Chapter 5 - Putting It All Together!
Structuring a Community-in-the-Classroom Program - An Example.
The transition to a more experiential learning process that utilizes a Community-in-the-Classroom program can be challenging for high school educators, and I find it very beneficial to share actual lesson plans. This lesson plan, Community Role Models in the Classroom, can be applied to every social science subject area. Following the lesson plan, I have included a sample of actual student questions developed for a variety of community speakers. As an added note, this lesson plan connects directly to state goals and objectives. In other words, a Community-in-the-Classroom program can prepare students for End-of -Course (EOC) tests!
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| Figure 5.1. Vice Admiral and Mrs. Emmett Tidd are strong supporters of our Community-in-the Classroom program at Millbrook High School. In the background you can see the visuals they shared with the students, including the painting by Tom Nielsen, "The Last Patrol". |
Part 1: Community Role Models in the Classroom Lesson Plan
Goals and Objectives: The student will acquire information from a variety of sources and use this information for problem solving, decision making and planning (N.C. Social Studies Standard Course of Study: Purpose and Philosophy, p. 1). The student will possess civic understanding and accept their responsibilities as citizens in a democratic society (N.C. Social Studies Standard Course of Study: Overall Framework Goals, p. 3). The student will develop a mutual respect between human beings and identify situations in which social action is required (N.C. Soc. St. Standard Course of Study: Skill III and IV, pp. 21-22). The learner will compare different points of view of the proper role of government in the personal lives of citizens (ELP Curriculum: Goal 1.6). The learner will evaluate the influence of ethical and moral principles on the development of our economic, legal, and political systems (ELP: Goal 10 and USH:Goal 2).
Length of Activity: One to two class periods plus homework (critical thinking questions plus reflective letter) for each guest speaker visit.
1. Build a network of community speakers for your social studies course through parents, PTA, business, education, government, and veterans' organizations. Never has the community been more willing to contribute to our educational programs!
2. Call the prospective guest speaker and discuss how he/she might be able to enrich the curriculum, as well as serve as a positive role model for your class. Assure the speaker that he/she can add a special vitality to the classroom by sharing expertise and interacting with the students. Describe your class to the speaker. Ask that he /she plan to allow approximately half of the period for student questions. Reassure him/her that you will keep the ball rolling! Set the date!
3. Familiarize students with background of community speaker and his/her connection to the curriculum.
4. Conduct a "brainstorming" session during which students share ideas for questions and discussion.
5. Instruct each student to prepare five questions for homework. Collect and review student questions the following day.
6. Discuss question themes with guest speaker and /or mail questions to speaker ahead of time.
7. Return questions to each student prior to the guest speaker's visit. (Students will feel more comfortable if they can refer to their carefully prepared questions.)
8. Arrange for a student to meet the speaker at the front office.
9. When the class begins, introduce the community guest or, if appropriate, have a student who has prepared an introduction do so. Let the class know whether they should hold their questions until the end. Be ready to ask questions yourself if necessary.
10. Assist the speaker in bringing the class to a close a few minutes before the period ends. Instruct students ahead of time that polite applause is very appropriate.
11. Arrange for a student to escort the speaker back to the front office.
12. As a follow up activity, have each student write a reflective thank you letter to the speaker. Be sure to mail the packet of letters to each classroom visitor. Not only do they demonstrate caring appreciation, but they often help the speaker better prepare for future visits. These guests are often willing to serve as student resources throughout the year. (Please refer to classroom project: "Creating a Learning Community".)
13. Encourage students to write articles for the school newspaper, PTA Newsletter, and local newspaper regarding how these exciting community members have made positive contributions to our educational program. Other teachers, students, and parents will see the benefits of inviting community role models to our classrooms as well.
Part 2. Sample Student Questions for Community Speakers
Questions for Assistant District Attorney (Ms. Shelley Desvousges):
1. What is the most difficult case you have had to try?
2. Has there ever been a time when you felt that you could have been better prepared?
3. What educational background is required for your job?
4. As a female Asst. D.A., do you feel that you have to be that much more prepared?
5. Do you feel that justice generally prevails in the courtroom?
6. Why did you decide to be a state lawyer instead of a private lawyer?
7. As one who has prosecuted students for a variety of crimes from misdemeanors to murders, what advice do you have for teenagers today?
Questions for Private Civil Attorney (Mr. David Kirby):
2. Why did you decide to become a lawyer?
3. Do you think the public stereotype of lawyers as opportunists is justified?
4. What case in your career has given you the most satisfaction?
5. How does the Bill of Rights affect our lives today?
Questions for State Legislator (Senator Eric Reeves):
1. What are the most important issues facing North Carolina legislators in the new session?
2. How can students become more involved in political decision making?
3. What role did North Carolina play in our country's Bill of Rights?
4. What are the characteristics of an exemplary politician?
5. What can politicians do to improve their image in American Society?
6. What are some of your ideas for improving education in North Carolina?
7. How can we become involved in the legislative page program?
Questions for Member of U.S. Senate (Senator John Edwards, Figure 5.2):
2. Do you think the office of the Presidency will be damaged for years to come as a result of the Clinton impeachment?
3. What do you value most regarding our democratic form of government?
4. What should be America's role in world affairs? Should we continue to get involved in other country's struggles to promote democracy?
5. In your opinion, what are the qualities of a great leader?
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| Figure 5.2. Senator John Edwards (left) and Lessons of Vietnam students from Millbrook High School and Garner High School who participated in the April 1999 field trip to Washington, D.C. |