Lesson Objective: Learn the purpose of the U.S Bill of Rights. Where does one start? These are 5th graders. Are they capable to withstand and embed the truth behind a document relying solely on my words and take them to be "self evident". They must make a connection relative to their daily lives to understand the bill's imperative. So they are to Investigate 3 crucial questions derived from the art of teaching: What are the Bill of Rights? What do they mean to you? Does Venezuela have a "Bill of Rights"?.
The questions definitely yielded a plethora of critical thinking. In the 5th grade computer lab of Hodge Elementary, students are constructing knowledge through experience and inquiry.
Curiosity of what is going in Venezuela's conflict deeply catches the attention of one of my students, "Ana"(I think to myself: curiosity fulfills initiative). She finds out that our Bill of Rights guarantees certain liberties that are universal. As she digs deeper she realizes that yes, Venezuela does have a form of a constitution. "So why the violence?", she asks. My next question as a faciliator role is, "what do you think?".
Her answer is mindblowing, worthy enough of a public debate amungst high school students. Her elaborate, well thought answer shows what she "knows" and better yet, prove.
Yet her beautiful conclusion could never be measured on a multiple choice test. But her input on society WILL be an asset for us all in the future. Could we measure such input?