MDUSD Social Studies teachers showcase inquiry-based student lessons at national conference

MDUSD strives to graduate students who think critically, respect diverse cultures, are self-directed learners, and understand how our local, state and federal governments work so they can advocate for themselves and others through civic engagement. Social Studies teachers Bryan and Erica Shaw - who teach at Ygnacio Valley HS and the College Now program at Diablo Valley College - are so passionate about helping students to develop these skills that they have spent years creating and/or implementing inquiry-based, student-driven projects that require students to delve deeply into topics that interest them or are personally relevant to them, sparking discussions that help their classes better understand complex societal issues such as immigration, cultural identities, equitable education, and the importance of individual voices in democracy.

Based on the successes they have experienced with these projects, the Shaws (who are married) recently presented their lesson ideas to educators from around the country at the National Council for the Social Studies Conference (NCSS). The lessons include "Project Citizen," which involves in depth research into a problem and the creation of a proposed policy solution presented to a panel of local civic leaders, and Oral Family History projects that require students to explore their cultural heritage and family history by interviewing a family member, then creating videos shown to the class, which help build empathy and understanding among diverse students.

"The goal of the Project Citizen curriculum is to develop civic-minded students and to get them engaged in some sort of civic action," said Erica, after her seniors presented their projects on Dec. 16 to Superintendent Dr. Adam Clark, along with some school Board Members, District Administrators and two Concord City Council members. "Our hope is that we can introduce more teachers in the District to this." Erica has also written a U.S. History project for juniors in which they study struggles for equity in the U.S. among African Americans in the first quarter, then choose a different group - such as Hispanics, Asians, LGBTQ people, women or Native Americans - and read a book in English class about that group, and create a social media campaign to inform their peers about a social issue they're facing. "Juniors analyze what has changed and what has stayed the same," she said.

In both projects, students do their own thinking and come to their own conclusions, Erica said. "One of my core values is that I don't want to teach students what to think. They're asking questions and coming to conclusions and I'm teaching them how to access resources. Speaking to a panel of civic leaders shows students that their voices matter and as adults, they will know that they have the right to speak up for what they want in their local governments and they learn how to."

Two classes of College Now students collaborated on projects that they voted to research. One advocated for the expansion of Ethnic Studies in schools and the other advocated for public displays of "Know Your Rights" cards for immigrants who may encounter ICE agents. They researched existing laws and discussed the advantages and disadvantages of their proposals. After the presentations, Dr. Clark said he was extremely proud of the students and that the projects were much more beneficial to them than simply taking a final exam. "You will always remember this," he said, adding that the issues they raised, including cultural competency and protecting immigrant families, are also important to the MDUSD School Board. He praised their research, which included surveys and interviews, as well as their balanced presentation of the facts on both sides of the issues. "Our future is in great hands with leaders such as yourselves."

Students KiMaya Friedman and Mya Santiago, who advocated for the expansion of Ethnic Studies, said the project was beneficial because it helped them and their classmates understand the importance of learning about other cultures. "It would be great if school districts across the entire U.S. could also come up with this kind of structure so everyone is inclusive and able to understand each others' backgrounds," said KiMaya, who is African American, adding that she realized after talking to her classmates that she is not the only one who has experienced racism. "I can connect with these people and make change." Mya, who is Mexican American, said she was pleased by the diversity of the panel that listened to their presentations and was encouraged by Dr. Clark's feedback. "It boosted my confidence in my role in government and my community and my city and my district," she said. "This has given us an insight into what we are capable of doing. It’s very beneficial and it’s helped me to be more confident that the words I have to say are able to be heard and I have a lot of knowledge to share and people are ready to listen." 

Students Nathan Wehrmeister, Soha Ahmadzi, and Samuel Utoikamanu - who advocated for wide distribution of Know Your Rights information for immigrants - said the project was more beneficial than just taking a test because it taught them about the process for changing policies in their local communities. And they all agreed that Erica is a fantastic teacher who respects their individual backgrounds. "It makes you feel included and want to learn more about the subject," said Soha, who is Middle Eastern. "Her energy is contagious. When you first walk into class, she has a big smile on her face, ready to talk about history. We all love her.:"

Bryan's 12th grade Government students are also working on Project Citizen presentations, which they will give after the Winter Break. This week, his Ethnic Studies class students presented their Oral Family History video projects, which Bryan developed six years ago. Since then, he has collaborated with other Education Academy and International Baccalaureate (IB) teachers to expand the project as a cross-curricular final. Next semester, in Ethnic Studies, students will do a Memorial Project, in which they find a group, person or event that deserves a Memorial, but doesn't have one. They create a memorial in their education class, then create a 10-minute podcast in their English class, which helps them to earn the State Seal of Civic Engagement, if they complete the required paperwork.

The goal of the oral history project, Bryan said, "is to elevate marginalized voices and add them to historical narratives." Often, he explained, students are not interested in the figures they learn about in U.S. history because they cannot identify with them. Sharing their family histories builds empathy and builds community, as they honor each other's family experiences and sacrifices.
 
In two hours, the class watched intensely personal video interviews produced by nine students, covering topics including immigration; the death, incarceration or deportation of a parent; and enduring family bonds. The videos included captions, since some interviews were in languages other than English, as well as some tears, as students' parents and grandparents talked about their family's challenges and hopes for the students' futures. Bryan encouraged students to look for commonalities among the diverse stories. Students noticed that many families faced struggles and a majority of them were immigrants. But all of the family members interviewed said they wanted the students to graduate from high school and go onto college and/or fulfilling careers, and to live happy lives. 

Precious Johnson, who interviewed her 67-year-old grandmother, said she enjoyed learning about her family history and was proud of her grandma's service in the military. "I liked this way better than a test or an essay," she said, adding that it helped her to understand her classmates. "I liked seeing different people's cultures and families." Bryan said the class will finish watching all of the student videos after winter break. He said project-based learning requires students to dig around and do research and produce something they are proud of. "Especially since so many of our students are first or second generation, we're hoping it motivates them to see why education is important, both formal and informal," he said.

Education is very important to Bryan and Erica. They are still students themselves - both pursuing Masters Degrees in U.S. History with an emphasis in Constitutional Studies, funded in part by competitive fellowship grants they received from the James Madison Foundation. They are both attending Gettysburg College and are writing their thesis papers in the spring. Bryan will focus on the Port Chicago Mutiny trial and Erica will focus on the influence of Black women in Oakland after the Suffrage movement, looking at their role in the formation of the Black Panthers. "We have great conversations," Bryan said, with a smile.