ASPIRE Constitution

Last week the ASPIRE 5 students simulated the Constitutional Convention by creating a constitution of their own.  The task was simply to write policies and procedures for the future ASPIRE 5 classes.  Each group selected three topics such as lunch, independent research, or technology.  Every group also had to write at least three entries for our ASPIRE Bill of Rights.  Their policies could only pass if three fourths of the class approved them.  If they were not approved, the groups were required to revise and edit them until they eventually passed.  While this was a fictional constitution, I told the students that if I thought the ideas were exceptional, I would implement them for the remainder of the year.

The students were very passionate about this simulation.  First, no one presented ideas that were unrealistic such as 5 hours of recess per day.  They understood that silly policies would not pass, and they did not want to have to revise and edit all of their work.  Next, the collaboration I witnessed was very significant.  Groups shared and voted on ideas until they reached an agreement, and were respectful of different opinions.  During the voting stage, students were not afraid to tell the presenting groups how they could make adjustments to the bills that would improve them.  Most of the bills passed on the first try, as the policies were reasonable and different from what is currently in place.

I think this was a successful activity because the students learned about compromise in politics naturally.  They experienced on a small scale what the members of the Constitution Convention had to do to establish the government we still have over 200 years later.  It was an authentic learning experience that allowed the students to leave a legacy and a lasting document that could impact future ASPIRE 5 classes for years to come.  They felt empowered and were motivated by an opportunity to create change, even if most of it was hypothetical in the end.  When they come back to visit Glenhope five years from now, maybe I will be able to tell them how we still use their idea to this day.  What a great feeling that would be.

Pixelated Symbols

This week the ASPIRE 5 class combined writing and digital art, as I was inspired by another Ian Byrd lesson.  After discussing symbols with different personal meanings such as eagles and rings, students had to choose an object of their own, and defend what it means to them in a short essay.  To supplement their writing, students created a picture by coloring in pixels on a spreadsheet I formatted for them with small squares.  I allowed students to work together because Ian Byrd provided a link to a video that showed students collaborating to make an amazing pixelated work of art.  Along the way, something very unexpected happened.

It was easy to get a sense of how well the students worked together on their images.  While I was walking around the room, I could see the progress they were making on their pictures, and listen to their conversations about their ideas and strategies.  The impact of what they were accomplishing did not hit me until I read their essays.  Many of the students chose to use completely different meanings for their writing, even if they were collaborating on the same picture.  When they presented the object with multiple perspectives, it made the overall effect of the image more powerful and thought provoking.  Groups showed that flowers represent life or death, fire causes destruction and re-birth, a heart symbolizes love and loyalty, and a fish can mean knowledge and mystery.  These contrasting views show insight to how the students view the world, and even reveal their interests and personality traits.

Overall, I thought this was a very successful activity.  The students practiced defending their position in writing, and used teamwork to reach a common goal by creating the supplemental picture.  They added much of the depth and complexity on their own by presenting multiple perspectives, which was very exciting to see.  If you are still wondering what an eagle means to me, just click here.  For a detailed look at Ian Byrd's lesson, please click here.  The image below was created by two students from ASPIRE 5.

Historial Fiction

Last week the ASPIRE 5 class tried their hand at historical fiction.  First, the students viewed six famous paintings from the Revolutionary Period, including George Washington crossing the Delaware, and the signing of the Declaration of Independence.  Students were required to choose one of the paintings, and write a fictional story that incorporated historical facts.  Although it was difficult for some of them, we made it clear that elements of fantasy would not be permitted.  The story had to be believable, and reflect the era from the painting.

I was very excited about the results.  Although it took longer for the students to complete than our typical writing assignments, I believe the extra time was well spent.  Some of the plots would be amazing story lines for novels and movies.  There was a plan to stop the Boston Tea Party, an attempt to steal the Declaration of Independence by a British loyalist, the sinking of George Washington's boat as they crossed the icy Delaware, a story about how Nathan Hale's identity was revealed, an account of Sam Adams' actions from the perspective of his daughter, George Washington as an American spy, and many other ideas that effectively captured the essence of historical fiction.

I thought the students did a great job of incorporating historical figures, using authentic language and vocabulary from the Revolution, using suspense and surprise endings, and even blurring the line between fact and fiction for the reader.  As a group, we have struggled with fully developing our writing.  I believe the historical content gave many of the students the extra detail necessary to make their story complete.  Overall, I was very proud of their work, as they demonstrated an understanding of Revolutionary events while improving their writing skills.  You never know; one of these stories may be coming to a theater near you.