1.) Young people, no matter where they come from or what lives they lead, have a lot to say on politics if asked. They have lots of opinions and knowledge on the issues that affect their own personal lives and realistic visions of what they would like America to be. In most cases, when issues come up in class like healthcare, social security, abortion, education, etc., these kids take a very mature and compassionate view toward others, even towards those that they believe have not been so compassionate towards them.
2.) Young minds are like sponges. We hear this all the time but I have never seen students so hungry for information in class before. I thought I was pretty up on politics and government but they stump me often. When I say I will search for the answer, they volunteer to look for it or will be anxious to hear the answer when I am able to find it.
3.) Don't be afraid to share your thoughts and opinions with students--even political ones. I tried to keep my Obamafication a secret but they picked up on it and it has made for some lively, open-minded discussions on the issues that we all face. I believe it was my E2T2 instructor that commented that modeling passion for a subject is important. Great statement and very true. I feel as though modeling my passion for this subject has not only helped the students get into the topic but also helped me learn and grow with them, instead of standing on the outside waiting for them to find their identities.
We have taken time the last few weeks to learn the fundamentals of politics and elections in the US and applied them to the current general election. The next two weeks we will be putting them into a simulated election and, I am hoping, the students will realize just how much of a privilege it is to live in a country where they are free to express their opinions, not just vocally, but through the ballot.
For those of you wondering how the students are coming along on forming those political identities, I have learned:
4.) Political identities are a process. I am not sure, after this class, if I have found mine.
5.) Young people can be stubborn. Some of the students are going to vote Democrat and some will vote Republican, no matter what! The goal, I have realized, is to help them understand that each political party's views are real and are just as worthy as listening to and thinking about as the others' (not sure if that needs an apostrophe). If we don't listen to each other, we won't accomplish or solve much of anything!
Click on the following link to view the representation of student responses to the journal: "Who do you see as a good leader and why?"
How fitting that this came out in the shape of a footprint!?
3 comments:
I continually value the counterpoint your experience with "Politics and Elections" provides to our ongoing E2T2 discussions about the whole fluxious (did I just make up a word?) idea of 21st century learning, learners, and skills. Fascinating how the passion your kids bring to political discussion---and their hunger for information and wilingness to dive in to search for it---sheds useful light on the concerns others have raised about just how natural and inherent all these 21st century skills really are for kids. No simple answers, I guess.
I posted about this over at the NEMEN Tech blog (http://nementech.blogspot.com/2008/10/letters-to-next-president.html), but thought I'd mention it specifically here since your current teaching focus is on the election. Have you been following/participating in the Letters to the Next President project? Read more at http://www.letters2president.org/ . Could be a great way for your students to continue the identity formation process, and articulate their beliefs in a personal way. I imagine they'd also enjoy reading a sampling of what other students have written---and perhaps garner some new insights about how and why other young people have come to their political convictions.
I forgot to add. . . cool use of Wordle!
sschwister:
Thanks for the information on the letters to the next president, I believe it is definitely worth bringing to the group.
What a learning experience this class has been for me. Not just in the way of politics but in the breaking of preconceived notions we, often times, form concerning 21st century learners and their abilities--lessons that should prove to be valuable in next term's course.
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