Chess


Grades K-12

Learning Objectives:
Hard skills learned: tactics, strategy, evaluation, higher order thinking, selective calculation ability, visualization openings, endgames, checkmate, how to learn from losses. Soft skills learned: tactics, strategy, evaluation, higher order thinking, selective calculation ability visualization.

Using chess provides an alternative method to teach essential probability skills using an applied instructional model through game simulation.


  • Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events.
  • Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. Understand patterns, relations, and functions.
  • Apply knowledge of language structure, language conventions, media techniques, figurative language and genre to create critique and discuss print and non-print texts.
  • Applying non-English perspectives to develop competency in the English language arts and to develop understanding of content across the curriculum for students where English is not the first language.

We will use nationally recognized dance patterns and techniques of the following dances: Tango, Foxtrot, Waltz, Rumba, Paso Doble, Jive, Mambo, Salsa, Cha-Cha, Merengue, and Hustle.


  • Understand the sensory elements, organizational principles and expressive qualities of the arts.
  • Understand the similarities, distinctions and connections in and among the arts. Illinois State Goal 26: Through creating and performing, understand how works of art are produced.
  • Understand processes, traditional tools and modern technologies used in the arts.
  • Apply skills and knowledge necessary to create and perform in one or more of the arts.
  • Understand how the arts shape and reflect history, society and everyday life.

Chess


Grades K-12

Learning Objectives: Hard skills learned: tactics, strategy, evaluation, higher order thinking, selective calculation ability, visualization openings, endgames, checkmate, how to learn from losses. Soft skills learned: tactics, strategy, evaluation, higher order thinking, selective calculation ability visualization

Cycling and pedestrian safety for kids


Grades 3-12

Hard skills learned: safety, responsibility, cycling skills, physical fitness. Soft skills learned: self-sufficiency, confidence, team work, independence.

Class Concept: The Bike Walk Education Act (HB4799) enacted in 2018 requires all public schools in Illinois to adopt policies for educating students about cycling and walking safety. This class will teach children the skills needed for children to be safe and informed commuters so students can safely. They will learn to utilize walking and cycling to travel around the city of Chicago and find a path to greater independence and self-sufficiency. This class will incorporate walking, running, and cycling instruction, and the students will improve their physical fitness level. State learning standards:


  • Acquire movement and motor skills and understand the concepts necessary to engage in moderate to vigorous physical activity.
  • Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
  • Develop skills necessary to become a successful member of a team by working with others during physical activity.
  • Understand principles of health promotion and the prevention and treatment of illness and injury.
  • Understand human body systems and factors that influence growth and development.
  • Promote and enhance health and well-being through the use of effective communication and decision making skills.

Everybody is an Athlete


Grades 1-12

Learning Objectives:
Hard skills learned: athleticism, physical fitness.
Soft skills learned: self-sufficiency, confidence, team work.

Class concept: improve fitness through games that increase the students' speed, quickness, and agility. Games will incorporate teamwork and quick decision making. The fitness developed will make the students better athletes in any physical activity or sport that they do.


  • Acquire movement and motor skills and understand the concepts necessary to engage in moderate to vigorous physical activity.
  • Achieve and maintain a health-enhancing level of physical fitness based upon continual self-assessment.
  • Develop skills necessary to become a successful member of a team by working with others during physical activity.
  • Understand principles of health promotion and the prevention and treatment of illness and injury.
  • Understand human body systems and factors that influence growth and development.
  • Promote and enhance health and well-being through the use of effective communication and decision-making skills.

Class Concept: Construct, build, and sculpt art with clay and other fun sculptural materials. This class will get you fired up about clay work while developing a repertoire of functional to sculptural techniques. Think in the third dimension using other materials, including wire, wood, and cardboard. Find inspiration from art history, world cultures, and imagination while also reflecting on our group discussions ideas.


  • Generate, conceptualize, organize and develop artistic ideas and work.
  • Revise, refine and complete artistic work.
  • Select, analyze and interpret artistic work for presentation. Convey meaning through presentation.
  • Synthesize and relate knowledge and personal experiences to make art.
  • Relate artistic ideas with societal, cultural, and historical context to deepen understanding.

Sculpture and Functional Art


Grades 1-12

Learning Objectives: Hard skills learned: tactics, strategy, evaluation, higher order thinking, selective calculation ability, visualization openings, endgames, checkmate, how to learn from losses. Soft skills learned: tactics, strategy, evaluation, higher order thinking, selective calculation ability visualization.

Spoken Word Poetry


Grades 6-12

Learning objectives: To create a culture that transforms the lives of young people and their communities by bringing together participants through writing, publication, and performance education for civic discourse. The writing process begins with a focus on content over form: what young people have to say is more important than the mode of expression. We follow the credo of Gwendolyn Brooks: “Tell the story that is right in front of your nose.”
Soft skills learned: recognize ways to share feelings, demonstrate empathy with others, maintain positive relationships with peers of differences in gender, race, etc.; use non-verbal cues to communicate understanding of another’s perspective; practice responding to ideas.

Class Concept: This Curriculum nurtures this inquiry, surrounds it with the voices and poems of authors and artists who were simultaneously writing the word and the world . Drawing on the works of Chicago based literary artists such as Gwendolyn Brooks, Fred Hampton, Nelson Algren, Ida B. Wells, Chance the Rapper, and Studs Terkel, students are exposed to a variety of source materials, both contemporary and classic. State learning standards:


  • Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
  • Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact.
  • Initiate and participate effectively in a range of collaborative discussions with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
  • Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

Personal Expression through Programming


Grades 2-12

Learning Objectives:
Hard skills learned: programming, game design, animation, math sequencing, pattern recognition.
Soft skills learned: problem solving, critical thinking, imagination.

Class concept: Utilize Scratch to create video games and animated films. This class will help kids take their creative ideas and conceptualize them by thinking like a programmer through Scratch's programming application.


  • Leverage technology to take an active role in choosing, achieving and demonstrating competency in learning goals, informed by the learning sciences.
  • Recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, act and model in ways that are safe, legal and ethical.
  • Critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences.
  • Use of a variety of technologies within a design process to identify and solve problems by creating new, useful or imaginative solutions.
  • Develop and employ strategies for understanding and solving problems in ways that leverage the power of technological methods to develop and test solutions.
  • Communicate clearly and express creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to that goals.
  • Use of digital tools to broaden students' perspectives and enrich their learning by collaborating and working effectively in teams locally and globally.

Class Concept: Design, build, and program an autonomous robot and create innovative solutions to problems facing today’s scientists. State learning standards: STEAM.


  • Create interactive stories, games, and animations.
  • Learn about the process of design, how to start with a tiny idea and turn it into a finalized project, how to take complex ideas and bring them down to simpler parts, how to find and fix bugs when things go wrong.

Intro to Coding: Scratch


Grades 5-12

Learning Objectives: Soft skills learned: collaborate with others on a project, how to stay persistent and preserver through frustration when things aren’t working well, creative thinking, systemical reasing.