Over the course of my student teaching experience, I began to see the best way to approach certain topics and certain class groups most effectively. For example, I found that cooperative learning groups did not work as well for my ninth graders as it did for the tenth graders, because it was harder for the younger students to focus on the task at hand. As a result, my choices of materials sometimes reflected my choice of teaching methods. Despite some differences, I made an effort to include as many primary sources and visuals as possible in my classes, to provide students with a well rounded and balanced view of the topic at hand.
As mentioned in the previous section, I also used student data and feedback to design new assignments or to clarify the requirements of existing assignments. For example, I had to clarify the ninth grade research essay assignment several different ways, in order for most students to recognize the need to use in-text citations. One way I addressed this need was by integrating primary sources into lessons as “citation practice,” in which students would read a passage and respond to it in a short paragraph, followed by a correct in-text citation. Another way I clarified the requirements of this assignment was by offering students with learning exceptionalities more guidance for writing in the five-paragraph essay format. Using these format guides allowed several students to succeed in this assignment who may not have been able to complete it otherwise.
The main type of primary source I concentrated on in Civics and World History is
political cartoons. These documents allowed students to get information on the topic in a
graphic format. The ninth grade World History students focused on political cartoons in their
imperialism unit, culminating in an assignment in which they drew their own cartoon depicting
the effects of imperialism in Africa or Asia. In civics class, political cartoons offered a simple
and graphic way to explain both historical and contemporary aspects of our government. For
example, when discussing the formation of the Constitution, we analyzed a cartoon from 1787
in which the Federalist/Anti-Federalist sides of the issue are illustrated. These primary sources
have served as a clear and simple way to illustrate many complex concepts to both ninth and
tenth graders, in many topics within Civics and World History.
3. Political Compass homework: This assignment focused on the student's political beliefs. Students were directed to the political compass website, where there is a test that identifies you on a four-point spectrum of liberal-conservative and libertarian-authoritarian. Students really seemed to enjoy completing homework that was all about their identity.
Name: __________________________________
Civics Homework, April 22: Political Compass
Total: 10 Points
For tonight's homework, you will visit the website we viewed in class today, the political compass, at www.politicalcompass.org. Click on "take the test," on the upper left corner, and answer the questions. When you get your answer as to your political position on the spectrum, write an extended paragraph on your reaction to the results. Where on the political spectrum did you fall? Which historical or recent people are nearby your position? Did the results surprise you? Why or why not?
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4. Liberal-conservative graphic organizers: Though the tenth graders don't usually need learning tools like these, I noticed that many students had very little prior knowledge of the political spectrum, especially when it came to identifying beliefs along the liberal-conservative or Democratic-Republican spectrum. This packet accompanied a PowerPoint presentation in which we filled out a version of these organizers on the screen while students filled out theirs.
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The Political Spectrum Graphic orgs.ppt Size : 0.118 Kb Type : ppt |
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5. Political socialization homework: This assignment followed a lesson in which we discussed how people develop their political beliefs. Students interviewed a family member and compared their political beliefs to their own, following up on their “political compass” homework from the week before.
Name: _____________________________
Civics Homework, April 26: Political Socialization
Interview an adult relative about their political views, using the sections of the graphic organizer as well as any other issues to guide your conversation. Describe his or her views in terms of the liberal-conservative spectrum, and identify their party affiliation, if applicable. Write a paragraph comparing their views to yours. To what extent did their views influence yours?
6. Political party project: This was designed to be a fun project for groups to complete as they investigated a political party. I included the Tea Party Movement, even though it's not an actual party, because I consider it an important political event that could be valuable for students to learn more about. Examples of this project are featured on the photo gallery page of this website.
Name: ________________________
Political Party Project: 50 Points
As we learn about political parties over the next few weeks, you will work in groups of two or three to investigate a party from the list below. Your group will create a brief written history and description of your party’s views on key issues, as well as a poster describing other aspects of the party. Your group will then perform a brief oral presentation of your project, to share the information you have found on your party.
List of parties to choose from:
- Constitution Party
- Democratic
- Green
- Libertarian
- Reform Party of the USA
- Republican
- Socialist
- Tea Party Movement (Not an actual party—yet)
Your Task:
Part 1—Written Product- Write a brief historical background of the political party (about ½ to one page, double spaced) and the following:
- Describe in general terms your party’s philosophy regarding the role of government in American life (about ½ page)
- Choose two major issues (other than immigration and military spending) and describe your party’s position on them; explain their justification of this position as well (about one page).
Part 2—Visual Product- Produce a poster, at least 11x14 inches, featuring the following:
- an original title including the name of the party;
- a current campaign slogan;
- the mascot or logo of the party (if there isn’t one, make one up), including the reasoning behind it and how it represents the party;
- a photo or drawing of a significant member of this party, including a quote from that person;
- an original political cartoon reflecting your party’s position on immigration;
- an original political cartoon reflecting your party’s position on military and/or defense spending
The Process:
- Divide the work up evenly, with at least two people working on each aspect of the assignment
- Research the views of the political party through the Internet, magazines, and radio or TV interviews.
- Proofread written work carefully.
- Make your poster colorful and creative as well as informative.
Resources:
- Be sure to access reliable sources for accurate information on these parties. This website http://politics1.com/parties.htm has an exhaustive list of political parties and links to their official websites.
- Reliable and largely non-partisan news sources include U.S. News & World Report magazine, Time Magazine, NPR radio, the Washington Post, and the Christian Science Monitor. Online versions of these sources are available.
Due Date: Thursday May 6; Groups and party choices to be finalized Friday 4/23
Class time in computer lab: Thursday April 29
