Concept Mapping

The first three chapters of Jonassen encouraged me to think how I could use mindtools to engage my students in processing concepts in history and politics. Since the beginning of the year, we have been intensely project driven in all of my classes: creating web sites, posting to forums, creating graphic novels, PPt.... My concern is that some of the learning associated with the content/instructional goals is being over-shadowed by the steep learning curve associated with the programs. The semantic organizational tool of concept mapping meets my goal of dropping the "program barriers" and will help students build their own reality.

My Political Science course is coming up on an important but difficult chapter regarding the federal nature of our government. Past experience tells me students have a difficult time comprehending how studying concurrent, delegated, and reserved powers has any impact on their daily lives. Using concept mapping to examine some of these connections might help students see the connections between the textbook material and current issues such as marriage rights, access to medicine, abortion rights and so on. Students can use the mindtool to construct their own understanding of federalism. After constructing the maps, students will compare each other's maps to see how others structured the same material. These comparisons would lead to a larger group understanding.

I could use some feedback about the following: I would like students to draw connections to current issues that express the nature of federalism, but also to incorporate the detail points about U.S. federalism: interstate compacts, federal grants to states, FEMA, supremacy clause....