From Town Hall to Brand New Law (Or Not)

 Are you ready to engage in debate in your classroom? Check out this presentation from the 2016 Georgia Council of the Social Studies Conference.

Active Citizen: Make It So!

This lesson is about how to engage students by modeling a town hall debate using current controversial topics and character roles. Debates can be used to facilitate topic learning in the classroom. Students both debate and plan strategy to bring a successful initiative to the ballot. The conclusion of the debate will require students to reflect and vote via secret ballot as to the best argument presented.

Engagement: Researching Government & the People

As part of the research process, students will evaluate sources and use evidence to craft arguments that reflect democratic principles.  Students will develop questions and plan inquiries for their debate opponents. Students will evaluate public policies in terms of outcomes and consequences to prepare position statements. To craft adequate statements, students will analyze the impact of civic virtues, democratic principles, and rights. The debate will require students to examine historical, contemporary, and emerging views of changing societies, promoting the common good, and protecting rights. At the finish of debates, students will communicate their conclusions and encourage informed action.

Debate Questions:

• What is the historical process or foundation used for/against this topic?
• What rights or responsibilities does this topic address in today’s society or evolution of the American democracy?
• How does this topic engage citizens into a larger understanding of society and/or history?
• How do citizens decide to accept or change their position on this topic?
• How can this topic allow individuals to make choices to amend or change their position?

The Great Debate

•  Each side gets a 2 minute opening statement
• One person speaks for 3 minutes and then is questioned by BOTH people from the opposing side for a total of 4 minutes.  During this time the one person who spoke is “on their own” to defend what they said while being questioned by the two who oppose them.
• Then one person from the other side speaks for 3 minutes and is questioned for 4 minutes.  This continues with the 2nd person from the first team speaking for 3 minutes and then being questioned for 4 minutes and finally the 2nd person from the final team speaking for 3 minutes and being questioned for 4 minutes.
• After each side gives their closing statement a vote is taken from the class.
• Vote via secret ballot on which side presented the best argument & answered the arguments of the opposing side.

Engagement Examples: Government and the People

• Twitter Town Hall @ THE WHITE HOUSE  Petition the White House
• Big Block of Cheese Day

A photo posted by Histocrats (@histocrats) on Jan 7, 2016 at 11:09am PST

Resources for Current Information

• The Leading Source For Pros & Cons Of Controversial Issues   
• Pew Research Center: Fact Tank, News in Numbers   
• Federal Reserve Economic Data   
• You Are Why We're Here    
• United States Census Bureau    

Electronic Debate in Class -Media Options for the Classroom

• Google Classroom (comments enabled)   
• Padlet
  Edmodo (comments enabled)    
• TodaysMeet
• Poll Everywhere    

Why We Need to Teach World History

By Margaret Duncan, Ed.D. and Nina Kendall

            We have a generation of children who know the hard choices families and communities make during an economic crisis. Despite reports of economic improvement, joblessness, food insecurity, and poverty play significant roles in the lives of many Americans. The most recent economic crisis continues to plague states, communities and families today.

In the ongoing search for the best way to serve American citizens education is once again the battleground. This time the battle line has been drawn in Ohio.  Changes in graduation requirements by the Ohio State Legislature and supported by the Ohio Department of Education would eliminate World History as a required course for high school graduation.   World History would become an elective. It is conceivable that in some districts the course could be eliminated completely, a victim of survivor style economic decisions. Educators everywhere have realized that if a course is not mandated or assessed, it will frequently not be taught. 

There is an effort to add at least one semester via the World History Bill (OH SB 96).  If this bill is passed it will only require 1 unit of the study of World History “and civilizations” as part of the required courses for high school graduation in Ohio.  The bill will be before the Ohio Senate Education Committee on February 19, 2014 and pending approval will move onto the full Senate for a vote.  

As educators, it is hard for us to understand why a state would not require students to study World History in order to graduate.  An understanding of how the past has shaped the relationships this country has with other nations and how those international relationships impact our economy is vital to economic success for individuals, states, and nations. Yet, the students of Ohio are asked to exit High School with little understanding of the World, past, present and future, they live in. 

 

If you feel as strongly as we do, we urge you to lobby and contact Ohio State Senators and Representatives about the importance of students learning about World History and Civilizations.  The Ohio Council of Social Studies is also asking for letters of support from business, education, and organization leaders, parents, and other concerned citizens from across the state and nation to demonstrate the support SB 96 and the need for students to take World History in addition to American History and Government as a part of their high school education. 

 

While our home state does mandate World History, US History, Government and Economics must be mastered before graduation; we do understand and empathize with the plight of Ohio educators.  Our state periodically debates the need for Geography.  The United Sates is part of the Global Community. It is vital that American citizens are educated to understand and respond to the world and global economy shaped by world events. Cutting World History as a graduation requirement is a disservice to individual Americans and to the state. Tough times call for tough decisions but leaving students less prepared is not the option.

 

For more information:

http://ocss.org/advocacy/legislative-updates-and-contacts/