Justifying the Place of PHYSICS and ESS* in the High School Curriculum

Scenario:

You are either a high school PHYSICS teacher with 10 years of experience or an ESS science teacher with similar background. You are working in a small consolidated school district. The district is out to cut expenses for next year because the tax base has lost value. A 3% cut of the school budget is anticipated. According to the superintendent, this means the loss of one science teaching position next year. You have been teaching PHYSICS or ESS for only two years, and your classes are small. The superintendent and school board members think that it might be best to remove either PHYSICS or ESS from the curriculum because they are not cost-effective courses to teach. Besides, only a relatively small number of students take the course PHYSICS and ESS in comparison to biology and chemistry. Nonetheless, the superintendent and school board are willing to give you your "day in court." You have been given the opportunity to make a case for keeping PHYSICS or ESS in the high school curriculum (and keeping your job). You have been given the opportunity to call in "expert" witnesses to help you make your case. You will be given 15 minutes to make your case for keeping PHYSICS or ESS in the high school curriculum; the Board will also be given 15 minutes for questions of school board members including the superintendent. Students will be assigned to both groups by major; be prepared to argue your side of the case. A short amount of time will be given for final planning purposes the night of the class; prepare your arguments as well as possible beforehand.

Procedure:

1. The school superintendent will make the case for eliminating either PHYSICS or ESS from the high school curriculum - but not both.
2. A teacher and expert witnesses will work to make the case to the school board for keeping PHYSICS and ESS in the high school curriculum.
3. Each group must decide who the teacher "under the gun" is and who will constitute the expert witnesses.
4. The teacher and expert witnesses will be permitted to make an introductory statement of 15 minutes maximum duration. This part of the role play is a presentation, not a conversation with the superintendent and members of the school board.
5. The superintendent and school board members will question you after each presentation and will do what they can to shoot holes in your case. Be prepared to defend your position.
6. The superintendent and school board will determine which of the two courses to keep based on the quality of the arguments presented; their decision will be presented at the end of the class period.

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Return to PHY 310 Course Outline

* ESS = Earth & Space Science

(Last updated 1/20/2011)