Chapter 1 - An Introduction to the Community-in-the-Classroom Cooperative Education Model
Problem Statement
Did you know that we now live in a country where nearly 70 percent of the high school students surveyed by Education Week Magazine (fall, 1998) said that history is boring, and has no particular relevance to their lives? Something is wrong with this picture! Imagine, 70 percent of our students saying that America's story is not relevant to them! That no enduring lessons can be learned from the Vietnam Era? That, this nation's Civil Rights Movement in the 1960's has no connection to their lives?
This is just the tip of the iceberg. The apathy of our students extends to government, voting, and citizenship. Here are just a few of the poll results of a bipartisan team of The Tarrance Group and Lake, Snell, Perry and Associates who conducted a national poll for the National Association of Secretaries of State (Horwitt, 1999):
¤ Since the 1972 presidential election, when the voting age was lowered to 18, there has been nearly a 20-percentage point decrease in voting among 18 to 24-year-olds, with only 32 percent going to the polls in 1996.
¤ In the 1998 election, only 28 percent of young people who voted did so because they felt it was their civic duty or responsibility.
¤ A majority of youth, 55 percent, agrees that schools" do not do a very good job giving young people the information needed to vote.
¤ Only 21 percent of young people say that they often spoke with their parents about politics, government or current events when they were growing up.
Cooperative Education Models in Science and Computer Training Curricula
In Wake County Public Schools (NC), the power of an active learning process is already evident in science courses and computer training curricula for elementary, middle and high school students. For environmental education programs at the elementary level, outdoor activities and interpretive sessions are some of the best ways for younger students to build their understanding of the complex world around them and their place in it (Figure 1.1).
The Scientist-in-the-Classroom program is already underway in Wake, Durham, Orange and Chatham Counties. This new program involves classroom visits by volunteer scientists, engineers, mathematicians and other professionals who can help students and teachers take their understanding of science, math and technology to a higher level.
And, here on the edge of the twenty-first century, we are beginning to see much wider acceptance and use of computer laboratories in our public schools (Figure 1.2). These laboratories are places where computer training is experiential. Students have a computer to learn word processing, for making presentations, and to become skilled in accessing information in new and remarkable ways over the internet.
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| Figure 1.1 Environmental Education in WCPSS | Figure 1.2. Computer Education in WCPSS |
Making Real World connections in Social Studies Classes in Wake
County Public Schools
As a young teacher I learned very quickly that not all of my students shared my passion for American History, and so I began to experiment with different techniques to make history more inviting. One of the most successful methods I have developed is to bring a broad spectrum of people into the classroom; veterans who fought in our wars, activists who participated in our country's civil rights movement, and the intelligent men and women in our society who are preparing us for the twenty-first century. This is really no different than the Scientist-in-the-Classroom program where science teachers are utilizing engaging classroom speakers (scientists, engineers, mathematicians and other professionals) to motivate science students to think more critically about their lessons, to ask inquiring questions and develop a broader scientific knowledge.
I am convinced that all Social Studies teachers in Wake County Public Schools can also design curricula and activities that bring more of a real world quality to their classrooms by exposing students to guest speakers from the community. A Community-in-the-Classroom program casts a wide net into the community in search of exemplary business people, clergy, veterans, retired educators, authors, and government officials who can enliven and greatly strengthen student learning in United States and World History, European History, Civics, Law and Justice, Psychology, Sociology and Economics. Teachers and school administrators can affirm the importance of good character and good citizenship by inviting outstanding citizens from the community into the classroom; and these community members can make a positive contribution to character education programs in our public schools.
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| The purpose of this Wake Education Partnership funded project is to share with other educators a best practices model for integrating community resources into our social studies curricula. |