#4- New Deal Letter Writing Project

Description of project:

Based on their knowledge of current federal programs that date back to the New Deal, students will write a letter to a member of Congress suggesting a change or asking that a program not be changed. Examples would include: minimum wage, social security, over time pay, federal protections for unions, regulating on the scale of stocks and bonds, and farm subsidies.

http://www.servicelearning.org/slice/index.php?ep_action=view&ep_id=255

First, students will decide which federal programs that date to the New Deal still exist today and find one they wish to write about. They will do research about any proposed changes to the current policy and write a letter to their member of Congress either criticizing a proposed change or suggesting a change in the program. After the students send their letters, they will write a reflective essay about why it is important for young people to be involved with their government and speculate on the possible response they may receive.

I really like how the benefits of this service learning project mirrored those from our concept map. This activity encourages students' critical thinking skills as it asks students to research and analyze policy changes to government programs. Because they have to consider the positive and negative consequences legislation changes can have upon society, the student develops the skills of thinking like a social scientist. Also, this project removes teacher bias because the students are doing the research and making the decision about which program to choose.

The students are being asked to give advice to Congress about certain changes in policy and I can see how this project may be difficult for a student who struggles with reading and writing. Also, without relevant background knowledge, the student may not understand why these programs exist and how they affect society. Additionally, the teacher's role is unclear in the description of this project. This assignment is extremely student dependent and it may be overwhelming for struggling students. However, since the students are working independently, the teacher will be able to assist those who may be struggling with making a decision or who may not know where to find appropriate sources. The teacher should take this opportunity to teach a lesson on professional writing techniques.

When practicing this project, it would be best to have students do the majority of the work. By allowing a considerable amount of freedom in choosing what to write about, the students are able to choose a topic that genuinely piques their interest. This project exemplifies what a good lesson should be as it encourages exactly what we want to cultivate in our students: critical thinking coupled with a sense of civic duty.

#3 Webquests and engaged learners

I appreciated the Ikpeze article titled "Web-Based inquiry learning: Facilitating thoughtful literacy with WebQuests." WebQuests give students the opportunity to engage in authentic content learning while also learning useful strategies for navigating the internet. Since students have access to multiple online resources, it is likely that they will be able to connect newly introduced content with their prior knowledge. WebQuests require students to take on specific roles and view an issue or event from perspective of those various viewpoints.

WebQuest activities would be great for a social studies class, especially when learning about the US government. I remember feeling either bored or confused when learning about the division of powers in government. WebQuests would allow the student to navigate various internet resources that elaborate on the powers of government. Students could be assigned roles like legislators, judges, presidents and cabinet members and then they could gather relevant information that helps the student understand the duties of their assigned role. Then the teacher can present the class with a current events issue like healthcare and have the students research information about that topic and relate it to their government role. The students could then engage in role play and debate or discuss an appropriate course of action. This type of active learning would help students feel connected to the content material while sharpening their analytical skills.

Some of the problems of WebQuests include time management issues and dealing with internet distractions. Also, there's the ongoing problem with some students lacking access to resources that make the WebQuests possible. Do you think teachers should provide printed materials for students who don't have access? Or would printing materials defeat the purpose of the student actively searching for relevant materials?


Ikpeze, Chinwe H., Boyd, Fenice B. Web-based inquiry learning: Facilitating thoughtful literacy with WebQuests. Reading Teacher; Apr2007, Vol. 60 Issue 7, p644-654.

Blog, Podcasts and Wiki

Although it is not created by students, I found a great US History class blog managed by a New York teacher, Mr. Sandoval: http://aupushistory.blogspot.com/ This blog looks as if it would be very useful for the students in his class because he has posted videos, class notes and assignments with links to relevant web resources. I know if I were a student in his class, I would appreciate being able to access the details of a class assignment at home. Also, this is convenient way for students to access class materials if they need to miss a day of school. Nothing is more frustrating than being sick and having a teacher who refuses to help you know what content you missed when you are sick.

I found an awesome podcast created by Mr. Conrad's AP World History students: http://whappodcast.com/ The students make creative chapter study guides and include key vocab terms. If I were in this AP course, I would love to help create and follow this podcast! Many podcasts contain music and creative video editing. The podcasts are very helpful and much more entertaining than reading a textbook. Also, I think that allowing students to film each other in the comforts of their homes is particularly appreciated by those who fear having to deliver a presentation to the entire class.

Mr. Armstrong's US History wiki is also very useful for his students: http://delmarhistory8.wikispaces.com/ This wiki is great because it has a discussion page where students can post about what they learned and respond to their classmates. This discussion is a smart idea because due to time constraints, not all students can share their opinions in class. Also, students who feel more comfortable articulating their thoughts in text would probably like the idea of regularly having to post on the discussion board. Also, this page links to sites that check for plagiarism and includes a page that covers the rules of blogging. Mr. Armstrong is not only helping his kids with content, he is also teaching his students to exercise responsibility on the web.