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Association: Name: APSA Teaching and Learning Conference URL: http://www.apsanet.org
Citation: URL: http://www.allacademic.com/meta/p11548_index.html Direct Link: HTML Code:

Sachleben, Mark. "Techniques for Addressing Issues of Civil and Political Rights and Genocide in the Political Science Classroom: Role-Playing, Empathy and Experimentation in Teaching" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p11548_index.html>

Sachleben, M. "Techniques for Addressing Issues of Civil and Political Rights and Genocide in the Political Science Classroom: Role-Playing, Empathy and Experimentation in Teaching" Paper presented at the annual meeting of the APSA Teaching and Learning Conference Online <APPLICATION/PDF>. 2009-05-26 from http://www.allacademic.com/meta/p11548_index.html

Publication Type: Abstract Abstract: Confucius has been quoted as saying, “I hear and I forget, I see and I remember, I do and I understand.” This has become a mantra for many of us in the disciplines of social science to engage students in innovative techniques for our classrooms. Political scientists, like their colleagues in other disciplines, have begun to move beyond the traditional lectures, which I argue still has an important role in the undergraduate classroom, to use different forms of media to engage students. Some resourceful educators and dynamic campuses have begun to give students “hands-on” experiences to help them understand the dynamics of modern day politics. While hearing, seeing and doing may help students better understand politics, there are activities that we, professionals and society at large, would prefer that student did not engage in. Most people do not want to see students “doing” genocide in order to have a better understanding of the dynamics that lead to genocide. This paper reviews the importance of engaged-learners when discussing issues of civil and political rights. The author has sought new and innovative ways to have students think critically about human rights and social justice. This paper is a preliminary report on how their students have received techniques such as films, role-playing, research, and observation. The conclusion suggests that students are “entertained” in classrooms that employ such methods, which is not necessarily a benefit, but more importantly students are engaged, and they also have a better understanding of how to critically think about the issues and understand the plight of others.

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