Civic Education

Another score on the "getting them to think" front today. I used a lesson based on photographs. Students were broken up into groups of 4 (based on birthdays this time) and given a collection of 8 photographs. The pics were Gold Bullion, The Susan Constant, A Slave Auction, Boston Tea Party, Boston Massacre, Albany Plan of Union, Tarring and Feathering, and the Battle of Cowpens.

For the first task the students put the pictures in chronological order. The order was important in the grading, but most important was their reasoning. Furthermore, in order to guarantee full participation it was stated that I could and would ask any member of the group to explain the reasoning behind the order--and the response would reflect the entire group's grade.

The second task was to put the pictures into categories--whatever categories they decided to come up with. And again to present reasons.

Thanks Dr. Oscar Lansen for the idea.

REFLECTIONS

Many of the students didn't get the pictures right. (ie thought Cowpens was the French and Indian War or thought the Gold represented taxation rather than mercantilism) But their reasoning was good. They may have misunderstood the pictures but were able to use their understanding of the concepts. To me that is a good thing.

During the process a student asked if she/they could use their notes. My split second, gut instinct was to say no. But I didn't. I figure if they are going to show the initiative to look something up why would I stifle that? The information is out there they just need to know how to put it together and do something with it. The mantra of 21st century education.

pleased,
dt

Rebellion, the Conclusion

Nothing too spectacular. A few minutes after class started the principal marched "on the classroom" with the SRO, our two ROTC officers in their fatigues, and all assistant principals. The students were a bit shocked, but seemed to grasp the joke from the beginning. They even kinda laughed when the principal cited the school board policies that had been broken and declared all with 12 days After School Detention.

He did give a chance to back out. We only had one Loyalist to break ranks, but the rest of the class did try to put it off on me. Blame the leader--the American way I guess. "He typed it." "It was an assignment, we didn't have a choice."

One thing is clear. The students will remember that the Declaration of Independence was not merely beautiful ideas on paper, but required the sacrifice of thousands, and indeed could have ended with the signers "all hanging together."

dt

Rebellion, part II

The following was the response that I got back from my principal--and former US History teacher--which was sent to all administrators and the Student Resource Officers in the building--even and invitation to the deputy superintendent (what have i gotten myself into?:) The outcome of the rebellion will be posted in part III sometime on Tuesday afternoon.

"Daniel Thomas' first period Honors Civics class has declared themselves in rebellion. They have declared their independence from Crest High School and announced that they are not under my authority any more. (It's an absolutely wonderful lesson.) My attempts to peacefully address their grievances has been rejected. As of this date, I am declaring that room 107 is in a state of rebellion against the lawful authority of this school. I am assembling an army to suppress this rebellion. Please assemble in the main office just after 8:00 AM on Tuesday. We will march on Mr. Thomas' class and reclaim the lost colony. These insurrectionist will pay for this disloyalty with their liberty. Roger Harris The LAWFUL authority of Crest High School 1 September 2006 Dr. Hartness, I don't know what is on your schedule, but do you want to play army with us?"

Rebellion, part I

I have many thoughts to get down this weekend about what went right and what went wrong in this first week with my new lot. But I would like to share--in a series of posts--the activity I did with my Honors Civics class. After putting the Dec of Independence into their own words, the students then listed the grievances they had with the Principal and subsequently drafted their own DoI from the principal's authority. Text of the document is below:

"Dear Principal Harris,

There comes a time when every student should break away from the chains of oppression. We have come to a conclusion, after many debates, that the rules and guidelines of the school are way too strict; and that the opportunities given to us are limited. We shall explain the reasons why we desire to separate from your rule.
We have devised a few simple changes to your despotic system. We base our objections on the fact that we believe that democracy should be applied in this school, because we have natural rights.
The “long train” of our grievances:

YOU have taken away our right to text message and receive cell phone calls at school.

YOU have made money off of our families by charging too much for lockers that do not even work.

YOU have shut off the vending machines from which we obtain nourishment.

YOU have limited our creative expression by enforcing the dress code.

YOU have crushed our freedom by enforcing tardies and absences.

YOU have not allowed the existence of a dance team.

YOU have raised the price of lunch and the quality has dropped.

YOU have stifled creativity by not building an auditorium.

YOU have charged us heavy fees to take elective classes.

YOU have frozen us and given us the flu by not changing the outdated heating and air conditioning units.

YOU have taken away our homework and sleep time by enforcing detention.

Therefore, we the students of Mr. Thomas’ HONORS Civics class hereby declare our independence from your authority. We will seek to fulfill our rights on our own accord henceforth."