Saturday of the term.