Category Archives: PBL

What My Students Believe About Politics

This past week we finished “phase one” of the #MYparty12 election project. Students explored their personal opinions about political issues and the historical backgrounds of the two primary parties. Here I would like to share how students explored issues and then started to identify with different parties.

Our “entry event” was to have students write their name on a scale of 1-10 on a huge banner paper on two issues: healthcare and concealed weapons (click through to see how we framed the issues). We picked these two issues because of our students interests (guns) and we also wanted an issue that involved a belief in both the responsibility of government and budget issues (healthcare). We also picked our issues from the topics on the site ProCon.org. After we described the positions students wrote their name on the spectrum where their position was.

Next students read the arguments and statistics at ProCon and discussed it in groups. Then students re-wrote their name if their position changed or circled their name if it stayed the same. This led to a discussion of changing your beliefs and also what your beliefs are based on.

We also were very deliberate to only use the 1-10 scale. We avoided the words “left,” “right,” “liberal,” and “conservative” because we did not want them to be biased according to what they thought they believed or had been taught by their parents.

The following class students brainstormed a long list of issues and then each group researched on in the style of ProCon.org. In other words they had to find arguments and research that supported both sides of the thesis statement they created. Next students had three minutes to present both sides of the research and then every student got up and stood under the banner to represent their views. We intentionally had the “liberal” view on the issues go to the left side and the “conservative” view go to the right, but still avoided using these terms until after they were done.

Students stood under this banner to represent their views

Afterwards students reflected on how much they stayed in the same general spot with the different issues or moved around. We also had a big moment when I “rephrased” a student thesis. The original was “Illegal immigrants should not be allowed in the country.” Almost all students agreed with this statement in the “10” or  “conservative” side of the spectrum. I changed the wording to something to exempt children who have lived in the U.S. most of their life here and there was a large shift to the “left.” We talked about how pollsters frame questions to manipulate how people vote on issues.

We then spent a few days researching FDR’s New Deal and Reaganomics to understand the historical origins of the basic beliefs of the two majority parties. And finally students took the survey at isidewith.com. I really like this site because student are matched to candidates based on their opinions about the issues. It lets a person rate how important each issue is to them and gives multiple nuanced choices for each question. For example on abortion instead of just Pro Life or Pro Choice you can choose things such as “not after the first trimester” or “only legal in cases of rape or when the life of the mother is at stake.”

The best part of the site though is that it matches you to minority party candidates such as Gary Johnson (libertarian), Jill Stein (Green), and Rocky Anderson (Justice). The students ended up pretty evenly divided between Obama, Romney, Johnson, and Green. Students were surprised by these answers and that led to some great discussions. Some were also upset and claimed that the site was rigged because they did not like who it said they were matched with. Many of these students scored high for both Obama and Romney and did not understand how that was possible. This lead to a nice discussion about what it means to be an “independent” who agrees with both sides on different issues.

All in all this was a great process that led to great conversations about both the issues and later the parties and candidates. After watching the first debate this past week students are starting to get excited about politics and the election! This week students will create their own political parties with names, logos, slogans, and platforms. Stay tuned…

Student Designed Curriculum

Piles of sorted standards

Last year was my first year at a new PBL high school. Before school started I created a year-long scope and sequence of what topics our projects would be and what the final products would be. The projects gradually went from very specific teacher designed to more open ended ones. I included lots of student choice along the way and ended the year with open ended products such as our art fair.

I knew from the beginning of last year that I would be teaching the same students for two years moving up with them for this year. One of my goals was after students understood the PBL process to invite them to help me design projects. So at the end of the year I asked for volunteers and got around 10 per class (out of 50 students).

We set aside a time to meet during work time at the end of last year and I showed them a list of this year’s state standards. I had the standards all cut out into strips and asked students to sort them by topic which they had fun with. Then we spent another hour talking about project ideas, products, and authentic audiences.

So this year I have a very general scope and sequence based on the students suggestions. I have specifically designed the first three projects (the first one is not really a project, but a review technique that deserves a separate post, the second is the #MYparty election project which had to be planned since it is being implemented around the country, and the third is a more open-ended one on 9/11) but the rest of my year is fairly wide open.

I plan to continue to gauge student interests and get their help in planning the rest of the year as far as project ideas, driving questions, products, and authentic audience. Once again I do not want to limit students’ motivation, interests, or creativity by imposing all of my ideas on them. I am excited by the unknown paths that students and I will discover together this year. I truly believe that this is the most important part of any good curriculum: allowing it to be student-designed and focused.

I leave you with a quote from Postman and Weingartner “Unless an inquiry is perceived as relevant by the learner, no significant learning will take place.”