Indiana Teacher Engages Students in Civics Through Zombie Apocalypse Scenarios

CROTHERSVILLE, Ind. — In an unconventional approach to teaching civics, Jared Kempton has transformed his classroom into a zombie apocalypse survival scenario, where students explore complex themes of government and society. The hands-on project, known as Tinker, is held in a repurposed church adjacent to Crothersville’s primary school, creating an immersive learning environment.

The sixth graders participate in activities where they gather supplies and discuss pressing issues of survival and governance. Recently, their main task involved collecting firewood to fend off zombies, but it also served as a tangible way to engage in deeper discussions about civic responsibility. As Kempton noted, the fires symbolize not just survival but also the collaborative effort needed in rebuilding society.

Hands-On Learning with Societal Themes

The Tinker program is designed around student interests, allowing them to choose themes that direct their learning. This semester, zombies captivated the students' attention, leading Kempton to weave in lessons on microbiology and engineering while they build zombie-proof structures. The curriculum bridges standard subjects, enhancing the kids’ learning experience while keeping them engaged in the material.

The lesson plan for the day involved discussing how to rebuild a society ravaged by the undead, using foundational U.S. documents as a guide. Kempton actively encourages his students to grapple with the balance between safety and freedom, inspired by the CREATE 250 initiative from Ball State University, which aims to boost civics education in schools.

Debating Rights and Responsibilities

As the session progressed, groups of students delved into a narrative crafted with the help of artificial intelligence. This story detailed a scenario where a leader within their makeshift society imposed strict controls, leading to heated debates among the children. One student argued for the necessity of such measures for survival, while another raised concerns about personal freedoms being compromised.

In this exercise, students were prompted to reflect on the Bill of Rights, determining which amendments they would prioritize in their post-apocalyptic governance. The discussions often took turns toward contemporary issues, with thematic connections made between the classroom’s fictional circumstances and real-world implications of civil rights.

When prompted about their views on freedom of speech, one student hesitated to consider the ramifications of expressing dissent, especially in relation to political figures. Kempton guided their thinking, using local examples to illustrate the importance of protecting these freedoms, even in dire scenarios.

Creating Engaged Citizens

Kempton’s mission goes beyond merely imparting knowledge; he seeks to reignite enthusiasm for learning among middle schoolers. He observed firsthand the waning interest in academic subjects as children navigate into junior high, indicating that engaging real-world issues, such as civics and current events, can reinvigorate that interest.

Through his affiliation with CREATE 250, Kempton shared that the program not only enhances his confidence in leading discussions on civics but also promotes the sharing of strategies among educators to handle challenging subjects sensitively. David Roof, the director of Ball State’s Center for Economic and Civic Learning, emphasized the need for students to view civics as more than just voting, highlighting the value of civil discourse and the responsibilities that accompany citizenship.

As the lesson concluded, Kempton allowed the students a brief window to search for more firewood, demonstrating the importance of cooperation in achieving goals. Their collective effort paid off, securing enough wood to proceed with their planned fire-making activity the following day.

The Future of Tinker

Looking ahead, Kempton hopes to expand Tinker into an all-day program where students can fulfill core requirements through project-based learning. Though currently run by a small team of trained seniors, there’s potential for broader implementation, particularly given the new facility acquired three years ago. Encouragingly, student feedback has been overwhelmingly positive, with attendees eagerly anticipating their time in Tinker.

As one senior student involved in the Tinker initiative put it, the class embodies a sense of freedom and fun that keeps students engaged and looking forward to learning.

The infusion of hands-on, relevant discussions empowers students, ensuring they not only learn about their rights but also understand the complexities of civic engagement. Through the lens of a zombie apocalypse, Kempton fosters critical thinking, collaboration, and a love for learning that extends beyond the classroom walls.

Aleksandra Appleton covers Indiana education policy and writes about K-12 schools across the state. Contact her at [email protected].