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Powerful Design Principles And Processes: Lessons From A Case Of Ambitious Civics Education Curriculum Planning. A Response To "Reinventing The High School Government Course: Rigor, Simulations, And Learning From Text", Todd Dinkelman
Democracy and Education
In "Reinventing the High School Government Course," the authors presented the latest iteration of an ambitious AP government course developed over a seven-year design-based implementation research project. Chiefly addressed to curriculum developers and civics teachers, the article elaborates key design principles, provides a description of both the substance and structure of the course, and explains the pedagogical aims and practices of the course. I review this outstanding work by providing a discussion of what I think this research might do for the intended audience and close with a few considerations that extend the authors’ own questions and concerns about the …
Reinventing The High School Government Course: Rigor, Simulations, And Learning From Text, Walter C. Parker, Jane C. Lo
Reinventing The High School Government Course: Rigor, Simulations, And Learning From Text, Walter C. Parker, Jane C. Lo
Democracy and Education
The high school government course is arguably the main site of formal civic education in the country today. This article presents the curriculum that resulted from a multiyear study aimed at improving the course. The pedagogic model, called Knowledge in Action, centers on a rigorous form of project-based learning where the projects are weeks-long simulations. The first section introduces the course and the study, the second describes the methodology and design principles, the third describes the political simulations that are the spine of the course, and the fourth examines implementation and design issues that emerged across the years. The …