1. Jurisprudential Inquiry: Learning to Think About Social Policy Kelly Caron

2. What is Jurisprudential Inquiry? designed for secondary students in the social studies implies the case study method, reminiscent of legal education study cases involving social problems in areas where public policy is to be made (justice and equality, poverty and power etc.) identify the public policy issues as well as options available for dealing with them and the values underlying those options can be used in any area where there are public policy issues for instance ethics in science, business and sports etc.

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

4. In order to play the role of inquirer 3 types of competence required: Familiarity with the values of the American creed (as embedded in the principles of the Constitution and the Declaration of Independence) Familiarity with the values of the American creed (as embedded in the principles of the Constitution and the Declaration of Independence) Understanding of the values framework- the basis for judging public issues and for making legal decisions Understanding of the values framework- the basis for judging public issues and for making legal decisions Understanding of the key values that form the core of our society’s ethical system Understanding of the key values that form the core of our society’s ethical system

5. Brief 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 Positions Phase Three: Taking Positions Phase Four: Exploring Stance Phase Four: Exploring Stance Phase Five: Refining and Qualifying the Positions. Phase Five: Refining and Qualifying the Positions. Phase Six: Testing Factual Assumptions Behind Qualified Positions. Phase Six: Testing Factual Assumptions Behind Qualified Positions.

6. Class 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 the room. Fill in the blanks by walking around the room. Be ready to answer questions with your group. Be ready to answer questions with your group.

7. Class Questions What is a value problem, factual problem, and definitional problem? What is a value problem, factual problem, and definitional problem? What must students have to use this model? What must students have to use this model? People make decisions based on issues involving values because the feel …. People make decisions based on issues involving values because the feel ….

8. Pros and Cons Get with a partner Get with a partner Decide if you think your paper is a pro or con. Decide if you think your paper is a pro or con. After you and your partner decide, come to the front of the room to check. After you and your partner decide, come to the front of the room to check. Place pro on a green placard/ Place con on a red placard. Place pro on a green placard/ Place con on a red placard.

9. Research from ERIC Analyze activity in groups… Analyze activity in groups… Read the article and define the steps as a group. Read the article and define the steps as a group. Decide if this activity effectively used the model. Decide if this activity effectively used the model.

10. 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 Positions Phase Three: Taking Positions Phase Four: Exploring Stance Phase Four: Exploring Stance Phase Five: Refining and Qualifying the Positions. Phase Five: Refining and Qualifying the Positions. Phase Six: Testing Factual Assumptions Behind Qualified Positions. Phase Six: Testing Factual Assumptions Behind Qualified Positions. Also consider why the article is using role play. Also consider why the article is using role play.

11. Models Impact on Student Achievement Believe that it provides a unique opportunity to become involved in learning through ownership of values Believe that it provides a unique opportunity to become involved in learning through ownership of values Believe that it helps students make decisions in a democratic society Believe that it helps students make decisions in a democratic society

12. Salient Information Students maintain a vigorous intellectual climate where all views are respected. Students maintain a vigorous intellectual climate where all views are respected. Students can avoid direct evaluation of other student’s opinions. Students can avoid direct evaluation of other student’s opinions. Students see issues and explore them thoroughly. Students see issues and explore them thoroughly.

13. Goal 12 US History Grade- 11 Goal- The United States since the Vietnam War (1973- present)- The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period. Goal- The United States since the Vietnam War (1973- present)- The learner will identify and analyze trends in domestic and foreign affairs of the United States during this time period. Objective 12.05: Assess the impact of growing racial and ethnic diversity in American society. Objective 12.05: Assess the impact of growing racial and ethnic diversity in American society. Factual Content- Bilingual Education Factual Content- Bilingual Education Jurisprudential Inquiry works well in this class because they must address public policy questions and analyze alternative positions.

14. Different Methods to Teach English Language 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 in Two languages)

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

16. Review facts of Bilingual learner: Nationwide only 7 percent of limited English learners scored “at or above proficient” Nationwide only 7 percent of limited English learners scored “at or above proficient” 4 million students are enrolled nationwide with limited proficiency to English 4 million students are enrolled nationwide with limited proficiency to English States report more than 460 languages spoken by students with limited proficiency in English States report more than 460 languages spoken by students with limited proficiency in English

17. Phase Two: Identifying Issue Problem areas: Racial/ Ethnic Conflict Racial/ Ethnic Conflict Religious/ Ideological Conflict Religious/ Ideological Conflict Security of the Individual Security of the Individual Conflict among Economic groups Conflict among Economic groups Health, Education, Welfare Health, Education, Welfare Security of the nation Security of the nation What values are conflicting? Property rights/ equal opportunity/ freedom/ more in book

18. Phase Three: Taking Positions Get into groups of three or four. Take a position on the issue presented in terms of social value and consequence in education. Remember to also consider models of teaching for bilingual students.

19. Phase Four: Exploring Stance Use the resources provided to explore the stance in your groups. Use the resources provided to explore the stance in your groups. Establish if a value is violated (from step two). Establish if a value is violated (from step two). Prove a desirable or undesirable consequence. Prove a desirable or undesirable consequence. Select priority of values. Select priority of values. Also use your knowledge from the teaching models presented throughout class to address which model would help these students. Also use your knowledge from the teaching models presented throughout class to address which model would help these students.

20. Phase Five: Refining and Qualifying the Positions. State position and reason for position as a class. In your groups discuss: “Has your position changed based on the examination of others information?” Remember: Focus on models of teaching.

21. Phase Six: Testing Factual Assumptions Behind Qualified Positions. Each group share their findings as a class. Each group share their findings as a class. Examine validity as a class. Examine validity as a class.

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