A Reality Check Now and Then Never Hurts

Thank You for Keeping It Real

I have a pet peeve I need to share: experts who are so far from working in the real world that their advise to us is at best suspect. You know those folks? The "do-as-I-say-but-have-never-attempted-in-the-real-world-myself" experts! The field of education is full of them and we are bombarded by their theories, practices, and jargon constantly. I am just egotistical enough to believe that unless THEY are in the trenches with you and me working with real time students that most of their rhetoric is just that.

OK, I had a rude awakening this week...yes, I have met the enemy and it is ME! Ouch!!!! Mind you dear readers, I am in the trenches with you. I teach what I preach and all ideas that I share have been time tested with real AP students in a Midwest urban school with a economically disadvantaged student rate of over 40% and a racial diverse student body.

However, I have some huge advantages over many of you. I am my own department chair and have developed a nice vertical team approach to AP in my department starting with freshmen AP Euro, a two year AP US History program, and a year long AP Government and Politics course. I have been fortunate to have administrators that understand the value of an AP curriculum and who have allowed me to make AP a departmental priority. Our school became an AVID school this year which means that the AP programs should be growing and we are well positioned to help all students be successful.

Here is the rub...this week a second year AP Government teacher in my area emailed and asked if I could help her with some critical curriculum decisions. This colleague has a huge problem. She is only given second semester (on an A-B block) to prepare her students for the AP Exam, which this year is on the first day of testing, May 4th. Her problem: what to jettison and what to teach.

Very politely this teacher (who has been a reader of this blog) let me know that for those of us living in an ideal AP world, my ideas are great...for those trapped in a different reality however, I was full of...well..."theories, practices and jargon". Ouch again!!!

The two of us did sit down for several hours one afternoon this week and looking at Hippocampus, Lineberry, and the Woll reader and married her limited calendar to the vastness of the AP Government and Politics curriculum. We had to become minimalists to say the least, cutting and slashing the curriculum, lesson plans, and readings to what can only be called bare bones AP Government. Keeping in mind also that the new College Board audit system calls for maintaining a tight syllabus that is comprehensive we had quite a daunting task.

We have a little more work to do, but by the end of our initial meeting we felt very positive about the course she would be teaching and the expectations for success for her students. And of course for me this experience was a great reality check. When I renew this blog for second semester I pledge to "keep it real" for those of you that face time limits and other real world of public eduction issues.

Thank you for all the work you do to be the best teachers in the country. We hope this blog has been of some benefit to you this year. After New Year's and a full platter of bowl games I will continue where we left off with the Bureaucracy.

I hope you and your families have the most wonderful holiday season. Enjoy your well earned rest. Until then...

A Congressional Bibliography

Some Sources for the New (and Old) Teacher

From time to time younger teachers in my district and region have asked me for help with Advanced Placement Government and Politics. I have always been very happy to help with suggestions and resources. Teaching should be a collaborative effort. I was taught this by Dr. Will McLauchlan from the Purdue University. A number of years ago at a one day seminar, Dr. McLauchlan gave each participant a CD containing his entire lecture series for a 101 Poly Sci class. His generosity blew me away. For years I have based my entire AP Course on his gift.

This blog is an outgrowth of this willingness to cooperate and share lessons, thoughts, ideas, and curriculum. I know that for readers who are experienced AP instructors, some weeks my blog offers nothing new. But for a new teacher in this field and this curriculum area, I hope that each week I can give some insight into some aspect of teaching AP Government that will assist you in developing your lessons and your teaching philosophy.

This being said, this week I want to share a short "annotated" bibliography on books on Congress that every AP teacher should keep in his/her library. I have found these books excellent references and resources over the years. Many of these are time tested being in the double digit editions. If you have a limited library on the subject of Congress, these might be good suggestions for the Santa Claus in your life.

Congress and Its Members by Davidson and Oleszek: often used as a college text, this book is a wonderful source for detailed informations on how Congress really works. The chapters run 30 pages or so, and are a bit long for students to do as an assigned supplimental reading in high school, but I do use exerpts to help clarify concepts.

The Broken Branch: How Congress is Failing America and How to Get it Back on Track by Mann and Ornstein: These two are leading authorities on Congress and this book has given me great ammunition to discuss Congress with classes. The material is pretty heavy reading for high school students, but it is indispensable for teachers. I highly recommend it as thought provoking reading.

Congress Reconsidered by Dodd and Oppenheimer: I'm not sure what addition this is now in, but you need to own one of these. The collection of essays will benefit you especially when students ask the hard questions. I have used excerpt of these readings with my students. They find the level of reading challenging but understandable.

Constitutional Conflicts Between Congress and the President by Louis Fisher: I use this in the early part of the semester in discussions on Constitutionalism and separation of powers. I have pulled excerpts for students to read and consider. It is another book that brings up issue for all of us to think about.

Unorthodox Law Making by Barbara Sinclair: I have a rather long lecture I call "Hi, my name is Bill" (yes, we watch the School House Rock version) that I could not give without this book. Sinclair really gives good insight into the process of legislating bills through the House and Senate.

I swear I am not on anyones payroll and no commissions will be forthcoming by these promotions. In a world of millions of books available on Congress, these stick out as some of the best. I would put them on an AP Government teachers book shelf. If you have other suggestions please comment back and let me know...I will post those comments. Until then...

