Government and Guns Part II:  The Simulation is Over and Here’s What Happened

Simulation

The Senate Judiciary Committee Simulation is over. All in all, students did a really stellar job debating the pros and cons of the Concealed Carry Reciprocity Act from the perspective of members of the committee and special interest groups like the NRA, police chief associations and the United States Concealed Carry Association, all of which gave passionate testimony to the committee. I could have done a better job preparing the committee members to integrate knowledge of their states’ demographics into the questions they posed to the special interest groups.

Just for fun, I offered students in one class the option of taking on the role of a founding father who shows up at the hearing unannounced to provide some historical perspective. One student took me up on it and arrived as Thomas Jefferson.  Mr. Jefferson reminded the committee that he and James Madison, when drawing up a code of conduct for the University of Virginia, stipulated that “No student shall, within the precincts of the University… keep or use weapons or arms of any kind..”  So it seems Jefferson himself would have been deeply opposed to the Concealed Carry Reciprocity Act. Good stuff!

I asked the students to consider all of what they learned in the simulation and generate one question which captured some aspect of the issue left unresolved. Here is a sampling of what they came up with:

What compromise can be created within the Reciprocity Act in order to resolve the resistance between the push for gun control in big cities, and the push for guns as a means of protection?

Can a measure that advocates for gun control ever really be enacted without infringing on people’s right to privacy and to bear arms?

How should the NRA and people that deal with mental illness work together to try to prevent people with these illnesses from obtaining guns?

What is more important? And individuals rights to bear arms and protect himself or the general safety of the population?  Why?

How can we ensure that backgrounds checks are going to be official considering all the failed ones that haven’t been able to report those who are mentally ill?

What compromise can be developed that would both restrict guns for the general safety of the public but also protect people’s right to the 2nd amendment?

Portrait

Next step is to have each student craft a letter to his/her senator or President Trump articulating a personal opinion on the Concealed Carry Reciprocity Act or any other gun-related public policy issue. In the letter the student will offer research-based arguments- in favor or opposition to the bill- which were shaped during the simulation, and then move the government official to action in some way.  I will let students hand-write the letters if they want. Some of the students, on their own volition, will actually send the letter off to the elected official. ( Whether they send it off or not will have no bearing on their grade for the assignment.)

This final piece, writing a letter to a government official, promotes the idea that taking informed civic action must be a combination of passionate discussion and direct pressure on elected officials.

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This lesson was originally created and has been adapted over time with the help of colleagues Kelly Pecak and Tracy Parciak of Maine West High School’s social studies department.

Author: Dan Fouts

Since 1993 I've taught AP government, philosophy and US history in the Chicagoland area. I have an undergraduate degree in political science and philosophy from Bradley University and a M.S. in education and social policy from Northwestern University. I served as a member of the committee on pre-collegiate instruction in philosophy through the American Philosophical Association from 2012-201. Additionally, I work with NCSS to create and instruct online courses designed to help middle/high school teachers integrate Big Questions into their classrooms.

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