/edu/ - Education

Can you lay out the different topics you need to cover?
I think irrespective of the teaching materials themselves, you should help the students understand everything in causal or dialectical relationships to disarm ideology. For instance showing the "victims of communism" may be an excellent way to discuss the pressures exerted on the various communist countries instead of the regular "le totalitarianism" cue.

Beware what you teach them. Teachers are popular targets these days. You don't want to be discovered and have the parents, administrators, and local news start on some witch hunt shit.

>>11436
This and definitely don't skip the victims of communism stuff. That is one of the biggest ideological barriers people have. Just actually explain how they got the numbers, why they were motivated to do this project, and give them the broad strokes context. That way they will know it's bullshit and not fall for it later. If you skip it you run the risk of them believing it when they encounter it later.

>>11434
>victims of communism
pictured, dead center.

>>11437
I am not worried because I don't give anyone a reason to start a witch hunt. No posters, or evil flags or memes, I do try to present "all sides" in a way that lets them analyze things critically and teach them research methods. I'm not here wearing che guevara shirts.
>>11436
All branches of government, and then a semester of basic economics and financial literacy. I do not want to do a "stock market game" as many people do.
>>11438
You're right, and if I skip it I might end up being accused of being a commie and all. The students are already aware of it being heavily ideologically and politically driven since they're about to graduate.

>>11440
It's always good to let students discover things on their own. Like the other anon suggests. Once a kid was asking me about socialism and stalin and the crimes of communism. I simply questioned him and his sources, like "could you find out where this infromation originates? who wrote this? where is the original research? is this a reputable researcher? what criticisms have people made about them?". Originally I told him I wasn't convinced about socialism. A month later he was trying to convince me that most things I had heard about communism were not true. Hehe, great success.

So I think having kids do their own research is profitable.

I think it can be good to introduce the idea that naziism was a project by industrialists to expand their profits and rid the country of all "innefficiencies". Idk how true it is, I'm not an expert.

Also great to encourage kids to find commonality of naziism in the conflicts of today. They'll for sure say "russia!" but if you encourage them to look beyond the ethnic cleansing and see other instances of scapegoating that have been used to wage war on others. Also good to not have "wrong" answers, more than anything to exercise thinking, but you're probably a better teacher than I am, so what the fuck do I know.

>>11440
>branches of government
I think you want to emphasize the origin of the bourgeois republic in the absolutist state apparatus. Germany's civil service had a near seamless transition.
>basic economics
You could teach some classical economics as a gateway to the LTV.
>stock market game
What if you simulated an economic cycle but most students were workers and some stakeholders? You could tie both into each other, as the coordination of funds is the most important aspect of the stock market.

>>11441
>I think it can be good to introduce the idea that naziism was a project by industrialists to expand their profits and rid the country of all "innefficiencies". Idk how true it is, I'm not an expert.
wait, didn't nazism exist in the first place and then got taken advantage of by capitalists?

This isn't an answer, but I just want to congratulate you on trying. I had a lefty teacher too once, and he was the one that helped me find the other few leftists in the school(which in a school of majority asians isn't easy) and actually start to do shit, learning from the activists in the school and learning how to avoid becoming useless or figureheads from the student gov(though to be honest, there were a few students and faculty[even a fucking librarian] that were allied with us involved in that, so it's not like there wasn't motivation to try).
He(along with an English teacher I didn't like at first but grew to respect later on) also got me out of my Caleb Maupin-ish phase, so I have to thank them for that too.

>>11437

i mean whats the worst that can happen

>>11434
Hey sir, can you post the intended curriculum here for laughs? Many of us don't truly understand the American Experience™ and this could help shed some light on it.
(Don't share anything that would be too specific to your location/school: I'm assuming it's a state-wide curriculum like we have here)

>>11447
I had one who was never explicit in his beliefs but was evidently 'left'-leaning. There was an optional activity after his lectures (night time) where he would put on films, some were comedies or culturally significant to our field of science, but many were thought-provocative like the Enron documentary (Smartest Men in the Room), 12 Angry Men, etc. and would occasionally hint at ideas of collaboration and social constructiveness in his talks. In an analytical field, it was clear he was someone who could see problems in the systems we have and why they fuck everything up for us professionally (think of the whistleblowers in the Challenger disaster that were ignored, resulting in loss of life). There was even a tutorial dedicated to rhetoric, because 'being correct or right doesn't mean anything if you can't get your boss to listen to you', and discussion dedicated to the risks and potential strategies of whisteblowing. Not comparable to what you said but a potential eye-opener, and not one that could get you fired either.
As he would say, he wasn't an educator, he was a teacher.

Teach them Victims of Communism but explicitly list Nazi soldiers as the dead

>>11442
>I think you want to emphasize the origin of the bourgeois republic in the absolutist state apparatus. Germany's civil service had a near seamless transition.
That sound sinteresting, give OP some books he could cite
>You could teach some classical economics as a gateway to the LTV.
Based
>What if you simulated an economic cycle but most students were workers and some stakeholders? You could tie both into each other, as the coordination of funds is the most important aspect of the stock market.
That will be too on the nose and risky

>>11520
Well it's important not to objectify or dehumanize the victims by merely treating them as numbers, as educators tend to do. I recommend OP also explore who these victims were and what they did.

>>11521
>give OP some books he could cite
PDF related is where I read about the German civil service. At least in European history the change from constitutional monarchy or absolutism to bourgeois democracy was less of a rupture as it is often made out to be. The point is to sidestep the "muh freedom" line of argument and accurately portray a transformation of the state apparatus. For US history this could mean focusing on the economic causes for the civil war.
>That will be too on the nose and risky
Then what is the bourgeois position on the stock market. That it's all fun and games?