Updated Class Descriptions November, 2020-January, 2021

Shakespeare and Being Human (Ellen Morbyrne)
In November, December, and January we explored Shakespeare's history plays in Shakespeare and Being Human, focusing our efforts by reading and discussing The Life and Death of King Richard the Second. We began by spending much of November putting Shakespeare's works into larger contexts of storytelling and how his work has been and is used as an empowering force for uplifting diverse lived experiences, and also how his work has been and is used as an oppressive force that silences and ignores diverse lived experiences. We also studied the royal family of England as it pertains to Shakespeare and all the complicated politics of the monarchy and the nobles. We also took a quiz testing us on whether certain quotes were from Shakespeare or from Batman (surprisingly challenging!), learned a little about who James Baldwin was and why we should study him as deeply as we study Shakespeare, compared the real history of Richard II's fall from power to the story in the play, and wrapped the history plays by listening to a podcast about the woman who spearheaded the discovery of Richard III's grave under a parking lot in England. Whew! Next up, the comedies!

Race Relations (Ken Danford and Claudia Santillan)
After a thorough investigation of Jane Elliott’s Eye of the Storm and her extended work, we have moved on to the documentary, I’m Not Racist…Am I? This documentary features a group of sixteen teens taking part in a year-long anti-racism training in New York City. Their activities and conversations are informative and thought-provoking. The filmmakers created a curriculum called Look Deeper to go with this film, which we are watching one section per week. In addition, there is often a weekly race relations headline news story to consider and discuss.

Election 2020 (Ken Danford)
There is much to know, and much to understand about what has been happening the past few months related to the election. Early voting, election day, the official announcement of the results three days later, the challenges to that outcome, the Georgia run-off elections for the U.S. Senate, the insurrection of January 6th, the Inauguration of President Biden and Vice-President Harris on January 20th, the impeachment of the former President, and the Biden administration’s use of executive orders in these first weeks of taking office. Wow. No shortage of details, procedures, personalities, and possibilities. What will the spring bring?

Harm and Punishment (Susannah Sheffer)
During this period we began exploring questions related to punishment in general and prison experiences in particular, including a surprising story about how A. S. Neill responded to children who were caught stealing at the famous Summerhill school, and excerpts from the book In a Dark Time about learning and teaching reading in prison, about solitary confinement, and about varying approaches to the treatment of prisoners. We recently looked at some material from and about family members of prisoners and talked about questions and controversies related to those families. In the coming weeks, we’ll be exploring issues of remorse and apology. 

Earth Science: After transitioning to online, we continued learning about the deep history of the earth with a focus on plate tectonics and making large timescales understandable through analogies and timelines. The group expressed interest in learning about the oceans next so we studied the Marianas Trench to segue from plate tectonics to oceanography. We studied the layers in the oceans and convection currents which help spread nutrients and drive weather patterns. We also looked at satellite data and imaging techniques that help scientists study the oceans. Studying phytoplankton then led us to look at other food web systems and we focused on the effects of reintroducing wolves to Yellowstone and the “trophic cascade” that led to changes in the landscape as well as impacts on other animal species. Next we turned to the atmosphere, its origins with the evolution of photosynthetic life, the characteristics of its layers, and the study of clouds. We’ll be studying weather and climate change next.

Math 1: Number Relationships (Melanie Dana)
We continued studying multiplication by exploring factors and prime factors, least common multiples and greatest common factors, prime spirals, Venn diagrams, and visual representations of numbers using patterns of factors. Then we built on our understanding of factors and patterns by exploring the various ways stars can be drawn with a given number of points. We used a YouTube video by mathematician Vi Hart as a jumping off point for our own investigations. Just as numbers can be prime or composite, so can stars. We are experimenting, noticing patterns, and making and testing conjectures in order to come up with a way of predicting what a given star will look like given the number of points and the number of spaces to skip when connecting them.

Math 2: Mathematic Models (Melanie Dana)
After learning about the normal distribution we turned to methods used by statisticians and scientists to test whether their data indicate a significant finding or not. We gathered “Stroop Test” data on ourselves which we subjected to a T-test. Next we looked at the binomial distribution and coin tosses, random spinners, and dice. Building on those activities we then turned to calculating probabilities.

History of Rock and Roll (Melanie Dana)
We continued learning about music of the 1960s by using the Monterey Pop Festival in 1967 as a jumping off point for studying folk rock, psychedelic rock, the music of San Francisco and Laurel Canyon, and specific artists such as the Who, Jimi Hendrix, and Otis Redding and Booker T and the MGS. We took a deeper look at Stax Records, the events in Memphis surrounding the assassination of Martin Luther King, and the changes in soul music as the civil rights movement evolved in the 1960s. Next we looked at a brief history of synthesizers and prog rock followed by hard rock and the advent of heavy metal. We also compared and contrasted Woodstock and Altamont as we transitioned from the end of the 60s to the 70s. 

