Category Archives: economics

Nature Abhors A Vacuum

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“Nature abhors a vacuum.” was first theorized by Aristotle. This theory was brought into doubt in the 1600’s when experiments were conducted that appear to prove creating a total vacuum is possible. I don’t see why the possibility of there being a vacuum does not mean that nature abhors one. I thought about this when I was contemplating on how to get people to seriously consider what must be done to save the world. It seems that people abhor the thought of destroying the world, but can’t stop doing it. There are some people who live a “green” life, so we know, like a vacuum, it can be accomplished. Unfortunately, the vast majority of people continue to buy, sell, and destroy the environment with abandon. We know this must stop, but what are we doing to stop it? Are we even capable of making ourselves stop it, or are we just resigned to going down in a firestorm of global warming?

The final project in Economics is about saving the world. The students are enthusiastic about the project. They get it. Humans are destroying the world. But what are they doing about it? Only one of my first period students posted something on social media about saving the world. This is not going to cut it. So much more needs to be done. Beyond learning, my lessons must include a call to action.

I do hear snippets from my students that others are teaching about this same subject. Maybe it is a video in biology class, a book in English class or using recycled materials in art class. Things are being done. I would like to know what everyone else is doing and how we can make a coordinated effort to educate our students about the magnitude of this problem and about what can be done to alter our path to one that makes sustainability possible. Wouldn’t it be great to have some calls to action on a school-wide basis, backed by what we are learning in class? That would be project based learning at its best.

Speaking of a vacuum reminds me of the Pink Floyd song “Is There Anybody Out There.” If you are out there and read this, do you also believe it is time to translate our thoughts into actions? Our students, their children and grandchildren deserve nothing less.

The Perfect Final?

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“I learned so much by doing this research project, and surprisingly had fun with it.” 
          – student response



I knew this final was a winner when students spent the entire final exam period enthusiastically sharing their research projects. Then the student survey results came in confirming their enthusiasm. Across the board the vast majority of students found this final superior to the traditional multiple-choice and short answer final. Over 80% of the students in my three classes believed they learned more, would remember longer, and used higher order thinking skills more than they would have with a traditional final exam.


The secret ingredient was that this exam was, in actual fact, a multiple-choice final. The multiple choice part was the topics, not the answers. Economics class students were given a choice of 24 general topics. Civics class students were given a choice of over 150 topics. Over and over students told me how great it was to get to study something they really wanted to study. Choice was the key element to the success of this final exam.


Success was also reflected in my ability to assess student skills. The exam was setup so I could assess how much students had learned about applying their subject matter knowledge in a practical application of that knowledge. I could also assess how well students had developed their research, evaluation, analytical, and synthesis skills. These skills went so far beyond memorizing a hundred or so vocabulary words and subject matter questions that would be forgotten before the end of the day.


This research exam was divided into four parts. In the first part students had to select a topic and write a paragraph explaining why they were passionate about that topic. Next each student had to find at least twelve reliable sources and record at least one solid piece of evidence from each source. Then they were required to complete an outline with enough detail so I could write an essay about their topic using only the outline as my resource. Finally students wrote an essay of at least 1200 words supporting their thesis. The essay was graded using a rubric.


There was quite a bit of correcting involved with this four part final, especially since there were a number of overachievers who wrote well beyond the 1200 word minimum. The enthusiasm of the students made it worth all the work. I have never seen students so excited about taking a final exam. I have never been so confident that students will take their new found knowledge and skills with them for quite some time. This exam format was a winner for both teacher and students.


Below are the results of the six most important questions on the student survey. I mirrored each question with one naming the traditional final. The results were also mirrored. The last question on the survey was a neutral, “Please add any comments you might have about the research essay final exam.” The comments were overwhelmingly positive.