Governing Grizzlies: Standing Bear students gain legislative experience at mock hearing

May 23, 2025

Standing Bear High School students learned how to become difference makers this spring by debating a proposed bill at the Nebraska State Capitol.
 
Advanced Placement Human Geography and Civics students traveled to the capitol building for a valuable field trip. They participated in a mock committee hearing about a fictional bill that would have granted voting rights to 16-year-olds in Nebraska. They researched the topic in small groups, offered testimony both for and against the bill and served as senators on the Government, Military and Veterans Affairs Committee.
 
Hadley said it was fun to gain firsthand knowledge of America’s “We the People” phrase during the mock hearing. She felt the visit to Hearing Room #1507 had given her a new perspective on how state senators produce legislation every year.
 
“I thought it was really cool getting to see the process and kind of getting to act it out,” Hadley said. “I feel like a lot of times, people just tell you what it is, but actually getting to do the experience was really different and exciting.”

Standing Bear social studies teacher Laurie Lofquist said it was important to bring students to the capitol grounds. Lofquist is Standing Bear’s social studies department chair and is leading AP Human Geography and Civics classes this spring.
 
“We can talk about government and the process in the classroom, but experiential learning is so impactful,” Lofquist said. “When we get the students out in the setting, having that experience of doing a hearing and researching the topics, it’s much more impactful. I think one day is worth probably four to five weeks of instruction in the classroom. That’s the impact of a powerful field trip.”

 
Audrey Nance of Civic Nebraska led an activity that let several dozen Grizzlies consider whether Nebraska should lower the voting age to 16. They learned why United States citizens passed the 26th Amendment – which lowered the voting age from 21 to 18 – in 1971, and they researched arguments both for and against the proposed bill. They then developed testimony that they could choose to present in front of their peers during the mock hearing.
 
Samantha said she enjoyed hearing different viewpoints from her classmates in her small group.
 
“When we separated into groups and discussed the topic, it was fun to hear what they had to say,” Samantha said. “It was an interesting thing to hear who was for and who was against it.”
 
Reese was one of seven Grizzlies who testified at the hearing. She offered research that supported why she was arguing against the bill. She said the experience gave her more confidence about standing up for things she believes in.
 
“I decided to come up because I feel like it’s important to be the person that’s speaking up, because not a lot of people are that type of person who’s going to speak up,” Reese said. “You want to have a say.”

 
Classmate Brooke gave testimony in support of the bill. She fielded questions from senators about the topic and explained her research to them.
 
“When you’re 16 you contribute to the economy and you can drive, so you should be able to vote,” Brooke said.
 
Samantha and Hadley both served as senators on the committee. Hadley said it was inspiring to sit alongside her classmates in a position of responsibility.
 
“It was this big table with all these chairs in a big circle,” Hadley said. “I feel like you see it on TV and stuff, but you don’t ever really get to actually go up in the chairs. It was really cool.”
 
Samantha said she learned a lot from posing questions to each testifier. Senators asked them to defend their arguments and provide more details about their research.
 
“I liked asking people questions about what they thought,” Samantha said. “I thought it was fun to hear them explain why they thought what they did, and I also thought it was a fun way to debate what others thought and argue a little bit.”

 
The entire class discussed the results of the mock hearing before voting against the proposed bill. Lofquist said she was impressed with the level of thoughtfulness and care that the Grizzlies showed throughout the entire event.
 
“When I saw them out there using all of the skills that we teach in class and getting out in front of their peers and stating their business, I was really proud of the way that it all came together,” Lofquist said.
 
Lofquist felt the visit gave Standing Bear students a firm foundation in the principles of civic engagement.
 
“I think that today was a really engaging way to get them thinking about what it is to be a citizen and what voting rights that they will have and just looking ahead,” Lofquist said. “I hope that they bring that experience back to the classroom and they think about it more as they take government as a senior and start to vote.”

 
For Samantha, her time in Hearing Room #1507 reinforced how she and other Grizzlies can be true difference makers in society.
 
“I really enjoyed debating,” Samantha said. “I really like it. I think students have a lot of things to say, and it’s really helpful to hear things from the younger generation.”
 
Visit home.lps.org/socialstudies to learn more about the civic engagement opportunities available for LPS students in their social studies classes.
 
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