Genetics and Society (Claudia Santillan)
In November, our class began to examine the relationship between intelligence and genetics. Initially we discussed and shared our own understanding of what it means to be intelligent, then compared it to the scientific understanding of intelligence that primarily refers to cognitive ability. During these discussions, we talked about how our culture/society defines intelligence as well as how it measures, scores, and interprets intelligence. We also learned about Howard Gardner’s multiple intelligence theory and how it has broader scope than the scientific definition of intelligence. Then we began to explore some of the research in the field of genetics and intelligence which largely employ the use of Genome-Wide Association Studies (GWAS) as tools for their scientific inquiries. We learned that these studies have shown at least 50% of cognitive ability can be predicted by genetics. To better understand the technology of GWAS, we set out to cover the structure and organization of DNA as well as DNA replication, transcription, and translation. We have also discussed the current use and ethics of the utilization of CRISPR technology in human somatic cells versus human germline cells. Another important topic we have covered is how the current framework under which scientific research operates such as limited/competitive funding sources, success-focused publication, and overall tendency to be secretive from other scientists/public leads to a host of various problems/catastrophes. We talked about how involving public stakeholders in the development and execution of a research project can lead to greater accountability and trust between researchers and citizens-- using Kevin Esvelt’s, MIT professor, Gene Drive project happening on the coast of MA. Although that in of itself is not a simple task. Our next inquiry will focus on understanding how traditional and modern DNA sequencing works which is a part of the foundation to understanding GWAS and CRISPR technology. We will also continue to discuss strengths/deficiencies in the current framework of scientific research.

Books without Bounds (Kizzi Collier)
Since finishing the book A Monster Calls, we have created discussions around the fears and struggles of life (due to themes of death and grief in the novel) as well as continuing thoughts around what is internal vs. external monsterhood. This has created lively discussions about morals as well as fantasy vs. reality. I encouraged members to watch the film A Monster Calls, as we were not able to for class. We have also now finished the book There's Someone Inside Your House by Stephanie Perkins and are well on our way into House of Furies by Madeleine Roux. Each book has certainly brought on different themes that are seen in horror, such as paranormal, suspense, gore, thriller, slasher, and even Gothic horror.

Dungeons & Dragons (Kizzi Collier)
The members of this class have kept up their goals of defeating a Vampire overlord in the land of the Shadowfell! Dungeons & Dragons has many reasons for why it is so wonderful. Real-life benefits that the teens participate in as they play are things such as working your imagination muscle. There is also, I find, a very special bond that is formed in D&D, similar to a sport or a club someone is in. People work together as a team, overcome challenges, and achieve a similar goal together. D&D is a way of challenging someone with questions and puzzles no one has thought of before and discovering creative ways to unearth and solve them. I have truly enjoyed playing the role of the Dungeon Master for this group of teens and hope they're having as much fun as I am.

Sex is a Funny Word (Kizzi Collier)
We continue through the journey of this class! There are many topics one could go into, however, ones that have arisen as we've gone on are different STIs & STDs (including an entire class dedicated to HIV/AIDS), what hormone blockers/hormone replacement theory are and how they work, contraceptives through playing Hangman, what it means to be Intersex, the endocrine system, and more! In our discussions, I always do my best to include human development, relationships, sexual behavior, sexual health, and even society & culture. While I often notice many don't speak up during class, I truly hope they're all having fun and learning a lot from each class.

Bread (Loran Saito)
Our weekly bread-baking adventures in this period have included a version of Pan de Muertos (Mexican Day of the Dead Bread), Vanilla/Chocolate Marbled Bread, Gluten-Free Sandwich Bread, Chocolate Cranberry Pull-Apart Bread, Japanese Melon Pan, Gingerbread, Honey Oat Bread, Pita, Banana Bread, and English Muffins. A few of these breads (like Melon Pan and English Muffins) have required some upgraded techniques, but they have mostly been straightforward opportunities to practice basic skills, and class members have noticeably grown in their independence and confidence as bakers.

Volunteering at Manna Community Kitchen (Loran Saito)
After some initial struggles to find a volunteer opportunity, our group started working every other week at Manna Community Kitchen at St. John’s Church in Northampton. We mainly help with the distribution of midday and evening meals for people who drop by and for people staying in Northampton shelters. Our tasks have included sorting donated food, writing notes to food recipients, and packing to-go meals. We have an energetic and congenial group, and we always have a great time.

World Traveler (Loran Saito)
In this class we dream and explore ideas for travel around the U.S. and the world, especially beyond the usual tourism concept. We have had visits from guests who have talked about their experiences with Rotary Exchange, the National Security Language Initiative for Youth, a self-designed internship in Micronesia, Kroka, WWOOFing, through-hiking major trails, Peace Corps, and the Camino de Santiago. Each week, we start the class by reporting any travel adventures, including very local travel, we have had since the last class meeting.

Thursday Hiking Group (Loran Saito and Ken Danford)
We have had a steady hiking group of 4-8 hikers every week, with just one weather cancellation. We’ve had some fun snowy hikes in this period as well! November-January our hikes included White Rock, Fitzgerald Lake, Bullitt Reservation/Chapel Falls, Bare Mountain, and Montague Plains.

Sketchbook Project (Loran Saito)
This group has been meeting casually weekly since the beginning of January, filling our sketchbooks to submit them to the Brooklyn Art Library.

Great Matters (John Sprague)
We continue to have a lively thought-provoking philosophical discussion group. Recent topics have included ethics, their function and value; political philosophy; and most recently the nature of self, and how do we understand our own identity in a complex world.

Holistic Self-Care (John Sprague)
Based on the desire of the participants, the focus of this class has shifted for now to being primarily a yoga class. It could shift again if these interests change.

Community Stewardship (John Sprague and Melanie Dana)
In December we put on our second successful Zoom-based party. Another new-ish project, spearheaded by a group member, is establishing a weekly "Among Us" game group. We are also exploring and trying to articulate what are most essential values and principles of our community. We are also envisioning a yearbook project, and looking ahead to our next community party / gathering.

Music Workshop (John Sprague)
Currently the group format is to explore particular themes and styles in the music world, primarily by listening to pieces and songs together, The group is also a forum for individuals to share a piece that they have been working on.

Art (Jamie Rose)
We have been covering, basic anatomy, faces, body types, facial features, perspective, hair, and drawing diverse characters.