This week, we returned to social studies and turned our focus from starting a revolution to how to run our new independent nation.
On Tuesday, the kids explored several resources on the Articles of Confederation. On Wednesday, we did a simulation in which tables represented states with a single vote in Congress. They were given real-life issues that the Congress faced and were asked to solve them. The kids quickly became frustrated when every solution was met with significant problems. Either there was no money because the government was not allowed to tax the states, no army or navy to defend the citizens because we could not afford it, or they could simply not agree on a solution. Half way through the activity, the class was ready to ditch the Articles of Confederation. They realized that in an attempt to preserve our State's rights, we had created a government with no power. The images below are the students voting for their states.
On Thursday and Friday, we began preparing for a debate that will take place on Monday. Agreeing that we needed a new form of government, we will be holding the Constitutional Convention. Each student has been given a real delegate that they will portray. We will debate, as our founding fathers did, the issues of representation and voting rights. If your child would like to dress up for our debates, they 100% can and should :). I love to see the kids dressed up as either someone from the 1780s or as a modern congressperson.
Thursday was also the beginning of our exploration of "hard history": topics that are uncomfortable or difficult. In this case, the treatment of enslaved and indigenous people in relation to representation. Before we began our discussion, I set clear expectations using what I call the three C's: community, courage, and care. I explained that there are varied perspectives that make up the past and that even if we do not agree with them, they are important to know about because they shaped the events of both the past and the present. We also talked about the importance of having a classroom community that understands that everyone (including members of our classroom) process information differently, think differently, feel differently, but we must care about and support each other despite our differences. Additionally, that it is ok to think and feel, whatever they are thinking and feeling. Finally, I explained that all student comments must come from a place of respect and kindness, and must be heard without judgment in order to maintain a safe space for learning.