Check out these Common Core MATH lessons for 6-8 graders. They’re SO Leftard biased, it would be laughable if they were satire. But they’re not. Dumbocrats are STILL so mad about Gore losing in 2000 that they’re writing it into Common Core. What’s next … calculating reparations?
I could see the value of high school American History or Political Science students studying the Gore-Bush election to understand why the electoral college exists. But using voting statistics as data sets for middle school math is absurd. There are dozens of other data sets that would be more interesting, make more sense and help rather than hinder this age group in learning the MATH lessons that are the alleged point.
This is why I doubt very much these lessons are about teaching MATH skills. I think they’re about indoctrinating a new generation of Dumbocrat sheeple. Oooh, here’s a fun idea. Rewrite these lessons using religious affiliation data sets and ask students to discuss how FAIR it is for a tiny number of Atheists to impose their religious prejudices on the majority who are Christian. Then watch Libtard heads explode. ::snort::
MATH LESSONS for Grades 6-8 (Text before URL is from CtH. Text after URL is from lesson plan.)
The point of the lesson entitled “How Could That Happen?” is to present the electoral college as UNFAIR and Democrats as the poor widdle victims of the big bully Republicans. Allegedly, the mathematical lesson here is to investigate situations in which the electoral college creates unusual election results. Oh wait. That’s politics. Like I said. It’s not about math. God forbid we should teach kids math. They might get out of the ghetto and start, horrors, thinking for themselves.
This problem-solving lesson challenges students to generate election results using number sense and other mathematical skills … in a politically challenging context.
Display “Who Won This Election?” overhead. Ask students to examine the numbers carefully. Students should notice that the “gray” candidate received more of the popular vote, yet the “white” candidate received more of the electoral vote.
Engage students in a class discussion about whether or not they feel the results of the election are “fair.” Many students will have their own opinions, but try not to influence students with your own opinion.
You may wish to share with them that these are real election results from the 2000 presidential elections. Gray represents Democrats and white represents Republicans.
The point of the lesson entitled “A Swath of Red” uses the same Bush vs. Gore election to allegedly learn ratios and estimating areas. But first, let’s talk about politics! And how UNFAIR that 2000 election was! Dontcha love how the author expects these kids to know or care about something that happened before they were BORN? How about estimating the area of their school and do the ratios of indoors to outdoors and classrooms to other types of spaces? Oh silly me. Because then we couldn’t inject Democrats are good/Republicans are bad into the lesson.
A political map of the United States after the 2000 election is largely red, representing the Republican candidate, George W. Bush. However, the presidential race was nearly tied.
Using a grid overlay, students estimate the area of the country that voted for the Republican candidate and the area that voted for the Democratic candidate.
Students then compare the areas to the electoral and popular vote election results. Ratios of electoral votes to area are used to make generalizations about the population distribution of the United States.
Ask students why a larger area represents nearly the same number of voters. Explain that they will be investigating this conundrum in this lesson.
The election of 2000 was politically charged, so you should be prepared to address the issue. The merits of the electoral college are called into question during each presidential election, and some people have strong opinions.
The alleged point of the lesson entitled “Why Is California So Important?” is “understanding of measures of central tendency and fluency with decimals and percents.” Thus, it makes a ton of sense that FIRST we talk about … the electoral college! The lesson plan actually SAYS, “By the end of the lesson, they will know if their state has many or few electors, and what that means to a candidate running a presidential campaign.” I couldn’t quite figure out what MATH skills the students were supposed to acquire, which makes me all the more certain these three lessons are not about teaching MATH.
In this lesson, students learn about the mechanics of the electoral college and use the State Data Map applet to gather data on the population and electoral votes for each state. Students calculate the percentage of the Electoral College vote allocated to each state, and use mathematics to reflect on the differences.
Ask students, “Who elects the president of the United States?” [The electoral college, not the general voting public.] Describe the mechanics of the electoral college to students. If time permits, you can also have students research how the electoral college works.
Tell students how many electoral votes their state has. Ask them whether it seems like a lot or a little. Discuss what they’ve learned to get them excited for the upcoming lesson. Tell students that they are going to be gathering data about the number of electoral college voters in each state and discovering interesting facts.