In my humble opinion a zoped became evident yesterday in the following
example:
A speaker came into our school yesterday to talk about voting rights. This
gentleman was from a local law firm and specializes in civil rights. His
pro bono work regards child protection cases in the county. Prior to class
his only instruction from me was to talk about the history of voting rights
and how that has been applicable to people's civil rights over america's
history. I also explained that we were a small special education program
and that he would have eight to twelve high school age students who have
not been receptive to the topic of voting and that they are vocal about the
uselessness of voting. The gentleman had gathered his information and
presented the historical facts of the constitutional amendments that have
increased the pool of qualified voters. Twenty minutes into the speech the
glazed stares were evident to the speaker that the students weren't going
to last the remaining 40 minutes but being the veteran of public speaking
(50 years practicing law) he didn't get flustered and continued with his
historical perspectives. One of the two teachers sitting in the audience
asked, "You mean women were the last group allowed to vote?" The speaker,
sensing an opportunity to change gears brought up how even though women
were the last to gain voting rights that politicians in office have always
looked towards ways to limit the total number of minority voters. I do not
have the verbatim words of his message but in presenting the answer he
brought up how federal officials in the 1960's went to southern states to
make sure black voters were getting to the polls. The change was subtle
but the information perked up the interest of the students and allowed them
an opportunity to comment and ask questions.
Zoped: a culturally based activity (topic of voter rights) that provides an
opportunity for individuals to apply scientific concepts (civil rights) to
everyday experiences (the historical facts of the struggle for having a
voice in political leadership).
One of the comments from a student, "Felons can't vote." Response from
speaker, "Once a felon has completed their sentence they are allowed to
vote." Question, "What if I committed a felony and knew that I did and I
was on trial for the felony, could I vote?" Response, "As long as you're
not convicted of a felony you can vote." There are many other examples
that point towards the students placing voting ideology into their thought
processes for future consideration but the best comment I heard was, "he
was a good speaker." His speech is also something that I can refer back to
when I talk to my students about exercising the franchise.
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