Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Making Civics Real Workshop 2: Electoral Politics  
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Workshop 2

Workshop Session
Lesson Plan
Teacher Perspectives
Student Perspectives
Essential Readings
Other Lessons

Student Perspectives: Constructivist learning

Kerron: Usually you never hear the opinion of the younger generation so I think it gave equal opportunity to both the older generation and the younger generation to put forth some of their opinions.

Tremayne: Because of the information that we are now learning in class, I talk to a lot of older people. It used to be they would talk about the campaign and I would go into my room and listen to music or watch television. But now that I’ve learned about the campaign I can form my own opinion and I can talk to these people and let them know my ideas. Now that I know more information, it makes it more fun to learn. You have a little taste. Now you want to know more. If there is a campaign going on between two candidates, how did they get this far? Why has it gotten to this point or why don’t the two candidates like each other?

Quadir: I like that it is very interactive and really hands on. I’m a visual learner so I need visual aids and I need to actually see what I’m doing, see if it matters.

Samuel: The thing I really liked was a whole-class activity [where] we actually simulated a trial. There were three shipwrecked sailors and the two ate the other one. They had made an agreement that if one of them died they would eat the other but here is the clincher: They killed him first. They didn’t wait the allotted time. I was on the prosecution team: We play witnesses; we don’t just play lawyers. We actually got the AP history class to come in and act as jurors because they would be unbiased [and everyone in this class] had already drawn an opinion about the whole subject. So that was really fun for both classes.

Maysa: I believe that this way of learning is effective because it’s not just a teacher telling you information. It’s about you going after the information yourself and finding out what you assume, which may be correct or incorrect. I think it is effective because it makes you work harder for what you want to know. If you can’t find it, you get frustrated, but it makes you want it more. For example, for the racial discrimination and gender discrimination group, they had no idea where they were going for a while, but they kept going because they didn’t want to be the only group that didn’t have any information. So it’s very effective and it prepares you for when you go to school because you have no one behind you telling you to do this or do that. You have to do it yourself because you get your syllabus in the beginning of the semester and then it’s up to you to get the grades that you want.


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