Jurisprudential Inquiry:Jurisprudential Inquiry:Learning to Think About Learning to Think About

Social PolicySocial Policy

Kelly CaronKelly Caron

What is Jurisprudential Inquiry?What is Jurisprudential Inquiry? designed for secondary designed for secondary

students in the social studiesstudents in the social studies implies the case study implies the case study

method, reminiscent of legal method, reminiscent of legal educationeducation

study cases involving social study cases involving social problems in areas where problems in areas where public policy is to be made public policy is to be made (justice and equality, poverty (justice and equality, poverty and power etc.) and power etc.)

identify the public policy identify the public policy issues as well as options issues as well as options available for dealing with available for dealing with them and the values them and the values underlying those optionsunderlying those options

can be used in any area where can be used in any area where there are public policy issues there are public policy issues for instance ethics in science, for instance ethics in science, business and sports etc. business and sports etc.

Judge…..Judge….. Imagine you are a Imagine you are a

supreme court justice supreme court justice hearing an important case. hearing an important case. Your job is to listen to the Your job is to listen to the evidence presented, evidence presented, analyze the legal positions analyze the legal positions taken by both sides, weigh taken by both sides, weigh these positions and the these positions and the evidence, assess the evidence, assess the meaning and provisions of meaning and provisions of the law and finally make the law and finally make the best possible decision. the best possible decision. This is the role students This is the role students are asked to take as they are asked to take as they consider public policy.consider public policy.

In order to play the role of inquirer 3 In order to play the role of inquirer 3 types of competence required:types of competence required:

Familiarity with the values of the Familiarity with the values of the American creed (as embedded in the American creed (as embedded in the principles of the Constitution and the principles of the Constitution and the Declaration of Independence)Declaration of Independence)

Understanding of the values Understanding of the values framework- the basis for judging public framework- the basis for judging public issues and for making legal decisionsissues and for making legal decisions

Understanding of the key values that Understanding of the key values that form the core of our society’s ethical form the core of our society’s ethical systemsystem

Brief Outline/ OverviewBrief Outline/ Overview

Phase One: Orientation to the case Phase One: Orientation to the case Phase Two: Identifying Issues Phase Two: Identifying Issues Phase Three: Taking PositionsPhase Three: Taking Positions Phase Four: Exploring StancePhase Four: Exploring Stance Phase Five: Refining and Qualifying the Phase Five: Refining and Qualifying the

Positions.Positions. Phase Six: Testing Factual Assumptions Phase Six: Testing Factual Assumptions

Behind Qualified Positions.Behind Qualified Positions.

Class Handout InstructionsClass Handout Instructions

Take handout with blanks.Take handout with blanks. Get into groups of 3 or four.Get into groups of 3 or four. Fill in the blanks by walking around Fill in the blanks by walking around

the room.the room. Be ready to answer questions with Be ready to answer questions with

your group.your group.

Class QuestionsClass Questions

What is a value problem, factual What is a value problem, factual problem, and definitional problem?problem, and definitional problem?

What must students have to use this What must students have to use this model?model?

People make decisions based on People make decisions based on issues involving values because the issues involving values because the feel ….feel ….

Pros and ConsPros and Cons

Get with a partnerGet with a partner Decide if you think Decide if you think

your paper is a pro or your paper is a pro or con.con.

After you and your After you and your partner decide, come partner decide, come to the front of the to the front of the room to check.room to check.

Place pro on a green Place pro on a green placard/ Place con on placard/ Place con on a red placard.a red placard.

Research from ERICResearch from ERIC

Analyze activity in groups…Analyze activity in groups… Read the article and define the steps Read the article and define the steps

as a group.as a group. Decide if this activity effectively used Decide if this activity effectively used

the model.the model.

Steps to Identify…..Steps to Identify…..

Phase One: Orientation to the case Phase One: Orientation to the case Phase Two: Identifying Issues Phase Two: Identifying Issues Phase Three: Taking PositionsPhase Three: Taking Positions Phase Four: Exploring StancePhase Four: Exploring Stance Phase Five: Refining and Qualifying the Phase Five: Refining and Qualifying the

Positions.Positions. Phase Six: Testing Factual Assumptions Phase Six: Testing Factual Assumptions

Behind Qualified Positions.Behind Qualified Positions. Also consider why the article is using role Also consider why the article is using role

play.play.

Models Impact on Student Models Impact on Student Achievement Achievement

Believe that it provides a unique Believe that it provides a unique opportunity to become involved in opportunity to become involved in learning through ownership of valueslearning through ownership of values

Believe that it helps students make Believe that it helps students make decisions in a democratic societydecisions in a democratic society

Salient InformationSalient Information

Students maintain a vigorous Students maintain a vigorous intellectual climate where all views intellectual climate where all views are respected.are respected.

Students can avoid direct evaluation Students can avoid direct evaluation of other student’s opinions.of other student’s opinions.

Students see issues and explore Students see issues and explore them thoroughly. them thoroughly.

Goal 12 US HistoryGoal 12 US HistoryGrade- 11 Grade- 11

Goal- The United States since the Vietnam War Goal- The United States since the Vietnam War (1973- present)- The learner will identify and (1973- present)- The learner will identify and analyze trends in domestic and foreign affairs analyze trends in domestic and foreign affairs of the United States during this time period.of the United States during this time period.

