With the advertising simulation put safely behind us we have embarked on an analytical look at the news and current events. We are living in very interesting times. An election with historical impact, a global economic crisis, two land wars, a third of the country can’t get gas and Russia has decided to rattle their collective sword. All at the same time.
So I ask the students questions and they answer.
Q: Why are we at war with Iraq?
A: Because they attacked us on 9/11.
Oops. But something has given my students more political interest than they have had in their entire lives. The idea that, no matter which way the election goes, it will enter us into a whole new world. We will either elect the first black man to the highest office in the land or we will put the first woman ever in the office of the Vice-President. The informal polls in my classroom are overwhelmingly in favor of Barack Obama.
Current Events, Opinions and the Classroom.
In order to be good citizens, the people of the United States must be informed citizens. Right? So we have started looking at current events and how they are reported. Topics that the kids chose to talk about included the economy, teen pregnancy, gang violence and education. The discussions got pretty heated at times and hard to moderate but I felt that it was worth it.
Today I introduced editorials to the class. Rather than come up with a technical definition, I simply told them that an editorial is a persuasive essay that is published in the media. I then gave out a list of thirty questions to serve as an editorial essay. I didn’t write them. I found them on the Internet. Take a look at them if you want. The thirty questions are answered Yes or No without discussion and cover a broad range of topics from media violence and welfare to divorce and NASCAR. After everyone is done, we go question by question tallying the yeses and nos and one student is allowed to make a “yes” argument and another is chosen to give the “no” argument. I told the kids to work silently and to raise their hands to get clarification on a question. The clarifications are what brought me back to the blog today.
The Questions I Received.
- What is capital punishment?
- What does “abolished” mean?
- What does “implement” mean?
- What does “ethical” mean?
- What does “moral” mean?
- What is genetic engineering?
- What do they mean by the insanity defense?
- What’s a “salary cap?”
- What is “euthanasia?”
- What does it mean to “promote” something?
- What is “death row?”
- What’s an appeal?
- What does “mandate” mean?
- What do they mean when they say “pay for the cost of their own keep?”
Some of these questions I expected and had no problem with. Others troubled me a little.
Capital punishment? Do students really get to high school without discussing capital punishment? How can we expect our kids to behave in a moral or ethical manner when they don’t know what the words mean? Abolished? Implement? Mandate? Shouldn’t these words be a part of every high school student’s lexicon? Euthanasia I get because, while it might have been a hot issue a decade or so ago, we just don’t hear about it much any more. Salary Cap? It’s the business side of professional sports so I expected questions on that as well. Others I’m OK with are the insanity defense, genetic engineering and using the word “keep” instead of room and board or, even, clothing and food.
Should This Trouble Me?
So…why does this bother me? I think the answer is potentially complicated. Or I might just be saying that I have no idea. What really troubled me was the fact that a simple exercise, designed to fit into a single class, now has to be stretched into two days. The stop-and-start, ask-a-question breakdown coupled with WAY too many interruptions from the main office entirely diminished the effectiveness of the exercise. Seriously, our students should know what “mandate” means without having to ask.
What also troubles me is that somewhere along the line, we lost track of what we’re trying to do in our own schools. We have taken the kindergarten curriculum, thrown it away and replaced it with the first grade curriculum. But, by taking away things like blocks and finger painting and playing house and macaroni pictures, we have eliminated things like conflict resolution, working and playing well with others and respecting gender differences. In order to “graduate” kindergarten, all I was expected to do was count to 100, know what order the alphabet is in and write my name. What I thought was a bunch of simple activities that kept us busy were actually carefully controlled and well designed life lessons. Lessons we just don’t teach anymore. We are far too interested in testing and verifiable assessment. Life lessons may fit in a definition of citizenship but they just can’t be written into a multiple choice test.
Sometimes I feel as if we have taken away our students ability to think for themselves. Want to freak out a high school student? Tell them to write you a three page, double-spaced research paper. First question asked? “On what?” Now, answer that question with, “I don’t care. You decide.” Now sit back and watch the fear and confusion rise in their faces. My theory is that we have stopped the learning and started the memorizing. Teaching to the test is a very real problem. I have seen math classes that are really just about calculator keystrokes rather than learning concepts and problem solving. I have students who can’t tell time without a digital watch. My own children weren’t taught the multiplication tables. But they were told how to input the problems on a TI-30XIIS calculator. Great. But all math can be broken down into addition, subtraction, multiplication and division. Learn your basics and know your basics and the rest is just using them in different formulae.
No. School isn’t about memorizing and it isn’t about exit tests. It is about learning to think and it’s about becoming a productive member of society. And I wonder if we’re doing that.