I've written about it before in previous columns, and with the volume of notes I've saved from this activity, I've thought of one day writing a book about 35 years of young adults struggling to create a new world when their old world (Earth) has been destroyed.
It's what we in the education biz call "a simulation activity" that gets the kids to role play and put themselves into a situation rather than just reading about it. This simulation begins with the aftermath of a thermo-nuclear war that has extinguished all life on our planet with the exception of each of my classes.
They have become passengers on a space ship that escaped the final holocaust and are about to land on an Earth-like planet with the chance to start life anew.
How will they govern themselves? What rights will they insist on having? What seeds will they plant to start life over for themselves and create a better life for generations to come?
Some of you reading this might be wondering why I would offer up the deliberations of a bunch of 17-year-olds on such weighty subjects.
Compared with we older and wiser folk, these teenagers lack the understanding, the depth of learning, the logical thought process — I mean, really, who cares what they think?
After more than three decades of teaching that age group, I think I have an answer to that question: It is precisely because they don't "know" a lot of things that they bear listening to. Their minds aren't yet "made up" and hence more open to possibilities. Their uncertainties outweigh their certainties, their questions outnumber their answers.
They have not yet decided how the world and all the people in it are. They will soon learn that that is the domain of older people who are more practiced at sounding authoritative and self-satisfied in having figured out what life is all about.