curryed away Curryed Away: Carrying Curry Education Away and Into the Classroom

The ‘Social Studies’ Subject Area

NPR posted an article today about a web quiz at isidewith.com that you can take to show you which US presidential candidate you align with. While not a new phenomenon in the least, the article reported, this quiz works because its thoughtful, devoid of obnoxious advertising, and allows quiz takers to share their results on social media sites.

image of isidewith.com website

I took this quiz and liked it because it introduced me to some issues that I hadn’t really thought about, as well as a number of candidates that I hadn’t heard of but was a good match for (like Jill Stein — have you heard of her?). The quiz also shows you which political parties your views match up with the most, and allows you to explore the most popular results by state.

So here’s the question: Would you use this in a classroom? I can see it being an interesting tool to get apathetic students more interested in politics. Not only does it give you a nudge in defining where your views lie, it also provides a list of issues and candidates that may be new to most young people. And since it focuses on more than just the democratic party/candidate and the republican party/ candidate, it hints at what our democracy could be like without a two-party system (if only!).

I also really like this sentiment from one of the creators of the site (as reported in the NPR article):

Peck, who clearly sees the humor in politics, muses that there should be a place for the quiz in the presidential selection process. “Whoever gets the highest score gets the nod.”

What a great questions to engage students in the democratic system! With technology becoming so prevalent in our society, should we be able to vote for the president online?

Perhaps one day that will be a decision that our students will indeed have to make.

This lesson will scaffold students' understanding of Abraham Lincoln's Emancipation Proclamation. They will gain background knowledge about the document and make predictions about the reading to connect it to knowledge about the wider abolition movement.

Identity discovery through poetry

Point-of-view and the Boston Massacre

by Drew Keneally

The Boston Massacre presented in a tiered instruction model.

Background and Content: This unit is designed for a standard 11th Grade Virginia and United States History class that has read a packet of primary sources for homework the previous night.  It focuses on government, military and civilian statements and reactions in the build up to, occurrence of, and aftermath of the Boston Massacre.  The lessons are meant to build on the class’ preexisting knowledge of how primary and secondary sources help us to understand the causes and consequences of major events in history. It is designed to show students that the authors of primary and secondary resources possess different points of view and motivations in creating them, and provide important insight into an event- in this case, The Boston Massacre. Students should better understand how primary and secondary documents provide important information about events, and they will be able to interpret and explain the different points of view of John Adams, Sam Adams, Paul Revere, Captain Thomas Preston, and Prime Minister Lord North as they relate to the Boston Massacre.

Globalization

by Matt Deegan

Is a globalized world a better world?

Civilian life during the Civil War

by Katherine Lowder

This lesson is centered around the Virginia Standard of Learning concerning the Civil War. In particular, students will use primary documents to describe civilian life and its associated struggles during the war from the perspectives of various associated group, both male and female.

Leadership and the Battle of Gettysburg

by Melissa Mitchem

Solid leadership is crucial in times of conflict or war.

Political alliances are agreements or organizations that countries form to further their own individual interests either militarily, culturally, or economically. The main reasons for political alliances are economic, cultural, religious, and military similarities. Ironically, these types of alliances have contributed to war (World War I), but have also led to economic cooperation (NAFTA) and peace keeping efforts (UN). While alliances ensure cooperation and protection for countries within an alliance, they also create the possibility for conflict between competing alliances.

These contrasting characteristics present a relevant debate for whether political alliances are necessary or an unwarranted risk. For typical tenth grade students, political alliances directly affect their everyday lives. For example, the political alliance OPEC has a large role in controlling the price of gas, which will affect students’ driving. Another example is how the United Nations helps promote the safety and peace for all people, including the United States. These and other examples show that political alliances on the global level do affect individuals every day, including tenth grade adolescents. The connection can also be made that everyday choices can impact our lives for better or worse.

Hwa Rang Kim

This is a lesson plan I found. It’s for economics (social studies). This lesson plan is intended for 5th grade social studies. In this lesson, students will fill out a concept map about the causes of the Great Depression. To use technology in this part, students maybe can fill out a concept map using programs in computer. Then, they will explore on the internet headlines from when the stock market crashed, also known as “Black Tuesday.” This part already uses technology. Then, they will create their own news article/story about what made the stock market crash. In this part, students maybe can create their own news article/story again using program in computer, and present it to class using technology such as overhead projector or maybe using smart board if they have one.

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Context: 8th Grade Advanced Civics and Economics class at Henley Middle School.  Students come from suburban and rural areas, about half have a parent(s) that works for UVA.  Advanced students have an on- or above-grade level reading ability, 95% have Internet access outside of school.

Unit: Structure and Functions of US Government

Lesson: Introduction: Three Branches (Lesson 1)

VA SOL Addressed: CE 6a, b, d; 7a, d (US and VA three branches, separation of powers)

Albemarle County Life-Long Learner Standards Addressed: 3 (critical thinking) and 12 (metacognition)

Objectives:

Students will know:

  • the structure of the US and VA governments
  • the functions, positions and locations associated with the three branches of the US and VA governments
  • their own habits of mind through reflection

Students will understand that:

  • power enables choice.
  • getting better at your job/work takes not only practice, but also self-evaluation.

Students will be able to:

  • define the functions, positions and locations associated with the three branches of the US and VA governments
  • develop an understanding of the three branches of government through individual contemplation and group and class discussions
  • reflect on the concept attainment process and evaluate their personal habits of mind Read More