Discussion Questions that Engage Students

Three Big Questions

& The Dilemma

Sometimes teaching an Advanced Placement curriculum such as Hippocampus AP Government and Politics can drive us nuts! We get so caught up in the minute details that seem so critical that we forget to look at the Big Picture. The result is we have unloaded tons of great facts on the kids, but we really haven’t connected dots. And if we haven’t connected dots, we can be darn sure the kids haven’t. It’s a tough act. We need to push the details (after all, the multiple choice section of THE TEST is pretty detailed), but what AP really demands is for the kids to understand the Big Picture. It all becomes a matter of focus.

Focus

So how do we focus? Is the balancing act of teaching details while keeping our eye on the entire scope of government possible? Over the years as I have led various in-services with new AP teachers their number one question is, “What are the main things I need to focus on?”

Let me throw out an idea to you. I like to initiate each new unit with a couple of Big Picture Questions. These questions need to meet the criteria of being a) real world, b) relevant, and c) somewhat controversial. Let’s face it, the opening curriculum for AP Government and Politics can be a bit dry (but totally necessary) stuff. Documents and Underpinnings make up about 15% of the AP Exam, so the kids better get it. On the other hand, some of the issues that underline this Unit are the issues that are dividing government and parties today. We all need to get it.

The Questions

Here are the three questions I am opening Unit One with this year. These questions will drive this unit and engage students as I attempt to tie all assignments, discussions, and essays to them.

1. Do checks and balances and separation of power work as planned by our Founders, or has the current Executive Branch usurped too much power?
2. Is our government today a government of the people, by the people, and for the people as Abraham Lincoln speculated, or is it a government controlled by special interests such as oil and big (Wall Street) money?
3. Has federalism fulfilled the promises of the Founders, or has fiscal federalism perverted the balance of power leaving states impotent?

Perfect questions? Probably not (give me some feed back on these), however, these become my focus for the unit. Question #1 gets the kids thinking about who should run the nation in times of crisis and the time of peace. When does leadership cross the line and impose the policies of one person on the entire nation? These were subjects of concern addressed in 1973 in Arthur Schlesinger’s’ “Imperial Presidency” and are recycled today as hot issues! I have the kid’s watch a short segment from the film “V for Vendetta” and base a discussion from this.

Question #2 delves into the controversy of theories of democracy pitting traditional democracy against elitism (government by big business). A couple of quotes from Greg Palast’s “The Best Democracy Money can Buy” can get the kids fired up. No one likes to think of themselves as irrelevant in a democracy, especially kids getting ready to vote and join the political fray for the first time. I like to have the kids ponder whether hyper-pluralism opens the door for elitism.

Question #3 can drift into issues such as education, national energy policies, and even full faith and privileges. Federalism is a pretty dry issue, but I have found that current topics such as gay marriage and No Child Left Behind get the kids looking at state’s rights and the 10^th Amendment in a new light. Mention a return to a national 55 mph speed limit based on federal highway funding and suddenly federalism can spawn fairly hot debates.

I post these questions at the beginning of the unit. They become points of bulletin board discussions and debates, and they eventually become essays to be answered. These questions drive the Unit and more importantly, keep our focus on the Big Picture while encouraging fact mastery. With a little prodding and playing the devil’s advocate, these can become questions that evoke a little passion in the discussions…yes, even documents and underpinnings can be fun.

What Do You Think?

What questions do you use to drive your instruction? How can we utilize these questions? Give us the benefit of your wisdom this week. As most of us are gearing up for the new 2008-2009 year it is a great time to start collaborating and sharing our wisdom. I can’t wait to hear from you. RV

Next Week: The Election…Rat Race or Horse Race?

Welcome to the Hippocampus Government and Politics Blog

“Obama Spells Out Energy Policy”. “McCain Seeks West Coast Votes”. “Candidates Attack Each Other on Race”.

Wow!! What a way to start a school year. The biggest election of our young century! The first African American presidential candidate for a major party and a feisty senior citizen squaring off during a period of economic downturns, the Middle East war, and skyrocketing fuel costs. If we can’t get kids interested in politics this year, when could we? But for all of you that are veterans of teaching U.S. Government and Politics, you know that the hoopla of elections may get students hooked on the election horse race, but translating that enthusiasm into learning the details of day to day government is a big jump.

This Blog is all about that jump. The Hippocampus Government and Politics Blog is about a dialogue between all of us…sharing the best practices in a learning community of dedicated educators who happen to be in love with U.S. Government and Politics. Like any good blog, the value is not in the originator or the facilitator. The true value lies in the contributions of you, the readers. New teachers with fresh ideas and insights, veteran educators with tried and true methods, and every one between can become part of this blog with one goal…seeking collaboration that points the way to better instruction and solid educational practices.

Next week I want to get the ball rolling by talking about the “three big questions” that I start my year with. These are the questions that drive my first quarter and are the method behind the madness. In the mean time, check out the right side column. We will include some sites and resources you might want to visit as you are preparing for the new school term with Government and Politics. We would love to have you respond by suggesting some of your favorite sites!

About the Blogger

My name is Ric Vix, and I am the social studies chair at Wichita Heights High School, an urban school with a diverse demographic of about 1600 students. I have been teaching for 23 years and have focused the last 10 or so years on Advanced Placement Government and Politics. For six years I was an AP Grader for the US Government and Politics Exam and have taught an AP Institute for Government and Politics through Wichita State University. My wife Sandi and I celebrated our 25^th anniversary this year with our two adult children. My passions outside of government are camping and fishing, reading, woodworking and building, and travel.