It’s Summer Break – How Do We Keep Civics Alive Until Next Fall?

This is the time of year both students and teachers yearn for. The spring semester is finished and everyone is ready for a much needed break. However, in a few short weeks many students will begin to get bored while others will be heading for required remedial classes for American Government or Civics courses. Teachers and parents of these students will be looking for creative ways to provide that remediation while keeping the students engaged. Not an easy task during summer break. What they don’t want to do is present the students with bland, rote instruction and a repeat of the old standards -that is- the three branches of government, presidential powers and duties, and the rest of the 1960’s civics class curriculum. What they should do instead is provide these students with projects that stimulate their curiosity and require extended research. It is what is known as inquiry learning.

We have previously referenced inquiry-based learning but since it is the summer break and in keeping with the theme of review, we will provide a quick tutorial.

Inquiry-based learning is a teaching method that encourages students to ask questions and investigate real-world problems. In this type of learning environment, students are actively engaged in the learning process and are given the opportunity to explore their natural curiosities. This type of learning is often hands-on and allows students to connect what they are learning in the classroom and the real world. There are numerous benefits to this type of learning.

Inquiry-based learning:

• Encourages Critical Thinking
• Improves Problem-Solving Skills
• Encourages Creativity
• Improves Communication Skills
• Connects Learning to the Real World
• Helps Students Understand Complex Topics
• Encourages Engaged Learning

There are four types of inquiry-based learning.

1. The Structured Inquiry Approach

The structured inquiry approach is a sequential process that helps students learn how to ask questions and investigate real-world problems. This type of inquiry-based learning is often used in science classes, where students are given a problem to investigate and are taught how to use the scientific process to find a solution.

2. The Open-Ended Inquiry Approach

The open-ended inquiry approach is a more free-form approach to inquiry-based learning. In this type of learning environment, students are given the freedom to explore their interests and ask questions about the topic they are studying. This type of inquiry-based learning is often used in humanities classes, where students are asked to explore a topic in-depth and debate different viewpoints.

3. The Problem-Based Inquiry Approach

A problem-based inquiry approach is a problem-solving approach to inquiry-based learning. In this type of approach, students are given a real-world problem to solve. This type of inquiry-based learning is often used in mathematics and engineering classes, where students are asked to apply what they have learned to solve a real-world problem.

4. The Guided Inquiry Approach

The guided inquiry approach is a teacher-led approach to inquiry-based learning. In this type of approach, the teacher guides the students through the inquiry process and helps them to ask questions and find solutions to real-world problems. This type of inquiry-based learning is often used in elementary and middle school classrooms.

Now that we have a better understanding of the different types of inquiry-based learning let’s take a look at the benefits.

Since the objective is to actively engage the students in order to maximize and maintain their interest the best type to use for a civics centered activity would be the Open-Ended Inquiry Approach. Here is an activity in which students are given the freedom to explore their interests and ask questions about the topic they are studying

Who Said This and Why Did They Say It?

1. Find and copy numerous quotes by historical figures related to civics topics. The number of quotes you prepare will depend on the number of students you are tutoring.
2. Have the students select the quote that most interests them or have them select
   quotes randomly. This seems like a simple step but depending on the mood or
   personalities of the students it is an important one. Some students like to have
   control of their learning and having them self-select could insure a successful launch of the project. Other students could be more apathetic and simply assigning them a quote will work for them.
3. Once the quotes are selected, have the students list any questions they might have about the quote. For most students, this is the most difficult part of the exercise, particularly if they lack the intellectual curiosity needed for this type of research. If necessary, do a brief think aloud in order to model how to begin the questioning process.
4. After the students have generated their own questions, provide them with a list of specific questions they must answer about the author of the quote and the
   circumstances under which the quote was made. For example: When was this said? What was this person doing when they made the quote? Where was it said? What was happening in the world during this time that provoked the comment? And, the most important question for the civics class, how does this quote and the circumstances that prompted it apply to public policy or governance?
5. It might be prudent to review research techniques and practices. Also, if this is a remedial class you will have to set guidelines and expectations for the finished
   project. Depending on time constraints you could allow the students to establish these with you. This will provide the students with additional control over their learning. Of course, this is your decision on how you will proceed with grading parameters.
6. Now it is in the hands of the students. Your role is to provide guidance and support.
7. Once the projects have been completed, have the students present their findings. Participants should be prepared to ask questions about the quote, the author of the quote, and the circumstances during the time the quote was made. If students do not query the presenter about the civics aspect of the quote you should model that question so they understand the relevance of the quote as it pertains to public policy or governance. Note: you might find it helpful to review protocols for speaking and listening during a presentation.
   

Just to get you started, here is a sample quote and the questions that could be asked:

• Who was Martin Luther King Jr.?
• Approximately when was this quote made? (decade? era?)
• What does this quote mean?
• Is this quote important to Martin Luther King’s work? If so, how?
• What connection does this quote have to civics? Does it target one branch of government? If so, how? Is it connected to legislation in any way? Explain.
• Do you think this quote resulted in actions by a group or government entity?
• Does this quote have any relevancy today?

One last comment related to the presentation. Students should be allowed to determine the format they will use for their presentation for example video, traditional verbal report, poster presentation or any other creative product the student designs. Once you have approved the project design and established grading guidelines it will be time for the learning to begin.