Objective 12.05: Assess the impact of growing Objective 12.05: Assess the impact of growing racial and ethnic diversity in American society.racial and ethnic diversity in American society.

Factual Content- Bilingual EducationFactual Content- Bilingual EducationJurisprudential Inquiry works well Jurisprudential Inquiry works well in this class because they must address in this class because they must address public policy questions and analyze public policy questions and analyze alternative positions.alternative positions.

Different Methods to Teach English Different Methods to Teach English Language LearnersLanguage Learners

Methods

English Immersion(Instruction In English)

English As a Second Language(May include some

support in native tongue)

Transitional Bilingual Education

(Some subjects in Native language)

Two-way Bilingual Education

(Instruction given inTwo languages)

Class activity Two:Class activity Two:Orientation to the case: Orientation to the case: Bilingual EducationBilingual Education

NABE's mission is to advocate for our nations Bilingual and NABE's mission is to advocate for our nations Bilingual and English Language Learners and families and to cultivate a English Language Learners and families and to cultivate a multilingual multicultural society by supporting and multilingual multicultural society by supporting and promoting policy, programs, pedagogy, research, and promoting policy, programs, pedagogy, research, and professional development that yield academic success, value professional development that yield academic success, value native language, lead to English proficiency, and respect native language, lead to English proficiency, and respect cultural and linguistic diversity. As tireless advocates that cultural and linguistic diversity. As tireless advocates that work to influence and create policies, programs, research, work to influence and create policies, programs, research, pedagogy and professional development, we know that we pedagogy and professional development, we know that we are investing in our children's education, our nations are investing in our children's education, our nations leadership, and our world’s well being. By using native and leadership, and our world’s well being. By using native and second languages in everyday life, we not only develop second languages in everyday life, we not only develop intercultural understanding, but we also show by example intercultural understanding, but we also show by example that we respect and can effectively cross cultural and that we respect and can effectively cross cultural and linguistic borders. linguistic borders.

Review facts of Bilingual learner:Review facts of Bilingual learner:

Nationwide only 7 percent of limited Nationwide only 7 percent of limited English learners scored “at or above English learners scored “at or above proficient” proficient”

4 million students are enrolled 4 million students are enrolled nationwide with limited proficiency to nationwide with limited proficiency to EnglishEnglish

States report more than 460 States report more than 460 languages spoken by students with languages spoken by students with limited proficiency in Englishlimited proficiency in English

Phase Two: Identifying IssuePhase Two: Identifying Issue

Problem areas:Problem areas: Racial/ Ethnic ConflictRacial/ Ethnic Conflict Religious/ Ideological Religious/ Ideological

ConflictConflict Security of the Security of the

IndividualIndividual Conflict among Conflict among

Economic groupsEconomic groups Health, Education, Health, Education,

WelfareWelfare Security of the nationSecurity of the nation What values are conflicting?What values are conflicting?

Property rights/ equal Property rights/ equal opportunity/ freedom/ opportunity/ freedom/ more in bookmore in book

Phase Three: Taking PositionsPhase Three: Taking Positions

Get into groups of Get into groups of three or four.three or four.

Take a position on Take a position on the issue presented the issue presented in terms of social in terms of social value and value and consequence in consequence in education.education.

Remember to also Remember to also consider models of consider models of teaching for teaching for bilingual students.bilingual students.

Phase Four: Exploring StancePhase Four: Exploring Stance

Use the resources Use the resources provided to explore the provided to explore the stance in your groups.stance in your groups.

Establish if a value is Establish if a value is violated (from step two).violated (from step two).

Prove a desirable or Prove a desirable or undesirable undesirable consequence.consequence.

Select priority of values.Select priority of values. Also use your knowledge Also use your knowledge

from the teaching from the teaching models presented models presented throughout class to throughout class to address which model address which model would help these would help these students.students.

Phase Five: Refining and Phase Five: Refining and Qualifying the Positions.Qualifying the Positions.

State position and State position and reason for position reason for position as a class. as a class.

In your groups In your groups discuss: “Has your discuss: “Has your position changed position changed based on the based on the examination of examination of others information?”others information?”

Remember: Focus Remember: Focus on models of on models of teaching.teaching.

Phase Six: Testing Factual Phase Six: Testing Factual Assumptions Behind Qualified Assumptions Behind Qualified

Positions.Positions.

Each group Each group shareshare their findings as a class. their findings as a class. Examine validity as a class.Examine validity as a class.

Congress decidedCongress decided

On May 10, by a vote of 62 to 34, the On May 10, by a vote of 62 to 34, the Senate adopted a measure authorizing Senate adopted a measure authorizing increased funding for bilingual education increased funding for bilingual education programs. Proposed by Sen. Blanche programs. Proposed by Sen. Blanche Lincoln (D.-Ark.), the amendment would Lincoln (D.-Ark.), the amendment would direct Congress to appropriate $750 million direct Congress to appropriate $750 million to boost bilingual educational programs by to boost bilingual educational programs by 2002. The amendment further authorizes a 2002. The amendment further authorizes a total of $11.5 billion between fiscal year total of $11.5 billion between fiscal year 2003 and 2008 for bilingual programs. 2003 and 2008 for bilingual programs.